GENETICALLY MODIFIED ORGANISMS (GMO)
TBS 6023
PROBLEM BASED LEARNING (PBL2)
SHAHRUL NIDZAM BIN ROZALI M20082000098
MOHD YUZI BIN MOHD YUSOF M20082000352
NOR BAHIYAH BINTI BAKAR M20082000113
NORMALA BINTI HASHIM M20071000205
ZURAINY BINTI MD ISA M20082000356
MASTER IN EDUCATION (BIOLOGY)
1.0 INTRODUCTION
GMO stands for genetically modified organism. The acronym can be applied to plants, animals or microorganisms, whereas the term genetically engineered microorganism (GEM) refers only to bacteria, fungi, yeast or other microorganisms. In both cases, however, these terms refer to a living organism that has been genetically altered using molecular genetics techniques such as gene cloning and protein engineering.
Genetically Modified Organisms (GMO) is an organism whose genetic material has been altered using genetic engineering techniques. These techniques, generally known as recombinant DNA technology, use DNA molecules from different sources, which are combined into one molecule to create a new set of genes. This DNA is then transferred into an organism, giving it modified or novel genes. Transgenic organisms, a subset of GMOs, are organisms which have inserted DNA that originated in a different species. Some GMOs contain no DNA from other species and are therefore not transgenic but cisgenic.
GMOs can be produced by gene cloning methods in which a non-native gene is introduced and expressed in a new organism. Generally the new protein has also been somewhat modified, or engineered, for proper expression in the new host. In particular, differences between microorganisms and eukaryotic cells must be overcome, such as the presence or absence of introns, occurance of DNA methylation and certain post-translational modifications to the protein itself for proper transport within or between cells. The advent of PCR and gene sequencing methods have opened up the door to all sorts of manipulative techniques for changing the structure of proteins through genetic alterations.
Genetically Modified (GM) foods are produced from genetically modified organisms (GMO) which have had their genome altered through genetic engineering techniques. The genes of plants can be modified to make them more resistant to unfavorable growing conditions and also to produce higher yields with the use of lesser fertilizers and water. Involving genetically modified organisms (GMO) which are potential environmental hazards. Examples of this GM food are; soybean, corn, canola and cotton seed oil.
2.0 ISSUES
The introduction of bacterial genes into cash crops, to enhance their growth, nutritional value or resistance to pests, is becoming rather commonplace in plant technology. One example that has made frequent headlines is the introduction of bacterial genes for natural pesticides into plants, in order to eliminate the need for chemical pesticide use. The drawback to this technology is public concern over the consequences of injesting these natural pesticides. Problems such as these might be alleviated by site-specific expression of the gene, or control of expression throughout the lifecycle. For example, it might cause less concern if expression of a pesticide gene in the leaves of young plants could be used to prevent foliage from being destroyed early on, without expression in the fruit later in the lifespan.
In the early 1990's, it was proposed that newly emerging genetic techniques could result in GEMs, or "superbugs", for bioremediation, that could withstand extreme conditions and rapidly break down the recalcitrant chemicals plaguing our waste sites and brownfields. Issues such as how to control the spread of these superbugs and prevent an ecological upset have hindered their development. Numerous proposals have been put forth and tested, from programmed cell death mechanisms to bioindicators to track their spread. However, the bioremediation industry today has not been able to fully take advantage of the technology available for developing microorganisms that can quickly eliminate some of our most toxic environmental contaminants.
Despite efforts to control gene expression there are many unanswered questions and issues that arise and stand in the way of full acceptance of GMOs by the public. Fear of the unknown is one cause of public reluctance to use GMOs and GEMs. However, this concern is validated whenever a specific case proves the technology has gone awry, and is widely publicized. Examples of this are products that have allegedly caused the mass destruction of non-target insect populations by genetically modified cash crops or bioethical issues surrounding questions of seed ownership once a crop has been harvested, and issues over the cost of seeds and availability to farmers.
Arguments against the use of GMOs include industrialization of agriculture, pushing out the small farmers in favor of mass production of crops and due to legalities surrounding IP and ownership of seeds. Another argument is that exports of less developed countries will suffer while over-developed states take over. An example of this is use of biotech sweeteners instead of sugarcane products from the Third World. In addition to these arguments there are countless claims of toxicity and carcinogenicity of biotech foods, which may or may not be warranted, depending on the individual products.
Those opposed to the use of GMOs are also opposed to mass production of pharmaceuticals using cloned genes in plants, or fermentation products of yeast, bacteria or fungi. The benefits, however, to using this technology, might include reduced drug costs and greater availability, assuming, of course, that the technology is properly shared and applied and used for the good of everyone.
Cloning of animals has proven to be a complicated and risky endeavor. Cloned pigs, sheep or other animals experience a long list of illnesses and complications that usually result in premature death. Strong opposition to all GMOs, however, cannot be based on these facts alone. The insertion of a single gene into a plant, for the production of a drug that will be harvested and purified, is far less risky than cloning an entire pig with a human heart in order to harvest that heart for a human transplant patient. Likewise, cloned pesticide genes in food crops might be considered more risky, as they could affect the local insect population and upset the balance of nature, or adversely affect individuals who eat that food. Advocates for mandatory labelling of foods containing, or produced using GMOs, cite risks from unknown toxins or allergens that might be introduced during production, as their reason for caution.
3.0 THE INVENTIONS
3.1 Microorganisms
Bacteria were the first organisms to be modified in the laboratory due to their simple genetics make up. These organisms are now used for several purposes and are particularly important in producing large amounts of pure human proteins for use in medicine.
Genetically modified bacteria are used to produce the protein insulin to treat diabetes. Similar bacteria have been used to produce clotting factors to treat haemophilia and human growth hormone to treat various forms of dwarfism. These recombinant proteins are safer than the products they replaced, since the older products were purified from cadavers and could transmit diseases. Indeed the human-derived proteins caused many cases of AIDS and hepatitis C in haemophilliacs and Creutzfeldt-Jakob disease from human growth hormone
In addition to bacteria being used for producing proteins, genetivally modified viruses allow gene therapy, which is a relatively new idea in medicine. A virus reproduces by injecting its own genetic material into an existing cell. That cell then follows the instructions in this genetic material and produces more viruses. In medicine, this process is engineered to deliver a gene that could cure disease into human cells. Although gene therapy is still relatively new, it has had some successes. It has been used to treat genetic disorders such as severe combined immunodeficiency, and treatments are being developed for a range of other currently incurable diseases, such as cystic fibrosis, sickle cell anemia and muscular dystrophy.
For instance, the bacteria which cause tooth decay are called Streptococcus mutans. These bacteria consume leftover sugars in the mouth, producing lactic acid that corrodes tooth enamel and ultimately causes cavities. Scientists have recently modified Streptococcus mutans to produce no lactic acid.[23] These transgenic bacteria, if properly colonized in a person's mouth, could reduce the formation of cavities.[24] Transgenic microbes have also been used in recent research to kill or hinder tumors, and to fight Crohn's disease. Genetically modified bacteria are also used in some soils to facilitate crop growth, and can also produce chemicals which are toxic to crop pests.
3.2 Transgenic animal
Transgenic animals are used as experimental models to perform phenotypic tests with genes whose function is unknown. Genetic modification can also produce animals that are susceptible to certain compounds or stresses for testing in biomedical research. Other applications include the production of human hormones such as insulin.
In biological research, transgenic fruit flies (Drosophila melanogaster) are model organisms used to study the effects of genetic changes on development. Fruit flies are often preferred over other animals due to their short life cycle, low maintenance requirements, and relatively simple genome compared to many vertebrates. Transgenic mice are often used to study cellular and tissue-specific responses to disease. This is possible since mice can be created with the same mutations that occur in human genetic disorders, the production of the human disease in these mice then allows treatments to be tested.
Transgenesis in fish with promotors driving an over-production of growth hormone (GH) has resulted in dramatic growth enhancement in several species, including salmonids, carps and tilapias. These fish have been created for use in the aquaculture industry to increase meat production and, potentially, reduce fishing pressure on wild stocks. None of these GM fish have yet appeared on the market, mainly due to the concern expressed among the public of the fish's potential negative effect on the ecosystem should they escape from rearing facilities.
3.3 Transgenic plant.
Transgenic plants have been engineered to possess several desirable traits, including resistance to pests, herbicides or harsh environmental conditions, improved product shelflife, and increased nutritional value. Since the first commercial cultivation of genetically modified plants in 1996, they have been modified to be tolerant to the herbicides glufosinate and glyphosate, and to produce the Bt toxin, a potent insecticide.
The coexistence of GM plants with conventional and organic crops has raised significant concern in many European countries. Since there is separate legislation for GM crops and a high demand from consumers for the freedom of choice between GM and non-GM foods, measures are required to separate foods and feed produced from GMO plants from conventional and organic foods. European research programmes such as Co-Extra, Transcontainer and SIGMEA are investigating appropriate tools and rules. At the field level, biological containment methods include isolation distances and pollen barriers.
4.0 ADVANTAGES OF GENETICALLY MODIFIED ORGANISMS
4.1 Production edible vaccines or medicines
The approaches to produce an edible vaccines or medicines in milk, eggs or fruit in order to facilitate distribution of therapeutic or preventive molecules. Medicines or vaccines produced in milk could be manufactured and distributed cheaply and made more accessible to people around the world. Edible vaccines would help to avoid these inconveniences and dangers. There are examples of transgenic plants that have been developed to immunize against the Hepatitis B and Norwalk viruses Researchers have also produced a variety of transgenic potatoes that contain a small portion of the cholera toxin and immunize against the disease upon ingestion. In 2004, the European Union Sixth Framework Programme awarded the Pharma-Planta Programme a grant of € 12 million to genetically modify plants to grow vaccines against rabies and tuberculosis, and eventually, diabetes and HIV.
