Rethink your Drink Essay

Based on the feedback that I received from my provider Mable Siow, a CFNP at the pueblo clinic, I chose a poster presentation. I am a school nurse in a Native American Pueblo and because of the high obesity rate we have among our young people, I chose to teach about high caloric drinks. A poster presentation was appropriate because of my audience. The theme of my presentation was â€Å"Rethink Your Drink† Please see photo below. My school conducted a small health fair in our gym, on Friday March 3rd 2010, I was able to create a poster board presentation exactly like the one depicted above. I added Red bull and Monster as I have confiscated these types of drinks from my middle school kids. The reaction and response I received from the kids and the parents was amazing. When you create a display such as this, it is easy enough to understand and the visual presentation is a very powerful tool in the teaching of how much sugar is consumed in each drink. By the time the parents and kids left my table, I received some very positive feedback. I also had handouts of information that I downloaded from the internet on the amount of calories that equal one teaspoon of sugar. For example, each teaspoon of sugar is equivalent to 16 calories. If you drink a 20 oz Mountain Dew, you are consuming 312 calories and 19. 5 teaspoons of sugar. The community setting was a combination of a public health clinic and a child care center. I am the school nurse and the audience consisted of my school kids, their parents and the school staff. I believe that this presentation made a big impact on how the parents will view these drinks in the future. Our dental hygienist was very happy to see the presentation and mentioned that she will borrow it for her clinic, as there are high numbers of kids with severe tooth decay.

Public Meeting Paper Essay

The public meeting I went to was at the City Hall chambers building located in downtown El Paso at two civic center plaza drive. It was a regular City Hall Council meeting where voting sessions were conducted. City Council members and mayors of El Paso do these meetings to resolve problems and improve their city through funding, spreading awareness, and implementing laws. City Hall Council meetings are from Monday through Friday 8:00am to 5:00pm. City Hall Council meetings allow and encourage public attendance and participation. The City Hall Council meeting I went to was Tuesday March 15th. It was three hours long, but I attended the first hour of the meeting from 8:30am to 9:30 am. At the beginning of the meeting there was a Spanish interpreter provided for Spanish speaking El Pasoans. There was also a sign language interpreter provided for people with special needs. Then there was a prayer thanking God’s grace for safety and prosperity and mentioning the devastating natural disaster in Japan, and asking God to have mercy on Japan and protect the U.S. from similar disasters. After that people were asked to stand in respect for the Pledge of Allegiance which was read by City Council members. Mayor Ann Morgan Lilly announced Mayor’s proclamations. First guest was Miss Shanaya Fastje Day who is an 11 year old girl. She spoke to kids about bullying and its impact and effect on kids. She discussed ways to prevent or at least reduce the cases of bullying. She also mentioned the ways on how kids should deal with bullying and who to reach to incase of such incidents. Mayors thanked her efforts especially Mayor Beto O’Rouke. Her father spoke about his daughter’s efforts and asked the city of El Paso to assist and help her to make her cause and efforts influential and effective. Mayor Pro Tempore Emma Acosta thanked her and asked to applause her. The second mayor proclamation was Franklin Mountain Poppies Preservation Day. Jody spoke about it and asked people to attend a celebration in the Northeast area of El Paso. The celebration was open to the public and is done every year near the Museum of Archaeology of El Paso. From what I understood it’s to preserve and breed poppies. Then a group kids identified as girl scouts but had no recognition. They greeted the City Council members as everyone does. The reason they came is in the hope to be inspired and to become City Council members or mayors themselves one day. Kids identified themselves by saying their names and then were thanked and left. Mayor’s proclamations continued and the following was National Brain Injury Awareness Month. This awareness month was March 2011 as approved by Mayor John Cook. The speaker was Nancy Peters who is the director of marketing for Mentis Neuro Rehab center for Brain Injury, and she is also the facilitator of El Paso Brain Injury Support Group. She spoke in general about brain injuries and mentioned statistics and the common ages for brain injuries which were kids from birth to four and from nine to fifteen. Then she allowed some of their patients to share their stories and testimonies. Most of the survivors stories were soldiers of Fort Bliss and veterans of the Iraq war and one of them was a victim of a car accident. They shared their stories and thanked Mentis for their efforts and help for them. Afterwards there was a call to the public where six members signed to talk. Their names are William Hart, Jerry Fade, Lisa Turner, Jorge Artalejo, Lynn Fitzgerald, and Manny Hinojosa. First was William Hart who spoke about anti immigration laws and how unjust they are. He compared anti immigration laws to slavery and segregation laws who were unjust, cruel, and inhumane. He also mentioned that being laws doesn’t make them good, because there are unjust laws being supported by lobbyists who pay money to law makers in the United States. He asked to get rid of such laws and to emphasize justice and compassion. He also mentioned that the United States is an immigrant country and that the founding fathers had values of freedom, equality, and justice. Also mentioned that most the immigrants come at a young age and know nothing and love nothing but the United States. The next speaker Jerry Fade was absent, so the third speaker was called. The third speaker was Lisa Turner who spoke about rolling blackouts of electricity and water. She blamed El Paso Electric Company and PSP. She said that they failed to do their jobs and that there was no excuse not to operate in cold weather as the generators and machines are made to operate in all climates. She complained about them not paying attention to their equipment and generators that are supposed to pump water and air to generate electricity. She questioned them spending enough money on maintenance and renewing their equipment and generators. She also said that an Ice storm in New Mexico affects El Paso because of no generator capacity. The fourth speaker was Jorge Artalejo and his topic was â€Å"the wind of change blows through the desert of El Paso†. He spoke about utilities are supposed to operate in different conditions. He also spoke about the city of El Paso elections. The fifth speaker was Lynn Fitzgerald and his topic was â€Å"Frank Buckles buried in Arlington National Semetary†. He complained about not having enough memorials in the United States to honor World War 1 veterans. He asked for a memorial in El Paso for all female soldiers who fought in The United States wars. He thanked all service men who fought for the United States and asked to honor them. Before he left he wanted to a share with everybody a picture that depicted the disastrous effect of the natural disaster in Japan. Final speaker was Manny Hinojosa and his topic was â€Å"Transparency†. He requested more transparency from the city of El Paso in matters such as money spending, electric company to be accountable, city’s help for the elderly, and computers ships planted in trash cans and their cost and benefit. He also asked them to improve their web site to be ahead of newspapers on what’s going on in El Paso. He also asked them to answer their emails, be clear or transparent, and to post issues or news on their web site as soon as possible. After the call to the public ended, there was the Consent Agenda where members of the audience can vote, and items that are not called are approved. Representative Robertson corrected things and asked questions. He also asked to delete incorrect postings and postpone discussions. Introductions for voting sessions began with item numbers and codes about specific cases. Most of the motions passed unanimously, some of which were about city elections, construction, and health. This was my first City Hall public meeting and it was a new experience to me. I liked the fact that I had the chance to witness how governments operate even if it was on a small scale such as cities. I think that the meeting was productive and positive and continued as expected without disturbances or shortcomings. The most important issue to be questioned during this meeting was about questioning El Paso Electric Company reliability and professionalism. I was there for the first hour of the three hours meeting, which I think is enough time to discuss and get things done.

Summary junk food

Why Do Americans Eat a Lot of Fast Food? Alaa A1-Marhoon American Language and Culture Program University of Idaho Mark Bittman, in his 2011 article, â€Å"Is Junk Food Really Cheaper? † says that American people think fast food is cheaper than real food and they use this point to explain why so many of them are overweight. However, he believes that's not true because junk food is actually more expensive than real food. The average cost of a fast food meal is around $12 per person. On the other hand, home cooked meals might cost round $10 per four people.Some people say the fast food could be cheaper if it is weighted by the calorie, but that also isn't a way to price the food according to Bittman because the home cooked meal could have more calories by adding natural sources (paras. 1-3). Money isn't a guide for what people eat, either. As Bittman states even poor people could have real food with a small amount of money. The author mentions, the time isn't either because the people who drive to fast food restaurants ould drive to any supermarket to buy their stuff to cook, but the fact is some people are lazy and they don't want to cook.Also, some people don't accept others' advice to cook at home (paras. 5-7). The author believes that eating fast food isn't Just related to money and time, but it gets people addicted to eating it, which make it harder to stop because the fast food industry mix chemicals with it. Bittman explains those chemicals make the taste of fast food and people addicted to having them. A study in 009 showed that eating a lot of fast food affects the brain.Also, the fast food industry leads people to eat fast food more and more because that makes people feel pleasure when they eat it (paras. 8-10). Bittman confirms there are five fast food restaurants tor each supermarket in the United S t s All those supermarkets increase the fresh food price by 40% and decrease soda and manufactured food by 30% to increase their restaurant benefit s. On the other hand, those supermarkets have done that to force people to eat fast food projects (Para. ).To have better lives, Bittman advises people to change their eating habits. Making this change will require to work both culture and political. People have already done this before to change the tobacco settlement limited in 1998. Certainly, this change will not be something hard to make. People will alone have to work together.

