Tiada apa-apa jua membantu kanak-kanak berjaya seperti ibu bapa yang terlibat secara langsung dalam pendidikan . Kesanggupan sedikit dari ibu bapa kanak-kanak dalam memberikan masa yang yang berkualiti akan mencipta keajaiban.
Ibu bapa hendaklah memainkan 4 pearanan penting berikut:
1. Jadilah pemberi semangat
Anak-anak sentiasa perlukan semangat. Tak kiralah pada ketika dia mencapai kejayaan ataupun ketika dia berdepan kegagalan.
Tanamkan dalam minda mereka bahwa kejayaan bukan bererti akhir dari kepayahan dan kegagalan juga bukanlah penamat usahanya. Beri mereka galakan bahwa apapun kesukaran yang dihadapi, mereka tak boleh berputus asa, sebaliknya jadikan ianya satu pengajaran untuk lebih baik lagi. Manakala kejayaan hendaklah tidak membuat mereka lalai lalu enggan melangkah maju kehadapan.
2. Jadilah teman yang baik
Adakalanya kesukaran dalam pelajaran, bukanlah sesuatu yang "terlalu penting" bagi anak-anak kita. Tanpa sepengetahuan kita, mungkin anak-anak kita menghadapi masalah dengan rakan sekelas atau kes buli atau hal-hal lain yang mempengaruhi emosi dan perkembangan jiwanya.
Pada ketika inilah ibu bapa hendaklah menjadi seorang teman yang baik dalam ertian mahu mendengar segala keluh kesah mereka, sudi menempatkan diri pada posisi mereka sehingga mampu menyelami perasaan anak-anak kita. Kesediaan untuk berkonsi masalah mereka akan menaikkan semangat belajar mereka kerana mereka yakin belajar bukanlah setakat tanggung jawab mereka tapi satu pengalaman hidup yang manis untuk dirasai.
3. Jadilah seorang guru
Tidak semua perkara boleh kita serahkan kepada guru atau pendidik di sekolah. ibu bapa perlulah terlibat sama dalam pendidikan anak-anak, Membantu mereka menyelesaikan soalan atau tugasan sekolah akan mengeratkan hubungan kasih sayang ibu bapa dan anak. Bimbing anak-anak kita ketika berhadapan dengan kesukaran dalam pembelajaran. Meletakkan sepenuh tanggung jawab kepada guru di sekolah akan menyebabkan anak-anak kita merasa yang ibu bapa mereka hanya perlukan markah yang tinggi tanpa mahu peduli betapa besar usaha mereka dalam mencapainya. Akibatnya, anak-anak hilang kepercayaan kepada ibu bapa.
4.Jadilah penguat kuasa
Ketegasan dan disiplin hendaklah ditanamkan sejak mereka kecil lagi. Tegas bukan bererti "marah-marah". Disiplin juga bukan bererti "nak tak nak kena ikut cakap". Yang dimaksudkan tegas dan disiplin di sini adalah membiasakan anak-anak untuk mengikut jadual yang ditetapkan, baik jadual persekolahan mahupun tugasan di rumah. Jangan harapkan anak-anak kita akan mengerti sepenuhnya apa yang perlu dilakukan. Kerapkali ibu bapa perlu mengingatkan mereka perkara apa yang mesti didahulukan,apa yang patut menjadi prioriti dan bagaimana mengatur masa yang terhad. Ambil contoh: anak-anak kita mungkin tak sabar-sabar ingin bermain di luar rumah, apatah lagi sudah ramai rakannya yang bermain di luar. Pada ketika itu, ada baiknya kita tegaskan kepada mereka untuk menyelesaikan kerja sekolah dulu baru bermain keluar. Kesepakatan ini diharapkan dapat memberikan kebaikan bagi anak dan juga ibu bapa.
Friday 25 November 2011
Thursday 24 November 2011
Kelas Intensif Bulan Disember 2011
Kelas Intensif Cuti Sekolah (15-28 Disember 2011) * kecuali 18hb dan 25hb (Ahad)= 12 hari
1.Persiapan Tahun 1 / 2012:
Bhs Inggris: 09.00-10.30 pagi (RM 35)
Matematik : 10.30-12.00 tgh hr (RM 35)
2.Persiapan Tahun 2 / 2012:
Bhs Inggris: 2.30-4.00 ptg (RM 35)
Matematik : 4.00-5.30 ptg (RM 35)
The rules for integer operation
ADDITION
*When adding two integers with the SAME SIGN (both positive, both negative), ADD the integers and KEEP the SIGN.
