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ction,73,1,98,2,100,1","distractions,98,1","distress,95,1,113,1","distressed,77,1","distributors,27,1","districts,1,1,25,1","disturb,111,1","disturbance,95,1","diverse,77,2","diversion,77,2","diversities,4,1","diversity,77,5","divide,107,1,112,1","divided,5,1,113,1","divine,5,3","division,80,2,107,5","divulged,111,1","doctor,111,1","doctor&rsquo,24,1","document,74,2,103,1,107,1","documented,80,1","dodahr,44,1","dog,112,1,113,1","doing,5,5,12,3,17,2,56,1,72,5,78,1,79,2,80,1,98,3,100,3,112,2,113,2,114,1,126,2","doll,98,1","dolphins.&rsquo,6,1","domain,5,5,77,1,111,1,112,1","domains,77,11","domestic,113,1","dominant,111,1","dominate,111,2","dominating,112,1","domination,111,2","don&rsquo,10,1,14,1,16,1,72,3,78,3,79,2,98,1,112,2,116,1","donkey,114,2","doom,5,1","door,98,1","doors,114,1","dormant,78,1","dosing,78,1","double,65,1","doubt,75,1,114,1","down,6,1,73,1,77,1,78,1,95,1,107,1,111,2,112,1,113,1,116,2","downfall,114,1","dr,74,1,126,1","dragging,114,1","drains,73,1","drama,9,2,22,1,23,1,35,2,50,2,76,1,77,2,95,1,105,2","drama-related,77,1","dramas,6,1","dramatic,6,1,77,4","drastic,111,1","draw,5,1,99,3,116,1","drawing,68,1,73,1,77,1,95,1,84,1","dream,5,2,80,2","dream&rdquo,5,1","dreaming,5,6,116,1","dreams,5,4,80,1","dress,78,1","drinking,12,2,72,2","drive,5,13","driven,78,2,79,1","driver,76,1","drives,5,7","drives&rdquo,5,1","drives.&rdquo,5,1","driving,76,1","dropout,1,1","dropped,13,1,72,1","drops,80,1","drought,5,1","dry,76,2","dua,21,2,72,2","dubai,125,1","duck,98,1","due,5,2,74,1,75,1,76,6,78,2,111,1,114,2","dull,114,1","duplicate,5,1","duplication,5,3","duplication&rsquo,5,1","duration,113,2,114,1,118,1,120,1,123,1,127,1","during,1,1,3,1,26,3,74,1,76,1,77,2,95,1,108,1,80,1,94,1,111,3,114,6,116,2,121,2","dust,10,3,72,3","duties,114,1","duty,111,1,113,1","dwindling,76,1","dynamic,24,1,106,1","dysfunctional,77,1","dyslexia,95,4","dyslexic,95,1","e.g,5,1,77,32,98,1,100,1","e.t.c,98,1","e_all,45,1","each-other,111,1","eager,95,1","eagle,113,2","ear,95,1","earlier,114,2","earliest,36,1,37,1,129,1","early,1,4,3,1,5,1,12,1,36,4,37,4,74,8,72,1,77,55,95,3,84,1,92,1,114,3,125,3,129,4","earmarked,84,1","earn,113,1","earnings,113,1","ears,112,1,114,3","earth,5,3,111,1,112,1,113,1,114,5","earth&rsquo,112,1,114,1","easel,77,1","easier,95,1","easily,24,1,56,1,67,1,76,1,95,3,111,1,112,1,116,1","east,95,1,111,1","easy,58,1,62,1,66,2,67,1,68,2,69,2,80,1,94,1,107,1","easy-to-understand,1,1","eat,19,1,72,1,113,1","eatables,114,3","eating,95,1","eats,114,1","ece,1,1,36,4,37,4,74,5,83,1,84,1,94,1,125,1,129,4","echo,95,1","echoed,116,1","echolalia,95,1","economical,5,9,74,1,106,1,116,1","economical.gif,210,8","economy,4,1","ecstasy,112,2","ecuador,27,1,82,1","edited,46,1,47,1,48,1,110,1","educate,75,1,76,1,80,2","educated,112,1,113,1,125,1","educating,107,1","education,1,5,2,1,3,6,4,7,5,22,6,2,8,1,9,1,10,1,11,1,12,1,13,1,14,1,15,1,16,1,17,1,18,1,19,1,20,1,21,1,22,1,23,1,24,8,26,2,32,4,34,1,35,1,36,26,37,26,38,1,49,1,50,1,51,4,52,1,74,9,71,1,72,1,73,1,75,1,76,5,77,1,78,3,79,5,95,1,80,16,81,4,84,4,91,1,92,7,93,1,94,5,104,1,105,1,106,10,107,1,112,1,113,1,114,2,116,3,118,1,120,1,123,1,124,1,125,6,126,2,128,1,129,26","educational,1,4,3,7,4,2,5,10,26,2,51,1,52,2,53,1,77,2,78,15,80,6,84,5,92,5,93,1,94,3,99,1,106,6,107,2,109,1,116,5,124,1,125,1","educationalists,36,1,37,1,129,1","educationist,75,1,116,1","educationists,52,1,53,1,94,1,109,1,116,1","educators,116,1","edwards,44,1","effect,5,2,6,1,76,1,113,2","effective,3,1,5,7,24,2,25,1,51,1,53,1,58,2,65,1,66,1,67,1,69,1,74,2,77,3,80,4,94,1,107,3,109,1,116,1,118,1,121,1,125,2","effectively,5,3,26,1,66,1,77,5,80,1,107,1,116,1,127,1","effectiveness,26,1,74,1,77,1,92,1,107,1","effects,5,1,73,2,75,3,76,1,77,1,78,3,84,1","efficacy,53,1,92,1,109,1","efficient,24,1","efficiently,107,1","effort,5,1,26,1,80,1,112,1,113,4","efforts,3,2,25,1,51,1,74,1,95,1,98,1,100,1,113,1,114,1","egg,98,1,114,1","eggs,114,1","ego,73,2,79,1","egypt,27,1,82,1","eight,25,1,114,1","eighteen,74,1,76,1","eighteen-wheeler,116,1","einstein,73,1,76,1,113,3","either,5,2,74,2,75,1,111,1,113,1,114,1","elaborate,5,1","elaboration,116,1","elbow,98,1","elders,5,1","elebrate,73,1","electronic,36,1,37,1,129,1","elegant,27,8","element,5,1,114,1","elements,5,1,62,1","elephant,98,1","elevates,111,1","elevating,106,1","elevation,114,1","eligible,120,1,123,1,127,1","eliminate,1,1,5,1","eloquent,76,3","eloquently,76,1","else&rsquo,111,1,112,1","elseif,31,1","elsewhere,76,1","email,27,1,28,5,29,5,31,14,40,1,45,3,82,1,102,7,106,1","e-mail,1,1,2,1,3,1,4,1,5,1,6,1,8,1,9,1,10,1,11,1,12,1,13,1,14,1,15,1,16,1,17,1,18,1,19,1,20,1,21,1,22,1,23,1,24,1,25,1,26,1,28,1,29,1,31,4,32,1,33,1,34,1,35,1,36,1,37,1,38,1,39,1,40,1,41,1,42,1,43,1,44,1,46,1,47,1,48,1,49,1,50,1,51,1,52,1,53,1,54,1,55,1,56,1,57,1,58,1,59,1,60,1,61,1,62,1,63,1,64,1,65,1,66,1,67,1,68,1,69,1,70,1,74,1,71,1,72,1,73,1,75,1,76,1,77,1,78,1,79,1,95,1,108,1,80,1,81,1,82,1,83,1,84,1,85,1,86,1,87,1,88,1,89,1,90,1,91,1,92,1,93,1,94,1,96,1,101,1,102,1,103,3,104,1,97,1,98,1,99,1,100,1,105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arrFiles=new Array();arrFiles[0]=new Array(1,"aboutnceachievements.htm","9 Apr 2007","NCE Achievements","","","farrukh farrukh Achievements of NCE Early Childhood Education Program World Bank Project According to experts 80% of human personality develops before the age of six. Therefore, all over the world great importance is given to Early Childhood Education. In Pakistan private schools have established Early Childhood Education systems. Therefore Parents prefer private schools upon Govt. schools. NCE has developed and implemented a complete ECE program in Balochistan. This program has built up awareness for early education and has helped in reducing the dropout rate in Balochistan. Primary Books for Balochistan World Bank Project The World Bank selected NCE for this responsibility after a careful review of all educational research organizations of Pakistan. NCE experts have trained and monitored the textbook writers of Balochistan on writing activity-based quality books. During the course of this project, NCE used most modern integrated skills, designing and assessment techniques for the development of these textbooks. Competencies Developed for Northern Areas British Council Project NCE has supervised the development of educational competencies for the primary classes in the Northern Areas of Pakistan. This project involved training of local competency developers, field surveys and the supervision of the development of actual competencies. All future books to be developed in the Northern Areas in coming years will be based on these competencies. 100 School Enhancers After an extensive research NCE has identified 100 school processes that constitute the working of a school system. A systematic management of schools is now possible by properly implementing the processes developed by NCE to achieve each enhancer. Urdu Key Word Books For the first time in Pakistan NCE researchers have collected a vocabulary of 1000, 500, 300, and 100 most commonly used Urdu words. Now this research is used at NCE to write quality Urdu books. The same research is used in teachers training to help them use easy-to-understand language and prepare proper assessments for the school going children. NCE conducted a five-year long comprehensive research in Urdu Language to evaluate the problems faced while learning Urdu language. This research was conducted in various areas of society with children coming from various socio-economical environments, and it led to the development of Jugnoo Urdu Silsila and Jugnoo – Sabaq. Of many outcomes of this research two are most important and revolutionary: Small letters New instructional order of letters Adult Literacy in 40 Districts National Commission for Human Development (NCHD) Project: Through Jugnoo-Sabaq an illiterate person of any age from any ethnic background can read a Newspaper independently and write a letter creatively. In the last 7 years NCE has made landmark achievements in the development of literacy material. NCE has provided books and technical support to NCHD spreading literacy in underdeveloped communities and areas all over Pakistan with remarkable results. 70,000 people are benefiting at 1500 centers and over 2000 teachers have been trained all over Pakistan for this remarkable project. Literacy in Sialkot Child Labour UNICEF Project UNICEF had planned to open literacy centres in Sialkot to eliminate child labour illiteracy in Sialkot. They chose NCE to provide books and technical support for this project. 100 teachers have been trained and 3,000 children were made literate through this project. School Support Program A complete support towards quality education Over the years NCE researchers have developed School Support Program to enhance educational system being pursued in Pakistan. Schools educational standard has improved considerably with the help of SSP. School Support Program is a blend of 7 individual services. These services are designed after an in-depth study and analysis of the needs of private schools in Pakistan. Each one of these services specifically promotes a particular area of the school system. 1. Teachers Awareness Workshops 2. Research based Syllabuses 3. Teachers Guides 4. Teaching Aids 5. Teachers Training Workshops 6. Consultancy & Support Visits 7. Parents Awareness Workshops f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",9);arrFiles[1]=new Array(2,"aboutncecareer.htm","13 Mar 2007","NCE Career","","","farrukh farrukh Are You Ambitious? Working for NCE is much more than a job. It’s a mission and a noble service to the community. People working for NCE have passion and commitment. Dedication is the only feature they have in common. NCE members want to make a difference to the lives of the next generation through splendid education. Many of the current experts and consultants of NCE obtained their professional training at NCE from their senior colleagues. Of course they had to work harder than others to master the new teaching strategies and research methodologies, but it all paid off once they started to make purposeful contribution. They were inspired to offer their best for the noble cause candidly being pursued by NCE. So, if you have the ambition to learn new ideas and strategies and to sponsor actively NCE ideals please feel free to come forward. At NCE you will come across exciting projects, adventurous learning and stimulating challenges. You will love the cordial environment of the organization. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",4);arrFiles[2]=new Array(3,"aboutncehistory.htm","13 Mar 2007","NCE History","","","farrukh farrukh History The Conquest (with flying colors) Launch: NCE was established by a group of enthusiastic American and British trained educational experts, who returned to Pakistan with an explicit vision to revolutionize the form and substance of education in their homeland. Struggle and Dedication: During the first couple of years they were ardently engaged in study and research of the prevalent contemporary pre-primary and primary education systems. Realizing the ingenuity and significance of the projects, a small group of energetic researchers joined NCE to become a part of the newly founded organization. The first research concluded by the efforts of this committed group was an entirely distinct and purposefully effective method of teaching Urdu and English at preprimary levels. This remarkable achievement was made with meagre financial, material and human resources .Only unfaltering determination and loyal dedication were the steering forces for this noble cause. The Challenge: The first recognition of this prestigious NCE project was made by the World Bank, who requested the NCE experts to train the govt. teachers in Balochistan for the adoption of this advanced approach in provincial schools .The training was provided to a group of master trainers selected from all over the province. These master trainers then trained thousands of teachers all over the province on the same lines. The success of this fascinating program inspired the World Bank to spearhead the development of primary science books for the province .This challenging project consisted of developing, grading and designing of the books on modern scientific and educational lines. The science books developed by the NCE team are core competency based. An integral part of the scheme is the intensive training necessary for the teachers who are assigned the teaching of science in schools by using these books .The training is carried out on regional basis by the qualified NCE instructors. The successful implementation of this program throughout the Province of Balochistan convinced the authorities to accredit NCE for a similar enterprise in the educational institutions of the Northern Areas. Promising Growth: While engaged in this meritorious activity NCE steadily continued to advance their own research on various aspects of pre-primary education .By now ,NCE experts had developed a comprehensive range of English, Urdu, Phonics and Reading systems for pre primary classes . As the NCE pre-primary systems gained recognition, an imminent need was created for a multi – dimensional training course for preprimary teachers and coordinators. Responding to this demand for professional teachers training, NCE devised and introduced its widely acclaimed Modern Montessori Training program, a nine month Early Childhood Education agenda. Lateral Expansion: As the systematic research of NCE advanced, so did the demand for more technical support and professional consultancy. To ensureproper implementation of its educational systems, NCE initiated a unique program, currently known as School Support Program. Its primary objective is to help schools derive the most benefit of the latest system of education provided by NCE. The competencies aimed to be developed through NCE system are now being cultivated properly and systematically. The Sky is the Limit: As children from pre-primary classes started to move up to primary levels, schools demanded a similar competency based syllabuses for primary sections as well. NCE’s experienced and qualified personnel promptly responded to this demand and launched a whole new research project for this purpose. The NCE board of directors secured the expertise and skills of the renowned consultants, experts and research fellows by headhunting and offering them various incentives to meet the challenge of creating a competency based series for primary classes. The primary educational systems of other countries were studied and evaluated. All modern techniques of research were employed to collect, analyze and classify various relevant data until NCE managed to develop a competency based education system for primary classes as well. The system includes competency based reading materials, teacher training, parents orientationandmuch more. The dedicated participants of this project were so passionately involved that one of them sacrificed her life to accomplish her noble assignment. While concentrating on her task, she ignored a fast approaching bus on a busy road. She was hit and died on the spot, a true martyr of dedication to a noble cause. Such conscientious efforts made it possible for us to create the first competency based unique educational system of the country. As the number of educational institutions tremendously increased throughout the country, NCE had to set up its offices, with guidance centres in other parts of the country. Today NCE has proudly opened its offices in 7 locations. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",9);arrFiles[3]=new Array(4,"aboutncemission.htm","13 Mar 2007","NCE Mission","","","farrukh farrukh Mission Statement Mission New Century Education is a research-based educational organization. Our primary mission is to engaging people everywhere in “Improving children education through research, training & support”. Vision We envision a future in which families, communities, schools, and government ensure that all children are provided better education towards balanced personality they need to grow into beneficial, contributing part of society and economy. Values • Every child has value to society. The needs of the child must be first priority of the nation. • Every child is entitled to education, the chance to develop to his or her full human potential, and opportunities to contribute to the common good. • The family and the school both have specific responsibilities, but society at large shares the responsibility for promoting healthy human growth and development. • The schools and institutions have come together because we share a common mission and because we value interdependence through better education. • The shared values that combine this learning organization include honesty, trust, patience, thankfulness, inner satisfaction and accountability to continuous quality improvement. Goals Working with and through its member schools, NCE is committed to activities, which achieve these goals • To develop and publicize educational systems that develop children and strengthen families • To promote high-quality education through training, consultation, support and publications • To ensure that all child education are provided in a manner that demonstrates respect and tolerance for the different diversities. • To promote open exchange of data, resources, and ideas within and across systems that serve children. • To serve children by continually strengthening our member schools. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",5);arrFiles[4]=new Array(5,"aboutncephilosophy.htm","13 Mar 2007","NCE Philosophy","","","farrukh farrukh The Philosophy of Education Any education, no matter when, where, and how it’s given, is based on certain beliefs. This base may or may not be evident to the teachers, children or parents, but it plays a significant role in the shaping of a society in a certain manner. The set of beliefs which forms the bedrock of any educational system evolves through revelations, revolutions and discoveries. The following main elements inspire any set of beliefs: Transition in Space and Time Beliefs are shaped when a great environmental change like flood, drought or abundance disintegrates or invigorates the firmly held views. Lack of positive response or reaction to the environmental changes creates Vacuum, which is filled with distorted assumptions. The great depression of 1930 helped create new beliefs In USA. Similarly the defeat that Muslims had to suffer in the 1857 war of independence created a transition in time that helped create two parallel systems of education i.e. one for the losers – the madrasa, the other for winners – the modern School system. Ideas in Science and Philosophy An idea whether it is in science or philosophy, as well as great discoveries shape new beliefs. Greek philosophy created new beliefs, and so did Newtonian physics. Most ideas in philosophy were clearly defined and brought closer to the state of belief by the originator. Whereas, the scientists developed ideas or brought about discoveries and it were usually others who shaped those ideas or discoveries into beliefs. Darwin’s theory of the evolution of species helped people think in a new way and from it evolved new beliefs. The beliefs that originate from a discovery are probably not the beliefs of the discoverer but nevertheless such beliefs find their way to the hearts and minds of the people. Divine Guidance (The Quran) Any divine guidance, and they are limited in number (as well as terminated till the end of time), shape beliefs. For Muslims this divine guidance is the Quran. Similarly the Bible is the source of education prescribed by the Christian missionary schools. Beliefs in turn create a need for the purpose of education. The purpose of education originates from the demands of a belief. Thinkers of a nation after careful study of their belief system formulate the purpose of education. This purpose of education protects a people’s belief and helps it grow. For example, ‘The development of a Good Muslim’ can be termed as the motive of education for an ideal Muslim community. A pragmatic system will adhere to the principle of utility through each and every component of its curricula. The secular system of education will only be concerned about the temporal and material welfare of the individuals and society and will eliminate any element of religious or spiritual objective. The development of a complete educational system emanates from purpose of education. A complete educational system consists of materials and resources required to teach and learn. It incorporates various items falling under “The Six Core Areas of a School.” The development and implementation of a comprehensive educational system is a technical as well as a specific venture. It is designed to achieve all or some of the following objectives as it conforms to the beliefs and aspirations of the community. It preserves and transmits the cultural heritage. It develops the natural endowments of the children and stimulates the social and environmental progress. It inculcates the desirable qualities of a good citizen among the young generation. It fosters individual and social morality and sense of responsibility. It ensures national prosperity by creating a dignified approach among the youth invariably for various occupations and professions. It develops an insatiable urge for real knowledge. It cultivates mental, physical, spiritual and emotional aspects of the individual personality. It eradicates illiteracy among the masses. Initially this is achieved by the three components of the government collaborating with each other in complete harmony for the implementation of a specific purpose of education. Collectively these three components are called, “The Iron Triangle.” Following is a short description of these three components. the Leader that controls the armed forces and law enforcing agencies the bureaucracy or the intellectuals who control information and knowledge, and The wealthy who control the financial resources. The Iron Triangle assigns experts to create the details of this new education. They also ensure systematic implementation of this new educational structure. This process is explained visually through this diagram: EDUCATION IN ISLAM What is then the education in Islam? It comprises three types of knowledge and training for four types of action. The knowledge can be abbreviated as SAE, whereas actions can be termed as SEPA: Knowledge Knowledge is of three kinds: Self, Allah, Environment. Together they are termed as SAE. They should be developed in the order of Self, Allah and Environment. It is important to maintain this order in education for proper personality development. The education must start with the knowledge of self. The knowledge of self encompasses various topics relating to the self. These features can be identified in various resource books on this subject. One feature that should be of special interest but not commonly found in resource books is the creation of the self. It is important that children are instilled with the belief that they are created by Allah. Thefollowing ‘Webbings’ show some of the areas that should be focused upon when giving the knowledge of self. There are many other areas that can be targeted for the knowledge of self which are not shown in these Webbings. 1. Self The education is to develop the personality of a child in all its aspects. In the beginning some knowledge about Allah is given, as the mind of the child is not developed in full to understand other concepts like Hell, Heaven etc. The child starts to comprehend these by the age of 6 or 7. The Personality of the child should be developed according to the commands of Allah on the following lines. SPIRITUAL EMOTIONS (fear & reward) PROFESSION A child’s Personality should, then be developed in the above mentioned fundamental areas, as well as other areas not mentioned in the above webbing. 2. Allah Tawheed is the most important component of Islam. Some basics of Tawheed should be given to children at an early age. More details are added, as children’s consciousness grows stronger. The teaching of Tawheed should include the following topics. Allah Various Islamic concepts come under this heading. This is done with the help of the Quran and Sunnah. 3. Environment The study of environment includes a wide range of topics, concepts and skills. It ranges from human societies to animal and plant kingdoms. We receive guidelines for this type of study from the Quran and Sunnah. For example, the motivation for the study of archeology comes from an Ayah that says “spread on earth and see what happened to those who rejected the faith.” Similarly there are references to plants, insects and rocks. All the topics of study that come under the heading of environment are given in the Quran. Environment As mentioned above the third type of knowledge can be termed as Society or Environment. This is a vast area of knowledge. There are numerous references and ‘leads’ in the Quran and Sunnah that can help us set our educational objectives for this area of knowledge. TRAINING Islam is the religion of action. It demands continuous action from its believers. Through the study of the Quran and Sunnah literature it has been concluded that action can be grouped in four precise aspects These are Personal, Social, Economical, and Political. Together they can be termed as SEPA, where P is used for two words i.e. Personal and Political. The education should focus on teaching children about the various types of actions they need to perform in life and, more importantly, to develop specific skills so that they are able to carry out those actions effectively. These skills are the  \'Action Skills.’ These four types of action are briefly explained as under: Personal Action The first and the foremost is the Personal Action. All changes must start with the self. One must act on his or her own self first. Different types of action come under this heading: 2. Social Action The second is the Social Action. Once a believer performs actions on self, it moves on to act on the society. Some of the topics that can be covered under this heading are grouped as follows: There are many other aspects not included in this webbing. 3. Economical Action The development and implementation of Social Action leads to Economical Action. Once a group of people performs Personal and Social Actions and bonds together in true sense mentioned by Ibne-Khaldun as ‘The Asabiah ’ they move on to the Economical area. This Economical activity gives a community the important financial means needed for prosperity and growth. Not all people who develop Social Action contribute to the Economical Action. The following actions come under the Economical Action. 4. Political Action The pinnacle of all the actions is the Political action. Only, a few of the people who start the journey of actions go on to develop Political Action. A nation where people develop the previous three actions and some go on to develop the Political action, becomes successful and prosperous. Following are some of the actions covered under this heading: Above are the four types of actions that are important for a person to be functional and effective as a human being as well as a good Muslim. Education, therefore, should focus on the development of skills that can help a student perform the above mentioned actions properly and effectively. These skills may be termed as the “Action Skills,” and they are associated with each of the four types of action i. e. Personal Action Skills, Social Action Skills, Economical Action Skills, and Political Action Skills. The teaching of various subjects should focus around the development of Action Skills. Yearly planning should be designed to consolidate the scope and sequence of these skills and by incorporating them in appropriate lessons or chapters. The knowledge of SAE and the training for SEPA skills are equally important for the good educational system. SAE gives children understanding of themselves, Allah, and the universe. It stimulates them to do good actions and provides all the necessary information required for this purpose. Training for SEPA skills helps students perform their actions effectively. Actions without skills may create chaos, confusion and frustration and may not lead to any desirable results. On the other hand, any development of skills that does not lead to an action due to the absence of knowledge (SAE) creates bigotry and hypocrisy. Also in the absence of the knowledge of SAE, a person may arrive at wrong conclusions and acquire knowledge that may be harmful for that person as well as the society. Now if such a person is trained in skills and is motivated to produce wrong type of actions based on wrong type of knowledge then it is like “handing over a sword to a murderer.” (Omar RA). CHAPTER TWO The Date Palm Model As we have discussed in the previous chapter, the purpose of education in Islam is the development of “A Good Muslim”. How do we explain and elaborate the character of a Good Muslim? Is there a workable model of a Good Muslim that can be used to develop a complete educational system? In this chapter an effort has been made to present a practical and effective model of a “Good Muslim”. This model can be used to develop a complete educational system. A good Muslim is like a Date Palm. This comes from a Hadith Sahih that says , “The Momin is like a Date Palm that never sheds its leaves. ” The Date Palm model tells us a lot about how a good Muslim should think, feel and act. By relating to the Date Palm we can deduce the characteristics of a Muslim. The development of these characteristics should then be the objective of our education. Let’s look at the various parts of a Date Palm to understand its analogical relevance to a good Muslim. The Date Palm consists of four parts i.e. a. Leaves, b. Trunk, c. Roots, d. Fruit. This is how it is related to the Human self. Leaves receive light and then process it. For human self it means observing the environment thoroughly and then analyzing it. This process may be called The Process of OA. (Where O stands for Observation and A stands for Analysis) The trunk receives the nutrition processed by leaves and grows taller and stronger. For human self it means the ability to draw the conclusions and then emerge in wisdom. This process from observation to reaching the conclusion can be called the ‘Thinking Process’ or the process of OAC. (Observation, Analysis and Conclusion ) The root of the tree obtains nutrition from the earth which is the mixture of salts, minerals and water. It resembles the emotions of Human self. There are five types of emotions. All human beings have these five primary emotions and they are the raw materials for secondary emotions as well as all of our actions. These five emotions are Fear, Grief, Reward, Hope, Pleasure. Two of these five emotions, Fear and Grief are the x emotions. Whereas, Pleasure, Hope and Rewards are the y emotions. Two of these five emotions relate to the future i.e. Fear and Reward. One of these is relentless ‘Hope’. Pleasure is transient. One emotion ‘Grief’ is a cynical form of pessimism. The ultimate organic yield of a Date Palm is the sweet dates. Among human beings its equivalent are the actions generated by inclinations or intimidation. The actions of a human self engulf the following four areas: Personal Action, Social Action, Economical Action, and Political Action. Collectively they have been discussed in the previous chapter. The Date Palm Model We can see that the Date Palm is divided into two major parts: a. above ground part, b. below ground part. Similarly the Human self may be apportioned into two sections. a. the Mind Domain, b. the Heart Domain. With a study of the human behaviour, and actions, the psychological researches, and the Date Palms analogy, the following conclusions are reached: a. The Mind Domain and Heart Domain are independent, but b. they constantly affect each other. The human self through its ability to OAC invariably receives signals that transform into emotions. In other words the emotions are manifested around various bondings. These bondings or environmental effects are the ‘Incentives’. Through the study of the Quran as well as other psychological materials it can be concluded that there are 17 different types of Incentives. Those 17 Incentives are: 1. Money 2. Leader 3. Position 4. Spouse 5. Children 6. Material 7. Elders 8. Information 9. Body 10. Organization 11. Idea 12. Enemy 13. Social 14. Family/Parents 15. Friend 16. Work 17 Past. Eventually, all human actions are administered by Incentives. They configure our emotions into “Drives.” At this point we can reach an important formula: D= E ´ I (Where D= Drive, E= Emotion, and I = Incentives) The Drives are the force behind all human actions. A Drive can be right or wrong. Only the right type of Incentives can shape right Drives and thus motivate us for the right actions. When these Incentives are right and lead us to right actions we can attribute them to the light of the Quran and Sunnah. Similarly wrong type of incentive can shape a wrong Drive and thus stimulates a wrong action, only to be outside the light of the Quran and Sunnah. Changing from Date Palm to Bush In various circumstances and conditions one of the emotions either x or y triggered by the input of a wrong Incentive can inculcate a wrong Drive. This phenomenon can be called the “Deviation”. If Deviation of x emotion has happened, then any y emotion will pull out automatically. This is the “Duplication’. As this happens and if not restrained on time, it leads to ‘pulling out’ of other emotions contravening the Quran and Sunnah resulting in “Multiplication.” The trunk starts to duplicate and then multiply in order to support the Duplication and Multiplication in the Heart Domain. The process of Multiplication erodes the ability to conclude (C). A person going through this phase is only able to Observe and Analyze (OA). This starts to take its effect on the trunk (wisdom) and roots (emotions) of the person and gradually the personality degenerats from a Date Palm into a Bush. This process is explained visually through the following diagrams Deviation Changing from Date Palm to Bush Principle of Deviation: When a wrong Incentive comes through OAC a wrong Drive with either x or y emotion will emerge. Drive Duplication Changing From Date Palm To Bush Principle of Drive Duplication: When a wrong Drive with (x or y emotion) emerges in the heart, the second Drive will emerge naturally e.g. if there is a new x emotion, then a y emotion will emerge and vice versa. For every fear there is hope. For every pleasure there is grief. Due to this our ability to derive conclusions (wisdom) becomes weak. “In their heart is a disease and Allah increases the disease. A painful doom is theirs because they lie”. (Sura Al-Buqara - 10) Multiplication A Complete Bush Principle of Drive Multiplication: Whenever a wrong Drive is formed in the heart the other I- (wrong incentive) will consistently enter the heart through observation. The ability to analyze is diminished. The mind only observes and acts. It only follows the commands of the heart and does not A or C. Therefore these incentives initiate the creation of new evil Drives. “And the example of the cursed is that of an evil tree. It is torn up by the root from surface of the earth; it has strength ”. (Sura Ibrahim) Dreaming and Doing The right kind of Drive formation leads to dreaming and then to doing. If we compare these two with the Date Palm then the dreaming and doing are the raw and ripe fruits respectively. These are explained below: Dreaming It is done to envision the project, imagine the end or to motivate for actions. Dreaming is done around the following: Allah 01. Yaum-e-Jaza / Akhirat 02. Jannah / Jahanum Self 03. Ourselves 04. Development 05. Future 06. Family 07. Past 08. Position Environment 09. Other people 10. Things, animals, objects 11. Place in time reference 12. Time in place reference 13. Inventions / Explorations Doing This type of thinking is done to plan for actions. For effective planning it is necessary that one must have clear dreams because a clear dream leads to good plan and then to right action. Spiral of Thinking In the light of the above the purpose of an educational system is to develop the following: a) The Process of OAC b) Powerful Drive c) Dreaming and Doing This may be called the ‘Spiral of Thinking’. What is Spiral of Thinking? Just thinking is not effective; it is organization of thinking that makes it effective. Spiral of Thinking is a well-organized scientific method containing thinking steps in a systematic sequence. Those who want to live in this world with some objectives should develop this Spiral in their mind. Prophet’s (SAW) life is one of the most significant examples, in which the Spiral of Thinking is evident all the times Steps of Spiral First round: (1) We “observe”. (2) Then we “analyze”. (3) From that we form “concepts”. (4) Concepts shape our “Drives”, which are based on incentives and emotions. (5) Drives (E x I) make us “dream”. (6) Then we make a “plan” to materialise those dreams. (7) Finally we “act” on our plan. Second round: (1) We see again after we act. (2) We analyze the process / change / action / effect. (3) We form concept (achieved / partial / not achieved). (4) That gives us pleasure / hope / reward / fear / grief. (5) Then depending on those Drives we dream again. (6) Then we check our plan again. (7) Then we act again. All the steps of the Spiral are inter-linked. Good observation leads to effective analysis. Effective analysis shapes the right conclusions. Right conclusions develop powerful Drives. Powerful drives promote vivid Dreams. Vivid Dreams lead to right Actions. Weakness of any one step of the Spiral leads to the ineffectiveness of the rest of the steps and makes the whole Spiral useless. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",32);arrFiles[5]=new Array(6,"about_crafts.htm","21 Apr 2007","Creative Writing","","","Creative Writing Much of spoken and written language comprises of 12 styles. Collectively they are called the 12 crafts of language. Primary classes are a good time to develop the ability in children to express themselves through these 12 crafts. It is important that by the end of class 5 (age 11) children have the competency to express themselves creatively using any of these 12 styles. Following are the 12 crafts of language and the corresponding classes by the end of which they should be developed: Class 1: 01. Story 02. Essay Class 2: 03. Diary 04. Letter Class 3: 05. Poem 06. Narration 07. Autobiography Class 4: 08. Interview 09. Dialogue Class 5: 10. News Story 11. Research Report 12. Advertisement New Century Education provides schools with the syllabus , teachers training and support that enable them to develop this competency in students. In this section you can read the creative writing of the students who have developed this important competency. The students are ranked according to the number of different crafts they have offered on this site. Here’s how they are ranked: Platinum Writer 10 or more crafts Gold Writer 8 or more Silver Writer 6 or more Bronze Writer 4 or more Writer 3 or less Teachers are suggested to share these creative writings with their students. Parents should read and discuss these works with their children. To learn how to submit your creative works on this site please click here . 1. Story (back to top) Story is made of events that have taken place over different times and places. A good story has strong and interesting characters. It has a well thought out plot and contains vivid description of settings where the story had taken place. Click here to read stories. 2. Essay (back to top) Essay is a blend of facts and opinions of an author around a topic. Before starting, the writer collects different facts on the topic, but instead of listing them down, he presents them in a friendly manner and in own words. A good essay should have a good opening paragraph and captivating heading. Click here to read essays. 3. Diary (back to top) Diary is a daily collection of memories, good or bad. It is your close and dear friend with whom you can share your secrets. A diary includes emotions, feelings and personal experiences. It may include the advance plans. Click here to read diaries. 4. Letter (back to top) A letter communicates the feelings, needs or demands of the author to someone else. A letter should have the required addresses, a good opening, a compact body, and finally a nice closing. Click here to read letters. 5. Poem (back to top) Poem is a unique form of expression. It mostly highlights the emotional aspects of a topic. The poems come in different shapes and sizes, some of which are: Simple rhyming poems Diamante poems Autobiographical poems Dramatic monologue poems Click here to read poems. 6. Narration (back to top) Describing an event or an accident is Narration. A narration contains no opinion or suggestions from the writer. It is reported as it is, without any addition or deletion. It has the chronological sequence of events as well as the clear explanation of place, people and their actions. Click here to read narrations. 7. Autobiography (back to top) Autobiography is the account of a life. It is a life sketch from beginning till end. It tells us about all the good and bad things that have taken place over the years. It can make us laugh and cry. An autobiography can be the life story of any human, animal or object in the first person. Written by someone else about someone is a biography. Click here to read autobiographies. 8. Interview (back to top) A good interview brings out the hidden aspects of a personality. The interviewer digs out the life of a person and then asks striking questions that are both interesting and informative. A good interview inspires the reader. It helps us understand the life of a person from a different perspective. Click here to read interviews . 9. Dialogue (back to top) In a dialogue two or more people discuss a topic. The topic can be as common as, ‘what to cook tonight,’ or it can be highly technical as, ‘the effect of global warming on the dolphins.’ The individuals having a dialogue can be shown to agree or disagree on the topic discussed. In both situations, however, a good dialogue helps us form interesting sketches of the participants. Click here to read dramas/dialogues. 