4.2 Producing functional food or nutraceuticals with added traits
Producing functional food or nutraceuticals with added traits that could make them beneficial for health or for preventing diseases, and producing food for disadvantaged consumers, affected by food allergies or intolerances as well as biofortification of the micronutrient content of food crops. An example of nutraceuticals can be tomatoes with increased lycopene (an antioxidant, which is a useful agent in the prevention and treatment of prostate cancer and heart disease) content or a soybean protein (alpha-glycinin) mutated to exhibit antihypertensive properties – the mutated protein has been purified from the soybeans and was able to lower blood pressure in hypertensive laboratory animals. Another example is a GM rice variety that supplements the vitamin A synthesis pathway. Vitamin A deficiency is a serious burden on the health of millions of children living in developing countries who cannot afford alternative sources of the vitamin, and it causes up to 500 000 cases of childhood blindness and 2–3 million deaths annually. The most famous of such crops is Golden Rice, which was developed to contain a beta-carotene supplement (a precursor to vitamin A)
4.3 Improving the qualities of certain crops and producing safer food.
It has been reported that the use of some conventional varieties of crops can have grave health consequences. For example, most varieties of Lathyrus sativus, a lentil formerly grown widely in North India and now spreading in Ethiopia, are known to cause the crippling disease of lathyrism, and traditional varieties of cassava in Nigeria also have dangerously high levels of hydrocyanic acid. Research on GM crops could create safer varieties of these and other crops that could replace harmful traditional varieties by reducing the levels of undesirable substances including mycotoxins, alkaloids, and glucosinolates
4.4 Breeding with increased yield while reducing the use of pesticides, improving plant adaptation to unfavorable environments
In order to achieve this advantage, herbicide-tolerant and pest-resistant GM varieties as well as virus- and fungus-resistant crops have been developed. GM technology has also been used to generate crops that are tailored to particular environments, e.g., drought resistant varieties or crops that are tolerant of high soil salinity. GM crops may offer solutions to very specific climatic conditions prevalent in developing countries and allow for more effective control of pests and fungal infections. For example, African climates vary so considerably that it is a real challenge to breed varieties that will grow from region to region, and the ability to design crops suited to particular regional climatic and environmental conditions could be beneficial to developing countries. Some GM improvements may offer additional benefits, for example, GM rice in China requires less pesticide spraying in addition to increasing crop yields.
4.5 Using GMOs in scientific and medical research.
It has been reported that genetically modified virus has had some success in targeting and destroying cancer cells, while leaving healthy cells undamaged. Cancer Research UK scientists have examined the effect of the genetically modified virus on pancreatic, lung, ovarian, liver, and colorectal cancers in vitro as well as in tumor bearing mice; the modified virus replicated vigorously within the cancer cells and spread through the tumor tissue, causing the cells to die. Genetically modified bacteria may also be able to serve as a barrier by secreting proteins protecting women against HIV infection. For example, a natural component of the vaginal microbial flora Lactobacillus jensenii has been genetically modified to secrete soluble CD4 (a protein that HIV specifically binds in order to gain access to cells and infect them) and has been shown to block laboratory strains of HIV from infecting human cells.
4.6 Using GMOs for bioremediation
Bioremediation is a method which used organisms to degrade waste materials into less toxic or nontoxic material in the environment. Naturally occurring organisms (e.g., bacteria, yeast, fungi) can be used as bioremeditors to clean up industrial or general waste such as sewage, pesticides, heavy metals, and nuclear waste. It has been suggested that genetic modification of such organisms can increase the effectiveness of bioremediation. Techniques of phytoremediation, the use of living plants to absorb toxic waste, also show substantial promise. For example, the yellow poplar (Liriodendron tulipifera) has been genetically modified to express bacterial mercuric reductase, which allows the poplar to grow in normally toxic levels of ionic mercury, which the modified poplar converts to the much less toxic elemental form of mercury up to 12 times faster than poplars that have not been genetically modified.
5.0 DISADVANTAGES OF GENETICALLY MODIFIED ORGANISMS
5.1 Health risks.
Potential health risks associated with the use of GMOs are the following:
5.1.1 Unexpected gene interactions
Different from the foreseen effects of the transferred gene construct (e.g. with synthesis of some toxic compounds). For example, some feeding studies have shown minor effects on the weight of animals fed on GM diets. It is likely that these unexpected results are linked to either the specific gene added to the GM crop tested or to the particular side effects of a genetic transformation event, which can potentially disturb metabolism.
5.1.2 Cancer risks
This risks which may appear because GM crops have higher pesticide residues than non-GM ones and the main ingredient of some pesticides, glyphosate, has been linked to increases in non- Hodgkin’s lymphoma. For example, in 1996, the US National Academy of Sciences concluded that allowable pesticide residues, on US foods would cause a million premature, fatal cancers in the next 75 years. Other GMO effects are illustrated by deaths and disabilities caused by food-supplement DL-tryptophan, produced by a genetically engineered bacterium.
5.1.3 Allergenic potential.
Allergenicity may be caused directly by the new proteins or by their interaction with usual proteins, producing a new allergen. Assessing the allergenic potential of novel foods presents major problems, since there are no reliable tests for predicting allergenicity. The possibility of creating new allergens has been identified as a risk that does not relate directly to the use of GM technology, but depends on the particular gene that has been added to a GM crop. Allergies develop when an individual is repeatedly exposed to a particular protein allergen.
5.2 Environmental risks.
Other controversial issue in this area relates to the potential risks posed by the technical manipulation of genetic material, since the effect of such manipulation on animal welfare is still difficult to evaluate. Toxicity of gene products may have a negative influence on feed composition, which in its turn may cause negative performance of fed animals. GMO-related environmental threats also include problems like pesticide plant-and-animal toxicity, and this use of GM crops will require the provision of special agronomic facilities that restrict the spread of seed and pollen.
5.3 Threat to biodiversity .
Convention on Biological Diversity defines biological diversity as the variability among living organisms from all sources including terrestrial, marine, and other aquatic ecosystems and the ecological complexes of which they are part, including diversity within species, between species, and of ecosystems. In the evolutionary history of species, spontaneous mutations that give rise to new allelic forms submit the organism to a period of adaptation to a new gene. The transformation of a single element reflects on the group as a whole. In the case of GMOs, where an exogenous gene has been inserted into a receptive organism, this network of genes is disturbed by the integration and expression of the exogenous gene. This disturbance modifies the orchestration of the network, resulting in the breakdown of epistatic relations, in provoking alterations in feedback mechanisms that regulate gene expression, in the occurrence of mutations by inactivating other genes, and other interactions that may turn genes in the host genome on or off.
5.4 Increase in social differences
It has been argued that genetic engineering policies are unfavorable for the developing countries for the following reasons:
5.4.1 Many innovations would remain unreachable for most of the citizens of developing countries even after the monopoly on patents have finished because of the differences in income when compared to the developed countries. Developing countries might also be reluctant to approve GM crop varieties because of fears of jeopardizing their current and future export markets, and they may also not be able to provide the necessary infrastructure to enable compliance with EU requirements for traceability and labeling.
5.4.2 Genetically engineered seeds may cause foodshortages, unemployment, resistant weeds, and extinction of native cultures in the developing countries. A founding principle of natural selection is that submitting an organism to pressure will increase its probability of evolutionary adaptation – this is how bacteria developed antibiotic resistance. For example, a wide-scale application of herbicide-resistant crops could eventually lead to the emergence of weed varieties that resist the particular herbicide, and target insects may become resistant to an insect-resistant GM crop through mutation and natural selection. It has also been argued that current global food production is sufficient to provide food for the world’s population, if only inequalities in access to food were eliminated, and GM crops are seen as a “technological fix,” proposed instead of undertaking economic, political, and social changes.
6.0 GM Food Labeling and the role of the Codex
In 1962, the Codex Alimentarius Commission (or Codex) was formed under the joint sponsorship of the World Health Organization (WHO) and the Food and Agriculture Organization (FAO). Its charge was to protect the health and safety of consumers and ensure fair practices in food trade through relevant standards (Lupien). Over its 40-year history, the Codex has fulfilled its mandate by establishing some 4,000 standards, recommendations, and guidelines for individual foods, food labels, pesticide residues, food contaminants, food additives, hygiene practices, and other issues relevant to traded foodstuffs (Lupien; Kimbrell; MacKenzie).
Codex members are governments representing their national interests. Standing and ad hoc committees and working groups, aided by consultations with experts from industry, scientific and civil society groups, advance the agenda of Codex. The work of these committees is slow and painstaking. It involves drafting and re-drafting proposals on food standards guided by the best science at hand and seeking to achieve consensus among members on the acceptability of such standards (Lupien; MacKenzie). Even non-controversial standards may take six or more years to develop and implement.
In 1993, the Codex undertook the task of developing labeling standards for genetically modified (GM) foods. After eight years of deliberations, however, consensus among members on such standards remains elusive (MacKenzie). Even basic elements of what is to be labeled and when a label may be necessary remain unresolved (Einsiedel; Stull). As of May 2001, the Codex working group had only agreed on some very basic definitions; progress on the key elements of a standard remains under active discussion.
The two options currently being considered within the Codex discussions reflect the opposing "product vs. process" philosophies of biotechnology regulation that have evolved over the past 15 years. If the product option were adopted, GM foods would require labeling when they are not substantially equivalent to their conventional counterparts in composition, nutritional value or intended use. Labeling would also be necessary when GM foods contain allergens or ingredients from certain fats not present in their conventional counterparts. At least this level of labeling is currently required in all countries with active food safety systems. If the process option were pursued, all GM foods and food ingredients would require labeling, regardless of whether they are substantially equivalent or not. This is the approach that has been adopted and implemented by the European Union (EU), Japan, Australia, New Zealand, South Korea and, seemingly, China.
Proponents of labels for product attributes argue that most science and expert consultations agree that mandatory labeling of all GM foods and ingredients is unjustified as these products have been found to be as safe as their conventional counterparts (Lupien). Proponents of mandatory labels for all GM products reason that consumer rights to make choices on the basis of precaution and other considerations beyond safety (e.g., personal values) should also be safeguarded (Hathcock; Mackenzie).