Examples:
4 + 8 = 12
-6 + (-10) = -16
*When adding two integers with DIFFERENT SIGNS (one negative, one positive):
1. Take the absolute value of both integers.
2. Take the SIGN of the integer with the GREATER absolute value.
3. SUBTRACT the integers.
4. Your answer will be the DIFFERENCE of the integers and the sign resulting from step #2.
Examples:
10 + (-12)
1. Take the absolute value of the integers:
|10| = 10 (positive 10 is 10 units away from zero)
|-12| = 12 (negative 12 is 12 units away from zero)
2. Take the sign of the integer with the greater absolute value.
|10| < |-12|
10 < 12
THE ANSWER WILL BE NEGATIVE.
3. Subtract the integers.
12 - 10 = 2
4. The answer is: -2
10 + (-12) = -2
-7 + 14
|-7| < or > |14|
7 < 14
The answer will be positive (14 is positive in the original problem).
14 - 7 = 7
Therefore, -7 + 14 = 7
SUBTRACTION
*When there is a "double negative" then you must change the signs to positive. Like in English, in math a double negative "cancels." In English, to say "I am not unhealthy" means "I am healthy." The first has a double negative, but we can say the same thing as a "positive."
NOTE: NEVER CHANGE THE SIGN OF THE FIRST INTEGER.
Examples:
17 - (-8)
17 + (+8)
17 + 8 = 25
-3 - (-6)
-3 + (+6)
-3 + 6
(Using the rules for addition, above, we can solve the rest of the problem by doing the following)
|-3| < or > |6|
3 < 6, therefore the answer will be positive
6 - 3 = 3
Therefore: -3 - (-6) = 3
*When you are subtracting two positives, and, say, the second integer has a higher value, you can re-write the problem as an addition problem.
Example:
4 - 15
We can re-write this as: 4 + (-15) and solve using the rules above (see addtion).
This works because subtraction is just like adding a negative number (or adding the "opposite," also called the "additive inverse," like 15 is the additive inverse of -15 and -15 is the additive inverse of 15).
Multiplying and dividing integers is easier and you can use the same rules for both. I'm going to go through them individually, with examples, and then generalize the rules.
MULTIPLICATION
*The product of two POSITIVE integers is POSITIVE.
Example: 10 x 5 = 50
*The product of two NEGATIVE integers is POSITIVE.
Example: -4 x -12 = 48
*The product of a POSITIVE integer AND a NEGATIVE integer is NEGATIVE.
Example: 2 x -14 = -28
DIVISION:
*The quotient of two POSITIVE integers is POSITIVE.
Example: 36/9 = 4
*The quotient of two NEGATIVE integers is POSITIVE.
Example: -15/(-3) = 5
*The quotient of a POSITIVE integer AND a NEGATIVE integer is NEGATIVE.
Example: -12/4 = -3
Generally (for multiplication, division):
*If the signs are the SAME, your answer is POSITIVE.
*If the signs are DIFFERENT, your answer is NEGATIVE.
*When adding two integers with the SAME SIGN (both positive, both negative), ADD the integers and KEEP the SIGN.
Examples:
4 + 8 = 12
-6 + (-10) = -16
*When adding two integers with DIFFERENT SIGNS (one negative, one positive):
1. Take the absolute value of both integers.
2. Take the SIGN of the integer with the GREATER absolute value.
3. SUBTRACT the integers.
4. Your answer will be the DIFFERENCE of the integers and the sign resulting from step #2.
Examples:
10 + (-12)
1. Take the absolute value of the integers:
|10| = 10 (positive 10 is 10 units away from zero)
|-12| = 12 (negative 12 is 12 units away from zero)
2. Take the sign of the integer with the greater absolute value.
|10| < |-12|
10 < 12
THE ANSWER WILL BE NEGATIVE.
3. Subtract the integers.
12 - 10 = 2
4. The answer is: -2
10 + (-12) = -2
-7 + 14
|-7| < or > |14|
7 < 14
The answer will be positive (14 is positive in the original problem).
14 - 7 = 7
Therefore, -7 + 14 = 7
SUBTRACTION
*When there is a "double negative" then you must change the signs to positive. Like in English, in math a double negative "cancels." In English, to say "I am not unhealthy" means "I am healthy." The first has a double negative, but we can say the same thing as a "positive."
NOTE: NEVER CHANGE THE SIGN OF THE FIRST INTEGER.
Examples:
17 - (-8)
17 + (+8)
17 + 8 = 25
-3 - (-6)
-3 + (+6)
-3 + 6
(Using the rules for addition, above, we can solve the rest of the problem by doing the following)
|-3| < or > |6|
3 < 6, therefore the answer will be positive
6 - 3 = 3
Therefore: -3 - (-6) = 3
*When you are subtracting two positives, and, say, the second integer has a higher value, you can re-write the problem as an addition problem.
