it is very good for my reading...
We want now to examine some very well established ways of not getting a PhD. While most examples in this chapter are drawn from business studies, in our experience, these tried and tested ways of failing apply to all fields and have to be pondered continually by research students. You have to be clear what your position is on each of the seven ways of failing that we shall discuss if you are not to fall foul of the traps they offer. And as we shall see, just to have them pointed out to you is not enough to avoid them. Most offer real blandishments that have to be determinedly resisted.
Not wanting a PhD
The first method of not getting a PhD is not to want a PhD. This may seem very strange, considering that a student is likely to be 'starving in a garret', living on a studentship pittance, perhaps having given up a job in order to study, or relying on the earnings of a spouse to put them through the course. At the very least, you will be devoting a great deal of time and effort and energy to research. Surely, you might say, considering what I am giving up to the project, can there be any doubt that I really want a PhD?
Well, strangely enough, there can be. We think an analogy would help here. It is the case, isn't it, that none of us, research students and research supervisors, want to become millionaires? We should quite like it if someone gave us a million pounds and we didn't have to do anything for it, not even buy a lottery ticket - that would sound like a good idea. But we don't want to set out to become millionaires. Obviously we don't; otherwise we wouldn't be considering how to do research and get PhDs -we would be considering how to build a better mousetrap, how to play the property market, how to write a bestselling book. There are many ways of making a million pounds, but doing a PhD is not likely to be one of them.
Exactly the same phenomenon occurs in regard to PhDs. People think it would be a nice idea to do a PhD, they come with views of what they want to do and then they turn round and say: 'Please can I have a PhD for it?' And the answer is often 'No'. PhDs are given for a particular form of research activity and if you do not wish to carry out this form of work then you effectively do not want to do a PhD. It is precisely the same distinction as that between hoping to become a millionaire and setting out to make a million pounds.
Clearly the purpose of this book is to help you to set out to obtain a PhD; and for this you need a degree of single-mindedness, a willingness to discover what is realistically required, and a determination to carry it out. This is the sense in which you must want a PhD. And this 'wanting' is important in that it has to work very hard for you. For example, it has to carry you through occasions when what you are doing may seem very pointless or fruitless, or when you ask yourself the question 'Why have I got myself into this?' or 'Why am I inflicting this on my family?' You cannot expect with an activity as demanding as doing a PhD that the intrinsic satisfaction (such as the interest of doing the research, the enjoyment of discussing your subject with other like-minded researchers) will be sufficient on its own to carry you through. You must always have a clear eye on the extrinsic satisfactions (your commitment to the whole exercise of doing a PhD, its necessary place in your career progression, and so on); you must want to do it.
There are, unfortunately, many who turn up as beginning PhD students who do not want to do a PhD in this sense. Particularly vulnerable are those who are using the PhD process as a vehicle for a career change:
· Iris, a teacher for many years, developed an interest in a particular specialism (multi-ethnic curriculum development) and thought she would like to do research in order to establish herself in this new subject. She found that doing research was taking her farther and farther away from dealing with what she saw as the real issues of pupils in the classroom in favour of a measurement- orientated form of 'science' to which she was unsympathetic. She left.
· Jim was a journalist specializing in industrial issues. He wanted an academic career and started a PhD on a politically topical issue. He continued to write occasional newspaper articles to earn money as a student. After producing a series of articles as his inadequate research proposal, his supervisor told him he had to design a questionnaire. He did so and got a group of managers to complete it, but he never analysed it- he said that he didn't see the point. And, of course, there was no point -for him. He withdrew.
Not understanding the nature of a PhD by overestimating what is required
The words used to describe the outcome of a PhD project -'an original contribution to knowledge' -may sound rather grand, but we must remember that, the work for the degree is essentially a research training process and the term 'original contribution' has perforce to be interpreted quite narrowly. It does not mean an enormous breakthrough which has the subject rocking on its foundations, and research students who think that it does (even if only subconsciously or in a half-formed way) will find the process pretty debilitating.
Of course, if you are capable of a major contribution then go ahead and make it (there are still, for example, a few scientists who have an FRS but not a PhD) -but this is a strategy for getting an honorary degree, not for getting a PhD! For those not in that position- i.e. most of us -an original contribution can be rather limited in its scope and indeed should be: apply this theory in a different setting, evaluate the effects of raising the temperature, solve this puzzling oddity or review this little-known historical event.
We find that when we make this point, some social science students who have read Kuhn's (1970) work on 'paradigm shifts' in the history of natural science (science students have normally not heard of him) say rather indignantly: 'Oh, do you mean a PhD has to be just doing normal science?' And indeed we do mean that. Paradigm shifts are major changes in the explanatory schemes of the science, which happen only rarely when the inadequacies of the previous framework have become more and more limiting. Normal science is the ordinary research that goes on between major theoretical changes. It serves to elaborate the general explanatory paradigm used and to tease out difficulties and puzzles that are not yet sufficiently well explained. It is the basic useful activity of scientists and scholars, and PhD students should be pleased to make a contribution to it.
You can leave the paradigm shifts for after your PhD. And, empirically, that is indeed what happens. The theory of relativity (a classic example of a paradigm shift in relation to post-Newtonian physics) was not Einstein's PhD thesis (that was a sensible contribution to Brownian motion theory). Das Kapital was not Marx's PhD (that was on the theories of two little-known Greek philosophers). Of course, while doing their PhDs Einstein and Marx were undoubtedly preparing themselves for the great questionings that led to the big shifts, but they were also demonstrating their fully professional mastery of the established paradigms.
It is this professionalism that the PhD is about. To think it is more than that can be very debilitating. You can wait for a long time for a new paradigm to strike. Overestimating is a powerful way of not getting a PhD. Here are two classic cases:
· Bob insisted that it would not be 'real' research if he read up in books and journals what others had done on the problem that he wished to tackle; his thinking would be entirely shaped by what they had done and he would only be able to add something minor. He felt that his only chance of being really innovative was not to read anything further in the field (he had a bachelor's and a relevant master's degree in the subject) but to sit down and design an investigation into the problem he was proposing to research (concerned with adult learning of skills), which he knew well from a practical point of view as an industrial trainer. This took quite a long time, as his knowledge of research methods was not that strong.
When he did present his proposal to Dr Bishop, his supervisor, she was not impressed. As this field was not her own particular speciality, Dr Bishop went to the library and looked up all the current year's issues of the relevant journals. In one of them she found a paper reporting a study on Bob's topic that (not surprisingly, since it was completed and published) was considerably better than Bob's attempt. She used this paper to support her argument that he would have to make a comprehensive search of relevant published material if he were to have a chance of designing an adequate study which would make a contribution. But Bob saw this as a negation of what he wanted to do and withdrew.
· While Phil was carrying out the fieldwork stage of his research into the motivation of managers, he became very involved with his subjects. He felt that it would be a betrayal if they were to get no benefit from his research because it was written up in a dull academic book that no one would read. Most research was like that, Phil maintained, and was therefore neglected by everyone except the next lot of researchers. What was needed was a research report that could really communicate. Why couldn't we have a PhD thesis that would read like a novel so that it would become accessible?
Phil took this idea very seriously. He wrote to a novelist whose works he admired for some suggestions on how to write his thesis. He took an extra year to write up the material, letting no one see anything on the way, on the grounds that you don't show a novel to anyone until it is completed. When he did finally present his complete thesis, his supervisor thought it was inadequate, unrigorous and indulgently subjective. Phil was asked to rewrite it, but he refused and thus did not get a PhD.
We hasten to emphasize that this example is not intended to deprecate writing research results for lay people, a very necessary activity that all researchers should take seriously. It is about overestimating what can be done with a PhD and therefore falling flat on your face. Nor does it mean that in writing for your academic peers you should neglect clear expression and interesting presentation.
Not understanding the nature of a PhD by underestimating what is required
Underestimating what is required is, we find, particularly a problem for those researching part-time and continuing in their jobs, and for those coming back to academic life after a long period in the 'real world', as they see it. It is basically the difficulty of understanding what is meant by 'research', since the word is used much more strictly in the academic than in the non-academic sphere. We shall discuss the nature of research activity in later in this book, but here we can just note that the lay person's view that 'research is finding out something you don't know' is not adequate: that most of the activities described as 'market research' or 'research for a TV programme' do not fulfil the criteria of research required for a PhD.
PhD research requires a contribution to the analysis and explanation of the topic, not just description. It requires an understanding that it is as important a part of the research process to fashion the questions properly as it is to develop interesting answers. It is an underestimation of what is required to accept a 'lay' formulation of either questions or answers -even if they somehow appear more 'relevant' -and it is a clear way of not getting a PhD. Here are two examples:
· Tom was a management consultant who decided to take a three-year sabbatical in order to do a PhD and thus enhance his marketability .He had noted in his job that the time horizons that managers used when making decisions affected the decisions made, and he decided to do his research on this topic, to explore ways of helping managers make better decisions. He took a typical consultant's approach, going round to a number of managers and talking to them about their decision-making problems. He wrote up some particular cases, some particular problems, and some suggestions for getting better decisions made.
After some months, a few of his clients with whom he had kept in touch and who knew of his new interest began to ask him for help and advice in improving decision-making in their firms. Tom felt that he helped them and therefore that his work was on the right lines. What he wanted to do was write up his knowledge and experience on managers' time horizons, present this as his PhD thesis, publish it as a book, and henceforth be an authority on this subject, thus obtaining more consulting opportunities.
It took until the end of his first year to convince Tom that, while his approach was a sensible career strategy in itself and his consulting opportunities would certainly improve if he published a book that was interesting and useful to managers, it was not a strategy for obtaining a PhD. His approach seriously underestimated what was required, and he was not doing research in the terms which are necessary for a PhD. When Tom accepted this, he decided that in that case a PhD was not worth doing anyway, and withdrew.
· Chris was a financial manager who thought that a research degree would be a good insurance should he wish in the future to become a management lecturer. He wanted to do his research on the financial control systems of his firm, about which he naturally knew a very great deal. He thought that it would be easy to do some research into a topic on which he was one of the experts, but he seriously underestimated the fact that research means finding good questions as well as good answers.
Chris was not able to formulate research questions very well himself; when his supervisor began suggesting a number of questions that he might investigate, he would take them up enthusiastically in discussion and give 'the answer' as he knew it to be. After treating a series of possible topics in this way, it became clear that he really did not have any need to do research since he knew all the answers anyway -at least at a level that satisfied him. After it was borne in on him that research requires actively challenging old explanations and finding new ones if necessary, his enthusiasm waned and he dropped out.
Not having a supervisor who knows what a PhD requires
If it is important for a student not to over- or underestimate the nature of a PhD, it is equally important to have a supervisor who does not do so. We shall be discussing issues of supervision in detail later, and so here we will just point out that: first, inadequate supervision is a major cause of not getting a PhD; and second, since the penalties to students of not succeeding are much greater than to their supervisors, in the end it is up to determined students to get the supervision they need and are entitled to.
· Sophia came to Britain on a government scholarship from a country that has little tradition of empirical research in her field. She was allocated to a supervisor who had good practical experience but who had not in fact done any research himself. She worked away by herself, with occasional comments from him that he thought a particular section very interesting. But he had badly underestimated the nature of a PhD. When she submitted her thesis the external examiner said that, in his opinion, it was so completely inadequate that there was no point in having the oral examination or in allowing a resubmission. She returned to her country sadder, if not wiser.
· Professor Shepherd is a supervisor very few of whose students finish their PhDs. This is surprising, because he is a well known academic in his field, has a lively intelligence and an outgoing personality -which is why he continues to attract students to supervise. But Professor Shepherd believes in treating research students as adults, as he puts it -forgetting that students are babes, in research terms! He believes that it is the supervisor's job to challenge his students, to shake them up mentally, to bombard them with new ideas. He goes on doing this throughout the duration of the research, even when more convergence, more limitations are required to complete the study. Because of this overestimation, many students find they have taken on too large a project, which they do not see becoming more focused. They get disheartened and drop out.
Losing contact with your supervisor
As we said above, the penalties of failure are greater for the student than for the supervisor. The relationship is not one of equality, so the student has to work harder to keep in touch with the supervisor than the other way around. The nature of the PhD process requires continual input from the supervisor if the student is to learn the craft of research and how to apply it to the particular topic under study .The details of managing this interaction fruitfully on both sides are covered later in this book. Here we will just illustrate the inevitably catastrophic effect which results if contact is lost.
· Tony got bogged down 18 months into his project. After a long session with his supervisor he decided that he wanted to change direction. His supervisor said that it was impossible to do so at this stage and he should carry on -even though it was now clear that more work would be required than originally envisaged, with a weaker outcome anyway. Tony did not agree and tried to persuade his supervisor to allow greater modifications. His supervisor explained that this was not sensible within the available timescale, and pressed him to carry on with the original design. They saw each other less and less because Tony felt that they were talking at cross-purposes. After four months they ceased to have any meetings; after six months Tony was observed rushing into a lecture room to avoid his supervisor whom he saw coming towards him along the corridor. He never submitted his thesis.
· David's supervisor, Professor Dickinson, was one of the leading academics in Britain in her field. She died tragically when David was at the end of his second year. His supervision was taken over by an experienced researcher whose range of concerns was different and who had only a general interest in David's topic.
David did not think it necessary to tell his new supervisor in any detail what he was doing, having it clear in his mind that Professor Dickinson would have given her approval. He thus worked without supervision for a further 18 months. When he came to submit his thesis the examiners felt that he had suffered from lack of supervision, which in the circumstances should be taken into account, but that they could award him only an MPhil, not a PhD. He appealed, but in due course the university confirmed the decision.
David's enforced change of supervisor was due to a particularly tragic event. Supervisors leave for happier reasons too, and often it is necessary to be handed on to another supervisor. In these circumstances it is particularly incumbent on the student to make good contact with the new supervisor, whose knowledge and skills are a crucial input to getting a PhD.
Not having a thesis
Words develop in meaning, and the word 'thesis' is nowadays commonly used to refer to the project report of the research undertaken for the PhD. Thus the regulations of your university may say that your thesis may be not more than a certain number of words in length, that it must be presented in black/blue/red binding, and so on. (Incidentally, these regulations differ for different institutions and they also change over time, so it is important for you to check those which apply to you.)
But there is an earlier use of the word 'thesis' that is very important to the task of obtaining a PhD. A thesis in this sense is something that you wish to argue, a position that you wish to maintain (the word 'thesis' derives from the Greek for 'place'). For example, the Reformation began when Martin Luther nailed a list of 95 theses to the door of Wittenberg church -statements of his beliefs, which he wished to maintain against the Roman Church of that time. C. P. Snow propounded the thesis that British intellectuals inhabit two separate cultures-literary and scientific - which hardly overlap. It is our thesis that it is crucial for students wanting to obtain a PhD that they understand fully the objectives of the exercise and the nature of the processes involved, which is why we have written this book.
Your PhD must have a thesis in this sense. It must argue a position. At the minimum this means that the study must have a 'story line' , a coherent thrust which pushes along an argument, an explanation, a systematic set of inferences derived from new data or new ways of viewing current data. Often, when trying to come to grips with the tough-minded pruning of material that this involves, you will feel that you are losing useful data, or important points. But relevance to the argument is the stern criterion. Your thesis has to organize data to increase the richness of your work, and focus argument to increase its cogency. It is not enough for your thesis report to be 'a short trot with a cultured mind'.
It may be that the thesis you are arguing has been decomposed into a number of 'hypo-theses' (usually pronounced hypotheses) each of which will be tested for its adequacy. In this case you must relate them to each other to maintain the general thrust of your argument. If you are not working in the hypothesis-testing mode you must still ensure that your discussions add up to a coherent argument. This is how the adequacy of your contribution is judged.
As with all the other ways of not getting a PhD, this is easier to say than to do, particularly if you do not have good guidance in the early stages of your research, when the temptation to spread yourself too widely and too thinly is greatest.
· Harry started out to study factors affecting industrial marketing strategies. This is a large field and he was able to tackle the issues only rather superficially. Some of the chapters in his thesis report made some good points, others were rather poor, but none of the aspects was at all related to the others in a cumulative way. The examiners said that his thesis 'did not add up to anything' and rejected it.
