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Monday, July 20, 2009
Tuesday, July 7, 2009
the day after tomorrow...
wat s so mystery about today?
wat s so mystery about tomorrow?
wat s so mystery about yesterday?
wat s so mystery about me?
wat s so mystery about you?
each person hav their on mystery...
it's time n date make it so mystery,
so we hav yesterday, today and tomorrow,
because on dat day we may
have our mystery in life
miracle happen offenly
but u may experience always
things happened badly o best
it's nt about luck
but it's from God who
creates our path like this
don't think it's unfair
He is equal to everyone
out there much more suffer
than u had suffered before
so, yesterday, today and tomorrow
each day s meaningfull
each second, minutes and hours
s precious...
hav fun for today,
be patience for tomorrow
and remember for yesterday
because each day s unique.. :)
wat s so mystery about tomorrow?
wat s so mystery about yesterday?
wat s so mystery about me?
wat s so mystery about you?
each person hav their on mystery...
it's time n date make it so mystery,
so we hav yesterday, today and tomorrow,
because on dat day we may
have our mystery in life
miracle happen offenly
but u may experience always
things happened badly o best
it's nt about luck
but it's from God who
creates our path like this
don't think it's unfair
He is equal to everyone
out there much more suffer
than u had suffered before
so, yesterday, today and tomorrow
each day s meaningfull
each second, minutes and hours
s precious...
hav fun for today,
be patience for tomorrow
and remember for yesterday
because each day s unique.. :)
the heel
This is one of the effect of using heels.
At first,you may look fab. but use it in long period. Long-term effect is like this.
This is one of the example.
p/s: girls out there, you may use heels but dont make it habit to use it all the time. we might not know the effect in the future. Create new fab. shoes which is flat. put some bling2..
*Picture was taken from internet.
Monday, July 6, 2009
Are we just Masochists? , that was one of the topics in Utusan Konsumer Mar-April 2009 issues. My question is, ‘Are we really having fun in wearing a 3inch heels?’ Possibility for women to get long term damage is very high. There was a time, when I was in my cousin’s room; she was trying using heels for a first time for a dinner party. She struggled to walk properly and remain upright. The way she walked with an elegant dress was really not in match. There are millions of girl try to look elegant by wearing heels. They are suffered in pain walk with heels. They may get blister because walked too much. The truth is person who walks with heels may suffer for broken ankle, damaged calf muscles, incontinence, stress fractures, back and hip problems. According to the article, jaw, neck and head pain may also be a consequence, with menstrual dysfunction and fertility problems completing the package. FYI, high heels may make legs look longer, but as the heel height does u, so does the pressure on the forefoot.
Pressure increases on forefoot when wearing:
3-inch heels= +76%
2-inch heels= +57%
1- inch heels = +22%
Pressure increases on forefoot when wearing:
3-inch heels= +76%
2-inch heels= +57%
1- inch heels = +22%
Sunday, July 5, 2009
Permainan moden
· permainan dalam talian (internet)
-kereta lumba (e.g: need for speed)
-peperangan (e.g: counter strike, edge of empire)
-bola sepak (e.g: FIFA)
· permainan elektronik (video game-playstation)
-susunan bongkah (bricks game)
-kereta lumba (e.g: need for speed)
-peperangan (e.g: counter strike, edge of empire)
-bola sepak (e.g: FIFA)
-pertarungan animasi (e.g: Naruto)
· permainan yang dikilangkan
-susunan bongkah-bongkah (lego)
-scrabble
· sukan
-billiard
-pool
-bowling
-paintball
-golf
-skateboard
· permainan dalam talian (internet)
-kereta lumba (e.g: need for speed)
-peperangan (e.g: counter strike, edge of empire)
-bola sepak (e.g: FIFA)
· permainan elektronik (video game-playstation)
-susunan bongkah (bricks game)
-kereta lumba (e.g: need for speed)
-peperangan (e.g: counter strike, edge of empire)
-bola sepak (e.g: FIFA)
-pertarungan animasi (e.g: Naruto)
· permainan yang dikilangkan
-susunan bongkah-bongkah (lego)
-scrabble
· sukan
-billiard
-pool
-bowling
-paintball
-golf
-skateboard
Permainan moden
· permainan dalam talian (internet)
-kereta lumba (e.g: need for speed)
-peperangan (e.g: counter strike, edge of empire)
-bola sepak (e.g: FIFA)
· permainan elektronik (video game-playstation)
-susunan bongkah (bricks game)
-kereta lumba (e.g: need for speed)
-peperangan (e.g: counter strike, edge of empire)
-bola sepak (e.g: FIFA)
-pertarungan animasi (e.g: Naruto)
· permainan yang dikilangkan
-susunan bongkah-bongkah (lego)
-scrabble
· sukan
-billiard
-pool
-bowling
-paintball
-golf
-skateboard
· permainan dalam talian (internet)
-kereta lumba (e.g: need for speed)
-peperangan (e.g: counter strike, edge of empire)
-bola sepak (e.g: FIFA)
· permainan elektronik (video game-playstation)
-susunan bongkah (bricks game)
-kereta lumba (e.g: need for speed)
-peperangan (e.g: counter strike, edge of empire)
-bola sepak (e.g: FIFA)
-pertarungan animasi (e.g: Naruto)
· permainan yang dikilangkan
-susunan bongkah-bongkah (lego)
-scrabble
· sukan
-billiard
-pool
-bowling
-paintball
-golf
-skateboard
THE SALAMANCA STATEMENT
ON PRINCIPLES, POLICY AND PRACTICE IN SPECIAL NEEDS EDUCATION
Reaffirming the right to education of every individual, as enshrined in the 1948 Universal Declaration of Human Rights, and renewing the pledge made by the world community at the 1990 World Conference on Education for All to ensure that right for all regardless of individual differences.