The disagreement on these two opposing options within Codex has implications that go beyond the philosophical discussion. Codex standards for GM food labels could have significant practical implications. In the first instance, any labeling regime for GM foods has immediate practical impact on trade, as it will establish standards for thresholds, testing regimens, traceability protocols, documentation, and allowable claims on the label. Once these are set, trading countries and companies will need to decide how to implement them. Secondly, Codex standards for GM food labels could decide any related trade disputes as they are acknowledged in the Sanitary and Phytosanitary (SPS) and Technical Barriers to Trade (TBT) agreements of the World Trade Organization (WTO) (Buckingham; Mansour & Bennett). Generally, national measures that conform to international standards set by Codex are exempt from change while those that deviate from the standard may be challenged and required to change.
6.0 The rights of the consumer
In this context labelling regulations for GMFP stresses out this consumer’s rights in the Regulation 1829/2003, regarding labelling of genetically modified food. In my opinion, the final scope of this text is respecting these two types of consumer rights:
6.1 The right to information: the aim is to guide consumers’ decisions on which food to consume, i.e. whether they accept or reject food containing GMO2. In fact, precontractual information is aimed at complementing the market economy from the point of view of the weaker party. In other words, its function is to moderate the interaction of supply and demand in favour of demand. This re-establishes a certain degree of equilibrium between resources and the respective powers of companies and consumers. EU As established in paragraph 99 of the white paper on food safety. Legislation has its own logic for precontractual stage regulations when one of the parties is legally defined as a consumer. This differential treatment is justified by evidence of the imbalance between the two parties, which leads to the need for specific solutions favouring the “weak” party only. The application of these consumer protection regulations breaks the main principles of traditional transactions (according to a liberalist economic doctrine); specifically the principles of equality between the two contracting parties (articles 1254 and 1256 CC in Spain) and freewill. In relation to this second principle, the liberalist doctrine of equality between the parties states that transactions should be carried out with a level of equality that does not exist today. Precontractual information has to be provided in the traditional process. EU legislation uses this process to redress the imbalance in transactions between company and consumer. In terms of food products, and GM food in particular, this process has brought about all of the labeling regulations. So, compliance with consumer information requirements by means of strict labelling regulations has always been an important EU issue, and this path has been followed in the GMFP in the Regulation 1829/2003.
6.2 The right to health and safety: food safety is the cornerstone of European food rights. It has led to GMO regulations in which the analysis of all possible risks predominate. Such regulations are regularly updated. Information is established as a premise in the consumer’s free decision about whether or not to buy GM food. In that very case, the right of health and security offers a very interesting approach as is using a traditional instrument for the economic rights protection: the previous information through labelling requirements. It goes without saying that in such a context, labelling of GM food products can be a main step towards consumer protection but, as we will show, the information right provided in the UE regulation is far from providing both a real choice of genetically modified food products among consumers because of some limits in the application of the previous information right that R 1830/2003 foresees.
7.0 References
Information-based principles for rethinking consumer protection policy, Gillian K Hadfield; Robert Howse; Michael J Trebilcock, Journal of Consumer Policy; Jun 1998; 21, 2; ABI/INFORM Global, p. 131
Labelling: competitiveness, consumer information and better regulation for the
EU, DG SANCO Consultative Document, February 2006
Journal of Genetically modified organisms: do the benefits outweigh the risks? Kristina Hug, Department of Medical Ethics, Lund University, Sweden. Deaprtment of Helath Management, Kaunas University of Medicine, Lithuania.
Website :
http://www.agbioforum.org/v3n4/v3n4a01-editor.htm
http://www.who.int/foodsafety/publications/biotech/20questions/en/
http://www.twnside.org.sg/title/groups.htm
28.3.09
22.3.09
MY TEACHING PHILOSOPHY
Transformative learning is most likely to occur when students become personally engaged with the material and perceive the subject matter to be directly relevant to their own lives. Understanding the diversity of learning styles and student experiences is key to enhancing this engagement. The process by which I work to stimulate student engagement is unique to each individual and classroom. While students must ultimately take responsibility for their own learning, a teacher can often inspire their desire to learn. Learning about the students I teach and listening to their experiences has helped me to (re)consider ways of making course material relevant and fostering critical thinking skills.
I am passionate about finding the most effective ways of stimulating and sustaining intellectual growth among those who enter my classroom. Learning is a complex process that is individual, content and context specific. As a teacher, I am attentive to these factors and work to be flexible, adapting my approaches according to the needs of learners, subject matter and setting. I believe it is crucial for teachers to cultivate learning partnerships with students. In my view, teaching is not about instructing or imparting information to students as if their minds were waiting to be filled with my knowledge. Rather, teaching is igniting transformative learning; empowering students to take responsibility for their learning, inspiring courage to grow intellectually, cultivating curiosity, providing opportunities for developing relationships, clarifying values, uplifting the spirit and igniting action.
I embrace teaching as an opportunity to inspire and empower. As a teacher, it is my goal to enhance student learning as a transformative experience. Ideally, I want students to feel personally changed by their participation in a course I am teaching. In my current classroom, I use the above quote as a starting point for discussing my philosophy of teaching and generating discussion about learning and empowerment.
Teaching is a privileged position that demands humility as much as respect. It is crucial that teachers recognize the power inherent in their role and are self-reflective about their actions. In my teaching I work to be mindful of my position as a role model of the kind of learning I strive to promote among students. Transformative learning is a reciprocally educative endeavor--informative and uplifting for teachers and students alike. It is about "opening hearts and minds..." and changing lives for all those involved in the process.
I am passionate about finding the most effective ways of stimulating and sustaining intellectual growth among those who enter my classroom. Learning is a complex process that is individual, content and context specific. As a teacher, I am attentive to these factors and work to be flexible, adapting my approaches according to the needs of learners, subject matter and setting. I believe it is crucial for teachers to cultivate learning partnerships with students. In my view, teaching is not about instructing or imparting information to students as if their minds were waiting to be filled with my knowledge. Rather, teaching is igniting transformative learning; empowering students to take responsibility for their learning, inspiring courage to grow intellectually, cultivating curiosity, providing opportunities for developing relationships, clarifying values, uplifting the spirit and igniting action.
I embrace teaching as an opportunity to inspire and empower. As a teacher, it is my goal to enhance student learning as a transformative experience. Ideally, I want students to feel personally changed by their participation in a course I am teaching. In my current classroom, I use the above quote as a starting point for discussing my philosophy of teaching and generating discussion about learning and empowerment.
Teaching is a privileged position that demands humility as much as respect. It is crucial that teachers recognize the power inherent in their role and are self-reflective about their actions. In my teaching I work to be mindful of my position as a role model of the kind of learning I strive to promote among students. Transformative learning is a reciprocally educative endeavor--informative and uplifting for teachers and students alike. It is about "opening hearts and minds..." and changing lives for all those involved in the process.
QUOTES On Education
Cognitive skills either exist in such profusion (through schooling) or are so easily developed on the job that they are not a criterion for hiring. Thus the education-related workers attributes that employers willingly pay for must be predominantly affective characteristics--personality traits, attitudes, modes of self-presentation and motivation.
H. Gintis
Soap and education are not as sudden as a massacre, but they are more deadly in the long run.
Mark Twain
It seems to me that at this time we need education in the obvious more than investigation of the obscure.
OliverWendell Holmes Jr.
All education springs from some image of the future. If the image of the future held by a society is grossly inaccurate, its education system will betray its youth.
Alvin Toffler
The main hope of a nation lies in the proper education of its youth.
Erasmus
Our best chance for happiness is education.
Mark VanDorn
Information cannot replace education.
Imparato and Itarari
Two professions most notably regarded as filled with "nonlisteners" are medicine and education!
Earl Koile
Education's purpose is to replace an empty mind with an open one.
Malcom S. Forbes
Education is the ability to think clearly, act well in the world of work and to appreciate life.
Brigham Young
The great end of education is to discipline rather than to furnish the mind; To train it to the use of its own powers rather than to fill it with the accumulation of others.
Tryon Edwards
Education is the point at which we decide whether we love the world enough to assume responsibility for it and by the same token to save it from that ruin, which, except for renewal, except for the coming of the new and the young, would be inevitable. An education, too, is where we decide whether we love our children enough not to expel them from our world and leave them to their own devices, nor to strike from their hands their choice of undertaking something new, something unforseen by us, but to prepare them in advance for the task of renewing a common world.
Hannah Arendt, Teaching as Leading
To be able to be caught up into the world of thought--that is being educated.
Edith Hamilton
Education is the ability to listen to almost anything without losing your temper.
Robert Frost
The highest result of education is tolerance.
Helen Keller
Education is the art of making man ethical.
Georg Hegel, 1821
Not perfection as a final goal, but the ever-enduring process of perfecting, maturing, refining is the aim of living.
John Dewey
Education is not preparation for life; education is life itself.
John Dewey
Education today, more than ever before, must see clearly the dual objectives: Education for living andeducating for making a living.
James Mason Wood
What we must decide is perhaps how we are valuable, rather than how valuable we are.
F. Scott Fitzgerald
Every uneducated person is a caricature of himself.
Friedrich Schlegel, 1798
What sculpture is to a block of marble, education is to an human soul.
Joseph Addison, 1711
How can we help students to understand that the tragedy of life is not death; the tragedy is to die with commitments undefined and convictions undeclared and service unfulfilled?
Vachel Lindsay
Life is what happens when you are making other plans.
John Lennon (1940-1980)
Consistency requires you to be as ignorant today as you were a year ago.
Berenson Bernard
Sixty years ago I knew everything; now I know nothing; education is a progressive discovery of our own ignorance.
Will Durant
H. Gintis
Soap and education are not as sudden as a massacre, but they are more deadly in the long run.
Mark Twain
It seems to me that at this time we need education in the obvious more than investigation of the obscure.
OliverWendell Holmes Jr.
All education springs from some image of the future. If the image of the future held by a society is grossly inaccurate, its education system will betray its youth.
Alvin Toffler
The main hope of a nation lies in the proper education of its youth.
Erasmus
Our best chance for happiness is education.
Mark VanDorn
Information cannot replace education.
Imparato and Itarari
Two professions most notably regarded as filled with "nonlisteners" are medicine and education!
Earl Koile
Education's purpose is to replace an empty mind with an open one.
Malcom S. Forbes
Education is the ability to think clearly, act well in the world of work and to appreciate life.
Brigham Young
The great end of education is to discipline rather than to furnish the mind; To train it to the use of its own powers rather than to fill it with the accumulation of others.