Suicide Before and After Essay Example | Topics and Well Written Essays - 1250 words

Suicide Before and After - Essay Example This paper submits that while these measures are important, and in fact, are supported by a great weight of scientific evidence, in dealing with the family and helping them cope after the suicide of their loved one, it is best to treat the person as a unique individual, rather than as a statistic to affirm previously-projected patterns. It is important to discuss my first-hand experience on this matter, as this will prove to be relevant to the abovementioned thesis statement. My brother shot himself to death recently. He was married to his wife for 27 years and was the father of two boys. He was a quiet worker, albeit a bit quiet and not too comfortable in social functions. He decided to undergo therapy to cure his social disorder, and his sessions have largely been successful as was saw him become more relaxed, outgoing and openly affectionate. He then found out that his wife was having an affair, and the next day, he decided to end his life. Our family did not see it coming. We knew the revelation of his wife's affair had hurt him greatly, but we did not know that he was suicidal. We saw no indicators of that. InIndeed, the problem of suicides is a serious one. In the United States, more people die because of suicide each year than because of HIV or homicide. (SPRC Internet). That is why there have been many studies conducted about the "type" of person who is more susceptible to commit suicide. In the website of the American Foundation for Suicide Prevention, it was stated that at least 90% of those who kill themselves have a diagnosable treatable psychiatric illness, such as major depression, schizophrenia, or are suffering from alcohol or drug abuse, or have an antisocial personality. (AFSP Internet). Males are also three to five times more likely to commit suicide, and elderly Caucasian males have the highest suicide rates. (Ibid.) Hopelessness and pessimism are also an indicator of long-term suicidal risk. (Beck, et. al. 190). There are studies that have been conducted that state that family genetic history may be partially responsible for suicidal impulses of a human being. (Brent, at. al. 1) Of course, it is not difficult to conclude that a stormy family life - one riddled with conflicts and problems - can probably affect a person's coping mechanisms and make him more susceptible to suicide. These studies are good in the sense that they can provide a macro picture of trends and patterns, so that solution on a more general level may be reached. However, on a micro level, when one is dealing with an individual with a name and a face, foisting stastistics and data might not work. In order to more effectively prevent a suicide, the intervention must be one that operates on the premise that the individual is precisely that - an individual with with a unique personality, a unique emotion, and yes, a unique patchwork of problems that desperately cry for resolution. According to Edwin Schneidman, a clinical psychologist who is a leading authority on suicide, "Suicide is not a pointless or random act. To people who think about ending their own lives, suicide represents an answer

European Union and Ukraine. Eastern Partnership Essay

European Union and Ukraine. Eastern Partnership - Essay Example According to the paper the main factor driving the EU’s interests in Ukraine is energy. The EU Commissioner for external relations and ENP Benita Ferrero-Waldner stated that: â€Å"Energy and energy security have been at the heart of the European integration, energy is a perfect example of common sense driving ENP†. To sum up this perspective, it is clear that rationalism emphasizes that Ukraine’s democratic transformation are not of primary interest for the EU while economic. EU’s interest on energy resources is more important. The paper describes what for Ukraine needs EU and EU needs Ukraine. It shows all pluses and minuses accordig to this. Basically, the discourse used in Eastern Partnership reveals that the promotion of common values and democratic transformation as a first priority. As a framework, EaP is based on a reciprocal commitment between the EU and its neighbors that share common values. Under the Eastern dimension initiative EaP aims to diminish the barriers between a partner country and the EU by building of civil society and a closer co-operation based on common values. Basically, the discourse used in Eastern Partnership reveals that the promotion of common values and democratic transformation as a first priority. Ukraine is expected to gain some privileges out of maintaining bilateral relations as defined under the New Enhanced Agreement. However, Ukraine would remain outside of the enlargement policy. The paper describes a very interesting subject for research.

Advocating for laws that promote treatment for drug addiction as Research Proposal

Advocating for laws that promote treatment for drug addiction as opposed to incarceration - Research Proposal Example ortant to note that use of drugs leads to intoxication that in return holds the possibility of impairing the judgment of a person leading to criminal behavior, violent actions or limited anger management. That in return leads the drug users to commit other criminal behaviors rather than drug abuse alone that is equally illegal. It is therefore evident that over half of the offender in the U.S correctional system had used drugs prior period before they committed the crime. Focusing on treatment measures as opposed to incarceration for drug users is more beneficial for both the affected individuals and the society in general. Drug offenders are affected with the struggle of substance abuse and it serves better to provide such victims with treatment as opposed to imprisonment. Right from the onset, the role of prison is to serve as a correctional system for offenders with the officers charged with the role of controlling the system utilizing disciplinary and reform measures for offenders. However, unlike other criminals, drug offenders suffer partly different problems and discipline and reform programs are not the best measures for them. Borrowing from a proposal presented by the Drug Policy Alliance in 2010 after the organization studied the effects of incarceration to persons under substance abuse, treatment serves as the best practice as opposed to jail term (Zezima, 2014). The proposal identified community-based treatment as the best form to address the issue citing that it enhances public safety through reducing drug-related crime while in the same time ensuring preservation of the space of prisons a nd jails for other violent criminals. Such a process will not only improve the welfare of the community, but equally ensure a reduction of costs in the correctional systems used while dealing with drug offenders. Sending drug offenders to prisons presents more security risks to the public because whenever the drug offenders are sent to prison, they mix with other

Employee Handbook Assignment Example | Topics and Well Written Essays - 750 words

Employee Handbook - Assignment Example Though some situation may prohibit punctuality but excessive tardiness is prohibited, and disciplinary actions can be taken against such employee. The company provides, as benefit, paid vacations for its eligible employees. The employee should forward requests for time off in advance to the supervisor in charge who has the authority to approve or deny the request. The company can grant vacations days on either full-day or half -day basis During the employment period of an employee, the employee is should not undertake any activity or have interest with any person or in any organization which may constitute a conflict of interest with this company. The company prohibits dating within the company’s premises. The employees who are caught dating within the company’s premises and while on duty will face disciplinary actions as that will be considered as obstruction to other employees. Disciplinary action is an option that will be used to correct unacceptable behavior or actions. The company uses oral warnings, written warnings probation, suspension, demotion, removal or some other disciplinary action, in no particular order. The course of action will be determined by the company at its sole discretion as it supposes appropriate. The company recognizes that employees and management alike must sometimes initiate and embrace change. In this regard it is expressly understood that your employment is â€Å"at will.† Thus, the employee has the right to terminate his/her employment with the company at any time for any reason and the company retains a corresponding right to end the employment relationship at any time for any reason. This company recognizes that there employment relationship problems may arise and therefore encourages employees to check their facts before blowing thing out of proportion. The employee can also consult the manger regarding the problem. It is important for the employee to bear in mind that his/her appearance and hygiene is a

RHETORICAL ANALYSIS (VISUAL DISCOURSE) FOR DARYL CARGLE CARTOON FOR Essay

RHETORICAL ANALYSIS (VISUAL DISCOURSE) FOR DARYL CARGLE CARTOON FOR THE HALLOWEEN IN 2007 - Essay Example Today, mankind behaves in an utterly foolish way-blinded by its own sinful ego and willing ignorance. No wonder history always repeats itself. It is startling to see as we study history, to realize that the same type of Nazi-fascism at work in our government today, is clearly evident in past tyrant dictatorships. It was none other than the tyrant Adolph Hitler who stated... "What luck for the rulers that men do not think" !! Literally, today's world is filled with a bunch of people who believe everything they here on FOX NEWS. Here's a good quote..."A man's judgment cannot be better than the information on which he has based it... Give him no news or present him only with distorted and incomplete data, with ignorant, sloppy or biased reporting, with propaganda and deliberate falsehoods, and you destroy his whole reasoning process and make him something less than a man." (Sulzberger 1948). The cartoon although portrayed in a funny way (and it should be) make the viewer think of the painful plight of fellow human beings around him. For example take the case of Iraqi war. Life is meaningless to the rich selfish monsters that inflict terror upon innocent civilians through military force.

To what extent is the fate of the protagonist in Woman at point Zero Essay

To what extent is the fate of the protagonist in Woman at point Zero (Nawal El Saadawi) and Chronicles of a death foretold dictated by the moral values of the culture in which they live - Essay Example These values determine the characters actions and thereby shape their fates. In Woman at Point Zero, the protagonist is manipulated and dishonored by a number of people in her life. She has no power over the events that happen to her. She gradually learns the value of power and money which enables one to gain control over others and that becomes the utmost aim in her life. Similarly honor as a moral value affects the lives of all the major characters in Chronicle of a Death Foretold as they exist in relation to a single major event. Santiago pays the price for supposedly dishonoring Angela. Angela pays the price for not being a virgin. The Vicario brothers have to commit a crime to defend the honor of their sister. Roman has to discard his wife because honor means everything to him. All the characters display a variety of emotions. They show both negative and positive streaks in their personalities. Although much of the narrative is focused on him, Santiago Nasar is an ambiguous character throughout the novel. The narrator says that â€Å"he was a child of a marriage of convenience† and that he is open hearted. His appreciation of valor, prudence, firearms and falconry comes from his father, who is no longer alive. The narrator also says that Santiago would have seduced Divina Flor, just as his father seduced her mother, Victoria Guzman. As the narrator says Angela Vicario can be said to be the main character of the story. She is center of the mystery that the narrator is trying to unravel, since she is the only one who knows who truly took her virginity, and she remains mysterious at the end of the story because she never reveals whether or not Santiago was guilty. As a young girl, she was the most beautiful of her four sisters. However, the narrator says she had a "helpless air and a poverty of spirit that augured an uncertain future for her." The narrator says that her "penury of spirit had been aggravated by the years."

Impact of Globalization On the State Essay Example | Topics and Well Written Essays - 1250 words

Impact of Globalization On the State - Essay Example The globalization has brought forth many differences that pertain to different national identities working together to in the direction of achieving a particular task. In addition, the globalization is responsible for the narrowing gap in the economic conditions of the world. The people from different nationalities work for multi-national companies, which offer excellent salary packages. The free market economic principals, combined with capitalist ideology are the driving force for world economies currently working in tandem. This paper discusses few of the impacts that the world is witnessing from globalization, while it can be said that it has brought positive change to the state affairs, there the raging debate on its positive and negative impact. The effects of globalization are seen in terms of both positive and negative impacts for different countries, around the world. The positive impact is the growth in the economy that has resulted in better living standards and prosperity for the larger society. However, the negative impacts include the new wave of migration of human resources from developing to developed nations, which can result in loss of employment in developed countries and forced changes in the social strictures. The new gap created by globalization between rich and poor also leads to increase in criminal offenses. In addition, rich countries may witness depletion in resources, while bringing more pollution problems in some other countries. The direct result of globalization is the outsourcing of manufacturing facilities by countries like the USA to developing nations in Asia. This has resulted in the loss of employment for skilled workers in such countries. The establishment of call centers in Asian countries that attend to queries from European and American consumers of a particular product or service is an example in this direction.

