HONESTLY speaking, when almost everyone in any field can receive an award for excellence, why should bloggers be left out? After all, there are many bloggers out there who put in a tremendous amount of work into their blogs.
While some like to tinker with their templates, adding new interactive features every now and then, others take ages to type their entries to provide an entertaining and intellectually stimulating read to their visitors.
It seems as though some webmasters are thinking along similar lines. A quick search on the internet shows that there are now certain websites which are completely dedicated to giving out blog awards.
One such website is Asia Weblog Awards . Awards here are quite analogous to the “Viewers’ Choice Awards” which is a popular feature on most television channels. Similarly, these are “Bloggers’ Choice Awards.”
Probing further into this website, one can’t help but wonder why these awards are being given out in the first place. According to the webmaster Phil Ingram, director and co-founder of Upstart Design, a Hong Kong-based company, “someone was doing something similar in the US — and 95 per cent of the world was in the foreign category so while sitting in the bath I suddenly thought why not do something closer to home? I coded the whole thing in a day.”
Categories anyone?: There are about 26 categories including “best essayist,” “best political blog,” “best designed blog” to name a few. There are national categories too, “best Pakistani blog,” being one of them. So how did Ingram decide on these diverse categories? “The categories were just what came to me. I added a few by popular request over time,” he explains.
Of course one has the right to be a tad sceptical about the winners.
After all, voting is done through the internet and its quite possible that one person casts his/her vote an indefinite number of times, especially if there isn’t a foolproof system to prevent this. So how did the webmaster manage?
“Voting control was done though a combination of IP recording, cookies, and going through 24000 votes by eye, sorting them by different fields, looking for obvious patterns. I’d say I was 99 per cent accurate.”
The “Best Pakistani Blog” Award went to Zackaria Ajmal (http://zackvision.com/weblog/). When asked about his thoughts on the fairness of the voting process, he replied, “Any internet voting process cannot, by definition, be fair. However, Phil did his best to weed out spurious votes. My guess is that it should have removed a majority of vote stuffing.
There are still ways to vote multiple times but it requires a bit more effort. There is also an extra bias based on which internet users find out about the voting and are motivated enough to vote. That means only readers and friends of those bloggers who publicized the awards would vote.”
Furthermore, he pointed out that “a blog award is not an Oscar. I think of these awards more in terms of the publicity they give the nominated bloggers than in terms of winning. For example, I got quite a few visitors from the Asia Weblog Awards website. I hope some of them stick around and become regular readers” (the official website of this year’s Asia Weblog Awards is http://2004weblogawards.com).
Apart from Asia Weblog Awards, there are many national websites awarding bloggers. Two notable websites in this regard are the Philippine Blog Awards and Australian Blog Awards .
The Guardian also held its second British blog awards . Of course the downside of these localized awards is the limited number of blogs to which one can relate to, unless there is an award in the foreign category. Websites which award bloggers from around the world are more extensive and have a wider range of interesting blogs to bookmark.
One example of the latter which has already held its fourth blog awards ceremony is Weblog Awards
.com/>.
It picks out the best in the blogging world during a year and then awards them as “Bloggie.” Aspiring bloggers can submit their nominations via the website. Some of the fascinating categories include “Best Weblog Directory,” “Best Article or Essay about Weblog,” “Best Web Application for Weblogs,” “Best Programming of a Weblog site” and “Best Group Weblog.”
What is interesting to note is that the website gives out awards not only with respect to their content, layout and programming, but it also awards those websites which offer a blog-related service such as commenting and blog directories. Bloggers are also awarded according to region such as “Best Asian Blog” and “Best American Blog.”
Although there are no cameras or lights and no victory speeches, getting a blog award is definitely an ego booster. One hopes that such awards will become more popular and will be publicized more effectively around the internet.
It is after all, the competition spurred by the awards, which will go a long way in improving the quality of blogs in general. And the average internet user will ultimately benefit from more thought-provoking content presented in a creative way.
Saturday, December 25, 2004
Monday, November 1, 2004
Radio Islam
There was a time when one could actually differentiate between radio and internet as two different mass media. With sophisticated technology associated with sound and video cards on the rise, internet radio is catching on fast. With nearly 15 days to go before Ramadan concludes, you can still add a spiritual touch to your web experience by tuning into Islamic broadcasting networks on the net.
Islamic Broadcasting Network
www.ibn.net
IBN has a wide variety of shows catering to different age groups. The website features schedules and highlights of different shows. You can also access shows from the IBN archives and rate them. There is a separate website for IBN Youth which has programs tailor-made for a younger audience. Some notable programs discuss book reviews, international law, Muslim identity in the West, internships and careers, family and community issues.
Radio Islam
www.radioislam.org
This is another 24/7 radio station which focuses on a variety of different subjects. From Quranic ayats with tafsir to ahadis and their explanation to Islamic songs and discussions on various issues. You can also apply for a radio program and become a reporter. Some interesting shows include “Talk Radio” which discusses topics regarding why new Muslims leave Islam and the different challenges Muslims face today. Apart from that, there are short stories, lectures from different scholars and news reports from the Muslim point of view.
Window on Islam
www.windowonislam.com
Window on Islam is a weekly radio show which you can tune into online. You can browse through the show’s complete catalogue and access old audio files from the archives. Some of the topics discussed here include the fundamentals of Islam, women’s rights in Islam, stories of Prophets and misconceptions about Islam.
Multimedia Centre
www.islamicity.com/multimedia
This website not only offers radio programs, but you can also view the broadcasts online as well. There are loads of lectures, audio and video, as well as live Taraweeh in Ramadan, religious debates, coverage of conferences, documentaries and Quran recitation and translation.
Islamic Broadcasting Network
www.ibn.net
IBN has a wide variety of shows catering to different age groups. The website features schedules and highlights of different shows. You can also access shows from the IBN archives and rate them. There is a separate website for IBN Youth which has programs tailor-made for a younger audience. Some notable programs discuss book reviews, international law, Muslim identity in the West, internships and careers, family and community issues.
Radio Islam
www.radioislam.org
This is another 24/7 radio station which focuses on a variety of different subjects. From Quranic ayats with tafsir to ahadis and their explanation to Islamic songs and discussions on various issues. You can also apply for a radio program and become a reporter. Some interesting shows include “Talk Radio” which discusses topics regarding why new Muslims leave Islam and the different challenges Muslims face today. Apart from that, there are short stories, lectures from different scholars and news reports from the Muslim point of view.
Window on Islam
www.windowonislam.com
Window on Islam is a weekly radio show which you can tune into online. You can browse through the show’s complete catalogue and access old audio files from the archives. Some of the topics discussed here include the fundamentals of Islam, women’s rights in Islam, stories of Prophets and misconceptions about Islam.
Multimedia Centre
www.islamicity.com/multimedia
This website not only offers radio programs, but you can also view the broadcasts online as well. There are loads of lectures, audio and video, as well as live Taraweeh in Ramadan, religious debates, coverage of conferences, documentaries and Quran recitation and translation.
Sunday, October 24, 2004
Ramazan on the web
FOR millions of Muslims around the world the holy month of Ramazan signifies a total rescheduling of our daily routine as we start paying more attention to our spiritual endeavours. Ninth month of the lunar year, the month is significant in many aspects: fasting, one of the five pillars of Islam, is ordained in this month, each good deed carries extra rewards, the Taraweeh prayers are held and most importantly, there is the Night of Power (Lailat-ul-Qadr) during which the first revelation of the Quran was sent down upon Prophet Muhammad (Peace be upon him). And you can know all about it though some really comprehensive web sites around.
One web site which is definitely worth starting off with is http://www.ramadan.co.uk/. This place is totally dedicated to the month; you can not only read about the significance of Ramazan, but you can also pore through the articles on how to prepare for it and how to ensure that you don’t miss out on doing the smallest good deed.
There is an extensive audio section where you can listen to the recitation of the Quran, various supplications and Islamic songs. For children, there is an interesting collection of stories and activities related to Ramazan. Plus, the Salaam E-Cards section is there for you to wish a blessed Ramazan to your friends and relatives across the globe. Finally, if you can’t think of what to prepare for iftari, there is a whole Ramadan Recipes section featuring dishes from the cuisines of different countries. For more Ramazan special recipes you can access http://www.paknet.com.pk/recipies/ramadan.php. And for a more vast collection of e-cards, the Ramazan e-cards section on http://www.eidmubarak.com and http://www.eidmubarak.net will definitely suffice.
To find out more about Ramazan, the online Ramazan information centre at http://www.islamicity.com/ramadan/ is a very extensive web site. Here, you can listen to Quranic recitation with translation as well as memorize verses and learn Quranic Arabic. An interesting section Ramadan Around the World will detail you on how Muslims in different countries carry out the obligatory fast. Also available are some valuable references of the Quran and Hadith regarding fasting, health aspects of Ramazan, guidelines on how to develop one’s character during Ramazan and the merits of the Night of Power.
Some more details on the different aspects of fasting are discussed in the e-book 70 Matters Related to Fasting available online at http://www.islam-qa.com/Books/seyam/english.shtml. This book explains in detail the definition, benefits and virtues of fasting. It also delves on the proper etiquette of fasting, like having sehri, not delaying iftar, refraining from verbal vices while fasting, ensuring that the time during which we are fasting is spent in constructive activities etc. There are various rulings given here too, pertaining to the fast of the travellers, the sick and the elderly. There is also a detailed list of things which can break the fast. All in all, it’s a very helpful and informative e-book available for immediate reference.
Where fasting is concerned, there are many questions related to fiqh that spring to mind. If someone moves to a different country during Ramazan and there is a difference of dates, then what? What is the right age to start fasting regularly? Can one brush teeth while fasting? All these questions and loads more are answered on http://www.islam-qa.com/cgi-local/view-sub?/5|Jurisprudence_and_Islamic_Rulings(Fiqh)/Sawm_(_Fasting_). If you don’t find the answer to your question, you can check out the timings at which the web site accepts questions from the readers and then submit your own.