Example:
4 - 15
We can re-write this as: 4 + (-15) and solve using the rules above (see addtion).
This works because subtraction is just like adding a negative number (or adding the "opposite," also called the "additive inverse," like 15 is the additive inverse of -15 and -15 is the additive inverse of 15).
Multiplying and dividing integers is easier and you can use the same rules for both. I'm going to go through them individually, with examples, and then generalize the rules.
MULTIPLICATION
*The product of two POSITIVE integers is POSITIVE.
Example: 10 x 5 = 50
*The product of two NEGATIVE integers is POSITIVE.
Example: -4 x -12 = 48
*The product of a POSITIVE integer AND a NEGATIVE integer is NEGATIVE.
Example: 2 x -14 = -28
DIVISION:
*The quotient of two POSITIVE integers is POSITIVE.
Example: 36/9 = 4
*The quotient of two NEGATIVE integers is POSITIVE.
Example: -15/(-3) = 5
*The quotient of a POSITIVE integer AND a NEGATIVE integer is NEGATIVE.
Example: -12/4 = -3
Generally (for multiplication, division):
*If the signs are the SAME, your answer is POSITIVE.
*If the signs are DIFFERENT, your answer is NEGATIVE.
Thursday 17 November 2011
Kelas Intensif November dan Disember 2011
ASTAN JAYA TUITION
No.11 Lorong 4 Taman Sri Embun Behor Pulai, Kangar, Perlis
A. Kelas Intensif Bahasa Inggris (Cuti Sekolah 21 Nov-3 Dis 2011)* kecuali 27hb (Ahad) = 12 hari
1.Persiapan Tahun 3 / 2012 : 08.30-10.00 pagi (RM 40)
2.Persiapan Tahun 4 / 2012 : 10.00-11.30 tgh hr (RM 40)
3.Persiapan Tahun 5 / 2012 : 11.30- 1.00 tgh hr (RM 40)
B. Kelas Intensif Cuti Sekolah (15-28 Disember 2011) * kecuali 18hb dan 25hb (Ahad)= 12 hari
1.Persiapan Tahun 1 / 2012:
Bhs Inggris: 09.00-10.30 pagi (RM 35)
Matematik : 10.30-12.00 tgh hr (RM 35)
2.Persiapan Tahun 2 / 2012:
Bhs Inggris: 2.30-4.00 ptg (RM 35)
Matematik : 4.00-5.30 ptg (RM 35)
C. Kelas Iqra/Tajwid
1.Kelas Iqra’(Isnin hingga Khamis) : 5.00-7.00 ptg (RM 30/bln) 2.Kelas Tajwid(Jumaat hingga Ahad) : 5.00-7.00 ptg (RM 30/bln)
Tuesday 8 November 2011
Seven Reasons Why A Scientist Believes In God
(This article of Mr. A. Cressy Morrison, former President of the New York Academy of Sciences, first appeared in the "Reader's Digest" (January 1948); then on recommendation of Professor C. A. Coulson, F.R.S., Professor of Mathematics at Oxford University, was republished in the Reader's Digest (November 1960). (Adapted from: God of Islam. By Seyyid Saeed Akhter Rizvi).
It shows how the science compels the scientists to admit the essential treed of a Supreme Creator).
We are still in the dawn of the scientific age and every increase of fight reveals more brightly the handiwork of an intelligent Creator. In the 90 years since Darwin we have made stupendous discoveries; with a spirit of scientific humility and of faith grounded in knowledge we are approaching even nearer to an awareness of God.
For myself, I count seven reasons for my faith.
First: By unwavering mathematical law we can prove that our universe was designed and executed by a great engineering Intelligence.
Suppose you put ten coins, marked from one to ten, into your pocket and give them a good shuffle. Now try to take them out in sequence from one to ten, putting back the coin each time and shaking them all again. Mathematically we know that your chance of first drawing number one is one in ten; of drawing one and two in succession, one in 100; of drawing one, two and three in succession, one in a thousand, and so on; your chance of drawing them all, from one to number ten in succession, would reach the unbelievable figure of one chance in ten thousand million.
By the same reasoning, so many exacting conditions are necessary for life on earth that they could not possibly exist in proper relationship by chance. The earth rotates on its axis at one thousand miles an hour; if it turned at one hundred miles an hour, our days and nights would be ten times as long as now, and the hot sun would then burn up our vegetation during each long day while in the long night any surviving, sprout would freeze.