We need to respect each other Essay Example for Free

We need to respect each other Essay As-Salamu `Alaykum: This type of greeting is common in the Arab Muslim countries meaning Peace be upon you. This greeting indicates that every person should ask for the well being of others. Respecting each other’s independence, rights and wishing for the well being of others is an integral humanity feature which should exist in every single individual who call himself/herself Human. Bible also says, †Do to others what you want others to do to you. † Thus in almost every religion respecting others emotions, belief, self respect is a must directive. But is that really happening or we just use religion to harm others than safeguarding interest of humanity. The Present day scenario: Today, the world is more like a small village wherein every single person is able to connect himself/herself with the rest of the world. There is freedom of speech and expression in almost all the countries of the world. The standard of living has improved in many countries. But a big problem has also cropped up in this new advanced world. And this new problem is of jealousy. Today no nation wants to be called backward in any field. Every country is trying hard to make more military arrangements than the neighbor. Steps are taken to prove supremacy in trade. Even the sovereignty of other country is also kept on stake just to prove power status of the country. The eastern people in wake of progress adopt culture of the western countries and there by displacing there past ethical values and moral. At once, multiculturalism and the banner of tolerance commands a trivialization of values, while sustainability of tradition seems to ever more hinge on its profitability – where value replaces virtue. This philosophy often rides the coattails of modernization, of westernization. In the race for success and progress we almost forgot to respect each other’s culture, sovereignty, equality and self-respect. Let’s just have an idea of the changes happening in the world and the possible ways of improving our attitudes towards them. East and West. 2. Cultural changes and respect of culture: Culture is infamously difficult to define, harder thus to then preserve. As the habits, lives, and histories of the over 6 billion individuals on our planet entwine. Cultural changes have been dominant in the eastern countries like Japan, China, India, Thailand, Malaysia etc. At these places, people are trying to copy all the ways of living of the western people. Reason being that they believe that by copying such ways they will be called people with class and their country will be identified as developed nation. Anthropologists are always pressed to provide concrete examples, and tangible evidence of their efforts. Highlighting cultural threats or extinction is not as black and white as a corporate bottom line, nor Compared to the West, can we in the GCC (Gulf Cooperation Council) be considered more collective than individualistic. There are advantages and disadvantages to both. Collectivism can lead to heard mentality and a sense of confinement. Individualism can put the success of one at the expense of another or many, and an ultimate alienation of self. Respect of culture is must and need to be recognized as an asset of our forefather’s. These people do not know that the western people are trying to copy the eastern culture as they find eastern culture to be more ethical based and sole soothing. People in western countries are copying the clothing styles of China, marriage rituals of India etc. These people are trying to extract all the moral values from the eastern countries and give to their children whom they find separated from the family values. Risk to sovereignty and respect of sovereignty: Sovereignty means the independence of the country to make decisions of its own without the interference of any other country. Every country today is sovereign but literally. The present fact is that in the wake of proving its autonomy on the world politics, every developed nation is trying to risk other country’s sovereignty. In the field United States is at the top level. By attacking Afghanistan and Iraq in the last few years, the country proved its supremacy over the world politics. But along with that the risk to sovereignty of other countries has again reinstated the tensions of cold war. East and West. 3. The risk of possible Iran and United States war has increased. Reason being that United States do not want a nuclear state in the gulf region to maintain its control over the crude oil. Whereas Iran wants to protect its boundaries from the eyes of the United States resulting in increasing tension in the middle east. The territories of Pakistan are attacked with a view to kill terrorist but against the will of the government of that country. Further more United States is trying in making a deal with India on nuclear supply but on the terms of risking its sovereignty. Respecting each other’s boundary is a must thing but with an attitude like that United States is inviting more enemies from the eastern world. Risk on Equality and respect the idea of equality: Equality is the emphatic commitment to democracy is born of a commitment to equality. Thus every person in this democratic world enjoys equality before law, equality to enjoy fundamental rights etc. Still the equality discriminates in these countries especially in United States. For instance the seventeen-year-old seem fit for political participation than some of the voting population. Regardless, it is a degree of discrimination. Furthermore children address their elders and even parents by their first name in the democratic nation. This may be called equality but along with that it undermines the importance of relationships. Thus democracy in the United States goes far to promote equality though their system does discriminate against age. Conclusion: In the nutshell, we can conclude that independence and respect of each others sovereignty, culture, right to equality, status and power identification in the International affairs is an important factor that should be considered so as to bring about peace in the world.

The Lesson by Tony Cade Bambara Essay Example for Free

The Lesson by Tony Cade Bambara Essay We all learn differently. We can learn from books, from other’s life. We can also learn the hard way and easy way. Either way, learning can be painful for all of us. Especially for children who have to experience the real life around them. The short story â€Å"The Lesson† by Toni Carde Bambara, shows seven poor children who experience where they are a level of economy the hard way. Even though it hurts for the seven children to force the lesson down their throats, such lesson become the lesson that is necessary and valuable for them to change their life in the future. Bambaras short story The Lesson, starts out with seven children: Sylvia, Sugar, Junebug, Fat Butt, Mercedes, Rosie Girrafe, Flyboy, who live in a poor neighborhood. Sylvia is the main character in the story, from the way she speaks in the story; she is an uneducated child, same as the other six children who are with her at the time. Miss Moore is the educated woman in Sylvias neighborhood with the college degree. Miss Moore usually calls all the children to learn some information, such as arithmetic, money and other educated information. None of the children enjoy Miss Moores lecture when Miss Moore gathers them up at the mailbox. After the lecture, Miss Moore decided to bring the children to the expensive toy store called F.A.O Schwartz. All children are stunned at the expensive toys, especially Sylvia. Not only Sylvia is amazed, but also angry and ashamed at the same time, but not sure where she should express her anger to. Sylvia learns the hard way what kind of economic position she is in. From that lesson, she learns a way to make herself work hard to compete and survive in her economic life. The symbolism in The Lesson starts out with the mailbox that the children gather around with. Before Miss Moore takes them out to see a toy store called F.A.O Schwartz, all of the children, Sylvia, Sugar, Mercedes, Junebug, Fat Butt, Q.T, Flyboy, and Rosie Giraffe come together at the mailbox to learn a lesson from Miss Moore. A mailbox is a box where a mail can be sent or received. The children can be seen as the mail ready to be sent out to learn some new knowledge about life. Another symbol is the toys that the ch ildren observe while they are at the toy store. One of the toys is a sailboat. Sailboat is used to bring people out to the sea to travel or learn new experiences. The Sailboat represents the children being sent out to discover new experiences about life. Another toy that the children observe is the microscope. Microscope is used to see invisible bacteria. The microscope represents some kind of reminder for the children to see their real life and what kind of economic position they are in. Another symbolism is the clown toy that Sylvia admired. The toy is a clown which can be represent as a joke to Sylvia. The clown costs $35, which is expensive for Sylvia at the time. She imagined how many foods and home appliance can her family buy with that $35. The clown represent as a joke and a reminder at the same time to Sylvia economics position. Each character is represented differently in the story. In addition, the children also respond differently to the toys that they have been seeing. The main character, Sylvia, is the character who is stubborn and bad mannered. However, she can also be the clever one because she stole four dollars from Miss Moore’s taxi change. Even though Sylvia complain and criticize Miss Moore, in her mind, she realizes that she actually learn a valuable lesson after her visits to F.A.O Schwartz, only she does not want to express it to Miss Moore. In the end of the story, Sylvia mentions at the end â€Å"†¦ain’t nobody gonna beat me at nothin.† Sylvia knows that deep in her mind, she needs to work harder in order to compete against other people who are above her economic level. From the way Sylvia is angry at the store, it is clear that it is not easy for Sylvia to see where she is economically. Even though the lesson that Miss Moore gives can be a stab in the heart for Sylvia and the other children, the lesson becomes to be the valuable one for them because they will remember to work harder and change their life. In page 2001, Miss Moore gives a lecture about money and how poor they are. Sylvia, on the other hand, seems to disagree on that because she is trying to speak and talk back to Miss Moore until the taxi came. The children do not seem to respond very well to Miss Moore’s lectures. However, they respond and understand the lesson better after they experience the reality of where they are economically. The children’s characters show that even though learning a lesson can be a pain for children, it is still important for them to learn. When the children complain about not being able to buy the toys, the complaints show that they are in different level of economy. Mercedes seems to be the only ones with positive thoughts. For example, in page 2002, when they talked about  paperweight, Mercedes is the only one who mentions that she has stationery and a desk, while the others say that they do not even have a desk to place a paperweight with. Also in page 2004, Mercedes is pushes out of the group when she said she will go back to the store when she has the money. In addition, Flyboy seems the be to most poor child in the group because he mentions he does not have a home (2002). The group, however, do not seem to favor the ones who is too rich or too poor. For example, Sylvia says that the white people just want to feel sorry for Flyboy when he mentions he does not have a home. The group also pushes Mercedes out of the circle because she is the one who has enough. This show the children started to be able to discern the different level of economy, and start to see how unfair their life is in a democracy country. From â€Å"The Lesson,† we can see how hard, yet important it is for children to learn real life experiences. Bambara uses the children characters because they are the ones who have more chances to change to way economy works in the future. Even though it hurts for children to see where they are economically, especially the poor ones, by giving them a lesson, they will remember and learn what they must do to change their life.