10. News Story (back to top) News story is based on 6 ‘Ws’: what, where, who, when, which, and how. A good news story should start with an interesting opening statement. It should also have an attractive heading that can motivate us to stop at that news and read about it. Click here to read news stories. 11. Research Report (back to top) A research report is written to identify a problem or to introduce a solution. A research report discusses a specific issue scientifically, logically and convincingly. It has sufficient data and facts to support the issue. A good research report has a sound opening statement that clearly highlights the issue and its development. Next it has information to support the point made in the opening paragraph. Finally it has a conclusion where the specific action or recommendation made in the light of the above information is stated. Click here to read research reports. 12. Advertisement (back to top) An advertisement persuades us to buy something, or creates awareness of an issue or a product. A good advertisement says a lot in a few words. The creator of an ad uses strong headings and power images to gain attention. The text of an ad provides only the most essential details, and the closing allures the reader for a prompt action. Good layout, designing and the use of suitable fonts play an important role in making an ad a success. Click here to read advertisements. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",18);arrFiles[6]=new Array(7,"blank.gif","5 Mar 2007","blank.gif","","","",1);arrFiles[7]=new Array(8,"bw_main.htm","20 Apr 2007","Bronze Writers","","","Bronze Writers To be uploaded on 28th April. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",3);arrFiles[8]=new Array(9,"bw_main_1.htm","18 Apr 2007","Bronze Writers","","","Bronze Writers Name: Shumail Ahmed Class: 3-A School: Fazaia School 1. Story 2. Essay 3. Diary 4. Letter 5. Auto Biography 6. Narration 7. Poem 8. Interview 9. Drama/Dialogue 10. News Story 11. Research Report 12. Advertisement 1. Story: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 2. Essay: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 3. Diary: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 4. Letter: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 5. Auto Biography: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 6. Narration: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 7. Poem: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 8. Interview: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 9. Drama/Dialogue: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 10. News Story: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 11. Research Report: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 12. Advertisement: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",11);arrFiles[9]=new Array(10,"cc_ab_eng1.htm","21 Apr 2007","Children Crafts","","","Autobiographies Name: Safia Afzal Age: 10 School: Home Schooling Class: 5 Book Keeping Secret Today I will tell you about my life. First I was paper. Some people came and gave me to a factory. The factory people changed me into a book. Oh sorry I made a mistake. First the factory people gave me to the author and the illustrator. They wrote and made illustrations. Then I was completed as a book. After that a big truck came and took me and many other books. I went to the bookshop. Others went to offices and schools. I went to a big shop of books. There a boy named Muhammad came. He liked me so much. One day they were going to Lahore so Muhammad to airport with me and his cousins. When they weighted their baggage it was over weight. So they threw their junk food. But their bags were still over weight. So the checker told them to throw me. Muhammad said, “No way. I will not throw my book.” He cried. His mother gave him an idea, “Give your book to your cousin. Tell him that you will take it back when you come back.” Muhammad agreed. He went to Lahore. When he came back he asked his cousin, “Where’s my book?” His cousin replied, “I don’t know. I threw it in the dust bin.” Muhammad cried very much when he heard this. Good that from the dust bin the recycling boy took me to a factory. There they changed me into a new book. So look for a new book. Maybe that’s me! And always remember: Do not throw books in the dust bin. Give them for recycling. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",6);arrFiles[10]=new Array(11,"cc_adv_eng1.htm","21 Apr 2007","Children Crafts","","","Advertisements It will be uploaded on 28th April. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",4);arrFiles[11]=new Array(12,"cc_dd_eng1.htm","21 Apr 2007","Children Crafts","","","Dialogues Name: Safia Afzal Age: 10 School: Home Schooling Class: 5 Kitty and Maryam Kitty: How are you? Maryam: I am fine. How are you these days? Kitty: I am fine and I thought you are busy now a days. Maryam: Yes I am busy drinking milk now a day and also doing pishi and potty. And I am watching you. You are becoming weaker and weaker. Kitty: Yes because I am doing work all day long. I see your lights go off very soon. Maryam: Yes I sleep very early at night just like you. What are your activities? Kitty: My activities are very hard like sleeping and practicing how to fight enemies. What are your activities? Maryam: My activities are drinking milk. My main thing is sleeping and doing much work with my sisters. Kitty: When do you wake up? Maryam: I wake up at 4 o’ clock. And when do you wake up? Kitty: I wake up at 6 o’ clock or at your time. Have you been to Blue Park? Maryam: Yes I go to play there with my sister on her bicycle. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",6);arrFiles[12]=new Array(13,"cc_diary_eng1.htm","23 Apr 2007","Children Crafts","","","Diaries Name: Safia Afzal Age: 10 School: Home Schooling Class: 5 Dear Diary First I woke up at 6 o clock. Then I wore my shoes to go to Safari Park. Then we sat in our car and went to Safari Park. When we reached there we saw that Go Aish lights were on in the morning. Then we did walking plus jogging. We did 1 hour jog plus walk. After that we came home. Then I gave food to my cat moni and made breakfast with mama. Then we ate breakfast and got ready because we had to go to NCE. Then we said to Laila aunty that we are coming to teach Uzair. She said OK. Then Baba dropped us at Laila aunt’s house and he went to his office. We learned how to do knitting, and Uzair learned how to read and write Urdu. Then we went to office. There we did Urdu, English reading and writing. Then we did lunch. Then we went home at 3 o’ clock. After that we took nap. When we woke up Zainab said lets go and buy some junk food for Maria’s happy birthday. Then we went to buy some junk food only. Then we came back and put dinner and ate. Then all the children played game with Zubair uncle. Then we went to sleep. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",5);arrFiles[13]=new Array(14,"cc_essay_eng1.htm","21 Apr 2007","Children Crafts","","","Essays Name: Safia Afzal Age: 10 School: Home Schooling Class: 5 Why We Like Storybooks Storybooks are beautiful for their pictures like: animals, insects, flowers and plants. Storybooks have illustrations so children like to look at books and read them. We want to read them if they are colorful. Colorful story books make the story enjoyable. Some storybooks have rainbow colors but some have only few colors. The storybooks give us many lessons, like don’t throw wastage on road or anywhere else. We learn lessons of different types from storybooks. We also get knowledge from storybooks. We get knowledge of different types. Some storybooks tell us how to make things and some tell us how to do activities. Some storybooks are interesting to read because of their pictures. We like to do story telling after reading a story and we also tell summary of that story. Some story books are fantasy. When we read them we go into another world. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",5);arrFiles[14]=new Array(15,"cc_interview_eng1.htm","21 Apr 2007","Children Crafts","","","Interviews Name: Safia Afzal Age: 10 School: Home Schooling Class: 5 Miss Panda I: Assalamu Aleikum. How are you Mr. Panda? Panda: Wa aleikum As Salam, I am fine but I am Miss Panda I: Okay Okay. I am very sorry. So can I interview you? Panda: Yes, yes, you can. But do it fast because I have to feed my children. I: Okay where were you born? Panda: I was born in Hundred Acre Woods at 6 o’ clock. I: And how old are you? Panda: I am 8 years old but look so young. I: Why you look so young? Panda: It’s a long story. But since you have asked I will tell it to you. When I was young hunters caught me from the forest. They sold me to a circus. Now I have to work in circus. My job was to walk with Fashion (Style). Then they gave me food. After that I had two babies. So they put me in this jungle. So now I am here. I: That’s an interesting story. But did you like to work in a circus? Panda: Yes of course, because I like it when people laughed and I also laughed when I watched them. I: So it means you like the circus. Panda: Yes, yes, I enjoyed the circus and I am happy with you because I like people. But now I am getting. My children will be waiting for food. So bye, bye. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",6);arrFiles[15]=new Array(16,"cc_letter_eng1.htm","21 Apr 2007","Children Crafts","","","Letters Name: Safia Afzal Age: 10 School: Home Schooling Class: 5 Sweet Baji Mange Tree Number A -18 Leave Number 8 Farm House Karachi 6 Jan 2007 Assalamu Aleikum How are you? I am fine? Whatz going on? I have heard that you are coming to Lahore this month. So welcome. Please come soon. Also bring 30 plates of Karachi biryani with you for us (that means 30 pieces of rice). I have arranged all the things for you here. You know my son AB has passed AMB and Queen of Lahore has given him certificate. So how are your children? Today I am very happy because I have come to live on a new tree. So don’t write on my old address. Write to me on this Neem Tree address. By the way it’s a flat. Ok bye take care. I am sending it by snail. Give my regards to all my small friends. Regards, Aunt Ant C40009 Leaf Number 234789356 Aunt Delux Apartments Neem Tree Ravi Road Lahore f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",6);arrFiles[16]=new Array(17,"cc_narration_eng1.htm","21 Apr 2007","Children Crafts","","","Narrations Name: Safia Afzal Age: 10 School: Home Schooling Class: 5 Butcher’s Shop We were planning to have a party. We planned to make biryani and karahi gosht. So we needed lots of meat. We made a list of groceries and how much meat we needed. We planned to go to a butchers shop. We had breakfast and then we left at 11:00 am. We reached there at 11:15 am. There were lots of people and it seemed a very busy day. People were standing in a line waiting for their turn. They had number token. Our number was 13. While we were waiting we saw that there were so many butchers cutting meat. Some were making qeema, some boti, and some pasanda. All the butchers were busy doing their work. Suddenly I was cat who was waiting to get something from the butcher who was also giving instructions to other butchers to fulfill every customers needs. Everyone was in hurry. There were too many flies flying over the meat and it was a hot day. We saw that the old man whose turn was next was continuously arguing with the butcher to clean the meat properly and take off all the fat. The butcher was also in a bad mood and said that it’s a busy day and if the man wants it cleaner then he can clean it a home. So they started fighting. All of a sudden a cat came and grabbed a piece of meat from the butcher. The butcher turned towards the cat to save the meat and while doing this he cut his finger. There was a panic and everyone was getting mad. Then we went to other shop and took our meat in 5 minutes. After that we went home. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",6);arrFiles[17]=new Array(18,"cc_nstory_eng1.htm","21 Apr 2007","Children Crafts","","","News Stories Name: Safia Afzal Age: 10 School: Home Schooling Class: 5 Picnic at Gadani was a Success Family picnic on February 7 th at Gadani was a success. The main camping site of the picnic was Darbar hotel. This picnic was to collect shells, fishing and to enjoy the weekend. Baba and 3 uncles went for hiking. Some people went for a long walk. We collected shells and made sand castles. Maria and Zainab did camel riding. Everyone enjoy the picnic. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",5);arrFiles[18]=new Array(19,"cc_poem_eng1.htm","21 Apr 2007","Children Crafts","","","Poems Name: Safia Afzal Age: 10 School: Home Schooling Class: 5 Rainy Day Let’s go and play on a rainy day, We all can play and enjoy the day, We can swim on a rainy day, Like penguins swim on a bay, Maryam loves to play on a rainy day, She does mum mum, thap, thap, And then she splashes all the way, Parents walk slowly on a rainy day, Like turtles trying to find their way, We watch people playing on a rainy day, Like alligators fighting for a prey, We eat churchly flavored chips with tea on a rainy day Let’s go and play on a rainy day. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",5);arrFiles[19]=new Array(20,"cc_rr_eng1.htm","21 Apr 2007","Children Crafts","","","Research Reports Name: Safia Afzal Age: 10 School: Home Schooling Class: 5 Shells There are many types of sea shells. They have different colors. I have collect different colored shells. I tell you about the colors of these shells. There are at least 14 colors in the sea shells. The 1 st largest color of shells in sea is white, which are 26 out of hundred. The 2 nd largest color shells in sea are green which are 15 out of 100. After green the 3 rd largest color of shells in the sea is grey, which are 10 out of 100. The 4 th largest color of shells is white with brown stripes on them which are 8 out of 100. The 5 th largest color of shells in sea is white with black and white spots which are 5 out of 100. The 6 th largest color shell in sea is yellow. They are 3 out of 100. The least number of color shells are red, purple and pink. Each is 1 out of 100. The sea has so many different colors of shells. We should not make sea polluted, because that will damage the color of shells. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",5);arrFiles[20]=new Array(21,"cc_story_eng1.htm","21 Apr 2007","Stories","","","Stories Name: Safia Afzal Age: 10 School: Home Schooling Class: 5 Six Friends Once upon a time there lived three sisters. There names were: Maria, Zainab and Maryam. One day they went for a walk to a park. There they saw their best friends. Their names were Dua, Tehreem and Sania. After that the girls decided, “We will go to Jungle.” They went to Jungle. It was becoming very dark. The all six friends said, “We are become very hungry.” Then they took bow and arrow and killed a rabbit. But Maria said, “How we will cook it?” Dua said, “We will take this rabbit with us. May be we will take find a cottage.” They started walking again. At last they found a cottage and went inside the cottage. It was neat and clean. They started making the fire. After making the fire they put the rabbit on the stove. All the six friends ate the whole rabbit and then they said, “How we will go home now? It is very dark.” They tried but could not find their way home. Then a fire fly came and helped them find their way. They thanked the fire fly and gave her a tube light for a gift! f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",5);arrFiles[21]=new Array(22,"children_craft.htm","18 Apr 2007","Children Crafts","","","Children Crafts description about crafts description about crafts description about crafts description about crafts description about crafts description about crafts description about crafts description about crafts description about crafts description about crafts description about crafts. Following are 12 crafts: 1. Story 2. Essay 3. Diary 4. Letter 5. Auto Biography 6. Narration 7. Poem 8. Interview 9. Drama/Dialogue 10. News Story 11. Research Report 12. Advertisement f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",5);arrFiles[22]=new Array(23,"children_craft_main.htm","18 Apr 2007","Children Crafts","","","Children Crafts description about crafts description about crafts description about crafts description about crafts description about crafts description about crafts description about crafts description about crafts description about crafts description about crafts description about crafts. Following are 12 crafts: 1. Story 2. Essay 3. Diary 4. Letter 5. Auto Biography 6. Narration 7. Poem 8. Interview 9. Drama/Dialogue 10. News Story 11. Research Report 12. Advertisement f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",5);arrFiles[23]=new Array(24,"communityjugnoo.htm","27 Apr 2007","Community Jugnoo","","","Jugnoo School System ‘Literate Pakistan’ has launched an exclusive programme of education for the children of low income areas. Literate Pakistan Foundation is a non-profit organization fully committed to provide better and low cost education to every child. Literate Pakistan Foundation is sister organization of New Century Education. Offering Two Programs Behtreen (Excellent) Teztreen (Swiftest) Behtreen is the Best Behtreen is one of the most effective and progressive programme specially designed for those who are left behind in education. Behtreen is 6 years most effective low cost programme for 8 to 10 year old children. This is a marvellous achievement of Literate Pakistan Foundation. Behtreen for 8-year old Children: Behtreen Curriculum: A Research Based Syllabus Fosters Creativity Activity Based Books Children Enjoy Learning Teachers Love Teaching Behtreen Teachers Training: Compulsory Teacher Training Latest Teaching Techniques Use of Audio-Visual Aids JSS Master Trainers Behtreen Children’s Character Building: Developing Positive Social Awareness Consolidating True National Spirit Fostering Intolerance for Social Evils Promoting sense of mutual cooperation Behtreen Health Care: Physical Healthcare Children’s Health Profiles Weekly Doctor’s Visits Regular Check Ups Free Homeopathic Medicine Behtreen Learning Environment: Modern Class Room Set Up School Library Colourful Outlook Learning Aid Materials Stimulating Environment Behtreen Coordination with Parents: Parent Teacher Association Full Opportunity for Cooperation Weekly Parent-Teacher Meetings Parents Active Participation Regular Monthly Progress Reports “Teztreen” Save Time A large number of children are barred from further education for lack of financial and material resources. In “Teztreen” LPF has discovered the best answer. “Teztreen” provides an excellent opportunity for the 10-year old children to complete their secondary education up to metric in a very short time with an astonishing speed at the lowest costs with the least resources . Teztreen for 10 to 14-year old Children Swiftest Matriculation Programme: Designed for 10-year old Illiterates Matriculation in Four Years Best Opportunity for Left- Behind Children Comprehensive Education System Lowest Costs: A Unique Low Cost Programme Easily Affordable Matriculation in 4 Years Maximum Benefits Dynamic Motivation : Stimulation for Left-Outs Friendly Environment Efficient Teachers Fastest Outcome Literate Pakistan Foundation invites you to visit pilot project of Jugnoo School System in Bakhar Goth Karachi. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",9);arrFiles[24]=new Array(25,"communityliteracy.htm","27 Apr 2007","Literacy Program","","","farrukh farrukh Adult Literacy Program Illiteracy is the national problem of Pakistan. NCE provides the latest systems and technical support needed to win this battle against illiteracy. Our Vision is to see a literate Pakistan in the shortest possible time. Our sister organization “Literate Pakistan Foundation” is here to motivate organisations and individuals at national and global level who are interested in eradicating illiteracy in Pakistan. “Literate Pakistan Foundation” supplies books, training and guidance required to setup literacy centers. We critically supervise and analytically measure the pace of performance towards the achievement of our predetermined objectives. Iqbal, the national poet of Pakistan, says: Fard qayam rabte millat say hai tanha kuchh nahein Mauj hai darya main aur berune darya kuchh nahein Individuals are effective only in unity with the nation, and in severance they are useless. The wave of a river is powerful within the river and outside of it is nothing. The task of eradicating illiteracy demands that all active and interested parties get involved in this campaign. The achievements so far prove that the efforts are paying off. We still have a long way to go. You are invited to join hands to eradicate illiteracy and make a ‘LITERATE PAKISTAN’. With seventeen hundred (1700) literacy centres operating throughout the country LITERATE PAKISTAN is already making it possible for organisations and individuals to benefit over 150,000 learners in their areas. Over eight thousand (8000) teachers have also been trained for fifty (50) districts in Pakistan. “Literate Pakistan Foundation” monitors the largest network of Literacy Programme ever launched by any social enterprise in Pakistan. Visit www.literatepakistan.org for more detail. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",10);arrFiles[25]=new Array(26,"consultancy.htm","13 Mar 2007","Consultancy","","","farrukh farrukh Consultancy Visits Competency-based educational system has been in place for more than 40 years in almost all schools of the developed world. In Pakistan, however, there are still very few schools benefiting from this modern educational approach. NCE is making an all out effort to help schools implement the competency-based education system. The sixth stage of SSP Monitoring is resolute to achieve 100% results from this system in a school. Monitoring assesses teachers’ performance and children’s learning. NCE support staff and experts use professionally developed checklists, questionnaires and classroom observations to carry out these 2 types of monitoring. In order to develop students’ competencies, teachers need to follow the scientific teaching methodology introduced to them during the NCE Teachers Book Training Workshops. NCE support staff reviews the effectiveness of Teachers Book Training Workshops with the teachers during their monitoring visits. They also observe teachers during classroom to suggest first- hand improvements around body language, verbal communication and classroom management. The NCE experts and the teachers together reflect on the learning outcome of the children. Evidence of the development of each competency is gathered from children’s work. This informal assessment of competency development enables teachers to conduct their teaching more effectively. Considering the mental level and capabilities of difficult children, multi- farious solutions are offered for every problem. Monitoring by NCE support staff and experts is initiated once the ‘Teachers Book Training Workshops, for all the subjects are complete, and is followed by ‘Parents Orientation Workshop. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. New Century Education. All rights Reserved. ",5);arrFiles[26]=new Array(27,"contact.htm","8 Nov 2006","Nucellus - Home","dandruff,antidandruff,anti-dandruff,hair vitalizer,calmnes of mind,calmness,nucellus,hair,vitalizer,healthy growth,natural looks,itch omission,color and luster,physical relaxation,natural hair looks,robust hair,firm hair,healthy hair,elegant hair,hair he","Nucellus Hair Vitalizer penetrates to the roots of your hair to provide energy and mineral resource for robust,firm,healthy,and elegant hair.Nucellus generates a relaxed feeling and acts as a stimulant tonic for your hair as well as mind!","Ask The Expert I \'m writing you about: Choose Product Exports Career Business Opportunities General Please enter your Choose Feedback Suggestions Special Message Queries Proposals Full Name Mr. Miss Mrs. Address City State Postal Code Country Choose Argentina Australia Austria Belgium Brazil Canada Caribbean Islands Chile China Colombia Denmark Ecuador Egypt Finland France Germany Greece Greenland Hong Kong Iceland India Indonesia Ireland Israel Italy Japan Republic of Korea Luxembourg Malaysia Mexico Netherlands New Zealand Norway Philippines Portugal Russian Federation Saudi Arabia Singapore South Africa Spain Sweden Switzerland Province Of China Taiwan Thailand Turkey United Kingdom United States Venezuela Viet Nam Not listed Pakistan Email Address Frequently Asked Questions | Ask The Expert | Distributors | Site Map | Contact | Site Search ",17);arrFiles[27]=new Array(28,"contactus.htm","17 Apr 2007","Contact Us","","","farrukh farrukh Contact Us HEAD OFFICE KARACHI SALES OFFICE A-171, Block 13-C, Gulshan-e-Iqbal, Karachi. Ph: 021-4960145, & 021-4964099 Fax: 021-4820915 Email: info@nceonline.com 236/B, Block 2, P.E.C.H.S. Sharah-e-Qaideen, Karachi. Ph: 021-4387911 & 021-4542895 SUB OFFICES Multan Mr. Jahanzaib Sheikh Off No. 6, Khawaja Center Kutchery Chowk, Multan, Pakistan Mob: 0300-8637332 Faisalabad Mr. Javed Akhtar 645-A, Ghulam Muhmmadabad, Faisalabad, Pakistan Mob: 0300-9667645 Hyderabad Mr. Amir Parwaiz House No. 306/C, Block-D, Unit No.6 Latifabad, Hyderabad, Pakistan Mob: 0320-4169626 Mr.Jahanzaib Sheikh 11-G Block Commercial Market, Near Motor Way Police Office Shah Ruken-e-Alam Colony, Multan 061-4011790 SCHOOL SUPPORT CENTERS Karachi 236/B, Block 13-C, Gulshan-e-Iqbal , Karachi, Pakistan Ph: 021-111-623-111 Email: ncekhi@nceonline.com Lahore 20-F, Main Market, Gulburg-2, Lahore, Pakistan Ph: 042-111-623-111 Email: ncelhr@nceonline.com Islamabad House No: 2264, Main Road 1/10 Markaz, I-10/2, Islamabad, Pakistan 051-4448614, 4339767 Email: nceisb@nceonline.com Peshawar Shadman House, Near Town Center, Abdara Road, University Town, Peshawar, Pakistan 091-5593470, 5853778 Email: nire@nceonline.com f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",6);arrFiles[28]=new Array(29,"contactus.html","17 Apr 2007","Contact Us","","","farrukh farrukh Contact Us HEAD OFFICE KARACHI SALES OFFICE A-171, Block 13-C, Gulshan-e-Iqbal, Karachi. Ph: 021-4960145, & 021-4964099 Fax: 021-4820915 Email: info@nceonline.com 236/B, Block 2, P.E.C.H.S. Sharah-e-Qaideen, Karachi. Ph: 021-4387911 & 021-4542895 SUB OFFICES Multan Mr. Jahanzaib Sheikh Off No. 6, Khawaja Center Kutchery Chowk, Multan, Pakistan Mob: 0300-8637332 Faisalabad Mr. Javed Akhtar 645-A, Ghulam Muhmmadabad, Faisalabad, Pakistan Mob: 0300-9667645 Hyderabad Mr. Amir Parwaiz House No. 306/C, Block-D, Unit No.6 Latifabad, Hyderabad, Pakistan Mob: 0320-4169626 Mr.Jahanzaib Sheikh 11-G Block Commercial Market, Near Motor Way Police Office Shah Ruken-e-Alam Colony, Multan 061-4011790 SCHOOL SUPPORT CENTERS Karachi 236/B, Block 13-C, Gulshan-e-Iqbal , Karachi, Pakistan Ph: 021-111-623-111 Email: ncekhi@nceonline.com Lahore 20-F, Main Market, Gulburg-2, Lahore, Pakistan Ph: 042-111-623-111 Email: ncelhr@nceonline.com Islamabad House No: 2264, Main Road 1/10 Markaz, I-10/2, Islamabad, Pakistan 051-4448614, 4339767 Email: nceisb@nceonline.com Peshawar Shadman House, Near Town Center, Abdara Road, University Town, Peshawar, Pakistan 091-5593470, 5853778 Email: nire@nceonline.com f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",6);arrFiles[29]=new Array(30,"Copy of search.html","12 Mar 2007","Search Engine Builder Standard -- Search this site","","","Nceonline.com Google.com ",2);arrFiles[30]=new Array(31,"email.php","21 Apr 2007","Submits Creative Writings Online","","","farrukh farrukh Email  \'); //Make sure email and confirm email are the same if (!empty (hidden)) { if (email == confirm_email) { }else{ email =  \' \'; confirm_email =  \' \'; } } //Do a reg_ex check on the email if (!empty (hidden)) { regexp = ^([_a-z0-9-]+)( \\.[_a-z0-9-]+)*@([a-z0-9-]+)( \\.[a-z0-9-]+)*( \\.[a-z]{2,4}); if (eregi(regexp, email)) { }else{ email =  \' \'; confirm_email =  \' \'; } } // End of email checking if (empty (hidden)) { print ( \' E-mail Please use the following form to e-mail us:  \'); include (form.php); print ( \' Loading... Please be patient while your data is processed. This may take a few moments especially if you are uploading a file.  \'); } if (!empty (hidden)) { if (_FILES[ \'fileatt \'][ \'error \'] == 1){ print ( \' There has been an error The maximum file size that can be uploaded using this form is 2 megabytes.  \'); }elseif ( (!empty (name)) && (!empty (email)) && (!empty (comments))&& (!empty (subject))) { // Get html message content form_data = This email is from name  \\n \\n ; form_data .= comments ; message =  \\n .  \\n .  \\n .  \\n .  \\n . form_data  \\n .  \\n .  \\n \\n; // Obtain file upload vars fileatt = _FILES[ \'fileatt \'][ \'tmp_name \']; fileatt_type = _FILES[ \'fileatt \'][ \'type \']; fileatt_name = _FILES[ \'fileatt \'][ \'name \']; headers = From: from; if (is_uploaded_file(fileatt)) { // Read the file to be attached ( \'rb \' = read binary) file = fopen(fileatt, \'rb \'); data = fread(file,filesize(fileatt)); fclose(file); // Generate a boundary string semi_rand = md5(time()); mime_boundary = ==Multipart_Boundary_x{semi_rand}x; // Add the headers for a file attachment headers .=  \\nMIME-Version: 1.0 \\n . Content-Type: multipart/mixed; \\n . boundary= \\{mime_boundary} \\; // Add a multipart boundary above the html message message = This is a multi-part message in MIME format. \\n \\n . --{mime_boundary} \\n . Content-Type: text/html; charset= \\iso-8859-1 \\ \\n . Content-Transfer-Encoding: 7bit \\n \\n . message .  \\n \\n; // Base64 encode the file data data = chunk_split(base64_encode(data)); //We now have everything we need to write the portion of the message that contains the file attachment. Here \'s the code: // Add file attachment to the message message .= --{mime_boundary} \\n . Content-Type: {fileatt_type}; \\n . name= \\{fileatt_name} \\ \\n . Content-Disposition: attachment; \\n . filename= \\{fileatt_name} \\ \\n . Content-Transfer-Encoding: base64 \\n \\n . data .  \\n \\n . --{mime_boundary}-- \\n; }else{ // Generate a boundary string semi_rand = md5(time()); mime_boundary = ==Multipart_Boundary_x{semi_rand}x; // Add the headers for a file attachment headers .=  \\nMIME-Version: 1.0 \\n . Content-Type: multipart/mixed; \\n . boundary= \\{mime_boundary} \\; // Add a multipart boundary above the html message message = This is a multi-part message in MIME format. \\n \\n . --{mime_boundary} \\n . Content-Type: text/html; charset= \\iso-8859-1 \\ \\n . Content-Transfer-Encoding: 7bit \\n \\n . message .  \\n \\n; } //That completes the modifications necessary to accommodate a file attachment. We can now send the message with a quick call to mail: // Send the message mail(to, subject, message, headers); body = Dear name,  \\n \\nThank you for your email. We will contact you as soon as possible regarding the matter.  \\n  \\n; mail (email, Re: subject, body,  \'From:farrukhna@hotmail.com \'); print ( \' Thank you Thank you for your submission. You will receive an automatic e-mail immediately confirming the reception of your email.  \'); }else{ print ( \' There has been an error Please fill in all the compulsory fields correctly and then resubmit the form. Thank you.  \'); include (form.php); } } // This is the end of the insert print ( \'  \'); ob_end_flush(); ? f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",10);arrFiles[31]=new Array(32,"form.htm","10 Mar 2007","New Century Education Online","","","farrukh farrukh The Following Section Will Be Available On March 23, 2007. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",3);arrFiles[32]=new Array(33,"form_submitted.htm","13 Mar 2007","Form Submitted Successfully","","","farrukh farrukh Your registration has been submitted and emailed successfully. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",3);arrFiles[33]=new Array(34,"gw_main.htm","20 Apr 2007","Gold Writers","","","Gold Writers To be uploaded on 28th April. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",3);arrFiles[34]=new Array(35,"gw_main_1.htm","18 Apr 2007","Gold Writers","","","Gold Writers Name: Shumail Ahmed Class: 3-A School: Fazaia School 1. Story 2. Essay 3. Diary 4. Letter 5. Auto Biography 6. Narration 7. Poem 8. Interview 9. Drama/Dialogue 10. News Story 11. Research Report 12. Advertisement 1. Story: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 2. Essay: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 3. Diary: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 4. Letter: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 5. Auto Biography: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 6. Narration: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 7. Poem: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 8. Interview: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 9. Drama/Dialogue: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 10. News Story: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 11. Research Report: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 12. Advertisement: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",11);arrFiles[35]=new Array(36,"index.html","27 Apr 2007","New Century Education Online","nce,new century,new century education,children,education,children education,jugnoo,maze,ssp,mmt,pakistan,competancies,research,literacy,school,primary,ece,early childhood education,pre primary,project,mashal,curriculum,syllabus,training,certified,psychol","Improving Children Education through Research,Training and Support","-- About NCE • HISTORY • MISSION • PHILOSOPHY • ACHIEVEMENTs • career 30% Growth Last year NCE witnessed an enormous growth of 30%, as more schools and NGO \'s became beneficiaries of our books and training. We are building up an extended team of trainers and researchers in responses to this fast growing demand. Research • THE BALANCE • ARTICLES • PRESENTATIONS Pre Development Research Pre development research project underway for class 6 books. Our previously accomplished projects are already acclaimed and acknowledge by the educationalists and national celebrities. Footer Horizontal Line Products • AT A GLANCE • PRE-PRIMARY BOOKS • PRIMARY BOOKS • TEACHING AIDS Watch A Training Video Preprimary English Teacher Training video is now available. Watch this professionally devised electronic visual aid to improve your teaching skills. NCE Certified • INTRODUCTION • PRE-PRIMARY TEACHER • PRIMARY TEACHER • MMT Get Registered Footer Horizontal Line School Support Program • INTRODUCTION • BACKGROUND • BENEFITS Experts are Visiting Schools NCE School Support Programme experts are now visiting the client schools to advise the administration and staff members. Avail this free of cost consultancy arrangement. We are only a tele-phone call away. Footer Horizontal Line Parenting • TIPS • PSYCHOLOGICAL COUNSELLING Psychological Counseling Psychological counseling and medical care is available for children, whose parents cannot afford any exorbitantly priced consultations. Creative Corner • Creative writing • Young Writers Footer Horizontal Line Community Development • Jugnoo School System • Literacy Program Adult Literacy Program Our literacy progrmme, Jugnoo Sabaq, as one of the community development projects for past 6 years has been predominantly popular at national level tremendous achievements.It helps to increase social awareness, to reduce unemployment and to eradicate poverty. Footer Horizontal Line News & Events • EVENT CALENDAR • PRESS KIT Low Cost School Jugnoo School System offering low cost education to low income communities has set up its pilot project campus in Bakhar Ghoth, Karachi. Only a personal visit at your earliest to this unique system school will motivate you to act meritoriously . Footer Horizontal Line nceonline.com Google.com • WEB MAIL E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",14);arrFiles[36]=new Array(37,"index1.html","19 Apr 2007","New Century Education Online","nce,new century,new century education,children,education,children education,jugnoo,maze,ssp,mmt,pakistan,competancies,research,literacy,school,primary,ece,early childhood education,pre primary,project,mashal,curriculum,syllabus,training,certified,psychol","Improving Children Education through Research,Training and Support","About NCE • HISTORY • MISSION • PHILOSOPHY • ACHIEVEMENTs • career 30% Growth Last year NCE witnessed an enormous growth of 30%, as more schools and NGO \'s became beneficiaries of our books and training. We are building up an extended team of trainers and researchers in responses to this fast growing demand. Research • THE BALANCE • RESEARCH PROCESS • ARTICLES • PRESENTATIONS Pre Development Research Pre development research project underway for class 6 books. Our previously accomplished projects are already acclaimed and acknowledge by the educationalists and national celebrities. Footer Horizontal Line Products • AT A GLANCE • PRE-PRIMARY BOOKS • PRIMARY BOOKS • TEACHING AIDS Watch A Training Video Preprimary English Teacher Training video is now available. Watch this professionally devised electronic visual aid to improve your teaching skills. NCE Certified • INTRODUCTION • PRE-PRIMARY TEACHER • PRIMARY TEACHER • MMT • Crafts Get Registered Footer Horizontal Line School Support Program • INTRODUCTION • BACKGROUND • BENEFITS • SCHOOLS LOGIN Experts are Visiting Schools NCE School Support Programme experts are now visiting the client schools to advise the administration and staff members. Avail this free of cost consultancy arrangement. We are only a tele-phone call away. Footer Horizontal Line Parenting • TIPS • PSYCHOLOGICAL COUNSELLING Psychological Counseling Psychological counseling and medical care is available for children, whose parents cannot afford any exorbitantly priced consultations. Footer Horizontal Line Community Development • Jugnoo School System • Literacy Program Adult Literacy Program Our literacy progrmme, Jugnoo Sabaq, as one of the community development projects for past 6 years has been predominantly popular at national level tremendous achievements.It helps to increase social awareness, to reduce unemployment and to eradicate poverty. Footer Horizontal Line News & Events • EVENT CALENDAR • NEWSLETTERS • PRESS KIT Low Cost School Jugnoo School System offering low cost education to low income communities has set up its pilot project campus in Bakhar Ghoth, Karachi. Only a personal visit at your earliest to this unique system school will motivate you to act meritoriously . Footer Horizontal Line nceonline.com Google.com • WEB MAIL E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",14);arrFiles[37]=new Array(38,"jugnoo.htm","27 Apr 2007","Jugnoo","","","Community Jugnoo This section will be uploaded on May 15th, 2007 f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",3);arrFiles[38]=new Array(39,"login.htm","13 Mar 2007","Login","","","farrukh farrukh The Following Section Will Be Available On March 23, 2007. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",3);arrFiles[39]=new Array(40,"newregistration.htm","4 Apr 2007","MMT  \\'s New Registrations","","","farrukh farrukh Attention Teachers, Mothers, Young Graduates The new batch of Modern Montessori Training, MMT will commence from 6th June 2007 . Registration will be opened from 2nd April, 2007 . For more information: Please contact: 021-4820915, 021-4960145, 021-4210817. or Email us at: humairahamid@nceonline.com mmt@nceonline.com f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",4);arrFiles[40]=new Array(41,"newsarticles.htm","25 Apr 2007","Press Kit","","","farrukh farrukh The Following Section Will Be Available On May 15, 2007. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",3);arrFiles[41]=new Array(42,"newsnewsletters.htm","13 Mar 2007","Newsletters","","","farrukh farrukh The Following Section Will Be Available On March 23, 2007. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",3);arrFiles[42]=new Array(43,"newspresentations.htm","25 Apr 2007","News Presentations","","","farrukh farrukh The Following Section Will Be Available On May 15, 2007. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",3);arrFiles[43]=new Array(44,"newsupcoming.htm","25 Apr 2007","Event Calendar","","","farrukh farrukh Event Calendar April 2007 Date Course City Venue Phone 1 09 April 2007 NCE Certified Primary Teacher Karachi NCE Office 021-111 623-111 2 09 April 2007 NCE Certified Pre-Primary Teacher Karachi NCE Office 021-111 623-111 3 14 April 2007 Primary Books Training: Maze English, Project Science, Project Social Studies Lahore Children Library Complex 042-111 623-111 4 14 April 2007 Pre Primary Books Training: Jugnoo Urdu Silsila (Ibtadai) Lahore NCE Office 042-111 623-111 5 16 April 2007 NCE Certified Pre-Primary Teacher Sialkot Head Marala, Daska 042-111 623-111 6 16 -18 April 2007 Pre Primary Books Training: All subjects Swabi Quaid-e-Azam Public School 091-5593470 7 19 -21 April 2007 Pre Primary Books Training: Jugnoo Urdu Silsila (Ibtadai) Swabi/Zaida Quaid-e-Azam Public School 091-5593470 8 18 -20 April 2007 Pre Primary Books Training: All subjects Mardan SIS Model School 091-5593470 9 19 – 21 April 2007 Pre Primary Books Training: Maze English, Project Science, Project Social Studies Peshawar Edwards School Inside Kohati Gate 091-5593470 10 21 April 2007 Primary Books Training: Jugnoo Urdu Silsila Primary & Mashal Islami Silsila Lahore NCE Office 042-111 623-111 11 21 April 2007 Pre Primary Books Training : Maze Workbook (English) & Maze Reader Lahore NCE Office 042-111 623-111 12 21-22 April 2007 Pre Primary Books Training : All subjects Nowshera Roots Montessori 091-5593470 13 22 April 2007 Pre Primary Books Training: All subjects Attak Iqra Roza-tu-Atfal 051-4448614 14 23 April 2007 Primary Books Training : All subjects Attak Iqra Roza-tu-Atfal 051-4448614 15 23-24 April 2007 Primary Books Training : All subjects Mardan Frontier Model School 091-5593470 16 24 April 2007 Pre Primary Books Training: Urdu & English Bilal Colony, Sahiwal Young Tulips Montessori 061-4011790 17 23-24 April 2007 Pre Primary Books Training : All subjects Swabi/Topi Roots Montessori 091-5593470 18 25 April 2007 Pre Primary Books Training: Urdu & English BAHAWALPUR The Leaders School 061-4011790 19 25-26 April 2007 Pre Primary Books Training : All subjects Swabi/Tandkoy Pasban Schools 091-5593470 20 25-26 April 2007 Pre Primary Books Training : All subjects Kohat/Bilitang Iqra Schools 091-5593470 21 27 April 2007 Pre Primary Books Training : Phonics Multan City Public School 061-4011790 22 27 April 2007 Pre Primary Books Training: All subjects Islamabad School Support Center NCE 051-4448614 23 27 April 2007 Pre Primary Books Training: Urdu & English Multan Silver Crescent School 061-4011790 24 27 April 2007 Pre Primary Books Training: All subjects Kohat Bilitang Islamia School 091-5593470 25 27-28 April 2007 Pre Primary Books Training: All subjects Swabi/dodahr Islamia school 091-5593470 26 28 April 2007 Primary Books Training : All subjects Islamabad School Support Center NCE 051-4448614 27 28 April 2007 Pre Primary Books Training: Maze Workbook Series (English) & Maze Workbook Series (Math) Lahore Children Library Complex 042-111 623-111 28 28 April 2007 Primary Book Training: Maze Phonics & Project IT Series Lahore NCE Office 042-111 623-111 May 2007 Date Course City Venue Phone 1 04 May 2007 Pre Primary Books Training : All subjects Rawalpindi Will be informed soon 051-4448614 2 05 May 2007 Primary Books Training: All subjects Rawalpindi Will be informed soon 051-4448614 3 07 – 09 May 2007 Pre Primary Books Training : Maze Workbook (English) & Maze Reader Kohat Chakarkot Beacon School 091-5593470 4 11 May 2007 Pre Primary Books Training : All subjects Islamabad Will be informed Soon 051-4448614 5 12 May 2007 Primary Books Training: All subjects Islamabad Will be informed soon 051-4448614 June 2007 Date Course City Venue Phone 1 01 - 10 June 2007 NCE Certified Pre-Primary Teacher Peshawar Abbottabad 091-5593470 2 06 June 2007 Modern Montessori Training (MMT) Karachi Head Office 021-111 623-111 f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",28);arrFiles[44]=new Array(45,"nvform.php","17 Apr 2007","nvform.php","","","Hit your browsers back button and resubmit the form. ; if (report_errors == NONE) { error_reporting(0); }else{ error_reporting(E_ALL); } /* --- I F S E T O K U R L = 1 ----- */ if (setokurl == 1){ found_url = 0; referer =_SERVER[HTTP_REFERER]; referer = str_replace(://, [CS], referer); referer_sp = explode(/, referer); referer = referer_sp[0]; referer .= /; referer = str_replace([CS], ://, referer); referer = strtolower(referer); okurls = split(,, okurls); foreach (okurls as myokurls) { myokurls = strtolower(myokurls); if (referer == strtolower(myokurls)) { found_url = 1; } } if (found_url == 0) { ERROR_action = bad_okurl; include(PATH_errorPAGE_error); } } /* --- E N D I F S E T O K U R L = 1 --- */ /* check to see if posted */ if (HTTP_GET_VARS || ! HTTP_POST_VARS || _GET || ! _POST) { include(nverror.php); no_pst(); }else{ /* IF OLDER VERSION OF PHP CONVERT TO NEWER VARIABLES */ if (! _POST) { _POST = HTTP_POST_VARS; } if (! _SERVER) { _SERVER = HTTP_SERVER_VARS; } year = date(Y); month = date(m); day = date(d); hour = date(h); min = date(i); tod = date(a); ip=_SERVER[REMOTE_ADDR]; SEND_prnt = The form below was submited by . _POST{email} . from Ip address: ip on monthnameactual month/day/year at hour:min tod  \\n; SEND_prnt .= ------------------------------------------------------------------------- \\n \\n; /* CHECK TO SEE IF _POST{required} IS SET */ if (_POST{required}){ post_required = _POST{required}; required = split(,, post_required); reqnum = count(required); for (req=0; req REQ_name ; } /* end ! req val */ } /* end REQ for loop */ /* IF THERE ARE ANY REQUIRED FIELDS NOT FILLED IN */ if (isreqe == 1) { include(nverror.php); msng_required(); } } /* END CHECK TO SEE IF _POST{required} IS SET */ /* END IF THERE ARE ANY REQUIRED FIELDS NOT FILLED IN */ /* GET POSTED VARIABLES */ foreach (_POST as NVPOST_name = NVPOST_value) { NVPOST_value = str_replace( \\n, , NVPOST_value); NVPOST_value = str_replace( \\r, , NVPOST_value); NVPOST_value = preg_replace( \' \\cc: \'si, Cc , NVPOST_value); NVPOST_value = preg_replace( \' \\bcc: \'si, bcc , NVPOST_value); NVPOST_value = preg_replace( \' \\to: \'si, to , NVPOST_value); NVPOST_value = preg_replace( \' \\bc: \'si, bc , NVPOST_value); if (strtolower(NVPOST_name) == subject) { NVPOST_value = str_replace(:, :, NVPOST_value); } /* G E T E M A I L */ if (strtolower(NVPOST_name) == email) { SEND_email = NVPOST_value; SEND_email = str_replace(:, , SEND_email); SEND_email = str_replace( , , SEND_email); } /* END GET LEADS EMAIL */ if (! _POST{sort}) { /* CHECK TO SEE IF CONFIG FIELD */ if (NVPOST_name == subject || NVPOST_name == sort || NVPOST_name == required || NVPOST_name == success_page){}else{ SEND_prnt .= NVPOST_name; NVPOST_value  \\n; } } /* end ! sort */ } /* end foreach */ /* END GET POSTED VARIABLES */ if (_POST{sort}) { /* SORT VARIABLES */ sortvars = split(,, _POST{sort}); sortnum = count(sortvars); for (num=0; num ",5);arrFiles[45]=new Array(46,"otherbooks.htm","7 Apr 2007","The Balance","","","farrukh farrukh Authored by: NCE Research Department Edited by: Yusuf Mirza Rendered into English by: Prof. Aziz-ud-Din Khan f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",4);arrFiles[46]=new Array(47,"otherbooks1.htm","7 Apr 2007","The Balance","","","farrukh farrukh Authored by: NCE Research Department Edited by: Yusuf Mirza Rendered into English by: Prof. Aziz-ud-Din Khan f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",4);arrFiles[47]=new Array(48,"otherbooks2.htm","7 Apr 2007","The Balance","","","farrukh farrukh Authored by: NCE Research Department Edited by: Yusuf Mirza Rendered into English by: Prof. Aziz-ud-Din Khan f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",4);arrFiles[48]=new Array(49,"ow_main.htm","20 Apr 2007","Other Writers","","","Writers To be uploaded on 28th April. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",3);arrFiles[49]=new Array(50,"ow_main_1.htm","18 Apr 2007","Other Writers","","","Other Writers Name: Shumail Ahmed Class: 3-A School: Fazaia School 1. Story 2. Essay 3. Diary 4. Letter 5. Auto Biography 6. Narration 7. Poem 8. Interview 9. Drama/Dialogue 10. News Story 11. Research Report 12. Advertisement 1. Story: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 2. Essay: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 3. Diary: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 4. Letter: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 5. Auto Biography: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 6. Narration: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 7. Poem: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 8. Interview: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 9. Drama/Dialogue: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 10. News Story: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 11. Research Report: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 12. Advertisement: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",11);arrFiles[50]=new Array(51,"parentsawareness.htm","13 Mar 2007","Parents Awareness","","","farrukh farrukh Parents \' Awareness Workshop Parents are one of the vertexes of an educational triangle. Well-informed parents can assist the teacher in the education of their child. They are also able to take care of the emotional, cognitive and physical development of their child. The purpose of Parents’ Awareness Workshop is to create consciousness among parents about the developmental needs of their child, which enables them to play a more active role in the education of their child. Child spends 18 to 20 hours at home. Schools emphasize on formal education, while homes provide more social and emotional learning opportunities to children. The real life challenges and skills are hardly discussed in the classroom. This important part of child’s personality is covered by the activities and discussions at home. The research department at NCE carefully studies the challenges of tomorrow and identifies the skills that child will need to succeed as an adult. What these skills are and how parents can help develop them are what parents orientation is all about. Schools are suggested to organise a parents’ workshop soon after the start of a new session. Schools send a circular to all parents requesting them to attend this important workshop. A day before the workshop a note is sent in child’s diary reminding them of the event. Saturday is the most suitable day for this workshop. Some schools also phone parents to request them to attend the workshop. The workshop is conducted free of cost by the NCE experts. They can train a member of the staff if the school decides to hold this workshop independently. NCE is also promoting the parents’ workshops in apartments and at community level across the country. Interested parents and community leaders may contact NCE to organize such workshops in their area. All these efforts are motivating the improvement of education standard. Parents are learning the effective and practical strategies for use at home. Life at home is becoming more organized and peaceful. There is a marked improvement in children’s skills and abilities. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",5);arrFiles[51]=new Array(52,"products.htm","19 Apr 2007","Products - At A Glance","","","farrukh farrukh Products At a Glance New Century Education (NCE), as a research oriented organization has worked wonders by producing educational resource and support materials for teaching large number of subjects and series by using its multi- dimensional publications. At present the following series and subjects are available, which keep increasing in variety and volume at a tremendous speed. Our educationists are committed to produce the best in the best interests of the children, teachers, parents and everyone else involved in the educational arenas. Pre-Primary Maze Workbook Series (English) Maze Phonics Workbook Maze Readers Maze Workbook Series (Maths) Jugnoo Urdu Silsila (Ibtadai) Pre Primary Learning Aids Primary Jugnoo Urdu Silsila (Primary Reader) Jugnoo Urdu Silsila (Amali Kitab) Maze English Maze Phonics Workbook (Primary) Maze Maths Project IT Series Project Science Series Project Social Studies Series Mashal Islami Silsila Teaching Aids Teachers Training Videos : Jugnoo Urdu Silsila (pre-primary) Teachers Training Videos : Maze Workbook Series (preprimary) Teachers Support Material CDs : Pre-Primary Teachers Support Material CDs : Primary Maze Reading cards Maze Phonics Audio CD / Cassettes Jugnoo Urdu Silsila (Primary) Cassettes f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",6);arrFiles[52]=new Array(53,"productsaudiovideo.htm","13 Mar 2007","Teaching Aids","","","farrukh farrukh Teaching Aids In the past the only visual aid available for teachers to use in the classroom used to be a fixed or portable black-board. Very rarely teachers with the help of some brilliant students used to prepare hand- written charts for display on the classroom walls. Once hanged in place, they were there for years and their efficacy, Purpose and usefulness were virtually eroded. The development of modern teaching techniques has revolutionized the schooling system at every Functional level. The teaching activity is no more restricted to the delivery of boring facts. It has changed into a lively and inspiring means of mutual communication. The essentials of classroom management skills include audio- visual aids and all sorts of other teaching materials. To enhance an effective interaction and to achieve the curriculum objectives teachers are always on the lookout for suitable aids and materials. NCE provides professionally- produced materials and implements to facilitate the functions of teaching and Learning. Some of them are listed and briefly described as under, though our team of educationists is devotedly engaged in creating new educational supports on the lines of latest discoveries: Teachers Training Videos Jugnoo Urdu Silsila (pre-primary) Maze Workbook Series (preprimary) Teachers Support Material CDs Pre-Primary Teachers Support Material CDs Primary Reading cards Maze Phonics Audio CD / Cassettes Jugnoo Urdu Silsila (Primary) Cassettes f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",5);arrFiles[53]=new Array(54,"productspreprimary.htm","23 Apr 2007","Maze Workbook Series (English)","","","farrukh farrukh Pre-Primary Books Maze Workbook Series (English) Maze Phonics Workbook Series Maze Readers Maze Workbook Series (Maths) Jugnoo Urdu Silsila (Ibtadai) Pre Primary Learning Aids <<Back Next>> Maze Workbook Series (English) Children learn and practice the correct letter formation in Maze English Workbook series. Maze English Workbook Series develop children’s handwriting through colouring and tracing activities. Maze English Workbook Series help children to differentiate between vowels and consonants. Maze English Workbook Series develop a child’s vocabulary of 400 new words. Children learn the correct sentence structure through Maze English Workbook Series. Only Maze English Workbook Series help children to write 6 to 8 sentences, independently, helping the children master the skill of creative writing. Available Resource Material Video Training CD Maze Phonics Cassettes Maze Phonics CD Teachers Resource Materials CD Available Support Teachers Training Teachers Guide Teaching Aids Consultancy Visits f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",7);arrFiles[54]=new Array(55,"productspreprimary1.htm","23 Apr 2007","Maze Phonics Workbook Series","","","farrukh farrukh Pre-Primary Books Maze Workbook Series (English) Maze Phonics Workbook Series Maze Readers Maze Workbook Series (Maths) Jugnoo Urdu Silsila (Ibtadai) Pre Primary Learning Aids <<Back Next>> Maze Phonics Workbook Series Only MAZE Phonics Workbook Series help children read with correct letter sounds and correct pronunciation. MAZE Phonics Workbook Series help children in word building using word part method. Through MAZE Phonics Workbook Series, children learn -at, -et, -it, -od, -sh, -ch and 48 other blends. Children make 3 letter words and short sentences through MAZE Phonics Workbook Series. MAZE Phonics Workbook Series develop a child’s vocabulary of 500 new words. MAZE Phonics Workbook Series make children creative and confident in language. Available Resource Material Maze Phonics Cassettes Maze Phonics CD Teachers Resource Materials CD Available Support Teachers Training Teachers Guide Teaching Aids Consultancy Visits f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",6);arrFiles[55]=new Array(56,"productspreprimary2.htm","23 Apr 2007","Maze Workbook Series (Maths)","","","farrukh Pre-Primary Books Maze Workbook Series (English) Maze Phonics Workbook Series Maze Readers Maze Workbook Series (Maths) Jugnoo Urdu Silsila (Ibtadai) Pre Primary Learning Aids <<Back Next>> Maze Workbook Series (Maths) MAZE Maths Workbook Series help children to recognize numbers symbols and number value. MAZE Maths Workbook Series develop eye-hand co-ordination by tracing patterns. MAZE Maths Workbook Series help children to recognize flat and solid shapes. Children are able to count and write numbers in correct sequence through MAZE Maths Workbook Series. MAZE Maths Workbook Series help children to write and learn the number spellings easily. MAZE Maths Workbook Series help children to understand the concept of Units,Tens and Hundreds. Children love doing interesting addition and subtraction activities in MAZE Maths Workbook Series. Available Resource Material Teachers Resource Material CD Available Support Teachers Training Teachers Guide Teaching Aids Consultancy Visits f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",6);arrFiles[56]=new Array(57,"productspreprimary3.htm","23 Apr 2007","Maze Readers","","","farrukh farrukh Pre-Primary Books Maze Workbook Series (English) Maze Phonics Workbook Series Maze Readers Maze Workbook Series (Maths) Jugnoo Urdu Silsila (Ibtadai) Pre Primary Learning Aids <<Back Next>> Maze Readers Each MAZE Reader is used as an independent reader as well as a part of a reading scheme. Each MAZE Reader is based on a unique and interesting theme. Graded vocabulary is taught through proper repetition of frequently used words. MAZE Readers are beautifully illustrated to aid textual comprehension. MAZE Readers contain most commonly used nouns and basic sight words. MAZE Readers are excellent for assisted or independent reading. With MAZE Readers your child can start reading English in a few days only. Available Resource Material Maze Reading Cards Teachers Resource Material CD Available Support Teachers Training Teachers Guide Teaching Aids Consultancy Visits f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",6);arrFiles[57]=new Array(58,"productspreprimary4.htm","16 Apr 2007","Preprimary Learning Aids","","","farrukh farrukh Pre-Primary Books Maze Workbook Series (English) Maze Phonics Workbook Series Maze Readers Maze Workbook Series (Maths) Jugnoo Urdu Silsila (Ibtadai) Pre Primary Learning Aids <<Back Next>> Preprimary Learning Aids MAZE Reading Cards (Pre-Primary) MAZE Reading Cards are based on MAZE Key Words research. The large, bold and child friendly script of MAZE Reading cards attracts and motivates children towards reading. MAZE Reading cards develop children’s Photo Memory skills. Children learn to read 300 most commonly used words of English Language through MAZE Reading Cards. MAZE Phonics CD/Cassette Research shows that learning English is easy and effective through Phonics. That’s why it’s used all over the world in preprimary and primary classes. This CD/Cassette contains sounds of letters and sounds of different word parts. It covers all the concepts of phonics. It will help teachers to learn to pronounce the sounds and words of English properly. Children love to listen to it again and again. This CD/Cassette is highly effective in the classroom and at home. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",6);arrFiles[58]=new Array(59,"productspreprimary5.htm","16 Apr 2007","Jugnoo Urdu Silsila (Preprimary)","","","farrukh farrukh Pre-Primary Books Maze Workbook Series (English) Maze Phonics Workbook Series Maze Readers Maze Workbook Series (Maths) Jugnoo Urdu Silsila (Ibtadai) Pre Primary Learning Aids <<Back Next>> Jugnoo Urdu Silsila (Ibtadai) f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",5);arrFiles[59]=new Array(60,"productspreprimary6.htm","17 Apr 2007","Jugnoo Urdu Silsila (Amali Kitab)","","","Primary Books Jugnoo Urdu Silsila (Primary Reader) Jugnoo Urdu Silsila(Amali Kitab) Maze English Maze Phonics Workbooks(Primary) Maze Maths Project IT Series Project Science Project Social Studies Mashal Islami Silsila <<Back Next>> Jugnoo Urdu Silsila (Amali Kitab) f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",5);arrFiles[60]=new Array(61,"productspreprimary6_test.htm","17 Apr 2007","Jugnoo Urdu Silsila (Amali Kitab)","","","Primary Books Jugnoo Urdu Silsila (Primary Reader) Jugnoo Urdu Silsila(Amali Kitab) Maze English Maze Phonics Workbooks(Primary) Maze Maths Project IT Series Project Science Project Social Studies Mashal Islami Silsila <<Back Next>> Jugnoo Urdu Silsila (Amali Kitab) f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",6);arrFiles[61]=new Array(62,"productspreprimary7.htm","16 Apr 2007","Maze English","","","farrukh farrukh Primary Books Jugnoo Urdu Silsila (Primary Reader) Jugnoo Urdu Silsila(Amali Kitab) Maze English Maze Phonics Workbooks(Primary) Maze Maths Project IT Series Project Science Project Social Studies Mashal Islami Silsila <<Back Next>> Maze English Students and teachers love Thematic Approach (8 Basic Themes) of MAZE English. Only MAZE English teaches children the 11 crafts of literature: Story, Essay, Diary, Letter, Autobiography, Narrative, Poem, Interview, Dialogue,Research Report, News Story. MAZE English is popular for its interesting and unique ideas. Children read MAZE English just in the first sitting because of the interesting ideas and the attractive titles. MAZE English gives children an exposure to international literature, for example, Red Peacock (Indian Story),The Monkey’s Fiddle (South African Story). MAZE English teaches grammar to children through easy definitions and real life examples. Children develop their Creative Writing Skills within no time using elements and formats of 11 crafts of literature. Available Resource Material Teachers Resource Materials CD Available Support Teachers Training Teachers Guide (Lesson plans, yearly breakup, Assessment papers) Consultancy Visits f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",8);arrFiles[62]=new Array(63,"productspreprimary_test.htm","17 Apr 2007","Maze Workbook Series (English)","","","E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. Maze Workbook Series (English) Children learn and practice the correct letter formation in Maze English Workbook series. Maze English Workbook Series develop children’s handwriting through colouring and tracing activities. Maze English Workbook Series help children to differentiate between vowels and consonants. Maze English Workbook Series develop a child’s vocabulary of 400 new words. Children learn the correct sentence structure through Maze English Workbook Series. Only Maze English Workbook Series help children to write 6 to 8 sentences, independently, helping the children master the skill of creative writing. Available Resource Material Video Training CD Maze Phonics Cassettes Maze Phonics CD Teachers Resource Materials CD Available Support Teachers Training Teachers Guide Teaching Aids Consultancy Visits <<Back Next>> Maze Workbook Series (Maths) Jugnoo Urdu Silsila (Ibtadai) Pre Primary Learning Aids Maze Workbook Series (English) Maze Phonics Workbook Series Maze Readers Pre-Primary Books farrukh farrukh ",8);arrFiles[63]=new Array(64,"productsprimary.htm","16 Apr 2007","Jugnoo Urdu Silsila (Primary)","","","farrukh farrukh Primary Books Jugnoo Urdu Silsila (Primary Reader) Jugnoo Urdu Silsila(Amali Kitab) Maze English Maze Phonics Workbooks(Primary) Maze Maths Project IT Series Project Science Project Social Studies Mashal Islami Silsila <<Back Next>> Jugnoo Urdu Silsila (Primary) f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",5);arrFiles[64]=new Array(65,"productsprimary1.htm","16 Apr 2007","Maze Phonics Workbooks(Primary)","","","farrukh farrukh Primary Books Jugnoo Urdu Silsila (Primary Reader) Jugnoo Urdu Silsila(Amali Kitab) Maze English Maze Phonics Workbooks(Primary) Maze Maths Project IT Series Project Science Project Social Studies Mashal Islami Silsila <<Back Next>> Maze Phonics Workbooks (Primary) MAZE Phonics Workbooks are highly effective in increasing the vocabulary bank of children. MAZE Phonics Workbooks enormously improve children’s spellings. Children learn correct pronunciation of letters through MAZE Phonics Workbooks. MAZE Phonics Workbooks cover all the important phonics concepts with sufficient practice for Initial Diagraphs, Double Finals, Final Blends,Initial Blends, Silent Sounds etc. MAZE Phonics Workbooks are based on the I I P R method. Available Resource Material Teachers Resource Materials CD Available Support Teachers Training Teachers Guide (Lesson plans, yearly breakup, Assessment papers) Consultancy Visits f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",7);arrFiles[65]=new Array(66,"productsprimary2.htm","16 Apr 2007","Maze Maths","","","farrukh farrukh Primary Books Jugnoo Urdu Silsila (Primary Reader) Jugnoo Urdu Silsila(Amali Kitab) Maze English Maze Phonics Workbooks(Primary) Maze Maths Project IT Series Project Science Project Social Studies Mashal Islami Silsila <<Back Next>> Maze Maths Only MAZE Maths uses I I P R method enabling children to grasp concepts completely in a systematic manner. MAZE Maths focuses on skill building using simple to complex and easy to difficult approach. MAZE Maths develops 6 basic Mathematical skills in children: Estimating, Calculating, Analysing, Reasoning, Critical Thinking, Problem Solving. Easy language of MAZE Maths keeps children interested through out the book. Icons and Colour Schemes make MAZE Maths more effective and child friendly. The sufficient practice offered in MAZE Maths helps children apply the concepts effectively. Available Resource Material Teachers Resource Materials CD Available Support Teachers Training Teachers Guide (Lesson plans, yearly breakup, Assessment papers) Consultancy Visits f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",7);arrFiles[66]=new Array(67,"productsprimary3.htm","16 Apr 2007","Project IT Series","","","farrukh farrukh Primary Books Jugnoo Urdu Silsila (Primary Reader) Jugnoo Urdu Silsila(Amali Kitab) Maze English Maze Phonics Workbooks(Primary) Maze Maths Project IT Series Project Science Project Social Studies Mashal Islami Silsila <<Back Next>> Project IT Series Project IT Series are developed on the most modern and effective Project-based approach. Project IT Series cover 400 IT skills,scientifically introduced from class 1 to class 6. Children and teachers love Project IT Series for their all-practical style. Step by step instructional style makes Project IT Series student friendly. Project IT Series help children learn difficult IT concepts very easily through easy language and real life examples. Available Resource Material Teachers Resource Materials CD Available Support Teachers Training Teachers Guide (Lesson plans, yearly breakup, Assessment papers) Consultancy Visits f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",6);arrFiles[67]=new Array(68,"productsprimary4.htm","16 Apr 2007","Project Science","","","farrukh farrukh Primary Books Jugnoo Urdu Silsila (Primary Reader) Jugnoo Urdu Silsila(Amali Kitab) Maze English Maze Phonics Workbooks(Primary) Maze Maths Project IT Series Project Science Project Social Studies Mashal Islami Silsila <<Back Next>> Project Science Children love Project Science for its easy text and interesting writing styles: Narrative, Autobiography, Story, Essay. Project Science develops 6 core science skills in children: Data Collecting Communication Experimenting Analyzing Drawing conclusion Prediction Project Science has Language-based activities to develop scientific language skills in children. Project Science makes testing easy for teachers through its Competency-based assessment style. Project Science develops Scientific Thinking and Inquiry skills in children. Available Resource Material Teachers Resource Materials CD Available Support Teachers Training Teachers Guide (Lesson plans, yearly breakup, Assessment papers) Consultancy Visits f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",7);arrFiles[68]=new Array(69,"productsprimary5.htm","16 Apr 2007","Project Social Studies","","","farrukh farrukh Primary Books Jugnoo Urdu Silsila (Primary Reader) Jugnoo Urdu Silsila(Amali Kitab) Maze English Maze Phonics Workbooks(Primary) Maze Maths Project IT Series Project Science Project Social Studies Mashal Islami Silsila <<Back Next>> Project Social Studies Project Social Studies uses the world’s most modern and effective Project-based approach. Children love Project Social Studies for its easy text and interesting writing styles: Narrative, Autobiography, Story, Essay. Project Social Studies develops the 6 core Social Studies skills in children: 1. Critical Thinking 2. Working in groups 3. Reading maps 4. Referencing Time 5. Information Gathering 6. Communication Only Project Social Studies has Language-based activities to develop language skills in children. Project Social Studies makes testing easy for teachers through its Competency-based assessment style. Available Resource Material Teachers Resource Materials CD Available Support Teachers Training Teachers Guide (Lesson plans, yearly breakup, Assessment papers) Consultancy Visits f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",7);arrFiles[69]=new Array(70,"productsprimary6.htm","16 Apr 2007","Mashal Islami Silsila","","","farrukh farrukh Primary Books Jugnoo Urdu Silsila (Primary Reader) Jugnoo Urdu Silsila(Amali Kitab) Maze English Maze Phonics Workbooks(Primary) Maze Maths Project IT Series Project Science Project Social Studies Mashal Islami Silsila <<Back Next>> Mashal Islami Silsila f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",5);arrFiles[70]=new Array(71,"pw_main.htm","21 Apr 2007","Platinum Writers","","","Platinum Writers Name: Safia Afzal School: Home Schooling f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",4);arrFiles[71]=new Array(72,"pw_main_1.htm","21 Apr 2007","Platinum Writers","","","Platinum Writers Name: Safia Afzal Class: 5 School: Home Schooling 1. Story Six Friends Once upon a time there lived three sisters. There names were: Maria, Zainab and Maryam. One day they went for a walk to a park. There they saw their best friends. Their names were Dua, Tehreem and Sania. After that the girls decided, “We will go to Jungle.” They went to Jungle. It was becoming very dark. The all six friends said, “We are become very hungry.” Then they took bow and arrow and killed a rabbit. But Maria said, “How we will cook it?” Dua said, “We will take this rabbit with us. May be we will take find a cottage.” They started walking again. At last they found a cottage and went inside the cottage. It was neat and clean. They started making the fire. After making the fire they put the rabbit on the stove. All the six friends ate the whole rabbit and then they said, “How we will go home now? It is very dark.” They tried but could not find their way home. Then a fire fly came and helped them find their way. They thanked the fire fly and gave her a tube light for a gift! 2. Essay Why We Like Storybooks Storybooks are beautiful for their pictures like: animals, insects, flowers and plants. Storybooks have illustrations so children like to look at books and read them. We want to read them if they are colorful. Colorful story books make the story enjoyable. Some storybooks have rainbow colors but some have only few colors. The storybooks give us many lessons, like don’t throw wastage on road or anywhere else. We learn lessons of different types from storybooks. We also get knowledge from storybooks. We get knowledge of different types. Some storybooks tell us how to make things and some tell us how to do activities. Some storybooks are interesting to read because of their pictures. We like to do story telling after reading a story and we also tell summary of that story. Some story books are fantasy. When we read them we go into another world. 3. Diary Dear Diary First I woke up at 6 o clock. Then I wore my shoes to go to Safari Park. Then we sat in our car and went to Safari Park. When we reached there we saw that Go Aish lights were on in the morning. Then we did walking plus jogging. We did 1 hour jog plus walk. After that we came home. Then I gave food to my cat moni and made breakfast with mama. Then we ate breakfast and got ready because we had to go to NCE. Then we said to Laila aunty that we are coming to teach Uzair. She said OK. Then Baba dropped us at Laila aunt’s house and he went to his office. We learned how to do knitting, and Uzair learned how to read and write Urdu. Then we went to office. There we did Urdu, English reading and writing. Then we did lunch. Then we went home at 3 o’ clock. After that we took nap. When we woke up Zainab said lets go and buy some junk food for Maria’s happy birthday. Then we went to buy some junk food only. Then we came back and put dinner and ate. Then all the children played game with Zubair uncle. Then we went to sleep. 4. Letter Sweet Baji Mange Tree Number A -18 Leave Number 8 Farm House Karachi 6 Jan 2007 Assalamu Aleikum How are you? I am fine? Whatz going on? I have heard that you are coming to Lahore this month. So welcome. Please come soon. Also bring 30 plates of Karachi biryani with you for us (that means 30 pieces of rice). I have arranged all the things for you here. You know my son AB has passed AMB and Queen of Lahore has given him certificate. So how are your children? Today I am very happy because I have come to live on a new tree. So don’t write on my old address. Write to me on this Neem Tree address. By the way it’s a flat. Ok bye take care. I am sending it by snail. Give my regards to all my small friends. Regards, Aunt Ant C40009 Leaf Number 234789356 Aunt Delux Apartments Neem Tree Ravi Road Lahore 5. Poem Rainy Day Let’s go and play on a rainy day, We all can play and enjoy the day, We can swim on a rainy day, Like penguins swim on a bay, Maryam loves to play on a rainy day, She does mum mum, thap, thap, And then she splashes all the way, Parents walk slowly on a rainy day, Like turtles trying to find their way, We watch people playing on a rainy day, Like alligators fighting for a prey, We eat churchly flavored chips with tea on a rainy day Let’s go and play on a rainy day. 6. Narration Butcher’s Shop We were planning to have a party. We planned to make biryani and karahi gosht. So we needed lots of meat. We made a list of groceries and how much meat we needed. We planned to go to a butchers shop. We had breakfast and then we left at 11:00 am. We reached there at 11:15 am. There were lots of people and it seemed a very busy day. People were standing in a line waiting for their turn. They had number token. Our number was 13. While we were waiting we saw that there were so many butchers cutting meat. Some were making qeema, some boti, and some pasanda. All the butchers were busy doing their work. Suddenly I was cat who was waiting to get something from the butcher who was also giving instructions to other butchers to fulfill every customers needs. Everyone was in hurry. There were too many flies flying over the meat and it was a hot day. We saw that the old man whose turn was next was continuously arguing with the butcher to clean the meat properly and take off all the fat. The butcher was also in a bad mood and said that it’s a busy day and if the man wants it cleaner then he can clean it a home. So they started fighting. All of a sudden a cat came and grabbed a piece of meat from the butcher. The butcher turned towards the cat to save the meat and while doing this he cut his finger. There was a panic and everyone was getting mad. Then we went to other shop and took our meat in 5 minutes. After that we went home . 7. Autobiography Book Keeping Secret Today I will tell you about my life. First I was paper. Some people came and gave me to a factory. The factory people changed me into a book. Oh sorry I made a mistake. First the factory people gave me to the author and the illustrator. They wrote and made illustrations. Then I was completed as a book. After that a big truck came and took me and many other books. I went to the bookshop. Others went to offices and schools. I went to a big shop of books. There a boy named Muhammad came. He liked me so much. One day they were going to Lahore so Muhammad to airport with me and his cousins. When they weighted their baggage it was over weight. So they threw their junk food. But their bags were still over weight. So the checker told them to throw me. Muhammad said, “No way. I will not throw my book.” He cried. His mother gave him an idea, “Give your book to your cousin. Tell him that you will take it back when you come back.” Muhammad agreed. He went to Lahore. When he came back he asked his cousin, “Where’s my book?” His cousin replied, “I don’t know. I threw it in the dust bin.” Muhammad cried very much when he heard this. Good that from the dust bin the recycling boy took me to a factory. There they changed me into a new book. So look for a new book. Maybe that’s me! And always remember: Do not throw books in the dust bin. Give them for recycling. 8. Interview Miss Panda I: Assalamu Aleikum. How are you Mr. Panda? Panda: Wa aleikum As Salam, I am fine but I am Miss Panda I: Okay Okay. I am very sorry. So can I interview you? Panda: Yes, yes, you can. But do it fast because I have to feed my children. I: Okay where were you born? Panda: I was born in Hundred Acre Woods at 6 o’ clock. I: And how old are you? Panda: I am 8 years old but look so young. I: Why you look so young? Panda: It’s a long story. But since you have asked I will tell it to you. When I was young hunters caught me from the forest. They sold me to a circus. Now I have to work in circus. My job was to walk with Fashion (Style). Then they gave me food. After that I had two babies. So they put me in this jungle. So now I am here. I: That’s an interesting story. But did you like to work in a circus? Panda: Yes of course, because I like it when people laughed and I also laughed when I watched them. I: So it means you like the circus. Panda: Yes, yes, I enjoyed the circus and I am happy with you because I like people. But now I amgetting. My children will be waiting for food. So bye, bye. 9. Dialogue Kitty and Maryam Kitty: How are you? Maryam: I am fine. How are you these days? Kitty: I am fine and I thought you are busy now a days. Maryam: Yes I am busy drinking milk now a day and also doing pishi and potty. And I am watching you. You are becoming weaker and weaker. Kitty: Yes because I am doing work all day long. I see your lights go off very soon. Maryam: Yes I sleep very early at night just like you. What are your activities? Kitty: My activities are very hard like sleeping and practicing how to fight enemies. What are your activities? Maryam: My activities are drinking milk. My main thing is sleeping and doing much work with my sisters. Kitty: When do you wake up? Maryam: I wake up at 4 o’ clock. And when do you wake up? Kitty: I wake up at 6 o’ clock or at your time. Have you been to Blue Park? Maryam: Yes I go to play there with my sister on her bicycle. 10. News Story Picnic at Gadani was a Success Family picnic on February 7 th at Gadani was a success. The main camping site of the picnic was Darbar hotel. This picnic was to collect shells, fishing and to enjoy the weekend. Baba and 3 uncles went for hiking. Some people went for a long walk. We collected shells and made sand castles. Maria and Zainab did camel riding. Everyone enjoy the picnic. 11. Research Report Shells There are many types of sea shells. They have different colors. I have collect different colored shells. I tell you about the colors of these shells. There are at least 14 colors in the sea shells. The 1 st largest color of shells in sea is white, which are 26 out of hundred. The 2 nd largest color shells in sea are green which are 15 out of 100. After green the 3 rd largest color of shells in the sea is grey, which are 10 out of 100. The 4 th largest color of shells is white with brown stripes on them which are 8 out of 100. The 5 th largest color of shells in sea is white with black and white spots which are 5 out of 100. The 6 th largest color shell in sea is yellow. They are 3 out of 100. The least number of color shells are red, purple and pink. Each is 1 out of 100. The sea has so many different colors of shells. We should not make sea polluted, because that will damage the color of shells. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",22);arrFiles[72]=new Array(73,"rarticle1.htm","14 Mar 2007","Research Articles","","","farrukh farrukh Research Articles Creativity: Development & Obstacles Definitions of Creativity There are many definitions of creativity; dictionaries give the following meanings: create: To cause to exist, Bring into being, Originate, To give rise to, Bring about, Produce, To be first to portray and give character to a role or part (appropriate to creating fictional characters and writing stories) creation: An original product of human invention or imagination. Being creative is seeing the same thing as everybody else but thinking of something different There are many aspects to creativity, but one definition would include the ability to take existing objects and combine them in different ways for new purposes. Creativity is the ability to generate novel and useful ideas and solutions to everyday problems and challenges. How to Develop Creativity Here are a few things you can do to improve your creativity: Study books on creative thinking techniques and put them into practice Attend courses on creative thinking and put the ideas into practice. Keep a daily journal and record your thoughts, ideas, sketches, etc. as soon as you get them. Review your journal regularly and see what ideas can be developed. Indulge in relaxation activities and sports to give the mind a rest and time for the subconscious to digest information. Develop an interest in a variety of different things, preferably well away from your normal sphere of work. For example, read comic books or magazines you wouldn \'t normally get. This keeps the brain busy with new things. It is a common trait of creative people that they are interested in a wide variety of subjects. Don \'t work too hard -you need time away from a problem to be creative after periods of intense focus. There \'s no better way to broaden and refresh your outlook than travel. Set a measurable goal S et up criteria to indicate whether or not you have or are reaching your goal. S urround yourself with people who love and respect you; people who encourage you to take risks. C elebrate your progress in reaching your creativity goals. Begin thinking of yourself as a creative person. Surround that identity with beliefs about your creative abilities. Learn the skills of creativity, act creatively every opportunity you get and find environments that support creative behavior. Creativity is increased by acknowledging that it exists and by nurturing it. Create a sensory stimulating environment, increase awareness of that environment and provide sufficient quiet time to allow that sensory stimulation to be translated into external reality Flood yourself with information in your chosen area of creativity then deliberately expose yourself to information outside your area. Practice meditation or some kind of peaceful, relaxing activity such as handwork or quiet exercise. Avoid becoming too entrenched in your routines. Don \'t allow your beliefs to distort your perceptions. A useful technique is to deliberately and consciously attempt to integrate opposites at every opportunity within your own mind. Develop the attitude that your creative work is important even if others do not share your belief. There are hundreds of hobbies and some of them can be real workouts for your imagination. Painting, Drawing or Sculpture can \'t avoid putting you creative machinery to work. Practicing internally seeing everything you can--colors, shapes, images. Listening to the sounds associated with your visualizing--music, environmental sounds, voices, tones, Noticing aromas you are smelling and flavors you are tasting; Paying special attention to your emotional/ feeling states; Reaching out in your mind \'s eye and touching what you are visualizing; be- coming aware of textures; In your body, noticing physical motion or movements that are associated with your visualization A written list is not the best tool for planning, note taking or idea generation. Use Mind Mapping instead Take a new challenge each week. Work on a new problem each week; explore something new with the purpose of solving it, or generating ideas. You can benefit by learning from the lives, ideas and actions of the great geniuses of history. Adopt a role model - maybe Leonardo da Vinci, Picasso, Einstein, Iqbal, Ghalib, Sadquain, and Spielberg. Observe the following: Objects Small parts Construction Creative Aspect Change People Outlook Life Achievements Quotations & actions Places Features Development Aesthetics (beauty) Change Events Characters Sequence Memorable parts Results Ideas Finer details How is was developed What’s so special about this idea Effects of the idea Analyze Discuss advantages & disadvantages of an object Compare with another object of a similar kind Suggest changes in design. Think of another method of construction of a object Discuss the effects of a personality Compare a personality with others Suggests ideas for improvement in a character Suggest any improvement in the place Compare with a similar place Suggest any change in the: Characters, place or the sequence of the events Think of the life/world without the event. Would it be better or worst? Why? Suggest any change in the idea Think of the life/world without the idea. Would it be better or worst? Why? Give judgment or decision So what is your concluding statement? Explain this in one sentence. Which one will you choose? Will you buy it? Would you like to exchange it for something else? If yes then what? Similarly, would you like to visit it or someplace else and would you like to meet him/her or someone else. Development, realization and expression of feelings. How do you feel about it/him? Application or usage of a person, place, thing and idea. How can we use it/him/this? What is the plan of action? List down the steps. Solving a problem. How he/it/this can help us solve the problem? Creativity. After looking at him/her/it/this can you think of something new? How can you change it/him/yourself? Obstacles to Creativity Being too busy and getting too involved with a problem Having conflicting goals and objectives Not allowing yourself enough time to relax Fear of criticism Lack of confidence State of mind/body (for example experiencing negative stress) a sterile environment that does not feed the senses Demands for quick production of results. Harsh words (from others or from ourselves) By rigid rules and barriers that prevent us from gathering information and/or from connecting with others. Stress . Stress is not only a distraction, which drains energy, which could otherwise be used creatively; it is bad for one \'s health. Routines . Routines or set ways of performing tasks have their uses, but allowing them to become too entrenched in one \'s life causes one to limit the range of responses available and can lead to the development of the anathema of creativity, the bureaucratic mind. Beliefs . Having a strong belief in something not only limits our response options, but causes us to limit the way in which we perceive and process information from the outside world. We may filter out information which contradicts our belief, and end up in our own reality tunnel, in which we remain blissfully unaware of much that occurs in front of our very eyes. Ego . Having a strong ego identity with a particular belief exacerbates this situation and can lead to us aggressively defending it, to the detriment of creativity, our society, and ourselves. This is not to imply that one must have no beliefs, merely that one needs to be very aware of one \'s beliefs and consequent limitations. Fear . Fear of self-expression and of the judgment of others can severely limit one \'s creativity. Self-criticism . Negative thinking and self-criticism are also limiting factors of an individual \'s creativity. By Rayed Afzal Executive Director New Century Education f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",16);arrFiles[73]=new Array(74,"rarticle2.htm","14 Mar 2007","Research Articles","","","farrukh farrukh Research Articles Early Childhood Education ECE is watering seeds to become trees In the last few years Early Childhood Education has become talk of the town. Seminars and conventions all over the world highlight its importance. Ever since mankind has realized that over 80 percent of human personality, including its aptitude and attitude shapes before the age of 6, lots of resources are going into this field of education. Curriculum being one of the most important issues in any education is hotly debated. What a good ECE curriculum should achieve, what should its targets, are some of the questions now being asked. Curriculum is a program of study that can be used for many different purposes. It can be used for indoctrination. It can be used to further a certain ideology. It can also be used to prepare for further studies. These are some, and I am sure there are many other purposes of a good curriculum. This thus becomes a touch matter. I would like to present a holistic view of a good curriculum. It should be a tool of personality development curriculum, thus is a means to prepare a young child for the challenges of tomorrow. This means equipping children with skills that are essential for a good and prosperous life. in a minute I will explore this issue of skills further, but first a few words about the emotional development. A good curriculum must address the emotional development of young children. Let me highlight its importance. 21 st century has presented humankind with new challenges. There are new media to use, new ventures to explore, and new technologies. There is a lot of NEW in the world, which needs emotionally stable personalities to manage them. Consumerism and onslaught of pull marketing, capitalizing on human emotions, have also highlighted the importance of emotional stability. Psychological disorders like anxiety and depression are common now. One out of every 8 person in Karachi now suffers from either one of the two. The impact of emotions on human performance has led to the creation of a new terminology…. Emotional Intelligence. And within few years of the coinage of this terminology, we have come to a point where Emotional intelligence, is considered more important than cognitive intelligence. Coming back to the issue of skills, there are two types of skills that take up most of the time in primary classes. First the creativity skills. Second the language skills. First allow me to discuses the broad outline of the two ends then I will take en opportunity to go into the finer details of the two. Creativity leads to better problem solving end imaginative abilities. it allows a person to come up with new ideas, suggestions , solutions, and products. In this age of commerce when trade balance definite the strength of a nation, the ability of a nation to nature innovated products mixed with the skills of solving problems for its customers results in a better trade balance sheet. With the financial reserve in hand a nation can pursue other interest, occupying other people’s resources in far off lands, for example. Interestingly, early childhood is the most suitable time to develop this skill in a person. A good primary curriculum there for should focus on the development of creativity among children. Over the years , I have identified a set of 33 skills that should be developed in children, various combinations of which are then used to enhance creativity in children. Mastering these 33 skills and then knowing the use of them in various combinations have led to the development creativity in children. Now I would like to turn towards language development in ECE curriculums. There are some issues that we need to discuses here. First the issue of Urdu and English and the amount of time that should be assigned to each. Second the teaching and learning strategy use for English. In most private schools of Pakistan, teaching of English probably gains preference in a curriculum. The harsh economical realty of our poor country has led to this situation since the medium of communication in government department and the exams used for the hiring, commonly known as CSS are both in English, no person can deny the importance of the language. Add to it that in the 21st centaury the great majority of service jobs are created by multinationals, English has become, in some of the schools I have surveyed, the only aim of education at preprimary level. Unfortunately the teaching/learning strategies used to teach English have not been improved for the last 50 years. As a result more and more time is cut from the teaching of creativity or Urdu language. Given to the development of English. Then there is the issue of English as a foreign, second or first language. Most of the strategies and books adopted in Pakistan for teaching English are for the children with English as their first language. Whereas for almost all Pakistani children English is either a foreign or second language, but it surely is not a first language. Now let me come to the teaching strategies. the curriculum followed in Pakistan, is not designed keeping in mind the natural process of language development should start from listening then going to speaking, then leading to reading and ultimately writing. Our schools usually emphasize on only one language skill and that is writing. This non-scientific approach leads towards rote memorization of the content, sometimes consisting of hundreds of words. Now let me discuss some solution. I have pursued the development of a balance curriculum, with many associates and in collaboration with some acclaimed departments of education all over the world. We have been able to evolve a more effective and organized curriculum for Pakistani children. We call it 18 point Modern Montessori Curriculum. Considering that Dr. Maria Montessori was the pioneer in the field of early childhood education we have named this curriculum after her. The scope and methodology of studies of this curriculum, however, is modern incorporating latest research in this field. Today hundreds of schools have successfully adopted this curriculum. Now briefly, let me highlight some of solutions and approaches we have offered in this curriculum. First of all we have made creatively a part of language development. Children are taught language through act invitees. Children are taught carefully selected skills very early in their life. This puts them on the road to creatively .Teacher then uses the activities performed by the children to enhance their vocabulary of English language that make up almost 50 percent of everyday language. Teacher repeat these words and phrases during the activates. Providing children an opportunity to talk using the e same word and phrases This preprimary curriculum is arranged in a hierarchy for the three year of early childhood education. for each one eighteen points if curriculum 24 bench marks have been identified this mean that the hold curriculum consists of 432 bench marks . These 432 bench marks spread our three year offering multiple benefits First these benchmarks break teaching in to small segments .giving more cohesion and control. Second , due to them , teacher are now able to perform more informal assessments and are able to identify teaching learning gaps at shorter intervals then before . This means less Frustration and early identification of a problem. Third these benchmarks on monthly basis .parents are then in a better position to guide their children at home. There are, however, two problems with this 18–point modern Montessori curriculum: The teachers can master this curriculum only after training of 8 months. The training required to use this document cannot be reduced to anything less than 8 months. And since this training is limited only to Karachi this means that teachers in other parts of the country are not able to benefit from it completely .unfortunately, all of my previous efforts to bring it into a manual that teachers can read independently have failed. The second problem, Alhamdulilah, I have been able to resolve that had to do with parent’s expectation s or lack of information. Most parent demanded quick result especially in the writing area of the curriculum. Now we have started conducting workshops for the parents where we brief them on this curriculum .I am glad to information you that parents are understanding and cooperating Early childhood is now considered the most important part of a person‘s education .that makes the ECE curriculum a precious document, effective of which means the effectiveness of ECE. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",13);arrFiles[74]=new Array(75,"rarticle3.htm","14 Mar 2007","Research Articles","","","farrukh farrukh Research Articles Grading is not advised in Pre-primary Grading preprimary children is not advised by any reputed educationist, not it is practiced in any developed country of the world. As a matter of fact, due to its negative effects, grading in preprimary is discouraged and considered harmful. Much is written about the ill effects of this practice. Here are some key reasons for not grading in preprimary: Children have no sense to logically linking the grade to exam; they have taken few days back. Therefore, they are able to “work hard” for the next exam to secure a “first position.” The position celebrated by few while all the others think that they are “not special.” This creates jealousy in many and superiority complex in few. Parents of children either feel sad or happy depending upon the grade of their child. This translates into extra hard work. This often takes away play time of child. In preprimary playing is as important as studying. Moreover, parents’ teaching children out of anger is not very healthy. No doubt it is hard to convince parents on grading. This makes them feel excited and happy, but it is administrations job to educate them about the negative effects of this practice. That’s what leadership is all about! By Rayed Afzal Executive Director New Century Education f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",5);arrFiles[75]=new Array(76,"rarticle4.htm","14 Mar 2007","Research Articles","","","farrukh farrukh Research Articles The Role of Language in National Progress Language has played a significant role in the rise and fall of civilizations. Language presents humankind with a variety of possibilities. Since language is the portrait of human thoughts, it reflects the quality of thought generated in a society. Training in language therefore, enables an individual to express his thoughts in the most eloquent way. But a person has to learn to think before learning to express. The skill of driving has to accompany the ability to know or remember directions. Without the ability to navigate, even a good driver will be lost. The selection of language tools used to express thought reflects the priorities of a person or for that matter a nation. The way language is acquired and then used can make a tremendous difference in the success (or failure) of a person or nation. The quality and quantity of language is a barometer of the intellectual health of the people. There are two types of language skills, each having its own specific role to play in society. The growth of a society depends on the importance given to each one of them. The first type is BICS ( Basic Interpersonal Communication Skills). This is our ability to interact with others in society. Many forms of language that concern with human relations fall under this category. BICS can be in the form of verbal dialogue or written text. In both its forms BICS concerns with human feelings, social and religious arguments and entertainment. Political and religious rhetoric fall under this category. Much of BICS is done to leave a lasting expression on the listener or the reader. It’s a tool used to arouse feelings in humans, convincing them to take up a certain task. Plenty of BICS is simply entertainment. The time humans spend in leisure or to relax engages BICS and the forms of BICS used in such situations can be poetry, drama, theatre or discussions. The other type of language used to express human thought is CALP ( Cognitive Academic Language Proficiency) . Whereas BICS concerns with human emotions and social issues, CALP is the language of science. CALP is the language used by the scientific community to produce and share research. It is used to read, analyze and generate scientific papers. CALP deals with natural phenomena, discoveries and issues of scientific importance. It is used in research reports, dissertations and theses. CALP is the ability to present a problem, building a hypothesis, analyzing data and then presenting solutions. CALP is less concerned with emotional appeals and rhetoric. The words used in CALP may not make us emotional or entertain us but have accurate scientific references. Since CALP mostly deals with data, facts and figures, it lacks the beauty of Shakespeare or the imagery of Mirza Ghalib. Humans must possess a balance between the two types. Without BICS human life can be dry and boring. A society may lack colour, warmth and movement if there is no BICS. Human relationships as well as national identity are kept strong with the help of BICS. On the other hand, CALP is needed to make scientific advancements. A society lacking CALP starts to fall behind in the League of Nations. Lack of CALP leads to lack of scientific knowledge and discoveries, creating a severe handicap for a society. At individual level we can find people who had little of CALP yet they made a name for themselves due to their BICS. For example, a person might be able to make people laugh or cry, motivate a group of people to sacrifice their lives for a cause that is dear to the orator, but may have poor ability to make sense of any kind of scientific knowledge. Similarly there have been plenty of eminent scientists who made long strides in their own field of science but had little or no BICS. Many of scientists are considered dry with hardly any love for poetry but they were excellent in making sense of scientific knowledge. So a question arises: Which one is more important to acquire, CALP or BICS? We can find the answer to this question in the landmark book of Michael Hart – The 100. The book, as many of us know, is famous in the Muslim world because of its ranking of the Prophet of Islam as the most influential personality of the entire human history. Coming from a westerner, the ranking of the last prophet at the top talks plenty about the professional judgment of the author. But that is not the only credit that is due to Hart. Throughout the book he has been a competent researcher, who has carefully evaluated the lives of hundreds of people and weighted the effects they had on human history. To specifically calculate the achievements of a person and then to see how much they have been able to change the course of human history is a difficult job. The book can help us create two groups of personalities i.e. the people who succeeded because of their BICS and those who influenced due to their CALP. From the list of hundred we can find the people who were successful for their CALP. The CALP personalities would include scientists who are not considered excellent communicators but their works have helped improve the quality of human life. The book lists 36 scientists and inventors. Each one of these 36 scientists and inventors left a mark on human history because of their CALP. It would be a surprise to many Muslims who look only at the first chapter of the book, that the second most influential personality of the entire human history is none other than Isaac Newton. To understand the effect Newton has left on human civilization, I quote here Alexander Pope, one of the most renowned of the English poets: Nature and nature’s laws lay hid in night God said, let Newton be! And all was light. It would be worth mentioning that Jesus Christ is ranked at number 3, one step below Newton. Why? Because the author of the book considers the changes that world has seen due to the scientific discoveries of Newton far outweigh the changes that Jesus has been able to bring about in the world. Now to understand the role of CALP in the development of this scientific genius, I quote from the first paragraph of the second chapter: “As a child he ( Newton) showed considerable mechanical aptitude, and was very clever with his hands. Although a bright child, he was very inattentive in school and did not attract much attention. When he was a teenager, his mother took him out of the school, hoping that he would become a successful farmer. Fortunately, she was persuaded that his principal talents lay elsewhere, and at eighteen, he entered Cambridge University. There he rapidly absorbed what was then known of science and mathematics and soon moved on to his own independent research.” From this we can see that due to his lack of BICS, even his mother considered him a poor student who could only be a good farmer. Fortunately in 17th century England there were people who did realize that poor BICS does not mean a mental handicap and thus Newton’s mother was persuaded to let Newton continue with his education. We see that once at the Cambridge University, Newton, who severely lacked BICS absorbed all the scientific and mathematical knowledge of that time using his CALP. There are plenty of others who make this list of 100 because of their excellent CALP. Some of these belong to the Greek era when philosophy and science were still intermingled and great scientists were also great philosophers. The book lists no less than 14 in this category. The greatest of all the philosophers is Aristotle at 13 th position followed by his mentor Plato at number 40. Both of them had been good teachers (teaching requires more of BICS) in their own ranks, where Plato had an opportunity to educate the world’s foremost philosopher, Aristotle, and then Aristotle tutored the greatest military leader of all times – Alexander the Great. But none of the two are remembered for their students. Aristotle wrote 170 books of which 43 survive up to this day. Some of the fields of science that he discussed are: astronomy, zoology, embryology, geography, geology, physics, and anatomy. Plato, on the other hand, is best remembered for his work, The Republic. Much can be said about this book, but it suffices to claim that almost every western political system from ancient Greeks to the United States has been influenced by this work. Even Voltaire, who is accepted as the most witty and eloquent of all the philosophers, has left behind 30,000 pages of written materials that can easily make Voltaire a possessor of above average CALP. So how many of the people on the list can be considered to have better BICS than CALP? To answer this question we have to identify the individuals whose success was hidden in their motivating and managing people. Political and military leaders are definitely the type who left a mark on history by leading people. And communicating with masses always needs BICS. The book lists 31 political and military leaders. None of these leaders have left behind any written works, and they are all known for the political changes they had caused or the conquests they had made. To summarize it all 69 of the most influential individuals used their CALP, whereas only 31 can be selected as the great user of BICS. In other words for every one person who is part of the list due to BICS, two are there for their CALP. It appears that the author did not have adequate access to the treasures of Muslim sources. we are sure, otherwise, he would have included Omer bin khattab and Iqbal in his selection. A careful look at the list tells us of another amazing fact. At the end of 17 th century, as the people with CALP were dwindling in the Muslim world, their number was rising in the west. At this turning point of the history stands Francis Bacon (also ranked as one of the most influential personalities in the book), who eloquently advocated the use of scientific skills. Francis Bacon can be credited as the genius that made the West realize the importance of CALP bringing the western civilization out of the shingle of BICS. From this point onwards there were hardly any at par with Al Beruni and Khawarizmi to come out of the Muslim world. The West went on to produce Newton and Einstein and the balance of power shifted between the two civilizations. The Muslims lost their CALP and became more interested in BICS that involved futile entertainment and eloquent religious debate. Whereas, the West did away with BICS which was needed at that time to win arguments between Church and protestant movement and successfully developed CALP of its people, leading to hundreds of scientific discoveries and inventions in the last 3 hundred years. The balance between BICS and CALP is so critical that it can make all the difference between success and failure of a nation. The education system, therefore, must provide appropriate impetus for the development of BICS and CALP. For non-English speaking students this becomes a daunting task and most students are then in a catch 22 situation. The BICS is the foundation of language. Whereas, most native speakers of English come to school with some BICS, the non English speaking children have to develop it at school, which only means less time for the development of CALP. Most non-natives spend most of their primary schooling learning BICS leaving little or no time for CALP. Recent research shows that students should have some CALP by the end of class 6. Without a grasp of CALP by the end of class 6, students do not develop the basic aptitude and ingenuity to CALP that they would need when they step into the realm of higher education in sciences. Students in Pakistan complete class 6 with BICS only, hardly knowing anything about CALP. And that’s why we see so few Pakistani students entering university with any desire or ability to read and conduct research. To change this situation teachers must realize that primary classes are not about acquiring the typical knowledge at all. The education till age 11 is all about, in the words of Stephen Covey, Sharpening the Saw. These critical years must be spent on developing BICS and CALP. Secondly, teachers should remember what Leonard d Vinci has said: Everything in the universe is linked with everything else in the universe. And that goes for science and language as well. Teachers should bring language into science and science into language. While teaching how to write an autobiography in a language class, teachers can suggest students to write the autobiography of a raindrop thus introducing children to Water Cycle. Similarly while teaching children the part of a plant, teachers can suggest students to try writing a letter as a plant to a fish telling her all about the parts of a plant. Considering that more than 80 percent of today’s scientific knowledge is in English language, students must acquire CALP and should not be limited to BICS only. Primary years play a crucial role in the development of both BICS and CALP. Now it is only prudent that, during these years, teachers spend maximum amount of time developing these 2 language skills, instead of making children learning information given in the books. By Rayed Afzal Executive Director New Century Education f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",18);arrFiles[76]=new Array(77,"rarticle5.htm","14 Mar 2007","Moral Obligations of a Teacher","","","farrukh farrukh Research Articles Moral Obligation of a Teacher a. 25 Moral Obligations of a teacher b. 10 Moral Obligations of a teacher c. 9. Moral Obligations of a teacher 25 MORAL OBLIGATION OF A TEACHER 1. Self-concept and self-esteem. The early childhood teacher understands the development of self-concept and self-esteem in young children and can create a learning environment that provides opportunities for children to develop a sense of achievement and competence. The early childhood teacher is aware of factors that contribute to the development of self-concept in young children and uses children \'s behaviors to assess feelings about self. The teacher knows how to create a learning environment that fosters the development of a healthy self-concept, a realistic self-image, and positive self-esteem by providing children with opportunities to think about who they are and to gain an appreciation of their own uniqueness. The teacher ensures that all children have opportunities to experience success, to recognize their own accomplishments, to develop pride in their work, and to appreciate the value of their family language, culture, and heritage. 2. Self-discipline and autonomy. The early childhood teacher understands the process of emerging self-discipline and knows how to provide learning experiences and environments that promote the development of children \'s autonomy, including those that offer opportunities for applying decision-making, self-assessment, and self-help skills. The early childhood teacher knows how self- discipline and autonomy develop in young children, has appropriate expectations with regard to children \'s behaviors in these areas, recognizes signs that a child may be experiencing problems in relation to self-discipline or autonomy, and knows how to foster the growth of all children in these areas. The teacher models and encourages behaviors related to the development of self- control (e.g., controlling impulses) and self- reliance. The teacher recognizes and models decision-making strategies for young children and ensures that children have opportunities to make decisions that are meaningful to them across a variety of contexts (e.g., in determining the materials and activities that will be used in learning centers, in choosing their centers and determining the amount of time they will spend in each one, in helping decide what topics will be addressed through thematic units, classroom projects, and learning centers). 3. Social development. The early childhood teacher understands young children \'s social development and is able to build a classroom culture that fosters trust, caring, cooperation, responsibility, and leadership. The early childhood teacher recognizes factors and processes that contribute to the development of positive social behaviors in young children, has appropriate expectations for young children \'s social behaviors, recognizes indications that a child may be experiencing problems in this area, and knows how to take steps to address problems (including through the use of other professionals inside and outside the school). The teacher creates a classroom culture that allows children to experience positive, supportive interactions with adults and peers and ensures that children have opportunities to acquire skills for building and maintaining friendships and to develop a sense of belonging to a group. The teacher uses a variety of strategies to facilitate the social development of all children (e.g., providing opportunities to participate in classroom activities as both leaders and followers providing opportunities for collaborative learning experiences). 4. Promoting an understanding of diversity. The early childhood teacher understands how young children develop an awareness of similarities and differences among individuals and groups, and can provide learning experiences that promote young children \'s appreciation and respect for all individuals and groups. The early childhood teacher recognizes factors, processes, and issues related to young children \'s awareness of and response to the diversity around them (e.g., in terms of culture, family structure, special needs, socioeconomic diversity, lifestyle). The teacher knows how to select and use various types of resources and activities (including multicultural and nonsexist materials and activities) to create a classroom environment that fosters recognition of and appreciation for the uniqueness of all people and applies developmentally appropriate strategies in varied and meaningful contexts to provide children with opportunities to learn about and demonstrate respect for individuals and groups different from themselves. DOMAIN II—FOSTERING LANGUAGE DEVELOPMENT 5. Receptive language . The early childhood teacher understands the development of young children \'s receptive language development and knows how to provide experiential learning activities that enhance receptive language and complement learning in other areas. The early childhood teacher recognizes how receptive language development relates to young children \'s overall communicative development. The teacher knows how to create a language-rich environment that is based on meaningful, concrete experiences and that encourages active listening in varied contexts (i.e., in one-on-one, small-group, and whole-class settings). The teacher ensures that students have opportunities to develop a comprehensive range of receptive language skills (e.g., using a speaker \'s voice tone and nonverbal cues to aid in comprehending oral messages, asking questions for clarification of oral messages, following directions, participating in discussions). By reading aloud from a wide variety of children \'s books and engaging in storytelling, the teacher enhances children \'s receptive language skills and helps them develop an appreciation for the nature of stories and for sound devices such as repetition, rhyme, and rhythm. 6. Expressive language . The early childhood teacher understands expressive language development in young children and knows how to provide a classroom environment that encourages young children to use oral language to express needs, feelings, and ideas. The early childhood teacher knows how expressive language develops in young children, is aware of factors and processes that affect oral language development, has appropriate expectations regarding young children \'s oral language abilities, and recognizes signs that a child may be experiencing difficulties in oral communication. The teacher responds effectively to the oral language needs of individual children and creates an experience-based classroom environment that encourages the development of all children \'s oral expression by providing opportunities for participation in conversation with children and adults (e.g., working on projects, creating and maintaining physical space and a variety of props in a classroom atmosphere that facilitates sociodramatic play) and by encouraging the use of oral expression for a variety of purposes that are meaningful to children \'s everyday lives (e.g., in relation to playing with peers, getting needs met, sharing ideas and opinions, responding to stories and poems read aloud, expressing curiosity). 7. Emergent literacy . The early childhood teacher understands processes related to emergent literacy and can use this understanding to develop a classroom culture that fosters a positive disposition toward literacy and encourages the emergence of literacy. The early childhood teacher knows how literacy emerges and recognizes factors and conditions that contribute to emergent literacy in young children. The teacher creates a print-rich environment that offers young children real-life and meaningful opportunities to develop skills, knowledge, and positive attitudes related to emergent literacy (e.g., associating print with spoken language, recognizing that reading has value and can bring pleasure) and to interact with print in varied and meaningful contexts (e.g., listening to and retelling stories, engaging in writing, developing a familiarity with meaningful environmental print). 8. Language development in native speakers of other languages. The early childhood teacher understands how having a home language other than standard English affects English language development and knows how to use young children \'s diverse linguistic and cultural backgrounds to facilitate their English language development, as well as to enhance all children \'s awareness of the diversity of languages and cultures. The early childhood teacher recognizes factors and issues affecting the classroom experiences of young children with a home language other than standard English and creates a classroom environment in which the home language of each student is regarded with respect and the natural propensity of all children for acquiring language is fostered. The teacher uses a wide range of strategies and activities to build a language-rich environment that encourages young children to recognize and learn the vocabulary, grammar, and conversational cues (e.g., gestures, eye contact, intonation) needed to communicate effectively in a variety of cultural and situational contexts and that promotes children \'s understanding of and appreciation for similarities and differences among languages and cultures. The teacher understands basic processes of second-language development (e.g., the silent period), recognizes the importance of encouraging continued development of children \'s skills in their first language, and uses skills developed in the first language to promote second-language acquisition. 9. Visual arts. The early childhood teacher understands the role of the visual arts in the overall development of young children, knows how children \'s art develops, and can apply this knowledge to create an environment that provides young children with a wide range of experiences in the visual arts. The early childhood teacher recognizes factors and processes that contribute to young children \'s appreciation of and engagement with the visual arts. The teacher is familiar with concepts and skills necessary for young children to create and respond to artworks and understands the visual arts as a medium through which young children may view their world, explore ideas about the world, and express personal thoughts and feelings. The teacher uses the visual arts to help children achieve desired outcomes in various domains (e.g., using leaves in an art project to expand awareness of natural and human environments, using finger painting to encourage individual expression and improve motor control, making a collage to gain familiarity with geometric shapes in the environment) and creates an environment that offers children a wide range of developmentally appropriate opportunities to enhance their creation of artworks and their appreciation of works by a variety of artists. 10. Music. The early childhood teacher understands the role of music in the overall development of young children, knows how musical development occurs, and can apply this knowledge to create an environment that provides young children with a wide range of musical experiences. The early childhood teacher recognizes factors and processes that contribute to young children \'s appreciation of and engagement with music and is familiar with concepts and skills necessary for young children to produce, listen to, and respond to music. The teacher encourages self-expression through music and promotes children \'s musical appreciation (e.g., by using various methods to help them explore sounds and sound patterns). The teacher uses music to enhance learning in other domains (e.g., using hand motions with a song to increase body awareness, identifying patterns in music to aid in pattern recognition in math, using music to foster language development) and creates an environment that offers children a wide range of developmentally appropriate opportunities to enhance their skill and their motivation in relation to music response and creation. 11. Creative drama and theatre appreciation. The early childhood teacher understands the role of creative drama and theatre appreciation in the early childhood classroom and knows how to use dramatic play to promote overall development and individual expression in a variety of meaningful contexts. The early childhood teacher recognizes factors and processes that contribute to young children \'s appreciation of and engagement with dramatic forms. The teacher is familiar with basic skills and techniques associated with drama-related activities (e.g., role playing, puppetry, sensory awareness activities). The teacher provides students with opportunities to participate in and attend appropriate dramatic activities designed for young children and to participate in a wide range of dramatic play activities that promote their creativity and aesthetic appreciation, as well as their knowledge and skills in various domains (e.g., in terms of developing empathy, understanding and appreciating literature, using body and voice effectively, exploring healthy ways to express feelings). 12. Motor skills and perceptual awareness. The early childhood teacher understands the development of gross-motor, fine-motor, and perceptual awareness skills in young children and can apply this knowledge to create an environment that provides young children with a wide range of experiences for promoting development in these areas. The early childhood teacher knows how gross-motor, fine-motor, and perceptual awareness skills develop in young children and has appropriate expectations regarding children \'s skills and abilities in these areas. The teacher is aware of the wide range of skill levels that characterize young children in relation to gross-motor, fine-motor, and perceptual awareness skills, and knows how to create a classroom and outdoor environment that fosters all children \'s ongoing development in these areas through the provision of a variety of developmentally appropriate experiences and activities (e.g., daily opportunities to use large muscles for activities such as running, jumping, and throwing; varied opportunities to develop fine-motor skills through the use of materials such as pegboards and beads). 