Health factor is extremely important where Ramazan is concerned. To ensure that you’re fit enough to fast and pray extensively during Ramazan, keep checking out http://www.muhajabah.com/ramadan-health.htm. This web site is a pretty informative health guide detailing which kinds of foods to avoid and the causes and remedies of common ailments which may strike during Ramazan. The address also explains the medical benefits of fasting as well as taraweeh prayers.
Speaking of taraweeh, listening to the taraweeh prayers broadcast from Makkah and Madina are a treat for many. And if you’re one of those people, then you can listen to the prayers at the site http://www.saudiembassy.net/Media/SaudiTV.asp. The people here claim the site will “provide a live feed of Saudi Television wherever possible.” All you need is Real Player and a sound card. If you don’t have the former, the web site has a link which you can follow to download it.
Finally, any web sites’ collection of Ramazan would be incomplete without a reference to http://www.soundvision.com/info/ramadan/. One of the most comprehensive web sites on the subject, this one not only talks about the usual aspects of fasting but also encourages you to do something for the community as a whole. If you’re a teacher, then there many Ramazan-related school projects which you can check out. If you’re a parent, there are some tips to familiarize your children with Ramazan. There are guidelines on sharing Ramazan with your neighbours and colleagues. There is also a collection of duas which you choose from to recite on the Night of Power. To follow some of the instructions on this web site, you can download, print and distribute a very good brochure from http://www.youngmuslims.ca/publications/ramadan.pdf
I hope this collection of web sites will be of help to all of you.
One web site which is definitely worth starting off with is http://www.ramadan.co.uk/. This place is totally dedicated to the month; you can not only read about the significance of Ramazan, but you can also pore through the articles on how to prepare for it and how to ensure that you don’t miss out on doing the smallest good deed.
There is an extensive audio section where you can listen to the recitation of the Quran, various supplications and Islamic songs. For children, there is an interesting collection of stories and activities related to Ramazan. Plus, the Salaam E-Cards section is there for you to wish a blessed Ramazan to your friends and relatives across the globe. Finally, if you can’t think of what to prepare for iftari, there is a whole Ramadan Recipes section featuring dishes from the cuisines of different countries. For more Ramazan special recipes you can access http://www.paknet.com.pk/recipies/ramadan.php. And for a more vast collection of e-cards, the Ramazan e-cards section on http://www.eidmubarak.com and http://www.eidmubarak.net will definitely suffice.
To find out more about Ramazan, the online Ramazan information centre at http://www.islamicity.com/ramadan/ is a very extensive web site. Here, you can listen to Quranic recitation with translation as well as memorize verses and learn Quranic Arabic. An interesting section Ramadan Around the World will detail you on how Muslims in different countries carry out the obligatory fast. Also available are some valuable references of the Quran and Hadith regarding fasting, health aspects of Ramazan, guidelines on how to develop one’s character during Ramazan and the merits of the Night of Power.
Some more details on the different aspects of fasting are discussed in the e-book 70 Matters Related to Fasting available online at http://www.islam-qa.com/Books/seyam/english.shtml. This book explains in detail the definition, benefits and virtues of fasting. It also delves on the proper etiquette of fasting, like having sehri, not delaying iftar, refraining from verbal vices while fasting, ensuring that the time during which we are fasting is spent in constructive activities etc. There are various rulings given here too, pertaining to the fast of the travellers, the sick and the elderly. There is also a detailed list of things which can break the fast. All in all, it’s a very helpful and informative e-book available for immediate reference.
Where fasting is concerned, there are many questions related to fiqh that spring to mind. If someone moves to a different country during Ramazan and there is a difference of dates, then what? What is the right age to start fasting regularly? Can one brush teeth while fasting? All these questions and loads more are answered on http://www.islam-qa.com/cgi-local/view-sub?/5|Jurisprudence_and_Islamic_Rulings(Fiqh)/Sawm_(_Fasting_). If you don’t find the answer to your question, you can check out the timings at which the web site accepts questions from the readers and then submit your own.
Health factor is extremely important where Ramazan is concerned. To ensure that you’re fit enough to fast and pray extensively during Ramazan, keep checking out http://www.muhajabah.com/ramadan-health.htm. This web site is a pretty informative health guide detailing which kinds of foods to avoid and the causes and remedies of common ailments which may strike during Ramazan. The address also explains the medical benefits of fasting as well as taraweeh prayers.
Speaking of taraweeh, listening to the taraweeh prayers broadcast from Makkah and Madina are a treat for many. And if you’re one of those people, then you can listen to the prayers at the site http://www.saudiembassy.net/Media/SaudiTV.asp. The people here claim the site will “provide a live feed of Saudi Television wherever possible.” All you need is Real Player and a sound card. If you don’t have the former, the web site has a link which you can follow to download it.
Finally, any web sites’ collection of Ramazan would be incomplete without a reference to http://www.soundvision.com/info/ramadan/. One of the most comprehensive web sites on the subject, this one not only talks about the usual aspects of fasting but also encourages you to do something for the community as a whole. If you’re a teacher, then there many Ramazan-related school projects which you can check out. If you’re a parent, there are some tips to familiarize your children with Ramazan. There are guidelines on sharing Ramazan with your neighbours and colleagues. There is also a collection of duas which you choose from to recite on the Night of Power. To follow some of the instructions on this web site, you can download, print and distribute a very good brochure from http://www.youngmuslims.ca/publications/ramadan.pdf
I hope this collection of web sites will be of help to all of you.
Thursday, July 1, 2004
Hijacked
Homepage hijackers are basically those codes or pieces of software that cause your default homepage setting in Internet Explorer to change from your settings to the hijackers’ settings. Even if you manually change IE’s default homepage setting, it will simply revert once you restart your PC. And trust me, the websites set by the hijackers to be your default homepage can be pretty sick.
So what causes your homepage to be hijacked?
The single most important factor is spyware. (Read more in Spider’s October 2003 issue). Spyware which sends information about your surfing habits can just as easily send information about your PC, hence ensuring that a third party has access to your browser’s settings.
Cookies also play an important role. You have no clue as to how many cookies are installed on your PC when you are visiting any website. Any of these cookies can be the culprit.
A program installed on your PC ensures that the hijacker’s homepage remains the default one. This program can come from any source (spyware mostly).
Some programs use the Windows startup registry. They put a reference to their hijacking program in the registry, hence every time you start Windows, this program will run and your default settings will be changed.
Hijacks can also happen if you’ve downloaded an executable file that promised to enhance the abilities of your browsers or update it. Such executable files are nothing but a means of hijacking your browser.
Some hijackers exploit a security loophole in Internet Explorer. This loophole allows the hijacking program to be installed on your PC while you are viewing a website, or by changing your system’s settings, cause the hijacker’s commands to run. Through this program, they will install one or more files which have an .hta extension. These files will be run on Startup by Windows Scripting Host and hijack your browser’s settings.
Detection and Removal
1) Install a good anti-hijack software and keep on updating and running it.
2) Perform a “*.hta” search on all your drives and see if you can locate the files with “.hta” extensions. If you find such files on any your hard drives, then change their extension to either “.hta1” or “hta_1” so that they cannot be accessed by any malicious code.
3) Edit your Windows registry so that the hijack program does not load every time you start your PC. For more technical details on how to edit your registry, check out the sites listed in this article. A word of caution here: if you don’t know what you’re doing, then you’d better not mess with the Windows registry. When my PC got hijacked, I used a combination of the following software before I got rid of the annoying homepages:
Cool Web Search Shredder
HijackThis 1.97.7
Lavasoft Ad-Aware 6.0
Spyware Blaster
Spyware Guard
SpyBot Search and Destroy
Zone Alarm Firewall
Long-term measures
1) Be very vigilant about installing any new software, especially if it makes tall claims.
2) Make sure you have good spyware detection and removal software installed and running.
3) Set your Internet Explorer’s Privacy Level to High (Tools => Internet Options => Privacy). And then click on the “Edit” button below. You can use the Edit option to enable cookies for websites you normally have to visit for example. Hotmail or Yahoo and disable the option for the rest of the websites.
4) Update your copy of Windows. I know it is a hassle but there are many security patches to correct the loopholes within your present operating system which may fall prey to a hijack attempt.
5) Beware of installing these notorious spyware programs on your system: BonziBuddy, Comet Cursors, Direct Dialer, Gator, Kazaa Media Desktop, and ZapSpot Games.
The sites
Ad-Aware http://www.lavasoftusa.com/
Cool Web Search Shredder www.spywareinfo.com/~merijn/downloads.html
HijackThis 1.97.7 www.soft32.com/download_19015.html
Merjin www.spywareinfo.com/~merijn/index.html
SpywareBlaster www.javacoolsoftware.com/spywareblaster.html
SpywareGuard www.javacoolsoftware.com/spywareguard.html
Spybot Search & Destroy http://www.safer-networking.org/
Spy Sweeper www.webroot.com/wb/products/spysweeper/index.php
Windows Update windowsupdate.microsoft.com
Zone Alarm Firewall http://spider.tm/jul2004/popwindow.html?pgsrc=www.zonelabs.com&submenu=none
So what causes your homepage to be hijacked?
The single most important factor is spyware. (Read more in Spider’s October 2003 issue). Spyware which sends information about your surfing habits can just as easily send information about your PC, hence ensuring that a third party has access to your browser’s settings.
Cookies also play an important role. You have no clue as to how many cookies are installed on your PC when you are visiting any website. Any of these cookies can be the culprit.
A program installed on your PC ensures that the hijacker’s homepage remains the default one. This program can come from any source (spyware mostly).