The prophet muhammad and the environment

The prophet muhammad and the environment As inhabitants of this world, human beings are constantly interacting with our environment and the outcome is that the environment is changing. Now it seems beyond neither the human control nor even the measurement of modern technologies. The environmental protection agencies, enormous institutions, organizations and ecologists all over the world are making their maximum attempt to preserve the environment; but unfortunately the environment degenerates day by day to a horrible state. The whole world is under the threat of Global Warming and Ozone Depletion. What Causes Global Warming And Ozone Depletion? Scientists have determined that a number of human activities are contributing to global warming by adding excessive amount of greenhouse gases to the atmosphere. Greenhouse gases like carbon dioxide accumulate in the atmosphere and trap heats which may gradually exit in to outer space. Scientists tell that Deforestation is the very significant source of greenhouse gases because when the trees are fewer in number, there is less carbon dioxide conversion to the oxygen. Human use of fossil fuels is also the source of excess greenhouse gases. When the greenhouse gases grow, more heat will be trapped in the atmosphere and get less back to the space. Because of these, the climate changes and the weather structure alters which definitely hastens species extinction and adversely affects the length of seasons worldwide. It will cause the coastal flooding and lead to more frequent and severe storms too. According to the current statistics, since 1970 more than 30 per cent of natural species have been destroyed. Consumption of natural resources and carbon dioxide emissions have both doubled over the last 40 years and continue to grow at an increased rate. Most of the countries have projected to lose more than 10 per cent of their forests over the next few years. Toxic chemicals which are mostly the emissions from the industrial sectors are widespread in the environment and about 10 per cent disease is caused by environmental pollution. The natural calamities like flood, earthquake, tsunami, and storm have increased unparalleled in history. Most of the world regions are counted to be the earthquake or other calamities prone areas. Epidemic diseases like AIDS, SARS, Bird flue dominate one by the other over the public health. Even though the hospitals, medical institutions and medical colleges numerically increase they all become mute spectator to the steady deterioration of public heal th. The death caused by this kind of disastrous epidemic diseases increase in a horrible situation. A build-up of man-made chemicals in the atmosphere causes ozone depletion. The main chemical is CFCs (Chlorofluro carbon) that are used in refrigerants and aerosol spray propellants. CFCs are easy to store, chemically stable and non- flammable; hence they float in the atmosphere. They rise for about 8 years until they reach the ozone layer and they will be broken at there by large amount of ultraviolet radiation. CFCs contain one Fluorine atom, one Carbon and three Chlorine atoms. When ultraviolet radiation and CFCs work chemically the Chlorine atom is free and it can continue to destroy 100,000 of ozone molecules. If the atmosphere is cold the effect will be too worse. Scientists could find out that it has been very cold in the stratosphere in the last few years. Modern aircrafts transportation and supersonic airplanes also contribute to ozone depletion by putting some toxic chemicals in to the atmosphere. Another man-made chemical, which also causes ozone depletion, is methyl bromi de. It has been used in many different pesticide applications since 1932. It is regarded to be 50 times more destructive to the ozone layer than CFCs. Many A Mischief Done By Men: The Holy Quran undoubtedly points out:- â€Å"Mischief has appeared on land and sea because of that the hands of men earned† (30: 41) Here the Holy Quran warns men that if they trespass on and overexploit land and water the overall outcome would be too unfavourable. Imam Fakru Rrazi narrates this quranic verse as:- â€Å"The epidemic infections, draughts, flood etc are meant by the usage of Holy Quran ‘Fasad i.e. mischief has appeared on land and sea† (Thafseerul Kubra) So the increasing natural calamities must be the requital and outcome of mens activities of misusing the natural resources. The creation of Almighty GOD Allah is perfect. Allah says: â€Å"You can see no fault in the creations of the most beneficent. Then look again. Can you see any rifts† (67: 3) So the Holy Quran asserts that whatever the change the nature turns to is not its own, but the results of mens activities. Prophetic Jurisprudence Of Environmental Protection: The Almighty GOD Allah has created every thing in this universe in due proportion. No one can find out any faults in Allahs creation. All the creatures from the tiny microbes to large living animals and all the materials from tiny particles of molecules to the largest galaxies are in due measure both quantitatively and qualitatively. The whole universe is open to men to use for his benefits but not to misuse or trespass natural rules. This Islamic basic concept toward the environment is revealed by this Quranic verse:- â€Å"Have you not seen that God is glorified by all in the heavens and on the earth such as the birds with wings outspread? Each knows its worship and glorification, and God is aware of what they do†. (An-Noor 24: 41) The Holy Quran says: â€Å"There is not an animal in the earth, or a flying creature flying on two wings, but they are communities like you; We have neglected nothing in the book; Then unto their Lord they will be gathered† (Al- An-aam- 6: 38) This Quranic verse describes that Allah did not miss any thing that is important for a meaningful existence. All the living organisms in the environment, they are also communities like human beings having the right of life in this earth. So, the basic and first concept of Prophetic Teaching towards environment is that all the living and non-living things in the earth are created by GOD in due proportion and divine object. All other living beings are as communities as human beings, so they also have the right to live in this environment. Secondly, Islam gives men the right to use the natural recourses for his use. The Holy Quran says: He Who has spread out the earth for you and threaded roads for you therein and has sent down water from the sky: With it have We brought forth diverse kinds of vegetation. Eat and pasture your cattle; verily, in this are signs for men endued with understanding. (Surathu Twaha- 20: 53) According to this verse the environment including of all its living and non living creatues are created by God for mens benefits only. Prophet Muhammad (PBUH) has taught that earth is subservient to man, but it should not be misused, overexploited or abused. This is the third concept of Prophetic teachings towards environment. This concept basically forms environmental protection or solution to the environmental problems. Prophet Muhammad (PBUH) says: â€Å"The earth has been created for me as a mosque and a means of purification† (Swaheehul Bukhari- 1: 331) Land and water that are created by God in due proportion for the benefits of men must be regarded to be sacred. Prophet Muhammad (s) emphasizes that earth is not only a pure entity but purifying agent also. By informing men that the earth is sacred land, Prophet Muhammad (PBUH) teaches men to keep the land always clean and tidy. Environmental Cleaning: One of the reasons for global warming is that the environment is being treated as dump for waste disposal. And as a result pollution is increased everywhere. Land, water and air have been polluted with toxic or non toxic hazardous waste from the towns, buildings, factories and houses. The land, air, rivers and seas provide dumping grounds for the waste, which can be environmentally too harmful. The environment is able to absorb some types waste up to certain levels of emissions. Beyond that level environmental pollution is likely to accelerate. As wastes grow, so environmental degradation is also most likely to grow at a faster rate. Prophet Muhammad (PBUH0 had put forward a preventive measure for the environmental protection, that is complete cleanliness of nature. Allah says in Holy Quran: â€Å"Verily, Allah loves those who turn to him constantly and He loves those who keep themselves pure and clean.† ( 2: 222). Islam makes purification a responsibility of men. Prophet Muhammad (PBUH0 has taught: â€Å"Purification is half part of Islamic belief† (Swaheehu Muslim: H.No: 432) Prophet Muhammad(s) mentioned purification in general, which includes the purification of body internally and externally and his environment also. All kinds of purification are the responsibilities of true believers. According to this Hadeeth, Islamic belief (Eeman) of a person can not be regarded to be perfect without due cleanliness in his body and surroundings too. Purifying human bodies by ablution or ritual bathing benefit him to prevent many infections that are caused by virus or bacteria. Purifying the nature prevents environmental pollution. Responsibility Of Environment: Who has the responsibility of the environment? Is the God responsible for it? Or the environment itself is responsible? Or those who have the right to use all natural resources for their use are responsible? Definitely, according to Islamic concept, those who are living and use the nature are responsible for nature. Prophet Muhammad (PBUH) has taught: â€Å"Every one of you is guardian and will be asked about his subject† (Swaheehu Muslim) Prophet Muhammad (s) was very strict that men should handle every thing on this earth with extra care. If man is much aware of his responsibility of environment, he cannot disfigure and spoil the resources available in the nature. The Prophet was becoming increasingly sensitive when he was traveling with his Swahaba and he was telling â€Å"Do not encroach on the trucks on the habitats of these wild beasts and animals, you are to share the earth with them† Overexploiting Natural Resources: Another reason for the global warming and all other environmental problems is that men overexploit the natural resources. Allah the Almighty has taught in Holy Quran obviously that the earth and resources are for the benefits of men, but it should not be overexploited. The land provides us food, mines, quarries and oil wells provide us with fuels and raw materials, forests provide us wood, and seas provide us with fish. Allah has given the right to extract raw materials for production process and to cultivate crops, vegetables and fruits for mens use, but the same time He has prevented men to use these resources by extravagance. This Islamic rule also forms as a preventive measure for the environmental problems. The Almighty Allah says: And it is He Who produces gardens trellised and untrellised, and datepalms, and crops of different shape and taste (its fruits and its seeds) and olives, and pomegranates, similar (in kind) and different (in taste). Eat of their fruit when they ripen, but pay the due thereof on the day of its harvest, and waste not by extravagance. Verily, He likes not Al-Musrifoon (those who waste by extravagance)†. (Al-Anaam -6:41) Allah says in another verse in the similar meaning: O Children of Adam! Take your adornment while praying and going round the Kabah, and eat and drink but waste not by extravagance, certainly He (Allah) does not like Al-Musrifoon (those who waste by extravagance).† (Al-Araf- 7:31) These Quranic verses clearly encourages men to use several fruits, crops and other natural resources and prohibits men to waste there of. Prophet Muhammad (PBUH) has told that Allah hates extravagance. â€Å"Narrated Ash-shabi: Al mugheera wrote; â€Å"I heard the Prophet saying: Allah has hated three things: 1- vain talks that you talk too much or about others. 2 Wasting of wealth by extravagance, 3- and asking too many questions† (Muslim H no: 591) Conservation of water: Water is a gift from God and source of all life in earth. Conservation of this vital element is very important to the preservation and existence of life in its various forms. The Holy Quran points out: â€Å"And We have made from water every living thing.† (21:30) â€Å"Consider the water which you drink, Was it you that brought it down from the rain cloud or We? If We had pleased, we could make it bitter† (56: 68- 70) â€Å"And we caused rain to descend on you from heaven to cleanse you therewith† Allah reminds men the value of water through these verses. Allah has made the use of water a common right of all creatures. So all living and non living creatures are entitled to use and share it without monopoly, wastage, extravagance and despoilment. Prophet Muhammad (s) lived in the desert environment where water was very synonymous to life. Though the two third of the globe is filled with water many regions, countries and communities all over the world are suffering from the lack of water. The water levels in rivers go down so as a result the water level in the nearby wells goes down and people face the difficulty to get the water both for their life and multinational purposes. Narrated Jabir (R): Prophet Muhammad (s) has prohibited passing urine in stagnant water† (Swaheehu Muslim, Riyalu Sswalheen: H.No: 1772) Prophet Muhammad (S) strictly prohibits taking more water than necessary. Making ablution by washing more than three times is considered as ‘Karaha i.e. discouraged by Islam. Even if you are making ablution from a large water reservoir, or from a flowing spring or near to river you must not take water to wash a particular part of body more than three times. Prophet Muhammad (s) perceives it as extravagance. Any human activity that impairs the structural and biological smooth functioning of water, whether by misusing or lavishing or polluting it with urine or any other dirty substances is really against the Prophetic law of preserving environment. The root cause of environmental problems is the reckless behavior of men by polluting the nature that would definitely make it unsuitable for his use. So man is baited against man. The Prophetic teachings not to pass urine in stagnant water and to lavish drops of water even for making ablution ultimately form a splendid methodology to preserve the water; that all other ecologists, scientists, and environmental protection agencies have been seeking for a methodology theoretically sufficient and pragmatically effective to preserve the environment. Treatment of Animals: Prophet Muhammad (PBUH) believed that animals, as indispensable part of the environment, should be treated with dignity and respect that they deserve. He had considered camels and horses courageous companions during his journeys and battles. So prophetic teaching basically has enjoined up on men right environmental relation ship with animals. It is