Recalling the several United Nations declarations culminating in the 1993 United Nations Standard Rules on the Equalization of Opportunities for Persons with disabilities, which urges States to ensure that the education of persons with disabilities is an integral part of the education system.
Noting with satisfaction the increased involvement of governments, advocacy groups, community and parent groups, and in particular organizations of persons with disabilities, in seeking to improve access to education for the majority of those with special needs still unreached.
Recognizing as evidence of this involvement the active participation of high level representatives of numerous governments, specialized agencies and intergovernmental organizations in this World Conference.
1. We, the delegates of the World Conference on Special Needs Education representing ninety-two governments and twenty-five international organizations, assembled here in Salamanca, Spain, from 7-10 June 1994, hereby reaffirm our commitment to Education for All, recognizing the necessity and urgency of providing education for children, youth and adults with special educational needs within the regular education system, and further hereby endorse the Framework for Action on Special Needs Education, that governments and organizations may be guided by the spirit of its provisions and recommendations .
2. We believe and proclaim that :
• every child has a fundamental right to education, and must be given the opportunity to ach i eve and maintain an acceptable level of learning,
• every child has unique characteristics, interests, abilities and learning needs,
•education systems should be designed and educational programmes implemented to take into account the wide diversity of these characteristics and needs
• those with special educational needs must have access to regular schools which should accommodate them within a child centred pedagogy capable of meeting these needs,
• regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all; moreover, they provide an
effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system.
2. We call upon all governments and urge them to:
• give the highest policy and budgetary priority to improve their education systems to enable them to include all children regardless of individual differences or difficulties
• adopt as a matter of law or policy the principle of inclusive education, enrolling all children in regular schools, unless there are compelling reasons for doing otherwise
• develop demonstration projects and encourage exchanges with countries having experience with inclusive schools
• establish decentralized and participatory mechanisms for planning, monitoring and evaluating educational provision for children and adults with special education needs
• encourage and facilitate the participation of parents, communities and organization of persons with disabilities in the planning and decision-making processes concerning provision for special educational needs
• invest greater effort in early identification and intervention strategies, as well as in vocational aspects of inclusive education
• ensure that, in the context of a systemic change, teacher education programmes, both pre-service and in-service, address the provision of special needs education in inclusive schools .
3. We also call upon the international community; in particular we call upon:
• governments with international cooperation programmes and international funding agencies, especially the sponsors of the World Conference on Education for All, the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children’s Fund (UNICEF), United
Nations Development Programme (UNDP), and the World Bank:
- to endorse the approach of inclusive schooling and to support the development of special needs education as an integral part of all education programmes;
- the United Nations and its specialized agencies, in particular the International Labour Office (ILO), the World Health Organization (WHO), UNESCO and UNICEF:
- to strengthen their inputs for technical cooperation, as well as to reinforce their cooperation and networking for more efficient support to the expanded and integrated provision of special needs education;
• non-governmental organizations involved in country programming and service delivery:
- to strengthen their collaboration with the official national bodies and to intensify their growing involvement in planning, implementation and evaluation of inclusive provision for special educational needs;
• U N E S C O, as the United Nations agency for education:
- to ensure that special needs education forms part of every discussion dealing with education for all in various forums
- to mobilize the support of organizations of the teaching profession in matters related to enhancing teacher education as regards provision for special educational needs
- to stimulate the academic community to strengthen research and networking and to establish regional centres of information and documentation; also, to serve as a clearing house for such activities and for disseminating the specific
results and progress achieved at country level in pursuance of this Statement ,
- to mobilize funds through the creation within its next Medium-Term Plan (1996-2002) of an expanded programme for inclusive schools and community support programmes, which would enable the launching of pilot projects that showcase new approaches for dissemination, and to develop indicators concerning the need for and provision of special needs education.