Some programs use the Windows startup registry. They put a reference to their hijacking program in the registry, hence every time you start Windows, this program will run and your default settings will be changed.
Hijacks can also happen if you’ve downloaded an executable file that promised to enhance the abilities of your browsers or update it. Such executable files are nothing but a means of hijacking your browser.
Some hijackers exploit a security loophole in Internet Explorer. This loophole allows the hijacking program to be installed on your PC while you are viewing a website, or by changing your system’s settings, cause the hijacker’s commands to run. Through this program, they will install one or more files which have an .hta extension. These files will be run on Startup by Windows Scripting Host and hijack your browser’s settings.
Detection and Removal
1) Install a good anti-hijack software and keep on updating and running it.
2) Perform a “*.hta” search on all your drives and see if you can locate the files with “.hta” extensions. If you find such files on any your hard drives, then change their extension to either “.hta1” or “hta_1” so that they cannot be accessed by any malicious code.
3) Edit your Windows registry so that the hijack program does not load every time you start your PC. For more technical details on how to edit your registry, check out the sites listed in this article. A word of caution here: if you don’t know what you’re doing, then you’d better not mess with the Windows registry. When my PC got hijacked, I used a combination of the following software before I got rid of the annoying homepages:
Cool Web Search Shredder
HijackThis 1.97.7
Lavasoft Ad-Aware 6.0
Spyware Blaster
Spyware Guard
SpyBot Search and Destroy
Zone Alarm Firewall
Long-term measures
1) Be very vigilant about installing any new software, especially if it makes tall claims.
2) Make sure you have good spyware detection and removal software installed and running.
3) Set your Internet Explorer’s Privacy Level to High (Tools => Internet Options => Privacy). And then click on the “Edit” button below. You can use the Edit option to enable cookies for websites you normally have to visit for example. Hotmail or Yahoo and disable the option for the rest of the websites.
4) Update your copy of Windows. I know it is a hassle but there are many security patches to correct the loopholes within your present operating system which may fall prey to a hijack attempt.
5) Beware of installing these notorious spyware programs on your system: BonziBuddy, Comet Cursors, Direct Dialer, Gator, Kazaa Media Desktop, and ZapSpot Games.
The sites
Ad-Aware http://www.lavasoftusa.com/
Cool Web Search Shredder www.spywareinfo.com/~merijn/downloads.html
HijackThis 1.97.7 www.soft32.com/download_19015.html
Merjin www.spywareinfo.com/~merijn/index.html
SpywareBlaster www.javacoolsoftware.com/spywareblaster.html
SpywareGuard www.javacoolsoftware.com/spywareguard.html
Spybot Search & Destroy http://www.safer-networking.org/
Spy Sweeper www.webroot.com/wb/products/spysweeper/index.php
Windows Update windowsupdate.microsoft.com
Zone Alarm Firewall http://spider.tm/jul2004/popwindow.html?pgsrc=www.zonelabs.com&submenu=none
Thursday, June 10, 2004
Eight Days a Week - Website
Just how careful does one need to be in one’s day-to-day life? The website www.safewithin.com should give you some idea. The website is entirely dedicated to disseminating information on the how-to of keeping yourself secure from various threats. The “Auto Safety” section will brief you on safe driving. The “Child Safety” section is for all those parents who want to make sure their child is safe when they’re not around. The “Home Safety” section is all about securing your house from various overt and covert threats. If you have a pet, then check out the “Pet Safety” section as well. But don’t miss the “Personal Safety” section which will help en route to physical safety and healthy eating habits. Is there something you should be watching out for, especially in this season? The “Seasonal Safety” section has the answer. The “Senior Safety” section addresses health concerns of elderly parents and grandparents. And finally, if you are planning to go abroad this summer, check out the “Travel Safety” section. It is definitely a very comprehensive website, but make sure you don’t become a safety freak by the time you’re done browsing this website.
Sunday, June 6, 2004
Killing the online bug
Time spent on the PC or the Internet is never fool-proof. An innocent looking e-mail attachment, a loophole in the operating system and a simple encased floppy disk. And the next thing you know, the repair man is telling you that your system will have to be formatted. And that previous data of yours, well you can just forget all about it.
I am sure most of you know that a virus is harmful for your PC. But if you aren’t sure what a computer virus is, then check out http://www.actlab.utexas.edu/~aviva/compsec/virus/whatis.html. The virus is defined here as a ‘parasitic program’ that infiltrates your PC without your knowledge or permission and affects your precious files and data. Another site http://www.ucs.ed.ac.uk/usd/iss/ol/issues/viruses/whatis.html goes further by explaining the different types of viruses that exist, from boot sector virus, macro virus, worm Trojan horse and e-mail virus. For each virus explanations are available as how they enter your computer and what damage they can cause.
Probably the most common misconception is to use the terms virus, worm and Trojan interchangeably. No doubt all three are bad news for your PC, but nonetheless there is a difference that is explained at http://service1.symantec.com/SUPPORT/nav.nsf/docid/1999041209131106. This link explains all the three terms and goes on to differentiate between the different types of viruses. You can also test whether or not your own notions of what a virus is are correct or not, as this web site also deals with what is not a virus (but can be considered as such).
The PC Virus Workshop Handout at http://web.gc.cuny.edu/dept/ccent/info/virus.htm also disseminates some useful information about viruses in general. The handout is presented in the form of Frequently Asked Questions (FAQ) which deals with common, but important questions like why should you care if there is a virus on your PC, means to discover whether or not your PC has been infected with a virus, how to use antivirus programmes and most importantly, how to carry out do-it-yourself measures to protect your PC, such as write-protecting your floppy disks.
McAfee Security has its own Virus Information Centre at http://us.mcafee.com/virusInfo/default.asp where you can access a wealth of information. The home page will let you know of the recent virus threats and how to combat them. The virus removal tools will provide you with the appropriate fixes. There is a virus calendar which will inform you of the different times of the months and years when certain viruses become active and wreak havoc with your system. The section on virus hoaxes should give you something to refer to when someone forwards the supposed virus threats. There are also a whole lot of newsletters which you can subscribe to receive this information in your e-mail as soon as it becomes available. In the end, I advise you to go through the Anti-Virus Tips section for information on how to detect and protect yourself from viruses.
One place where you can purchase a range of anti virus software is http://www.antivirus.com. Apart from reviews on the best picks of antivirus software, this site also offers loads of information on the recent virus threats. You can browse through the Virus Encyclopaedia to find out which virus is capable of what. Probably the best part of this web site is that it offers to do a free scan of your PC. So if you’re thinking that your PC is not infected, you might just be in for a good shock. The more technical users can browse through the white papers on information on malware, malicious code and architectural impact on performance if your PC is infected. If you maintain your own web site you can also add some virus updates to it as well.
For more information on how to protect your PC from viruses check out http://aolcom.com.com/4520-6600_7-5021309-1.html. It has a six-step protection plan which includes updating your windows to download the latest security patches, refraining from opening unsolicited e-mail attachments, keeping yourself informed of the latest virus threats, installing an antivirus software, scanning your system with it regularly and updating your software frequently to ensure it offers protections against the latest virus definitions.
More steps to protect your PC from viruses, worms and Trojan horses are given at http://www.securityguide.us/article.php?story=20030910184604708&mode=print. These steps include installing a good firewall (check out http://www.zonelabs.com) and making a backup of your system just in case.
And where will you get free antivirus downloads? Anti Virus Security and Free Downloads at http://download.com.com/3150-2239-0.html?tag=dir is one web site worth checking out. It contains a whole bunch of tools to combat the threats of viruses, worms and Trojan horse, all on one web site. You can also check out more anti virus utilities at http://pcxtreme.co.uk/antivirus/antivirusAtoM.html.
Where it is all too well to be informed, there is such a thing as ‘too informed’. You must keep in mind that some virus threats are a hoax and it doesn’t do to create hype about them in cyberspace. And you can learn more about them at http://www.vmyths.com/. Related to all these virus hoaxes it lists all the virus threats circulated through e-mail that are nothing but a hoax or urban legend. It also teaches you how to spot a virus hoax. Answer a few questions here whenever you receive a virus threat e-mail and you will most certainly know whether it is genuine or not. In the end, it also urges you to stop these hoaxes and outlines the necessary how-to.
The threat of viruses is a very real one. In the end, it all falls down to us, innocent PC users to keep on scanning our systems and updating our security software. But if it does prove to be a guarantee of safeguarding our data, then I guess all the hard work is worth it.
I am sure most of you know that a virus is harmful for your PC. But if you aren’t sure what a computer virus is, then check out http://www.actlab.utexas.edu/~aviva/compsec/virus/whatis.html. The virus is defined here as a ‘parasitic program’ that infiltrates your PC without your knowledge or permission and affects your precious files and data. Another site http://www.ucs.ed.ac.uk/usd/iss/ol/issues/viruses/whatis.html goes further by explaining the different types of viruses that exist, from boot sector virus, macro virus, worm Trojan horse and e-mail virus. For each virus explanations are available as how they enter your computer and what damage they can cause.
Probably the most common misconception is to use the terms virus, worm and Trojan interchangeably. No doubt all three are bad news for your PC, but nonetheless there is a difference that is explained at http://service1.symantec.com/SUPPORT/nav.nsf/docid/1999041209131106. This link explains all the three terms and goes on to differentiate between the different types of viruses. You can also test whether or not your own notions of what a virus is are correct or not, as this web site also deals with what is not a virus (but can be considered as such).
The PC Virus Workshop Handout at http://web.gc.cuny.edu/dept/ccent/info/virus.htm also disseminates some useful information about viruses in general. The handout is presented in the form of Frequently Asked Questions (FAQ) which deals with common, but important questions like why should you care if there is a virus on your PC, means to discover whether or not your PC has been infected with a virus, how to use antivirus programmes and most importantly, how to carry out do-it-yourself measures to protect your PC, such as write-protecting your floppy disks.