not allowed in Islam to kill animals except for food, but in some cases only some animals can be killed when they endanger the human life. Islam allows hunting but it must be for the necessity. Prophet Muhammad (PBUH) could not put up with unnecessary hunting of any animals. Ibnu Masood said: We were traveling with Prophet Muhammad (s), when he left us for while we could see a bird with its two chicks and we too the chicks. Then the mother bird started spreading its wings. When Prophet(S) came and saw this, he said â€Å"who caused her to take away her two children, return her two children to her† (Bukhari Muslim) Prophet Muhammad(s), more than any other ecologist, has realized the feelings of relation between mother and children birds; that is why he reacted when he saw the feelings of mother bird. Narrated Hisham bin Zaid: Anas and I went to Al-Hakam bin Aiyub. Anas saw some boys shooting at a tied hen. Anas said, The Prophet has forbidden the shooting of tied or confined animals. (Swaheehul Bukhari- Book 67, Hadith 421) Another Hadeeth: Narrated Ibn Umar: that he entered upon Yahya bin Said while one of Yahyas sons was aiming at a hen after tying it. Ibn Umar walked to it and untied it. then he brought it and the boy and said. Prevent your boys from tying the birds for the sake of killing them, as I have heard the Prophet forbidding the killing of an animal or other living thing after tying them. (Swaheehul Bukhari- Book 67, Hadith 422) Prophet Muhammad (s) has prohibited killing some animals: â€Å"Narrated Abdulla Bin Abbas: The Prophet Muhammad (s) prohibited to kill four creatures: ants, bees, hoopoes, and sparrow hawks†. (Sunan Aboo Davud- H. No: 5247) Prophet Muhammad (s) teaches that there would be a reward for from Allah for serving any animals. Narrated Abu Huraira: Allahs Apostle said, While a man was walking on a road. he became very thirsty. Then he came across a well, got down into it, drank (of its water) and then came out. Meanwhile he saw a dog panting and licking mud because of excessive thirst. the man said to himself This dog is suffering from the same state of thirst as I did. So he went down the well (again) and filled his shoe (with water) and held it in his mouth and watered the dog. Allah thanked him for that deed and forgave him. the people asked, O Allahs Apostle! Is there a reward for us in serving the animals? He said, (Yes) there is a reward for serving any animate (living being). (Swaheehul Bukhari book73, Hadith 38) This Hadeeth gives us unique lesson. He understands the thirst of dog and tells that it also has the same set of thirst I had. The way that he has poured the water in to dogs mouth is certainly a unique one that we can not see same sort of way to deal with any animals any where in the history nor in the modern practices of preserving nature. Narrated by Ahmad: â€Å"If you kill a sparrow senselessly, it will hasten to God on the Day of Judgment, and it will say: Oh Lord so and so killed me for play not for use† (Mishakathul Masabeeh) These Prophetic words reflect the reverence, respect and great love to the animals. According to Prophetic teachings, killing an animal without giving food, drinks, or even by disturbing it will cause a man to go to Hellfire. â€Å"Narrated Ibnu Umar: Prophet Muhammad (s) said- A woman she tied a cat has gone to Hellfire; she neither fed it nor allowed it to find food of its own†. (Bukhari Muslim, Riyalussaliheen- H.No: 1600) Through these Hadeeths, Prophet Muhammad (s) prohibited killing or disturbing any animals. He orders men to be kind towards all living beings in the earth. â€Å"Allah, the great and omnipotent, will do his mercy to those who do their mercy (towards the living beings in the earth). So do mercy to every living being in the earth, then Allah and his angels will do the mercy towards you† (Bukhari Muslim) This is a broad concept of treating the animals. Whatever men can do to treat and protect animals, that are considered to be mercy and Allah will give his rewards for that. Not only physical harm to animals but insulting or cursing animals is also prohibited by Prophet Muhammad (s). â€Å"Imran bin. Husain reported: We were with Allahs Messenger (may peace be upon him) in some of his journeys and there was a woman from the Ansar riding a she-camel that it shied and she invoked curse upon that. Allahs Messenger (May peace be upon him) heard it and said: unload that and set it free for it is accursed. Imran said: I still perceive that (dromedary) walking amongst people and none taking any notice of that. (Swaheehu Muslim: Hadith.No: 6276). This prophetic concept not to curse or insult an animal is almost very humane perspective. According to Quranic lesson a human must not curse another human, this is because the dignity and respect of the men are highly considered. Similarly, the indispensable role of animals in this environment is something great and they too perform their functions in the nature. As they do their role in here, they also deserve their dignity. So any animal must not be cursed. In Islam, to slaughter an animal Muslims have to use sharp knife in order to save the animal the pain associated with the use of an object. Prophet Muhammad (s) used to tell his companions: â€Å"Shaddid bin. Aus said: Two are the things which I remember Allahs Messenger (may peace be upon him) having said: Verily Allah has enjoined goodness to everything; so when you kill, kill in a good way and when you slaughter, slaughter in a good way. So every one of you should sharpen his knife, and let the slaughtered animal die comfortably. (Swaheehu Muslim:, Hadith 4810). Prophet Muhammad (S) teaches Muslims to consider the psyche of an animal to be slaughtered. The hadeeth usage â€Å"And let the slaughtered animal die comfortably† is almost a very natural perspective toward the pain and sufferings of an animal. Prophet Muhammad (s0 has shown great sensitivity and gentleness. Throughout his life, many hadeeths and incidents obviously show that He was extremely sensitive toward the sufferings of animals. That is why he recommended using sharp blades and an easy method in order to the animal can die quickly with as little pain as possible. He has also prohibited slaughtering an animal in the presence of another animal and sharpening the blade in the witness of the animal which is to be slaughtered. If you let the animals witness the sharpening of your blades, according to Prophetic teachings, it is almost similar to slaughter the same animal twice. â€Å"Ibnu Abbas reported: A man has kept a sheep laid down while he was sharpening his blade. Then the Prophet told: Would you like it to die twice? Why didnt you sharpen your blade before lying it down?† No other religions, isms or any other social leaders too can put forward this kind of noble ideology of extreme sensitivity to the feelings and sufferings of an animal. In short, prophetic environmental teachings recommend to consider the animals as indispensable part of ecology. So it must get the dignity and respect that it deserves. Men must be sensitive an all dealings with animals, no matter whether it is to be slaughtered or not. Through his example of sharpening knife in front of animals He teaches men to consider the feelings of animals. If had practiced the Prophetic ideology to protect the environment through preserving animals, we would have overcome the horrible situation of global warming and all other environmental degradation up to an extent. ‘Planting a tree: Plants are an integral part of the environment. One of the reason for global warming and other environmental problems is that the plants have been lost all over the world due to human activities and as a result carbon dioxide absorption has been decreased more than 30 per cent within the last 50 years. â€Å"If you have a means to plant a tree, start digging† is the instruction presently given by the ecologists to preserve the nature. Plants Absorb carbon dioxide and give off the oxygen during the photosynthesis time. A single plant would be able to absorb one ton of carbon dioxide approximately during its life time. Many an infections and disastrous diseases too are becoming increasingly widespread very faster than ever before because of that a large amount of poisonous carbon dioxide is left in the atmosphere unabsorbed. This will adversely affect the immunity of the human body also. Those who leave no stone unturned in getting the environment preserved can really appreciate the greatness of prophetic teaching of â€Å" plant a tree†. Jabir (Allah be pleased with him) reported Allahs Messenger (may peace be upon him) as saying: Never a Muslim plants a tree, but he has the reward of charity for him, for what is eaten out of that is charity; what is stolen out of that, what the beasts eat out of that, what the birds eat out of that is charity for him. (In short) none incurs a los! k to him but it becomes a charity on his part. (Swaheehu Musli- Hadith No:3764) Another hadeeth: Jabir bin . Abdullah (Allah be pleased with them) reported: I heard Allahs Messenger (may peace be upon him) saying: Never does a Muslim plant, or cultivate, but has reward for him for what the beasts eat, or the birds eat or anything else eats out of that. (Muslim Hadith no:3766) This holy Hadeeths not only comprise of the vital important of planting a tree, but also the very structural and biological inter relation of plants, birds, human and other animals. In the second Hadeeth, the usage â€Å"to cultivate† is very important regarding with the preservation of all kinds of cultivations. According to the meaning of this Hadeeth, who ever does some thing to preserve the environment, he will certainly get the charitable reward from the creator of environment. Planting a tree is not only benefited for contributing fruits or seeds but for the carbon dioxide absorption also, which in turn purifies the whole living atmosphere. Prophet Muhammad (s) prohibits cutting and destroying trees. â€Å"Narrated Hassan ibn Ibrahim: I asked Hisham ibn Urwah about the cutting of a lote-tree when he was leaning against the house of Urwah. He said: Do you not see these doors and leaves? These were made of the lote-tree of Urwah which Urwah used to cut from his hand? He said: There is no harm in it. Humayds version adds: You have brought an innovation, O Iraqi! He said: The innovation is from you. I heard someone say at Mecca: The Apostle of Allah (peace_be_upon_him) cursed him who cuts a lote-tree(without justification). He then mentioned the rest of the tradition to the same effect. (Sunan Abudavud: Hadith No:5221) Another hadeeth can be read like this: â€Å"he who cuts a lote-tree (without justification), God will send him to Hellfire†. Those people who cut the trees just for some celebrations and festivals, those countries that destroy forests for the sake of competing development, and those institutions and industries that wipe out plants for their temporary purposes must think about the prophetic teachings of environmental protection. They must understand that what ever they are doing for the sake of industrialization will finally turn to be harmful to their own development. Dont contribute to your own destruction: Allah the almighty says: â€Å"Dont make your own hands contribute to your own destruction, but do good only, for Allah loves those who do good† (Holy Quran- 2: 195) Through this verse Allah prohibits men doing any activity which in turn will contribute to his own destruction. Researchers could find out that about 80 percent of tobacco users will get cancer or some other diseases. Islamic scholars then have given the Fathwa that tobacco consumption is prohibited in Islam according to this verse. Same is the case with environment also. Allah prohibits men destroying animals and plants, and polluting water, land and air through this verse. Because these all can contribute to the destruction of human being as well as the environment. PROPHETIC TEACHINGS AS ENVIRONMENTAL ETHICS: Prophet is the pioneer of environmental preservation. The words like ‘conservation of water, ‘ecology, ‘environmental awareness, ‘sustainability etc can be seen in many Quranic verses and Holy Hadeeths. He taught that the natural resources are created by God Allah for mens use. The same time, men dont have any right to overexploit or misuse these natural resources. One of the reasons for environmental problem is that the scarce resources of nature are overexploited. Industrialization has done a major role in this. Prophetic lesson only can solve these problems. Whoever extracts raw materials, oils, and mines, who ever cultivate vegetables and fruits and who ever take water and all must be aware of prophetic environmental ethics that it should not be misused or rather overexploited. This is the only way to protect our limited natural resources. Secondly, Prophet Muhammad (PBUH) has given the responsibility of environment to men. He will be asked about his nature also. We can not see this seldom explored ideology in any other religions or scientific books. If men had thought about his responsibility of all the living and non-living creatures in his surroundings, most of the species would have had lived here and the whole environment itself would have left tidy and suitable to use. Prophet Muhammad (s) had taught not to pollute water, air and land. He also had taught the way how to treat animals and to plant trees as many as possible. From these noble environmental ethics, we can realize Prophet as a great ecologist, scientist and pioneer of environmental protection when scientific outfits and innovations were nothing. Hence, those who spend a lot for environmental protection must take into account the noble ethics of prophet Muhammad(PBUH), and do the best to be practiced every where. The whole ecological harmony and biological relations that the prophet Muhammad (S) advocated between human and his nature has today almost lost. As the whole world is under the great threats of many kinds of natural calamities and these are basically caused by pollution, over exploitation, desertification, animals destruction and deforestation, it is the exact time for the whole world community to think about it seriously and find out the best effective environmental ethics to b e practiced. Definitely the sound and effective environmental ethics are lying in the noble teachings of Prophet Muhammad (PBUH). So, let the world community as a whole take a leaf out of the Hadeeths and find out the solutions for current environmental crisis. References: 1- Holy Quran 2- Swaheehul Bukhari 3- Waheehu Muslim 4- Sunan Aboo Davud 5- Mishakathul Masabeeh 6- Riyalu swaliheen 7- Complete Biology/ W.R Pickering/ Oxford 8- Biology in Action/ Poole, Pikley, Johnson/ HBJ 9- The Facts on File Dictionary of Biology/ Elizabeth Tootil/ Oxford 10- Islamic Sciences/ S.Waqar Ahmed Hussain/ Good word Books 11- Muhammad A Mercy to all Nations/ Al Hajj Qasim Ali Jairazzbhoy 12- Economics/ john Sloman/ fifth edition/ prentice Hall 13- www.searchtruth.com