13. Personal health and safety. The early childhood teacher understands young children \'s needs related to personal health and safety and knows how to provide children with opportunities to learn about and apply personal health and safety practices. The early childhood teacher knows how factors in the home and at school affect young children \'s health and safety, creates an environment that fosters the development of health- and safety-related skills and attitudes, and is aware of resources outside the classroom for promoting health and safety. The teacher is familiar with principles and practices of personal health and safety that are developmentally appropriate for young children and provides children with opportunities to become aware of and to practice behaviors that promote their own health and safety (e.g., exercising, making healthy food choices, engaging in basic practices of personal hygiene, recognizing and avoiding common hazards in a child \'s immediate environment). 14. Cognitive development. The early childhood teacher understands the cognitive development of young children and knows how to create a classroom environment that provides children with opportunities to develop a wide range of cognitive skills and abilities. The early childhood teacher recognizes factors and processes that contribute to young children \'s cognitive development, has appropriate expectations regarding young children \'s cognitive abilities, and recognizes the different learning/thinking styles of young children. The teacher creates a learning environment that addresses children \'s particular needs and that provides all children with a wide variety of meaningful and developmentally appropriate opportunities to enhance their cognitive development. 15. Interdisciplinary connections/instruction. The early childhood teacher understands interrelationships among the content areas, recognizes skills and concepts that may be applied across the curriculum, and can use this knowledge to enhance children \'s thinking and their ability to understand the world. The early childhood teacher recognizes skills and processes that may be applied across the curriculum and creates a classroom environment in which children are encouraged to use and explore these skills and processes in varied and meaningful contexts (e.g., applying the processes of comparing and contrasting within contexts related to explorations within mathematics, science, social studies, and the arts). The teacher also enhances children \'s understanding of phenomena in their world by integrating content and ideas across the curriculum in ways that encourage them to make connections (e.g., by relating the unfamiliar to the familiar) and explore interrelationships (e.g., by planning a variety of learning experiences related to a theme or project, such as a study of the sea in which children experiment with objects that sink and float, classify shells by given attributes, identify work and play activities related to the sea, imitate movements of sea creatures, create sea collages). 16. Mathematical understanding/concepts. The early childhood teacher understands how the development of mathematical concepts promotes young children \'s thinking skills and knows how instructional methods involving the use of various types of thinking (e.g., exploration, discovery learning, problem solving) can enhance children \'s mathematical understanding. The early childhood teacher recognizes that young children \'s general thinking skills can be enhanced through opportunities to apply basic mathematical concepts and, alternatively, that children \'s development of mathematical concepts is facilitated through opportunities to apply general thinking skills. The teacher knows how to create a classroom environment that includes manipulative and encourages emergent numeracy by offering children opportunities to engage in and reflect upon varied, meaningful, and concrete learning experiences (e.g., passing out napkins at snack time to match objects in one-to-one correspondence, constructing structures using blocks and other manipulative to gain experience with nonstandard measurement). 17. Social studies concepts and principles. The early childhood teacher knows how to promote children \'s cognitive development and their understanding of their world through active exploration of social studies concepts and principles. The early childhood teacher encourages social understanding and personal and social responsibility by providing children with developmentally appropriate learning experiences designed to facilitate their exploration and understanding of social interactions (e.g., by helping children explore ways in which people can help and learn from each other). The teacher promotes children \'s understanding of the people and places that are part of their social environment and fosters an appreciation of and respect for human diversity (e.g., by making family maps, by sending home a family history questionnaire). 18. Science concepts and processes. The early childhood teacher knows how to promote children \'s cognitive development and their understanding of their world through active, hands-on exploration of science concepts and processes. The early childhood teacher recognizes how young children \'s natural curiosity about their world may be used to help them develop understandings related to science and scientific thinking, an appreciation of nature, and an awareness of environmental issues. The teacher nurtures children \'s natural curiosity by encouraging them to explore and make discoveries about their world (e.g., by using their senses to gain information about their environment, drawing conclusions and predicting outcomes based on their own experiences and observations). The teacher encourages all children to view themselves as competent scientific explorers and promotes children \'s ability to think scientifically (e.g., by helping them carefully observe and describe objects and phenomena, providing opportunities to apply skills such as classifying and ordering). 19. Child development as an integrated process. The early childhood teacher understands child development as an integrated process in which development in any one area may affect development in other areas and can use this understanding to provide learning opportunities that enhance development of the whole child. The early childhood teacher is aware that a young child \'s development is a complex, continuous, and uneven process involving all facets of the child \'s experiences. The teacher \'s understanding of how children learn includes a recognition that all development is emerging and related to the situational factors of heredity, background, and experience, and that less than optimal conditions in one area of development can adversely affect children \'s development in another area (e.g., recognizing the effects of self-esteem on social and intellectual development). The teacher knows how to create a learning environment based on child choice in which activities that take advantage of children \'s strengths and interests are used to enhance development across domains (e.g., in an appropriate setting, playing with blocks may promote fine-motor skills and eye-hand coordination, sorting and problem-solving skills, communication skills, etc.). 20. Factors affecting development. The early childhood teacher understands how specific factors may affect individuals in one or more developmental domains and can provide learning experiences and environments that respond to the individual needs of all children. The early childhood teacher is aware of the ways in which specific factors (e.g., those related to prior experiences, classroom grouping practices, stress, family life, nutritional and physical status) can affect patterns and needs related to young children \'s development in one or more domains. The teacher recognizes signs that individual children may have particular needs in one or more areas of development, applies procedures for using areas of strength to address needs, and creates a classroom environment that offers children who have special needs and exceptionalities varied and meaningful contexts within which to meet their needs and enhance their overall development. 21. Assessment . The early childhood teacher understands how to use a variety of assessment strategies to monitor young children \'s progress in achieving outcomes and to plan learning activities in all domains. The early childhood teacher recognizes the importance of ongoing assessment in the early childhood classroom and uses knowledge of human development in assessing young children and recognizing the various aspects of emergent development. The teacher knows how and when to implement a variety of assessment strategies (e.g., anecdotal records, teacher observations of play and structured tasks, portfolio assessments, child self-assessments, parental observations of the child outside the school environment) and ensures that assessment instruments selected are appropriate for their intended purpose. The teacher is able to interpret assessment information and can apply assessment information in establishing appropriate learner outcomes and in providing learning activities that build upon what each child already knows and can do. 22. Structuring the learning environment. The early childhood teacher understands how to structure space and time to create safe, stimulating, and developmentally appropriate indoor and outdoor learning environments. The early childhood teacher knows how to structure the physical environment, plan learning areas, and schedule activities to create a smoothly functioning, balanced (e.g., large-group versus small-group activities, active versus quiet activities), and developmentally appropriate learning environment. The teacher plans large blocks of time during which play is initiated and directed by children and supported by the teacher and many types of individual and small-group activities take place simultaneously. The teacher understands how physical, social, and emotional dimensions of young children \'s development affect decisions about structuring the indoor and outdoor learning environments and recognizes effective strategies for promoting children \'s development in all domains by encouraging creativity, curiosity, and purposeful exploration. 23. Group management. The early childhood teacher understands how to use developmentally appropriate group management strategies to provide an atmosphere that enhances learning. The early childhood teacher is aware of factors, processes, and issues related to group management in an early childhood classroom, and can use this knowledge to create a positive and productive learning environment in which children are cooperative, responsible, and respectful of others. The teacher recognizes effective strategies for managing routines and transitions and for establishing and maintaining developmentally appropriate standards of behavior, and applies these strategies in varied contexts to enhance children \'s learning and overall development. 24. School–home relationships. The early childhood teacher knows how to establish and maintain strong school–home relationships and can work effectively with primary caregivers to address young children \'s needs and promote their development in all domains. The early childhood teacher recognizes primary caregivers as partners in the process of promoting children \'s development and can establish a climate of trust with primary caregivers from diverse backgrounds. The teacher knows how to establish contact with primary caregivers, to communicate effectively with them about their child \'s progress and needs, and to recognize and overcome barriers to communication. The teacher creates a classroom culture in which primary caregivers are encouraged to be active participants and recognizes constructive ways to involve primary caregivers in educational planning, in classroom activities, and in their child \'s learning at home. 25. Materials and resources. The early childhood teacher understands how various types of materials and resources, including current technology, can be used in early childhood classrooms to support learning in all domains for all children. The early childhood teacher is familiar with a wide variety of materials and resources (including current technology) for promoting all children \'s ability to achieve desired outcomes in all domains. The teacher understands the importance of making available concrete and manipulative materials and resources for children with a wide range of developmental interests and abilities and recognizes the advantages and limitations of types of materials and resources within early childhood education contexts. The teacher knows how to select and develop materials that are safe, nonbiased, nonsexist, and developmentally appropriate, and can evaluate the effectiveness of different materials and resources for meeting specified learner needs and goals. 10 MORAL OBLIGATIONS OF A TEACHER Learn from others. Listen to more experienced mentors. Observe how they handle disruptive situations. Watch how they diffuse a tense situation. Expect great things to happen. Be excited about your work each day. A child’s first teacher is often the one he or she remembers the most. You could be that person in the life of the children you teach. Learn to be flexible. Although young children need a consistent schedule, allow for the unexpected. What if snow starts falling? Or, a bulldozer is working nearby? Or, a helicopter hovers overhead? Make use of these teachable moments. Leave personal problems at home. Begin each day with a warm, friendly greeting for each child who enters your program. Tuck personal problems away until later. A smile reassures parents that you will care for their child until they return. Maintain a clean, safe environment. at any time? Is your program one in which you would want your own child to spend the day? Look around. Make a list of potential hazards. Prevention could keep an accident from happening. Respect individual differences in each child. Realize that each child has a different learning style. Some children learn the best in a visual mode, such as watching a demonstration. Others learn in an auditory mode, such as listening to instruction. Still others learn best in a kinesthetic style which includes using the hands to feel, touch, and explore. Research shows that teachers usually teach in the mode in which they learn best. Evaluate each child and find his or her best learning style. Develop a primary bonding process. David P. Weikart, President and Founder of the High/Scope Educational Research Foundation recommends bonding with the children in your care. Some of your children may be from homeless shelters or dysfunctional families. They may exhibit aggressive behavior, signs of withdrawal, or disruptive conduct. Realize that a structured environment, consistent daily routine, and shared control between adult and child are critical to the distressed child to take ownership of their learning. Never stop learning. Keep an open mind. Read recent reports on child care. Visit other programs to discover techniques you could incorporate. Check for personal development classes for infants, toddlers, and preschoolers in your area. Consider finishing a degree or take refresher courses at a local college. Attend professional meetings. Being an active member of a professional organization provides you with a network of like-minded individuals. Working alone, you cannot make many changes. But collectively, your voice can make a difference. You’ll become familiar with laws that affect your program, standards, developmentally appropriate curriculum, suggestions for hiring and dismissal of employees, pay scales, benefits, keeping records, plus numerous other items vital to the success of a child care program. Establish a trusting relationship with partners. Choosing the right child care program is of vital importance to parents. What are people saying about your program throughout your community? Is your staff one that welcomes parents? Are children excited about coming each morning? Do parents feel their child is in a safe environment? Think about these questions and list ways you can improve. 9 MORAL OBLIGATIONS OF A TEACHER Listen to children. Really listen. Physically get down on the child \'s level. Establish eye contact. Ask questions. Remember what you \'ve heard. Set high but reasonable standards. If standards are stated as rules, keep them short, specific, and positive. Example: Walk indoors; or wear a paint shirt at the easel. Explain why. Tell Jason why he cannot swing and slash the air with a wooden ruler. Example: I am worried that your friends might get hurt with the ruler. Please use it to measure. Negotiate a reasonable solution. Solutions should enable the child to fulfill his or her goals whenever possible. Example: Max wants to help Sam work a puzzle, but Sam wants to do it alone. Help Sam explain his point of view and ask if he would tell Max when he is finished using the puzzle. Ask. Never jump to conclusions about the motives behind a child \'s behavior. Give the child a chance to explain. We all deserve a hearing or chance to tell our side. Example: Kathy, why are you pulling the chair out from under Rachel? Offer real choices. Children should be able to select the centers and activities in which they wish to participate. They may be given choices about which story to have read, whether they want carrots or celery for snack, or which friend to sit beside during group meetings. Sometimes choices need to be limited to acceptable options only. Example: You may hammer at the workbench or you may work at another center. If you choose to hammer then you must wear goggles to be safe. Do you choose the workbench and goggles or do you choose another center? Value ideas and opinions. Ask, What do you think of that? Story times may offer many opportunities for children to express their thoughts as they discuss story characters and events. Children can also be asked their opinions about daily happenings in casual conversations. Encourage independence. Provide materials and supplies where children can get to them on their own. Encourage children to try to take care of their own self-help needs. Resist the temptation to do those small but important tasks for children. A child can button his or her own paint shirt, zip his or her own coat (after you get it started), put his or her art work in his or her own school bag, and write as much of his or her own name on paintings as possible. Use redirection. Redirection and diversion are particularly effective with the very young. Example: The caregiver might entice the child to become interested in a different activity or suggest trying the same activity with a variation. When using redirection and diversion the caregiver might spend a few minutes playing with the child to move play in a more positive direction. E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",44);arrFiles[77]=new Array(78,"rarticle6.htm","14 Mar 2007","Moral Obligations of a Teacher","","","farrukh farrukh Research Articles Physical Abuse - a Bi-Product of Rote Learning Recent news of severe physical abuse of students in schools has highlighted two things: the abuse is still a part of Pakistani educational system, but the parents are now more aware of its effects on their children and don’t think that teachers should be given a blank check. There have been a number of studies that discuss the reasons why teachers abuse students. One of the causes of abuse is an educational system wholly based on rote memorization. This act of memorization contributes towards the building of negative energies among students. Occasionally these negative energies are busted out in the shape of carelessness, rude behavior and aggression, which are responded by teachers with punishment. The perpetual cycle, of students going through rote learning today and using the same method to teach children tomorrow when they opt to become teachers, goes on. But as the newspapers tell us, parents are now fighting back by taking legal actions against those who commit these crimes. However, the incidences of abuse that get reported are still far and few in Pakistan and most go unnoticed. It is high time that we discuss why rote learning is bad and how Pakistani educational system based on this method promotes physical abuse. The human brain is a complex machine. Training and development of this machine is an interesting yet professional task. The brain performs many simple functions and many complex functions as well, for instance, memorizing. Only a small part of human brain is activated when we have to memorize dates, facts and figures, and text. While engaged in memorization a large part of brain remains dormant. If we compare the size of the brain to a super market then memorizing would be nothing more than say a bag of rice. Out of essential food groups, rice is a good source of only one type. A continuous use of rice alone will leave a person with malnutrition and weakness. Similarly, rote memorization is an educational activity for no more than 5% of the human brain. An educational system wholly based on rote memorization leaves a person cognitively fragile and naïve. Unfortunately, the Pakistani educational system is based on the working of this one small portion of human brain and this limited use of brain leads to outbursts of frustration by students, which is then reciprocated by punishment. Seven years back my colleagues and I decided to analyze the specific effects of this system on Pakistani students in a longitudinal study. Over the years we interacted with staff and students of 1100 schools. The schools selected for this purpose were from three provinces; Punjab, Sindh and NWFP. These schools belonged to different income groups, social strata, and ideologies - ranging from far right to far left. The three – key stakeholders of the system: the parents, the teachers and the students, were evaluated for the long – term effects of the rote based educational system. The sum of our research can be presented as 4 negative personality traits that are developed in most people due to the prevailing educational system. These negative attitudes start to take a deep root in most students right from primary classes and by the time they reach adulthood, these 4 negative qualities are a permanent part of their personalities. Here are those 4 negative personality attitudes: Extremism People coming out of rote educational system may differ in their food preferences, dress codes and life styles, but they will have one thing in common – Extremism. Rote memorizing acts in strange ways on human behavior. It takes us to the ends. The sensors in our mind that keep us in “the middle” are completely damaged by rote. Both extremism and rote memorization are lower brain activities. The lower region of the brain activated by one activity (rote-memorization) goes on to activate another activity of the same region (Extremism). This lower brain activity invalidates higher brain activities such as analytical skills, ability to observe, and concentration. From buying habits to religious affiliations, this extremism reflects in every walk of Pakistani life. Most of the religious fanaticism on one hand to compulsive buying habits on the other are associated to this. Individuals with a traditional education from madrassa (who have learnt to reject everything worldly), to those who come out of an English medium school (who have the willingness and ability to buy many vanities of life) often hold opposing views on various issues but the psychosocial state of the two would have the extremist attitude. Lack of Priorities A person coming out of this educational system will not know how to set priorities. For example, a graduate of Pakistani education cannot plan the order in which different activities should be performed. The list of things to do, may those be in a day or a year, are not according to the most important to the least important criteria. There is more of a happy go lucky kind of attitude. The sum of this problem is translated into lack of priorities on national issues. The issue of Kala Bagh dam is just one example of this problem. It is matter of wrong priorities that is stopping us from building another dam; (otherwise no people would like to kill their next generation with thirst). Pessimism Since rote uses such a small and minor part of human brain, it makes the better and the large part of the brain ineffective. As a result our self-analytical abilities get damaged thus throwing us at the mercy of emotions. Once under the control of emotions only, we are mostly driven by fear and grief. Pessimism is caused due to over dosing of fear and/or grief and it is the role of higher brain to serve as the whistle blower informing us of the imbalance of emotions. But that red light never goes on. Fear or grief that could be controlled goes on increasing unabated and destroys a healthy personality. When grief and/or fearstricken for a long time, an individual naturally becomes pessimistic. From there the glass always seems to look half empty. As a nation our lack of taking a fellow citizen at face value or making the best use of resources come under this heading. Externally Driven Such individuals mostly rely on others to motivate them. They continuously need rewards, awards and verbal praises to move on in their lives. In school they learn to blackmail their parents (mostly mothers) into promising them a trip, a car or a video game for passing a test. Once in practical life, they want their friends or spouses to keep injecting praise in them to continue with whatever good they are doing. Small pleasures of life don’t feel sufficient. They cannot sit alone, reflect on their achievements and pat their own backs. This attitude of requiring others appreciation to move ahead in life is considered an addiction by some educational psychologists that destroys the lives of otherwise capable people. Interdependence Such people mostly depend on their friends, family members and supervisors to make the decision for them. They can spend days waiting for the right person to show up with an advice for them. Unfortunately the right person never shows up. Too many advices from too many people just confuse them. This lack of independence of thought and action is the reason we don’t have too many original creative ideas popping up in our society. So what can be done to fix the problem? One simple solution can be to fight against the 4 above-mentioned negative attitudes in an educational institution. This would be a top down approach towards creating a better educational system. Schools can decide to counter extremism with balance. This would simply mean that the teacher would give all types of information around a topic. The content around a concept should not be limited only to one author or school of thought. Instead, the knowledge from extreme right to extreme left should be offered and that can help bring the students in the middle. To do this a teacher should plan the lessons looking at information other than the textbook. The teacher should collect opinions and writings coming from many different sources, out of which some should counter the ideas adhered by that educational institution. On setting priorities students should be taught how to plan for a day, a week, a year and for life. They should learn to discuss the sequence of events in the life of animals, insects and humans. For example, young children should learn to sequence the life of a moth. The older children should discuss how Quaid-e-Azam arranged his tasks. Try asking students “the first thing” question around different living beings, for example what’s the first thing a butterfly does in the morning? Pessimism can be countered by helping children enjoy success stories of individuals who started at the bottom and reached the top. Students should be offered activities that can bring out their creative energies. They should learn to discuss the times when the world seemed boring and cruel, and how things improved over time. To counter external motivation, students should be encouraged to enjoy their own small successes. For this there should be a paradigm shift among teachers and parents. The adults around a child must realize that the best appreciation is the one that comes out of child’s self. Knowing that you have made or created something new is the best reward. This requires discussing with a student what he or she has created or achieved. To develop Independence we have to give students plenty of time to do things on their own. Patience on the part of adults is the key towards developing students Independence. More a teacher or a parent remains patient while a child tries to complete a task more the child becomes independent. The adults must realize that there’s more than one way to bell the cat and a child may try a number of different methods before achieving success. This opportunity to do things independently would improve thinking, thus helping students gain more independence. Unfortunately, the 4 negative attributes mentioned above are contagious. They reach from teachers to students, from one generation to another. Uprooting these attitudes is a daunting task that requires lots of willpower. How long the students in Pakistani classes will go on getting abused, depends on how long the teacher will take to get rid of these 4 vices that are the ruminants of a rotten educational system. Till then we will go on reading the news of children getting abused. By Rayed Afzal Executive Director New Century Education f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",15);arrFiles[78]=new Array(79,"rarticle7.htm","14 Mar 2007","Moral Obligations of a Teacher","","","farrukh farrukh Research Articles Rote memorization vs. learning creatively Recently a book published in the United States list ten differences between competency based education and rote-memorization based education. The Indian author who has written,  \'You Can Win \' has become very famous all over the world since he has written his book. In a very short time  \'You Can Win \' has sold over one million copies all over the world. He lists the ten bad qualities of people that are produced through a “Yad karana “system of education. Here are seven of those qualities: 1. Confusion They are confused. Their minds are flooded by different ideas. People opinions and suggestions keep moving in their minds. They spend lots of time thinking without coming to a conclusion. 2. Blame Others They never believe that anything wrong happening is their own fault. Instead they always find others to blame. Anytime something wrong happens to them, instead of correcting their own selves they start looking around to blame someone else. 3. Pessimistic They can hardly find anything positive in the world they live in. Negative thoughts about different people and events keep popping into their heads. They are most pessimistic about the people nearest to them and keep wishing for something better, never to take advantage of the opportunities Allah has given them. 4. Argue They love getting into arguments. Instead of listening, thinking and saying something productive, they get hyper the minute they hear something controversial. They are unable to listen to others point of view calmly and start thinking of a counter attach! 5. Externally Driven They look towards others to praise them. Their basic purpose of doing something is to get other peoples attention. They lose interest in a task if they don’t get reward or appreciation from others. That’s why they are not persistent. New ideas and theories keep coming to their head, but none materialize. 6. Lack of Priorities They are unable to arrange their work in order. They cannot do their assignments in most important to least important order. For example, they are like a firefighter who remains busy polishing his fire engine while a house burns right in front of his eyes. 7. Taker They are always looking towards others to satisfy them. Since they are not competent, they can not create much. They don’t have much to offer anyone, but they never lose an opportunity to take from others. Now here are the seven of the ten qualities of a person who has received competency based education (OAC): 1. Willing to Learn Such person is always willing to learn new things. His personal ego never stops him from learning from others - young or old, friend or enemy! 2. Caring Other peoples emotions and feeling are always important for them. They can careless of other peoples negative comments, but they really want to make sure of others comfort. 3. Confidence They are confident in their thoughts and whatever they say. 4. Optimistic They look at the bright side of the picture. They have this believe that Allah will make things better for them and for others. They are hopeful. 5. Disciplined They have a personal sense of organization. Their tasks, assignments and future plans are in order. Meeting deadlines and getting to a meeting on time is important for them. 6. Desire They have a strong inner desire for doing every work. 7. Give More than Take They love to give others more than they take from others. According to the author we need to have these in front of us, so we can keep evaluating ourselves. In his opinion a person can enjoy life tremendously if s/he tries to replace the first 7 with the second 7. By Rayed Afzal Executive Director New Century Education f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",8);arrFiles[79]=new Array(80,"rarticle8.htm","14 Mar 2007","Moral Obligations of a Teacher","","","farrukh farrukh Research Articles Six Core Areas of a School System Recently, a lot is said and written about the state of education. The education policy, introduced with plenty of fan fare has received praises as well as criticism from all walks of life. Unfortunately, the history of educational policy making in our county does not carry much hope. We as a nation have witness numerous initiates, policies, and recommendations presented, discussed and then shelved. My experience of countries where good educational policies were developed and implemented tells a simple but effective principle: Good ideas that bring results are simple, but they are implemented effectively, have proper checks and balance and are closer to the hearts of the people. Our educational system is in need of simple ideas that are practical. Such ideas when organized properly can shape a system. A system of education implemented with proper supervision will definitely bring results. During my studies in the USA I took the idea of developing simple ideas in education seriously. This led to the development of concepts in education that are simple but effective. Over the years, from these simple statements emerged complete systems for the development of education. In last five years I had the opportunity to implement some of these ideas at various institutions. The results are encouraging. Here is one of those ideas that can be equally useful for school administrations as well as parents. School administration can use these ideas to uplift the state of education in their institutions, whereas parents can use these ideas to select the most suitable school for their children. We have come to know the problem of education as the mother of all problems. We also know that the resources we have to tackle this problem are like trickling drops of water to fill an empty ocean. The solution lies with parents and school administrations. The empowerment and training of school administrations as well as better awareness of parents can help us rid the menaces of illiteracy. Strong leadership of a school that is ambitious and intelligence can lead a school towards better education. Similarly parents who are involved and informed can make a difference. The parent and school administration form the team that if well trained can solve the problems of education at all levels. So the most important development in education should focus parents and administration. Now here is the concept: ‘School is like a Mini State’. This may sound like a simple statement but it carries a lot of weight. Different people play their roles in this state. The people involved in this mini-state are the school administrators, children, teachers, and parents, vendors who supply different materials and manual help. These people shape various departments of this Mini-State. To improve the educational standards, various departments of the school should be build. Recognizing a school as ‘A Mini State’ was easy. Identifying its various departments was a long and tedious job. Over the years with the help of many colleagues, six most important ‘departments’ of the school were identified. These departments are now called the ‘Six Core Areas of a School System.’ These six core areas are: Administration Children Parents Teachers Curriculum Building and Resources The identification of Six Core Areas led to further division of each core area. Further research was done to develop strategies for the development of each division. It took more than four years to develop, revise and fine-tune this system of school management. The results are worth the effort put in the developmental process. Schools that have used this research have improved the standard of education without much outside help. Yearly planning for the school is done using these six core areas. Better teamwork among the school staff has developed. It has enabled teachers \', administration and parents work together for betterment of the education. The training program that evolved from the Six Core Areas research provides administrations the will and the way for educational excellence. Only school leaderships who tend to dream for excellence and are trained to do the right things to achieve those dreams can bring about a change. The research around Six Core Areas helps leadership dream and do. This is done by helping administrators and principals aim for excellence. Administrators learn to develop their own talent, rely on their own resource learn to seek information from the right sources and then implement it all for results. Parents use it to select the right school for their children. Instead of getting confused parents can look for special features in each of the core areas of the school system. When visiting a school for purpose of admissions parent can confidently ask the management to tell them about the developments in each of these six core areas. For example parents should ask about properly documented administrative policies. Concerning the core area of teachers you may like to know if there is a proper training schedule for teachers. To be more specific parent may ask when the last training for teachers was conducted and on which topic. To know about the curriculum parents may ask administration to tell them about how the curriculum was developed and what are the objectives that will be achieved through the school curriculum. The way a school communicates with the parents tells a lot about the professionalism of the management. This topic comes in the core area of Parents. You may like to know how often school communicates with the parents and how. A school concerned for the education of the students must be doing something to educate the parents. That means workshops and sessions for parents. Ask the administration if they conduct any sessions to educate parents about the school system. Building and resources relates to various laboratories, equipment and apparatus needed for proper education. Good school should have the right material used at the right times. You may like to know about the various laboratories, sport equipment and educational aids. Good teaching and learning aids can be made from scrap materials. Children should be involved in the making of teaching learning aids. Ask school if they involve parents for make any materials. A school encourages children to make good materials and then lets them display it at prominent places in school. You make like to look at the students’ work on display in the school. The Islamic Architecture is known for its patterns. Yet at the heart of each pattern lies a simple line, a curve or a shape. An organized and systematic repetition of which evolves a beautiful design. It is the case with useful ideas. They are simple but they lead to effective systems that bring results. ‘School is a Mini State’ is that simple idea that led to the development of a complete system-Six Core Areas of School-that helps school become effective and organized. By Rayed Afzal Executive Director New Century Education f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",11);arrFiles[80]=new Array(81,"registeronline.htm","9 Mar 2007","New Century Education Online","","","farrukh farrukh Register Online Full Name Address Contact Number Mobile Number Comments f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",8);arrFiles[81]=new Array(82,"register_online.htm","17 Apr 2007","Register Online","","","farrukh farrukh Register Online Registration For: Pre-Primary Teacher Primary Teacher MMT Full Name Mr. Miss Mrs. Address City Contact Number Mobile Number Postal Code Country Pakistan Argentina Australia Austria Belgium Brazil Canada Caribbean Islands Chile China Colombia Denmark Ecuador Egypt Finland France Germany Greece Greenland Hong Kong Iceland India Indonesia Ireland Israel Italy Japan Republic of Korea Luxembourg Malaysia Mexico Netherlands New Zealand Norway Philippines Province Of China Taiwan Portugal Russian Federation Saudi Arabia Singapore South Africa Spain Sweden Switzerland Thailand Turkey United Kingdom United States Venezuela Viet Nam Not listed Email Address Comments E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",9);arrFiles[82]=new Array(83,"researcharticles.htm","14 Mar 2007","Research Articles","","","farrukh farrukh Research Articles Creativity development & obstacles . ECE is watering seeds to become trees. Grading is not healthy. Language and nation building. Moral obligations of a teacher. Physical abuse - A bi-product of Rote Learning. Rote memorization vs. learning creatively. Six core areas of school system. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",4);arrFiles[83]=new Array(84,"researchbasedsyllabus.htm","13 Mar 2007","Research Based Syllabus","","","farrukh farrukh Research Based Syllabus Syllabus is one of the most important constituents of a good educational system. A good syllabus has multiple positive effects on child’s personality, as it helps towards the development of his cognitive, emotional, social and spiritual aspects. A Syllabus also contributes tremendously towards the language development of the children instilling in them the ability to express themselves in 11 different ways. Considering the impact it has on the life of a school going child, drawing up a syllabus should always be taken as a professional liability and technical engagement. Unfortunately, in Pakistan syllabus can hardly be considered any noteworthy activity. It’s rather done by ‘Publishers’ with little or no knowledge of psychology, education and language development. Pre-primary Syllabus NCE preprimary syllabus is a child-centred activity based plan. Both Urdu and English language development is done through the Phonics, a modern approach towards language development. This syllabus incorporates all areas of early childhood learning preparing children for the next challenging stage of primary classes. Research shows that almost 80 percent of human personality (including intelligence, creativity and language) develops by the age of 6 years. That’s why preprimary years have a special significance in human life. Preprimary also provides a strong foundation for primary classes. A sturdy initiation at this stage guarantees rapid progress in primary classes. Considering the implication of preprimary, a carefully laid out plan of learning is devised by ECE experts at NCE. The three years of preprimary are adequately catered for in its scope and sequence. This plan of learning is then configured into a set of 5 workbooks for each year of this stage. Each book provides young children with plenty of activities, stimulates their interest in education and promotes an independent approach towards learning. These books start with the pre-learning activities and enhance children’s ability in a staircase manner to a point where they are able to read and write the two languages (Urdu and English). NCE preprimary syllabus consists of the following workbooks: Maze Workbook Series (English) Maze Workbook Series (Maths) Maze Phonics Workbook Maze Readers Jugnoo Urdu Silsila (Ibtadai) For more details on preprimary syllabus please click here . Primary Syllabus For the first time in the history of Pakistan NCE has developed a set of books and a syllabus that not only meet the international standards of book development, but also fulfil the national learning requirements for Pakistani students prescribed by the government. To achieve this, a systematic 7-year long primary research was conducted that involved experts from all fields of education and support of hundreds of experienced teachers from reputable schools across the country. This research comprised a careful study of learning behaviours, likes, dislikes and, social and cultural dispositions of Pakistani children– something that was never undertaken before in the history of Pakistan. This fact-finding study helped evaluate the attitudes and preferences of the young learners. From their favourite ice-cream flavour to the most liked amusement park, every kind of information was collected and then analysed. This information was skilfully manipulated to create the set of books that is professionally classified and graded according to the interest, aptitude, inclination, age and ability of the children. These are the only books in Pakistan that conform to or exceed the international standards of education. Before embarking on this project the team of NCE researchers diligently studied the educational standards of India, the United Kingdom and the State of Massachusetts (USA). From the study of these educational standards NCE evolved the competency-based standards for Pakistan. These standards were then tested and refined in Pakistani classrooms. Again, this is the first time in Pakistan that competency-based educational standards are developed for these age groups. The NCE syllabus is based on these educational standards. That is the reason why only NCE syllabus helps students learn to read and write 11 crafts of English and 12 crafts of Urdu by the end of class 5. The writing crafts, which students learn by the end of class 5, are: Essay, Story, Diary, Letter, Poem, Autobiography, Narration, Interview, Dialogue, New Story, Research Report Through Urdu books students learn one additional craft–Advertisement. NCE Primary syllabus is thematic. All the lessons in these books revolve around 8 themes, which are: myself, food, pets, places around us, wild animals, seasons, transportation, professions. These themes are carefully selected to be most interesting and age appropriate for primary children. The use of themes makes learning meaningful. It helps students understand various concepts vertically. For example, various concepts and information of the theme ‘Food’ are discussed in all five classes. This helps children feel the depth of a topic, thus promoting observational and research skills at a young age. NCE Primary syllabus consists of 8 books. Each book promotes the development of a set of skills essential for professional and general success. In its entirety this syllabus endorses the development of 660 various skills. Here is the subject wise breakup of these skills: Jugnoo Urdu Silsila (Primary Reader) : 12 skills Jugnoo Urdu Silsila (Umli Kitab) : 12 skills Maze English : 11 skills Maze Phonics Workbook (Primary) : 130 skills Maze Maths : 6 Skills Project IT Series : 400 skills Project Science Series : 6 skills Project Social Studies Series : 6 skills Mashal Islami Silsila : 7 skills Every book in NCE syllabus is produced in its own unique form, meeting the appropriate learning needs of the subject. Each component of a lesson enables a student to understand the concepts and learn the skills earmarked for that subject. For more information on NCE Primary Syllabus please click here . f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",10);arrFiles[84]=new Array(85,"researchcareer.htm","13 Mar 2007","Research Career","","","farrukh farrukh The Following Section Will Be Available On March 23, 2007. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",3);arrFiles[85]=new Array(86,"researchphilosophy.htm","13 Mar 2007","Research Philosophy","","","farrukh farrukh The Following Section Will Be Available On March 23, 2007. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",3);arrFiles[86]=new Array(87,"researchpresentations.htm","25 Apr 2007","Research Presentations","","","farrukh farrukh The Following Section Will Be Available On May 15, 2007. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",5);arrFiles[87]=new Array(88,"researchprocess.htm","25 Apr 2007","Research Process","","","farrukh farrukh The Following Section Will Be Available On May 15, 2007. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",5);arrFiles[88]=new Array(89,"schoolslogin.htm","13 Mar 2007","Schools Login","","","farrukh farrukh The Following Section Will Be Available On March 23, 2007. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",3);arrFiles[89]=new Array(90,"search.html","13 Mar 2007","Search Nceonline.com","","","farrukh farrukh Search Nceonline.com Nceonline.com Google.com f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",4);arrFiles[90]=new Array(91,"slideshowpageinsite.htm","27 Apr 2007","EVERGREEN - How Children Grow at Home","","","EVERGREEN How Children Grow at Home First Previous Slide Stop Play Slideshow Next Slide Last Since your web browser does not support JavaScript, here is a non-JavaScript version of the image slideshow: f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",36);arrFiles[91]=new Array(92,"sspbackground.htm","13 Mar 2007","SSP Background","","","farrukh farrukh Background Education is too important to be neglected for too long. The tomorrow of a nation is forged out of today’s education. School is the focal point of early, primary and secondary education. Therefore the quality of education in a country can hardly improve without reinforcing the educational pursuits of a school. Improving the quality and efficacy of school education demands unabated research and development, which can only be conducted by a team of researchers specializing in the fields of educational psychology, pedagogy and linguistics. Effectiveness of education improves through a multidisciplinary approach. It requires a methodological analysis and synthesis of current educational trends adopted all over the world. All this can only be achieved by an organization dedicated to the educational study and experimentation rather than being involved in cosmetic and casual activities of schooling. Our S chool Support Program is a timeless relationship established between a school and NCE, Pakistan’s leading educational research organization. Providing the best universal education to the young generations to prepare them for a dignified future is the sole objective of this affiliation. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",4);arrFiles[92]=new Array(93,"sspbenefits.htm","13 Mar 2007","SSP Benefits","","","farrukh farrukh Benefits of Taking SSP Hundreds of schools in more than 30 cities of Pakistan are already benefiting from SSP. In the last one year more than 400 teachers’ training workshops were conducted and over 10,000 teachers were offered training, counseling and motivation. Every week almost 70 orientation workshops were organized. The Parents Awareness Workshops that have been held in various schools have positively transformed the attitude of hundreds of families. Schools all over the country who have switched to our modern methods of education are reporting a visible improvement in childrens’ performance. Students who were previously confined to rote memorization are expressing themselves through creative thinking and newly acquired confidence. Students are now able to write in 11 and 12 different ways in English and Urdu respectively. Over the years NCE research has identified several benefits of School Support Program. Some of them are: Schools’ educational standard is improved considerably with the help of SSP. Numerous schools have reported a leap in teachers’ performance as well as students’ competencies within the first 3 months of association with SSP. By the end of the year a marked difference is noted in the students’ behaviour. Invariably helps schools in extra curricular activities, becoming more interesting and creative.SSP offers a variety of activities for children’s involvement. This helps improve the relationship between teachers, students and parents. Sustains a hassle free system in schools free of cost. All the services and products (except for the syllabus) offered through SSP are free of cost. Many of the common problems such as, planning, guidance for parents, selecting syllabuses, children’s recurrent learning and emotional difficulties are solved instantly when a school opts for SSP. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",5);arrFiles[93]=new Array(94,"sspintroduction.htm","13 Mar 2007","SSP Introduction","","","farrukh farrukh School Support Program A Complete support towards Quality Education Over the years NCE researchers have developed School Support Program to enhance educational system being pursued in Pakistan. Schools educational standard has improved considerably with the help of SSP. School Support Program is a blend of 7 individual services. These services are designed after an in-depth study and analysis of the needs of private schools in Pakistan. Each one of these services specifically promotes a particular area of the school system. 1. Teachers Awareness Workshops 2. Research based Syllabuses 3. Teachers Guides 4. Teaching Aids 5. Teachers Training Workshops 6. Consultancy & Support Visits 7. Parents Awareness Workshops A large number of participating schools have reported a visible improvement in teachers’ performance as well as students ability within 3 months of association with SSP. At the end of the year a marked difference has been noted in the students’ personality as compared with the students of the schools where SSP is not adopted. 1. Teachers Awareness Workshops Attend 2-hours awareness workshop absolutely FREE of charge to open new avenues for educational progress. Align your teaching strategies with the latest research in your subject. Get your teaching and learning questions answered directly by the educationists and experts. (Details) 2. Research based Syllabuses NCE provides a complete ECE curriculum for Pre-Primary classes, covering English & Urdu Phonics, mathematical & EPL development. NCE also provides complete curriculums for all subjects of primary classes. NCE Primary Syllabuses enable children to learn 12 writing crafts in English & Urdu before reaching class 6. Only NCE primary syllabuses are Project Based for teaching Science, Social studies, Mathematics and IT thus developing individual thinking. (Details) 3. Teachers Guides Each book of NCE syllabus comes with an easy to use teacher’s guide, yearly breakup and assessment sheets. Teachers Guides include new subject research, steps for effective teaching with sample lesson plans. Each NCE book is planned on yearly, termly, monthly & daily bases. Unit-wise sample assessment sheets help teachers evaluate the level of competency achieved by the children. (Details) 4. Teaching Aids NCE syllabus is supported by teaching aid material including flash cards, cutouts, reading cards, props, display material, audio CDs. 5 cassettes based on JUGNOO URDU SILSILA for Primary are available to use in class or at home with children. Video training CDs are available to help new appointees and parents. (Details) 5. Teachers Training Workshops NCE conducts extensive training workshops and courses for the schools interested in quality education. Teachers learn to optimize the abilities of their students. These trainings are practical and systematic and equip teachers with the most modern methods of teaching and materials. More than 12,000 teachers in different parts of the country have attended our training workshops during the last 7 years. (Details) 6. Consultancy & Support Visits NCE experts are constantly in touch with schools to solve their academic problems. New appointees in schools are assessed and guided for their training needs. Regular class observation by experts for 100% results. (Details) 7. Parents Awareness Workshops Enable Parents to help their children in their education and development. Parents learn new concepts in school education. Reduce complaints regarding studies of their children. Coordinate with school and parents towards students’ education & development. (Details) f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",10);arrFiles[94]=new Array(95,"ssppsychological.htm","11 Apr 2007","SSP Psychological","","","farrukh farrukh Counselling and Medical Care A little help at young age can prevent big Psychological Problems later. Most Psychological problems faced by adults have their roots in the childhood. Young children are highly susceptible to fears and complexes, which, if gone unnoticed, take a deep root in the child’s subconscious and keep growing. Any such Psychological dilemmas do not surface until a person is well into his late teens or early twenties. By then the treatment becomes more tedious and takes months instead of days. Therefore, Parents and teachers should pay special attention to the mental, physical and emotional well being of the children at a younger age. Any symptoms of early disturbance must be taken seriously. A change in routine, sudden crying spells or aggressiveness as well as a loss of memory or interest indicate the same kind of Psychological problems which need immediate attention. Following are some Psychological problems commonly seen in children. Autism: Exists in his or her own world Has repetitive routines Odd and peculiar behaviour Problems in communication A total lack of social awareness No interest in others Resists cuddling Withdrawn, aloof, and fails to respond to other people Not making eye contact Engages in odd or ritualistic behaviour like rocking, hand waving etc May speak in rhyme, have echolalia (repeating a person’s words like an echo) Refers to themselves as a he or she. Depression: Frequent sadness, tearfulness, crying Hopelessness Decreased interest in activities; or inability to enjoy previously favourite activities Persistent boredom; low energy Social isolation, poor communication Low self-esteem and guilt Extreme sensitivity to rejection or failure Increased irritability, anger, or hostility Difficulty with relationships Frequent complaints of physical illnesses such as headaches and stomachaches Frequent absences from school or poor performance in school Poor concentration A major change in eating and/or sleeping patterns Talk of or efforts to run away from home Thoughts or expressions of suicide or self-destructive behaviour Spending most of the time alone and without activity Anxiety: Constant thoughts and fears about safety of self and parents Refusing to go to school Frequent stomachaches and other physical complaints Extreme worries about sleeping away from home Overly clingy behaviour at home Afraid to meet or talk to new people Panic, tantrums or distress at times of separation from parents Have short-lived fears, (such as fear of the dark, storms, animals, or strangers) Many worries about things before they happen Constant worries or concern about school, friends, or sports Their worries may interfere with activities Anxious children may also be quiet, compliant and eager to please Learning disabilities: Has difficulty understanding and following instructions. Has trouble remembering what someone just told him or her. Fails to master reading, spelling, writing, and/or math skills, and thus fails schoolwork. Has difficulty distinguishing right from left; difficulty identifying words or a tendency to reverse letters, words, or numbers; (for example, confusing 25 with 52, b with d, or on with no). Lacks coordination in walking, sports, or small activities such as holding a pencil or tying a shoelace. Easily loses or misplaces homework, schoolbooks, or other items. Cannot understand the concept of time; is confused by yesterday, today, tomorrow. Not mastering school tasks Easily distracted, and has a short attention span. Dyslexia: A discrepancy between the pupils’ ability and their actual achievement If you notice that a child who appears to be average or bright when they are talking to you is struggling to read, spell or cope with math/s, quite able, especially in the areas of creativity (art, drama, drawing, etc) and physical co-ordination (physical education, swimming, sports, model-making, etc.), but different in dealing with text (and often with numbers). A family history of learning difficulties Hearing difficulties The second type of dyslexia -  \'acquired dyslexia \' - is often caused by hearing difficulties, which children may suffer from during a heavy cold or through having frequent ear infections at an early age (which may have been treated with tubes/grommets). If a child wrote down a different word from the one you dictated in a spelling test, it might be worth suggesting a hearing test. Confusion over left and right A fairly quick way to establish this type of confusion is to ask a child to point to his/her left foot with his or her right hand. You may also notice difficulties with east and west, or in following directions like  \'Go to the end of the road and turn left, then right, etc \'. Writing letters or numbers backwards You will have noticed some children who mix up  \'b \' and  \'d \', or even  \'p \' and the number 9. These letters are the same in their mirror image, and cause regular confusion for a dyslexic person. Some pupils make a point of always writing the letter  \'b \' as an upper-case or capital  \'B \', as they find this much easier to remember in terms of the direction it faces. Difficulties with math/s One feature of dyslexia is difficulties with sequencing - getting things in the right order. Math/s depends on sequences of numbers - 2. 4. 6. 8. etc Difficulties with organising themselves difficulties with planning and thinking ahead to when a book or pen might be needed next. They can really benefit from help with organising papers and folders under a simple colour-coded system. Difficulty following 2- or 3-step instructions ADHD: (Attention Deficit Hyperactivity Disorder) Trouble paying attention Inattention to details and making careless mistakes Easily distracted Loses school supplies, forgets to turn in homework Trouble finishing class work and homework Trouble listening Trouble following multiple adult commands Blurts out answers Impatience Fidgets or squirms Leaves seat and runs about or climbs excessively Seems on the go Talks too much and has difficulty playing quietly Interrupts or intrudes on others NCE provides counselling to children who have developed any symptoms listed above. Trained counselors provide practical advice to children and parents. Children requiring medication are referred to Bailey Institute of Homeopathic Psychology (BIHP), the leading centre of Homeopathic research in Pakistan .At BIHP Children are seen by professional specialists for Psychological Problems. Special classes of recently introduced homeopathic medicines are used successfully to treat children. Children from all age groups are benefiting from the previous research of BIHP. If you know children who are exhibiting any unusual behaviour, suffering from an emotional shock or having problems in their studies, then bring them to BIHP for a safe and complete treatment. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",14);arrFiles[95]=new Array(96,"ssteachers.htm","27 Apr 2007","School Support Teachers","","","Parenting. Ideas for Summer Homework Sound of English Summer Activites Tips for Parents EVERGREEN - How children grow at home f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",4);arrFiles[96]=new Array(97,"ssteachers_tips1.htm","11 Apr 2007","School Support Teachers","","","farrukh farrukh Parenting. Ideas for Summer Homework Do a page of handwriting every day. Write all the key words thrice in your copies. Write all the common phrases twice in your copies. Collect various types of leaves in a bag and then tape them in a copy (twice to a page). Collect 30 various types of leaves. Collect and paste news clippings from the newspaper and paste them in a copy. Collect two news clippings a week for a total of 16 news clippings for whole of the summer vacation. Select a picture from a magazine and paste it in the copy. Then write names of any two objects found in the picture. Make sentences of key words. Do five sums from the math book every week (40 for summer vacation). Copy two questions and answers from each lesson covered. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",4);arrFiles[97]=new Array(98,"ssteachers_tips2.htm","11 Apr 2007","School Support Teachers","","","farrukh farrukh Parenting. Sound of English c as in cat, carrot, candle, o as in orange, octopus, ostrich a as in apple, axe, ambulance l as in lamp, lion, lock d as in duck, doll, door g as in grapes, glasses, gloves m as in mouse, mango, moon s as in star, sun, sofa t as in train, tap, triangle b as in bottle, balloon, bat h as in hut, hand, hammer r as in rain, rabbit, ribbon n as in needle, nail, nest u as in uncle, umbrella, up f as in fruit, feet, flower j as in jam, jug, jar k as in kite, key, kettle v as in vase, van, vest e as in elephant, elbow, egg p as in pan, plant, plate y as in yam, yolk, yoyo w as in watch, window, wiper q as in quill, quail, quilt z as in zoo, zero, zebra i as in inkpot, injection, igloo Benefits of Handwriting Handwriting develops confidence in children Handwriting makes children independent and hardworking. Handwriting develops concentration (intelligence). Good handwriting leaves a good impression on others. Tip for Handwriting Let children do lots of: colouring, and cutting, before starting. Children should start with Hollow Letters. Never hold their hand Remind them of: starting point, touching the lines and correct formation. Make sure of these: plenty of light, back straight, and no distraction. Benefits of Singing Poems Singing poems develops ability to speak in English. Singing improves accent. Singing poems increases love between mother and child. Children who listen to poems from their mothers are 3 times more confident when compared to those who don’t. Basics of Singing Poems Let the child sit in front of you Stop all distraction Change the pitch of your voice Use your hands, eyes and lips to show action, for example: speaking, running, and crying. Select both English and Urdu Poems Select poems from environment. Benefits of Reading Books Reading ability brings success in life Only readers become leaders. Readers can study better and secure higher marks. Reading makes children more intelligent and confident. Basics of Reading Books Collect many books in your home. Set a time for reading with your child (specially bed time). Stop all distractions (TV, music, etc.) before starting. Let the child select the book. Sit beside the child, read with different voices and then discuss (what liked, what didn’t like). TIPS FOR PARENTS Discuss role models from around you who work hard. Appreciate hard work. Let children feel pleasure of hard work. Do not bribe children for doing work. Instead take some time out to discuss their efforts. Tell advantages of good work. Send your kids to bed before 10.00 pm. Set a time for T.V. Young children should not spend time more than 20 minutes in front of T.V. Tell real stories. Do lots of coloring with children. Give materials that children can use with their hands and do exploration. Make them independent. From pouring a glass of water to doing homework, let them do things on their own. Give them time. Be patient. Guide when necessary but never do it for them. Keep distortion away when children are doing any work, for e.g. T.V. telephone, guests, music e.t.c. Develop their concentration. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",9);arrFiles[98]=new Array(99,"ssteachers_tips3.htm","11 Apr 2007","School Support Teachers","","","farrukh farrukh Parenting. Summertime Activies June June 3 Select a nice quiet place in your home for your child to sit, relax and work. June 4 Share family photos with your child. June 5 Watch an educational television show with your child and discuss it. June 6 Sing different Urdu and English poems with your child. June 7 Count the number of steps it takes to walk to the corner with your child. June 10 Help your child draw circles on sand, floor and paper. June 11 Have your child look for bugs. How many different kinds of bugs can he or she find? Size? Colour? June 12 Have your child list all round shapes in the house. June 13 Cut pieces of paper into shapes and paste them in a quilt pattern with your child. June 14 Cook dinner with your child and show the do \'s and don \'ts of preparing food . June 17 Make up a board game with your child. (LODO) June 18 Have your child tell you a favourite story. June 19 Have your child put two ice cubes outside. Which takes longer to melt? June 20 Have your child help you wash for example dishes, toys, windows, etc. June 21 Take your child on a field trip to for example safari park, Aladin. June 24 Make finger puppets with your child by painting faces on your and his/her fingers. June 25 Help your child draw straight line on paper, sand etc. June 26 Teach your child a new skill like setting the table. June 27 Ask your child to watch for numbers in TV programmes and commercials. June 28 Cut pictures from various old books and paste them on paper. July July 1 Take your child to a bookstore and buy Urdu and English storybooks for him/her. July 2 Show pictures of animals. Help him make sounds of various animals July 3 Include your child in preparing a healthy meal. July 4 Read a story with actions to your child. Ask for child \'s expressions after you finish. July 5 Help your child collect long and short sticks, leaves, objects and put them in order. July 8 Use plasticine or clay to make toys and shapes. July 9 Have your child decorate a shoebox to store treasures. July 10 Make finger prints with soap flakes, water and food colouring with your child. July 11 Tell your child a story about looking both ways before crossing the street. July 12 Learn a tongue twister with your child. Sixty shells on a sea shore July 15 Talk to your child about avoiding strangers. July 16 Hide a treasure with your child and help him find it. July 17 Practise printing or handwriting with your child. July 18 Take a walk or bike ride with your child. July 19 Take your child to the park or playground. July 22 Collect objects from your house. Have your child put them in a bucket of water observe which ones float and which ones sink. July 23 Tell a story. Ask your child to tell it back to you . July 24 Ask your child to make a collage from things found around the house. July 25 Help your child remember his or her home phone number. July 26 Take your child to the grocery store. Talk about names, prices and weights of food. July 29 Help your child draw and colour a circle, a triangle and a square. July 30 Help your child make a necklace using beads buttons. July 31 Read a poem aloud with your child. Everyday Give your child a hug & say, I love you. Praise your child. Talk with your child. Read & write with your child for at least 30 minutes. With your child, make a dictionary of new words & add to it. Count with your child. Share news with your child. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",11);arrFiles[99]=new Array(100,"ssteachers_tips4.htm","11 Apr 2007","School Support Teachers","","","farrukh farrukh Parenting. TIPS FOR TEACHERS Provide a specific space for children to play and work. Give children a cupboard, a shelf and even a box to store and arrange their belongings. Discuss role models for hard work from around you. Appreciate hard work. Let children feel pleasure of hard work. Do not bribe children for doing work. Instead take some time out to discuss their efforts. Tell advantages of good work. Make reading your habit. Let children understand that there are books to read beside course books, and there are occasions to read besides reading to prepare for exams. Arrange time: Specially wake up and bedtime. Send your kids to bed before 10.00 pm. Set a time for T.V. Young children should not spend time more than 20 minutes in front of T.V. Tell real stories. Do lots of colouring with children. Give materials that children can use with their hands and do exploration. Make them independent. From pouring a glass of water to doing homework, let them do things on their own. Give them time. Be patient. Guide when necessary but never do it for them. Keep distraction away when children are doing any work, e.g. T.V. telephone, guests, music etc. Develop their concentration. Persistently ask children to put their things at right place. Repeat 5 times. Appreciate the process of work and not the product. Discuss how child has done something instead of highlighting the faults in their work. Fathers should give at least 45 minutes of their attention to their children everyday. This time can be spent in discussing father’s day at work, child’s day at school, discussion around a book or topic or simply do wrestling in the park. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",5);arrFiles[100]=new Array(101,"ssteachers_tips5.htm","25 Apr 2007","School Support Teachers","","","farrukh farrukh Parenting. TIPS FOR TEACHERS f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",3);arrFiles[101]=new Array(102,"staffemail.htm","13 Mar 2007","Staff Email","","","farrukh farrukh Staff Email Login To NCE Staff Email Change Email Password f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",4);arrFiles[102]=new Array(103,"submitcrafts.php","21 Apr 2007","Submits Creative Writings Online","","","farrukh farrukh Submit Creative Writings Online Full Name * : tabindex=1 / E-mail Address * : tabindex=1 / Confirm E-mail * : tabindex=1 / Subject * : tabindex=1 / Comments * : Attach document: * Compulsory fields. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",5);arrFiles[103]=new Array(104,"sw_main.htm","20 Apr 2007","Gold Writers","","","Silver Writers To be uploaded on 28th April. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",3);arrFiles[104]=new Array(105,"sw_main_1.htm","18 Apr 2007","Silver Writers","","","Silver Writers Name: Shumail Ahmed Class: 3-A School: Fazaia School 1. Story 2. Essay 3. Diary 4. Letter 5. Auto Biography 6. Narration 7. Poem 8. Interview 9. Drama/Dialogue 10. News Story 11. Research Report 12. Advertisement 1. Story: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 2. Essay: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 3. Diary: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 4. Letter: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 5. Auto Biography: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 6. Narration: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 7. Poem: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 8. Interview: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 9. Drama/Dialogue: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 10. News Story: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 11. Research Report: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) 12. Advertisement: Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description Description. (back to top) f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us © 2007. New Century Education. All rights Reserved. ",11);arrFiles[105]=new Array(106,"teachersawareness.htm","13 Mar 2007","Teachers Awareness","","","farrukh farrukh Teachers Awareness The education system of Pakistan has become fossilized. This 150-year-old system has inherited flaws that cannot be remedied through superficial measures. The inherent intent of this education was to keep the population serviceable under the British Raj. Unfortunately, little has changed in education since the nation acquired its independence from the colonial rulers. To resuscitate the structure of education in this country nothing less than a dynamic revolution has to take place among the precincts of educational mass and professional substance. Teachers Awareness Workshop intends to familiarize the teaching staff of a school with the new concepts of education. The Workshop starts with the benefits of education to an individual and society. Then the shortcomings of the old and the advantages of the new educational system are examined. Teachers are invited to highlight various situational and practical problems they come across in the course of their teaching with management, children and parents. These issues are then systematically linked to the deficiencies of the system of education. Finally, the competency-based education and its constituents are analyzed. A realization is then fostered that competency-based education is the only congenial answer to all social, moral, technical and economical problems of the country. The need for a competency-based education for the individual and national development is explained. Examples from the contemporary educational systems of the different developed nations are cited to re-inforce the concepts. This workshop is nothing less that elevating the teacher to a new level of awareness. Since all future educational developments require active involvement of the teachers, this workshop serves as the foundation stone of SSP. This workshop is conducted at the school premises. All the teachers, administrative staff and principal are persuaded to join. This 2-hour workshop creates a synergy among the school staff to develop a set of aims and objectives for any educational institution. The clear and concise aims that a school evolves because of this workshop contribute towards the enhancement of educational standards. Please email us or call the School Support Centre near you to get more details about this workshop or to hold this workshop at your school. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",7);arrFiles[106]=new Array(107,"teachersguides.htm","13 Mar 2007","Teacher  \\'s Guides","","","farrukh farrukh Teachers Guides In order to help teachers make the best use of its syllabuses, NCE has developed Teachers Guides for all its books. These guides include: Lesson Plans Assessment papers Yearly Planners Lesson Plans Lesson Plans provide clear and concise guidance and contain all the steps of teaching in detail. Teaching becomes practical and productive with the help of these lesson plans. These lesson plans incorporate the best teaching strategies available for each subject. NCE educational experts have tested all the strategies suggested in the plans for their effectiveness. Pre-primary Lesson Plans Teaching young children is a unique gratifying activity for an imaginative teacher with the right approach. NCE Lesson Plans help teachers employ the most effective methods of educating young children. Following lesson Plans for NCE pre-primary books are available: MAZE Maths 1b, 2b, 3b MAZE English 1a, 2a, 3a MAZE Phonics pre-year 1, 2 and 3 JUGNOO Urdu Ibtidaye 1, 2 and 3 These Lesson Plans explain in detail how to introduce a new concept. All pages of the books that may require special techniques to teach are demonstrated. Primary Lesson Plans PROJECT Social Studies PROJECT Science MAZE English JUGNOO Urdu PROJECT Information Technology MAZE Phonics MASHAL Islami Silsila The Lesson Plans for classes 1 to 5 are an excellent help for teachers. These plans provide a prompt guidance for a step-by-step teaching. They embrace all technical information necessary for teaching the subject. Here’s the information provided in the lesson plans for each subject: PROJECT Social Studies General Objectives of social studies covered in the books. Effective motivational techniques teachers can use before starting a social studies lesson. Literature crafts covered in the social studies books Steps of reading development Model lessons from the book Yearly and weekly division of lessons and assessments PROJECT Science General Objectives of science covered in the books. Effective motivational techniques teachers can use before starting a science lesson. Literature crafts covered in the science books Steps of reading development Model lessons from the book Yearly and weekly division of lessons and assessments MAZE English Activities for a Lesson Motivation New Words Reading Comprehension Grammar Creative Writing Scope and Sequence of Writing Crafts The Writing Process Model Lessons Yearly division of lessons and assessments JUGNOO Urdu Activities for a Lesson Motivation New Words Reading Comprehension Grammar Creative Writing Scope and Sequence of Writing Crafts The Writing Process Model Lessons Yearly division of lessons and assessments PROJECT Information Technology Things to Remember Know Do Practice Remember Model Lesson Plan Subject Integration Science Project Social Studies Project English Project Yearly division of lessons Projects and Assessments From yearly to daily planning, NCE Lesson Plans are an excellent support for teachers. These Lesson Plans help teachers organise their professional tasks both at macro and micro levels. They are provided free of cost to the schools adopting NCE syllabuses. Assessment Papers NCE syllabus aims to develop competencies of students. Each book enhances a set of skills most appropriate for that age. The language, thinking and life skills developed through this syllabus are important for a child’s future success. NCE experts have created an assessment system exclusively for this competency-based syllabus. This consistent assessment system, evaluates the full range of skills and concepts presented in the NCE syllabus. There is a set of assessments available for each book. These assessments can be used informally or formally to monitor the progress of children. The instructions are easy to follow, as they are free of any confusing statements and puzzling comments. These assessments are beneficial for all the stakeholders of pre-primary and primary education. For administrators and the Principal, these assessments are a way of monitoring teachers’ performance, and students’ progress. With the help of these assessments the management is better equipped to appreciate or depreciate various teaching practices. They can alter or improve certain rules and policies in the light of the results compiled from these assessments. For teachers these assessments offer accurate information about a child’s educational progress. They can use this information to prepare more professional report cards, as the strong and weak areas of children’s learning are clearly reflected through these assessments. A profile of children’s learning that emerges from these assessments can also help teachers advise and counsel parents more productively. For children these assessments can help make a more authentic career choice with compatible future courses of studies. All these assessments are nicely arranged in folders and provided to the schools in CD format. This enables teachers to take printouts as required. The Schools may add their own logos on the top of the assessment paper without losing the quality of the document. Yearly Planners These Lesson Plans also contain the yearly plan of studies for each book as well. These yearly planners help teachers divide the book on monthly, weekly and daily patterns. Yearly planner consists of two moieties. Moiety means half of a whole. A whole year is broken down into two equal parts, where each part is called a moiety. It helps the teacher cover efficiently the entire syllabus in a given academic year. Teachers can monitor systematically what is done and what is not. It also helps teachers report the syllabus effectively to the parents. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",13);arrFiles[107]=new Array(108,"teacherstraining.htm","13 Mar 2007","Teacher  \\'s Training","","","farrukh farrukh Teachers Training NCE syllabus is a modern and scientific approach towards learning in pre-primary and primary classes. Proper training is essential to make the best use of this highly innovative course of studies. Special training workshops are designed for teachers on how to teach the books constituting the NCE syllabus. The subject specific training developed for this purpose incorporates the following: Modern teaching strategies used all over the world Common questions and problems that teachers have to encounter during the course of teaching. Useful classroom management techniques appropriate for each subject Homework ideas applicable to each subject Remedial schemes for slow learners Guidance necessary for parents Each subject training is 3 hours long and conducted by highly qualified and experienced master trainers of NCE. Here are the 10 training sessions provided free of cost to the schools using the NCE syllabus: Pre-primary English Pre-primary Urdu Pre-primary Maths and Reading Pre-primary Phonics Primary Urdu Primary English, Social Studies and Science Primary Islamiat Primary Information Technology Primary Maths Primary Phonics These training sessions generate plenty of practice and discussions. Teachers are encouraged to discuss their practical problems. The NEC trainers are always interested to evaluate and share the teaching strategies adopted by other teachers for optimum results. These workshops are organised at the beginning of the school session. The place and date of the workshop is announced well in advance to ensure maximum attendance. The Schools that purchase NCE books from the booksellers are advised to register for these workshops with the NCE School Support Centre nearest to them. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",5);arrFiles[108]=new Array(109,"teachingaids.htm","13 Mar 2007","Teaching Aids","","","farrukh farrukh Teaching Aids In the past the only visual aid available for teachers to use in the classroom used to be a fixed or portable black-board. Very rarely teachers with the help of some brilliant students used to prepare hand- written charts for display on the classroom walls. Once hanged in place, they were there for years and their efficacy, Purpose and usefulness were virtually eroded. The development of modern teaching techniques has revolutionized the schooling system at every Functional level. The teaching activity is no more restricted to the delivery of boring facts. It has changed into a lively and inspiring means of mutual communication. The essentials of classroom management skills include audio- visual aids and all sorts of other teaching materials. To enhance an effective interaction and to achieve the curriculum objectives teachers are always on the lookout for suitable aids and materials. NCE provides professionally- produced materials and implements to facilitate the functions of teaching and Learning. Some of them are listed and briefly described as under, though our team of educationists is devotedly engaged in creating new educational supports on the lines of latest discoveries: Teachers Training Videos Jugnoo Urdu Silsila (pre-primary) Maze Workbook Series (preprimary) Teachers Support Material CDs Pre-Primary Teachers Support Material CDs Primary Reading cards Maze Phonics Audio CD / Cassettes Jugnoo Urdu Silsila (Primary) Cassettes f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",5);arrFiles[109]=new Array(110,"thebalance.htm","9 Apr 2007","The Balance","","","farrukh farrukh Authored by: NCE Research Department Edited by: Yusuf Mirza Rendered into English by: Prof. Aziz-ud-Din Khan f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",4);arrFiles[110]=new Array(111,"thebalancech1.htm","27 Apr 2007","The Balance - Chapter 1","","","farrukh farrukh Chapter 1 Quote from the Holy Quran: “Tell all of them It is Allah Who created you, Bestowed upon you the capability to hear and see and put in your hearts the sense to think and understand still you seldom thank Him for His Kindness upon you”(Al-Mulk.23). Human personality comprises two portions. In fact, it will not be appropriate to call them portions because despite being interconnected with each-other through an intricate system, these keep on functioning independently as well. These two parts are the brain and heart which are simultaneously autonomous as well as dependent upon each other. The relationship between brain and heart in human personality can be considered analogous to two sovereign states upon earth both having equal hegemony upon the material resources. Both states may be having their separate currency, defense and system of governance but one may be dependent upon the other for oil while the other for iron. During the development process of human personality, both mind and heart remain interdependent upon each other. The mind has the capability to see, hear and create novel ideas while heart possesses the lofty treasure of human sentiments. In spite of fully understanding the pros and cons of the entire perspective, the mind is unable to accelerate human body into action without emotional impulse of the heart. But this is a peace time strategy. There can be a war between the two states, resulting in one’s victory and the other’s defeat. The human personality is mutilated when mind and heart clash against each other. In such a situation, each one endeavours to dominate the other to attain unqualified subjugation from its adversary. This is an alarming eventuality and the domination of one constituent disrupts the congenial relationship and destroys their mutual balance. It brings about such a drastic change within the human personality which eventually results in its perdition. These two constituents of human personality not only depend upon each other, rather keep an intimate coordination between themselves. For a dignified individuality, it is imperative to understand and visualize the nature and mode of interaction between mind and heart and that how one affects the other. Basically, the heart induces the brain with a passion to do something or inhibits it to desist from action under some fear. The desire to attend a function is created with heart’s passion while the fear of erupting fire is also inculcated within the heart. The desire of attending a function and the fright of a lurking fire exists within the heart but if the brain fails to attain the mode of entering a gathering or acquiring safety measures against a probable fire break out, the person can-not make any move. On the contrary, if all the facilities are ensured but heart does not have the passion to go for it, the person keeps on lying idle indoors. When a person is over-powered by extreme desperation and considers the fire to rid him of this agony, he will have the desire to jump into flames, rather will let him be burnt by fire despite knowing the safety exits. It is interesting to note that an ordinary human being can easily know the interaction and coordination between his or her mind and heart. Recalling the daily occurrences of various episodes around you, the following questions may be answered about each of these events. Question 1: Under such a situation, was there any role left for you to play? Could you have learnt anything or could you have done something practically? Answer: This question relates to your mental alertness. It would indicate how much you could be affected by the events happening around you. For example, any one in your office or home got injured and started bleeding. It appeared as though he would conk out within a short while. You had every intention and sympathy to help him but could do nothing. Eventually, someone else from office or home came to his rescue. Such like circumstances are usually confronted by those who get much higher position than they actually deserve. The lady luck got them seated on higher chair, or else a new technology entered their domain but despite all their wishes, they were not competent to benefit from the same. Question 2: The second question relates to their heart. Keep any one incident before you and think whether you had the capability to act but you did not. Answer: In other words, it can be assumed that you knew how to stop bleeding the injury but you were getting late for an important meeting, and you left the injured person in someone else’s custody or left him to fate. On your way, you felt the remorse of not helping the injured but you consoled yourself that someone from such a wide world might definitely have come to his rescue. You can raise such questions about many of the events happening around you, which were directly related to your own self, your family, office or neigbhours. There are some other questions relevant to mind and heart by which you can assess the extent of feelings with someone. You can know which situations arouse sentiments that overpower the barriers erected by brain and under what circumstances you succeed in keeping an equilibrium. Some people can keep outside the entire night to help a friend. They simply can-not afford to enjoy sound sleep at home while their friend is in agony. They will be fully aware that their wife will have to take the ailing son to hospital but they would just give a lip sympathy or at best may make a phone call to the doctor. Their wife keeps awake the whole night in attending the sick child but on return from friend’s house, they would prefer to have a good slumber on the excuse that they will have to work the long day in office. It is really thought provoking that a person very considerate for a friend may adopt such a callous attitude towards his wife and children. In the same manner, the people in western countries have a blind faith in their media reports and form a hard opinion on various incidents taking place around the world, without bothering to ascertain the facts. The probable reason may be that such incidents neither affect them directly nor harm their personal interests. On the contrary, if the subject of criticism is their department or company, you will see that the concerned individual would probe all avenues to get correct information from learned people, from knowledgeable colleagues and from the available books, literature etc., to ensure that his personal interests are secure and non-vulnerable. It indicates that the importance of any particular person or thing greatly depends upon the extent of either the sentimental attachment or disinterest with the object concerned. The matters affecting us may be personal, social, national or global. We usually give first and foremost preference to our own personal affairs. The social and national issues obtain secondary importance. The international issues are not of much concern and we usually rely upon the media reports and accept their analytical views without hesitation. We usually adopt a similar attitude about social and national issues also but when our personal matters go wrong, these disturb our peace and tranquillity and we consume all our mental and passionate faculties to put the cart back upon the rail. Of course, there may be a few exceptions as there are some people who would try to dig out the truth regarding national and international issues and may make endeavours to form a correct opinion over such matters. The Holy Quran has termed the heart as an “instrument of generating novel ideas” because heart emerges dominant in the clash between mind and heart. The heart chalks out a plan of action for the mind (brain) which uses its senses of smell, sight, hearing, taste and touch in accordance with the dictates of heart. The mind does not question heart’s dictates to suggest that a matter under consideration needs further investigation or there are still more avenues to probe into the crux. Has it ever happened to you that you fail to finalize a project despite having the compatible capability and adequate resources, or you can-not concentrate to consider all aspects of an issue? Such a situation indicates an imbalance between mind and heart and to find a remedy, it has become imperative to understand functioning of mind and heart separately. Of mind and heart, if any one constituent predominates the other, then both get stuck up. The healthy function of each is mutual inter-dependence and no sooner does one dominate the other (particularly the heart), than the other one’s progress is retarded. Resultantly, the first one also gets impaired, bringing about eventual degeneration of both. In case of heart’s domination, the mind loses its function as its main job was to review the heart’s passions and sentiments but after its subjugation, it gives an unqualified obedience to heart and acts upon heart’s dictates. Such a low profile of mind further emboldens the heart as it has no fear of any reprimand. The entire system gets violent stormy jolts and at last, the human personality faces a destruction analogous to an inundated river breaking through and overflowing its embankments. It shall be a matter of interest that till late the western psychologists believed the mind (brain) to be the main controlling force of entire body system while heart’s function was only to supply the vital blood. After 1970 when passionate and sentimental complications assumed alarming proportion, they were compelled to search for the nucleus of passions. The research divulged that heart was the centre of passions, probably three times stronger than the brain. Before this study, the importance of heart was never taken into account and naturally, no statistics were available for comparison between mind and heart. Upon realizing the importance of heart in the development of human personality after 1980, the western psychologists are working to find out its exact role. This day many of the eminent psychologists believe in equal magic qualities of mind and heart in resolving clashes within the human personality. It is more surprising to note that poets all the world over have since long emphasized far greater importance of heart upon human life. A verse from the poem of famous Urdu poet Mirza Ghalib is reproduced: O stupid heart, what have you done unto yourself? If you keep on proceeding unabated what shall be the remedy for this disorder? Follies of the heart entangle a person in such psychological, sentimental and physical ailments which usually become incurable. In his famous poem “Aql-o-dil” (mind vs heart), Allama Iqbal, the great philosopher poet of the Indo-Pak sub-continent, has presented a comprehensive commentary regarding conflicts between mind and heart under different situations, the glimpses are as under:- « The wisdom (brain) claims: It provides guidance to a wanderer, it elevates sky high, it inculcates leadership qualities and it possesses knowledge of the book. « The heart’s answer is: It possesses power of imagination, has the knowledge of the world within, can have the approach to spiritual world far above, it has the power to cure the ailments of wrong knowledge and it has the technique to fly beyond heavens. In other words, it is almost the seat of Supreme Holy Power. Heart is the centre of lofty fancies. It has the courage to confront lurking dangers without bothering to know the outcome. But when heart trespasses moderate limits, the expedient brain enforces a check upon it, explaining the pros and cons of the issue. Passions of love emanate from the heart while intelligence originates from brain. Explanation of Iqbal’s verse: When Abraham prophet hurled himself into blazing flames prepared by orders of King Nemrud, the intellect was still stunningly watching this act of fanaticism and precarious situation. The entire acts of bravery and prominence committed from the very inception of this lively world are due to the impetus given by heart. For this reason, Iqbal has suggested the mind to occasionally let the heart to do some noble errand without checks and balances: Explanation of the above verse: It is quite desirable that brain keeps an appropriate control over the heart but on some important occasions the heart be left free to determine its own destiny. Coordination between Mind and Heart A deep thinking reveals that main object of Islamic devotion is to foster better coordination between mind and heart. While offering prayers, we tie our hands together and think ourselves standing before Allah Almighty, thus severing our connections with the brain and heart. The two main factors that misguide our mind and heart are the stomach and sex. When we tie our hands five times a day, thinking ourselves present before Allah, our mind and heart get free to interact with each other. During this process of training, these two play a see-saw game bringing one up and the other down, thus forging an equilibrium. When the Holy Quran is recited, the brain is the first to absorb and understand the message which it passes on to the heart. During the process of recitation of the Holy Quran, brain is prevailing but on bowing down our head for ‘Raku’ (kneeling), heart attains an equal status with the brain. When our head touches the ground in ‘Sajda’ (extreme prostration) heart subjugates the mind. Repetition of this process in each ‘Rakat’ helps to create congenial mutual relationship between mind and heart. The comparison between spiritual transformation and materialistic entertainments has been very beautifully described by the poet of the East, Allama Iqbal, in this verse: Freedom of heart is great might while greed of material gains brings devastation. Now, the option lies with you whether to go for heart or for material gains. The entire spiritual, theological, anthropological, psychological, and metaphysical sciences have all along declared heart as the main controlling force of human personality but on the contrary, the medical science considered heart as a mere pumping station for supplying blood. Medical science is still adamant in its beliefs, though they have seen that artificial hearts transplanted into various patients have badly failed because those were completely devoid of inbuilt qualities which Allah has implanted in a human heart. These circumstances have compelled the cardiac surgeons to wait for availability of a natural heart for transplantation into a patient’s chest. The day is not far off when medical science shall be compelled to accept the miraculous powers of the small piece of flesh called heart and may attribute many of brain’s functions to heart. Even otherwise we have seen that under the influence of pleasure, grief, anger, fear, love and hatred when human sentiments are aroused, it is always the blood circulation system which gets affected and we all know the duty of blood circulation has been entrusted to the heart ever since its creation. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",21);arrFiles[111]=new Array(112,"thebalancech2.htm","27 Apr 2007","The Balance - Chapter 2","","","farrukh farrukh Chapter 2 Working Domain of Brain The human brain is a highly complex machine comprising 200 billion cells. If the human brain could be transformed into a computer of the latest design, it would occupy a million square kilometers or even more. Any other man-made or natural device is not even its millesimal. Two of the feats performed by man are so conspicuous which no other living being in this universe can ever accomplish. These are the language and writing. Language The first natural gift with man is the language. It is such a unique means of communication which no other creature can ever possess. Selection of proper words, correct use of grammar, structuring a sentence and to choose an appropriate accent to depict the feelings is the marvel only of the human brain. Man learns a language from environments and this learning goes deep into his mind unwittingly and without making any hard effort. A child picks up and remembers the words spoken around him and eventually starts repeating them, initially dis-arranged and finally concordant. Reading and Writing The next stage is to read and write the words. This completes the process of language learning. The grammar of any language is a complicated process and has taken centuries for its transformation but the human brain is so sharp that it learns this lengthy process of centuries easily within a couple of years. The other most wonderful feat is to put our ideas into writing. This objective is achieved when the mind captivates the shape of each word in its imagination. Our thumb plays a vital role in the process of writing. It moves on x-axis and y-axis. The capability to move the thumb to and fro, left and right and the adeptness in doing so to give a proper shape to words lies only with the human brain. Nature has bestowed upon the human beings the gift of depicting sentiments into words with the help of a pen. Keeping all these factors into consideration, one can realize why the ‘pen’ has been given so much prominence in the Holy Quran. In fact all the credit goes to human brain which commands various parts of the body to put ideas on to paper by using a pen. Frontal Lobe is that part of brain which is the centre of numerous qualities and performs far superior jobs than mere reading and writing. It is situated within the human skull behind forehead and in between the top of two ears. It has two main functions. The left part of Frontal Lobe has the capability to acquire facts and information from the happening around and then to transfer only the testified and correct information onto its right portion which stores it for forming true images, to be used for any future planning. For example, the heavy rains played havoc in a particular year; with the help of this stored information, the people will take measures to protect themselves from onslaught of rains in the ensuing rainy season. We can divide this process into three stages which are to learn, to consider and finally to act. This job is entrusted to this part of brain. It is a Frontal Lobe which plays an important role to prove the truth of Islam upon man. Man learns that Allah had annihilated some civilizations in the past for their unpardonable crimes on earth. Man also sees that Allah creates a living baby within the mother’s womb and also grows a big plant from a small seed. These are the hard facts of daily life, the memory of which is stored in right portion of frontal lobe and based upon this information the man plans his future strategy. He thinks this is Allah’s mode of working and that Allah has the powers to give man a second life, i.e. a life after death. In this manner, the human brain can travel from past to the future. The scenes of death, the Day of Judgment, heaven and hell as described in the Holy Quran become quite vivid to man on the basis of gathered information. This imagination becomes more and more clear to the person who has keenly observed and collected informatory details about the creation of a child and about growing of plants. Thus he can have a better understanding of eternity, heaven and hell. That is why a sage is considered far superior to a hermit. A knowledgeable person makes a keen observation of Nature’s process and thus attains a better vision of vices, virtues and the Day of Judgment. These observations help him to hold a strong faith in the beliefs he acquires. In the past and present times, all the non-Muslims embracing Islam voluntarily were those who were learned and highly educated people. The people born amongst the Muslim families usually keep on clinging to ignorance in religious beliefs and worldly affairs. They are strongly averse to the light of modern inventions, though Islam makes it imperative upon the faithful to acquire knowledge and learning of the ever-changing world so as to keep themselves upright in the community of nations. To sum it up a human mind at first learns, then attains an imagination and finally with the help of acquired vision, proceeds further to perform some acts of prominence. It is necessary to explain some more facts about brain. In addition to the Frontal Lobe, the human brain has two more parts. The lowest of these three is called the Reptile Brain. This part contains the feelings of fear and grief. If we depend upon this part alone, we may act only upon our instincts, compelling us to think nothing else but food, sex, revenge and to flee from a danger, rather than confronting it pragmatically (using Frontal Lobe). This brain is also present in animals and reptiles. In fact, the reptiles have only this type of brain. If we study two types of reptiles, the snake or a crocodile, we shall see that if you keep a snake or a crocodile as a pet for any length of time, they will never foster faithfulness towards you. They will attack you at the first available opportunity, though their mode of action may differ. The snake will take advantage of its agility and lurk, without facing its adversary. In hunger it does not bother whom it is attacking. It is said that when a python grows large and fat and loses the ability to crawl and hunt, it starts devouring its own tail. In hunger it forgets that in doing so, it will eventually kill itself. To satisfy its instinctive needs, a crocodile takes advantage of its power. Its jaws are very strong. It catches its prey with a lightning attack and finishes it in a couple of strokes. Like a snake it does not have the thinking ability. It only acts to satisfy its needs. The creatures of Reptile Brain crawl on the earth’s surface. It is under the influence of Reptile Brain that man exhibits extreme anger or hatred, gets frightened or develops burning jealousies. These sentiments deprive him of his supremacy of the Frontal Lobe and he thinks of nothing other than pursuing his own vested interests. He forgets the rule of law and of other people’s rights. He thinks of his own needs and can do anything to fulfil them. Jealousy also emanates from this part of brain. Upon seeing other one’s superiority in wealth, placement, wisdom, honor, beauty, education and respect, he starts burning in jealousy and will not relax unless he has defeated his adversary in one way or the other. The desires of food, sex, respect and for higher standard of living also emerge from this part of brain. The ecstasy of desires keeps on increasing. Attainment of one limousine arouses the lust for another, of amassing one million for another million and this race becomes unending. For the people using Reptile Brain, the Holy Quran says that they are like the animals or even worse and that they are absolutely negligent. The Reptile Brain people are not only negligent of Allah, the Creator, but they are also oblivious of the environments around them. They don’t care about their own family. This ecstasy increases with the lapse of time to such an extent that they become neglectful about their own self. They don’t remember whether they have taken bath that day or had their meals. Forgetting everything around them, they consume all their energies in fostering their burning desire of jealousy and revenge. The other part above Reptile Brain is called Mammal Brain. It is found only in humans and animals but not in reptiles. Let us take the example of a dog. It is faithful to its master and recognizes all the housemates. For any one else, it neither has any love nor anger. Its sphere of love is restricted to the person who cares about it and the family or house to which it belongs. It plays with the housemates, guards them and can sacrifice its life if the situation so demands. Its basic character is to love a particular set of people and to hate all others. When it goes mad, its Mammal Brain gets ineffective and it acts under the influence of Reptile Brain alone. In this particular condition, it thinks of nothing more than to bite every one around. It does not hesitate even to attack and gorge his master. Same applies to the man too. When his Mammal Brain works, he feels happy and secure in living amongst his family, his relatives, neighbors and his own social circle. But when he confronts the people of alien language, culture or religion, he becomes cautious rather terror stricken and the terror induce him to become hostile. For a man of active Mammal Brain, love of Allah is also conditional. In normal state, he will have feeble feelings for Allah but in extreme agony or grief, he will become a great devout and will call Allah for salvation. Neither his imagination is powerful nor does he crave to search for the truth. He likes to follow the normal routine of life. His other quality is to have a blind faith in some personality, may it be any leader, religious stalwart or an actor and will show a violent reaction when someone maligns his favorite personality. Above Reptile Brain and Mammal Brain is the Human Brain (Frontal Lobe) and this is the part which generates the imaginations of future, based on the ascertained facts. Lofty ideas emanate from this brain. New inventions, vision of eternity and desire of close association with Allah are also generated here. The man has been given Human Brain to understand his Creator and to understand the spirit of Islam. The people, who fail to recognize Allah, do not believe in life after death and are devoid of wisdom to differentiate between vices and virtues, are those who do not use Human Brain. It is for this reason that the Holy Quran says that the infidels (kafir) shall be pushed into the blazing hell with their foreheads down first. The Human Brain is just under the forehead and this punishment will be inflicted upon kafirs for not using their Human Brain in their worldly life. Keeping in view the attitude, ideas and actions of practical life, we can assess as to what extent any one has used each part of his Brain. By answering the following questions, you can also assess your own personality. Part One Q 1: How many new ideas do you conceive? Q 2: Can you guess the worries or problems of others just by observing their behaviour? Q 3: Can you forecast imminent faults to occur in a metal, machine or building by a mere look? Q 4: Are you attached to a certain religion, organization or some school of thought just because you have seen its performance in the past or you hope to benefit in future by keeping attached to it? Q 5: Can the mishaps and events not prevail upon you to change your decisions? Q 6: Are you not afraid of revenge and hatred of the people around just because you believe you are following the right path? Part Two Q 1: Are you attached to a society or group just because you are afraid of seclusion? Q 2: Are you afraid of difference of opinion? Q 3: Can you not tolerate displeasure of the people around? Q 4: Do you get mental agony in going deep into any matter? Q 5: Do you keep on recalling most of the time the main characters of various stories or films? Q 6: Does the conversation and attitude of relatives and the loved ones keep on dominating your thoughts? Q 7: Do you like to pass only a routine life? Q 8: Do you like to be the part of a crowd? Part Three Q 1: Do you perform every job under influence of a fear? Q 2: Are you associated with some organization only to take revenge from someone? Q 3: Has your childhood been passed in extreme deprivation? Q 4: Do you feel like taking an immediate revenge? Q 5: Do you think you have been or you always become the target of an aggression? Q 6: Do you generate the feelings of jealousy or deprivation upon seeing someone else’s car or house? If you answer in affirmative for the most questions given in part one then you use your Human Brain predominantly. While if your most ticks are placed in part two then your Mammal Brain is more active than the other two brains. You are under the control of Reptile Brain in case you agree with most of the questions given in part three. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",18);arrFiles[112]=new Array(113,"thebalancech3.htm","20 Apr 2007","The Balance - Chapter 3","","","farrukh farrukh Chapter 3 LEARNING If one of the many parts of brain is active, the process of learning continues. The mode and standard of learning may differ but still the progress will be quite visible. The Reptile Brain man keeps learning deceits to satisfy his negative sentiments. This part of brain induces to use pinching and reproachful phrases, to pursue terrorism and to practise cunnings to satisfy jealousies. It is evident that such mean tactics do not bring the desired results, so the Reptile Brain teaches a man to wage war with others. He has not to learn all this from outside but it is an inbuilt natural reaction which usually fails and affects a man in two manners. He either gets mad or becomes a pessimist. In the latter condition, he makes an all out effort to satisfy his revengeful passion. Sometimes he keeps his intentions hidden for greater lengths of time and goes into action when he is sure of his success. The animals have a small Reptile Brain, their reaction is momentary but on the contrary, man keeps revengeful passions for years altogether. The use of physical power, warfare training, use of armaments, lust for money and attainment of higher status are all the means to satisfy Reptile Brain. Man also learns under influence of Mammal Brain. Social customs, communication, family ties and to seek respect in society are all learnt through this part of brain. Thus he learns to win the pleasure of his parents, goodwill of his relatives and superiors. He observes others and understands the environment so as to make himself a popular personality. He learns how to protect his family and how to achieve the comforts of life. He learns all what the society expects from him, with extreme relaxation and in a peaceful manner. With the help of this brain, a dog also learns to do minor errands of daily life such as to bring a ball, to shake hands, to salute etc., so as to please his master. The purpose of learning through Mammal Brain is not to work wonders but to learn only that much as to run in consonance with his pals and to travel on the path of advancement. Man does not enjoy as much in getting educated as he gets through the thoughts of reaping the harvest of his learnings. The learning through Human Brain is somewhat different. Man gets knowledge through observation, research and analysis. These jobs he performs not with any particular desire or greed but only to get his own mental satisfaction. This learning inculcates within him lofty ideas with which he grasps expertise in various techniques and thus secures success in future life. Attainment of knowledge is divided in two steps, the objective and the method. The process of observation and deep study create a certain view-point and turn our sentiments towards a particular direction while the method gives practical shape to our views. The views or beliefs put on rails our thoughts and personality while the mode of action brings evident change in our practical life. In this way, the beliefs and actions are deeply inter-linked. Any particular belief when given a practical shape affects all aspects of life and thus becomes an essential part of our personality. A ten year old girl sees her mother cooking meals. She understands that it is duty of a woman to cook food, so she also learns it. When the house mates praise her first cooked food, she generates a feeling that family members love her. A boy sees his father bringing home his monthly salary which brings pleasure within the house and meets the domestic needs. The mother feels happy when she calculates what is to be purchased immediately and what is to be kept pending. The son also makes his motto to acquire capabilities to earn livelihood, even to excel his father in doing so. When the son presents his first salary to mother and she expresses far more pleasure than her husband’s salary, the son realizes that the mother gets more delight in her son’s earnings. The beautiful coordination between belief and practice in Islamic preaching is unique and is seldom seen in other religions. The Muslim society takes guidance from two main books. One is the Holy Quran which inculcates beliefs and contains commandments governing spiritual, material, moral, psychological, social, political, scientific and practical aspects of human life. The other book is Hadith and Seerat which teaches us how the Holy Prophet Mohammad (PBUH) passed his practical life, truly in accordance with the laid down commandments. Quran gives us the knowledge of the Creator and tells us to offer prayers to win His pleasure and to thank Him for His blessings upon us. The details and method of prayers are given in the Hadith. The pleasure we derive from congregational prayers is a new experience for us which strengthens our beliefs about religion or creates new and strange feelings within us. Offering of prayers five times daily (Namaz) gives regularity to our every day life. It brings about a happy revolution in our life and we enjoy the change more than the man who does not offer prayers. We learn requirement of prayers (Namaz) with a practical effort and with the lapse of time, it becomes a habit, rather a part of our daily routine. We not only enjoy doing it but offer prayers with utmost humility, considering as though we are in audience with the Creator. It is our belief that induces us to do practical efforts in learning Namaz and offering prayers. However, it is not necessary that the interest taken in learning may compel us to practise those ideas. In this situation, our beliefs may be strong but our resolve to give them practical shape would be weak. It shall be of interest to mention that each belief or action proceeds from lower to higher level of brain, i.e. from Reptile Brain to Mammal Brain and then to Human Brain. Reptile brain induces us to react under instinctive requirements, to act according to acquired beliefs, without using the analytical senses. These days, the advanced non-Muslim countries of the West are fully aware and advanced in science of mental qualities. It is their effort that the Muslims should not be able to emerge from commands of Reptile Brain and should act under its influence foolishly, without much thinking and learning. Any reaction under influence of Reptile Brain being without any planning and training will not be of a far reaching effect. On the other hand, the learning acquired under Mammal Brain is comparatively more lasting. The learning through observation of the people around, the rulers, the society is comparatively quicker and more perfect than natural learning. The learning through Human Brain is a lengthy process. In order to form a belief, you have to make observations with patience and then keeping in view intricacies of the matter, much longer time is required to give practical shape to these beliefs. The world renowned scientist Einstein is the founder of Theory of Relativity. His fame is linked with this Theory and no one bothers to know what he did before. Every man has to do a lot of hard work and thinking before presenting a Theory. Of course, the Prophets are exempt from this rule because they present a certain philosophy on guidance directly received from the Creator. This philosophy is beyond the understanding of an infidel. It is said that Einstein worked in patent office in Switzerland and used to commute daily by train. For years altogether, he kept on thinking as to what would happen to passengers if the train runs faster by an hourly speed of one hundred miles, two hundred, ten hundred, one lac and finally 1,86,000 miles which is velocity of light. He thought that if train runs with a velocity of light, what changes would ensue upon its shape and material. Einstein used his imagination to evolve a Theory. To prove its correctness, it was necessary to attain a deep knowledge of physics and mathematics, without which the Theory would have been a forgotten story. Under influence of Human Brain, man takes a much longer time to learn and evolve new ideas. The standard of learning through Human Brain is very exalted. All inventions and philosophies are produced by this brain. Mammal Brain takes much shorter time in learning and so this learning is inferior in standard and is short lived but the thoughts are much greater in number. Reptile Brain does not require much longer time in forming ideas or in new learnings and so these thoughts are low in standard and duration but they are much greater in number. The great thinkers of time such as Newton, Bu Ali Seena, Imam Ghazali and others evolved theories through Human Brain which are remembered centuries after their death and the humanity has been benefiting from them till today. The ideas conceived through Reptile Brain are innumerous but they are not of much importance. These ideas die out very quickly. This shows that ideas also have a certain duration of life. The Mammal Brain ideas do influence some people but these are also short lived and are inferior in quality. The Human Brain ideas are much less in quantity but they are far superior in standard and they attain long lasting effect upon the human society. It shall be a matter of interest that three types of brains are given similarity with different creatures. Before gaining the knowledge of three types of brains lying within human skull various mental attitudes of man have been thought to resemble the animals. Repitle Brain is considered like a snake which works on instinctive needs. It does not make an effort to learn or to take advantage of its learning and is thus the lowest placed creature. Keeping its head upon ground and crawling in a clumsy manner indicates its lowest mental status. A horse represents the Mammal Brain. It is rather a combination of Reptile and Mammal brains. It is faithful to its master and is so obedient that at its master’s command, it fearlessly jumps into a blazing fire. Its majestic gait, honour, dignity and grandeur are all indicative of its self-confidence. Man is a true representative of Human Brain. Though he is the most superior being on earth but still, it has always been his desire to compare himself with something else. For example, a mother compares her son with the moon in beauty. A sharp and brave man loves to be called an eagle because an eagle flies sky high, clearly sees long distant objects, goes deep to find facts, selects his prey from amongst many but does not eat dead bodies. It never stoops too low to the level of a Reptile Brain. It attacks its prey with force and expertise because it has learnt to pounce upon the prey for years and this training helps taking successful practical steps. How should we find out whether we are pursuing the learning process and if so, is this learning under Human Brain or under Mammal or Reptile Brain? In order to make self-assessment, we shall have to sub-divide our study into three channels, which are (i) thinking, (ii) observation and (iii) study or investigation. Let us answer the following questions for this purpose. THINKING Q 1: Do you get an occasion to have a deep thinking on any subject? How many times do you think every day? To find out the nature of thinking, we