Tryon Edwards
Education is the point at which we decide whether we love the world enough to assume responsibility for it and by the same token to save it from that ruin, which, except for renewal, except for the coming of the new and the young, would be inevitable. An education, too, is where we decide whether we love our children enough not to expel them from our world and leave them to their own devices, nor to strike from their hands their choice of undertaking something new, something unforseen by us, but to prepare them in advance for the task of renewing a common world.
Hannah Arendt, Teaching as Leading
To be able to be caught up into the world of thought--that is being educated.
Edith Hamilton
Education is the ability to listen to almost anything without losing your temper.
Robert Frost
The highest result of education is tolerance.
Helen Keller
Education is the art of making man ethical.
Georg Hegel, 1821
Not perfection as a final goal, but the ever-enduring process of perfecting, maturing, refining is the aim of living.
John Dewey
Education is not preparation for life; education is life itself.
John Dewey
Education today, more than ever before, must see clearly the dual objectives: Education for living andeducating for making a living.
James Mason Wood
What we must decide is perhaps how we are valuable, rather than how valuable we are.
F. Scott Fitzgerald
Every uneducated person is a caricature of himself.
Friedrich Schlegel, 1798
What sculpture is to a block of marble, education is to an human soul.
Joseph Addison, 1711
How can we help students to understand that the tragedy of life is not death; the tragedy is to die with commitments undefined and convictions undeclared and service unfulfilled?
Vachel Lindsay
Life is what happens when you are making other plans.
John Lennon (1940-1980)
Consistency requires you to be as ignorant today as you were a year ago.
Berenson Bernard
Sixty years ago I knew everything; now I know nothing; education is a progressive discovery of our own ignorance.
Will Durant
QUOTES On Education
Cognitive skills either exist in such profusion (through schooling) or are so easily developed on the job that they are not a criterion for hiring. Thus the education-related workers attributes that employers willingly pay for must be predominantly affective characteristics--personality traits, attitudes, modes of self-presentation and motivation.
H. Gintis
Soap and education are not as sudden as a massacre, but they are more deadly in the long run.
Mark Twain
It seems to me that at this time we need education in the obvious more than investigation of the obscure.
OliverWendell Holmes Jr.
All education springs from some image of the future. If the image of the future held by a society is grossly inaccurate, its education system will betray its youth.
Alvin Toffler
The main hope of a nation lies in the proper education of its youth.
Erasmus
Our best chance for happiness is education.
Mark VanDorn
Information cannot replace education.
Imparato and Itarari
Two professions most notably regarded as filled with "nonlisteners" are medicine and education!
Earl Koile
Education's purpose is to replace an empty mind with an open one.
Malcom S. Forbes
Education is the ability to think clearly, act well in the world of work and to appreciate life.
Brigham Young
The great end of education is to discipline rather than to furnish the mind; To train it to the use of its own powers rather than to fill it with the accumulation of others.
Tryon Edwards
Education is the point at which we decide whether we love the world enough to assume responsibility for it and by the same token to save it from that ruin, which, except for renewal, except for the coming of the new and the young, would be inevitable. An education, too, is where we decide whether we love our children enough not to expel them from our world and leave them to their own devices, nor to strike from their hands their choice of undertaking something new, something unforseen by us, but to prepare them in advance for the task of renewing a common world.
Hannah Arendt, Teaching as Leading
To be able to be caught up into the world of thought--that is being educated.
Edith Hamilton
Education is the ability to listen to almost anything without losing your temper.
Robert Frost
The highest result of education is tolerance.
Helen Keller
Education is the art of making man ethical.
Georg Hegel, 1821
Not perfection as a final goal, but the ever-enduring process of perfecting, maturing, refining is the aim of living.
John Dewey
Education is not preparation for life; education is life itself.
John Dewey
Education today, more than ever before, must see clearly the dual objectives: Education for living andeducating for making a living.
James Mason Wood
What we must decide is perhaps how we are valuable, rather than how valuable we are.
F. Scott Fitzgerald
Every uneducated person is a caricature of himself.
Friedrich Schlegel, 1798
What sculpture is to a block of marble, education is to an human soul.
Joseph Addison, 1711
How can we help students to understand that the tragedy of life is not death; the tragedy is to die with commitments undefined and convictions undeclared and service unfulfilled?
Vachel Lindsay
Life is what happens when you are making other plans.
John Lennon (1940-1980)
Consistency requires you to be as ignorant today as you were a year ago.
Berenson Bernard
Sixty years ago I knew everything; now I know nothing; education is a progressive discovery of our own ignorance.
Will Durant
H. Gintis
Soap and education are not as sudden as a massacre, but they are more deadly in the long run.
Mark Twain
It seems to me that at this time we need education in the obvious more than investigation of the obscure.
OliverWendell Holmes Jr.
All education springs from some image of the future. If the image of the future held by a society is grossly inaccurate, its education system will betray its youth.
Alvin Toffler
The main hope of a nation lies in the proper education of its youth.
Erasmus
Our best chance for happiness is education.
Mark VanDorn
Information cannot replace education.
Imparato and Itarari
Two professions most notably regarded as filled with "nonlisteners" are medicine and education!
Earl Koile
Education's purpose is to replace an empty mind with an open one.
Malcom S. Forbes
Education is the ability to think clearly, act well in the world of work and to appreciate life.
Brigham Young
The great end of education is to discipline rather than to furnish the mind; To train it to the use of its own powers rather than to fill it with the accumulation of others.
Tryon Edwards
Education is the point at which we decide whether we love the world enough to assume responsibility for it and by the same token to save it from that ruin, which, except for renewal, except for the coming of the new and the young, would be inevitable. An education, too, is where we decide whether we love our children enough not to expel them from our world and leave them to their own devices, nor to strike from their hands their choice of undertaking something new, something unforseen by us, but to prepare them in advance for the task of renewing a common world.
Hannah Arendt, Teaching as Leading
To be able to be caught up into the world of thought--that is being educated.
Edith Hamilton
Education is the ability to listen to almost anything without losing your temper.
Robert Frost
The highest result of education is tolerance.
Helen Keller
Education is the art of making man ethical.
Georg Hegel, 1821
Not perfection as a final goal, but the ever-enduring process of perfecting, maturing, refining is the aim of living.
John Dewey
Education is not preparation for life; education is life itself.
John Dewey
Education today, more than ever before, must see clearly the dual objectives: Education for living andeducating for making a living.
James Mason Wood
What we must decide is perhaps how we are valuable, rather than how valuable we are.
F. Scott Fitzgerald
Every uneducated person is a caricature of himself.
Friedrich Schlegel, 1798
What sculpture is to a block of marble, education is to an human soul.
Joseph Addison, 1711
How can we help students to understand that the tragedy of life is not death; the tragedy is to die with commitments undefined and convictions undeclared and service unfulfilled?
Vachel Lindsay
Life is what happens when you are making other plans.
John Lennon (1940-1980)
Consistency requires you to be as ignorant today as you were a year ago.
Berenson Bernard
Sixty years ago I knew everything; now I know nothing; education is a progressive discovery of our own ignorance.
Will Durant
QUOTES On Learning
What is "learning"?
"In its broadest sense, learning can be defined as a process of progressive change from ignorance to knowledge, from inability to competence, and from indifference to understanding....In much the same manner, instruction-or education-can be defined as the means by which we systematize the situations, conditions, tasks materials, and opportunities by which learners acquire new or different ways of thinking, feeling, and doing."
Cameron Fincher, "Learning Theory and Research," in Teaching and Learning in the College Classroom, edited by Kenneth A. Feldman and Michael Paulson, Ashe Reader Series, Needham, MA: Ginn Press, 1994.
"Most models [of learning] assume that the purpose of learning is to incorporate new information or skills into the learner's existing knowledge structure and to make that knowledge accessible. . . . Learning begins with the need for some motivation, an intention to learn. The learner must then concentrate attention on the important aspects of what is to be learned and differentiate them from noise in the environment. While those important aspects are being identified, the learner accesses the prior knowledge that already exists in memory, because a key to learning is connecting what is known to what is being learned. New information must be processed, structured, and connected in such a way as to be accessible in the future; this process is known as encoding. The deeper the processing of the information in terms of its underlying organization, the better the learning and later retrieval of that information. This processing requires active involvement . The learner must verify an understanding of the structure by receiving feedback, from the internal and external environments, on the encoding choices made.
Marilla Svinicki, Anastasia Hagen and Debra Meyer, "How Research on Learning Strengthens Instruction," in Teaching on Solid Ground, Robert Menges and Maryellen Weimer, Jossey-Bass, 1996.
"Learning is a social process that occurs through interpersonal interaction within a cooperative context. Individuals, working together, construct shared understandings and knowledge."
David Johnson, Roger Johnson and Karl Smith, Active Learning: Cooperation in the College Classroom, Edina, MN: Interaction Book Co., 1991.
"Where I grew up, learning was a collective activity. But when I got to school and tried to share learning with other students that was called cheating. The curriculum sent the clear message to me that learning was a highly individualistic, almost secretive, endeavor. My working class experience . . . was disparaged."
Henry A Giroux, Border Crossings, NY: Routledge, 1992.
"There is no difference between living and learning . . . it is impossible and misleading and harmful to think of them as being separate. Teaching is human communication and like all communication, elusive and difficult...we must be wary of the feeling that we know what we are doing in class. When we are most sure of what we are doing, we may be closest to being a bore."
John Holt, What Do I Do Monday? NY: Dutton, 1970.
"Education is the acquisition of the art of the utilization of knowledge. This an art very difficult to impart. We must beware of what I will call "inert ideas" that is to say, ideas that are merely received into the mind without being utilized or tested or thrown into fresh combinations."
Alfred North Whitehead, Aims of Education and other Essays, NY: MacMillan, 1924.
"I entered the classroom with the conviction that it was crucial for me and every other student to be an active participant, not a passive consumer...[a conception of] education as the practice of freedom.... education that connects the will to know with the will to become. Learning is a place where paradise can be created."
Bell Hooks, Teaching to Transgress, NY: Routledge, 1994.
"Learning is not so much an additive process, with new learning simply piling up on top of existing knowledge, as it is an active, dynamic process in which the connections are constantly changing and the structure reformatted."