McAfee Security has its own Virus Information Centre at http://us.mcafee.com/virusInfo/default.asp where you can access a wealth of information. The home page will let you know of the recent virus threats and how to combat them. The virus removal tools will provide you with the appropriate fixes. There is a virus calendar which will inform you of the different times of the months and years when certain viruses become active and wreak havoc with your system. The section on virus hoaxes should give you something to refer to when someone forwards the supposed virus threats. There are also a whole lot of newsletters which you can subscribe to receive this information in your e-mail as soon as it becomes available. In the end, I advise you to go through the Anti-Virus Tips section for information on how to detect and protect yourself from viruses.
One place where you can purchase a range of anti virus software is http://www.antivirus.com. Apart from reviews on the best picks of antivirus software, this site also offers loads of information on the recent virus threats. You can browse through the Virus Encyclopaedia to find out which virus is capable of what. Probably the best part of this web site is that it offers to do a free scan of your PC. So if you’re thinking that your PC is not infected, you might just be in for a good shock. The more technical users can browse through the white papers on information on malware, malicious code and architectural impact on performance if your PC is infected. If you maintain your own web site you can also add some virus updates to it as well.
For more information on how to protect your PC from viruses check out http://aolcom.com.com/4520-6600_7-5021309-1.html. It has a six-step protection plan which includes updating your windows to download the latest security patches, refraining from opening unsolicited e-mail attachments, keeping yourself informed of the latest virus threats, installing an antivirus software, scanning your system with it regularly and updating your software frequently to ensure it offers protections against the latest virus definitions.
More steps to protect your PC from viruses, worms and Trojan horses are given at http://www.securityguide.us/article.php?story=20030910184604708&mode=print. These steps include installing a good firewall (check out http://www.zonelabs.com) and making a backup of your system just in case.
And where will you get free antivirus downloads? Anti Virus Security and Free Downloads at http://download.com.com/3150-2239-0.html?tag=dir is one web site worth checking out. It contains a whole bunch of tools to combat the threats of viruses, worms and Trojan horse, all on one web site. You can also check out more anti virus utilities at http://pcxtreme.co.uk/antivirus/antivirusAtoM.html.
Where it is all too well to be informed, there is such a thing as ‘too informed’. You must keep in mind that some virus threats are a hoax and it doesn’t do to create hype about them in cyberspace. And you can learn more about them at http://www.vmyths.com/. Related to all these virus hoaxes it lists all the virus threats circulated through e-mail that are nothing but a hoax or urban legend. It also teaches you how to spot a virus hoax. Answer a few questions here whenever you receive a virus threat e-mail and you will most certainly know whether it is genuine or not. In the end, it also urges you to stop these hoaxes and outlines the necessary how-to.
The threat of viruses is a very real one. In the end, it all falls down to us, innocent PC users to keep on scanning our systems and updating our security software. But if it does prove to be a guarantee of safeguarding our data, then I guess all the hard work is worth it.
Saturday, June 5, 2004
Problems with Co-Education
Much has been written both in favor of, and against co-educational institutes in Pakistan. Both the proponents and opponents cite apparently valid arguments to support their view. But if we look from a Western sociological perspective, co-education has been declared as extremely disadvantageous to the female students. Many feminist movements have started an active campaign to get single-sex schools established in large numbers.
So why should co-education be disadvantageous? After all, we have all heard that the school being a miniature form of the society at large, co-education encourages young adults to learn how to interact, much as they would do in the wider society. Co-education also helps, according to its proponents, to inculcate confidence and self-esteem in students as they engage in healthy interaction in classes and extra-curricular activities. Ask these proponents about any moral problems whatsoever. Their answer is that it all depends on you, as an individual, as to how you choose to interact with the opposite sex.
But now, if you examine the Western sociologists and what they have discovered through their research, their studies more or less negate the positive aspects of co-education. In fact, the increasing achievement level of female students has been attributed to the increase in single-sex classes. Single-sex classes along with a female teacher, provides a positive role model for the students, not only in traditionally female-dominated subjects like humanities, but also in subjects like science and engineering. The latter subjects, which were traditionally considered as ‘male domains,’ are now being characterized by increasing female achievement levels. Single-sex classes increase the confidence of female student, according to this interpretation, and results in a more positive attitude to science and technology subjects.
Moving on to the study of individual sociologists, the most notable one is that of Michelle Stanworth, who carried out her study “Gender and Schooling” of A’Level classes. She discovered that interaction in the classroom affected the female students in a very negative way: they got less attention of the teachers, were discouraged from class participation and lacked self-esteem considerably. Her conclusion of girls getting less attention was determined by interviews with teachers. When asked about whom they give the most attention to, the teachers named a male student two and a half times as often as a female student. Most of the teachers felt that it was much more difficult to remember the names of the female students of the class. Discouragement in class participation was determined through the response of the pupils who reported that the male students were four times more likely to join a class discussion, twice as likely to seek help from the teacher and twice as likely to be asked questions. And finally, girls’ underestimation of their ability was discovered when the pupils were asked to rank themselves in terms of their ability, and teachers were asked to rank their students accordingly. In 19 out of 24 cases in which there was a discrepancy between the two rankings, girls had placed themselves lower than their teacher’s estimate and all but one boy placed themselves higher than the teacher’s rank.
Another sociologist, Dale Spender has argued in her book “Invisible Women” that the female students get less attention than male students in the classroom. Spender taped some of the classes she took, in which she tried to divide her time equally between the male and female students. She discovered, however, she only spent 38% of her whole time in interacting with the female students. After a further study, she observed that the female students have to wait for a longer time before they receive any attention from the teacher. Also, the attitude of the male students towards the female student is extremely degrading. She found that the male students tended to insult and abuse the female students. They also had a very dismissive attitude towards them if they took any part in class discussions. Spender concludes that the female students, who come out of such educational systems, tend to be submissive and docile in their later lives, who accept male domination without question.
Allison Kelly’s study “Science for Girls” was mainly focused on why science subjects were considered as male domains and she discovered that the female students are disadvantaged in the science classes, which leads them to study arts and humanities instead. In the science classes, she observed, teachers tended to use examples which were more familiar to the male students. The latter also had the tendency to hog the scientific apparatus and shout answers to the questions asked to the class in general. Similarly, Culley’s study of computing classes concluded that the male students monopolized the computers and created an uncomfortable environment for the female students.
An article by Grenville Phillips entitled “Co-education in the Balance” looks at an alternative point of view in opposing co-education. It argues that the brains of the males and females develop differently. Certain psychological experiments indicate that the left side of the brain is characterized by rationality, and the right side of the brain is characterized by emotions. In females, there is an intact connection between the left and ride sides of the brain, while in males, the connection is broken. Hence, female students are more productive in the sense that they can pay attention to many aspects of their education simultaneously, while the male students can only concentrate on one aspect at a time. This difference in ability of learning can have an impact in mixed-sex classes. One subject can only be taught in one way, so which way is it going to be? One which works for the female students or one which works for the male students?
The above mentioned studies do point towards the fact that mixed-sex classrooms are disadvantaging female students in many ways. Of course the above studies have been heavily criticized as well. But one cannot ignore the fact that if the wider society is characterized by patriarchal relations, such relations tend to reflect themselves in the classroom as well which, as I said in the beginning, is considered as a miniature form of the society as a whole. Can we expect our new generation of female students to be independent and self-assured, if they are a product of such co-educational classrooms/schools? Food for thought.
So why should co-education be disadvantageous? After all, we have all heard that the school being a miniature form of the society at large, co-education encourages young adults to learn how to interact, much as they would do in the wider society. Co-education also helps, according to its proponents, to inculcate confidence and self-esteem in students as they engage in healthy interaction in classes and extra-curricular activities. Ask these proponents about any moral problems whatsoever. Their answer is that it all depends on you, as an individual, as to how you choose to interact with the opposite sex.
But now, if you examine the Western sociologists and what they have discovered through their research, their studies more or less negate the positive aspects of co-education. In fact, the increasing achievement level of female students has been attributed to the increase in single-sex classes. Single-sex classes along with a female teacher, provides a positive role model for the students, not only in traditionally female-dominated subjects like humanities, but also in subjects like science and engineering. The latter subjects, which were traditionally considered as ‘male domains,’ are now being characterized by increasing female achievement levels. Single-sex classes increase the confidence of female student, according to this interpretation, and results in a more positive attitude to science and technology subjects.
Moving on to the study of individual sociologists, the most notable one is that of Michelle Stanworth, who carried out her study “Gender and Schooling” of A’Level classes. She discovered that interaction in the classroom affected the female students in a very negative way: they got less attention of the teachers, were discouraged from class participation and lacked self-esteem considerably. Her conclusion of girls getting less attention was determined by interviews with teachers. When asked about whom they give the most attention to, the teachers named a male student two and a half times as often as a female student. Most of the teachers felt that it was much more difficult to remember the names of the female students of the class. Discouragement in class participation was determined through the response of the pupils who reported that the male students were four times more likely to join a class discussion, twice as likely to seek help from the teacher and twice as likely to be asked questions. And finally, girls’ underestimation of their ability was discovered when the pupils were asked to rank themselves in terms of their ability, and teachers were asked to rank their students accordingly. In 19 out of 24 cases in which there was a discrepancy between the two rankings, girls had placed themselves lower than their teacher’s estimate and all but one boy placed themselves higher than the teacher’s rank.