Rewards In Society :: essays research papers

Micro Theme Assignment #1, Position #2   Ã‚  Ã‚  Ã‚  Ã‚  Our present society is composed of a ranking structure based on the premise that unequal distribution of rewards such as status, resources, and power is natural, right and good; and for this type of structure to stand, there must be many on the bottom, and a few at the top. Persons in the structure must either resign themselves to their status, compete to win a higher position, and/or defend the position they have. In order for some to move up this structural hierarchy, others must move down if the structure is to remain stable. Although this process may be necessary for our existing society to function properly, it can also prove to be detrimental to society. The competition, fear, greed, resentment and revenge inherent in these types of social systems continue to be formidable barriers blocking the way to social equality in our current society. Karl Marx believed that production is dependant on the workers material conditions present at the time. Unequal distribution of rewards may cause those people who do not experience promotion or personal gain to feel insignificant to society, resulting in a low self-esteem and a reduced level of production. I enlisted into the United States Army for three years following my high school graduation. A good example of unequal distribution of awards is the military, where the whole income structure is based on a person’s rank, and only one individual at the top of your chain of command can grant a request for an increase in rank. If that individual does not like you, he or she has the power to deny any and all requests for promotion. For the soldiers that were denied a promotion, they were looked down upon by many of their peers and leaders. These soldiers soon began to act as if they did not deserve to be promoted. Marx said, “how workers are related to each other can affect their family relations, leisure activities, child-rearing practices, and self-esteem';(Kerbo 94). I observed some of these characteristics, such as low self-esteems, thoughts of quitting the Army before the expiration of enlistment, thoughts of committing violent crimes, and even suicide. The unequal distribution of rewards can also lead to what Max Weber called “status groups';, groups of people who obtain similar levels of promotion, prestige or personal gain in their workplace or community. These groups of people tend to cut themselves off from those not in their group.

Graduation Speech: Finding the Good Stuff :: Graduation Speech, Commencement Address

The culmination of a dozen years of formal education is at hand - a just cause for celebration! You have fulfilled a quantifiable set of requirements, but what did you really learn? You have demonstrated your ability to cope with deadlines, social stress, challenging situations, major life changes, and even smelly gym socks. Knowledge is the progeny of struggle. Every challenge and adverse situation you've endured has served to strengthen your adaptability and taught you valuable lessons. All of the events that have been shared with friends, educators and parents in the past four years are experiences that have been infused into each individual's sense of self and will continue to influence your future. You have reached the end of an era, yet that era will remain forever with you. As you venture out, hopefully instilled with the knowledge you have gained, the future will abound with new and challenging opportunities. As you begin a new stage of life, (and the beginning of the end of your life), I want to tell you something someone once told me: "You know, life is like a possum in a trash can." That was a new one on me! "Yeah," I said. "How?" "Well, if the possum just sits in the can, it'll scrounge on the tidbits on top. But if the can gets shaken and rolled around a bit, the possum can get to the really good slop at the bottom." At first it just sounded like one of those "You might be redneck if ..." cartoons, but then I realized that there was a pertinent message underlying the seemingly mundane adage. Don't be contented with the bare minimum - what's given to you, what's comfortable, what's familiar, what's easy - that's just grazing the top. Shake the can! You can be like that lazy possum and nibble on the discarded pudding wrappers, soggy Cheetos and wood shavings of yesterday. Or, you can seize the moment and rattle the can around to get at the licorice, fudge, chocolate truffle ice cream and half-eaten cheesecake of last week. The world holds much more to be experienced than it easily and readily delivers. Often times, school and social pressure condition us to think and act certain ways. Throughout our daily routines young people are pressured by society to think and act certain ways, to settle neatly into a niche that feels comfortable. Over time, we become accustomed to conforming to preconceived notions of what is expected and "normal.

Sense of Belonging Explored Through Literature Essay -- Literary Analy

The concept of belonging is deeply fused to humans’ interrelationships, with acceptance from others being the key to a sense of belonging. Numerous texts reflect the fact that engaging in relationships with others, including varying groups and cultures, is integral to a feeling of belonging. However other texts present ideas that suggest identity is the most integral aspect of belonging, or that in fact an introspective alienation from others is necessary to belong. This essay will discuss the importance of acceptance to belonging and also how other aspects hold equal value with reference to various texts, namely the poems ‘This is My Letter to the World’ and ‘I had been Hungry all the Years’ by Emily Dickinson, the artwork ‘The Two Fridas’ by Frida Kahlo, and the film ‘As it is in Heaven’ directed by Kay Pollak. Emily Dickinson’s poem ‘This is my Letter to the World’, presents an exploration of the poet’s alienation from society and her simultaneous desire to connect with it, hence displaying her need to belong through connections to others. Dickinson’s use of the pronouns, ‘this’ and ‘that’ in the first two lines of the poem immediately establishes Dickinson as an external entity isolated from society. This is further depicted in the contrast created between Dickinson’s ‘sweet countrymen’ and ‘me’ where the two phrases’ physical isolation on separate lines exemplifies their disconnectedness and hence demonstrates Dickinson’s alienation from the camaraderie connoted by ‘countrymen’. Further, in the line â€Å"the simple news that nature told† nature is personified to represent a Pantheistic God. As the ‘simple news’ is symbolic of Dickinson’s work , this places the poet as a vessel for nature and hence relegates Dickinson to a hig... ...na’s lessons to Daniel, demonstrate reciprocal relationships which again represent the integral importance of inter-connections. Hence overall the film contrasts the idea of belonging through religion which stifles emotion and identity, to human relationships which are shown as a life-giving force providing belonging through acceptance and understanding. (318) Overall, all these texts display different aspects of belonging. While ‘The Two Fridas’ and ‘As it is in Heaven’ affirm that acceptance from others and within communities is essential to belonging, Dickinson’s poetry overall suggests that identity is a more important aspect of belonging, and that in fact alienation from others can develop an inner belonging. Hence it can be seen that belonging is established through varying different mediums, and that acceptance is not solely its most important aspect.