Again, the sun, source of our life, has a surface temperature of 12,000 degrees Fahrenheit, and our earth is just far enough away so that this "eternal fire" warms us just enough and not too much! If the sun gave off only one-half its present radiation, we would freeze, and if it gave half as much more, we would roast.
The slant of the earth, tilted at an angle of 23 degrees, gives us our seasons; if it had not been so tilted, vapours from the ocean would move north and south, piling up for us continents of ice. If our moon was, say, only 50 thousand miles away instead of its actual distance our tides would be so enormous that twice a day all continents would be submerged; even the mountains would soon be eroded away. If the crust of the earth had been only ten feet thicker, there would be no oxygen without which animal life must die. Had the ocean been a few feet deeper, carbon dioxide and oxygen would have been absorbed and no vegetable life could exist. Or if our atmosphere had been thinner, some of the meteors, now burned in space by the million every day, would be striking all parts of the earth, starting fires everywhere.
Because of these, and host of other examples, there is not one chance in millions that life on our planet is an accident.
Second: The resourcefulness of life to accomplish its purpose is a manifestation of all-pervading Intelligence. What life itself is, no man has fathomed. It has neither weight nor dimensions, but it does have force; a growing root will crack a rock. Life has conquered water, land and air, mastering the elements, compelling them to dissolve and reform their combinations.
Life, the sculptor, shapes all living things; an artist, it designs every leaf of every tree, and colours every flower. Life is a musician and has each bird to sing its love songs, the insects to call each other in the musis of their multitudinous sounds. Life is a sublime chemist, giving taste to fruits and spices, and perfume to the rose changing water and carbonic acid into sugar and wood and, in so doing, releasing oxygen that animals may have the breath of life.
Behold an almost invisible drop of protoplasm, transparent and jelly-like, capable of motion, drawing energy from the sun. This single cell, this transparent mist like droplet, holds within itself the germ of life, and has the power to distribute this life to every living thing, great and small. The powers of this droplet are greater than our vegetation and animals and people, for all life came from it. Nature did not create life; fire-blistered rocks and a salt less sea could not meet the necessary requirements.
"Who, then, has put it here?
Third: Animal wisdom speaks irresistibly of a good Creator who infused instinct into otherwise helpless little creatures.
The young salmon spends years at sea, then comes back to his own river, and travels up the very side of the river into which flows the tributary where he was born. What brings him back so precisely? If you transfer him to another tributary he will know at once that he is off his course and he will fight his way down and back to the main stream and then turn up against the current to finish his destiny more accurately.
Even more difficult to solve is the mystery of eels. These amazing creatures migrate at maturity from all ponds and rivers everywhere those from Europe across thousands of miles of ocean - all bound for the same abysmal deeps near Bermuda. There they breed and die. The little ones, with no apparent means of knowing anything except that they are in a wilderness of water, nevertheless find their way back not only to the very shore from which their parent came but thence to the rivers, lakes or little ponds -- so that each body of water is always populated with eels. No American eel has ever been caught in Europe, no European eel in African waters. Nature has even delayed the maturity of the European eel by a year or more to make up for it's longer journey. Where does the directing impulse originate?
A wasp will overpower a grasshopper, dig a hole in the earth, sting the grasshopper in exactly the right place so that he does not die but becomes unconscious and lives on as a form of preserved meat. Then the wasp will lay her eggs handily so that her children when they hatch can nibble without killing the insect on which they feed; to them dead meat would be fatal. The mother then flies away and dies; she never sees her young. Surely the wasp must have done all this right the first time and every time, or else there would be no wasp. Such mysterious techniques cannot be explained by adoption; they were bestowed.
Fourth: Man has something more than animal instinct - the power of reason.
No other animal has ever left a record of its ability to count ten or even to understand the meaning of ten. Where instinct is like a single note of a flute, beautiful but limited, the human brain contains all the notes of all the instruments in the orchestra. No need to belabor this fourth point; thanks to the human reason we can contemplate the possibility that we are what we are only because we have received a spark of Universal Intelligence.
Fifth: Provision for all living is revealed in phenomena which we know today but which Darwin did not know - such as the wonders of genes. So unspeakably tiny are these genes that, if all of them responsible for all living people in the world could be put in one place, there would be less than a thimbleful. Yet these ultra-microscopic genes and their companions, the chromosomes, inhabit every living cell and are the absolute keys to all human, animal and vegetable characteristics. A thimble is a small place in which to put all the individual characteristics of two thousand million human beings. However, the facts are beyond question. Well then, how do genes lock up all the normal heredity of a multitude of ancestors and preserve the psychology of each in such an infinitely small space? Here evolution really begins - at the cell, the entity, which holds and carries genes. How a few million atoms, locked up as an ultra-microscopic gene, can absolutely rule all on earth is an example of profound cunning and provision that could emanate only from a Creative Intelligence - no other hypothesis will serve
Sixth: By the economy of nature, we are forced to realize that only infinite wisdom could have foreseen and prepared with such astute husbandry.
