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
Friday, 28 October 2011
Kejayaan Putri Kami dan Rakan-Rakan
Putri Sulung Kami Siti Nurul Izzah bt.Mohd.Faisol bermula dari no.4.....no.3 dan sekarang no.2.
Diikuti dengan peningkatan prestasi rakan karibnya Ainul Mardhiyah....Alhamdulillah...
Pelajar Tahun 1 SK IPGM Perlis: Nur Auni Maisarah dan Nur Balqis Zulaikha yang mencatatkan peningkatan markah dalam mata pelajaran Bhs.Inggris dan Matematik
Kelas Intensif Sempena Cuti Sekolah
ASTAN JAYA TUITION
No.11 Lorong 4 Taman Sri Embun Behor Pulai Perlis
(Pn.Riska : 0125900006) riskachon@yahoo.com.my www.astanjaya.blogspot.com
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)
D.Kelas Tuisyen (bermula 2 Januari 2012)
1. Tahun 1…………………….Math: Sabtu 10.30-12.00 tgh hr (RM 35/bln)
BI : Ahad 10.30-12.00 tgh hr (RM 35/bln)
2. Tahun 2…………………….Math: Jumaat 3.00-5.00 petang (RM 35/bln)
BI : Sabtu 3.00-5.00 petang (RM 35/bln)
3. Tahun 3…………………….Math: Isnin 08.30-10.00 mlm (RM 35/bln)
BI : Khamis 08.30-10.00 mlm (RM35/bln)
4. Tahun 4…………………….Math: Selasa 08.30-10.00 mlm (RM 35/bln)
BI : Rabu 08.30-10.00 mlm (RM 35/bln)
5. Tahun 5…………………….Math: Jumaat 08.30-10.00 mlm (RM 35/bln)
BI :Sabtu 08.30-10.00 mlm (RM 35/bln)
Juga menerima tempahan handmade chocolate untuk hantaran perkahwinan, parti hari jadi,majlis konvokesyen dll
Tuesday, 25 October 2011
Articles with countable and uncountable nouns
Countable nouns are the names of separate people or objects which we can count. Uncountable nouns are the names of materials, liquids and other things which we do not see as separate objects.
We can use the indefinite article (a/an) with singular countable nouns. A plural countable noun cannot be used with indefinite articles. Countable nouns (both singular and plural) can also be used with numbers.
Exceptions
Many nouns which are normally uncountable are treated as countable in some cases.
We can use the indefinite article (a/an) with singular countable nouns. A plural countable noun cannot be used with indefinite articles. Countable nouns (both singular and plural) can also be used with numbers.
- A cat
- Two cats
- A boy
- Two boys
- Water (NOT a water) (NOT two waters)
- Weather (NOT a weather) (NOT two weathers)
Exceptions
Many nouns which are normally uncountable are treated as countable in some cases.
- Have you got a good shampoo? (Although shampoo is an uncountable noun, it is treated as countable to express the meaning of ‘a type of’.)
- Three coffees, please. (= three cups of coffees)
Thursday, 11 August 2011
Tips for test taking
When you take a test,
you are demonstrating your ability
to understand course material or perform certain tasks.
Successful test taking avoids carelessness.
Examples of objective tests are true-false, multiple choice, fill-in-the-blank.
Examples of subjective texts are short answer, essay, or oral exams
NB: If you have any doubts about the fairness of tests, or of the ability of tests to measure your performance, please see your academic counseling service.
you are demonstrating your ability
to understand course material or perform certain tasks.
Successful test taking avoids carelessness.
Examples of objective tests are true-false, multiple choice, fill-in-the-blank.
Examples of subjective texts are short answer, essay, or oral exams
NB: If you have any doubts about the fairness of tests, or of the ability of tests to measure your performance, please see your academic counseling service.
These suggestions and links at left may help you succeed in having your abilities properly evaluated and efforts rewarded!
- Analyze how you did on a similar test in the past.
Review your previous tests and sample tests provided by your teacher.
Each test you take prepares you for the next one! - Arrive early for tests.
List what you need beforehand to avoid panic.
Good preparation prepares you for the task at hand. - Be comfortable but alert.
Choose a comfortable location with space enough that you need
Don't slouch; maintain good posture. - Stay relaxed and confident.
Keep a good attitude and remind yourself that you are going to do your best.
If you find yourself panicking, take a few deep breaths
Don't talk to other students right before: stress can be contagious. - Read directions carefully!
and avoid careless errors. - If there is time, quickly look through the test for an overview.