K. Patricia Cross
I think we need to train up a new kind of educational leader [who] will need fundamental preparation in the humanities of education, those studies of history, philosophy and literature that will enable him to develop a clear and compelling vision of education and of its relation to American life. These latter studies have been under something of a cloud in recent decades because their immediate utility is difficult to demonstrate. But it is their ultimate utility, that really matters, for only as educators begin to think deeply about the ends of learning will the politics of popular education go beyond mere competition for dollars and cents and become what Plato realized it must ideally be--a constant reaching for the good society.
Cremin
Since there is no single set of abilities running throughout human nature, there is no single curriculum which all should undergo. Rather, the schools should teach everything that anyone is interested in learning.
John Dewey
Learning from programmed information always hides reality behind a screen.
Ivan Illich
Memorization is what we resort to when what we are learning makes no sense.
Anonymous
It is what we think we know already that often prevents us from learning.
Claude Bernard
Sometimes the last thing learners need is for their preferred learning style to be affirmed. Agreeing to let people learn only in a way that feels comfortable and familiar can restrict seriously their chance for development.
Steven Brookfield
A little learning is a dangerous thing; Drink deep, or taste not the Pierian spring.
Alexander Pope (1688-1744)
Every act of conscious learning requires the willingness to suffer an injury to one's self-esteem. That is why young children, before they are aware of their own self-importance learn so easily; and why older persons, especially if vain or important, cannot learn at all.
Thomas Szasz, 1973
"Students learn what they care about . . .," Stanford Ericksen has said, but Goethe knew something else: "In all things we learn only from those we love." Add to that Emerson's declaration: "the secret of education lies in respecting the pupil." and we have a formula something like this: "Students learn what they care about, from people they care about and who, they know, care about them . . ."
Barbara Harrell Carson, 1996, Thiry Years of Stories
The lasting measure of good teaching is what the individual student learns and carries away.
Barbara Harrell Carson, 1996, Thiry Years of Stories
"In its broadest sense, learning can be defined as a process of progressive change from ignorance to knowledge, from inability to competence, and from indifference to understanding....In much the same manner, instruction-or education-can be defined as the means by which we systematize the situations, conditions, tasks materials, and opportunities by which learners acquire new or different ways of thinking, feeling, and doing."
Cameron Fincher, "Learning Theory and Research," in Teaching and Learning in the College Classroom, edited by Kenneth A. Feldman and Michael Paulson, Ashe Reader Series, Needham, MA: Ginn Press, 1994.
"Most models [of learning] assume that the purpose of learning is to incorporate new information or skills into the learner's existing knowledge structure and to make that knowledge accessible. . . . Learning begins with the need for some motivation, an intention to learn. The learner must then concentrate attention on the important aspects of what is to be learned and differentiate them from noise in the environment. While those important aspects are being identified, the learner accesses the prior knowledge that already exists in memory, because a key to learning is connecting what is known to what is being learned. New information must be processed, structured, and connected in such a way as to be accessible in the future; this process is known as encoding. The deeper the processing of the information in terms of its underlying organization, the better the learning and later retrieval of that information. This processing requires active involvement . The learner must verify an understanding of the structure by receiving feedback, from the internal and external environments, on the encoding choices made.
Marilla Svinicki, Anastasia Hagen and Debra Meyer, "How Research on Learning Strengthens Instruction," in Teaching on Solid Ground, Robert Menges and Maryellen Weimer, Jossey-Bass, 1996.
"Learning is a social process that occurs through interpersonal interaction within a cooperative context. Individuals, working together, construct shared understandings and knowledge."
David Johnson, Roger Johnson and Karl Smith, Active Learning: Cooperation in the College Classroom, Edina, MN: Interaction Book Co., 1991.
"Where I grew up, learning was a collective activity. But when I got to school and tried to share learning with other students that was called cheating. The curriculum sent the clear message to me that learning was a highly individualistic, almost secretive, endeavor. My working class experience . . . was disparaged."
Henry A Giroux, Border Crossings, NY: Routledge, 1992.
"There is no difference between living and learning . . . it is impossible and misleading and harmful to think of them as being separate. Teaching is human communication and like all communication, elusive and difficult...we must be wary of the feeling that we know what we are doing in class. When we are most sure of what we are doing, we may be closest to being a bore."
John Holt, What Do I Do Monday? NY: Dutton, 1970.
"Education is the acquisition of the art of the utilization of knowledge. This an art very difficult to impart. We must beware of what I will call "inert ideas" that is to say, ideas that are merely received into the mind without being utilized or tested or thrown into fresh combinations."
Alfred North Whitehead, Aims of Education and other Essays, NY: MacMillan, 1924.
"I entered the classroom with the conviction that it was crucial for me and every other student to be an active participant, not a passive consumer...[a conception of] education as the practice of freedom.... education that connects the will to know with the will to become. Learning is a place where paradise can be created."
Bell Hooks, Teaching to Transgress, NY: Routledge, 1994.
"Learning is not so much an additive process, with new learning simply piling up on top of existing knowledge, as it is an active, dynamic process in which the connections are constantly changing and the structure reformatted."
K. Patricia Cross
I think we need to train up a new kind of educational leader [who] will need fundamental preparation in the humanities of education, those studies of history, philosophy and literature that will enable him to develop a clear and compelling vision of education and of its relation to American life. These latter studies have been under something of a cloud in recent decades because their immediate utility is difficult to demonstrate. But it is their ultimate utility, that really matters, for only as educators begin to think deeply about the ends of learning will the politics of popular education go beyond mere competition for dollars and cents and become what Plato realized it must ideally be--a constant reaching for the good society.
Cremin
Since there is no single set of abilities running throughout human nature, there is no single curriculum which all should undergo. Rather, the schools should teach everything that anyone is interested in learning.
John Dewey
Learning from programmed information always hides reality behind a screen.
Ivan Illich
Memorization is what we resort to when what we are learning makes no sense.
Anonymous
It is what we think we know already that often prevents us from learning.
Claude Bernard
Sometimes the last thing learners need is for their preferred learning style to be affirmed. Agreeing to let people learn only in a way that feels comfortable and familiar can restrict seriously their chance for development.
Steven Brookfield
A little learning is a dangerous thing; Drink deep, or taste not the Pierian spring.
Alexander Pope (1688-1744)
Every act of conscious learning requires the willingness to suffer an injury to one's self-esteem. That is why young children, before they are aware of their own self-importance learn so easily; and why older persons, especially if vain or important, cannot learn at all.
Thomas Szasz, 1973
"Students learn what they care about . . .," Stanford Ericksen has said, but Goethe knew something else: "In all things we learn only from those we love." Add to that Emerson's declaration: "the secret of education lies in respecting the pupil." and we have a formula something like this: "Students learn what they care about, from people they care about and who, they know, care about them . . ."
Barbara Harrell Carson, 1996, Thiry Years of Stories
The lasting measure of good teaching is what the individual student learns and carries away.
Barbara Harrell Carson, 1996, Thiry Years of Stories
QUOTES On Being a Teacher
Setting an example is not the main means of influencing another, it is the only means.
Albert Einstein
It is the mission of the pedagogue, not to make his pupils think, but to make them think right, and the more nearly his own mind pulsates with the great ebbs and flows of popular delusion and emotion, the more admirably he performs his function. He may be an ass, but that is surely no demerit in a man paid to make asses of his customers.
H.L. Mencken
No man can be a good teacher unless he has feelings of warm affection toward his pupils and a genuine desire to impart to them what he himself believes to be of value.
Bertrand Russell
If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job.
Donald D. Quinn
________________________________________
On the "Teacher"
Ye great teachers: listen to what you say!
Goethe
Students ratings collected a year apart from the same students correlated significantly, though the later ratings tended to rate the teacher as less effective than those collected at the end of the course.
John Centra
Only some 12% of a national sample of almost 400,000 teachers received less then average ratings from students.
John Centra
The most important knowledge teachers need to do good work is a knowledge of how students are experiencing learning and perceiving their teacher's actions.
Steven Brookfield
Albert Einstein
It is the mission of the pedagogue, not to make his pupils think, but to make them think right, and the more nearly his own mind pulsates with the great ebbs and flows of popular delusion and emotion, the more admirably he performs his function. He may be an ass, but that is surely no demerit in a man paid to make asses of his customers.
H.L. Mencken
No man can be a good teacher unless he has feelings of warm affection toward his pupils and a genuine desire to impart to them what he himself believes to be of value.
Bertrand Russell
If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job.
Donald D. Quinn
________________________________________
On the "Teacher"
Ye great teachers: listen to what you say!
Goethe
Students ratings collected a year apart from the same students correlated significantly, though the later ratings tended to rate the teacher as less effective than those collected at the end of the course.
John Centra
Only some 12% of a national sample of almost 400,000 teachers received less then average ratings from students.
John Centra
The most important knowledge teachers need to do good work is a knowledge of how students are experiencing learning and perceiving their teacher's actions.
Steven Brookfield
11.3.09
EXAMINATION TIPS
SUGGESTION TO CANDIDATES
1. Master the basic concepts and facts
2. For practical, ensure that you have mastered all the skills regarding the process in science.
3. Use the right / accurate terminologies
4. Elaborate in sequence and avoid repetition of facts.
5. Do more exercises
6. Avoid mixing languages in the answer.
7. Ensure there is detailed observation on the stimulus given.
1. Master the basic concepts and facts
2. For practical, ensure that you have mastered all the skills regarding the process in science.
3. Use the right / accurate terminologies
4. Elaborate in sequence and avoid repetition of facts.
5. Do more exercises
6. Avoid mixing languages in the answer.
7. Ensure there is detailed observation on the stimulus given.
Quotations on Teaching
Professors known as outstanding lecturers do two things; they use a simple plan and many examples.
W. McKeachie
Thought flows in terms of stories - stories about events, stories about people, and stories about intentions and achievements. The best teachers are the best story tellers. We learn in the form of stories.
Frank Smith
Any genuine teaching will result, if successful, in someone's knowing how to bring about a better condition of things than existed earlier.