Many years ago a species of cactus was planted in Australia as a protective fence. Having no insect enemies in Australia the cactus soon began a prodigious growth; the alarming abundance persisted until the plants covered an area as long and wide as England, crowding inhabitants out of the towns and. villages, and destroying their farms. Seeking a defense, the entomologists scoured the world; finally they turned up an insect which exclusively feeds on cactus, and would eat nothing else. It would breed freely too; and it had no enemies in Australia. So animal soon conquered vegetable and today the cactus pest has retreated, and with it all but a small protective residue of the insects, enough to hold the cactus in check for ever.
Such checks and balances have been universally provided. Why have not fast-breeding insects dominated the earth? Because they have no lungs such as man possesses; they breathe through tubes. But when insects grow large, their tubes do not grow in ratio to the increasing size of the body. Hence there has never been an insect of great size; this limitation on growth has held them all in check.
If this physical check had not been provided, man could not exist. Imagine meeting a hornet as big as a lion!
Seventh: The fact that man can conceive the idea of God is in itself a unique proof.
The conception of god rises from a divine faculty of man, unshared with the rest of our world - the faculty we call imagination. By its power, man and man alone can find the evidence of things unseen. The vista that power opens up is unbounded; indeed, as man is perfected imagination becomes a spiritual reality. He may discern in all the evidence of design and purpose the great truth that heaven is wherever and whatever is; that God is everywhere and in everything, but nowhere so close as in our hearts.
It is scientifically as well as imaginatively true; in the words of the palmist: The heavens declare the glory of God and the firmament sheweth His handiwork.
It shows how the science compels the scientists to admit the essential treed of a Supreme Creator).
We are still in the dawn of the scientific age and every increase of fight reveals more brightly the handiwork of an intelligent Creator. In the 90 years since Darwin we have made stupendous discoveries; with a spirit of scientific humility and of faith grounded in knowledge we are approaching even nearer to an awareness of God.
For myself, I count seven reasons for my faith.
First: By unwavering mathematical law we can prove that our universe was designed and executed by a great engineering Intelligence.
Suppose you put ten coins, marked from one to ten, into your pocket and give them a good shuffle. Now try to take them out in sequence from one to ten, putting back the coin each time and shaking them all again. Mathematically we know that your chance of first drawing number one is one in ten; of drawing one and two in succession, one in 100; of drawing one, two and three in succession, one in a thousand, and so on; your chance of drawing them all, from one to number ten in succession, would reach the unbelievable figure of one chance in ten thousand million.
By the same reasoning, so many exacting conditions are necessary for life on earth that they could not possibly exist in proper relationship by chance. The earth rotates on its axis at one thousand miles an hour; if it turned at one hundred miles an hour, our days and nights would be ten times as long as now, and the hot sun would then burn up our vegetation during each long day while in the long night any surviving, sprout would freeze.
Again, the sun, source of our life, has a surface temperature of 12,000 degrees Fahrenheit, and our earth is just far enough away so that this "eternal fire" warms us just enough and not too much! If the sun gave off only one-half its present radiation, we would freeze, and if it gave half as much more, we would roast.
The slant of the earth, tilted at an angle of 23 degrees, gives us our seasons; if it had not been so tilted, vapours from the ocean would move north and south, piling up for us continents of ice. If our moon was, say, only 50 thousand miles away instead of its actual distance our tides would be so enormous that twice a day all continents would be submerged; even the mountains would soon be eroded away. If the crust of the earth had been only ten feet thicker, there would be no oxygen without which animal life must die. Had the ocean been a few feet deeper, carbon dioxide and oxygen would have been absorbed and no vegetable life could exist. Or if our atmosphere had been thinner, some of the meteors, now burned in space by the million every day, would be striking all parts of the earth, starting fires everywhere.
Because of these, and host of other examples, there is not one chance in millions that life on our planet is an accident.
Second: The resourcefulness of life to accomplish its purpose is a manifestation of all-pervading Intelligence. What life itself is, no man has fathomed. It has neither weight nor dimensions, but it does have force; a growing root will crack a rock. Life has conquered water, land and air, mastering the elements, compelling them to dissolve and reform their combinations.