Another sociologist, Dale Spender has argued in her book “Invisible Women” that the female students get less attention than male students in the classroom. Spender taped some of the classes she took, in which she tried to divide her time equally between the male and female students. She discovered, however, she only spent 38% of her whole time in interacting with the female students. After a further study, she observed that the female students have to wait for a longer time before they receive any attention from the teacher. Also, the attitude of the male students towards the female student is extremely degrading. She found that the male students tended to insult and abuse the female students. They also had a very dismissive attitude towards them if they took any part in class discussions. Spender concludes that the female students, who come out of such educational systems, tend to be submissive and docile in their later lives, who accept male domination without question.
Allison Kelly’s study “Science for Girls” was mainly focused on why science subjects were considered as male domains and she discovered that the female students are disadvantaged in the science classes, which leads them to study arts and humanities instead. In the science classes, she observed, teachers tended to use examples which were more familiar to the male students. The latter also had the tendency to hog the scientific apparatus and shout answers to the questions asked to the class in general. Similarly, Culley’s study of computing classes concluded that the male students monopolized the computers and created an uncomfortable environment for the female students.
An article by Grenville Phillips entitled “Co-education in the Balance” looks at an alternative point of view in opposing co-education. It argues that the brains of the males and females develop differently. Certain psychological experiments indicate that the left side of the brain is characterized by rationality, and the right side of the brain is characterized by emotions. In females, there is an intact connection between the left and ride sides of the brain, while in males, the connection is broken. Hence, female students are more productive in the sense that they can pay attention to many aspects of their education simultaneously, while the male students can only concentrate on one aspect at a time. This difference in ability of learning can have an impact in mixed-sex classes. One subject can only be taught in one way, so which way is it going to be? One which works for the female students or one which works for the male students?
The above mentioned studies do point towards the fact that mixed-sex classrooms are disadvantaging female students in many ways. Of course the above studies have been heavily criticized as well. But one cannot ignore the fact that if the wider society is characterized by patriarchal relations, such relations tend to reflect themselves in the classroom as well which, as I said in the beginning, is considered as a miniature form of the society as a whole. Can we expect our new generation of female students to be independent and self-assured, if they are a product of such co-educational classrooms/schools? Food for thought.
Thursday, May 20, 2004
Joy ride
“It’s incredulous, but when my cousin came from Canada, the thing that excited him immensely about the traffic on our roads was the minibus. He kept insisting that we take him for a long ride on one. At the end of it he proclaimed that it had been the best experience of his life,” narrated my friend to a bewildered me.
Call me paranoid, but the thing I was dreading most about going to university was travelling in public transport (read minibuses). Yeah, those ultra-decorated, “sloganized” vehicles with piercing horns that were sure to deafen me before the month was over. That is, if I survived that month, since races between buses were supposed to be the order of the day.
I’ve lost count of all the times I had heard that when mounting a bus, be sure to recite all the duas, lest it turn out that you never got off. Four months later, I am still surviving. The level of bus paranoia has drastically reduced. And it is not because I ditched the bus, learnt how to drive and got my own car, all of this in these four months.
I have discovered that travelling in a bus is not half as bad as it is made out to be. In fact, it is an eye-opener to the reality that despite a lot of negative connotations to the phrase “Pakistani people” the same have a real spirit to help each other for whoever needs it. My experiences in buses are the epitome of this statement.
Firstly, there is the concerned attitude of the conductors. They always make the driver stop the bus whenever a lady wants to get off, irrespective of whether there is a bus stop or not. They also ensure that everyone who wants to get off have disembarked before they indicate to the driver to drive on. And, this was the most surprising part, if a lady has too much to carry, they help her with her bags till she disembarks (maybe to rush things, who knows? But I’ll be optimistic here).
If the children are too young, they help them get on and off the bus as well. Yes, there are those as well who whistle unnecessarily and shout out to the other vehicle drivers, but for the most part, it is tolerable.
Another prominent thing about travelling in the bus is the unspoken interaction between the women passengers. The ones who are sitting have no problem serving as human shelves for the luggage of those standing, be it a purse, a shopping bag bursting at the seams, or a paper bag full of samosas.
If a woman boards the bus with a child in tow, or a baby in her arms, one of the women who is sitting is sure to take charge of the children. The more polite ones always give up their seats for the elderly (unfortunately, yours truly is definitely guilty of never doing this commendable act).
Buses are also a place to get some light entertainment. There are numerous occasions when I have witnessed a lady in designer clothes, wearing sunglasses and carrying a designer bag, arguing with the conductor because he asked for another rupee, politely informing her that the fare had increased.
It’s a wonder how reluctant women are to pay another rupee when it’s very evident from their appearance that they can well-afford items that cost way more. The above absolutely does not indicate that the women who complain about travelling in a bus live in another world.
There are some problems: for instance, the most irritating one is the infiltration of men into the women’s compartment when their own section becomes devoid of places to stand. The conductor also sometimes takes undue advantage of an empty seat. Speaking of conductors, some are extremely rude when asking for the fare. Some make a huge fuss if asked to stop the bus when it is racing with another. But overall, I must say that things are not so bleak.
Travelling in a bus has its ups and downs, but we’ve mostly read about the downs, whereas the ups are there alright. My friend’s cousin’s statement is a living proof. It’s another thing he didn’t witness the women’s enclosure.
Call me paranoid, but the thing I was dreading most about going to university was travelling in public transport (read minibuses). Yeah, those ultra-decorated, “sloganized” vehicles with piercing horns that were sure to deafen me before the month was over. That is, if I survived that month, since races between buses were supposed to be the order of the day.
I’ve lost count of all the times I had heard that when mounting a bus, be sure to recite all the duas, lest it turn out that you never got off. Four months later, I am still surviving. The level of bus paranoia has drastically reduced. And it is not because I ditched the bus, learnt how to drive and got my own car, all of this in these four months.
I have discovered that travelling in a bus is not half as bad as it is made out to be. In fact, it is an eye-opener to the reality that despite a lot of negative connotations to the phrase “Pakistani people” the same have a real spirit to help each other for whoever needs it. My experiences in buses are the epitome of this statement.
Firstly, there is the concerned attitude of the conductors. They always make the driver stop the bus whenever a lady wants to get off, irrespective of whether there is a bus stop or not. They also ensure that everyone who wants to get off have disembarked before they indicate to the driver to drive on. And, this was the most surprising part, if a lady has too much to carry, they help her with her bags till she disembarks (maybe to rush things, who knows? But I’ll be optimistic here).
If the children are too young, they help them get on and off the bus as well. Yes, there are those as well who whistle unnecessarily and shout out to the other vehicle drivers, but for the most part, it is tolerable.
Another prominent thing about travelling in the bus is the unspoken interaction between the women passengers. The ones who are sitting have no problem serving as human shelves for the luggage of those standing, be it a purse, a shopping bag bursting at the seams, or a paper bag full of samosas.
If a woman boards the bus with a child in tow, or a baby in her arms, one of the women who is sitting is sure to take charge of the children. The more polite ones always give up their seats for the elderly (unfortunately, yours truly is definitely guilty of never doing this commendable act).
Buses are also a place to get some light entertainment. There are numerous occasions when I have witnessed a lady in designer clothes, wearing sunglasses and carrying a designer bag, arguing with the conductor because he asked for another rupee, politely informing her that the fare had increased.
It’s a wonder how reluctant women are to pay another rupee when it’s very evident from their appearance that they can well-afford items that cost way more. The above absolutely does not indicate that the women who complain about travelling in a bus live in another world.
There are some problems: for instance, the most irritating one is the infiltration of men into the women’s compartment when their own section becomes devoid of places to stand. The conductor also sometimes takes undue advantage of an empty seat. Speaking of conductors, some are extremely rude when asking for the fare. Some make a huge fuss if asked to stop the bus when it is racing with another. But overall, I must say that things are not so bleak.
Travelling in a bus has its ups and downs, but we’ve mostly read about the downs, whereas the ups are there alright. My friend’s cousin’s statement is a living proof. It’s another thing he didn’t witness the women’s enclosure.
Sunday, May 2, 2004
Preparing for O levels
EDUCATION is one of those areas which have an extensive presence on the Internet. And as the Net increases its technological advances, its searchable databases effectively cater to the needs to the students through a whole host of academic web sites designed to help exclusively in the areas of studies, revision and exam preparation. Whether a school, college or university student, the Internet is the place for students interested in some interactive and multimedia based learning.
No matter which year you are in or what subject you have, you will find an array of helpful matter and expertise of foreign experts on every subject at every level. But the question then arises: how to actually study the mass of information that is there?
Well, it seems the Internet has the solution to that as well by hosting web sites comprising of the general theme of “study skills.” And some of those study skills web sites to be used as reference, especially if you are an O level, AS level or
A level student.
A very comprehensive web site related to the above theme is http://www.howtostudy.org/. It contains a wealth of information on study skills. From the main page if you click on “Resources” it is going to take you to the page where study skills have been explained in detail from “Getting Ready” to “Taking In”, “Processing” and “Output.” Each of the sections has a list of online handouts that can easily be printed out. This web page also has a “Study Skills” section from where you can access the study skills on all the subjects.
http://www.samlearning .com is the web site to access when looking to practice exam style questions related to Chemistry, Physics, Biology, Mathematics, Business Studies, ICT and Geography. Full access to the web site is available only through subscription, but some questions are available for free for you to try out and see where you stand.
A very comprehensive revision guide is given at http://www.examstutor.com/resources/revision/revision_advice/. Though this web site is accessible only on paid subscription, still the section “common room” covers revision advice, exam preparation, revision tools, handling the exam stress, how to anticipate exam content and top 10 exam tips.
Whether you have just begun you’re A level course, or you are nearing your examination, http://www.bbc.co.uk/education/asguru/studyskills/intro.shtml section is the one which you cannot miss. This 18-page Skills’ Section, which you can either access sequentially or use the drop down box to jump to the topic most relevant to you, begins by highlighting how your AS course differs from GCSE and O levels.