· Graham was the administrator of a voluntary organization. He registered for a PhD because he felt that not enough was known about how to manage such organizations; more research was needed to make administrators in this field more professional. He spent his first year reading a great deal about administration and thinking how the ideas could be applied to help administrators in voluntary organizations. When he was asked how his research could help them, he said that he wanted to write a textbook describing good administrative practices. There then followed a long period of trying to get through to him that without a thesis his work would not earn a PhD, though it might well be a useful thing to do in itself. In the end he reluctantly accepted this.
We must emphasize that it is not the notion of a textbook per se that makes it inadequate for a PhD but the lack of a thesis. A textbook which incorporated a well argued, justified thesis -for example, that accepted views are inadequate when the data are critically re-examined, or that the field can be reinterpreted fruitfully in the light of a new theory -would be very acceptable.
Taking a new job before finishing
Doing a PhD is an intellectually demanding enterprise, and this is true at all stages of the work. It is especially true of the final stage of writing up. Most students radically underestimate the amount of time and effort that this stage will require. They somehow think that having surveyed the field, designed the study, collected and analysed the data, it is downhill from then on to the presentation of the thesis. It is not so. Writing up demands the most concentrated effort of the whole process.
There are a number of reasons for this. The first is emotional: it is difficult to avoid feeling that this is a chore, after the 'real' work has been done. There are always ambivalent feelings about the study itself and a barely suppressed desire to run away from it all, now that the data are actually there for others to see. The second reason is intellectual: unless you are extremely lucky and everything turns out exactly as planned, there will at this stage be quite a lot of adjustment to be done in your argument, in your interpretation, in your presentation, to put the best face on the material you have available. This is an extremely demanding test of professional competence, and it is in fact at this stage that you have really to demonstrate that you are worth a PhD.
There is a third reason concerned with limitations in writing skill and experience. Few students have written anything as long as a PhD thesis before, and to complete it requires a considerable effort.
For all these reasons, writing up is not the time to take a new job. Apart from the physical dislocation, which makes intellectual work difficult and therefore easily postponed, a new job is likely to require you to concentrate your attention on a new range of issues, which, particularly if they are academic ones, will inevitably get in the way of writing up, through intellectual fatigue.
The only job it is possible to do, perhaps one which you are doing already or have done before, is one which allows you to operate in 'intellectual overdrive'. Taking a new job before finishing is a way of not getting a PhD. At the very least it will put off completion for several years (in our experience six to eight years and more), until the intellectual learning curve of the new job allows it -or else you join the ranks of those whom the Americans call the ' ABDs': the 'all-but-dissertation' brigade.
Action summary
Be aware of the seven ways of not getting a PhD:
· not wanting a PhD; · overestimating what is required; · underestimating what is required; · having a supervisor who does not know what is required; · losing contact with your supervisor; · not having a 'thesis' (i.e. position, argument) to maintain; · taking a new job before completing.
Work to understand the implications of these traps fully in your own situation and determine not to succumb to them.
Re-establish your determination regularly when blandishments to stray from your programme of work recur.
Tuesday, 30 June 2009
cita cita seorang insan
cita cita seorang insan dan saya dapati semasa bejalan jalan ' blog walking'.
kagum dgn cita cita nya yang lebih detail. saya juga mau ke syurga firdaus tapi
ditambah nya olehnya tidak mau terkedek kedek di titian Siratul Mustaqim.
Aku ********* bin ******. Orang panggil Amir. Lebih gemar diam. Lantang pada masa-masa tertentu.
Masih banyak melakukan kesilapan. Banyak masalah-masalah kehidupan yang membelenggu diri. InsyaALLAH akan bangkit tidak lama lagi.
Perlukan sokongan dari kawan-kawan.
Cita-citaku hanya mati syahid di jalan ALLAH. Tiada lain. Kerana aku ingin berehat di kubur. Kerana aku tidak ingin beratur panjang menunggu masaku dihisab di padang Mahsyar nanti. Kerana aku tidak ingin terkedek-kedek melalui titi Siratul Mustaqim. Kerana aku ingin terus masuk syurga Firdaus. Kehidupan yang tiada penghujung. Kehidupan yang tidak memerlukan aku berfikir dan bekerja.
Ya ALLAH, bantulah aku!
kagum dgn cita cita nya yang lebih detail. saya juga mau ke syurga firdaus tapi
ditambah nya olehnya tidak mau terkedek kedek di titian Siratul Mustaqim.
Aku ********* bin ******. Orang panggil Amir. Lebih gemar diam. Lantang pada masa-masa tertentu.
Masih banyak melakukan kesilapan. Banyak masalah-masalah kehidupan yang membelenggu diri. InsyaALLAH akan bangkit tidak lama lagi.
Perlukan sokongan dari kawan-kawan.
Cita-citaku hanya mati syahid di jalan ALLAH. Tiada lain. Kerana aku ingin berehat di kubur. Kerana aku tidak ingin beratur panjang menunggu masaku dihisab di padang Mahsyar nanti. Kerana aku tidak ingin terkedek-kedek melalui titi Siratul Mustaqim. Kerana aku ingin terus masuk syurga Firdaus. Kehidupan yang tiada penghujung. Kehidupan yang tidak memerlukan aku berfikir dan bekerja.
Ya ALLAH, bantulah aku!
Monday, 29 June 2009
Week-long heatwave set to hit UK
my son mention this to me.
he said the teacher at school told him.
A heatwave is to hit the UK bringing soaring temperatures in the day and at night and thundery showers throughout the week, the BBC's weather unit says.
In London, the temperature will rise steadily from about 29C on Sunday to about 32C by the end of the week.
In the rest of the UK, temperatures will climb from about 22C to about 29C.
The Met Office has issued a heatwave warning for England and Wales and the Department of Health has asked people to check on elderly friends and family.
NHS staff have also been warned to prepare for a surge of elderly and ill patients suffering from the heat.
The hottest day of the year so far was last Thursday when thermometers at Heathrow Airport recorded a high of 28C.
Hit by lightning
On Monday, temperatures in London and the South East could rise to 30C, only falling to around 18C overnight.
People with respiratory problems should stay inside during the hottest part of the day
Department of Health spokesman
Elsewhere in England and Wales, highs in the mid and upper 20s are likely. In southern Scotland, 22C to 23C is expected, with highs of about 20C in the northern isles.
The Met Office says those daily highs are likely to rise through the week, especially in London, the East of England, South West, South East and the Midlands.
The high temperatures will be accompanied by high humidity and heavy, thundery showers, BBC weather centre said, with western areas likely to see the wettest weather.
Various parts of England were hit by severe thunderstorms on Saturday night.
In Birmingham, a 17-year-old boy suffered a cardiac arrest and five others were hurt in a lightning strike.
Officials had already said this summer may be warmer than the past couple of years.
With climate change, heatwaves are likely to become more common over the next few decades and the Chief Medical Officer has warned of an increase in deaths in times of hot weather.
Heatwave guidance
The Department of Health has advised people to keep their homes as cool as possible and remembering the needs of friends, relatives and neighbours who could be at risk is essential.
Older people, especially those on medication, can often find coping with the heat particularly difficult
Age Concern
"Windows should be kept shaded and closed when the temperature is hotter outside than inside.
"People with respiratory problems should stay inside during the hottest part of the day," a DoH spokesman said.
Other advice in the government's heatwave plan includes to drink cold drinks such as water or fruit juice regularly and avoid tea, coffee and alcohol.
Help the Aged and Age Concern welcomed the advice.
A spokesman said: "Older people, especially those on medication, can often find coping with the heat particularly difficult."
he said the teacher at school told him.
A heatwave is to hit the UK bringing soaring temperatures in the day and at night and thundery showers throughout the week, the BBC's weather unit says.
In London, the temperature will rise steadily from about 29C on Sunday to about 32C by the end of the week.
In the rest of the UK, temperatures will climb from about 22C to about 29C.
The Met Office has issued a heatwave warning for England and Wales and the Department of Health has asked people to check on elderly friends and family.
NHS staff have also been warned to prepare for a surge of elderly and ill patients suffering from the heat.
The hottest day of the year so far was last Thursday when thermometers at Heathrow Airport recorded a high of 28C.
Hit by lightning
On Monday, temperatures in London and the South East could rise to 30C, only falling to around 18C overnight.
People with respiratory problems should stay inside during the hottest part of the day
Department of Health spokesman
Elsewhere in England and Wales, highs in the mid and upper 20s are likely. In southern Scotland, 22C to 23C is expected, with highs of about 20C in the northern isles.
The Met Office says those daily highs are likely to rise through the week, especially in London, the East of England, South West, South East and the Midlands.
The high temperatures will be accompanied by high humidity and heavy, thundery showers, BBC weather centre said, with western areas likely to see the wettest weather.
Various parts of England were hit by severe thunderstorms on Saturday night.
In Birmingham, a 17-year-old boy suffered a cardiac arrest and five others were hurt in a lightning strike.
Officials had already said this summer may be warmer than the past couple of years.
With climate change, heatwaves are likely to become more common over the next few decades and the Chief Medical Officer has warned of an increase in deaths in times of hot weather.
Heatwave guidance
The Department of Health has advised people to keep their homes as cool as possible and remembering the needs of friends, relatives and neighbours who could be at risk is essential.
Older people, especially those on medication, can often find coping with the heat particularly difficult
Age Concern
"Windows should be kept shaded and closed when the temperature is hotter outside than inside.
"People with respiratory problems should stay inside during the hottest part of the day," a DoH spokesman said.
Other advice in the government's heatwave plan includes to drink cold drinks such as water or fruit juice regularly and avoid tea, coffee and alcohol.
Help the Aged and Age Concern welcomed the advice.
A spokesman said: "Older people, especially those on medication, can often find coping with the heat particularly difficult."
Friday, 26 June 2009
Konwledge Is More Important Than Money
What will win, money or knowledge? I look upon this matter for a long time and came to a conclusion that knowledge is more important than money so today I want to know what is your opinion about it. An easy reason why is almost everyone could blog about gossip and earn quite a lot amount of money from advertising but the money will finally come and goes in the end.
Knowledge will forever be the best & future ingredients of life as we know it.
If you got stuck in the middle of no-where (or maybe on another planet) with no transportation or no one around - will money get you home any better??
If you have to pick between a billion knowledgeable thoughts or a billion dollars - wouldn’t you rather spread your knowledge to others instead of thinking about becoming a billion dollars for yourself?
Money governs our system in which we live right now, but knowledge will defy & yet prove the facts about endless dollars that are spent in our worldly developing lifetime.
I would much rather (in almost any lifetime) have all the knowledge in the world than all the money in the world! Not because I don’t need to be rich, but because spreading that knowledge would be infinitively more bliss-full & pleasurable than passing around money to people everyday…
So eat your heart out (while U can) Bill Gates!!
The knowledge era will blow away any fabrication of the dollar sign some-time in the near future!!
Unfortunately for most of us, money is far more necessary than knowledge (mostly for survival), but I’m aiming to change that through the eyes of all knowledge!!
My Opinion is this: “Konwledge Is More Important Than Money”. Do you know, Why? If you have knowledge, you are able to do a lot of things to earn a lot of money,you can go everywhere, any place in this world and if you look for a job to do, it’s easy to find a job that suits for your knowledge. If you have only money but lack of knowledge,it’s like a man is blind or a boat without a rudder and an engine, you won’t be successful in your life, you can be cheated easily.
Knowledge will forever be the best & future ingredients of life as we know it.
If you got stuck in the middle of no-where (or maybe on another planet) with no transportation or no one around - will money get you home any better??
If you have to pick between a billion knowledgeable thoughts or a billion dollars - wouldn’t you rather spread your knowledge to others instead of thinking about becoming a billion dollars for yourself?
Money governs our system in which we live right now, but knowledge will defy & yet prove the facts about endless dollars that are spent in our worldly developing lifetime.
I would much rather (in almost any lifetime) have all the knowledge in the world than all the money in the world! Not because I don’t need to be rich, but because spreading that knowledge would be infinitively more bliss-full & pleasurable than passing around money to people everyday…
So eat your heart out (while U can) Bill Gates!!
The knowledge era will blow away any fabrication of the dollar sign some-time in the near future!!
Unfortunately for most of us, money is far more necessary than knowledge (mostly for survival), but I’m aiming to change that through the eyes of all knowledge!!
My Opinion is this: “Konwledge Is More Important Than Money”. Do you know, Why? If you have knowledge, you are able to do a lot of things to earn a lot of money,you can go everywhere, any place in this world and if you look for a job to do, it’s easy to find a job that suits for your knowledge. If you have only money but lack of knowledge,it’s like a man is blind or a boat without a rudder and an engine, you won’t be successful in your life, you can be cheated easily.
Benefits of Eliminating Anger
“He who conquers his anger has conquered an enemy” - German Proverb
Every desire that you have becomes another opportunity for reality to disappoint you. When you don’t get what you desire, you feel bad. Every time that you abandon or modify a rule to make it easier to manage you simultaneously make it easier for you to be happier and more cheerful. Remember: The people with fewest rules are happiest.
On top of that, anger leads to damaging responses and if that occurs over trivial issues or things that are impossible to change, then it wreaks unnecessary and avoidable damage. That just creates a catalog of human misery and tragedy. That can be eliminated through understanding the mechanism. It’s really very simple. You have no excuse to let anger wreak havoc and damage in your life.
If you are frequently angry, then you have a lot of work to do here, but after a while you stop responding with anger to events. As soon as a bad result occurs and you feel anger starting to rise, you instead shrug your shoulders, or give a little sigh and say to yourself, “Oh well, that’s my reality. I didn’t get the result that I wanted and I accept that. What’s the best way to respond now?”
This is a nice place to get to. Instead of letting your emotions control you (and anger is one of the worst because of the physiological changes that occur), you manage your desires and hence have mastery over yourself. Instead of responding with damaging verbal or physical violence you bypass that reaction immediately and instead tap straight into your personal resourcefulness, where you think ‘What’s next?’ or ‘How can I get that result that I want?’
anger mgmt
Every desire that you have becomes another opportunity for reality to disappoint you. When you don’t get what you desire, you feel bad. Every time that you abandon or modify a rule to make it easier to manage you simultaneously make it easier for you to be happier and more cheerful. Remember: The people with fewest rules are happiest.
On top of that, anger leads to damaging responses and if that occurs over trivial issues or things that are impossible to change, then it wreaks unnecessary and avoidable damage. That just creates a catalog of human misery and tragedy. That can be eliminated through understanding the mechanism. It’s really very simple. You have no excuse to let anger wreak havoc and damage in your life.
If you are frequently angry, then you have a lot of work to do here, but after a while you stop responding with anger to events. As soon as a bad result occurs and you feel anger starting to rise, you instead shrug your shoulders, or give a little sigh and say to yourself, “Oh well, that’s my reality. I didn’t get the result that I wanted and I accept that. What’s the best way to respond now?”
This is a nice place to get to. Instead of letting your emotions control you (and anger is one of the worst because of the physiological changes that occur), you manage your desires and hence have mastery over yourself. Instead of responding with damaging verbal or physical violence you bypass that reaction immediately and instead tap straight into your personal resourcefulness, where you think ‘What’s next?’ or ‘How can I get that result that I want?’
anger mgmt
Thursday, 25 June 2009
Akibat kurang kemahiran membaca?
Gagal Kuasai Ilmu Kerana Kurang Kemahiran Membaca
Gagal Kuasai Ilmu ......
Kemahiran membaca merupakan asas yang membolehkan anak-anak menguasai pelbagai ilmu-ilmu yang lain. Tidak mungkin anak-anak akan dapat menimba ilmu dengan baik sekiranya dia tidak boleh membaca. Ini kerana apa sahaja ilmu baik Matematik, Sains, Bahasa dan lain-lain memerlukan anak-anak menterjemah “kumpulan simbol-simbol” (yang kita panggil “perkataan”) yang memberikan maklumat tentang ilmu yang disampaikan.