4. Finally, we express our warm appreciation to the Government of Spain and to
UNESCO for the organization of the Conference, and we urge them to make every effort to bring this Statement and the accompanying Framework for Action to the attention of the world community, especially at such important forums as the World Summit for Social Development (Copenhagen, 1995) and the World Conference on Women (Beijing, 1995) .
Adopted by acclamation, in the city of Salamanca, Spain, on this 10th of June, 1994.
ON PRINCIPLES, POLICY AND PRACTICE IN SPECIAL NEEDS EDUCATION
Reaffirming the right to education of every individual, as enshrined in the 1948 Universal Declaration of Human Rights, and renewing the pledge made by the world community at the 1990 World Conference on Education for All to ensure that right for all regardless of individual differences.
Recalling the several United Nations declarations culminating in the 1993 United Nations Standard Rules on the Equalization of Opportunities for Persons with disabilities, which urges States to ensure that the education of persons with disabilities is an integral part of the education system.
Noting with satisfaction the increased involvement of governments, advocacy groups, community and parent groups, and in particular organizations of persons with disabilities, in seeking to improve access to education for the majority of those with special needs still unreached.
Recognizing as evidence of this involvement the active participation of high level representatives of numerous governments, specialized agencies and intergovernmental organizations in this World Conference.
1. We, the delegates of the World Conference on Special Needs Education representing ninety-two governments and twenty-five international organizations, assembled here in Salamanca, Spain, from 7-10 June 1994, hereby reaffirm our commitment to Education for All, recognizing the necessity and urgency of providing education for children, youth and adults with special educational needs within the regular education system, and further hereby endorse the Framework for Action on Special Needs Education, that governments and organizations may be guided by the spirit of its provisions and recommendations .
2. We believe and proclaim that :
• every child has a fundamental right to education, and must be given the opportunity to ach i eve and maintain an acceptable level of learning,
• every child has unique characteristics, interests, abilities and learning needs,
•education systems should be designed and educational programmes implemented to take into account the wide diversity of these characteristics and needs
• those with special educational needs must have access to regular schools which should accommodate them within a child centred pedagogy capable of meeting these needs,
• regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all; moreover, they provide an
effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system.
2. We call upon all governments and urge them to:
• give the highest policy and budgetary priority to improve their education systems to enable them to include all children regardless of individual differences or difficulties
• adopt as a matter of law or policy the principle of inclusive education, enrolling all children in regular schools, unless there are compelling reasons for doing otherwise
• develop demonstration projects and encourage exchanges with countries having experience with inclusive schools
• establish decentralized and participatory mechanisms for planning, monitoring and evaluating educational provision for children and adults with special education needs
• encourage and facilitate the participation of parents, communities and organization of persons with disabilities in the planning and decision-making processes concerning provision for special educational needs
• invest greater effort in early identification and intervention strategies, as well as in vocational aspects of inclusive education
• ensure that, in the context of a systemic change, teacher education programmes, both pre-service and in-service, address the provision of special needs education in inclusive schools .
3. We also call upon the international community; in particular we call upon:
• governments with international cooperation programmes and international funding agencies, especially the sponsors of the World Conference on Education for All, the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children’s Fund (UNICEF), United
Nations Development Programme (UNDP), and the World Bank:
- to endorse the approach of inclusive schooling and to support the development of special needs education as an integral part of all education programmes;
- the United Nations and its specialized agencies, in particular the International Labour Office (ILO), the World Health Organization (WHO), UNESCO and UNICEF:
- to strengthen their inputs for technical cooperation, as well as to reinforce their cooperation and networking for more efficient support to the expanded and integrated provision of special needs education;
• non-governmental organizations involved in country programming and service delivery:
- to strengthen their collaboration with the official national bodies and to intensify their growing involvement in planning, implementation and evaluation of inclusive provision for special educational needs;
• U N E S C O, as the United Nations agency for education:
- to ensure that special needs education forms part of every discussion dealing with education for all in various forums
- to mobilize the support of organizations of the teaching profession in matters related to enhancing teacher education as regards provision for special educational needs
- to stimulate the academic community to strengthen research and networking and to establish regional centres of information and documentation; also, to serve as a clearing house for such activities and for disseminating the specific
results and progress achieved at country level in pursuance of this Statement ,
- to mobilize funds through the creation within its next Medium-Term Plan (1996-2002) of an expanded programme for inclusive schools and community support programmes, which would enable the launching of pilot projects that showcase new approaches for dissemination, and to develop indicators concerning the need for and provision of special needs education.
4. Finally, we express our warm appreciation to the Government of Spain and to
UNESCO for the organization of the Conference, and we urge them to make every effort to bring this Statement and the accompanying Framework for Action to the attention of the world community, especially at such important forums as the World Summit for Social Development (Copenhagen, 1995) and the World Conference on Women (Beijing, 1995) .
Adopted by acclamation, in the city of Salamanca, Spain, on this 10th of June, 1994.
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