You can use this section to understand what type of a learner you are, master the skills of research and time management, learn how to keep yourself motivated, how to structure your essays, how to revise and how to present your work. All in all, a very useful resource.
A one-stop web page for study skills is presented in the form of http://www.darvill.clara.net/revtips.htm, based on the webmaster’s experience with students. It is divided into two sections. In the first one you learn what type of learning works best for you. According to that, you then go on to study in detail how to go about your revision, and finally, how to handle your exams. The relatively graphic-free layout ensures that the page is printer friendly.
Another offer with loads of links related to every topic is available at http://www.lightspan. com. But you have to register for a 30-day trial first after which you will have to pay to continue using this web site. Not a very feasible option when you have so many other web sites that offer the same for free. But still, you can use the material here for 30 days and make the most out of it.
Apart from the subject-oriented sites, you can download the latest O level, AS Level and A level syllabi of all the subjects and specimen papers in PDF format from the http://www.cie.org.uk. This link also has a list of reference books for different subjects. To order past papers, specimen papers, syllabi, mark schemes, option booklets and examiners’ report in hard copy, you can download the forms and get the appropriate instructions from the http://www.britishcouncil.org.pk.
No doubt there are many more of such sites, some with probably more information. And with more young minds coming up with innovative ideas about the designing and content of such web sites, the possibilities of finding a good site, one that suits your needs regarding your subject, are endless. The likes of such links have not only provided a new form of reference material, but also has served to make learning a multimedia oriented experience.
No matter which year you are in or what subject you have, you will find an array of helpful matter and expertise of foreign experts on every subject at every level. But the question then arises: how to actually study the mass of information that is there?
Well, it seems the Internet has the solution to that as well by hosting web sites comprising of the general theme of “study skills.” And some of those study skills web sites to be used as reference, especially if you are an O level, AS level or
A level student.
A very comprehensive web site related to the above theme is http://www.howtostudy.org/. It contains a wealth of information on study skills. From the main page if you click on “Resources” it is going to take you to the page where study skills have been explained in detail from “Getting Ready” to “Taking In”, “Processing” and “Output.” Each of the sections has a list of online handouts that can easily be printed out. This web page also has a “Study Skills” section from where you can access the study skills on all the subjects.
http://www.samlearning .com is the web site to access when looking to practice exam style questions related to Chemistry, Physics, Biology, Mathematics, Business Studies, ICT and Geography. Full access to the web site is available only through subscription, but some questions are available for free for you to try out and see where you stand.
A very comprehensive revision guide is given at http://www.examstutor.com/resources/revision/revision_advice/. Though this web site is accessible only on paid subscription, still the section “common room” covers revision advice, exam preparation, revision tools, handling the exam stress, how to anticipate exam content and top 10 exam tips.
Whether you have just begun you’re A level course, or you are nearing your examination, http://www.bbc.co.uk/education/asguru/studyskills/intro.shtml section is the one which you cannot miss. This 18-page Skills’ Section, which you can either access sequentially or use the drop down box to jump to the topic most relevant to you, begins by highlighting how your AS course differs from GCSE and O levels.
You can use this section to understand what type of a learner you are, master the skills of research and time management, learn how to keep yourself motivated, how to structure your essays, how to revise and how to present your work. All in all, a very useful resource.
A one-stop web page for study skills is presented in the form of http://www.darvill.clara.net/revtips.htm, based on the webmaster’s experience with students. It is divided into two sections. In the first one you learn what type of learning works best for you. According to that, you then go on to study in detail how to go about your revision, and finally, how to handle your exams. The relatively graphic-free layout ensures that the page is printer friendly.
Another offer with loads of links related to every topic is available at http://www.lightspan. com. But you have to register for a 30-day trial first after which you will have to pay to continue using this web site. Not a very feasible option when you have so many other web sites that offer the same for free. But still, you can use the material here for 30 days and make the most out of it.
Apart from the subject-oriented sites, you can download the latest O level, AS Level and A level syllabi of all the subjects and specimen papers in PDF format from the http://www.cie.org.uk. This link also has a list of reference books for different subjects. To order past papers, specimen papers, syllabi, mark schemes, option booklets and examiners’ report in hard copy, you can download the forms and get the appropriate instructions from the http://www.britishcouncil.org.pk.
No doubt there are many more of such sites, some with probably more information. And with more young minds coming up with innovative ideas about the designing and content of such web sites, the possibilities of finding a good site, one that suits your needs regarding your subject, are endless. The likes of such links have not only provided a new form of reference material, but also has served to make learning a multimedia oriented experience.
Saturday, April 3, 2004
Teachers and the Impact they have on Students
"Teachers, I believe, are the most responsible and important members of society because their professional efforts affect the fate of the earth."
- Helen Caldicott
“If a teacher expects a student to fail, he will definitely never pass,” droned the voice of my Sociology teacher, which served to immediately wake me up from my slumber.
“How come?” I asked, finally interested in this topic: Sociology of Education. In reply, I got a typical haven’t-you-been-listening-for-the-past-half-an-hour look, and this phrase, “Self-fulfilling prophecy.”
If you’re raising your eyebrows at this, don’t worry. I did the same. But going into the depth of the whole theory behind this simple phrase reveals that the attitude of a teacher towards the student exerts a very strong influence on that student’s degree of academic achievement.
But, first things first, what actually is self-fulfilling prophecy? The phrase refers to a phenomenon whereby the predictions of a teacher about the ability of the student to attain educational achievements always prove to be true.
The entire process is much more complicated than this simple definition suggests. The teacher firstly, defines the pupil in a certain way, for example, as bright, or intelligent, or dumb. Based on this definition, that teacher makes predictions about that student: whether he/she will get top grades, average grades or below average grades. The interaction of the teacher with that student is then based on this definition. For instance, two students get the same marks in a test. The teacher considers one of them to be an above average student, and the other to be below average. So while handing out the papers, she might remark to the outstanding student, “What happened to you? I was expecting you to do much, much better.” And to the other student, he/she might say, “Well, I wasn’t expecting much out of you anyway. I was surprised you even appeared in the test” or probably just give a sigh of resignation. As a result of this kind of interaction, the student comes to see himself/herself in the same light as the teacher. Their academic result then also begins to complement the original predictions made by the teacher. Since the below average students never see themselves in a positive light, or as being able to achieve anything, they naturally consider any effort to succeed on their part to be futile.
Some major questions arise from this whole process. Firstly, how does a teacher define a pupil? And this definition assumes the most important role here since it affects the interaction of the teacher towards the student. The answer to this question was researched by a group of sociologists, David Hargreaves, Stephen Hester and Frank Mellor in their study “Deviance in Classroom.” In this study they distinguished three different stages through which a teacher comes to know the student. The first stage is “speculation” where the teacher guesses some basic characteristics of the students based on their appearance, personality, relationship with other children, degree of conformism to school rules etc. These guesses can be changed after a more prolonged interaction. The second stage is “elaboration.” In this stage, the teacher has had time to interact with the student more closely and thus, becomes more confident in her predictions. He/she might even decide that her first working hypothesis was wrong and may modify it accordingly. However, by the third stage, which is “stabilization” the teacher is totally confident about her evaluation of the ability of the student. He/she will now analyse the behaviour of the student in the light of this judgement. So, if a student has been labelled as “careless about studies” after this process, he/she will definitely have problems making the teacher believe otherwise.
Social class of the student may also affect the definition of a teacher. Sociologist Howard Becker interviewed sixty teachers of a high school in Chicago, and discovered that all of them gauged the behaviour of the student by comparing it to that of a “standard ideal pupil.” In their opinion, the ideal pupil was supposed to do exemplary work, be very well-mannered, and have a suitable appearance. Also, according to those teachers, middle class students were closer to their image of the ideal pupil than the working class pupils who were seen as lacking the motivation to work, and having behavioural problems. Hence, the perception of the teachers can be based on the social class of the students. Similarly, the race and ethnicity of the student can also play a vital role in the teacher’s perceptions about his/her ability to achieve academically.
The second major question is how does this definition then lead to a specific attitude? Robert Rosenthal and Leonora Jacobson illustrate this relationship in their study. They selected a sample of students, tested their IQ level, and informed their teachers that these students will show rapid intellectual growth. When they re-tested the IQ at the end of the year, all of the students in the sample showed significant increase. Moreover, the teachers had given positive remarks in all of their report books as well. Rosenthal and Jacobson concluded that the teachers communicated to the students that they had intellectual potential through their facial expressions, posture, degree of friendliness and encouragement. Thus, positive expression produced the self-fulfilling prophecy.
The basis of self-fulfilling prophecy is the prediction and expectation of a teacher, which in turn reflects on the attitude of the teacher towards that student. The question is, even if the teacher believes the prediction to be accurate, does it have to reflect on the attitude? Or is it that if the teacher expects every student to have a potential and communicates his/her optimism to the rest of the class, all the students bring him/her the laurels? In the end, it all does comes down to the attitude of a teacher. For the former question, the answer is negative. The teacher’s attitude can be positive at all times even if she believes that a student will not achieve academically. Her prediction can turn out to be wrong as a result of that positive attitude. And, as for the latter question, his/her students will definitely excel in something or the other, if he/she makes them believe in themselves enough.
Views expressed by some teachers also reinforce the same conclusion. In an educational conference which I attended, the principal of a school narrated this story, “I was on my routine round of the school. When I passed one classroom, the teacher called me inside, and showed me the copy of one of her students. She was totally exasperated with the work of that student and wanted me to admonish her severely. I looked at the copy and then told her in front of the class, that she is an intelligent pupil and from today onwards, she will have to compete with the class prefect, who was known to be an outstanding student. By the end of the month, there was a remarkable change in that student. She improved considerably, and her teacher was very surprised.”