Menurut kajian… ramai murid yang gagal mempamerkan kemajuan atau kecemerlangan dalam akademik dan peperiksaan adalah berpunca dari kegagalan mereka menguasai kemahiran membaca. Murid yang merangkak-rangkak dalam membaca sebenarnya menghabiskan terlalu banyak masa cuba mengenali perkataan sedang apa yang sepatutnya dilakukannya adalah memahami keseluruhan konteks ayat. Mereka mungkin boleh mengenali bunyi perkataan tetapi atas sebab yang dinyatakan tadi… mereka gagal memahami maklumat yang cuba disampaikan
Ini tentunya berbeza dengan anak-anak yang mahir dalam membaca di mana penterjemahaan simbol-simbol menjadi perkataan berlaku secara otomatik dan masa yang optimum dapat digunakan bagi menganalisa ayat-ayat yang mengandungi maklumat berguna.
Apa tanggungjawab kita sebagai ibu bapa?
Kita tidak seharusnya menyerahkan bulat-bulat pendidikan anak-anak kepada tadika dan sekolah semata-mata. Kita mesti proaktif dan memainkan peranan utama dalam pendidikan anak-anak. Dan ini mestilah bermula sedari awal dan bermula dari rumah.
Kesuntukan masa tidak boleh dijadikan alasan… kerana pendidikan anak-anak di peringkat awal ini sebenarnya tidak mengambil masa yang panjang. Kita hanya perlukan 5 – 20 minit setiap sessi.
Pilihlah bahan-bahan pendidikan yang baik seperti Bacalah Anakku, ReadEasy dan Al-Furqan yang telah dibentuk secara sistematik agar boleh digunakan oleh ibu-bapa bagi mengisi 5 – 20 minit ini dengan cara terbaik.
Contohnya… luangkan masa selepas solat untuk mengajar anak mengenali Al-Quran melalui sistem Al-Furqan. Hanya 5 minit diperlukan untuk setiap sessi. Atau luangkan 5 minit selepas makan malam atau sebelum tidur untuk mengajarnya membaca. Tak pun anda boleh pasang kaset/CD yang dibekalkan bersama-sama set-set pendidikan ini ketika di dalam kenderaan semasa dalam perjalanan menghantar anak-anak ke pusat asuhan atau semasa bersiar-siar sekeluarga.
Masa depan anak-anak di tangan kita. Berikan yang terbaik untuk mereka.
Gagal Kuasai Ilmu ......
Kemahiran membaca merupakan asas yang membolehkan anak-anak menguasai pelbagai ilmu-ilmu yang lain. Tidak mungkin anak-anak akan dapat menimba ilmu dengan baik sekiranya dia tidak boleh membaca. Ini kerana apa sahaja ilmu baik Matematik, Sains, Bahasa dan lain-lain memerlukan anak-anak menterjemah “kumpulan simbol-simbol” (yang kita panggil “perkataan”) yang memberikan maklumat tentang ilmu yang disampaikan.
Menurut kajian… ramai murid yang gagal mempamerkan kemajuan atau kecemerlangan dalam akademik dan peperiksaan adalah berpunca dari kegagalan mereka menguasai kemahiran membaca. Murid yang merangkak-rangkak dalam membaca sebenarnya menghabiskan terlalu banyak masa cuba mengenali perkataan sedang apa yang sepatutnya dilakukannya adalah memahami keseluruhan konteks ayat. Mereka mungkin boleh mengenali bunyi perkataan tetapi atas sebab yang dinyatakan tadi… mereka gagal memahami maklumat yang cuba disampaikan
Ini tentunya berbeza dengan anak-anak yang mahir dalam membaca di mana penterjemahaan simbol-simbol menjadi perkataan berlaku secara otomatik dan masa yang optimum dapat digunakan bagi menganalisa ayat-ayat yang mengandungi maklumat berguna.
Apa tanggungjawab kita sebagai ibu bapa?
Kita tidak seharusnya menyerahkan bulat-bulat pendidikan anak-anak kepada tadika dan sekolah semata-mata. Kita mesti proaktif dan memainkan peranan utama dalam pendidikan anak-anak. Dan ini mestilah bermula sedari awal dan bermula dari rumah.
Kesuntukan masa tidak boleh dijadikan alasan… kerana pendidikan anak-anak di peringkat awal ini sebenarnya tidak mengambil masa yang panjang. Kita hanya perlukan 5 – 20 minit setiap sessi.
Pilihlah bahan-bahan pendidikan yang baik seperti Bacalah Anakku, ReadEasy dan Al-Furqan yang telah dibentuk secara sistematik agar boleh digunakan oleh ibu-bapa bagi mengisi 5 – 20 minit ini dengan cara terbaik.
Contohnya… luangkan masa selepas solat untuk mengajar anak mengenali Al-Quran melalui sistem Al-Furqan. Hanya 5 minit diperlukan untuk setiap sessi. Atau luangkan 5 minit selepas makan malam atau sebelum tidur untuk mengajarnya membaca. Tak pun anda boleh pasang kaset/CD yang dibekalkan bersama-sama set-set pendidikan ini ketika di dalam kenderaan semasa dalam perjalanan menghantar anak-anak ke pusat asuhan atau semasa bersiar-siar sekeluarga.
Masa depan anak-anak di tangan kita. Berikan yang terbaik untuk mereka.
bagaimana cara mendidik anak
Cara mendidik anak
Syekh uthaimin
Apabila telah tampak tanda-tanda tamyiz pada seorang anak, maka
selayaknya dia mendapatkan perhatian sesrius dan pengawasan yang
cukup. Sesungguhnya hatinya bagaikan bening mutiara yang siap
menerima segala sesuatu yang mewarnainya. Jika dibiasakan dengan hal-
hal yang baik, maka ia akan berkembang dengan kebaikan, sehingga
orang tua dan pendidiknya ikut serta memperoleh pahala. Sebaliknya,
jika ia dibiasakan dengan hal-hal buruk, maka ia akan tumbuh dengan
keburukan itu. Maka orang tua dan pedidiknya juga ikut memikul dosa
karenanya.
Oleh karena itu, tidak selayaknya orang tua dan pendidik melalaikan
tanggung jawab yang besar ini dengan melalaikan pendidikan yang baik
dan penanaman adab yang baik terhadapnya sebagai bagian dari haknya.
Di antara adab-adab dan kiat dalam mendidik anak adalah sebagai
berikut:
1. Hendaknya anak dididik agar makan dengan tangan kanan, membaca
basmalah, memulai dengan yang paling dekat dengannya dan tidak
mendahului makan sebelum yang lainnya (yang lebih tua, red).
Kemudian cegahlah ia dari memandangi makanan dan orang yang sedang
makan.
2. Perintahkan ia agar tidak tergesa-gesa dalam makan. Hendaknya
mengunyahnya dengan baik dan jangan memasukkan makanan ke dalam
mulut sebelum habis yang di mulut. Suruh ia agar berhati-hati dan
jangan sampai mengotori pakaian.
3. Hendaknya dilatih untuk tidak bermewah-mewah dalam makan (harus
pakai lauk ikan, daging dan lain-lain) supaya tidak menimbulkan
kesan bahwa makan harus dengannya. Juga diajari agar tidak terlalu
banyak makan dan memberi pujian kepada anak yang demikian. Hal ini
untuk mencegah dari kebiasaan buruk, yaitu hanya memen-tingkan perut
saja.
4. Ditanamkan kepadanya agar mendahulukan orang lain dalam hal
makanan dan dilatih dengan makanan sederhana, sehingga tidak terlalu
cinta dengan yang enak-enak yang pada akhirnya akan sulit bagi dia
melepaskannya.
5. Sangat disukai jika ia memakai pakaian berwarna putih, bukan
warna-warni dan bukan dari sutera. Dan ditegaskan bahwa sutera itu
hanya untuk kaumwanita.
6. Jika ada anak laki-laki lain memakai sutera, maka hendaknya
mengingkarinya. Demikian juga jika dia isbal (menjulurkan pakaiannya
hingga melebihi mata kaki). Jangan sampai mereka terbiasa dengan hal-
hal ini.
7. Selayaknya anak dijaga dari bergaul dengan anak-anak yang biasa
bermegah-megahan dan bersikap angkuh. Jika hal ini dibiarkan maka
bisa jadi ketika dewasa ia akan berakhlak demikian. Pergaulan yang
jelek akan berpengaruh bagi anak. Bisa jadi setelah dewasa ia
memiliki akhlak buruk, seperti: Suka berdusta, mengadu domba, keras
kepala, merasa hebat dan lain-lain, sebagai akibat pergaulan yang
salah di masa kecilnya. Yang demikian ini, dapat dicegah dengan
memberikan pendidikan adab yang baik sedini mungkin kepada mereka.
8. Harus ditanamkan rasa cinta untuk membaca al Qur'an dan buku-
buku, terutama di perpustakaan. Membaca al Qur'an dengan tafsirnya,
hadits-hadits Nabi n dan juga pelajaran fikih dan lain-lain. Dia
juga harus dibiasakan menghafal nasihat-nasihat yang baik, sejarah
orang-orang shalih dan kaum zuhud, mengasah jiwanya agar senantiasa
mencintai dan menela-dani mereka.
Dia juga harus diberitahu tentang buku dan faham Asy'ariyah,
Mu'tazilah, Rafidhah dan juga kelompok-kelompok bid'ah lainnya agar
tidak terjerumus ke dalamnya. Demikian pula aliran-aliran sesat yang
banyak ber-kembang di daerah sekitar, sesuai dengan tingkat
kemampuan anak.
9. Dia harus dijauhkan dari syair-syair cinta gombal dan hanya
sekedar menuruti hawa nafsu, karena hal ini dapat merusak hati dan
jiwa.
10. Biasakan ia untuk menulis indah (khath) dan mengahafal syair-
syair tentang kezuhudan dan akhlak mulia. Itu semua menunjukkan
kesempurnaan sifat dan merupakan hiasan yang indah.
11. Jika anak melakukan perbuatan terpuji dan akhlak mulia jangan
segan-segan memujinya atau memberi penghargaan yang dapat membahagia-
kannya. Jika suatu kali melakukan kesalahan, hendaknya jangan
disebar-kan di hadapan orang lain sambil dinasihati bahwa apa yang
dilakukannya tidak baik.
12. Jika ia mengulangi perbuatan buruk itu, maka hendaknya dimarahi
di tempat yang terpisah dan tunjukkan tingkat kesalahannya. Katakan
kepadanya jika terus melakukan itu, maka orang-orang akan membenci
dan meremehkannya. Namun jangan terlalu sering atau mudah memarahi,
sebab yang demikian akan menjadikannya kebal dan tidak terpengaruh
lagi dengan kemarahan.
13. Seorang ayah hendaknya menjaga kewibawaan dalam ber-komunikasi
dengan anak. Jangan menjelek-jelekkan atau bicara kasar, kecuali
pada saat tertentu. Sedangkan seorang ibu hendaknya menciptakan
perasaan hormat dan segan terhadap ayah dan memperingatkan anak-anak
bahwa jika berbuat buruk maka akan mendapat ancaman dan kemarahan
dari ayah.
14. Hendaknya dicegah dari tidur di siang hari karena menyebabkan
rasa malas (kecuali benar-benar perlu). Sebaliknya, di malam hari
jika sudah ingin tidur, maka biarkan ia tidur (jangan paksakan
dengan aktivitas tertentu, red) sebab dapat menimbulkan kebosanan
dan melemahnya kondisi badan.
15. Jangan sediakan untuknya tempat tidur yang mewah dan empuk
karena mengakibatkan badan menjadi terlena dan hanyut dalam
kenikmatan. Ini dapat mengakibatkan sendi-sendi menjadi kaku karena
terlalu lama tidur dan kurang gerak.
16. Jangan dibiasakan melakukan sesuatu dengan sembunyi-sembunyi,
sebab ketika ia melakukannya, tidak lain karena adanya keyakinan
bahwa itu tidak baik.
17. Biasakan agar anak melakukan olah raga atau gerak badan di waktu
pagi agar tidak timbul rasa malas. Jika memiliki ketrampilan memanah
(atau menembak, red), menunggang kuda, berenang, maka tidak mengapa
menyi-bukkan diri dengan kegiatan itu.
18. Jangan biarkan anak terbiasa melotot, tergesa-gesa dan bertolak
(berkacak) pinggang seperti perbuatan orang yang membangggakan diri.
19. Melarangnya dari membangga-kan apa yang dimiliki orang tuanya,
pakaian atau makanannya di hadapan teman sepermainan. Biasakan ia
ber-sikap tawadhu', lemah lembut dan menghormati temannya.
20. Tumbuhkan pada anak (terutama laki-laki) agar tidak terlalu
mencintai emas dan perak serta tamak terhadap keduanya. Tanamkan
rasa takut akan bahaya mencintai emas dan perak secara berlebihan,
melebihi rasa takut terhadap ular atau kalajengking.
21. Cegahlah ia dari mengambil sesuatu milik temannya, baik dari
keluarga terpandang (kaya), sebab itu merupakan cela, kehinaan dan
menurunkan wibawa, maupun dari yang fakir, sebab itu adalah sikap
tamak atau rakus. Sebaliknya, ajarkan ia untuk memberi karena itu
adalah perbuatan mulia dan terhormat.
22. Jauhkan dia dari kebiasaan meludah di tengah majlis atau tempat
umum, membuang ingus ketika ada orang lain, membelakangi sesama
muslim dan banyak menguap.
23. Ajari ia duduk di lantai dengan bertekuk lutut atau dengan
menegakkan kaki kanan dan menghamparkan yang kiri atau duduk dengan
memeluk kedua punggung kaki dengan posisi kedua lutut tegak.
Demikian cara-cara duduk yang dicontohkan oleh Rasulullah
Shallallaahu alaihi wa sallam.
24. Mencegahnya dari banyak berbicara, kecuali yang bermanfaat atau
dzikir kepada Allah.
25. Cegahlah anak dari banyak bersumpah, baik sumpahnya benar atau
dusta agar hal tersebut tidak menjadi kebiasaan.
26. Dia juga harus dicegah dari perkataan keji dan sia-sia seperti
melaknat atau mencaci maki. Juga dicegah dari bergaul dengan orang-
orang yang suka melakukan hal itu.
27. Anjurkanlah ia untuk memiliki jiwa pemberani dan sabar dalam
kondisi sulit. Pujilah ia jika bersikap demikian, sebab pujian akan
mendorongnya untuk membiasakan hal tersebut.
28. Sebaiknya anak diberi mainan atau hiburan yang positif untuk
melepaskan kepenatan atau refreshing, setelah selesai belajar,
membaca di perpustakaan atau melakukan kegiatan lain.
29. Jika anak telah mencapai usia tujuh tahun maka harus
diperintahkan untuk shalat dan jangan sampai dibiarkan meninggalkan
bersuci (wudhu) sebelumnya. Cegahlah ia dari berdusta dan
berkhianat. Dan jika telah baligh, maka bebankan kepadanya perintah-
perintah.
30. Biasakan anak-anak untuk bersikap taat kepada orang tua, guru,
pengajar (ustadz) dan secara umum kepada yang usianya lebih tua.
Ajarkan agar memandang mereka dengan penuh hormat. Dan sebisa
mungkin dicegah dari bermain-main di sisi mereka (mengganggu mereka).
31. Demikian adab-adab yang berkaitan dengan pendidikan anak di masa
tamyiz hingga masa-masa menjelang baligh. Uraian di atas adalah
ditujukan bagi pendidikan anak laki-laki. Walau demikian, banyak di
antara beberapa hal di atas, yang juga dapat diterapkan bagi
pendidikan anak perempuan.
Wallahu a'lam.
Dari mathwiyat Darul Qasim "tsalasun wasilah li ta'dib al abna''"
asy Syaikh Muhammad bin shalih al Utsaimin rahimahullah .
Diterjemahkan oleh, Ubaidillah Masyhadi
Syekh uthaimin
Apabila telah tampak tanda-tanda tamyiz pada seorang anak, maka
selayaknya dia mendapatkan perhatian sesrius dan pengawasan yang
cukup. Sesungguhnya hatinya bagaikan bening mutiara yang siap
menerima segala sesuatu yang mewarnainya. Jika dibiasakan dengan hal-
hal yang baik, maka ia akan berkembang dengan kebaikan, sehingga
orang tua dan pendidiknya ikut serta memperoleh pahala. Sebaliknya,
jika ia dibiasakan dengan hal-hal buruk, maka ia akan tumbuh dengan
keburukan itu. Maka orang tua dan pedidiknya juga ikut memikul dosa
karenanya.