Life, the sculptor, shapes all living things; an artist, it designs every leaf of every tree, and colours every flower. Life is a musician and has each bird to sing its love songs, the insects to call each other in the musis of their multitudinous sounds. Life is a sublime chemist, giving taste to fruits and spices, and perfume to the rose changing water and carbonic acid into sugar and wood and, in so doing, releasing oxygen that animals may have the breath of life.
Behold an almost invisible drop of protoplasm, transparent and jelly-like, capable of motion, drawing energy from the sun. This single cell, this transparent mist like droplet, holds within itself the germ of life, and has the power to distribute this life to every living thing, great and small. The powers of this droplet are greater than our vegetation and animals and people, for all life came from it. Nature did not create life; fire-blistered rocks and a salt less sea could not meet the necessary requirements.
"Who, then, has put it here?
Third: Animal wisdom speaks irresistibly of a good Creator who infused instinct into otherwise helpless little creatures.
The young salmon spends years at sea, then comes back to his own river, and travels up the very side of the river into which flows the tributary where he was born. What brings him back so precisely? If you transfer him to another tributary he will know at once that he is off his course and he will fight his way down and back to the main stream and then turn up against the current to finish his destiny more accurately.
Even more difficult to solve is the mystery of eels. These amazing creatures migrate at maturity from all ponds and rivers everywhere those from Europe across thousands of miles of ocean - all bound for the same abysmal deeps near Bermuda. There they breed and die. The little ones, with no apparent means of knowing anything except that they are in a wilderness of water, nevertheless find their way back not only to the very shore from which their parent came but thence to the rivers, lakes or little ponds -- so that each body of water is always populated with eels. No American eel has ever been caught in Europe, no European eel in African waters. Nature has even delayed the maturity of the European eel by a year or more to make up for it's longer journey. Where does the directing impulse originate?
A wasp will overpower a grasshopper, dig a hole in the earth, sting the grasshopper in exactly the right place so that he does not die but becomes unconscious and lives on as a form of preserved meat. Then the wasp will lay her eggs handily so that her children when they hatch can nibble without killing the insect on which they feed; to them dead meat would be fatal. The mother then flies away and dies; she never sees her young. Surely the wasp must have done all this right the first time and every time, or else there would be no wasp. Such mysterious techniques cannot be explained by adoption; they were bestowed.
Fourth: Man has something more than animal instinct - the power of reason.
No other animal has ever left a record of its ability to count ten or even to understand the meaning of ten. Where instinct is like a single note of a flute, beautiful but limited, the human brain contains all the notes of all the instruments in the orchestra. No need to belabor this fourth point; thanks to the human reason we can contemplate the possibility that we are what we are only because we have received a spark of Universal Intelligence.
Fifth: Provision for all living is revealed in phenomena which we know today but which Darwin did not know - such as the wonders of genes. So unspeakably tiny are these genes that, if all of them responsible for all living people in the world could be put in one place, there would be less than a thimbleful. Yet these ultra-microscopic genes and their companions, the chromosomes, inhabit every living cell and are the absolute keys to all human, animal and vegetable characteristics. A thimble is a small place in which to put all the individual characteristics of two thousand million human beings. However, the facts are beyond question. Well then, how do genes lock up all the normal heredity of a multitude of ancestors and preserve the psychology of each in such an infinitely small space? Here evolution really begins - at the cell, the entity, which holds and carries genes. How a few million atoms, locked up as an ultra-microscopic gene, can absolutely rule all on earth is an example of profound cunning and provision that could emanate only from a Creative Intelligence - no other hypothesis will serve
Sixth: By the economy of nature, we are forced to realize that only infinite wisdom could have foreseen and prepared with such astute husbandry.
Many years ago a species of cactus was planted in Australia as a protective fence. Having no insect enemies in Australia the cactus soon began a prodigious growth; the alarming abundance persisted until the plants covered an area as long and wide as England, crowding inhabitants out of the towns and. villages, and destroying their farms. Seeking a defense, the entomologists scoured the world; finally they turned up an insect which exclusively feeds on cactus, and would eat nothing else. It would breed freely too; and it had no enemies in Australia. So animal soon conquered vegetable and today the cactus pest has retreated, and with it all but a small protective residue of the insects, enough to hold the cactus in check for ever.
Such checks and balances have been universally provided. Why have not fast-breeding insects dominated the earth? Because they have no lungs such as man possesses; they breathe through tubes. But when insects grow large, their tubes do not grow in ratio to the increasing size of the body. Hence there has never been an insect of great size; this limitation on growth has held them all in check.
If this physical check had not been provided, man could not exist. Imagine meeting a hornet as big as a lion!
Seventh: The fact that man can conceive the idea of God is in itself a unique proof.