Another teacher, who teaches Mathematics and Science in a private school narrated this incident, “In one of my classes, I had written some questions on the blackboard and asked the students come in front of the class and solve them. Students were coming one by one and doing so. However, one student was not taking any interest in the class. She even asked some funny questions and disturbed the whole class. Since I was in a very serious mood, discussing an important topic, I got very angry and asked that student to leave my class. She refused, point-blank. Now I went and sat on the last bench of the class and told the students that if this student is not going to leave the class, I will not take your class at all. The student still refused. After five minutes I realized that I was only wasting the time of the whole class, because of just one student. So I stood up, apologized to the students for wasting their time and proceeded to take the rest of the class. After the class was over, that student came up and apologized for her behaviour. After that day she has been a very active participant in the class, and secures really good grades as well.”
Having a positive attitude is by no means an easy task. Being encouraging to all students at all times, trying to interact with each student on the same footing, and acting as if every student has a major potential to succeed is a monumental task. But the important thing to remember is, that each student does have a potential. Just because Student A is not good in English, doesn’t mean he is a below average student in every subject taught in English. That student may be excellent in designing science projects, or brilliant in Mathematics. A constant encouragement may do wonders to improve the English, while a “I give up on you” or “You will never learn” attitude may stump that student in both science and maths as well. According to one teacher, “Even though each child comes from a different background, has a different learning capacity, and has a different means of expression, each is a unique and precious individual, capable of learning. These young lives have been entrusted into their teacher’s care and the job should not be taken lightly.”
“Each student will not have the same potential. Each will be challenged in some way. It is up to me, as a teacher, to find the "key" that unlocks each child’s ability to maximize his full potential and inspires him to learn. Every child can be a success at something. As a lower elementary teacher, I hope to instil a feeling of self-worth in each child at a very early age. If I can help each child build successes one at a time, I will provide the basis for a positive self-attitude throughout life. The child will then be able to accept challenges and find ways to work through these challenges independently in the future,” the same teacher elaborated.
“Teacher has to be warm and caring, capable of perceiving unrealised potential in every child, and ready to appreciate every improvement a child makes,” writes Zrinjka Stancic in “Teacher’s Attitudes Toward Teaching as a Determinant of their Readiness for Additional Professional Special Education”
“If schools are to be places that promote academic, social, and personal development for students, everything hinges on the presence of intelligent, passionate, caring teachers working day after day in our nation’s classrooms. Teachers have a colossal influence on what happens in our schools, because day after day, they are the ultimate decision makers and tone setters.” Sam M. Intrator writes in his book “Honouring the Teacher’s Heart”
A positive attitude can also be verbal. In “It’s Not What You Say … It’s How You Say It!” Linda Starr shares her favourite phrases from the Teachers’ Dictionary of Educational Euphemisms. Consider the following statements and how they can be more tactfully said:
Instead of “She never stops talking” a teacher can say, “Sarah exhibits exceptional verbal skills and an obvious propensity for social interaction.”
Instead of “He’s a bully” a teacher can say, “Paul’s leadership qualities need to be more democratically directed.”
In our educational system, since students accompany their parents to the parent-teacher meetings, the revised statements can definitely lead to a more positive self-fulfilling prophecy.
Prophesising should definitely be the result of close interaction and not the other way round. It is only through a close and unbiased interaction that the teacher will come to realize the hidden potential of every student, and make him/her achieve what he/she is capable of.
- Helen Caldicott
“If a teacher expects a student to fail, he will definitely never pass,” droned the voice of my Sociology teacher, which served to immediately wake me up from my slumber.
“How come?” I asked, finally interested in this topic: Sociology of Education. In reply, I got a typical haven’t-you-been-listening-for-the-past-half-an-hour look, and this phrase, “Self-fulfilling prophecy.”
If you’re raising your eyebrows at this, don’t worry. I did the same. But going into the depth of the whole theory behind this simple phrase reveals that the attitude of a teacher towards the student exerts a very strong influence on that student’s degree of academic achievement.
But, first things first, what actually is self-fulfilling prophecy? The phrase refers to a phenomenon whereby the predictions of a teacher about the ability of the student to attain educational achievements always prove to be true.
The entire process is much more complicated than this simple definition suggests. The teacher firstly, defines the pupil in a certain way, for example, as bright, or intelligent, or dumb. Based on this definition, that teacher makes predictions about that student: whether he/she will get top grades, average grades or below average grades. The interaction of the teacher with that student is then based on this definition. For instance, two students get the same marks in a test. The teacher considers one of them to be an above average student, and the other to be below average. So while handing out the papers, she might remark to the outstanding student, “What happened to you? I was expecting you to do much, much better.” And to the other student, he/she might say, “Well, I wasn’t expecting much out of you anyway. I was surprised you even appeared in the test” or probably just give a sigh of resignation. As a result of this kind of interaction, the student comes to see himself/herself in the same light as the teacher. Their academic result then also begins to complement the original predictions made by the teacher. Since the below average students never see themselves in a positive light, or as being able to achieve anything, they naturally consider any effort to succeed on their part to be futile.
Some major questions arise from this whole process. Firstly, how does a teacher define a pupil? And this definition assumes the most important role here since it affects the interaction of the teacher towards the student. The answer to this question was researched by a group of sociologists, David Hargreaves, Stephen Hester and Frank Mellor in their study “Deviance in Classroom.” In this study they distinguished three different stages through which a teacher comes to know the student. The first stage is “speculation” where the teacher guesses some basic characteristics of the students based on their appearance, personality, relationship with other children, degree of conformism to school rules etc. These guesses can be changed after a more prolonged interaction. The second stage is “elaboration.” In this stage, the teacher has had time to interact with the student more closely and thus, becomes more confident in her predictions. He/she might even decide that her first working hypothesis was wrong and may modify it accordingly. However, by the third stage, which is “stabilization” the teacher is totally confident about her evaluation of the ability of the student. He/she will now analyse the behaviour of the student in the light of this judgement. So, if a student has been labelled as “careless about studies” after this process, he/she will definitely have problems making the teacher believe otherwise.
Social class of the student may also affect the definition of a teacher. Sociologist Howard Becker interviewed sixty teachers of a high school in Chicago, and discovered that all of them gauged the behaviour of the student by comparing it to that of a “standard ideal pupil.” In their opinion, the ideal pupil was supposed to do exemplary work, be very well-mannered, and have a suitable appearance. Also, according to those teachers, middle class students were closer to their image of the ideal pupil than the working class pupils who were seen as lacking the motivation to work, and having behavioural problems. Hence, the perception of the teachers can be based on the social class of the students. Similarly, the race and ethnicity of the student can also play a vital role in the teacher’s perceptions about his/her ability to achieve academically.
The second major question is how does this definition then lead to a specific attitude? Robert Rosenthal and Leonora Jacobson illustrate this relationship in their study. They selected a sample of students, tested their IQ level, and informed their teachers that these students will show rapid intellectual growth. When they re-tested the IQ at the end of the year, all of the students in the sample showed significant increase. Moreover, the teachers had given positive remarks in all of their report books as well. Rosenthal and Jacobson concluded that the teachers communicated to the students that they had intellectual potential through their facial expressions, posture, degree of friendliness and encouragement. Thus, positive expression produced the self-fulfilling prophecy.
The basis of self-fulfilling prophecy is the prediction and expectation of a teacher, which in turn reflects on the attitude of the teacher towards that student. The question is, even if the teacher believes the prediction to be accurate, does it have to reflect on the attitude? Or is it that if the teacher expects every student to have a potential and communicates his/her optimism to the rest of the class, all the students bring him/her the laurels? In the end, it all does comes down to the attitude of a teacher. For the former question, the answer is negative. The teacher’s attitude can be positive at all times even if she believes that a student will not achieve academically. Her prediction can turn out to be wrong as a result of that positive attitude. And, as for the latter question, his/her students will definitely excel in something or the other, if he/she makes them believe in themselves enough.
Views expressed by some teachers also reinforce the same conclusion. In an educational conference which I attended, the principal of a school narrated this story, “I was on my routine round of the school. When I passed one classroom, the teacher called me inside, and showed me the copy of one of her students. She was totally exasperated with the work of that student and wanted me to admonish her severely. I looked at the copy and then told her in front of the class, that she is an intelligent pupil and from today onwards, she will have to compete with the class prefect, who was known to be an outstanding student. By the end of the month, there was a remarkable change in that student. She improved considerably, and her teacher was very surprised.”
Another teacher, who teaches Mathematics and Science in a private school narrated this incident, “In one of my classes, I had written some questions on the blackboard and asked the students come in front of the class and solve them. Students were coming one by one and doing so. However, one student was not taking any interest in the class. She even asked some funny questions and disturbed the whole class. Since I was in a very serious mood, discussing an important topic, I got very angry and asked that student to leave my class. She refused, point-blank. Now I went and sat on the last bench of the class and told the students that if this student is not going to leave the class, I will not take your class at all. The student still refused. After five minutes I realized that I was only wasting the time of the whole class, because of just one student. So I stood up, apologized to the students for wasting their time and proceeded to take the rest of the class. After the class was over, that student came up and apologized for her behaviour. After that day she has been a very active participant in the class, and secures really good grades as well.”
Having a positive attitude is by no means an easy task. Being encouraging to all students at all times, trying to interact with each student on the same footing, and acting as if every student has a major potential to succeed is a monumental task. But the important thing to remember is, that each student does have a potential. Just because Student A is not good in English, doesn’t mean he is a below average student in every subject taught in English. That student may be excellent in designing science projects, or brilliant in Mathematics. A constant encouragement may do wonders to improve the English, while a “I give up on you” or “You will never learn” attitude may stump that student in both science and maths as well. According to one teacher, “Even though each child comes from a different background, has a different learning capacity, and has a different means of expression, each is a unique and precious individual, capable of learning. These young lives have been entrusted into their teacher’s care and the job should not be taken lightly.”