Oleh karena itu, tidak selayaknya orang tua dan pendidik melalaikan
tanggung jawab yang besar ini dengan melalaikan pendidikan yang baik
dan penanaman adab yang baik terhadapnya sebagai bagian dari haknya.
Di antara adab-adab dan kiat dalam mendidik anak adalah sebagai
berikut:
1. Hendaknya anak dididik agar makan dengan tangan kanan, membaca
basmalah, memulai dengan yang paling dekat dengannya dan tidak
mendahului makan sebelum yang lainnya (yang lebih tua, red).
Kemudian cegahlah ia dari memandangi makanan dan orang yang sedang
makan.
2. Perintahkan ia agar tidak tergesa-gesa dalam makan. Hendaknya
mengunyahnya dengan baik dan jangan memasukkan makanan ke dalam
mulut sebelum habis yang di mulut. Suruh ia agar berhati-hati dan
jangan sampai mengotori pakaian.
3. Hendaknya dilatih untuk tidak bermewah-mewah dalam makan (harus
pakai lauk ikan, daging dan lain-lain) supaya tidak menimbulkan
kesan bahwa makan harus dengannya. Juga diajari agar tidak terlalu
banyak makan dan memberi pujian kepada anak yang demikian. Hal ini
untuk mencegah dari kebiasaan buruk, yaitu hanya memen-tingkan perut
saja.
4. Ditanamkan kepadanya agar mendahulukan orang lain dalam hal
makanan dan dilatih dengan makanan sederhana, sehingga tidak terlalu
cinta dengan yang enak-enak yang pada akhirnya akan sulit bagi dia
melepaskannya.
5. Sangat disukai jika ia memakai pakaian berwarna putih, bukan
warna-warni dan bukan dari sutera. Dan ditegaskan bahwa sutera itu
hanya untuk kaumwanita.
6. Jika ada anak laki-laki lain memakai sutera, maka hendaknya
mengingkarinya. Demikian juga jika dia isbal (menjulurkan pakaiannya
hingga melebihi mata kaki). Jangan sampai mereka terbiasa dengan hal-
hal ini.
7. Selayaknya anak dijaga dari bergaul dengan anak-anak yang biasa
bermegah-megahan dan bersikap angkuh. Jika hal ini dibiarkan maka
bisa jadi ketika dewasa ia akan berakhlak demikian. Pergaulan yang
jelek akan berpengaruh bagi anak. Bisa jadi setelah dewasa ia
memiliki akhlak buruk, seperti: Suka berdusta, mengadu domba, keras
kepala, merasa hebat dan lain-lain, sebagai akibat pergaulan yang
salah di masa kecilnya. Yang demikian ini, dapat dicegah dengan
memberikan pendidikan adab yang baik sedini mungkin kepada mereka.
8. Harus ditanamkan rasa cinta untuk membaca al Qur'an dan buku-
buku, terutama di perpustakaan. Membaca al Qur'an dengan tafsirnya,
hadits-hadits Nabi n dan juga pelajaran fikih dan lain-lain. Dia
juga harus dibiasakan menghafal nasihat-nasihat yang baik, sejarah
orang-orang shalih dan kaum zuhud, mengasah jiwanya agar senantiasa
mencintai dan menela-dani mereka.
Dia juga harus diberitahu tentang buku dan faham Asy'ariyah,
Mu'tazilah, Rafidhah dan juga kelompok-kelompok bid'ah lainnya agar
tidak terjerumus ke dalamnya. Demikian pula aliran-aliran sesat yang
banyak ber-kembang di daerah sekitar, sesuai dengan tingkat
kemampuan anak.
9. Dia harus dijauhkan dari syair-syair cinta gombal dan hanya
sekedar menuruti hawa nafsu, karena hal ini dapat merusak hati dan
jiwa.
10. Biasakan ia untuk menulis indah (khath) dan mengahafal syair-
syair tentang kezuhudan dan akhlak mulia. Itu semua menunjukkan
kesempurnaan sifat dan merupakan hiasan yang indah.
11. Jika anak melakukan perbuatan terpuji dan akhlak mulia jangan
segan-segan memujinya atau memberi penghargaan yang dapat membahagia-
kannya. Jika suatu kali melakukan kesalahan, hendaknya jangan
disebar-kan di hadapan orang lain sambil dinasihati bahwa apa yang
dilakukannya tidak baik.
12. Jika ia mengulangi perbuatan buruk itu, maka hendaknya dimarahi
di tempat yang terpisah dan tunjukkan tingkat kesalahannya. Katakan
kepadanya jika terus melakukan itu, maka orang-orang akan membenci
dan meremehkannya. Namun jangan terlalu sering atau mudah memarahi,
sebab yang demikian akan menjadikannya kebal dan tidak terpengaruh
lagi dengan kemarahan.
13. Seorang ayah hendaknya menjaga kewibawaan dalam ber-komunikasi
dengan anak. Jangan menjelek-jelekkan atau bicara kasar, kecuali
pada saat tertentu. Sedangkan seorang ibu hendaknya menciptakan
perasaan hormat dan segan terhadap ayah dan memperingatkan anak-anak
bahwa jika berbuat buruk maka akan mendapat ancaman dan kemarahan
dari ayah.
14. Hendaknya dicegah dari tidur di siang hari karena menyebabkan
rasa malas (kecuali benar-benar perlu). Sebaliknya, di malam hari
jika sudah ingin tidur, maka biarkan ia tidur (jangan paksakan
dengan aktivitas tertentu, red) sebab dapat menimbulkan kebosanan
dan melemahnya kondisi badan.
15. Jangan sediakan untuknya tempat tidur yang mewah dan empuk
karena mengakibatkan badan menjadi terlena dan hanyut dalam
kenikmatan. Ini dapat mengakibatkan sendi-sendi menjadi kaku karena
terlalu lama tidur dan kurang gerak.
16. Jangan dibiasakan melakukan sesuatu dengan sembunyi-sembunyi,
sebab ketika ia melakukannya, tidak lain karena adanya keyakinan
bahwa itu tidak baik.
17. Biasakan agar anak melakukan olah raga atau gerak badan di waktu
pagi agar tidak timbul rasa malas. Jika memiliki ketrampilan memanah
(atau menembak, red), menunggang kuda, berenang, maka tidak mengapa
menyi-bukkan diri dengan kegiatan itu.
18. Jangan biarkan anak terbiasa melotot, tergesa-gesa dan bertolak
(berkacak) pinggang seperti perbuatan orang yang membangggakan diri.
19. Melarangnya dari membangga-kan apa yang dimiliki orang tuanya,
pakaian atau makanannya di hadapan teman sepermainan. Biasakan ia
ber-sikap tawadhu', lemah lembut dan menghormati temannya.
20. Tumbuhkan pada anak (terutama laki-laki) agar tidak terlalu
mencintai emas dan perak serta tamak terhadap keduanya. Tanamkan
rasa takut akan bahaya mencintai emas dan perak secara berlebihan,
melebihi rasa takut terhadap ular atau kalajengking.
21. Cegahlah ia dari mengambil sesuatu milik temannya, baik dari
keluarga terpandang (kaya), sebab itu merupakan cela, kehinaan dan
menurunkan wibawa, maupun dari yang fakir, sebab itu adalah sikap
tamak atau rakus. Sebaliknya, ajarkan ia untuk memberi karena itu
adalah perbuatan mulia dan terhormat.
22. Jauhkan dia dari kebiasaan meludah di tengah majlis atau tempat
umum, membuang ingus ketika ada orang lain, membelakangi sesama
muslim dan banyak menguap.
23. Ajari ia duduk di lantai dengan bertekuk lutut atau dengan
menegakkan kaki kanan dan menghamparkan yang kiri atau duduk dengan
memeluk kedua punggung kaki dengan posisi kedua lutut tegak.
Demikian cara-cara duduk yang dicontohkan oleh Rasulullah
Shallallaahu alaihi wa sallam.
24. Mencegahnya dari banyak berbicara, kecuali yang bermanfaat atau
dzikir kepada Allah.
25. Cegahlah anak dari banyak bersumpah, baik sumpahnya benar atau
dusta agar hal tersebut tidak menjadi kebiasaan.
26. Dia juga harus dicegah dari perkataan keji dan sia-sia seperti
melaknat atau mencaci maki. Juga dicegah dari bergaul dengan orang-
orang yang suka melakukan hal itu.
27. Anjurkanlah ia untuk memiliki jiwa pemberani dan sabar dalam
kondisi sulit. Pujilah ia jika bersikap demikian, sebab pujian akan
mendorongnya untuk membiasakan hal tersebut.
28. Sebaiknya anak diberi mainan atau hiburan yang positif untuk
melepaskan kepenatan atau refreshing, setelah selesai belajar,
membaca di perpustakaan atau melakukan kegiatan lain.
29. Jika anak telah mencapai usia tujuh tahun maka harus
diperintahkan untuk shalat dan jangan sampai dibiarkan meninggalkan
bersuci (wudhu) sebelumnya. Cegahlah ia dari berdusta dan
berkhianat. Dan jika telah baligh, maka bebankan kepadanya perintah-
perintah.
30. Biasakan anak-anak untuk bersikap taat kepada orang tua, guru,
pengajar (ustadz) dan secara umum kepada yang usianya lebih tua.
Ajarkan agar memandang mereka dengan penuh hormat. Dan sebisa
mungkin dicegah dari bermain-main di sisi mereka (mengganggu mereka).
31. Demikian adab-adab yang berkaitan dengan pendidikan anak di masa
tamyiz hingga masa-masa menjelang baligh. Uraian di atas adalah
ditujukan bagi pendidikan anak laki-laki. Walau demikian, banyak di
antara beberapa hal di atas, yang juga dapat diterapkan bagi
pendidikan anak perempuan.
Wallahu a'lam.
Dari mathwiyat Darul Qasim "tsalasun wasilah li ta'dib al abna''"
asy Syaikh Muhammad bin shalih al Utsaimin rahimahullah .
Diterjemahkan oleh, Ubaidillah Masyhadi
Kesilapan ibu bapa dalam mendidik anak-anak
“Harta benda dan anak-anak kamu hanyalah menjadi ujian dan di sisi ALLAH ada pahala yang besar.” (Al-Quran Surah At-Taghabun, 64:15)
Anak-anak adalah amanah dari ALLAH s.w.t. dan ianya sebahagian dari ujian ALLAH s.w.t. kepada kita hamba-hamba-Nya. Sebagai ujian, ianya akan dipertanggungjawabkan. Orang yang malang ialah orang yang mempunyai ramai anak tetapi anak-anaknya tidak membawa kebaikan kepadanya di akhirat. Rasulullah SAW diberitakan telah bersabda :
“Tahukah engkau siapakah orang yang mandul.” Berkata para sahabat : “Orang yang mandul ialah orang yang tidak mempunyai anak.” Lalu Rasulullah SAW berkata : “Orang yang mandul itu ialah orang yang mempunyai ramai anak tetapi anak-anaknya itu tidak memberi kemanfaatan kepadanya sesudah ia meninggal dunia.”-(Maksud Al-Hadith )
Ini mungkin disebabkan beberapa kesilapan dalam mendidik anak-anak.
1. Kesilapan pertama: Kurang berdoa
1.1 Kurang berdoa semasa mengandung. Antara doa-doa yang digalakkan diamalkan semasa mengandung ialah
* Saidul (penghulu) Istighfar
* Doa memohon rahmat (Al-Quran Surah Ali ‘Imran, 3 : 8-9)
* Doa memohon zuriat yang baik (Al-Quran Surah Ali ‘Imran, 3 : 38)
* Doa agar anak mengerjakan solat (Al-Quran Surah Ibrahim, 14 : 40-41)
1.2 Kurang berdoa semasa membesarkan anak. Doa-doa yang digalakkan diamalkan semasa anak membesar ialah
* Doa agar anak patuh kepada ALLAH s.w.t. (Al-Quran Surah Al-Baqarah, 2 :128)
* Doa diberi zuriat yang menyejukkan hati (Al-Quran Surah Al-Furqan, 25 :74)
* Doa supaya nama anak membawa kebaikan kepadanya.
2. Kesilapan kedua: Banyak memberi belaian Targhib (menakutkan) daripada Targhib (didikan atau motivasi) seperti :
* menakutkan anak-anak dengan sekolah
* menakutkan dengan tempat gelap
* menakutkan dengan hutan rimba atau bukit bukau
* menggunakan kekerasan dan paksaan semasa menyuruh anak tidur
3. Kesilapan ketiga: Tidak tegas dalam mendidik anak-anak
* tidak menjadualkan kegiatan harian anak-anak
* terlalu memfokuskan anak-anak kepada sesuatu aktiviti sahaja tanpa mengambil kira perasaan mereka.
4. Kesilapan keempat: Menegur anak secara negatif
* mengeluarkan kata-kata kesat dan maki hamun kepada anak-anak (terutama semasa marah).
* membandingkan anak-anak dengan anak-anak lain atau anak orang lain.
5. Kesilapan kelima: Memberi didikan yang tidak seimbang antara jasmani (physical), rohani (spiritual) dan minda (intelektual)
* ramai yang lebih mementingkan pendidikan minda dari pendidikan rohani
6. Kesilapan keenam: Kurang memberi sentuhan kepada semua anak-anak sedangkan Rasulullah kerap dilihat mendukung cucu-cucunya dan mencium mereka
Diriwayatkan oleh Aisyah r.a. :
Pada suatu hari Rasulullah SAW mencium Al-Hassan atau Al-Hussien bin Ali r.a. Ketika itu Aqra’ bin Habis At-Tamimiy sedang berada di rumah baginda. Berkata Aqra’ : “Ya Rasulullah! Aku mempunyai sepuluh orang anak, tetapi aku belum pernah mencium seorang pun dari mereka.” Rasulullah melihat kepada Aqra’ kemudian berkata : “Siapa yang tidak mengasihi tidak akan dikasihi.”-(Maksud Al-Hadith Riwayat Bukhari dan Muslim)
7. Kesilapan ketujuh: Penampilan diri yang kurang anggun dan kurang kemas
* ibu bapa tidak menunjukkan cara berpakaian yang kemas dan yang menepati kehendak syarak bila berada di rumah, iaitu berpakaian secara selekeh atau berpakaian seksi di hadapan anak-anak.
8. Kesilapan kelapan: Susunan rumahtangga yang tidak kemas.
Ini mengakibatkan anak-anak terikut-ikut dengan cara itu dan membesar menjadi pemalas dan selekeh.
9. Kesilapan kesembilan: Kurang menghidupkan sunnah di rumah seperti memberi salam, makan berjemaah, beribadah bersama-sama, dan sebagainya. Dalam menjawab salam, lazimkanlah menjawab salam dengan yang lebih baik dari salam yang diberi.
10. Kesilapan kesepuluh: Tidak menggantungkan rotan di tempat yang mudah dilihat oleh anak-anak.
Dalam Islam, merotan anak dengan tujuan mendidik adalah satu sunnah.
11. Kesilapan kesebelas: Kurang mendedahkan anak-anak dengan model yang cemerlang seperti para ulama’ dan orang-orang yang berhemah tinggi dan berakhlak mulia.
Anak-anak juga patut didedahkan dengan sembahyang jemaah, kuliah agama dan aktiviti-aktiviti yang bersesuaian dengan akhlak Islam.
12. Kesilapan keduabelas: Bertengkar di depan anak-anak
Ini akan menyebabkan anak-anak rasa tertekan dan membenci salah seorang dari ibubapanya.
13. Kesilapan ketigabelas: Membenarkan orang yang tidak elok sahsiyahnya masuk ke dalam rumah kita, baik dari kalangan sahabat sendiri ataupun sahabat anak-anak, kerana ini akan memberikan contoh yang tidak baik kepada anak-anak yang masih membesar
14. Kesilapan keempatbelas: Kurang mengawasi rancangan-rancangan yang ditonton samada dari TV ataupun video.
Pengawasan dalam hal ini adalah penting kerana kebanyakan rancangan dari media ini menonjolkan akhlak yang kurang baik seperti pergaulan bebas lelaki dan perempuan, pakaian yang tidak menepati syarak dan perbualan yang boleh merosakkan agama anak-anak.