John Dewey
Laurence Houseman once said, "A saint is one who makes goodness attractive." Surely, a great teacher does the same thing for education.
John Trimble
Many instructional arrangements seem "contrived," but there is nothing wrong with that. It is the teacher's function to contrive conditions under which students learn. It has always been the task of formal education to set up behavior which would prove useful or enjoyable later in a student'slife.
B.F. Skinner
The teachers who get "burned out" are not the ones who are constantly learning, which can be exhilarating, but those who feel they must stay in control and ahead of the students at all times.
Frank Smith
The task of the excellent teacher is to stimulate "aparently ordinary" people to unusual effort. The tough proplem is not in identifying winners: it is in making winners out of ordinary people.
K. Patricia Cross
Teachers who cannot keep students involved and excited for several hours in the classroom should not be there.
John Roueche
Teaching is the highest form of understanding.
Aristotle
We teach what we like to learn and the reason many people go into teaching is vicariously to reexperience the primary joy experienced the first time they learned something they loved.
Stephen Brookfield
The best learners... often make the worst teachers. They are, in a very real sense, perceptually challenged. They cannot imagine what it must be like to struggle to learn something that comes so naturally to them.
Stephen Brookfield
TEACHING: the earth doesn't move every time, but when it does, what a RUSH!
Cameron Beatty
A good teacher is better than a spectacular teacher. Otherwise the teacher outshines the teachings.
The Tao of Teaching
Effective teaching may be the hardest job there is.
William Glasser
In what may as well be starkly labelled smug satisfaction, an amazing 94% [of college instructors] rate themselves as above average teachers, and 68% rank themselves in the top quarter of teaching performances.
K Patricia Cross
The Process of Teaching
Teaching = helping someone else learn.
L. Dee Fink
Good teaching is one-fourth preparation and three-fourths theatre.
Gail Godwin
The educator must above all understand how to wait; to reckon all effects in the light of the future, not of the present.
Ellen Key, 1911
Tell me and I forget. Show me and I remember. Involve me and I understand.
"Chinese proverb"
Every truth has four corners: as a teacher I give you one corner, and it is for you to find the other three.
Confucius
Teaching is truth mediated by personality.
Phyllis Brooks
The true teacher defends his pupils against his own personal influence.
A. Bronson Alcott
Teaching is the achievement of shared meaning.
D.B. Gowin, 1981, Educating.
The secret of education is respecting the pupil.
Ralph Waldo Emerson
________________________________________
The Art of Teaching
It's not what is poured into a student that counts, but what is planted.
Linda Conway
A mind is a fire to be kindled, not a vessel to be filled.
Plutarch
Men must be taught as if you taught them not, And things unknown proposed as things forgot.
Alexander Pope
The vanity of teaching often tempteth a man to forget he is a blockhead.
George Savile
W. McKeachie
Thought flows in terms of stories - stories about events, stories about people, and stories about intentions and achievements. The best teachers are the best story tellers. We learn in the form of stories.
Frank Smith
Any genuine teaching will result, if successful, in someone's knowing how to bring about a better condition of things than existed earlier.
John Dewey
Laurence Houseman once said, "A saint is one who makes goodness attractive." Surely, a great teacher does the same thing for education.
John Trimble
Many instructional arrangements seem "contrived," but there is nothing wrong with that. It is the teacher's function to contrive conditions under which students learn. It has always been the task of formal education to set up behavior which would prove useful or enjoyable later in a student'slife.
B.F. Skinner
The teachers who get "burned out" are not the ones who are constantly learning, which can be exhilarating, but those who feel they must stay in control and ahead of the students at all times.
Frank Smith
The task of the excellent teacher is to stimulate "aparently ordinary" people to unusual effort. The tough proplem is not in identifying winners: it is in making winners out of ordinary people.
K. Patricia Cross
Teachers who cannot keep students involved and excited for several hours in the classroom should not be there.
John Roueche
Teaching is the highest form of understanding.
Aristotle
We teach what we like to learn and the reason many people go into teaching is vicariously to reexperience the primary joy experienced the first time they learned something they loved.
Stephen Brookfield
The best learners... often make the worst teachers. They are, in a very real sense, perceptually challenged. They cannot imagine what it must be like to struggle to learn something that comes so naturally to them.
Stephen Brookfield
TEACHING: the earth doesn't move every time, but when it does, what a RUSH!
Cameron Beatty
A good teacher is better than a spectacular teacher. Otherwise the teacher outshines the teachings.
The Tao of Teaching
Effective teaching may be the hardest job there is.
William Glasser
In what may as well be starkly labelled smug satisfaction, an amazing 94% [of college instructors] rate themselves as above average teachers, and 68% rank themselves in the top quarter of teaching performances.
K Patricia Cross
The Process of Teaching
Teaching = helping someone else learn.
L. Dee Fink
Good teaching is one-fourth preparation and three-fourths theatre.
Gail Godwin
The educator must above all understand how to wait; to reckon all effects in the light of the future, not of the present.
Ellen Key, 1911
Tell me and I forget. Show me and I remember. Involve me and I understand.
"Chinese proverb"
Every truth has four corners: as a teacher I give you one corner, and it is for you to find the other three.
Confucius
Teaching is truth mediated by personality.
Phyllis Brooks
The true teacher defends his pupils against his own personal influence.
A. Bronson Alcott
Teaching is the achievement of shared meaning.
D.B. Gowin, 1981, Educating.
The secret of education is respecting the pupil.
Ralph Waldo Emerson
________________________________________
The Art of Teaching
It's not what is poured into a student that counts, but what is planted.
Linda Conway
A mind is a fire to be kindled, not a vessel to be filled.
Plutarch
Men must be taught as if you taught them not, And things unknown proposed as things forgot.
Alexander Pope
The vanity of teaching often tempteth a man to forget he is a blockhead.
George Savile
10.3.09
8.3.09
Careers in the Biological Sciences
Pursuing a career in biology can be immensely rewarding and exciting. Studying biology teaches us to ask questions, make observations, evaluate evidence, and solve problems. Biologists learn how living things work, how they interact with one another, and how they evolve. They may study cells under a microscope, insects in a rainforest, viruses that affect human beings, plants in a greenhouse, or lions in the African grasslands. Their work increases our understanding about the natural world in which we live and helps us address issues of personal well being and worldwide concern, such as environmental depletion, threats to human health, and maintaining viable and abundant food supplies.
New directions in biological careers: There are many careers for biologists who want to combine their scientific training with interests in other fields. Here are some examples:
• Biotechnology: Biologists apply scientific principles to develop and enhance products, tools, and technological advances in fields such as agriculture, food science, and medicine.
• Forensic science: Forensic biologists work with police departments and other law enforcement agencies using scientific methods to discover and process evidence that can be used to solve crimes.
• Politics and policy: Science advisors work with lawmakers to create new legislation on topics such as biomedical research and environmental protection. Their input is essential, ensuring that decisions are based upon solid science.
• Business and industry: Biologists work with drug companies and providers of scientific products and services to research and test new products. They also work in sales, marketing, and public relations positions.
• Economics: Trained professionals work with the government and other organizations to study and address the economic impacts of biological issues, such as species extinctions, forest protection, and environmental pollution.
• Mathematics: Biologists in fields such as bioinformatics and computational biology apply mathematical techniques to solve biological problems, such as modeling ecosystem processes and gene sequencing.
• Science writing and communication: Journalists and writers with a science background inform the general public about relevant and emerging biological issues.
• Art: All the illustrations in your biology textbook, as well as in newspaper and magazine science articles, were created by talented artists with a thorough understanding of biology.
List of Careers
Health/Medical
Physician (numerous specialties)
X-ray Technician
Veterinarian
Nurse
Dentist
Chiropractor
Health Administrators
Cytogenetic technician
Medical Technician
Pharmacist
Physical Therapist
Paramedic
Research/Clinical
Biologist
Pharmaceutical Researcher
Chemist
Research Zoologist
Forest Pest Mgmt Specialist
Marine Studies Specialist
Microbiologist
Epidemiology Researcher
Genomic Researcher
Biostatistician
Entomologist
Biochemical Toxicologist
Perfusionist
Education
Science teacher
Professor
Elementary School Principal
Communications
Editor in a Publishing House
Freelance Writer
Editor, Health-related publication
Editor, Environmental publication
Communications Specialist
Psychology/Mental Health/Counseling Counselor
Psychologist
Social Worker
Business
Greenhouse manager
Farmer
Nursing Home Administrator
Investment Securities Broker
Corporate Vice President
Human Resources Manager
Wholesaler
Business Executive
Risk Management Specialist
New directions in biological careers: There are many careers for biologists who want to combine their scientific training with interests in other fields. Here are some examples:
• Biotechnology: Biologists apply scientific principles to develop and enhance products, tools, and technological advances in fields such as agriculture, food science, and medicine.
• Forensic science: Forensic biologists work with police departments and other law enforcement agencies using scientific methods to discover and process evidence that can be used to solve crimes.
• Politics and policy: Science advisors work with lawmakers to create new legislation on topics such as biomedical research and environmental protection. Their input is essential, ensuring that decisions are based upon solid science.
• Business and industry: Biologists work with drug companies and providers of scientific products and services to research and test new products. They also work in sales, marketing, and public relations positions.
• Economics: Trained professionals work with the government and other organizations to study and address the economic impacts of biological issues, such as species extinctions, forest protection, and environmental pollution.
• Mathematics: Biologists in fields such as bioinformatics and computational biology apply mathematical techniques to solve biological problems, such as modeling ecosystem processes and gene sequencing.
• Science writing and communication: Journalists and writers with a science background inform the general public about relevant and emerging biological issues.
• Art: All the illustrations in your biology textbook, as well as in newspaper and magazine science articles, were created by talented artists with a thorough understanding of biology.