Scan for keywords. If permitted, jot any notes that come to mind. - Answer questions in a strategic order:
Easy questions first to build confidence.
Then those with the most point value.
On objective tests, eliminate obvious incorrect answers.
On essay tests, broadly outline your answer and sequence of points. - Review! if you have time.
Resist the urge to leave when you complete the exam--check if you have answered all the questions, not made any errors or mis-marked any answers. - Change answers to questions if you erred, or misread the question!
You may also find information in the test that will correct a previous answer. - Decide on and adopt study strategies that work best for you.
Review where you succeed and where you are challenged.
Friday, 5 August 2011
TAKWIM PEPERIKSAAN TAHUN 2011
| |||||||||||||
| |||||||||||||
| |||||||||||||
| |||||||||||||
* Tarikh-tarikh yang dinyatakan adalah tertakluk kepada pindaan.
Sebarang pertanyaan berkaitan takwim peperiksaan bolehlah menghubungi talian berikut:
UPSR : 03 - 8884 3382
PMR : 03 - 8884 3394
SPM : 03 - 8884 3330
STAM : 03 - 8884 3340
Peperiksaan Luar Negeri : 03 - 8884 3346
Anda juga boleh melayariLaman Web Rasmi Lembaga Peperiksaan Malaysia atau Majlis Peperiksaan Malaysia untuk maklumat lanjut.
Saturday, 30 July 2011
Language learning strategies
In learning a language, we follow the advice that :
practice make perfect, and patience a helpful virtue.
The world can be your classroom—through home or school. Explore these options to find strategies of learning and using a language that match your interests, strengths and challenges.Use the Internet and technology as an environment to make your tasks fun and interesting.
Skills include listening, speaking, memorization, reading, writing, and test taking. At the beginning memorization and repetition are important, but do not be discouraged if you seem to go too slowly.
Listening and understanding
- Practice listening!
Infants “listen” for more than a year before they can say anything close to “mom” or “dad”.
Watch videos and listen to music in your language, download Internet files with “speech” in the language. Try to recognize words, even sounds. Don’t bother trying to understand, just get used to the sound of the language.
- Use the language lab.
Prepare yourself by reading exercises, then put them aside and listen.
Only speak or write when asked to. - When others in class speak,
listen for what they say and mentally build images of their answers—in the language itself. - Listen while a tutor or friend reads to you—
maybe even something as simple as a children’s book. - Make friend with a native speaker and practice!
as well as the rhythm, accent and inflections of speech.
Not everyone has access to a native speaker, class or lab--
but your desktop, laptop and handheld technologies can help.
Listening practice
Download a media program that has the text of what is said.- Review the text one sentence at a time and
familiarize yourself with the vocabulary.
(Study the grammar as a separate exercise and focus now on the listening/speech) - Follow a sentence several times while listening
until you are comfortable with its pronunciation in the context of the sentences. - Without looking into the transcript,
repeat the sentence (say it aloud) exactly as you heard it.
Record your best effort and compare. - Listen to the text in short paragraphs or chunks.
Look away and try to summarize in your words the content.
Record and listen to your summary for review. - Listen to the whole conversation or story without interruption.
Summarize this "whole" and record, listen and compare.
Speaking
- Reading silently is not productive:
use your voice! Read aloud: think of it as training your mouth to make the new sounds! - Drills:
Learn a short standard sentence, then substitute vocabulary, even words you look up for fun.
Subject and verbs can change (I am going; you are going; etc.)
Objects can change (I buy a car; I buy a CD; etc.) - In class, if your “answer” does not come to mindrepeat the question in the language, or use your new language to say that you don’t know, or need help! For this last, prepare a standard response that you can fall back on, but be prepared to respond to a question that follows your response! Stay in the mind set of the language, giving your brain time to work in the new language.
Vocabulary
- Be inventive in acquiring new words
Post note cards around your room to learn and identify what is in the room, refrigerator, computer, car, etc. Speak the list, and if the word has gender, or is singular/plural, make sure you use the article! - Create a visual thesaurus. Draw an image of a new vocabulary word
Create a concept map of a word with synonyms, opposites, images, scenes, etc. - Look up new words
and their definitions in the new language’s dictionary or online, not in language pairs (for example, French-English). Write out the definition.
Add one synonym or antonym. - Memorizing:
acronym, acrostic, rhymes, loci, keywords, image-naming, chaining
Reading
- Do not read word-by-word, or translate word-by-word.
Prepare yourself for a reading:
study its vocabulary first; review the advance questions.
Then put aside everything and just read, even twice.
Do not look up vocabulary while reading.