15. Kesilapan kelimabelas: Terlalu bergantung kepada pembantu rumah untuk mendidik anak-anak.
Sebagai ibubapa kitalah yang akan disoal di akhirat kelak akan anak-anak ini. Oleh itu adalah menjadi satu kepentingan kita untuk berusaha memastikan anak-anak terdidik dengan didikan Islam.
Anak-anak adalah amanah dari ALLAH s.w.t. dan ianya sebahagian dari ujian ALLAH s.w.t. kepada kita hamba-hamba-Nya. Sebagai ujian, ianya akan dipertanggungjawabkan. Orang yang malang ialah orang yang mempunyai ramai anak tetapi anak-anaknya tidak membawa kebaikan kepadanya di akhirat. Rasulullah SAW diberitakan telah bersabda :
“Tahukah engkau siapakah orang yang mandul.” Berkata para sahabat : “Orang yang mandul ialah orang yang tidak mempunyai anak.” Lalu Rasulullah SAW berkata : “Orang yang mandul itu ialah orang yang mempunyai ramai anak tetapi anak-anaknya itu tidak memberi kemanfaatan kepadanya sesudah ia meninggal dunia.”-(Maksud Al-Hadith )
Ini mungkin disebabkan beberapa kesilapan dalam mendidik anak-anak.
1. Kesilapan pertama: Kurang berdoa
1.1 Kurang berdoa semasa mengandung. Antara doa-doa yang digalakkan diamalkan semasa mengandung ialah
* Saidul (penghulu) Istighfar
* Doa memohon rahmat (Al-Quran Surah Ali ‘Imran, 3 : 8-9)
* Doa memohon zuriat yang baik (Al-Quran Surah Ali ‘Imran, 3 : 38)
* Doa agar anak mengerjakan solat (Al-Quran Surah Ibrahim, 14 : 40-41)
1.2 Kurang berdoa semasa membesarkan anak. Doa-doa yang digalakkan diamalkan semasa anak membesar ialah
* Doa agar anak patuh kepada ALLAH s.w.t. (Al-Quran Surah Al-Baqarah, 2 :128)
* Doa diberi zuriat yang menyejukkan hati (Al-Quran Surah Al-Furqan, 25 :74)
* Doa supaya nama anak membawa kebaikan kepadanya.
2. Kesilapan kedua: Banyak memberi belaian Targhib (menakutkan) daripada Targhib (didikan atau motivasi) seperti :
* menakutkan anak-anak dengan sekolah
* menakutkan dengan tempat gelap
* menakutkan dengan hutan rimba atau bukit bukau
* menggunakan kekerasan dan paksaan semasa menyuruh anak tidur
3. Kesilapan ketiga: Tidak tegas dalam mendidik anak-anak
* tidak menjadualkan kegiatan harian anak-anak
* terlalu memfokuskan anak-anak kepada sesuatu aktiviti sahaja tanpa mengambil kira perasaan mereka.
4. Kesilapan keempat: Menegur anak secara negatif
* mengeluarkan kata-kata kesat dan maki hamun kepada anak-anak (terutama semasa marah).
* membandingkan anak-anak dengan anak-anak lain atau anak orang lain.
5. Kesilapan kelima: Memberi didikan yang tidak seimbang antara jasmani (physical), rohani (spiritual) dan minda (intelektual)
* ramai yang lebih mementingkan pendidikan minda dari pendidikan rohani
6. Kesilapan keenam: Kurang memberi sentuhan kepada semua anak-anak sedangkan Rasulullah kerap dilihat mendukung cucu-cucunya dan mencium mereka
Diriwayatkan oleh Aisyah r.a. :
Pada suatu hari Rasulullah SAW mencium Al-Hassan atau Al-Hussien bin Ali r.a. Ketika itu Aqra’ bin Habis At-Tamimiy sedang berada di rumah baginda. Berkata Aqra’ : “Ya Rasulullah! Aku mempunyai sepuluh orang anak, tetapi aku belum pernah mencium seorang pun dari mereka.” Rasulullah melihat kepada Aqra’ kemudian berkata : “Siapa yang tidak mengasihi tidak akan dikasihi.”-(Maksud Al-Hadith Riwayat Bukhari dan Muslim)
7. Kesilapan ketujuh: Penampilan diri yang kurang anggun dan kurang kemas
* ibu bapa tidak menunjukkan cara berpakaian yang kemas dan yang menepati kehendak syarak bila berada di rumah, iaitu berpakaian secara selekeh atau berpakaian seksi di hadapan anak-anak.
8. Kesilapan kelapan: Susunan rumahtangga yang tidak kemas.
Ini mengakibatkan anak-anak terikut-ikut dengan cara itu dan membesar menjadi pemalas dan selekeh.
9. Kesilapan kesembilan: Kurang menghidupkan sunnah di rumah seperti memberi salam, makan berjemaah, beribadah bersama-sama, dan sebagainya. Dalam menjawab salam, lazimkanlah menjawab salam dengan yang lebih baik dari salam yang diberi.
10. Kesilapan kesepuluh: Tidak menggantungkan rotan di tempat yang mudah dilihat oleh anak-anak.
Dalam Islam, merotan anak dengan tujuan mendidik adalah satu sunnah.
11. Kesilapan kesebelas: Kurang mendedahkan anak-anak dengan model yang cemerlang seperti para ulama’ dan orang-orang yang berhemah tinggi dan berakhlak mulia.
Anak-anak juga patut didedahkan dengan sembahyang jemaah, kuliah agama dan aktiviti-aktiviti yang bersesuaian dengan akhlak Islam.
12. Kesilapan keduabelas: Bertengkar di depan anak-anak
Ini akan menyebabkan anak-anak rasa tertekan dan membenci salah seorang dari ibubapanya.
13. Kesilapan ketigabelas: Membenarkan orang yang tidak elok sahsiyahnya masuk ke dalam rumah kita, baik dari kalangan sahabat sendiri ataupun sahabat anak-anak, kerana ini akan memberikan contoh yang tidak baik kepada anak-anak yang masih membesar
14. Kesilapan keempatbelas: Kurang mengawasi rancangan-rancangan yang ditonton samada dari TV ataupun video.
Pengawasan dalam hal ini adalah penting kerana kebanyakan rancangan dari media ini menonjolkan akhlak yang kurang baik seperti pergaulan bebas lelaki dan perempuan, pakaian yang tidak menepati syarak dan perbualan yang boleh merosakkan agama anak-anak.
15. Kesilapan kelimabelas: Terlalu bergantung kepada pembantu rumah untuk mendidik anak-anak.
Sebagai ibubapa kitalah yang akan disoal di akhirat kelak akan anak-anak ini. Oleh itu adalah menjadi satu kepentingan kita untuk berusaha memastikan anak-anak terdidik dengan didikan Islam.
rindu ku pada Rasulullah SAW
ya Rasululullah, begitu tinggi akhlakmu....how i wish to be there with you, and know you
Budi bahasa itu yg membuatkan org respect.. dan bertambah segan bukannya Dengan cara tekanan dan garang. Perfect husband.. He makes the world follow..
Kisah Rasulullah SAW sebagai pengajaran
1) Kalau ada pakaian yang koyak, Rasulullah menampalnya sendiri tanpa perlu menyuruh isterinya. Beliau juga memerah susu kambing untuk keperluan keluarga mahupun untuk dijual.
2) Setiap kali pulang ke rumah, bila dilihat tiada makanan yang sudah siap di masak untuk dimakan, sambil tersenyum baginda menyinsing lengan bajunya untuk membantu isterinya di dapur. Sayidatina 'Aisyah menceritakan 'Kalau Nabi berada di rumah, beliau selalu membantu
urusan rumahtangga.
3) Jika mendengar azan, beliau cepat-cepat berangkat ke masjid, dan cepat-cepat pula kembali sesudah selesai sembahyang.'
4) Pernah baginda pulang pada waktu pagi. Tentulah baginda teramat lapar waktu itu.. Tetapi dilihatnya tiada apa pun yang ada untuk sarapan. Yang mentah pun tidak ada kerana Sayidatina 'Aisyah belum ke pasar. Maka Nabi bertanya, 'Belum ada sarapan ya Khumaira?' (Khumaira adalah panggilan mesra untuk Sayidatina 'Aisyah yang bererti 'Wahai yang kemerah-merahan')
Aisyah menjawab dengan agak serba salah, 'Belum ada apa-apa wahai Rasulullah.'
Rasulullah lantas berkata, 'Jika begitu aku puasa saja hari ini.' tanpa sedikit tergambar rasa kesal di raut wajah baginda.
5) Sebaliknya baginda sangat marah tatkala melihat seorang suami sedang memukul isterinya. Rasulullah menegur, 'Mengapa engkau memukul isterimu?'
Lantas soalan itu dijawab dengan agak gementar,
'Isteriku sangat keras kepala! Sudah diberi nasihat dia tetap degil juga, jadi aku pukul lah dia.'
'Aku tidak bertanyakan alasanmu,' sahut Nabi s. a.. w. 'Aku menanyakan mengapa engkau memukul teman tidurmu dan ibu kepada anak-anakmu?'
6) Pernah baginda bersabda, 'sebaik-baik lelaki adalah yang paling baik, kasih dan lemah lembut terhadap isterinya.' Prihatin, sabar dan tawadhuknya baginda dalam menjadi ketua keluarga langsung tidak sedikitpun menjejaskan kedudukannya sebagai pemimpin umat..
7) Pada suatu ketika baginda menjadi imam solat. Dilihat oleh para sahabat, pergerakan baginda antara satu rukun ke satu rukun yang lain amat sukar sekali.
Dan mereka mendengar bunyi menggerutup seolah-olah sendi-sendi pada tubuh baginda yang mulia itu bergeser antara satu sama lain. Sayidina Umar yang tidak tahan melihat keadaan baginda itu langsung bertanya setelah selesai bersembahyang,
'Ya Rasulullah, kami melihat seolah-olah tuan menanggung penderitaan yang amat berat, tuan sakitkah ya Rasulullah?'
'Tidak, ya Umar.. Alhamdulillah, aku sihat dan segar.'
'Ya Rasulullah... mengapa setiap kali tuan menggerakkan tubuh, kami mendengar seolah-olah sendi bergeselan di tubuh tuan? Kami yakin engkau sedang sakit...' desak Umar penuh cemas.
Akhirnya Rasulullah mengangkat jubahnya. Para sahabat amat terkejut. Perut baginda yang kempis, kelihatan dililiti sehelai kain yang berisi batu kerikil, buat untuk menahan rasa lapar baginda.
Batu-batu kecil itulah yang menimbulkan bunyi-bunyi halus setiap kali bergeraknya tubuh baginda.
'Ya Rasulullah! Adakah bila tuan menyatakan lapar dan tidak punya makanan kami tidak akan mendapatkannya buat tuan?'
Lalu baginda menjawab dengan lembut, 'Tidak para sahabatku. Aku tahu, apa pun akan engkau korbankan demi Rasulmu. Tetapi apakah akan aku jawab di hadapan ALLAH nanti, apabila aku sebagai pemimpin,menjadi beban kepada umatnya?' 'Biarlah kelaparan ini sebagai hadiah ALLAH buatku, agar umatku kelak tidak ada yang kelaparan di dunia ini lebih-lebih lagi tiada yang kelaparan di Akhirat kelak.'
8) Baginda pernah tanpa rasa canggung sedikitpun makan di sebelah seorang tua yang dipenuhi kudis, miskin dan kotor.
9) Hanya diam dan bersabar bila kain rida'nya direntap dengan kasar oleh seorang Arab Badwi hingga berbekas merah di lehernya. Dan dengan penuh rasa kehambaan baginda membasuh tempat yang dikencing si Badwi di dalam masjid sebelum menegur dengan lembut perbuatan itu.
10) Kecintaannya yang tinggi terhadap ALLAH swt dan rasa kehambaan yang sudah sebati dalam diri Rasulullah saw menolak sama sekali rasa ke tuanan.
11) Seolah-olah anugerah kemuliaan dari ALLAH langsung tidak dijadikan sebab untuknya merasa lebih dari yang lain, ketika di depan ramai mahupun dalam keseorangan.
12) Pintu Syurga telah terbuka seluas-luasnya untuk baginda, baginda masih lagi berdiri di waktu-waktu sepi malam hari, terus-menerus beribadah hinggakan pernah baginda terjatuh lantaran kakinya sudah bengkak-bengkak.
13) Fizikalnya sudah tidak mampu menanggung kemahuan jiwanya yang tinggi. Bila ditanya oleh Sayidatina 'Aisyah, 'Ya Rasulullah, bukankah engaku telah dijamin Syurga? Mengapa engkau masih bersusah payah begini?'
Jawab baginda dengan lunak, 'Ya 'Aisyah, bukankah aku ini hanyalah seorang hamba? Sesungguhnya aku ingin menjadi hamba-Nya yang bersyukur.'
Subhanallah sungguh tinggi pekerti baginda Rasulullah SAW.
Budi bahasa itu yg membuatkan org respect.. dan bertambah segan bukannya Dengan cara tekanan dan garang. Perfect husband.. He makes the world follow..
Kisah Rasulullah SAW sebagai pengajaran
1) Kalau ada pakaian yang koyak, Rasulullah menampalnya sendiri tanpa perlu menyuruh isterinya. Beliau juga memerah susu kambing untuk keperluan keluarga mahupun untuk dijual.
2) Setiap kali pulang ke rumah, bila dilihat tiada makanan yang sudah siap di masak untuk dimakan, sambil tersenyum baginda menyinsing lengan bajunya untuk membantu isterinya di dapur. Sayidatina 'Aisyah menceritakan 'Kalau Nabi berada di rumah, beliau selalu membantu
urusan rumahtangga.
3) Jika mendengar azan, beliau cepat-cepat berangkat ke masjid, dan cepat-cepat pula kembali sesudah selesai sembahyang.'
4) Pernah baginda pulang pada waktu pagi. Tentulah baginda teramat lapar waktu itu.. Tetapi dilihatnya tiada apa pun yang ada untuk sarapan. Yang mentah pun tidak ada kerana Sayidatina 'Aisyah belum ke pasar. Maka Nabi bertanya, 'Belum ada sarapan ya Khumaira?' (Khumaira adalah panggilan mesra untuk Sayidatina 'Aisyah yang bererti 'Wahai yang kemerah-merahan')
Aisyah menjawab dengan agak serba salah, 'Belum ada apa-apa wahai Rasulullah.'
Rasulullah lantas berkata, 'Jika begitu aku puasa saja hari ini.' tanpa sedikit tergambar rasa kesal di raut wajah baginda.
5) Sebaliknya baginda sangat marah tatkala melihat seorang suami sedang memukul isterinya. Rasulullah menegur, 'Mengapa engkau memukul isterimu?'
Lantas soalan itu dijawab dengan agak gementar,
'Isteriku sangat keras kepala! Sudah diberi nasihat dia tetap degil juga, jadi aku pukul lah dia.'
'Aku tidak bertanyakan alasanmu,' sahut Nabi s. a.. w. 'Aku menanyakan mengapa engkau memukul teman tidurmu dan ibu kepada anak-anakmu?'
6) Pernah baginda bersabda, 'sebaik-baik lelaki adalah yang paling baik, kasih dan lemah lembut terhadap isterinya.' Prihatin, sabar dan tawadhuknya baginda dalam menjadi ketua keluarga langsung tidak sedikitpun menjejaskan kedudukannya sebagai pemimpin umat..
7) Pada suatu ketika baginda menjadi imam solat. Dilihat oleh para sahabat, pergerakan baginda antara satu rukun ke satu rukun yang lain amat sukar sekali.
Dan mereka mendengar bunyi menggerutup seolah-olah sendi-sendi pada tubuh baginda yang mulia itu bergeser antara satu sama lain. Sayidina Umar yang tidak tahan melihat keadaan baginda itu langsung bertanya setelah selesai bersembahyang,
'Ya Rasulullah, kami melihat seolah-olah tuan menanggung penderitaan yang amat berat, tuan sakitkah ya Rasulullah?'