Self-Access Learning

Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/P&P/SAL/index. html3/31/2005 12:04:49 AM Introduction to Self-Access Learning INTRODUCTION Self-Access Learning (SAL) was first introduced and piloted in SRK Sri Kelana, Selangor Darul Ehsan in 1990. Since then it has been extended to 150 schools in Malaysia. It was initiated by the Curriculum Development Centre, Ministry of Education, Malaysia.The contents of the book focus on an Overview of SAL, Setting up a Self- Access Centre, Learning Materials and Equipment, Learners Training and SAL in Operation. Sample materials to give teachers and insight into SAL are also included. Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (1 of 4)3/31/2005 12:04:56 AM Int roduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (2 of 4)3/31/2005 12:04:56 AMIntroduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (3 of 4)3/31/2005 12:04:56 AM Introduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (4 of 4)3/31/2005 12:04:56 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 1 Self-Access | Self-Access Learning (SAL) | Objectives | Main Features file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1a. htm3/31/2005 12:05:06 AMSelf-Access Learning – Chapter 1 Chapter 1 Self-Access OVERVIEW Self- access is a system which allows pupils learn at their own pace and time using organized learning materials and equipment. Self-Access Learning (SAL) Self -access learning (SAL) at the primary school level refers to independent learning through the use of learning materials. It is linked to the prescribed curriculum. Pupils are given opportunity to their own activities, correct and evaluate their own work as well as monitor their own progress. Philosophy of SAL file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1. tml (1 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 The concept of SAL is based on the following:q q q q q q every pupil is an individual with different needs, interest, attitudes and aptitudes. every pupil learns in different ways and at varied rates. every pupil is responsible for his or her own learning. every pupil is given the opportunity to learn how to learn. the teacher caters for all individual needs of the pupils. the teacher creates a conducive, tension – free learning environment. file:///Volumes/GA NPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1. html (2 of 12)3/31/2005 12:05:21 AMSelf-Access Learning – Chapter 1 Objectives of SAL q q q q to provide opportunities for pupils to learn how to learn. to cater for the pupils' individual needs and learning styles. to allow pupils to evaluate and assess their own learning. to complement classroom teaching and learning. Main Features of SAL file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (3 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p/sal/chapter1. html (4 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Chapter 2 Introduction SETTING UP A SELF- ACCESS CENTRE A self- Access Centre (SAC) is a resource where organized learning materials and equ ipment are made available and accessible for pupils. In the SAC, materials and equipment such as journals, worksheets, cassette tapes, video tapes, computer assisted language learning (CALL) file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (5 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 rogrammes, games, radio cassette recorders sets and video recorders are placed and organized systematically. Functions of the SAC ? Provides conducive learning environment ? Provides opportunities for pupils to carry out learning activities. ? Houses learning materials and equipment. ? Displays information charts and pupils work. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (6 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Factors to be considered when setting up a SAC Location The SAC can be a room by itself, a corner in classroom or in the school resource centre.It should also be easily accessible. In schools with limited rooms or space, teachers can arrange the materials in boxes which can be mobilized to the classroom whenever necessary. Design The design should be conducive to individual learning styles as well as small group interaction. It should be attractive and appealing to the pupils. Layout The layout is the arrangement of furniture, materials and equipment in the SAC. They should be placed in such a way where the pupils can move easily. The SAC would include the following: q q q Reading corner Computer Assisted Language Learning corner Carrels for listening ile:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (7 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 q q q q Video viewing corner Games corner Working area Display area A SAMPLE PLAN OF A SAC IN A SRC SAMPLE PLAN OF A SAC file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal /chapter1. html (8 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Books and print materials To ensure that the materials last, worksheets may be mounted onto cards and laminated o sealed in plastic.Each item is then arranged in separate boxes which are colour-coded for the language proficiency level. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (9 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Equipment Cassette recorders are the most necessary equipment. They are used for practising listening and speaking skills. The activity cards accompanying the tapes are labelled, colour-coded and placed on shelves. Computers are excellent aids to SAL. Television sets and video recorders enable pupils to listen and watch English programmes.Time Teachers need time to set up the SAC and to prepare pupils to learn independently. It may take between 3 or 6 months before the SAC can be setup and be functio nal. Funds Setting up SAC needs time and money. If there is limited fund, teachers have to set priority and seek for assistance or sponsorship. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (10 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (11 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1A SAC SK Seri Perlis, Perlis A SAC corner in a resource centre SRK Tengku Abdul Halim, Alor Star, Kedah A SAL corner in a resource centre. SK Kampung Baru Keningau, Sabah Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (12 of 12)3/31/2005 12:05:21 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 2 Introd uction to Chapter 2 | Functions of the SAC | Factors to be considered when setting up a SAC ile:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter2a. htm3/31/2005 12:05:32 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 3 Introduction to Chapter 3 | Types of SAL worksheets Type of Self Access Language Learning Materials | Classification code for Worksheet Guidelines for writing worksheets | Procedures for writing worksheets | Checklist for evaluation Self-Access Classification Code for English at Primary School Level file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. pm. my/p/sal/chapter3aa. htm3/31/2005 12:05:44 AM Self-Access Learning – Chapter 3 Chapter 3 SELF-ACCESS LANGUAGE LEARNING MATERIALS AND EQUIPMENT Self-access language learning materials are self instructional materials written or adapted by teachers. They are made available and accessible to the pupils to work individually, in pairs or in groups with or without direct supervision from the teacher. The materials should cater for the pupils learning styles, abilities and interests. The materials written or adapted are based on the language skills, thinking skills, grammar and vocabulary.They may be learning materials, practice materials or test materials. Types of SAL worksheets Type of Self Access Language Learning Materials | Classification code for Worksheet Guidelines for writing worksheets | Procedures for writing worksheets | Checklist for evaluation Self-Access Classification Code for English at Primary School Level file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (1 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Types of SAL Worksheets Practice worksheet | Test worksheet | Back to Chapter 3 Main Page | Home 1.Learning worksheet Learning worksheets are those which contain information and explanation for the pu pils to read, understand and apply them. Example of a learning worksheet: Yr. 6/Ep3/Blue/(07)/( ) Instructions: i. Read the sentences carefully. ii. Study the diagram below. We use ‘a' when the noun begins with a consonant, but if the noun begins with a vowel sound, ‘an' is used. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (2 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Task: Fill in the blanks with ‘a' or ‘an'. Example: I have †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. en. I have a pen 1. Pulau Gaya is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. island off Sabah. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (3 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. Malaysia has †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. hot and wet climate. 3. Draw †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. line across this circle. 4. My brother Abu is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ kite maker. 5. My sister often takes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. apple to school. 6. Mary's mother bought her †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. new umbrella. 7. You cannot make †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. omelette without breaking eggs. 8.Puan Farida has †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. very pretty white cat. Yr 6/EP 3/Blue/(07)/( ) Answer Key 1. an 3. a 5. an 7. an 2. a 4. a 6. a 8. a file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (4 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. Practice worksheets Practice worksheets give pupils the opportunity to reinforce the skills learnt in the classroom. The exercises include: * problem solving * games and puzzles Example of a practice worksheet: Yr4/R2. 1/Red/(03)/( ) Instructions: 1. Look at the pictures for the clues. 2. Copy the puzzle into your SAL book. . Complete the puzzle. 4. Check your answers with the answer key. Task: Rearrange the letters to find out the names of the things in the picture below. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (5 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Yr4/R2. 1/Red/(03)/( ) file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (6 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Answer key 1. 3. 5. 7. 9. TREES TRACTOR CLOUD PATH BRIDGE 2. 4. 6. 8. FIELD MOUNTAIN HEDGE GATE 10.RIVER 12. FENCE 11. TIN Example of practice worksheet Yr4/R4. 7/RED/05/( ) Instructions: 1. Look at the picture. 2. Read the questions. 3. Write your answers in your SAL Book. 4. Check your answers with your teacher. Task: Poh Quan is going to do something. What is she going to do? Why? file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/ self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (7 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 3. Test Worksheets file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (8 of 18)3/31/2005 12:05:54 AMSelf-Access Learning – Chapter 3 Test worksheet contain exercises given to pupils to test how much they have understood and learnt. Example of a test worksheet. Yr. 6/EP 3/(Blue)/(08)/( ) Instructions: 1. Do this exercise in your SAL book 2. Read the sentences carefully. 4. Check your answers with the answer key. Task: Fill in the blanks with ‘a' or ‘an'. Did you see †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (1) old lady with †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (2) umbrella walking here about †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (3) hours ago? She was wearing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (4) apron and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (5) unusual hat. She had †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6) animal with her that had yellow feathers. Was the animal †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. (7) elephant? Was it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (8) anteater? Was it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (9) ostrich? Could it be †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (10) yellow bird? Yr. /EP3/(Blue)/(08)/( ) Answer key 1. an 6. an file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (9 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. an 3. an 4. an 5. BRIDGE 7. 8. 9. an an an 10. a TYPES OF SELF ACCESS LANGUAGE LEARNING MATERIALS file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. y/p&p/sal/chapter3. html (10 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Worksheets are essential in SAL. They are self-instructional and written or adapted based on the English Language KBSR syllabus 1982. The pupils who use these worksheets are learning from them with the teacher as a facilitator. Therefore teachers have to be precise, clear and appropriate when writing instructions. The format of a SAL worksheet is given below. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (11 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 ile:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (12 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 a. Classification code enables the pupils to find the worksheets they need. It is written on the top right hand corner. It gives the following information: Year: Year 4 (Yr4) Year 5 (Yr. 5) Year 6 (Yr. 6) Skills: R L W EP – Reading – Listening – Writing – Examination practice Sub-skills: R1 – Recognise and Read file:///Volumes/GANPD/P& P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (13 of 18)3/31/2005 12:05:54 AMSelf-Access Learning – Chapter 3 R2 R3 R4 R5 – Read and Match – Read and Group – Read and Comprehend – Dictionary skills Level: The worksheets are graded to 3 levels of language proficiency: Green – elementary Red Blue – intermediate – advance Activity type Each piece of worksheet has a number which indicates the type of activity for the pupils to work on. The following are examples of activities for reading. 01 Read & Match 02 Read & Draw 03 Read & Arrange 04 Read & Sequence 05 Read & Solve 06 Read & Group 07 Read & Answer file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. tml (14 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 08 Read & Complete 09 Read & Join 10 Read & Choose 11 Read & Follow 12 Read & Correct errors Note: Teachers may add more activiti es using their own numbers. Copy number: This number indicates which copy the worksheet is. First copy – (1) Second copy – (2) Third copy – (3) e. g. b. Instruction c. Task d. Answer key These are instruction for the pupils to follow. This is the actual exercise. Answer provided at the back of the worksheets for the pupils to check and correct. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. tml (15 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Guidelines for writing worksheets * * * The worksheets should be attractive. The variety of tasks, exercises and activities should be motivating an challenging. The worksheets should be graded according to the pupils' level of language proficiency. Procedure for writing worksheets file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (16 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 * * * * Identity the classification code (The classification code is given on page 22) Give clear and precise instructions.Set the task and plan the activities. Provide an answer key. Checklist for evaluation The following questions need to be asked and answer when one is evaluation SAL worksheet. a. Does the activity give a clear picture of the skills it is focusing? b. Does the activity give a clear picture of the language item or skill to be learnt or reinforced c. Does the worksheet fit in the following category: file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (17 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 * learning? * practice? * test? d.Does the feedback take the following form: * an answer key? * a discussion with the teacher? * a discussion with a friend? * a model made by the pupil? e. Does the activity encourage creative and critical thinking? Writing SAL worksheets is a very challenging task. If we re flect on how our pupils will benefit from SAL we will work at it for â€Å"Tomorrow's comfort requires today's hardwork. † Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (18 of 18)3/31/2005 12:05:54 AM Self-Access LearningSELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 4 What is Learner Training | Why Learner Training | Aims | Teacher's Role Implementation of Learner Training Activities | Bridging The Gap Activities Learner Independence Activities | Language Awareness Activities Preparation of Pupils for SAL | Learner Orientation | Sample Questionaire 1 Sample Questionaire 2 | Sample Questionaire 3 | Placement Test for Year 4 | SAL Booklet file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4a. htm3/31/2005 12:06:10 AM Self-Access Learning – Chapter 4 Chapte r 4 LEARNER TRAININGWhat is Learner Training? Learner Training refers to a process of training the pupils to become more effective active learners during SAL period. It also means preparing pupils to learn how to learn; to work independently with or without teacher supervision. In learner training pupils must be trained to learn how to use self-access materials such as worksheets, books and equipment such as cassette recorders, video recorders and computers. Learner Training also trains pupils in self-assessment. Why Learner Training? The rationale for Learner Training is: file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p&p/sal/chapter4. htm (1 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 to train pupils to learn how to learn. to familiarise pupils with the use of the Self-Access Centre. to make pupils aware of the various materials and equipment found in the SAC. to create readiness in pupils to learn the English Language indepen dently. Aims To help pupils become effective learners and be responsible for their own learning. To help pupils focus their attention on how to learn rather than what to learn. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. tm (2 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 The Teacher's role in Learning Training Encourages group interaction among pupils in the classroom. Helps pupils to be aware of the wide range of strategies for language learning. Creates a learning environment where pupils feel they can experiment with their own language learning. Counsels and guide pupils when possible. Prepares the pupils to learn on their own. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (3 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Implementation of Training ActivitiesLearner training activities are not introduced separately but they are integr ated in the daily English Language lesson. These activities are elements woven into the â€Å"fabric† of a daily English Language lesson and have been introduced to the pupils even before SAL was introduced in the school. Components of learner training activities for SAL at the primary school level are: Bridging the gap activities Preparation of pupils for SAL Pupil Orientation of the SAC file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (4 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4Bridging the gap activities These are activities that prepare pupils for independent learning. They are: Activities which Develop Social Skills in Pupils The pupils working in the SAC will have to share the materials and take turns to use the equipment. Teachers need to plan activities which train and develop the pupil's awareness of oneself as well as the needs of sharing materials ability to choose the kind of materials and e quipment to use and what to do should someone else chooses to use them at the same time; and responsibility for their actions. Some activities which develop pupils' social skills, are: making them group eaders when doing work giving them duties to do after practical work organising competitions to see which area is the cleanest after pupils do practical work file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (5 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Learner Independence Activities Such activities develop skills in the pupils to learn to take turns; to decide upon the role of leaders; to switch roles. These activities train the pupils to be independent and responsible and can be found in their textbooks.Many examples of a learner independence activity for Year 6 can be found in Exercise A Page 19 of Farida J. Ibrahim & Beatrice Thiyagarajah â€Å"Moving On With English KBSR Year 6. † D. B. P. file:///Vo lumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (6 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Language Awareness Activities These activities help pupils to think and understand the language. They are carried out during the English lessons. The following examples are taken from page 42 and 43 of Farida J. Ibrahim & Beatrice Thiyagarajah â€Å"Moving On With English Year 6,† D.B. P. Example 1 Guess where these people are going. Then make sentences about what they wear. Example: Hashim is going to the mosque. He wears a baju Melayu a sarung and a songkok when he goes to the mosque. Example 2 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (7 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 The policeman is trying to catch the thief. He talks to four men. What are their answers? file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm . my/p/sal/chapter4. htm (8 of 15)3/31/2005 12:06:20 AMSelf-Access Learning – Chapter 4 Preparation of pupils for SAL Preparing the pupils to work independently or with minimal teacher supervision would include training them to: read and understand instructional language read and follow instructions plan their own learning programmes make them aware of their learning strategies monitor their own learning â€Å"If you give a man a fish, you feed him for a day. If you teach a man to fish, you feed him for a lifetimes. † Confucius (551-471 BC) file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. tm (9 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Learner Orientation Pupils need to be familiar with the SAC and SAL materials and equipment; so they are taken to the SAC and given a guided tour of the place. During the tour these pupils are given a short quiz to familiarise themselves with the self-access learning s ystem of the school. An information sheet listing what is available and where to find it can be given to the pupils. Pupils will be given a learner's file or a SAL booklet on the first day they go to the SAC. They are asked to use that booklet till they leave the school.In this way the pupils are able to record their progress and also the change in their learning attitude. It is important to realise that learner training is a systematic and gradual process. Teachers need to give their pupils time to develop and become effective independent learners. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (10 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 SAMPLE QUESTIONNAIRE 1 Getting to know your SAC Instruction: Answer the following questions. 1. Look around you. Can you name 5 things in the SAC? __________________________________________________________ 2. Where would you go to get a green level worksheet? ________ _____________________________________________ 3. What are the colour codes found in the worksheet? _____________________________________________________ 4. If you want to look up the meaning of words, what book would you take? Where can I get it? ___________________________________________________________________________ 5. Label the plan of your SAC. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (11 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4SAMPLE QUESTIONNAIRE 2 Tell me about your SAC Instruction: Answer the following questions. 1. Is your SAC different from your classroom? ___________________________________________________________ 2. Are there any reading cards in your SAC? _____________________________________________________ 3. Where can you find them? _____________________________________________________ 4. Name three corners in the SAC? _____________________________________________________ 5. Whi ch corner do you like best? Why? _____________________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p&p/sal/chapter4. htm (12 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 SAMPLE QUESTIONNAIRE 3 What you can do in during the Self-Access Learning Period 1. Do you already know about the self-access learning room / corner in your school? _________________________________________________________________________ 2. What kind of materials can you find in your SAL corner / room? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ile:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (13 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 3. Can you do the following activities or use the following mat erials at the self-access learning corner / room in your school? What is their code? predicting outcomes learn more about universal truths get the meaning of words from the text itself read and solve puzzles listen to a story listen to music Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Code No. Code No. Code No. Code No. Code No. Code No. 4.Can you get help when you are working at the SAL corner / room? Who will help you? __________________________________________________________________ 5. When do you take a book during the SAL period? __________________________________________________________________ Do you play games during the SAL period? Can you list the games you can play in pairs and in groups during the SAL periods? __________________________________________________________________ __________________________________________________________________ 6. Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet ile:///Volum es/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (14 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (15 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Placement Test PLACEMENT TEST FOR FORM 4 Name Year : _____________________________________ : _____________________________________ Placement Test Before the pupils begin to use the SAL materials and equipment in the SAC, they are given a placement test to determine their English Language proficiency level.The marks they score in the test will enable them to work on the SAL materials according to the colour code. Questions are based on the skills taught that particular year. Suggested marking scheme according to SAL colour code. 0 39 marks 69 marks (Green) (Red) (Blue) 40 – 70 – 100 marks An example of Placement Test for Year 4 Questions 1 – 5 A. Name the objects below. Use the words in the box. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (1 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 1. __________________ 2. __________________ 3. _________________ 4. __________________ 5. __________________ Questions 6-10 B. Read the sentences below. Write them correctly beside each picture. She waters the flowers at 5 o'clock in the evening. She leaves the school at 1 o'clock in the afternoon. She reads her books at 8 o'clock at night. Rina gets up at 6 o'clock in the morning. She goes to bed at 10 o'clock at night file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (2 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 6. _______________________________ 7. _______________________________ . _______________________________ 9. _______________________________ 10. _________________ ______________ Questions 11-15 C. Give the opposites of the words below. Choose the answers from the circles. 11. bad 12. happy 13. thin – __________ __________ __________ 14. good 15. clear – ___________ ___________ file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (3 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test Questions 11-15 D. Fill in the blanks with the correct words. Rubber tapper butcher postman carpenter nurse 16. 17. 18. 19. 20.Pak Aman is a _________________. He sells meat at the market. My brother is a _________________. He delivers letters and parcels. Zaniah's sister is a ________________. She works in a hospital. En Hashim is a __________________. He makes furniture. My neighbour is a _________________. He works in a rubber estate. Questions 21 – 25 E. Match A and B. Write the sentences in the space provided. ___________________________________________________________ __ _____________________________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. tm (4 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Questions 26 – 30 F. Arrange the sentences below to form a story Every evening he practises in his school field. First he runs around the field. Then he practises high jump. When it gets late, he goes home. Sham is taking part in the 100 metres race and the high jump. 26. _________________________________________________________________________ 27. ________________________________________________________________________ 28. _________________________________________________________________________ 29. ___________________________________________________ ______________________ 30. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (5 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test _________________________________________________________________________ Questions 31 – 35 G. Look at the picture. Fill in the blanks with the following words. out on in near at Samad has a canary.He keeps it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (31) the cage. He puts the cage †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (32) the cupboard. His cat sitting †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (33) the table is looking †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (34) the bird. The cat is trying to catch the bird. Samad comes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (35) from his room and chases the cat away. Questions 36 – 40 H. Arrange the words below to make meaningful statements. 36. __________________________________________________________ file:/// Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (6 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 37. __________________________________________________________ 38. _________________________________________________________ 39. __________________________________________________________ 40. __________________________________________________________ Questions 41 – 45 A. Read and circle the correct answers. Ali's Diary SUNDAY Isa and I went to Tanjung Malim. Very hot day. Storm at night. The roof leaked. Woke up and had to move my bed. Ashiah's birthday. She had a party. A man came to look at the roof. Late for school because the bus broke down. Some men repaired the roof. Some dead birds in the roof. Dad went to Penang for two days. Helicopter crashed in Singapore.Had stomach ache in the morning. Better in the afternoon. MONDAY TUESDAY WEDNESDAY file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20 lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (7 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test THURSDAY Dad returned. Uncle came. Letter from Zainal in Australia. Broke my bicycle pump. 41. Where did Isa go on Sunday? A. Pulau Pinang B. Tanjung Malim C. Singapore D. Australia 42. Which of the following statements is TRUE? A. Ashiah's birthday was on Sunday. B. Ali's father repaired the roof on Monday. C. Ali had stomach ache in the morning. D.Ali's uncle came from Australia. 43. What did Ali break during the week? A. His bed B. The bus C. His bicycle pump D. The roof 44. Why did Ali move his bed on Sunday night? A. It was a stormy night. B. It was very hot. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (8 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test C. There were dead birds in the roof. D. The roof leaked. 45. The word returned in the diary means †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. A. came back B. went C. gave D. arrived Questions 46 – 50 B. Read the passage and answer the questions that follow.Ahmad lived in a village. He had fifty sheep. He liked to play tricks on people. One day Ahmad took his sheep to the hill. He rested under a big tree. Suddenly he had an idea. He decided to trick the villagers. He shouted that a tiger was attacking his sheep. The villagers rushed out to help him. They did not see any tiger. They knew that Ahmad had tricked them. They were angry. One afternoon, a tiger really attacked Ahmad's sheep. He shouted for help but †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 46. How many sheep did Ahmad have? He had __________________________________________________ 47. How did he trick the villagers?He tricked them by __________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (9 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 48. The villagers were angry because ______________________________ ________________________________________________________ 49. Choose the best ending to the story. A. the villagers came to help him B. the villagers caught the tiger C. the villagers did not come to help him D. the villagers tricked him 50. From the story we know that Ahmad was †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. A. naughty boy. B. A hardworking boy C. A cheerful boy D. A lazy boy file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (10 of 10)3/31/2005 12:06:50 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools SAL BOOKLET Contents | Plan of my SAC | My learning contract | My study plan | My activity plan My evaluation sheet | My record sheet (Sample 1) | My record sheet (Sample 2) My record sheet for reading (Sample 1) | My record sheet for reading (Sample 2) Rules on the care of SAL materials and equipment ile:///V olumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/booklet. htm3/31/2005 12:07:05 AM Self-Access Learning – SALBooklet SAL BOOKLET – Contents file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/sal_booklet2. htm (1 of 13)3/31/2005 12:07:13 AM Self-Access Learning – SALBooklet PLAN OF MY SAC file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/sal_booklet2. htm (2 of 13)3/31/2005 12:07:13 AM Self-Access Learning – SALBooklet