Read a phrase or sentence as a �thought� to get its sense or meaning. - Do not write in your text book or reading.
Separately develop a vocabulary list as above. - Go beyond your textbook!
Children’s books are illustrated and easy to read!
Websites are rich opportunities to explore your hobbies in other languages,
and have common vocabulary that gives you a sense of what is written.
(Google advance search will let you enter key words and choose a language for results!) - Read/sing song lyrics of the language!
- As your skills advance, read novels,but read for the story, not vocabulary.
Read a chapter, then if you see repetitive vocabulary, look it up and then read again.
As you advance through the novel, you will forget about vocabulary for the most part.
Writing
- Some languages have unfamiliar alphabets and ways of writing.
Practice writing these alphabets to both learn correct orthography (correct writing), and vocabulary! - Develop writing assignments with the seven stages in your language
- Write out sentences you have practiced orally.
Carefully construct patterns and then write out the sentences with substitute words--multiple times. If you have spell check and the “autocorrect” grammar feature in your word processing, use it! - When you get corrections, re-write them.
Correct what you got wrong, even repeating in order to embed it in your mind.
Grammar
- Read a short clear easily understandable explanation of a grammar rule.
- Find several examples of the rule
Check whether you have mastered the examples - Create your own examples drawn from your daily life,
or in conversations you could have with a friend, classmate, or even a family member.
If you know how to categorize the grammar rule, search the Web for more examples in dialogues, essays, stories. Create variations or your own examples.
Technology
- Create flash cards
whether digital or on paper - Explore using your IPod, MP3, CD in the language
in your car, and at moments when you are waiting or walking or biking, etc.
Some studies have even showed results during sleep! - Check out iPhone apps!
- Use the Internet; search for websites.
Play games, read newspapers, look up your hobby, research for other subjects you are studying, etc. - Watch videos and movies in your new language.
- Learn the words to popular songs and sing along!
Environment
- Immersion!
Think of creating an environment in your room where you can be in contact with your language. - Visit centers and organizations that cater to foreign nationals and immigrants
International student centers, neighborhood and education centers, language and bi-lingual associations, national halls, consular offices, library, etc. - Study daily—develop a foreign language habit
Think of studying as you would for a sport or music: a series of skills that need practice! - Don’t miss a class!
And get to know at least one other student to study with. - Risk! Be fearless in making mistakes, and getting correction.
Would an athlete object when his or her coach corrected certain moves?
So also learning an instrument needs direction from a popular musician.
This is the role of a teacher or native speaker! - Think of building your skill set
Basics lead to more complicated variations:
for example, use “old” vocabulary to practice new grammar - Study with a friend, in a group,
involving yourself in speaking and listening.Play a game online or in the group in the language - Relax and enjoy yourself!
Do not worry about what you cannot remember, or cannot yet understand, or cannot yet say. You are learning and improving. The language will gradually become clearer in your brain as new connections are made, but this will happen on a schedule that you cannot control. So sit back and enjoy. Just make sure you spendenough time with the language. That is the greatest guarantee of success.
Tests
- Testing in language learning often expects you to write, speak, etc.
Ask the teacher which skill (listening, speaking, writing, grammar, vocabulary, etc.) is tested! Prepare specifically for that skill.
Study abroad
- One of the biggest mistakes students make in study abroad programs is to hang out with those from their school in the new country. Don’t.
Get the most out of your trip by living with a family (home stay), asking for a dorm with local students, meeting students in the country, exploring (shopping!) by yourself or a companion who does not speak your language.
But be safe: ask advice about where to go and what to do.
Wednesday, 20 July 2011
Learning to learn
Your path for most effective learning is through knowing
All learning, however, is a process which settles into certain steps.
Begin by selecting each step and answer the questions.
Then plan your strategy with your answers, and with other "Study Guides."
Four Steps to better understand how you learn:
1. Begin with the past
2. Proceed to the present
3. Consider the process
4. Build the review
- yourself
- your capacity to learn
- the process you have successfully used in the past
- your interest in, and knowledge of, the subject you wish to learn
All learning, however, is a process which settles into certain steps.
Begin by selecting each step and answer the questions.
Then plan your strategy with your answers, and with other "Study Guides."
Four Steps to better understand how you learn:
1. Begin with the past
2. Proceed to the present
3. Consider the process
4. Build the review
Tuesday, 19 July 2011
Math: Menggerunkan?
Puluhan tahun lepas,mata pelajaran Math mungkin merupakan subjek yang menggerunkan. Teramat sukar difahami,tambahan lagi jika cikgunya garang. Alahai, ramai yang seram sejuk dibuatnya.