List of Careers
Health/Medical
Physician (numerous specialties)
X-ray Technician
Veterinarian
Nurse
Dentist
Chiropractor
Health Administrators
Cytogenetic technician
Medical Technician
Pharmacist
Physical Therapist
Paramedic
Research/Clinical
Biologist
Pharmaceutical Researcher
Chemist
Research Zoologist
Forest Pest Mgmt Specialist
Marine Studies Specialist
Microbiologist
Epidemiology Researcher
Genomic Researcher
Biostatistician
Entomologist
Biochemical Toxicologist
Perfusionist
Education
Science teacher
Professor
Elementary School Principal
Communications
Editor in a Publishing House
Freelance Writer
Editor, Health-related publication
Editor, Environmental publication
Communications Specialist
Psychology/Mental Health/Counseling Counselor
Psychologist
Social Worker
Business
Greenhouse manager
Farmer
Nursing Home Administrator
Investment Securities Broker
Corporate Vice President
Human Resources Manager
Wholesaler
Business Executive
Risk Management Specialist
Maintaining Internal Environment of a Cell-Questions & Answers
Maintaining Internal Environment of a Cell
Answer the question according to the situation given.
Question 1
What happens to the cheek cells when sugar is added?
The cheek cells shrank.
Question 2
How will this affect the cheek cell?
The internal environment of the cell must be maintained so that it is always optimum for the organism to be active in and to be less dependent on the external environment.
Question 3
How do penguins and polar bears survive in such low temperatures?
Animal in cold climate have thick fur and a thick layer of fat under the skin to maintain their body temperature.
Question 4
How do other animals live in deserts where the climate is hot and dry or in the saline waters of the mangrove swamps?
Animal in the hot desert such as camel stores the fat in the hump, whereas the fennec fox has large ears and wrinkled skin to increase area for heat loss. The proboscis monkey feeds on fruits and plants of the mangrove swamp. It has a unique adaptation by having several stomach, each filled with potent digestive bacteria.
Question 5
Answer the following question into the space provided. Explain why.
I. We sweat more on hot day?
On a hot day, our body tends to absorb heat from the surroundings. This increases the body temperature. Our body responds by sweating. When the sweat evaporates, it helps to cool down the body.
II. We produce more urine on cold days?
On cold days we sweat less. Excess water in the body is removed through urination.
III. Dog pant after running?
After running, the body temperature of the dog increase. When the dog pants, evaporation of saliva on the tongue’s surface helps to reduce the body temperature.
IV. Elephants have big ears?
The elephants have wrinkled skin and big ears to increase their total body surface area. This in turn will increase the rate of heat lost and maintain their body temperature.
Answer the question according to the situation given.
Question 1
What happens to the cheek cells when sugar is added?
The cheek cells shrank.
Question 2
How will this affect the cheek cell?
The internal environment of the cell must be maintained so that it is always optimum for the organism to be active in and to be less dependent on the external environment.
Question 3
How do penguins and polar bears survive in such low temperatures?
Animal in cold climate have thick fur and a thick layer of fat under the skin to maintain their body temperature.
Question 4
How do other animals live in deserts where the climate is hot and dry or in the saline waters of the mangrove swamps?
Animal in the hot desert such as camel stores the fat in the hump, whereas the fennec fox has large ears and wrinkled skin to increase area for heat loss. The proboscis monkey feeds on fruits and plants of the mangrove swamp. It has a unique adaptation by having several stomach, each filled with potent digestive bacteria.
Question 5
Answer the following question into the space provided. Explain why.
I. We sweat more on hot day?
On a hot day, our body tends to absorb heat from the surroundings. This increases the body temperature. Our body responds by sweating. When the sweat evaporates, it helps to cool down the body.
II. We produce more urine on cold days?
On cold days we sweat less. Excess water in the body is removed through urination.
III. Dog pant after running?
After running, the body temperature of the dog increase. When the dog pants, evaporation of saliva on the tongue’s surface helps to reduce the body temperature.
IV. Elephants have big ears?
The elephants have wrinkled skin and big ears to increase their total body surface area. This in turn will increase the rate of heat lost and maintain their body temperature.
7.3.09
20.2.09
Panduan Membina BLog
I registered late for the ICT in Science class for my very first semester in UPSI. Actually, I'm a bit afraid of ICT because all this while I don't have much experience in this field. I just explore it when I think it is necessary.
After all, a SMS from IPS UPSI has changed my perception towards ICT. Excited and lack of knowledge in Blog made me make my way along Jalan Masjid India to look for a Blog Building Guidance.
Eventually, I found this little, easy to understand book that fulfilled my need. So, I suggest you, especially the student for TSP 6033 under DR SADIAH to get this book for yourself. The price is very reasonable.
You can also visit http://www.aninadila.com/buku-tulisan-blog for further info.
After all, a SMS from IPS UPSI has changed my perception towards ICT. Excited and lack of knowledge in Blog made me make my way along Jalan Masjid India to look for a Blog Building Guidance.
Eventually, I found this little, easy to understand book that fulfilled my need. So, I suggest you, especially the student for TSP 6033 under DR SADIAH to get this book for yourself. The price is very reasonable.
You can also visit http://www.aninadila.com/buku-tulisan-blog for further info.
19.2.09
17.2.09
Exercise Habits Quizze
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Quiz_are_you_in_the_exercise_habit?Open
Body Mass Index (BMI)
Body mass index (BMI) is used to estimate your total amount of body fat. It is calculated by dividing your weight in kilograms by your height in metres squared (m2).
Differences in BMI between people of the same age and sex are usually due to body fat. However there are exceptions to this rule, which means a BMI figure may not be accurate.
BMI calculations will overestimate the amount of body fat for:
* Body builders
* Some high performance athletes
* Pregnant women.
BMI calculations will underestimate the amount of body fat for:
* The elderly
* People with a physical disability who are unable to walk and may have muscle wasting.
BMI is also not an accurate indicator for people with eating disorders like anorexia nervosa or people with extreme obesity.
BMI is not the best measure of weight and health risk. A person’s waist circumference is a better predictor of health risk than BMI.
BMI and children
The healthy weight range for adults of a BMI of 20 to 25 is not a suitable measure for children.
For adults who have stopped growing, an increase in BMI is usually caused by an increase in body fat. But as children grow, their amount of body fat changes and so will their BMI. For example, BMI usually decreases during the preschool years and then increases into adulthood.
For this reason a BMI calculation for a child or an adolescent must be compared against age and gender percentile charts.
The new BMI charts for children have been developed by the US Centre for Disease Control.
The charts are useful for the assessment of overweight and obesity in children aged over two. However they should be used only as a guide to indicate when make small lifestyle changes, and when to seek further guidance from a doctor or an Accredited Practising Dietitian (APD).
Calculating your BMI
BMI is an approximate measure of the best weight for health only. To calculate your BMI, you need to know:
* Your weight in kilograms
* Your height in metres.
What your BMI means
Once you have measured your BMI, you can determine your healthy weight range.
If you have a BMI of:
* Under 18 – you are very underweight and possibly malnourished.
* Under 20 – you are underweight and could afford to gain a little weight.
* 20 to 25 – you have a healthy weight range for young and middle-aged adults.
* 26 to 30 – you are overweight.
* Over 30 – you are obese.
For older people over the age of 74 years, general health status may be more important than being mildly overweight. Some researchers have suggested that a BMI range of 22-26 is acceptable for older people.
Some exceptions to the rule
BMI does not differentiate between body fat and muscle mass. This means there are some exceptions to the BMI guidelines.
* Muscles – body builders and people who have a lot of muscle bulk will have a high BMI but are not overweight.
* Physical disabilities – people who have a physical disability and are unable to walk may have muscle wasting. Their BMI may be slightly lower but this does not necessarily mean they are underweight. In these instances, it is important to consult a dietitian who will provide helpful advice.
* Height – for people who are shorter (for example Asian populations), the cut-offs for overweight and obesity may need to be lower. This is because there is an increased risk of diabetes and cardiovascular disease, which begins at a BMI as low as 23 in Asian populations.
Being overweight or underweight can affect your health
The link between being overweight or obese and the chance you will become ill is not definite. The research is ongoing. However, when data from large groups of people are analysed, statistically there is a greater chance of developing various diseases if you are overweight. For example, the risk of death rises slightly (by 20–30 per cent) as BMI rises from 25 to 27. As BMI rises above 27, the risk of death rises more steeply (by 60 per cent).
Risks of being overweight and physically inactive
If you are overweight (BMI over 25) and physically inactive, you may develop:
* Cardiovascular (heart and blood circulation) disease
* Gall bladder disease
* High blood pressure (hypertension)
* Diabetes
* Osteoarthritis
* Certain types of cancer, such as colon and breast cancer.
Risks of being underweight
If you are underweight (BMI less than 20), you may be malnourished and develop:
* Compromised immune function
* Respiratory disease
* Digestive disease
* Cancer
* Osteoporosis
* Increased risk of falls and fractures.
Things to remember
* BMI is an approximate measure of your total body fat.
* Being underweight or overweight can cause health problems, especially if you are also inactive.
* Your waist circumference is a better predictor of health risk than BMI.
Differences in BMI between people of the same age and sex are usually due to body fat. However there are exceptions to this rule, which means a BMI figure may not be accurate.
BMI calculations will overestimate the amount of body fat for:
* Body builders
* Some high performance athletes
* Pregnant women.
BMI calculations will underestimate the amount of body fat for:
* The elderly
* People with a physical disability who are unable to walk and may have muscle wasting.
BMI is also not an accurate indicator for people with eating disorders like anorexia nervosa or people with extreme obesity.
BMI is not the best measure of weight and health risk. A person’s waist circumference is a better predictor of health risk than BMI.
BMI and children
The healthy weight range for adults of a BMI of 20 to 25 is not a suitable measure for children.
For adults who have stopped growing, an increase in BMI is usually caused by an increase in body fat. But as children grow, their amount of body fat changes and so will their BMI. For example, BMI usually decreases during the preschool years and then increases into adulthood.
For this reason a BMI calculation for a child or an adolescent must be compared against age and gender percentile charts.
The new BMI charts for children have been developed by the US Centre for Disease Control.
The charts are useful for the assessment of overweight and obesity in children aged over two. However they should be used only as a guide to indicate when make small lifestyle changes, and when to seek further guidance from a doctor or an Accredited Practising Dietitian (APD).
Calculating your BMI
BMI is an approximate measure of the best weight for health only. To calculate your BMI, you need to know:
* Your weight in kilograms
* Your height in metres.
What your BMI means
Once you have measured your BMI, you can determine your healthy weight range.