should have to investigate as to time and place of thinking. Q 2: Do you keep on thinking while moving about? If yes, it shows you are using Reptile or Mammal Brain. Q 3: Do you think about the reaction of the people around? If yes, you are using Reptile Brain or Mammal Brain. Q 4: In happiness or distress, are you swayed away by emotions? If yes, you are on the degree of Reptile Brain. Q 5: After a deep study, do you think recalling each detail dispassionately? If yes, you are using Human Brain. Q 6: Do you make or design new things? If yes, you are using Human Brain. Q 7: While at peace, free from emotions, do you peep into future? If yes, you are using Human Brain. Q 8: Do you think to protect your self or your family? If yes, you are using the Mammal Brain. Q 9: Do you think of taking revenge or making your scores even with some body? If yes, you are at the level of Reptile Brain. Second and third channel: OBSERVATION AND STUDY. Q 10: Do you have a craving to get new information or you go to get education/knowledge? If yes, you are using Human Brain. Q 11: Do you succeed in finding some new point from amongst the given information or materials? If yes, you are at the level of Human Brain. Q 12: Do you feel like going deep into any matter? If yes, you are at the level of Human Brain. Q 13: Do you take interest in novels, stories or films? If yes, you are at level of Mammal Brain. Q 14: You cannot find time to study or make observations? If yes, you are at level of Reptile Brain. Q 15: You get bored or feel fed up while studying or making observations? If yes, you are at level of Reptile Brain. Q 16: Does an acquired knowledge bring new ideas to you? If yes, you are at level of Mammal Brain. Q 17: Do you study only to clear an examination or to please someone important to you? If yes, you are at level of Mammal Brain. Q 18: Are you learning a technique to avenge some body? If yes, you are at level of Reptile Brain. Q 19: Are you learning something to satisfy an urge or impulse? If yes, you are at level of Reptile Brain. Q 20: Are you carrying on some learning under a fear? If yes, you are at level of Reptile Brain. Q 21: Are you learning to carve out a place for yourself in the society? If yes, you are at level of Mammal Brain. Q 22: Are you conscious of your failures? If yes, you are at level of Mammal Brain. Q 23: Do you get pleasure in acquiring knowledge? If yes, you are at level of Human Brain. Q 24: Do you have the desire to do something new? If yes, you are at level of Human Brain. By answering these questions, you can know whether the process of learning within you continues, and if so, is the learning of superior calibre or not? Chapter 4 will be updated on 28-April-2007 f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",20);arrFiles[113]=new Array(114,"thebalancech4.htm","27 Apr 2007","The Balance - Chapter 4","","","farrukh farrukh Chapter 4 OBSERVATION Observation is the basis of human thinking, rather it is the beginning of human personality. It is the wonder that an infant begins performing from the mother’s womb, or in other words, of all the mental activities, observation is the one which humans start even before stepping into the world. The very object of observation is to provide information to the human brain. Nature has given us senses. We observe something with the eye without touching it, we smell from the nose, we feel with the hands, taste with tongue and hear with ears. The information acquired through these means reaches our brain where thinking is created. It shall be interesting to note that we can think many things without making any observation and at the same time we see, smell, taste, hear and feel many things but no noteworthy idea comes to our mind. The process of observation is closely linked with the human thinking. Seeing of any particular thing that does not stir any imagination in human mind cannot be called an observation. To make an observation and merely to see, smell, hear, touch etc., are different. While sitting at sea-side, if you see the setting sun, listen to rising waves in cool breeze, feel saltish wind upon your body and then think of something with the help of the said factors is observation. But on the other hand, you are jumping in sea-water, in this process water is entering your mouth, a child is jumping upon you and your attention is focused upon the water sport, then it is NOT an observation. During the play you are throwing sand and splashing water upon each other but still it is not an observation, why so? This is because in doing all this, it is not your aim to extract any information. But on the contrary, someone sitting on the bank is watching water play between father and children and his intention is to collect some information, he will succeed in getting a lot of informatory material for which he was making observation. Thus we know that an observation is made with a certain intention and a determination to get some information with which we intend to bring a change in our views or else to form new ideas. Our first point was to observe something without any thinking. Many times we think without any observation or we think on a subject over which we made an observation much earlier. For example, a man who made an earlier observation of people having water sport but is now thinking to form some concrete idea over the issue. He can think whether the recent observation has confirmed the views he was already holding or it has brought about some change in his ideas. For example, the views formed by him by observing people enjoying water sport last winter are the same or these are somewhat different during the play this summer. The observer may think that the results collected from each sport are same or different. He may like to infer whether the water plays are the same as games played in a park. But to see someone with contempt or to see an errand of daily happening is not an observation. The observation is required for an active and forward moving life but not for dull or routine practices. For such a life, an ordinary vigilance is enough. The animals never make any observation. They pass their entire life in a routine manner only by seeing the environments around them. Take the case of a cat. It remains happy at its abode, sees the meat, smells and eats it. It plays with the ball for a short while and that is all for it. The cat does not need any observation but thrives on the sense of seeing. By seeing, we mean use of the five senses which do not require any observation. Observation needs thinking, using one or more of the five senses. The use of senses is the basic need of human kind. Every man uses them but may not make an observation because observation is not a person’s basic need. Very few people make observations. We become so accustomed to using our senses that we do not feel like making observations. If you do not form the habit of thinking from childhood, you cannot make any observation either. The education system in vogue in the Muslim World does not teach to make observations. As a result, our new ideas are not generated on scientific basis, though the Holy Quran repeatedly makes it imperative to make careful observations. If the habit of observation is inculcated since childhood, then with the advancement of age, it forms the basis of thinking. But the lack of teaching about observation from early age suspends the capability of thinking for the entire life. The Holy Quran invites the believers to unveil mystery of the entire universe. The main object of this study and observation is to recognize the truth and to feel the Might of Allah. God (Allah) Himself is hidden from us but His Qualities and Powers are very distinctively evident. We see extreme regularity amongst the fish floating in a clear rivulet, a snake hidden under a rock in a blazing desert, the twinkling far off stars and the glow worms emitting minor sparks in the evening fields. The keen observation of systematic functioning of the universe gives us the knowledge about Allah, the Creator. For those who are devoid of making observations, it is difficult to feel the presence of the Creator. We can know only from the observation how the animals and humans look for their food and other means of survival. In the total absence of observations, Islam will cease to be a religion but would rather be reduced to mere collection of rites. The western world has rightly understood the importance of observation and has adopted it on scientific basis. During their downfall when Muslims were abandoning the process of observation, the western intellectuals were actively teaching this process to their new generations. With the lapse of time, the observation became the basic necessity for the western world and this capability gave them such a high ranking in the field of science and industry. This achievement is just not possible through any of our religious rituals. The Muslim world has forgotten the habit of making observations almost five centuries ago and are dragging their cart with whatever achievements their forefathers had made. On the other hand, every child of the West gets the teaching to adopt habit of observation from age two and a half years. In spite of all this, the western people do not recognise Allah, though observation is considered the basis of recognising the truth, i.e., to recognise Allah. This is an interesting situation and it necessitates us to mention three degrees of observation, which are: (i) Allah Almighty, (ii) your own self and (iii) your environments. 1. To recognise Allah, man has to observe the signs of nature as indicated by the holy verses (Ayaat). These signs are described in the Holy Quran in detail starting from your own self to the farthest precincts of the entire universe. An observation made under this guidance gives you the awareness of Allah’s presence which not only inspires the recognition of Allah but rather takes you nearer to Allah. It is mentioned in verses of the Holy Quran that if man moves one step towards Allah, He moves ten steps nearer to him and even to the extent that He, in His infinite kindness, gets even closer to the man’s jugular vein. 2. Recognition of your own self is to peep inside you. This gives you an occasion to get aware of your merits and demerits. Man understands what talents Allah has given him and what man’s shortcomings are resulting from his negligence or sins and what he should do to rectify the situation. 3. Observation of the environments i.e., to study the universe around you. This study may begin from a small cell or tiny atom and may extend to stars and galaxies. This process covers numerous fields of knowledge and all the scientific achievements have been made and are being made on these observations. In the Holy Quran, Surah Al-Rehman, Allah declares in clear words “O group of men and Jins, if you can assume the power to run away from the precincts of earth and skies, you do go away, but wherever you reach, you will find everywhere it is the rule of Allah prevailing,” unquote, The efforts of western scientists to reach moon and other stars is in fact the confirmation of Quran’s truth and they found that the universe beyond earth is also running quite systematically. The western world felt the importance of observation during the middle ages when they were revolting against religion – rather the stalwarts of religion, the Church, was considered an impediment on way to progress through scientific observations. Allah’s impression given by church at that period was that He created the universe in six days and has been taking rest ever since the seventh day. On the contrary, the human observation insisted on the active functioning of the Supreme Power in controlling the universe and creating new realms. The church believed sun to revolve around earth while observation proved earth’s rotation around sun. The clergy apprehended that scientific observations would take the man far away from their religion and to protect their hegemony, they imposed ban upon the scientific observations. The scientists and inventors were declared “heretics” and were awarded exemplary punishment by the rulers at behest of the clerics. The fate of the famous scientist Galileo is before us who was sentenced to death penalty for inventing telescope and he died in an Italian gaol awaiting execution. The tussle between church and thinkers continued for some centuries and finally the scientists emerged victorious, shunning the religious dictates for all times to come. The education system emerging from this process in Europe made it essential to make observations about self and the universe but the study of the Creator was totally absent. The early Muslim scholars learnt the art of making observation from the guidelines provided by the Holy Quran. The foremost object of these observations was to recognise Allah, the Creator. All other matters were of secondary importance. The Muslim civilization suffered decline due to their relaxation and ignorance but during this period, the western scholars had learnt ‘observation’ from the Muslims. On basis of their observation and study, West made spectacular advances in the fields of science and technology and brought about a revolution introducing wonderful inventions and discoveries. The man no doubt achieved substantial material benefits but the very purpose for which he was advised in the Holy Quran to make observation to recognise the omnipresence of the Creator was totally ignored. Observation is an organised and consistent process. Man should observe the presence of Allah in the light of Holy verses and the environments. Then he should keenly observe his own self so as to acquire superior qualities. Afterwards he should make observation of the things around, such as rivers, oceans, mountains, stars and galaxies. Attainment of knowledge gained from these observations would bring a balance in his own personality and broaden the spheres of his head and heart which is the basic requirement of his being the most superior creature on earth. The above information has made it clear that it is the observation which makes a man distinctively different from the animals. It forms the basis of thinking. Man should make these types of observation i.e., about Allah, about self and about the universe. It is necessary to find out the method and standard of a good observation. The answer is given in the Holy Quran. Hazrat Uzair was the prophet of Allah. Surah Baqarah of the Holy Quran tells us that while passing through a desolate village, this prophet thought how would Allah resurrect this village when the people and even the stone houses are also sunk deep within the ground. Right there, a sleep overpowered him and he woke up after a few centuries. Allah asked him to make observation about his donkey and his food pack. He was wonder struck to see that even the skeleton of donkey had disintegrated but the cooked food was warm and fresh in its pack. After this observation it became very clear to Hazrat Uzair that Allah has the powers to impose death and to grant second life to any living being at His will. From this event described in Surah Al Baqarah, we extract two principles of observation. FIRST PRINCIPLE Appropriate observation of a system or material is to keep on conducting study till such time it becomes static i.e., no further change in it is imminent. Take the example of a butterfly. You started making observation that it laid eggs, a caterpillar or larva emerged from the egg. After another few days study, you found that the larva assumed the shape of a pupa, apparently lifeless oval shaped torpid capsule sticking to tree branches. Further observation revealed that one day, the capsule was torn and from inside a complete butterfly started flying like its mother. The other example is of wheat. The farmer sowed the seed, a few days later the plants grew out tearing the earth surface. Further observation disclosed that the plants passed through different stages, getting ripe and the farmer harvesting the crop. If you have not observed the process of thrashing and separation of wheat grains from husk, your study would remain incomplete. SECOND PRINCIPLE A good observation makes it incumbent upon you to use all your five senses. For example, you saw a rose, you touched and even tasted its petal but did not smell it, your study remains incomplete. The five human senses make a very important contribution in conducting an appropriate study. The other basic requirement to conduct a successful observation is the perseverance. Many researchers conduct a study on any subject but they fail in their resolve because they are not steadfast due to the element of haste and restlessness within them and that they do not use all the five senses diligently. Steadfastness in conducting a study opens the doors of guidance and success and this should be the main aim of human life for attaining exaltation. In fact it is also a miracle that Holy Quran mentions the five human senses in a particular sequence. The hearing comes first and for this reason “AZAN? (call for prayers) is recited into ears of a new-born baby. It forms an indelible print upon the baby’s mind and gives a satisfaction to the new-born that it has opened its eyes in a Muslim family. As soon as the baby opens its eyes, it starts observing all the things around. Early impressions that always remain in its sub-conscious are various aspects of the mother’s personality. While in mother’s lap, it looks at the mother intently and studies mother’s feelings from her face. Mother touches it repeatedly and sings baby-songs or rhymes. The baby sucks mother’s milk and tries to speak to mother in a strong language and studies the mother with the faculty of all the five senses. Mother remains the object of a child’s observation for years. This study is carried out using all five senses and the baby holds mother’s image till the end of its life. From infancy to the mature ripe age, a man makes numerous observations but the mother’s impression upon his memory is far more pronounced than that of other people, places and things he has studied. The mother tells him of Allah and though it is not based on child’s own observation, still he believes in Allah because the mother always recalls Allah in love and in fear. A boy or girl attains the sense to make observation about Allah beyond age 16 but every person is not so lucky. Many people believe only in their mother’s Allah and pass their entire life with this belief. They can not recognise Allah themselves because they are devoid of the power of personal observation. Mother’s imagination is in fact not an imagination of a person but it is a universal celestial symbol of love. It shows that the first impression a man gets on entering this world is the impression of love. Full use of five senses for many long years creates a chaste impression of mother’s love upon man. The first impression he forms voluntarily on attaining maturity is of love. It is interesting that the first impression formed by a child about mother’s love is involuntary. It is with Allah’s will. Maturity may be considered a man’s second birth where after he steps into the practical life with the feelings of love but its nature is somewhat different and he makes decisions based on personal observation and complete human independence. In order to familiarise a man with his own love, Allah provided mother’s love as a basis. The love gained through personal observation is stronger in magnitude though its nature is the same but the personal choice makes the difference in its intensity. The main purpose of man’s creation is to develop the love of Allah, but to make this sentiment conspicuous man must make a keen observation of the environments. Do various things around us have the power that their study should inculcate the love of Allah within us? We find its answer from the Holy Quran. Allah Almighty has mentioned in Quran to study and observe some of the signs which would give man the recognition of Allah and would naturally bring man closer to Allah. We can classify these signs in three categories: 1. THE HOLY QURAN The foremost observation is the Holy Quran itself, the study of which opens the invaluable treasures of knowledge. Observation and thinking over Quran is in other words the observation of Allah. It is surprising that as you proceed to understand its verses (ayat), you get the feelings to know Allah more and more. 2. STUDY OF QURAN The Holy Quran directs the man to study and observe his own society and surroundings. The man studies living conditions and the ideology of other people and of the mother nature. This study creates a certain image and further continued study clarifies the image of Allah in your mind. Holy Quran directs man to conduct study and observation particularly on the following subjects: Sun, moon and stars of the universe; Vegetation, i.e., trees, flowers and plants; Conversion of day into night and other Weatherly changes; Sea and land objects such as mountains, rivers, valleys, sea, deserts, the aquatic life; Animals, insects, predators, birds; Human anatomy, medical science study of body working. 3. HISTORY The study of history is also an important observation. The Holy Quran tells us stories of the past nations, how some nations were awarded benefits and elevation and how the wrath of Allah was inflicted upon some other nations, resulting in their total annihilation. The Holy Quran also tells how and why some nations were destroyed. It also invites us to visit the ruins of ancient civilisations for this purpose. Starting from sprouting of plant and birth process of man to their growth and ripe maturity all bear an undeniable testimony of Allah’s omnipotence and kindness. All these observations and studies are necessary to create love for the Creator and this is the purpose for which man has been created and given the status of most superior living being. In order to assess your quality of observation, please answer the following questions: Q 1: I am interested in making study of one or more subjects: Natural scenery Animals Celestial bodies Behaviour of people Man made articles Plant life Insects Birds Other things (please specify) Q 2: How many times I make the observation? Twice a day Thrice a day Once a day On alternate days Twice a week Once a week Q 3: I use the following of the five senses: Eyes to see Nose to smell Ears to hear Tongue to taste Hands to touch Q 4: After making any study I: Only think Discuss with Others Bring into Writing Make more Study by Reading books Try to improve it Q 5: The duration of my observation is: Five minutes 30 minutes One hour Three hours Five hours Eight hours Q 6: The following impediments hinder my observation: Hunger or Some other Reason Get bored Demands of Friends or Family Sounds, noise or Music Fatigue Other duties(specify) Q 7: I feel more interested in: Particular observation General observation There are two types of observation, particular and general. In specific or particular observation, you concentrate upon one thing only. For example, you are observing only one child out of many playing in a garden. From the apparent behaviour of that child, you can reach his inner feelings. You see the child snatching eatables from other children and think he is ill-behaved. But soon after you find that the child is alone and he snatches eatables from those coming with parents but not from the children coming alone. After an hour a bigger girl comes and takes him home. On enquiring you come to know that the child is an orphan and was snatching eatables from other children only to get attention of their parents. This was a specific or particular observation. The general observation could be made about all the children playing in a park, to find out what game they play, which part of the park is more congested with the children, at what time more children come to play in the park, how many children are accompanied by parents and how many are alone, and so on. In history, a very good example of observation is the prayer of Prophet Muhammad (PBUH) which he made to Allah during his stay in Makkah that Allah may advise one of the two persons named Umar to get converted to Islam. This prayer had two specific observations and two general. The general observations were of infidels and Muslims and the specific observations were of two UMARS. He realized that Muslims were weak and needed protection, which could only come if a strong and high ranking member of the Quraish had joined the folds of Islam. His particular observation helped him identify both umars who had the ability to provide the Umbrella of protection to Muslims. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",32);arrFiles[114]=new Array(115,"thebalancech5.htm","27 Apr 2007","The Balance - Chapter 5","","","farrukh farrukh Chapter 5 To be updated on Saturday, 5th May 2007. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",4);arrFiles[115]=new Array(116,"thebalanceintro.htm","13 Apr 2007","The Balance - Introduction","","","farrukh farrukh The Balance - An Introduction Mike was special among the specials. He was an ant-hill in the glass jar. You could see all the emotions and ambitions clearly across his conscious level. He loved food, attention and sex, and would make no sophisticated plans to meet his needs. He was devoid of any etiquettes. He would forcefully take food from the plate of the person sitting next to him - as and when desired. This he could do with no less than the speed of light. Blink and you miss seeing him picking food across the table. Sexual cravings were fulfilled in a jiffy as well. Mike would target weaker persons, throw them down and leap on them in no time. But the best part of it was the stunt he often displayed to gain attention. Any day he felt the attention accorded to him to be insufficient would be the day he would take off at high speed and head for the highway a mile away from where he lived. We could see him run across the meadows, beside the lake like a 100-meter sprinter, except the sprinters don’t scream while running the way he did. The screams echoed and helped him gain attention of almost everyone in the sprawling Texas Facility for the Mentally Handicapped. From the 12 “houses” to the director’s office, everyone would move the curtains to see him run. “Mike is on the run,” would be the phrase repeated no less than 200 times in less than 20 seconds by people working at this one of the largest mental health facility of the US. So now it was the responsibility of the staff of the house number 5 to run after him, and since I was the only male among them, there was no need to call the special session of the Security Council to decide who would chase him before he gets to the highway. One sprinter would chase the other one. The only difference was the reward. The one in the front gets all the attention he needs, while the one behind him gets to keep the job! Every time this great athletic event took place, I was able to catch him before he got even near the fast moving traffic of the north bound interstate I 35, and that surprised me. At 5’11” he was well-built and brisk, and could run much faster than me, but still I was able to catch him. It was not till my 10 th run that I had the stamina to observe him during the chase. He never looked in the front. He remembered the track so well that he didn’t have to look in the front. He continuously looked sideways to see how far I was and then he maintained the distance. Actually he never intended to get to the highway. He was smart enough to scare everyone to death and get attention. One day I slowed down and let him get to the highway. By then we were not visible to the people back in the facility. It was me, Mike and the fast moving traffic in front of him. I did not grab him; instead I stood silently and observed him. My heart pounded as he got close to the highway. Few steps and he will be minced by an eighteen-wheeler. But that did not happen. He stayed few steps away from the fast moving cars with his back towards me. He had his head slightly turned watching me ignore him. Then he turned around and came close to me. He held my hand and in his language of gestures pleaded me to take him back. We all have a Mike in us. The great psychologist and all the great discourses of the human self teach us how to control our Mike. The holy books give us an insight, providing us an understanding of the same fellow hidden inside us that I call: Mike. On returning to Pakistan, I was blessed to join a number of young and capable educational researchers willing to take up many educational and psychological topics to conduct novel researches. What are our emotions and how they develop? Why and when do they get out of hand? How does our mind work and how well is it designed to control our feelings, and then why on occasions it fails to do so? Together, our team lifted off in another world of thinking, reflecting and developing. We were on a mission to answer these questions and develop a new system. What was this new system? Well we did not know exactly. Some of us thought we were working to improve the existing framework of education. A few with strong religious inclinations were dreaming of coming up with a more Muslim version of school system. A gentleman in our group wanted to see a progressive Pakistan in the 21 st century and for that he was interested in developing a competency based curricula at par with the developed world. Next seven years were spent in achieving a blend of these individual objectives. Where did we end up? This can be seen by visiting our website www.nceonline.com . The Balance The materials discussed in this book were first to evolve out of educational research, but as you can see it is last to publish. There are 2 reasons for that. We were never satisfied with the research done for this topic. Every time we thought we have put it all together, there was a new piece of information to further expand the horizons of this research. Finally one of our more pragmatic team member thought that enough was done in the last 8 years and this whole research should now see the day-light. She instructed us to put it all together and then really pushed us for the task. We still believe that there are many segments of this research that need further elaboration, but we leave it to the intellect of our readers. The second reason was the need of the society at large. The NCE research team remained busy developing the preprimary and primary syllabuses and the publishing of this material remained the second most important task. Alhamdullilah, now when the pre and primary system of education of NCE is successfully adopted by 1000 schools across Pakistan, it seems to be the right time to bring forth this research work. So who will benefit from The Balance? We have three audiences in mind: * The Reader - The Balance can help the reader evaluate his or her self. The Date Palm Model discussed in this book can serve as the criterion to look deep into one’s self. It can help the reader assess both the mental and emotional strengths. The Balance can assist you finding your strength and weakness, and then the unique approach presented in the book will help the reader grow mentally as well as emotionally. You will find the course of action for personal development defined in the book to be amazingly unique and highly effective. The Balance, as we have seen so far, increases the awareness of the social structures that are in place in our society today. It gives the reader an insight to many global political and economical changes, and helps us find our right place in it. * The Educationist – The book provides a novel educational framework that can help educators develop lesson plans, instructions and assessments more effectively. The Date Palm Model can easily be converted into the aims of education for any educational institution. It can help educationists draw a road map for the students’ development. Over the years we have seen tremendous improvements in institutions where the contents of The Balance were taken up as the guide posts. * The Psychologist – This book offers the psychologist with new tools to appraise the predicaments of human personality. In our opinion the book offers the counsellors with a more organized approach towards counselling. We accept that a number of innovative approaches can further evolve from The Balance, which hopefully will be developed by the professionals of the field now that the book is accessible on the World Wide Web. The Balance can help the professionals do preventive work by conducting workshops for psychologically healthy individuals. Moreover, it can help them identify the psychological problems with precision and provide specific instructions during a therapy session. The NCE Research Department wishes you a happy and fruitful reading and looks forward to your comments and suggestions. Executive Director f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",13);arrFiles[116]=new Array(117,"thebalance_adv.htm","7 Apr 2007","The Balance","","","",1);arrFiles[117]=new Array(118,"trainingscppst.htm","13 Mar 2007","Pre-Primary Teaching - Introduction","","","farrukh farrukh NCE Certified Pre-Primary Teacher Introduction Course Outline Get Registered Introduction NCE has recently introduced short certified pre-primary teacher training course of 30 hours duration. On 3 hrs daily basis, this is completed in 10 working days. Pre-primary course incorporates all preprimary subjects including use of phonics in teaching of English and Urdu and preparation of teaching audio-visual materials, flashcards and classroom displays . Salient Features Designed by the Pioneers of the Quality Education in Pakistan with a proven experience of over a decade. Re-enforce teaching and communication skills. Creates awareness about latest International teaching methods and standards. More effective teaching with an appreciation of child psychology. Enhances learning of children by exploiting their inherent intelligence. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",5);arrFiles[118]=new Array(119,"trainingscppst_coutline.htm","13 Mar 2007","Pre-Primary Teaching - Outline","","","farrukh farrukh NCE Certified Pre-Primary Teacher Introduction Course Outline Get Registered Course Outline NCE Certified Pre-Primary Teacher Reading Photo memory 3 period Lesson Individual Reading Sentence Making Material Making Reading Inventory Cards English Introduction of vocabulary Concept of Sounds Concept of Beginning sounds Introduction of Letters Soft-board display Grass Root and Sky letters Vowels and Consonants Creative Writing Material Making Flashcards Sand paper letters Cutouts for soft-board display Calendar Phonics I spy game Introduction of ending & middle sounds Introduction of word part through story Introduction of Diagraph Material Making Flashcards Strips of 3 letter words Strips of ‘ch’ and ‘sh’ words Mathematics Matching Sets and Sorting Shapes (Solid and flat) Number Value Material Making Flashcards Sand paper numbers Teen board Urdu Introduction of vocabulary Introduction of letters Introduction of blending Introduction of 2, 3, 4 letter words Introduction of sentence making Introduction of simple text Introduction of Bhari sounds Material making Flashcards Sand paper letters Cutouts Shelf Material Yearly Planning Unit Planner Weekly Planner Daily Planner f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",8);arrFiles[119]=new Array(120,"trainingscppst_registered.htm","13 Mar 2007","Pre-Primary Teaching - Get Registered","","","farrukh farrukh NCE Certified Pre-Primary Teacher Introduction Course Outline Get Registered Get Registered Who is eligible? Existing teachers interested in methodological improvement New entrants into teaching profession Mothers who care about education and future of their children School Administrators interested to monitor the overall progress in school When is it? Every month Duration: 10 Days 3 hours per day Registration ongoing How to register? UAN: 111-623-111 Suitable locations Karachi : Gulshan-e-Iqbal, PECHS Lahore : Gulberg Peshawar University Town Islamabad Sector I-10 Register Online f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",5);arrFiles[120]=new Array(121,"trainingscpst.htm","13 Mar 2007","Primary Teaching - Introduction","","","farrukh farrukh NCE Certified Primary Teacher Introduction Course Outline Get Registered Introduction Primary course involves teaching English, Science, Social Studies, Urdu, Islamiat and all advanced communication skills. This short course is conducted by our highly qualified, experienced and professionally motivated trainers at very convenient campuses located throughout Pakistan. The course is designed for practicing teachers, new entrants, interested parents, ambitious heads of institutions, idealist administrators and assistant/ substitute teachers. NCE Certificates for the course are internationally recognized. Salient Features Most modern certified training at international standards. Designed to help teachers develop language competencies among their students. Focused on 11 creative writing crafts. Comprehensive lesson planning taught and practiced during the training. Effective and interesting classroom activities methodically evolved to arouse students’ interest and inspiration. Special emphasis on project based teaching techniques for the classroom. Improved teachers’ confidence, performance, communications skill and presentation. The 6 core Science and 6 Social Studies skills thoroughly discussed and deeply ingrained during this training. f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",5);arrFiles[121]=new Array(122,"trainingscpst_coutline.htm","13 Mar 2007","Primary Teaching - Outline","","","farrukh farrukh NCE Certified Primary Teacher Introduction Course Outline Get Registered Course Outline NCE Certified Primary Teacher Day 1 Objectives of the course Subjects covered International Standards How to Teach a Lesson New Words Story Telling Day 2 Reading The steps of Reading Introduction of Comprehension Verbal Comprehension Practice Written Comprehension Practice Day 3 How to Teach Grammar Verbal Grammar Written Grammar Practice Introduction of Creative Writing Day 4 Steps of Creative Writing Essay Format Essay Writing Day 5 Story Format Story Writing Day 6 Diary Format Diary Writing Letter Format Letter Writing Day 7 Autobiography Format Autobiography Writing Narration Format Narration Writing Day 8 Interview Format Interview Writing Dialogue Format Dialogue Writing Day 9 News story Format News story Writing Research Report Format Research Writing Day 10 Poem Format Poem Writing Day 11 Why we teach Science Core and sub skills How to teach a lesson Activities and projects Day 12 Why we teach Social Studies Core and sub skills How to teach a lesson Activities and projects f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",7);arrFiles[122]=new Array(123,"trainingscpst_registered.htm","13 Mar 2007","Primary Teaching - Get Registered","","","farrukh farrukh NCE Certified Primary Teacher Introduction Course Outline Get Registered Get Registered Who is eligible? Existing teachers interested in methodological improvement New entrants into teaching profession Mothers who care about education and future of their children School Administrators interested to monitor the overall progress in school When is it? Every month Duration: 10 Days 3 hours per day Registration ongoing How to register? UAN: 111-623-111 Suitable locations Karachi : Gulshan-e-Iqbal, PECHS Lahore : Gulberg Peshawar University Town Islamabad Sector I-10 Register Online f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",5);arrFiles[123]=new Array(124,"trainingsintro.htm","11 Apr 2007","NCE Certified Teaching - Introduction","","","farrukh farrukh NCE Certified New Century Education (NCE) has already developed its image as a trendsetter in latest educational ideas, innovative teaching techniques, scientific learning methodology and sophisticated audio-visual aids and equipment. It is recognised nationally and globally for modern research projects, professional school support strategies, comprehensive pre-primary and primary syllabuses and competency-based series of books for a full range of school subjects and guidance workshops for teachers, parents and school administrators. These Courses are: NCE Certified Pre-Primary Teacher (10 days) NCE Certified Primary Teacher (12 days) Modern Montessori Training (8 months) f -- E-Mail | Search | Privacy Statement | Terms Of Use | Site Map | Contact Us (c) 2007. NCE Online. All rights Reserved. ",4);arrFiles[124]=new Array(125,"trainingsmmt.htm","18 Apr 2007","MMT Teacher  \\'s Training","","","farrukh farrukh Modern Montesssori Training (MMT) Introduction Course Outline Get Registered Only at MMT you learn all about Montessori plus 35 Early Childhood Education (ECE) teaching methods. That’s why only MMT approach is adopted at Preschools of Pakistan, USA, UK and UAE. We invite you to come and see why MMT is the only Modern Montessori Training of its kind in Pakistan. (only for Karachi) Career Opportunities MMT for Teachers Modern Montessori Training is essential for the teachers of pre-primary classes. Modern Montessori Training makes you more professional, confident, active and effective. MMT for Principals and Coordinators Modern Montessori Training will enhance your competence to manage your staff. You will understand the implications of the syllabus, books, topics and materials that are vital for pre-primary section. MMT for Mothers Modern Montessori Training is ideal for mothers of young children. With this training you will be able to help your children in their homework. You will learn practical tips for improving your child’s personality and performance. Make Materials Make materials for children to play with. Convert used materials into creative educational aids . Work with an NGO Do research work in the field of Early Childhood Education. Start your own NGO or work for an NGO as a trainer or researcher. Start Your Own Montessori Establish your own Montessori School. Provide effective and high quality education to young children . Be a Better Mother An educated mother is a blessing to her family and mankind as a whole. Give your child a head start in education. Activate their neurons and stimulate their senses. Salient Features of MMT So far 26 batches of MMT have graduated. MMT course outline is the most modern and as per the