Namun seiring kemajuan teknologi dan pendedahan demi pendedahan mengenai betapa pentingnya aplikasi Math dalam industri dan lain-lain bidang, semakin ramai yang mula meminati subjek ini.
Di Pusat Tuisyen AStan Jaya, para pelajar bukan sahaja didedahkan dengan keberbagaian konsep dan formula matematis ,tetapi juga teknik guna pakai yang pantas dan berkesan. Jadi tunggu apalagi, mari bergabung bersama kami..........
Namun seiring kemajuan teknologi dan pendedahan demi pendedahan mengenai betapa pentingnya aplikasi Math dalam industri dan lain-lain bidang, semakin ramai yang mula meminati subjek ini.
Di Pusat Tuisyen AStan Jaya, para pelajar bukan sahaja didedahkan dengan keberbagaian konsep dan formula matematis ,tetapi juga teknik guna pakai yang pantas dan berkesan. Jadi tunggu apalagi, mari bergabung bersama kami..........
Sunday, 17 July 2011
Kata-Kata Hikmah
Wasiat Lukman Al Hakim kepada putranya: "Wahai anakku, pergaulilah para alim dan rapatilah mereka itu dengan kedua lututmu. Sesungguhnya Allah SWT menghidupkan hati dengan cahaya hikmah sebagaimana Dia menghidupkan bumi dengan hujan lebat dari langit."
Ibnu Mas'ud r.a berkata: "Hendaklah kamu semua berusaha menuntut ilmu pengetahuan itu sebelum ianya dilenyapkan. Lenyapnya ilmu pengetahuan ialah dengan matinya orang yang mengajarkannya. Seseorang itu tidak dilahirkan sudah menjadi pandai. Jadi ilmu pengetahuan itu perlulah diusahakan dengan belajar."
Ibnu Mas'ud r.a berkata: "Hendaklah kamu semua berusaha menuntut ilmu pengetahuan itu sebelum ianya dilenyapkan. Lenyapnya ilmu pengetahuan ialah dengan matinya orang yang mengajarkannya. Seseorang itu tidak dilahirkan sudah menjadi pandai. Jadi ilmu pengetahuan itu perlulah diusahakan dengan belajar."
Pusat Tuisyen Astan Jaya menyediakan bimbingan belajar untuk:
1. Pelajar Tahun 1: (based on curriculum)
-Math : Jumaat (pukul 3-5 petang)
RM 30/bln
-English : Sabtu (pukul 3-5 petang)
RM 30/bln
2.Pelajar Tahun 2: (based on curriculum)
-English : Isnin (pukul 8-10 malam)
RM 35/bln
-Math : Khamis (pukul 8-10 malam)
RM 35/bln
Note: Selama bulan Ramadhan masa belajar diubah ke pukul 3-5 petang .Harap maklum.
3.Kelas Iqra'
Isnin-Khamis (pukul 5-7 ptg)
RM 30/bln
4.Kelas Tajwid (Mahir)
Jumaat-Sabtu-Ahad
Pukul 5-7 ptg
RM 30/bln
5. Basic English Course (for beginners)
Sabtu dan Ahad (pukul 8.30-10.00 pagi)
RM 30/bln
6. Advanced English Course
Sabtu dan Ahad (pukul 10.30- 12.00 tgh hr)
RM 35/bln
* Subjek-subjek lain akan diadakan mengikut permintaan.
1. Pelajar Tahun 1: (based on curriculum)
-Math : Jumaat (pukul 3-5 petang)
RM 30/bln
-English : Sabtu (pukul 3-5 petang)
RM 30/bln
2.Pelajar Tahun 2: (based on curriculum)
-English : Isnin (pukul 8-10 malam)
RM 35/bln
-Math : Khamis (pukul 8-10 malam)
RM 35/bln
Note: Selama bulan Ramadhan masa belajar diubah ke pukul 3-5 petang .Harap maklum.
3.Kelas Iqra'
Isnin-Khamis (pukul 5-7 ptg)
RM 30/bln
4.Kelas Tajwid (Mahir)
Jumaat-Sabtu-Ahad
Pukul 5-7 ptg
RM 30/bln
5. Basic English Course (for beginners)
Sabtu dan Ahad (pukul 8.30-10.00 pagi)
RM 30/bln
6. Advanced English Course
Sabtu dan Ahad (pukul 10.30- 12.00 tgh hr)
RM 35/bln
* Subjek-subjek lain akan diadakan mengikut permintaan.
Subscribe to:
Posts (Atom)