The conception of god rises from a divine faculty of man, unshared with the rest of our world - the faculty we call imagination. By its power, man and man alone can find the evidence of things unseen. The vista that power opens up is unbounded; indeed, as man is perfected imagination becomes a spiritual reality. He may discern in all the evidence of design and purpose the great truth that heaven is wherever and whatever is; that God is everywhere and in everything, but nowhere so close as in our hearts.
It is scientifically as well as imaginatively true; in the words of the palmist: The heavens declare the glory of God and the firmament sheweth His handiwork.
Saturday 5 November 2011
Budayakan Membaca
Bak kata orang-orang bijak :"Buku adalah gudang ilmu, Membaca adalah kuncinya". Membaca akan menambah wawasan, mencelikkan minda dan memperkaya bahasa seseorang. Mungkin kita takkan mampu se"rajin" orang Jepun yang tak pernah lekang dengan aktiviti membaca tak kira dimanapun mereka berada. Tapi mari kita didik anak-anak kita, generasi muda kita untuk gemar membaca:....... membaca buku dan bahan-bahan yang bermanfaat tentunya. Jangan biarkan masa lapangnya atau masa cutinya tanpa memberikan bahan bacaan yang boleh menambahkan ilmu pengetahuannya. Ada banyak pilihan bahan bacaan di luar sana, mulai dari buku berunsur keilmuan,keagamaan, cerita kanak-kanak, majalah bernuansa islam,pendidikan dan hiburan hingga ke surat khabar.
Tetapi sekali lagi bak kata pepatah:"Guru kencing berdiri, murid kencing berlari"......ertinya anak-anak kita perlukan teladan yang baik, yang paling elok tentu dari orang-orang terdekatnya. Sekiranya si anak sudahpun terbiasa melihat ibu bapanya menjadikan membaca satu rutin harian, maka mudah-mudahan si anak akan mengikuti budaya yang baik itu tanpa perlu disuruh berulang kali. Tapi kalau ibu bapa cakap tak serupa bikin, mulut membebel suruh anak membaca ini dan itu, tapi mereka sendiri tak suka menjadikan membaca sebagai amalan......hm,ini yang susah nak kata.
Apapun selagi hayat masih dikandung badan, tidak pernah ada kata "terlambat". Mari kita mulakan budaya membaca ini dari diri kita sendiri lalu kita ajak anak-anak kita sedikit demi sedikit untuk menjadikan budaya membaca sebagai satu bentuk rihlah yang menyihatkan minda. Wallahu'alam.
Tetapi sekali lagi bak kata pepatah:"Guru kencing berdiri, murid kencing berlari"......ertinya anak-anak kita perlukan teladan yang baik, yang paling elok tentu dari orang-orang terdekatnya. Sekiranya si anak sudahpun terbiasa melihat ibu bapanya menjadikan membaca satu rutin harian, maka mudah-mudahan si anak akan mengikuti budaya yang baik itu tanpa perlu disuruh berulang kali. Tapi kalau ibu bapa cakap tak serupa bikin, mulut membebel suruh anak membaca ini dan itu, tapi mereka sendiri tak suka menjadikan membaca sebagai amalan......hm,ini yang susah nak kata.
Apapun selagi hayat masih dikandung badan, tidak pernah ada kata "terlambat". Mari kita mulakan budaya membaca ini dari diri kita sendiri lalu kita ajak anak-anak kita sedikit demi sedikit untuk menjadikan budaya membaca sebagai satu bentuk rihlah yang menyihatkan minda. Wallahu'alam.
Wednesday 2 November 2011
Kerja sama
Minggu ini adalah minggu peperiksaan. Sebelum peperiksaan pun saya selalu mengingatkan mereka dengan ini dan itu....harap-harap mereka tak naik bosan.....amin...
Antara yang selalu saya nasihatkan:
1.jangan lupa sholat, banyak-banyak berdoa
2.balik rumah, ulang kaji lagi.....boleh keluar main tapi ingat masa
3.kalau cikgu sekolah bagi homework, segera siapkan, jangan tangguh-tangguh....nanti makin malas nak buat
4.tiap-tiap nak mula belajar kah, pi sekolah kah jangan lupa baca doa, paling tidak pun, bacalah bismillah
5.time periksa....mulakan dengan bismillah, bertenang, baca soalan betul-betul....kalau dah habis buat jawaban pun, baca balik, mana tahu ada yang tersilap atau terlupa
dan.....banyak.....lagi.....hehehe.....