'Tidak, ya Umar.. Alhamdulillah, aku sihat dan segar.'
'Ya Rasulullah... mengapa setiap kali tuan menggerakkan tubuh, kami mendengar seolah-olah sendi bergeselan di tubuh tuan? Kami yakin engkau sedang sakit...' desak Umar penuh cemas.
Akhirnya Rasulullah mengangkat jubahnya. Para sahabat amat terkejut. Perut baginda yang kempis, kelihatan dililiti sehelai kain yang berisi batu kerikil, buat untuk menahan rasa lapar baginda.
Batu-batu kecil itulah yang menimbulkan bunyi-bunyi halus setiap kali bergeraknya tubuh baginda.
'Ya Rasulullah! Adakah bila tuan menyatakan lapar dan tidak punya makanan kami tidak akan mendapatkannya buat tuan?'
Lalu baginda menjawab dengan lembut, 'Tidak para sahabatku. Aku tahu, apa pun akan engkau korbankan demi Rasulmu. Tetapi apakah akan aku jawab di hadapan ALLAH nanti, apabila aku sebagai pemimpin,menjadi beban kepada umatnya?' 'Biarlah kelaparan ini sebagai hadiah ALLAH buatku, agar umatku kelak tidak ada yang kelaparan di dunia ini lebih-lebih lagi tiada yang kelaparan di Akhirat kelak.'
8) Baginda pernah tanpa rasa canggung sedikitpun makan di sebelah seorang tua yang dipenuhi kudis, miskin dan kotor.
9) Hanya diam dan bersabar bila kain rida'nya direntap dengan kasar oleh seorang Arab Badwi hingga berbekas merah di lehernya. Dan dengan penuh rasa kehambaan baginda membasuh tempat yang dikencing si Badwi di dalam masjid sebelum menegur dengan lembut perbuatan itu.
10) Kecintaannya yang tinggi terhadap ALLAH swt dan rasa kehambaan yang sudah sebati dalam diri Rasulullah saw menolak sama sekali rasa ke tuanan.
11) Seolah-olah anugerah kemuliaan dari ALLAH langsung tidak dijadikan sebab untuknya merasa lebih dari yang lain, ketika di depan ramai mahupun dalam keseorangan.
12) Pintu Syurga telah terbuka seluas-luasnya untuk baginda, baginda masih lagi berdiri di waktu-waktu sepi malam hari, terus-menerus beribadah hinggakan pernah baginda terjatuh lantaran kakinya sudah bengkak-bengkak.
13) Fizikalnya sudah tidak mampu menanggung kemahuan jiwanya yang tinggi. Bila ditanya oleh Sayidatina 'Aisyah, 'Ya Rasulullah, bukankah engaku telah dijamin Syurga? Mengapa engkau masih bersusah payah begini?'
Jawab baginda dengan lunak, 'Ya 'Aisyah, bukankah aku ini hanyalah seorang hamba? Sesungguhnya aku ingin menjadi hamba-Nya yang bersyukur.'
Subhanallah sungguh tinggi pekerti baginda Rasulullah SAW.
Children's Books
top selling book. children top selling book.
Top 5 at a Glance
1. GOLDILICIOUS, written and illustrated by Victoria Kann
2. ELEPHANTS CANNOT DANCE!, written and illustrated by Mo Willems
3. LISTEN TO THE WIND, by Greg Mortenson and Susan L. Roth
4. EXPLORER EXTRAORDINAIRE!, by Jane O’Connor
5. GALLOP!, written and illustrated by Rufus Butler Seder
Top 5 at a Glance
1. GOLDILICIOUS, written and illustrated by Victoria Kann
2. ELEPHANTS CANNOT DANCE!, written and illustrated by Mo Willems
3. LISTEN TO THE WIND, by Greg Mortenson and Susan L. Roth
4. EXPLORER EXTRAORDINAIRE!, by Jane O’Connor
5. GALLOP!, written and illustrated by Rufus Butler Seder
supervisor
today i have an online conference meeting.
never imagine it will happen.
our world is really on the internet.
it can do many things that can never happen before.
what a lot to learn and experience.
never imagine it will happen.
our world is really on the internet.
it can do many things that can never happen before.
what a lot to learn and experience.
visitors
add 18 may 2011
add on 14 february 2010
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adds on 11 august 09
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adds on 6 august 09
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adds on first august 09
adds on first august 09
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adds on 29 july
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adds on 23 july
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adds on 6 july
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adds on 29 jun
adds on 2 july
Monday, 22 June 2009
CAREERS EXPLORER What is your ideal career?
CAREERS EXPLORER
What is your ideal career?
wow develop at kent university to explore your future career.
Careers Explorer is an easy to use program to generate career ideas developed by the University of Kent Careers Advisory Service. By answering job-related questions you can compare your skills, interests and values with common graduate jobs. It will allow you to see which jobs might be worth further investigation as a future career.
Explorer can't tell you your perfect job! There are no right or wrong answers. It simply takes your answers and compares them with ratings for a variety of jobs to produce a list of best matches. If you make false assumptions about yourself, for example you think you are a good communicator when you are not, the program will produce job suggestions which match your assumptions, therefore try to answer honestly. Explorer deals mainly with jobs open to graduates of any subject, or jobs which you can enter via a postgraduate course (e.g. law, librarianship, psychology). Jobs which require a full undergraduate degree such as electronics or architecture are less well catered for. For these, see What can I do with my degree in.... or Prospects Planner a sophisticated career choice program.
Don't be afraid to change your answers on a "what if" basis or to try the program again at a later date - your values, interests and skills may have changed. You don't have to answer all the questions (although you must answer at least 3 to get meaningful results). You can get a profile of jobs based on answers to just a few questions if you wish to explore the effects of certain factors.
You will need Flash to use Explorer. You probably have it installed, but if not, you can download it by clicking here Be patient as the program may take a few seconds to load. If PRINTING your results change your printer settings from "portrait" to "landscape" to get a better printout.
The program is very easy to use, but if you encounter difficulties, please use the walkthough here.
What is your ideal career?
wow develop at kent university to explore your future career.
Careers Explorer is an easy to use program to generate career ideas developed by the University of Kent Careers Advisory Service. By answering job-related questions you can compare your skills, interests and values with common graduate jobs. It will allow you to see which jobs might be worth further investigation as a future career.
Explorer can't tell you your perfect job! There are no right or wrong answers. It simply takes your answers and compares them with ratings for a variety of jobs to produce a list of best matches. If you make false assumptions about yourself, for example you think you are a good communicator when you are not, the program will produce job suggestions which match your assumptions, therefore try to answer honestly. Explorer deals mainly with jobs open to graduates of any subject, or jobs which you can enter via a postgraduate course (e.g. law, librarianship, psychology). Jobs which require a full undergraduate degree such as electronics or architecture are less well catered for. For these, see What can I do with my degree in.... or Prospects Planner a sophisticated career choice program.
Don't be afraid to change your answers on a "what if" basis or to try the program again at a later date - your values, interests and skills may have changed. You don't have to answer all the questions (although you must answer at least 3 to get meaningful results). You can get a profile of jobs based on answers to just a few questions if you wish to explore the effects of certain factors.
You will need Flash to use Explorer. You probably have it installed, but if not, you can download it by clicking here Be patient as the program may take a few seconds to load. If PRINTING your results change your printer settings from "portrait" to "landscape" to get a better printout.
The program is very easy to use, but if you encounter difficulties, please use the walkthough here.
Top Ten Hottest Careers List
The list of ten hottest careers, provided by the U.S. Bureau of Labor Statistics, offers ideas related to what career to pursue based on current job market trends. For the purpose of career planning let's use two lists of top ten careers that have the fastest percentage growth and the most new jobs.
Here are ten hottest careers that have the fastest percentage growth for at least bachelors' degree holders during 2002-2012:
1. Network systems and data communications analysts
2. Physician assistants
3. Computer software engineers, applications
4. Computer software engineers, systems software
5. Database administrators
6. Computer systems analysts
7. Environmental engineers
8. Network and computer systems administrators
9. Computer and information systems managers
10. Physical therapists
The following top ten careers list is occupations that have the most new jobs during 2002-2012, for bachelor's degree holders:
1. Elementary school teachers, except special education
2. Accountants and auditors
3. Computer systems analysts
4. Secondary school teachers, except special and vocational education
5. Computer software engineers, applications
6. Special education teachers
7. Computer software engineers, systems software
8. Network systems and data communications analysts
9. Network and computer systems administrators
10. Computer programmers
Here are ten hottest careers that have the fastest percentage growth for at least bachelors' degree holders during 2002-2012:
1. Network systems and data communications analysts
2. Physician assistants
3. Computer software engineers, applications
4. Computer software engineers, systems software
5. Database administrators
6. Computer systems analysts
7. Environmental engineers
8. Network and computer systems administrators
9. Computer and information systems managers
10. Physical therapists
The following top ten careers list is occupations that have the most new jobs during 2002-2012, for bachelor's degree holders:
1. Elementary school teachers, except special education
2. Accountants and auditors
3. Computer systems analysts
4. Secondary school teachers, except special and vocational education
5. Computer software engineers, applications
6. Special education teachers
7. Computer software engineers, systems software
8. Network systems and data communications analysts
9. Network and computer systems administrators
10. Computer programmers
873 for contentpreneur
updated Results 1 - 10 of about 1,060 for contentpreneur. (0.20 seconds)
from 873 to 1060... it is an increase. today is 25 june 2009
=================================
873 for contentpreneur.
contentpreneur adalah new word untuk saya.
mungkin ia salah satu career yang patut saya cadangkan untuk anak saya???
siap ada award lagi :-
Limkokwing Team Wins Astro Nextgen Contentpreneur Awards
Limkokwing University of Creative Technology has did it again, when its multi-national or multi-country team led by director Reuben Kang from Malaysia won the first Astro Nextgen Contentpreneur award, with its entry “Lock”. With a team comprising of students from United Kingdom, Indonesia and Kenya, the entire project lasted about a month.
The phenomenal result was that “Lock” won the “Extraordinary Short Content” category and it was also nominated in the Art Direction category. The winners walked away with a RM10,000 cash, trophy and a certificate.
The NextGen Contentpreneur award was the first of its kind award targeted at tertiary students and its main objective is to encourage youths in the pursuit of content excellence, in various categories such as short film, documentary, music video, website and animation.
The entries are judged by a panel of judges that included Freddie Fernandez, chief operating officer of Maestro Talent Management Sdn Bhd, editor Akashdeep Singh, film-maker and director of Reel Networks Sdn Bhd, David Moggie; Hunsa Thanomsing, the General Manager of Youth Dynamics Astro, and Paul Morrison, the co-founder and Creative Director of WASP Studios Sdn Bhd.
The award is presented by Astro in collaboration of the Malaysian Communication and Multimedia Commission and Multimedia Super-Corridor Malaysia.
from 873 to 1060... it is an increase. today is 25 june 2009
=================================
873 for contentpreneur.
contentpreneur adalah new word untuk saya.
mungkin ia salah satu career yang patut saya cadangkan untuk anak saya???
siap ada award lagi :-
Limkokwing Team Wins Astro Nextgen Contentpreneur Awards
Limkokwing University of Creative Technology has did it again, when its multi-national or multi-country team led by director Reuben Kang from Malaysia won the first Astro Nextgen Contentpreneur award, with its entry “Lock”. With a team comprising of students from United Kingdom, Indonesia and Kenya, the entire project lasted about a month.
The phenomenal result was that “Lock” won the “Extraordinary Short Content” category and it was also nominated in the Art Direction category. The winners walked away with a RM10,000 cash, trophy and a certificate.
The NextGen Contentpreneur award was the first of its kind award targeted at tertiary students and its main objective is to encourage youths in the pursuit of content excellence, in various categories such as short film, documentary, music video, website and animation.
The entries are judged by a panel of judges that included Freddie Fernandez, chief operating officer of Maestro Talent Management Sdn Bhd, editor Akashdeep Singh, film-maker and director of Reel Networks Sdn Bhd, David Moggie; Hunsa Thanomsing, the General Manager of Youth Dynamics Astro, and Paul Morrison, the co-founder and Creative Director of WASP Studios Sdn Bhd.
The award is presented by Astro in collaboration of the Malaysian Communication and Multimedia Commission and Multimedia Super-Corridor Malaysia.
Pengaruh alat membongkar potensi diri dan orang lain
dapatkah saya mempengaruhi keputusan anak saya untuk memilih bidang career beliau?
Pengaruh menjadi tool atau alat yang mendorong diri dan orang lain membuat keputusan, memenuhi tanggungjawab dan mengubah seseorang dari satu kedudukan ke satu kedudukan lain.
Kita memerlukan satu model bagi membina dan mengurus pengaruh. Pada peringkat umur dan peranan sosial yang pelbagai, pengaruh adalah satu elemen yang perlu ada bagi memenuhi keperluan tertentu.
* Seorang bapa menggunakan pengaruh ke atas anak-anak apabila mendidik mereka bagaimana membuat keputusan dalam hidup.
* Seorang suami menggunakan pengaruh bagi mencipta keyakinan dalam hati isteri untuk sama-sama memperjuangkan apa yang dia percaya.
* Seorang ketua organisasi menggunakan pengaruh bagi memastikan semua orang di bawahnya bekerjasama mencapai matlamat.
* Seorang imam ketika solat mempunyai pengaruhnya sendiri sehinggakan orang lain percaya, suka dan bersedia dipimpin oleh beliau ketika sembahyang berjemaah.
Pengaruh menjadi ibadah dan insuran sosial jika kita tahu apa dan bagaimana ia perlu dilakukan. Pengaruh menjadi beban dan tekanan jika ia digunakan bagi kepentingan yang jelas melanggar moral yang sepatutnya diimbangi sebaik mungkin.
Pengaruh menjadi tool atau alat yang mendorong diri dan orang lain membuat keputusan, memenuhi tanggungjawab dan mengubah seseorang dari satu kedudukan ke satu kedudukan lain.
Kita memerlukan satu model bagi membina dan mengurus pengaruh. Pada peringkat umur dan peranan sosial yang pelbagai, pengaruh adalah satu elemen yang perlu ada bagi memenuhi keperluan tertentu.
* Seorang bapa menggunakan pengaruh ke atas anak-anak apabila mendidik mereka bagaimana membuat keputusan dalam hidup.
* Seorang suami menggunakan pengaruh bagi mencipta keyakinan dalam hati isteri untuk sama-sama memperjuangkan apa yang dia percaya.
* Seorang ketua organisasi menggunakan pengaruh bagi memastikan semua orang di bawahnya bekerjasama mencapai matlamat.
* Seorang imam ketika solat mempunyai pengaruhnya sendiri sehinggakan orang lain percaya, suka dan bersedia dipimpin oleh beliau ketika sembahyang berjemaah.
Pengaruh menjadi ibadah dan insuran sosial jika kita tahu apa dan bagaimana ia perlu dilakukan. Pengaruh menjadi beban dan tekanan jika ia digunakan bagi kepentingan yang jelas melanggar moral yang sepatutnya diimbangi sebaik mungkin.
How Did You Choose Your Career?
i have this question from my daughter.
i do not know to answer so i look out in the internet.
and these are their answer...
1.
Choosing one's career all depends upon the interest and the aptitude one has. If you are still baffled about your career, then think about the professions that you always wanted to adopt and after this, decide that which career is the best for you; be it engineering or medicine. All you need is determination and nothing else!
2.
Also make sure your chosen career is enjoyable and that you would be able to do it everyday for years. If you think it would get boring...it's probably not right for you.
3
I didn't exactly choose my career. It more or less chose me. I graduated from college with a major in psychology, but in order to really do something in the field, a master's degree was necessary. I had had enough school for the time being, so I decided to get job to earn money for grad school.
Jobs were a bit scarce at the time, so I took a test for the IRS. I did well on it and got a seasonal position at the IRS. After five years I got a permanent job there. I took to the work, and I started my way up the ladder and eventually became a manager. Before I knew it, twenty-eight years had passed. I had the opportunity to travel all around the country and made a lot of friends. I learned so much. I thoroughly enjoyed my years with the government. As I said, my career chose me.