If you have a BMI of:
* Under 18 – you are very underweight and possibly malnourished.
* Under 20 – you are underweight and could afford to gain a little weight.
* 20 to 25 – you have a healthy weight range for young and middle-aged adults.
* 26 to 30 – you are overweight.
* Over 30 – you are obese.
For older people over the age of 74 years, general health status may be more important than being mildly overweight. Some researchers have suggested that a BMI range of 22-26 is acceptable for older people.
Some exceptions to the rule
BMI does not differentiate between body fat and muscle mass. This means there are some exceptions to the BMI guidelines.
* Muscles – body builders and people who have a lot of muscle bulk will have a high BMI but are not overweight.
* Physical disabilities – people who have a physical disability and are unable to walk may have muscle wasting. Their BMI may be slightly lower but this does not necessarily mean they are underweight. In these instances, it is important to consult a dietitian who will provide helpful advice.
* Height – for people who are shorter (for example Asian populations), the cut-offs for overweight and obesity may need to be lower. This is because there is an increased risk of diabetes and cardiovascular disease, which begins at a BMI as low as 23 in Asian populations.
Being overweight or underweight can affect your health
The link between being overweight or obese and the chance you will become ill is not definite. The research is ongoing. However, when data from large groups of people are analysed, statistically there is a greater chance of developing various diseases if you are overweight. For example, the risk of death rises slightly (by 20–30 per cent) as BMI rises from 25 to 27. As BMI rises above 27, the risk of death rises more steeply (by 60 per cent).
Risks of being overweight and physically inactive
If you are overweight (BMI over 25) and physically inactive, you may develop:
* Cardiovascular (heart and blood circulation) disease
* Gall bladder disease
* High blood pressure (hypertension)
* Diabetes
* Osteoarthritis
* Certain types of cancer, such as colon and breast cancer.
Risks of being underweight
If you are underweight (BMI less than 20), you may be malnourished and develop:
* Compromised immune function
* Respiratory disease
* Digestive disease
* Cancer
* Osteoporosis
* Increased risk of falls and fractures.
Things to remember
* BMI is an approximate measure of your total body fat.
* Being underweight or overweight can cause health problems, especially if you are also inactive.
* Your waist circumference is a better predictor of health risk than BMI.
Smoking - The cost
One packet of 25 cigarettes costs around $10.50, and the price keeps rising. If you need an added incentive to quit, think about how much of your pay packet is going up in smoke every week.
What could you do for yourself and your family with that extra money? More than you think. At today’s prices, if you smoke one pack of cigarettes per day for 10 years, you’ll spend over $38,000 – easily enough to buy a new car.
After one day
After one day of not smoking, you’ve got an extra $10.50 in your pocket. You could treat yourself to a café lunch or buy a couple of your favourite magazines.
The health benefits of not smoking for one day include:
• Most of the nicotine is cleared from your body.
• Your blood pressure and heart rate are dropping towards normal levels.
After two days
You’ve saved $21. You could go to the movies.
The health benefits of not smoking for two days include:
• Your senses of smell and taste begin to improve.
• You notice that your skin, hair and breath smell fresher.
• Less carbon monoxide in your system means your lungs are more efficient.
After one week
Now you’ve got an extra $73.50 in your pocket. You could take someone to dinner or the theatre, or buy a few books, CDs or DVDs.
The health benefits of not smoking for one week include:
• The small hair-like structures that clean your lungs, called cilia, are starting to work again. Accumulated phlegm from smoking will loosen and you will start to cough it up.
• Your body is purged of most nicotine by-products.
After one month
You’ve saved $320. You could go away for a weekend, buy a new television or treat yourself to some new clothes.
The health benefits of not smoking for one month include:
• Your lungs are working more efficiently.
• Exercising is easier.
• Your blood pressure has returned to normal.
• Your immune system is starting to recover.
After three to six months
After three months you’ve saved over $950, enough for a return ticket to New Zealand with extra spending money or a new home theatre package including a DVD player and speakers. After six months, you’ve got $1,910 to spend. You could pay for a holiday in Queensland or a return ticket to London or the United States.
The health benefits of not smoking for three to six months include:
• You don’t cough and wheeze as much anymore. Your lung function has continued to improve.
• Blood flow to your extremities, like fingers and toes, improves.
After one year
You’ve saved $3,830, enough for an around-the-world plane ticket or a new computer system.
The health benefits of not smoking for one year include:
• Your increased risk of premature death from heart attack is halved.
Other cost-saving benefits of quitting
If you quit smoking, you’ll save money in many other ways, including:
• You’re less likely to suffer from respiratory infections, which means fewer trips to the doctor, less money spent on medications and fewer sick days.
• You won’t need so many visits to the dentist to have your teeth professionally cleaned.
• You don’t have to spend as much time and money on maintaining the house. For example, smoking inside your home discolours paint and wallpaper.
• You cut down on your cleaning bills because clothes, furniture upholstery and the interior of your car no longer stink of cigarette smoke.
Future benefits
The health and financial benefits of quitting continue as the years go by.
• Your chances of conceiving a baby improve. Smoking can cause fertility problems, such as impotence in men and increased risk of miscarriage in women.
• Within two to five years, your risk of stroke is substantially reduced. You’ve also saved between $7,500 and $19,000.
• After 10 years, your risk of lung cancer is less than half that of a continuing smoker and continues to decline (provided the disease is not already present). You’ve also saved over $38,000.
• After 15 years, your risk of coronary heart disease is nearly the same as a lifetime non-smoker. You’ve also saved over $57,000.
Where to get help
• Your doctor
• Your pharmacist
What could you do for yourself and your family with that extra money? More than you think. At today’s prices, if you smoke one pack of cigarettes per day for 10 years, you’ll spend over $38,000 – easily enough to buy a new car.
After one day
After one day of not smoking, you’ve got an extra $10.50 in your pocket. You could treat yourself to a café lunch or buy a couple of your favourite magazines.
The health benefits of not smoking for one day include:
• Most of the nicotine is cleared from your body.
• Your blood pressure and heart rate are dropping towards normal levels.
After two days
You’ve saved $21. You could go to the movies.
The health benefits of not smoking for two days include:
• Your senses of smell and taste begin to improve.
• You notice that your skin, hair and breath smell fresher.
• Less carbon monoxide in your system means your lungs are more efficient.
After one week
Now you’ve got an extra $73.50 in your pocket. You could take someone to dinner or the theatre, or buy a few books, CDs or DVDs.
The health benefits of not smoking for one week include:
• The small hair-like structures that clean your lungs, called cilia, are starting to work again. Accumulated phlegm from smoking will loosen and you will start to cough it up.
• Your body is purged of most nicotine by-products.
After one month
You’ve saved $320. You could go away for a weekend, buy a new television or treat yourself to some new clothes.
The health benefits of not smoking for one month include:
• Your lungs are working more efficiently.
• Exercising is easier.
• Your blood pressure has returned to normal.
• Your immune system is starting to recover.
After three to six months
After three months you’ve saved over $950, enough for a return ticket to New Zealand with extra spending money or a new home theatre package including a DVD player and speakers. After six months, you’ve got $1,910 to spend. You could pay for a holiday in Queensland or a return ticket to London or the United States.
The health benefits of not smoking for three to six months include:
• You don’t cough and wheeze as much anymore. Your lung function has continued to improve.
• Blood flow to your extremities, like fingers and toes, improves.
After one year
You’ve saved $3,830, enough for an around-the-world plane ticket or a new computer system.
The health benefits of not smoking for one year include:
• Your increased risk of premature death from heart attack is halved.
Other cost-saving benefits of quitting
If you quit smoking, you’ll save money in many other ways, including:
• You’re less likely to suffer from respiratory infections, which means fewer trips to the doctor, less money spent on medications and fewer sick days.
• You won’t need so many visits to the dentist to have your teeth professionally cleaned.
• You don’t have to spend as much time and money on maintaining the house. For example, smoking inside your home discolours paint and wallpaper.
• You cut down on your cleaning bills because clothes, furniture upholstery and the interior of your car no longer stink of cigarette smoke.
Future benefits
The health and financial benefits of quitting continue as the years go by.
• Your chances of conceiving a baby improve. Smoking can cause fertility problems, such as impotence in men and increased risk of miscarriage in women.
• Within two to five years, your risk of stroke is substantially reduced. You’ve also saved between $7,500 and $19,000.
• After 10 years, your risk of lung cancer is less than half that of a continuing smoker and continues to decline (provided the disease is not already present). You’ve also saved over $38,000.
• After 15 years, your risk of coronary heart disease is nearly the same as a lifetime non-smoker. You’ve also saved over $57,000.
Where to get help
• Your doctor
• Your pharmacist
BioCalculator
http://www.betterhealth.vic.gov.au/bhcv2/bhcsite.nsf/pages/bmi
http://www.betterhealth.vic.gov.au/bhcv2/bhcsite.nsf/pages/bmi4child
http://www.betterhealth.vic.gov.au/bhcv2/bhcsite.nsf/pages/smokingcost
http://www.betterhealth.vic.gov.au/bhcv2/bhcsite.nsf/pages/pregnancyDueDate
http://www.betterhealth.vic.gov.au/bhcv2/bhcsite.nsf/pages/bmi4child
http://www.betterhealth.vic.gov.au/bhcv2/bhcsite.nsf/pages/smokingcost
http://www.betterhealth.vic.gov.au/bhcv2/bhcsite.nsf/pages/pregnancyDueDate
16.2.09
Be Grateful
Students nowadays are really lucky...During my study, ICT was rarely used. Having computer and mobile phone was such a sweet dreams to be fulfilled. I still remember using typewriter to complete my assignment. Sometimes, the lecturer especially from Pusat Pengajian Sains Kajihayat USM let us submit the lab report using just our handwriting!
So, kids and students, make full use of ICT. Apply your skill in ICT to enhance your Bio knowledge.
So, kids and students, make full use of ICT. Apply your skill in ICT to enhance your Bio knowledge.
14.2.09
THANKS.......
A very special thanks to my beloved Hubby: because of him (of course with God willings) I'm here creating and developing my own blog. Also a lot of thanks to my beloved daughters, for understanding my interests.
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