Sebagai cikgu cuma setakat itu yang mungkin mampu saya berikan. Demikian juga dengan guru-guru sekolah mereka. Berusaha memberikan didikan terbaik, mengajar dengan sepenuh hati dengan harapan mereka kelak akan berjaya. Tapi perlu saya ingatkan, anak didik tetaplah anak didik, ibu bapa merekalah yang lebih bahkan paling memahami bagaimana karakter dan sifat sebenar si anak. Ibu bapa jugalah yang paling rapat dengan mereka mula dari dalam rahim lagi. Meletakkan sepenuhnya tanggung jawab pendidikan anak terhadap cikgu di sekolah dan tuisyen sahaja, boleh dianggap berat sebelah. Memanglah ramai ibu bapa yang terpaksa bekerja mencari nafkah, tapi ibu bapa juga hendaknya boleh memberikan masa yang berkualiti bersama anak masing-masing.
Sebagai contoh.....keteika berada dalam kereta, hendak pulang ke rumah....biasakan bertanya kepada anak-anak kita samada cikgu sekolah memberi tugasan atau tidak, pelajaran apa yang mereka pelajari hari ini, apakah cikgu memarahinya hari ini, apa perkara menarik di sekolah hari ini, apakah maklumat yang cikgu bagi hari ini.......samada jawaban yang diberikan oleh anak tepat atau tidak, betul atau justru membingungkan.....biasakanlah bertukar maklumat dengan sesama ibu bapa murid yang sekelas dengan anak kita......bila dirasakan mustahak, mintalah pula maklumat dari cikgu kelas mereka.
Apa yang ingin saya sampaikan di sini adalah....perlu kerja sama yang baik antara semua pihak. Semua pihak hendaknya bertanggung jawab penuh dengan peranan masing-masing. Dengan demikian Insya Allah anak-anak kita bukan setakat berjaya secara akademik tapi juga terhindar dari arus negatif di luar sana.
Melentur buluh biarlah dari rebungnya
Rebung digulai dimakan bersama
Mendidik anak biarlah sempurna
Agar hidupnya kelak penuh jaya
Antara yang selalu saya nasihatkan:
1.jangan lupa sholat, banyak-banyak berdoa
2.balik rumah, ulang kaji lagi.....boleh keluar main tapi ingat masa
3.kalau cikgu sekolah bagi homework, segera siapkan, jangan tangguh-tangguh....nanti makin malas nak buat
4.tiap-tiap nak mula belajar kah, pi sekolah kah jangan lupa baca doa, paling tidak pun, bacalah bismillah
5.time periksa....mulakan dengan bismillah, bertenang, baca soalan betul-betul....kalau dah habis buat jawaban pun, baca balik, mana tahu ada yang tersilap atau terlupa
dan.....banyak.....lagi.....hehehe.....
Sebagai cikgu cuma setakat itu yang mungkin mampu saya berikan. Demikian juga dengan guru-guru sekolah mereka. Berusaha memberikan didikan terbaik, mengajar dengan sepenuh hati dengan harapan mereka kelak akan berjaya. Tapi perlu saya ingatkan, anak didik tetaplah anak didik, ibu bapa merekalah yang lebih bahkan paling memahami bagaimana karakter dan sifat sebenar si anak. Ibu bapa jugalah yang paling rapat dengan mereka mula dari dalam rahim lagi. Meletakkan sepenuhnya tanggung jawab pendidikan anak terhadap cikgu di sekolah dan tuisyen sahaja, boleh dianggap berat sebelah. Memanglah ramai ibu bapa yang terpaksa bekerja mencari nafkah, tapi ibu bapa juga hendaknya boleh memberikan masa yang berkualiti bersama anak masing-masing.
Sebagai contoh.....keteika berada dalam kereta, hendak pulang ke rumah....biasakan bertanya kepada anak-anak kita samada cikgu sekolah memberi tugasan atau tidak, pelajaran apa yang mereka pelajari hari ini, apakah cikgu memarahinya hari ini, apa perkara menarik di sekolah hari ini, apakah maklumat yang cikgu bagi hari ini.......samada jawaban yang diberikan oleh anak tepat atau tidak, betul atau justru membingungkan.....biasakanlah bertukar maklumat dengan sesama ibu bapa murid yang sekelas dengan anak kita......bila dirasakan mustahak, mintalah pula maklumat dari cikgu kelas mereka.
Apa yang ingin saya sampaikan di sini adalah....perlu kerja sama yang baik antara semua pihak. Semua pihak hendaknya bertanggung jawab penuh dengan peranan masing-masing. Dengan demikian Insya Allah anak-anak kita bukan setakat berjaya secara akademik tapi juga terhindar dari arus negatif di luar sana.
Melentur buluh biarlah dari rebungnya
Rebung digulai dimakan bersama
Mendidik anak biarlah sempurna
Agar hidupnya kelak penuh jaya
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