4.
Your career seems such a good example of how we gravaitate toward and succeed most in positions/careers that utilize our natural abilities/interests, aptitudes and fit with what we value. ESTJ on the Myers-Briggs?
5.
well i'm not old enough to have a job, but i want to be a math professor, and i chose that because i like to help people and show them things. i show people things now when i tutor and i love to see their faces light up like "ohhhh... now i get it!!" that is how you chose a job.
6.
We can choose a career in which we are having interest i choose my character or career as pilot because i like to fly
7.
Choose what you like.And enjoy it.
8.
I agree with robbier44, i was a nurse for 35 yrs. Enjoyed all my time. Like what u r doing, be happy if u r young take 2-5 years to find out what u want to do then go for it.
9.
Although i'm still in high school i know what career i want. I desperately want to be a writer. When i write i just feel good. Everything gets quiet and its like i'm on a boat in the middle of the ocean or just someplace really peaceful. The way to pick your career is to just do something that makes you feel good.
10.
Looking back, my career chose me in many ways. I gravitated naturally both in interest and opportunities toward what I was naturally prone to in skills and natural ability, and what personal values I held. I really think this is the absolute best way to choose a career in retrospect, though I didn't even realize that's what was occurring over the years...
I am a big proponent of ability and type assessments and indicators that can give the individual a better picture of their abilities and careers that make good use of those. From there, one can tailor their choices and look for opportunities to further develop their skill and experience in these areas. Someone prone to view the world and relate to it in abstract and creative terms, and to work in a role capacity that allows them great deal of interaction with the public might not choose lab research, for example. Someone with a strong aptitude for convergent problem solving will enjoy solving problems (diagnostic and analytical), and might not be happy in a political lobbyist career, even thought they may have strong political views.
I say know thyself! Know your natural abilities and tendencies/preferences for extraversion (different from extroversion) and introversion, communication, creativity, problem solving, special abilities and aptitudes (i.e. Individual musical propensity, rhythm, memory), etc., and seek a match with career. Where the joy is, success follows.
Some good assessments in my opinion include the MBTI (Myers-Briggs Type Indicator), Strong Interest Inventory, The Highlands Ability Battery (also called Natural Ability Battery), and several Emotional Quotient inventories. There is a book that is republished in new edition each year since the 90's called "What Color is Your Parachute" which can assist you in further considering what might be a good fit for your ability and interest, and with resources to begin exploring these fields...
Also, it never hurts to understand your own personal life values when considering career. There are many sites which offer free personal life values assessments so you can get a better picture. Or you can go to the Live Well group on this site and look in content to get an example of how to begin to understand and really determine you own personal life values. Here is the link to that group (just click on the blue words): Live Well Home Page. Scroll down the page to see the content on Life Values.
11.
I chose my (potential) career because I saw the pride my Dad took in his job when he served in the military. I thought it couldn't hurt to give it a try. Since I joined, I've enjoyed it. I've done a tour in Iraq already and I'm about to do another. It's definitely not easy but I managed and I learned a lot. I know I could be at other jobs making a lot more money. But I don't think there are too many others, in which I would take nearly as much pride. So I think I can take the hit on making more money for my enjoyment and pride.
12.
You just chose it by what you think will make you happy ....that is how i would choose mine
13.
Think for few minutes what are the hidden talents in you. Don`t go the way against your interest. It`s you who has to study the useful thing, which helps you to build a great career. But all you need is
self-confidence and broad thinking. Don`t go for a hardwork but do smartwork. This is the ultimate key for any success.
14.
I say go with whatever you want to be.....think about your childhood desires.....
15.
Based on my interest and the scope of the profession am interested about.
16.
I did not choose! I had no choice! Parents own a company!
17.
Father in law got me a job in the industry. I was forced to be responsible by raising children. As time went on I continued to excel until it became second nature, and well I ended up enjoying it so I stayed.
18.
I had a lot of jobs before...from a Legal Assistant to a College Professor. I quit all those for I was not totally happy. In my long range of experience, I met all kinds of people in all walks of life. A formed one company at a time after each company has survived and have made a name in the industry. I chose personally the very people I've known whom I've reposed my trust. They helped me run the companies. They are all smart and can work with less supervision. I started as a General Manager, then as a
General Executive Manager and now as CEO. This is where and what I am now in the corporate ladder.
19.
My choice of my career started when i was still a little child, when my father pointed to me the high towers in the big city. My father told me that i can make my own Tower(or big building as well). He introduced to me the concept of being an engineer. I still remember, my father gave me magazines after work. This magazines are about airplanes, so i have my plans in my mind to become an engineer and a pilot as well ^^
I think, ur experiences will tell you which career will you love. The more you love something, the more you will give your best efforts, the best way you will be at your best career .
20.
pray and ask for the right path and right career.
i do not know to answer so i look out in the internet.
and these are their answer...
1.
Choosing one's career all depends upon the interest and the aptitude one has. If you are still baffled about your career, then think about the professions that you always wanted to adopt and after this, decide that which career is the best for you; be it engineering or medicine. All you need is determination and nothing else!
2.
Also make sure your chosen career is enjoyable and that you would be able to do it everyday for years. If you think it would get boring...it's probably not right for you.
3
I didn't exactly choose my career. It more or less chose me. I graduated from college with a major in psychology, but in order to really do something in the field, a master's degree was necessary. I had had enough school for the time being, so I decided to get job to earn money for grad school.
Jobs were a bit scarce at the time, so I took a test for the IRS. I did well on it and got a seasonal position at the IRS. After five years I got a permanent job there. I took to the work, and I started my way up the ladder and eventually became a manager. Before I knew it, twenty-eight years had passed. I had the opportunity to travel all around the country and made a lot of friends. I learned so much. I thoroughly enjoyed my years with the government. As I said, my career chose me.
4.
Your career seems such a good example of how we gravaitate toward and succeed most in positions/careers that utilize our natural abilities/interests, aptitudes and fit with what we value. ESTJ on the Myers-Briggs?
5.
well i'm not old enough to have a job, but i want to be a math professor, and i chose that because i like to help people and show them things. i show people things now when i tutor and i love to see their faces light up like "ohhhh... now i get it!!" that is how you chose a job.
6.
We can choose a career in which we are having interest i choose my character or career as pilot because i like to fly
7.
Choose what you like.And enjoy it.
8.
I agree with robbier44, i was a nurse for 35 yrs. Enjoyed all my time. Like what u r doing, be happy if u r young take 2-5 years to find out what u want to do then go for it.
9.
Although i'm still in high school i know what career i want. I desperately want to be a writer. When i write i just feel good. Everything gets quiet and its like i'm on a boat in the middle of the ocean or just someplace really peaceful. The way to pick your career is to just do something that makes you feel good.
10.
Looking back, my career chose me in many ways. I gravitated naturally both in interest and opportunities toward what I was naturally prone to in skills and natural ability, and what personal values I held. I really think this is the absolute best way to choose a career in retrospect, though I didn't even realize that's what was occurring over the years...
I am a big proponent of ability and type assessments and indicators that can give the individual a better picture of their abilities and careers that make good use of those. From there, one can tailor their choices and look for opportunities to further develop their skill and experience in these areas. Someone prone to view the world and relate to it in abstract and creative terms, and to work in a role capacity that allows them great deal of interaction with the public might not choose lab research, for example. Someone with a strong aptitude for convergent problem solving will enjoy solving problems (diagnostic and analytical), and might not be happy in a political lobbyist career, even thought they may have strong political views.
I say know thyself! Know your natural abilities and tendencies/preferences for extraversion (different from extroversion) and introversion, communication, creativity, problem solving, special abilities and aptitudes (i.e. Individual musical propensity, rhythm, memory), etc., and seek a match with career. Where the joy is, success follows.
Some good assessments in my opinion include the MBTI (Myers-Briggs Type Indicator), Strong Interest Inventory, The Highlands Ability Battery (also called Natural Ability Battery), and several Emotional Quotient inventories. There is a book that is republished in new edition each year since the 90's called "What Color is Your Parachute" which can assist you in further considering what might be a good fit for your ability and interest, and with resources to begin exploring these fields...
Also, it never hurts to understand your own personal life values when considering career. There are many sites which offer free personal life values assessments so you can get a better picture. Or you can go to the Live Well group on this site and look in content to get an example of how to begin to understand and really determine you own personal life values. Here is the link to that group (just click on the blue words): Live Well Home Page. Scroll down the page to see the content on Life Values.
11.
I chose my (potential) career because I saw the pride my Dad took in his job when he served in the military. I thought it couldn't hurt to give it a try. Since I joined, I've enjoyed it. I've done a tour in Iraq already and I'm about to do another. It's definitely not easy but I managed and I learned a lot. I know I could be at other jobs making a lot more money. But I don't think there are too many others, in which I would take nearly as much pride. So I think I can take the hit on making more money for my enjoyment and pride.
12.
You just chose it by what you think will make you happy ....that is how i would choose mine
13.
Think for few minutes what are the hidden talents in you. Don`t go the way against your interest. It`s you who has to study the useful thing, which helps you to build a great career. But all you need is
self-confidence and broad thinking. Don`t go for a hardwork but do smartwork. This is the ultimate key for any success.
14.
I say go with whatever you want to be.....think about your childhood desires.....
15.
Based on my interest and the scope of the profession am interested about.
16.
I did not choose! I had no choice! Parents own a company!
17.
Father in law got me a job in the industry. I was forced to be responsible by raising children. As time went on I continued to excel until it became second nature, and well I ended up enjoying it so I stayed.
18.
I had a lot of jobs before...from a Legal Assistant to a College Professor. I quit all those for I was not totally happy. In my long range of experience, I met all kinds of people in all walks of life. A formed one company at a time after each company has survived and have made a name in the industry. I chose personally the very people I've known whom I've reposed my trust. They helped me run the companies. They are all smart and can work with less supervision. I started as a General Manager, then as a
General Executive Manager and now as CEO. This is where and what I am now in the corporate ladder.
19.
My choice of my career started when i was still a little child, when my father pointed to me the high towers in the big city. My father told me that i can make my own Tower(or big building as well). He introduced to me the concept of being an engineer. I still remember, my father gave me magazines after work. This magazines are about airplanes, so i have my plans in my mind to become an engineer and a pilot as well ^^
I think, ur experiences will tell you which career will you love. The more you love something, the more you will give your best efforts, the best way you will be at your best career .
20.
pray and ask for the right path and right career.
Wednesday, 17 June 2009
doa mutmainnah dari kelas ustazah hannan
ni doa untuk mendapatkan nafsu mutmainnah.
doa untuk mendapatkan yang terbaik.
encourage to do the right.
Saturday, 13 June 2009
Jalapeno Cheese Muffins
found this and feel like baking...
Ingredients
All Purpose flour - 2 cups
Baking powder - 1 tablespoon
Baking soda - 1/2 teaspoon
Sugar - 1 tablespoon
Salt - 1/2 teaspoon
Grated cheddar cheese - 1 cup
Minced onion - 1 tablespoon (optional)
Yoghurt - 1 cup
Melted butter - 1/4 cup
Eggs - 2
Finely chopped jalapeno peppers - 2 or more depending on the spiciness you like
Directions
In a mixing bowl, take the flour, baking powder, baking soda, sugar and salt. Whisk all of them together. Add the grated cheese and minced onion and mix.
In another bowl, whisk the yoghurt, melted butter, eggs and jalapeno together. Add the wet ingredients to the dry ingredients. Stir just until evenly moistened.
Bake in lined muffin cups at 400 F for 20 to 25 minutes.
They taste delicious on their own or topped with cream cheese.
Ingredients
All Purpose flour - 2 cups
Baking powder - 1 tablespoon
Baking soda - 1/2 teaspoon
Sugar - 1 tablespoon
Salt - 1/2 teaspoon
Grated cheddar cheese - 1 cup
Minced onion - 1 tablespoon (optional)
Yoghurt - 1 cup
Melted butter - 1/4 cup
Eggs - 2
Finely chopped jalapeno peppers - 2 or more depending on the spiciness you like
Directions
In a mixing bowl, take the flour, baking powder, baking soda, sugar and salt. Whisk all of them together. Add the grated cheese and minced onion and mix.
In another bowl, whisk the yoghurt, melted butter, eggs and jalapeno together. Add the wet ingredients to the dry ingredients. Stir just until evenly moistened.
Bake in lined muffin cups at 400 F for 20 to 25 minutes.
They taste delicious on their own or topped with cream cheese.
Thursday, 11 June 2009
berdoa adalah senjata mukmin
Salah satu doa daripada al-Qur'an ialah: (Dan di antara mereka ada yang berkata: "Wahai Tuhan kami! Berikanlah kepada kami kebaikan di dunia dan kebaikan di akhirat, dan lindungilah kami daripada azab neraka.") (Al-Baqarah 2:201).
Rabbi inni lima anzalta ilayya min kharyin faqeer.
(Wahai Tuhan ku, aku ini amat mengharapkan kebaikan terhadap apa yang Engkau turunkan kepadaku.)
Allahumma, rahmataka arju fala takilni ila nafsi tarafata `aynin wa aslih li sha’ni kullahu.
(Ya Allah, aku mohon rahmat Mu, jadi jangan tinggalkan daku sesuka hati walau seketika; dan permudahkan semua urusan ku bagi diri ku.)
Allahumma aghnini bi halalika `an haramika wa bi ta`atika `an ma`siyatika wa bi fadlika `amman siwaka
(Ya Allah, jadikanlah aku cukup dengan apa-apa yang Engkau telah jadikan halal untuk ku supaya aku tidak terdesak menuju kepada yang haram; dan jadikan diri ku cukup dengan ketaatan kepada Mu jadi aku tidak terdesak untuk derhaka kpd Mu; dan jadikanlah aku cukup dengan pemberian Mu jadi aku tidak perlu kepada pemberian yang lain.)
Anda boleh membaca doa-doa di atas untuk mencapai matlamat itu pada bila-bila masa, tetapi yang terbaik ialah berdoa selepas dua rakaat Solat Hajat.
Saya berdoa kepada Allah untuk memakbulkan hajat anda.Semoga Dia menerima doa-doa kita dan mengurniakan kita semua yang terbaik untuk dunia dan akhirat. Ameen.
Rabbi inni lima anzalta ilayya min kharyin faqeer.
(Wahai Tuhan ku, aku ini amat mengharapkan kebaikan terhadap apa yang Engkau turunkan kepadaku.)
Allahumma, rahmataka arju fala takilni ila nafsi tarafata `aynin wa aslih li sha’ni kullahu.
(Ya Allah, aku mohon rahmat Mu, jadi jangan tinggalkan daku sesuka hati walau seketika; dan permudahkan semua urusan ku bagi diri ku.)
Allahumma aghnini bi halalika `an haramika wa bi ta`atika `an ma`siyatika wa bi fadlika `amman siwaka
(Ya Allah, jadikanlah aku cukup dengan apa-apa yang Engkau telah jadikan halal untuk ku supaya aku tidak terdesak menuju kepada yang haram; dan jadikan diri ku cukup dengan ketaatan kepada Mu jadi aku tidak terdesak untuk derhaka kpd Mu; dan jadikanlah aku cukup dengan pemberian Mu jadi aku tidak perlu kepada pemberian yang lain.)
Anda boleh membaca doa-doa di atas untuk mencapai matlamat itu pada bila-bila masa, tetapi yang terbaik ialah berdoa selepas dua rakaat Solat Hajat.
Saya berdoa kepada Allah untuk memakbulkan hajat anda.Semoga Dia menerima doa-doa kita dan mengurniakan kita semua yang terbaik untuk dunia dan akhirat. Ameen.
PPSMI: Apa Kata Profesor Biologi Molekular Ini
I like this article written in NST 2009/03/31.
the fact that i am doing a research makes me want to know if there is
a research done on this issue ? hmmmm scientific research.
so the debates can be stop by this proven scientific research. again
though i am lucky now that all my 4 children have the chance to study
in primary and high school in UK that will improve their english but
what i am worried is the rural/kampong children in malaysia which is neglected and
the divide or division will be wider. poor them.
SCIENCE AND MATHS: Decide only after a proper study
By DR FARIDA SHAH, Prof of Molecular Biology (Adjunct) UTAR, Kuala Lumpur
I WRITE this letter in the hope of shedding more light on issues regarding the teaching and learning of Science and Mathematics, the role of English as a second language and the use of English in teaching Science and Mathematics. This issue is not about politics, patriotism or the fear of losing our mother tongue, but one which is of importance to our children. It addresses two entirely different issues: the urban-rural science divide and the urban-rural English language divide.
As a bilingual professor of molecular biology, I was teaching at Universiti Kebangsaan Malaysia (medium of instruction Malay) along with my colleagues who were and still are teaching in areas of physics, math, astrophysics, nanotechnology, etc.
Some of us (consisting of Malays, Chinese and Indians) were products of school systems where English was the medium of instruction; some went through the learning of Science at various levels with Malay as the medium of instruction.
Both groups are equally competent lecturers and able to communicate and impart knowledge to students effectively in Malay. From my observation, Science graduates from UKM were never at a disadvantage, as the good ones (with good grades) went on to do their postgraduate studies in Britain, Australia, etc. At no time did we feel that our students' capabilities and scientific knowledge (content) were compromised because of the medium of instruction.
This trend has been observed elsewhere in the world for decades. Students from China, Taiwan and Germany, who studied in their mother tongue with English as the second language, went on to do their postgraduate and post-doctoral degrees in English-speaking countries and even secured jobs.
So, let me put the questions to parents (mostly in urban areas) and the relevant authorities: why this obsession with teaching 6- or 7-year-olds and older children Science and Maths in English when the medium of instruction of education is Malay or (in vernacular schools) Chinese and Tamil? If Chinese schools have decided to maintain the teaching of Science and Maths in Chinese, why can't the national schools teach in Bahasa Malaysia?
Why teach Maths and Science in English? What do we expect these students to achieve? Do we want to teach Science and Maths so that students competence in English will improve as an additional important language? Or do we think that by using English, the students' command of Science and Maths will improve?
There must be a clear focus on English language goals as well as goals within the command of Maths and Science curriculum. If it is the former, then teaching Science and Maths is not the solution. If it is the latter, then it is again not true. If it is the former that we are worried about, surely the answer would be to teach and learn English as a second language. We can increase the teaching hours for English from seven to 15 hours per week, change the method of pedagogy, teach more grammar and communication skills, etc.
On the other hand, those who think that Science and Maths are better taught and learnt in English are not aware that Science and Maths are not learned by memorising facts.
Some people think of Science and Maths as subjects in which learners are required to memorise terms, apply various formulae and weigh out chemicals. However, science education now emphasises the teaching of the conceptual nature of science, and the high-level cognitive processes required to understand and communicate these concepts.
The United States National Science Education Standards defines "scientific literacy" in a manner that reveals its conceptual and communicative dimensions.
Scientific literacy and curiosity means that a student can find or determine answers to questions derived from curiosity about everyday experiences. They should be able to understand underlying concepts and describe, explain and predict natural phenomena. Can we expect 7-year-olds to do this? Do they switch to thinking in their native language after the brief classroom period where they are taught in a second language for the rest of the day?
Another dimension is the competence of the teachers. How can teachers impart content knowledge in a second language if they themselves are not competent in that language?
Successful achievement in Maths and Science is difficult enough for students. It becomes more difficult when the subjects are taught in a second language. It has been shown that learners have the best chance of succeeding in Maths and Science if they study them in their own language. Studies have shown that when their language skills are not developed, their ability to think mathematically and scientifically is affected.
To address the science divide, students are at a disadvantage trying to understand instructions and express them in a foreign language, especially when they must compete with other urban students. To add to this disadvantage, some rural schools are ill-equipped with the labs and resources for teaching Science.
It is my personal opinion as a scientist involved in engaging the young in Science and Maths that if we continue with the present system, not only will we not achieve our goal of improving the use of English but it will also lead to deterioration in the teaching and learning of Science.
Throughout the world, there is an emphasis on science education for developing countries and a call to make "teaching and learning science fun". Teaching in a second language is a sure way to get students out of Science and Maths. Yet, one of the goals of our nation is to increase participation in science and to increase the number of researchers/scientists per 10,000 population.
Some say we should wait for the Ujian Pencapaian Sekolah Rendah results to see the outcome. But we all know that UPSR is not an indicator of language proficiency or content knowledge because exams, which are set to encourage rote learning and memory work, do not evaluate communication and/or thinking skills.
Another question: Was there a proper scientific research methodology set up to study the impact of the use-English exercise for more than six years of school life, with proper scientific controls, with measurable outcomes using qualitative and quantitative techniques, to ensure that a policy statement can be derived at the end of Year 6?
If it was done, we would all like to see it so we can put an end to the debates. If it was not done, it is not too late for the authorities to conduct proper research and identify what the people (parents) want.
I was surprised by the advice that we should not politicise this issue and let the cabinet decide. But surely, the cabinet must hear the voices of parents and this should be done in a scientific manner, meaning all policies must be formulated with proper scientific research. The evidence derived from such an exercise would allow people to think rationally and accept the decision, rather than one based on the whims of the minister or the cabinet.
So, if the authorities and everyone else is sincere in trying to improve the command of English as a second language, let's go back to the basics and look at the curriculum. Schools, ministries and universities should rethink the teaching of English in their curriculum.
If there are insufficient teachers for English, we should perhaps look at getting the American Field Services (AFS) teachers who used to teach English in rural schools many years ago. Radio Television Malaysia (RTM) and other media can play a role and have more programmes for children in English, particularly science programmes in English with subtitles in the three languages.
In these two issues -- where the future of our children is at stake -- involving English language competency and the participation and engagement of students in Science and Maths for the development of the nation, we cannot let politics rule; a policy should be formulated on the basis of scientific research. All relevant and related ministries and agencies should have dialogues to ensure a more effective and efficient way of teaching and learning English as a second language, as well as improving the teaching and learning of Science and Maths. Again, I emphasise these are two separate issues.
I commend the government in its effort to re-look these two issues. There is nothing wrong in stopping Maths and Science from being taught in English if it has been shown (on the basis of research) to be ineffective.
Most importantly, any decision we take must help bridge the existing urban-rural divide in the effective learning and command of Science and Maths, and in English language competency.
© Copyright 2009 The New Straits Times Press (M) Berhad. All rights reserved.
the fact that i am doing a research makes me want to know if there is
a research done on this issue ? hmmmm scientific research.
so the debates can be stop by this proven scientific research. again
though i am lucky now that all my 4 children have the chance to study
in primary and high school in UK that will improve their english but
what i am worried is the rural/kampong children in malaysia which is neglected and
the divide or division will be wider. poor them.
SCIENCE AND MATHS: Decide only after a proper study
By DR FARIDA SHAH, Prof of Molecular Biology (Adjunct) UTAR, Kuala Lumpur
I WRITE this letter in the hope of shedding more light on issues regarding the teaching and learning of Science and Mathematics, the role of English as a second language and the use of English in teaching Science and Mathematics. This issue is not about politics, patriotism or the fear of losing our mother tongue, but one which is of importance to our children. It addresses two entirely different issues: the urban-rural science divide and the urban-rural English language divide.
As a bilingual professor of molecular biology, I was teaching at Universiti Kebangsaan Malaysia (medium of instruction Malay) along with my colleagues who were and still are teaching in areas of physics, math, astrophysics, nanotechnology, etc.
Some of us (consisting of Malays, Chinese and Indians) were products of school systems where English was the medium of instruction; some went through the learning of Science at various levels with Malay as the medium of instruction.
Both groups are equally competent lecturers and able to communicate and impart knowledge to students effectively in Malay. From my observation, Science graduates from UKM were never at a disadvantage, as the good ones (with good grades) went on to do their postgraduate studies in Britain, Australia, etc. At no time did we feel that our students' capabilities and scientific knowledge (content) were compromised because of the medium of instruction.
This trend has been observed elsewhere in the world for decades. Students from China, Taiwan and Germany, who studied in their mother tongue with English as the second language, went on to do their postgraduate and post-doctoral degrees in English-speaking countries and even secured jobs.
So, let me put the questions to parents (mostly in urban areas) and the relevant authorities: why this obsession with teaching 6- or 7-year-olds and older children Science and Maths in English when the medium of instruction of education is Malay or (in vernacular schools) Chinese and Tamil? If Chinese schools have decided to maintain the teaching of Science and Maths in Chinese, why can't the national schools teach in Bahasa Malaysia?
Why teach Maths and Science in English? What do we expect these students to achieve? Do we want to teach Science and Maths so that students competence in English will improve as an additional important language? Or do we think that by using English, the students' command of Science and Maths will improve?
There must be a clear focus on English language goals as well as goals within the command of Maths and Science curriculum. If it is the former, then teaching Science and Maths is not the solution. If it is the latter, then it is again not true. If it is the former that we are worried about, surely the answer would be to teach and learn English as a second language. We can increase the teaching hours for English from seven to 15 hours per week, change the method of pedagogy, teach more grammar and communication skills, etc.
On the other hand, those who think that Science and Maths are better taught and learnt in English are not aware that Science and Maths are not learned by memorising facts.
Some people think of Science and Maths as subjects in which learners are required to memorise terms, apply various formulae and weigh out chemicals. However, science education now emphasises the teaching of the conceptual nature of science, and the high-level cognitive processes required to understand and communicate these concepts.
The United States National Science Education Standards defines "scientific literacy" in a manner that reveals its conceptual and communicative dimensions.
Scientific literacy and curiosity means that a student can find or determine answers to questions derived from curiosity about everyday experiences. They should be able to understand underlying concepts and describe, explain and predict natural phenomena. Can we expect 7-year-olds to do this? Do they switch to thinking in their native language after the brief classroom period where they are taught in a second language for the rest of the day?
Another dimension is the competence of the teachers. How can teachers impart content knowledge in a second language if they themselves are not competent in that language?
Successful achievement in Maths and Science is difficult enough for students. It becomes more difficult when the subjects are taught in a second language. It has been shown that learners have the best chance of succeeding in Maths and Science if they study them in their own language. Studies have shown that when their language skills are not developed, their ability to think mathematically and scientifically is affected.
To address the science divide, students are at a disadvantage trying to understand instructions and express them in a foreign language, especially when they must compete with other urban students. To add to this disadvantage, some rural schools are ill-equipped with the labs and resources for teaching Science.
It is my personal opinion as a scientist involved in engaging the young in Science and Maths that if we continue with the present system, not only will we not achieve our goal of improving the use of English but it will also lead to deterioration in the teaching and learning of Science.
Throughout the world, there is an emphasis on science education for developing countries and a call to make "teaching and learning science fun". Teaching in a second language is a sure way to get students out of Science and Maths. Yet, one of the goals of our nation is to increase participation in science and to increase the number of researchers/scientists per 10,000 population.
Some say we should wait for the Ujian Pencapaian Sekolah Rendah results to see the outcome. But we all know that UPSR is not an indicator of language proficiency or content knowledge because exams, which are set to encourage rote learning and memory work, do not evaluate communication and/or thinking skills.
Another question: Was there a proper scientific research methodology set up to study the impact of the use-English exercise for more than six years of school life, with proper scientific controls, with measurable outcomes using qualitative and quantitative techniques, to ensure that a policy statement can be derived at the end of Year 6?
If it was done, we would all like to see it so we can put an end to the debates. If it was not done, it is not too late for the authorities to conduct proper research and identify what the people (parents) want.
I was surprised by the advice that we should not politicise this issue and let the cabinet decide. But surely, the cabinet must hear the voices of parents and this should be done in a scientific manner, meaning all policies must be formulated with proper scientific research. The evidence derived from such an exercise would allow people to think rationally and accept the decision, rather than one based on the whims of the minister or the cabinet.
So, if the authorities and everyone else is sincere in trying to improve the command of English as a second language, let's go back to the basics and look at the curriculum. Schools, ministries and universities should rethink the teaching of English in their curriculum.
If there are insufficient teachers for English, we should perhaps look at getting the American Field Services (AFS) teachers who used to teach English in rural schools many years ago. Radio Television Malaysia (RTM) and other media can play a role and have more programmes for children in English, particularly science programmes in English with subtitles in the three languages.
In these two issues -- where the future of our children is at stake -- involving English language competency and the participation and engagement of students in Science and Maths for the development of the nation, we cannot let politics rule; a policy should be formulated on the basis of scientific research. All relevant and related ministries and agencies should have dialogues to ensure a more effective and efficient way of teaching and learning English as a second language, as well as improving the teaching and learning of Science and Maths. Again, I emphasise these are two separate issues.
I commend the government in its effort to re-look these two issues. There is nothing wrong in stopping Maths and Science from being taught in English if it has been shown (on the basis of research) to be ineffective.
Most importantly, any decision we take must help bridge the existing urban-rural divide in the effective learning and command of Science and Maths, and in English language competency.
© Copyright 2009 The New Straits Times Press (M) Berhad. All rights reserved.
english homework for class at Cumbria University
today is thursday and i have an extra english course at Cumbria University.
it is an interesting and free class for all the foreigners in lancaster to improve their english. I think most of the teachers are students in teaching english at Cumbria University. The class is for 2 hours with several teachers who taught us for 10 minutes only per session. it is a very interesting class.
so homework is to write about festival in our country.
what festival in Malaysia? well, there are many of course since we are multi rational.
is that right word.?
I am going to choose 2 which is Eid ul fitri and Eidul adha.
Eid ul-Fitr or Id-ul-Fitr (Arabic: عيد الفطر ‘Īdu l-Fiṭr), often abbreviated to Eid, is a Muslim holiday that marks the end of Ramadan, the Islamic holy month of fasting. Eid is an Arabic word meaning "festivity", while Fiṭr means "to break the fast" (and can also mean "nature", from the word "fitrah"); and so the holiday symbolizes the breaking of the fasting period. It is celebrated starting on the first day of the Islamic month of Shawwal.
Eid al-Adha (Arabic: عيد الأضحى ‘Īdu l-’Aḍḥā) "Festival of Sacrifice" or "Greater Bairam" is a religious festival celebrated by Muslims (including the Druze) worldwide to commemorate the willingness of Ibrahim to sacrifice his son Ishmael as an act of obedience to God. However, God provided a ram in place once Ibrahim demonstrated his willingness to follow God's commands.
Eid al-Adha is the latter of two Eid festivals celebrated by Muslims, whose basis comes from the Quran.[1] (Muslims in Iran celebrate a third, non-denominational Eid.) Like Eid al-Fitr, Eid al-Adha begins with a short prayer followed by a sermon (khuṭba).
it is an interesting and free class for all the foreigners in lancaster to improve their english. I think most of the teachers are students in teaching english at Cumbria University. The class is for 2 hours with several teachers who taught us for 10 minutes only per session. it is a very interesting class.
so homework is to write about festival in our country.
what festival in Malaysia? well, there are many of course since we are multi rational.
is that right word.?
I am going to choose 2 which is Eid ul fitri and Eidul adha.
Eid ul-Fitr or Id-ul-Fitr (Arabic: عيد الفطر ‘Īdu l-Fiṭr), often abbreviated to Eid, is a Muslim holiday that marks the end of Ramadan, the Islamic holy month of fasting. Eid is an Arabic word meaning "festivity", while Fiṭr means "to break the fast" (and can also mean "nature", from the word "fitrah"); and so the holiday symbolizes the breaking of the fasting period. It is celebrated starting on the first day of the Islamic month of Shawwal.
Eid al-Adha (Arabic: عيد الأضحى ‘Īdu l-’Aḍḥā) "Festival of Sacrifice" or "Greater Bairam" is a religious festival celebrated by Muslims (including the Druze) worldwide to commemorate the willingness of Ibrahim to sacrifice his son Ishmael as an act of obedience to God. However, God provided a ram in place once Ibrahim demonstrated his willingness to follow God's commands.
Eid al-Adha is the latter of two Eid festivals celebrated by Muslims, whose basis comes from the Quran.[1] (Muslims in Iran celebrate a third, non-denominational Eid.) Like Eid al-Fitr, Eid al-Adha begins with a short prayer followed by a sermon (khuṭba).
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