“Each student will not have the same potential. Each will be challenged in some way. It is up to me, as a teacher, to find the "key" that unlocks each child’s ability to maximize his full potential and inspires him to learn. Every child can be a success at something. As a lower elementary teacher, I hope to instil a feeling of self-worth in each child at a very early age. If I can help each child build successes one at a time, I will provide the basis for a positive self-attitude throughout life. The child will then be able to accept challenges and find ways to work through these challenges independently in the future,” the same teacher elaborated.
“Teacher has to be warm and caring, capable of perceiving unrealised potential in every child, and ready to appreciate every improvement a child makes,” writes Zrinjka Stancic in “Teacher’s Attitudes Toward Teaching as a Determinant of their Readiness for Additional Professional Special Education”
“If schools are to be places that promote academic, social, and personal development for students, everything hinges on the presence of intelligent, passionate, caring teachers working day after day in our nation’s classrooms. Teachers have a colossal influence on what happens in our schools, because day after day, they are the ultimate decision makers and tone setters.” Sam M. Intrator writes in his book “Honouring the Teacher’s Heart”
A positive attitude can also be verbal. In “It’s Not What You Say … It’s How You Say It!” Linda Starr shares her favourite phrases from the Teachers’ Dictionary of Educational Euphemisms. Consider the following statements and how they can be more tactfully said:
Instead of “She never stops talking” a teacher can say, “Sarah exhibits exceptional verbal skills and an obvious propensity for social interaction.”
Instead of “He’s a bully” a teacher can say, “Paul’s leadership qualities need to be more democratically directed.”
In our educational system, since students accompany their parents to the parent-teacher meetings, the revised statements can definitely lead to a more positive self-fulfilling prophecy.
Prophesising should definitely be the result of close interaction and not the other way round. It is only through a close and unbiased interaction that the teacher will come to realize the hidden potential of every student, and make him/her achieve what he/she is capable of.
Saturday, March 13, 2004
Rights (un)Defined
A women’s magazine recently took out an “Ibne-Adam” edition. The aim, its editorial claimed, was to bring to light men's treatment of women in their roles as father, brother, son, husband etc. The editor stressed that in the wider society it is usually expected of the woman to be docile, submissive, obedient and tolerant of whatever treatment is meted out to her, touching upon an issue that men may also need to assess their own behavior.
When I observe the society around me, I see a lot of compliance between that theory and facts. There are many rights which the women are deprived of. In some cases, women are not even aware that they have such a right. And in other cases, they choose deliberately to ignore them. So what are those rights?
Right to Education: The right is to be educated properly. We have parents who prefer that their sons get educated at the cost of the daughters. What is to be gained from educating daughters, they ask, when they will have to get married and keep their house in the future. Sadly, such a view prevails in our intellectual class as well. I remember when the population of male students in my class suddenly rose up. The girls were informed that we were wasting our parents’ money and if all we had to do in future was cook food and take care of our husbands, we might as well stay at home. But the fact remains that if we want a well-bred next generation, we need literate, modern mothers. Not only that, but women can use the knowledge they gain to make a positive difference in the society by working for welfare organizations, and now with the advent of computer technology, work from home only to support the family.
Right to Marry of their Own Choice: This is another right which is neglected most of the time. No one can deny the importance of parents, guardians and other elders in the family at this juncture in the life of a woman. But to actually make that decision, without taking her opinion on the matter is depriving her of her right. The final decision lies with her. And this is categorically expressed in part of Sahih Al-Bukhari Hadis 9.100
Narrated by Abu Huraira, Allah’s Apostle said, "A lady slave should not be given in marriage until she is consulted, and a virgin should not be given in marriage until her permission is granted." The people said, "How will she express her permission?" The Prophet said, "By keeping silent (when asked her consent).”
However, it must be mentioned here, that the satisfaction of the parents and guardians with the proposal is required for the marriage for go ahead. Part of Sunan of Abu Dawood Hadis 2078 says, Narrated by Hazrat Aisha (R.A.) The Apostle of Allah (peace be upon him) said: “The marriage of a woman who marries without the consent of her guardians is void.” (He said these words) three times. This essentially implies that there should be a mutual consent rather than an imposition of a decision from either side.
Right to Put the Commands of Allah (SWT) before those of the family: There are situations where women are told to take off their hijab or not visit their parents’ house. The family members, for example, the husband can only expect obedience from his wife as long as his wishes are in accordance with the commands of Allah (SWT). Women have full right to refuse to obey their elders/husband/family members if they are forcing them to for example, give up prayers because a show is about to start, twist the truth to get anyone out of a sticky situation etc.
Right to Work: Yes, the primary importance of a woman is in taking good care of the house and its inhabitants. But if she can handle it, she can work in whichever type of job she wishes, keeping in mind the Islamic code of attire. We have numerous examples from history, where women at the time of the Holy Prophet used to run their businesses, keep their own shops and preach the Holy Quran. Islam in no way restricts the women in any way. And as said before, the Internet and Communications Technology in the contemporary societies has created online jobs. Now, those women who cannot leave their house to work in far-flung places can easily use their abilities to interact with their employers online and complete their assignments at home.
With reference to the same right, it may be mentioned that there is quite a trend of families in which men have a laid back attitude towards the finances of the house because the women are working. Women, even if they work, are not obligated to spend their money on the household, unless they do it out of their own free will. Financial responsibilities are solely the domain of men.
Right to Good Treatment (Proper Care, Attention, Appreciation): This is another very important right. At the end of a long day, most women hear such things from their fathers or brothers or husbands as: “You don’t really do anything” “You enjoy yourself at home while I am out doing the real work” “What is all this dust on the TV trolley? Can’t you do such a little thing?” And women are expected to tolerate all this, feeling all the while, that yes it is their fault and they should have done better. Housework in itself is something which requires an immense amount of physical, mental and emotional work. Not only that but it is something which needs time management, critical thinking, motivation and all those qualities which people normally require in their nine to five jobs. A hadis of the Prophet Muhammad says that the best among you is one who has the best attitude towards his family. We have a role model in our Prophet, who used to do his own work in the house (how many men regard this as a challenge to their manhood?)
Also, there are many incidents of men lashing out at the women in their family, when the Ahadis clearly instruct to first explain. If hitting has to be resorted to, and that is also allowed in one circumstance only, it must not be on the face and not so that any marks appear on any part of the body. In our society, somebody who doesn’t lash out on the women, whether it be wives or sisters is actually looked down upon by others, men and women alike, as a “Zan-Mureed.” In some families, some women love to proudly proclaim that they keep their daughters-in-law so well trampled under their foot, that they can’t even protest slightly.
It is the right of women that their work be appreciated, their efforts considered and their opinion taken in decision-making. One writer in the magazine I mentioned above, very aptly blamed men for the trend that women neglect the house and children and pay more attention to their jobs and further education. She wrote that if women will be degraded because they are housewives and if they will be told that prestige is in the work done outside the house, they will naturally feel more inclined to work outside the house and get those rewards and prestige. Why would anyone do the work which is looked down upon, especially by the members of the family? It is against human psychology. Food for thought?
Right to Inheritance: Trampling down upon this right is also rampant. The Quran categorically mentions: “From what is left by parents and those nearest related there is a share for men and a share for women whether the property be small or large a determinate share. “ Surah An-Nisaa Ayah 7. It goes on to define the different shares women have in the inheritance, according to their relationship with the deceased.
Right to Obtain a Khula: This is another right, which a woman is supposed to forego. No matter how worse the marriage gets, she is supposed to bear it patiently because of the fear of being stigmatized as a divorcee. In contradiction, the Quran says:
“If a wife fears cruelty or desertion on her husband’s part there is no blame on them if they arrange an amicable settlement between themselves; and such settlement is best; even though men’s souls are swayed by greed. But if ye do good and practice self-restraint Allah is well-acquainted with all that ye do.” Surah An-Nisaa Ayah 19.
Here I may mention that asking for a khula on petty issues, which can easily be settled by the elders of the family, is also not allowed.
Rights as a Widow: Most of the widows in our society are stigmatized as well. Either they are considered as a bad omen and shunned from all festive occasions in the family, or it is considered very outrageous for them to re-marry. The Quran, however, says:
“If any of you die and leave widows behind they shall wait concerning themselves four months and ten days: when they have fulfilled their term there is no blame on you if they dispose of themselves in a just and reasonable manner. And Allah is well acquainted with what ye do. “ Surah Al-Baqara Ayah 234
There is also a hadis of Prophet Muhammad which names re-marriage of a young widow as one of actions which must be performed quickly. However, if there is no re-marriage, the “mahrims” of the widow have full responsibility to provide for her.
“For divorced women maintenance (should be provided) on a reasonable (scale). This is a duty on the righteous.” Surah Al-Baqara Ayah 241
In our society, we have widows working nine to five to support themselves and their children, which is quite contradictory to the above ayat.
To sum up the above points, we normally equate the rights and freedom given to women with the principles of feminism. The truth is that our religion, Islam, gives her more rights and elevates her status to a much higher degree than any feminist movement can. The problem is the ignorance of the people in our country and society about these rights. The general perception is that women have all the responsibilities while men have all the rights. Men and women have equal rights. But the fact that men are the protectors and maintainers of women, as Surah Nisa says, and that they have been created a degree above women, amounts to men having more responsibility than women. The fact that women have a lesser share of inheritance or that two women have to give a testimony for it to be accepted is never indicative that women and their duties are inferior and should be treated as such. True, leadership is given to men, but nowhere is it made tantamount to them being tyrannical dictators, requiring unquestioning obedience from the female members of the family. Islam stresses on democracy and democracy must begin at home for it to reflect and prevail in the political system of the country.
When I observe the society around me, I see a lot of compliance between that theory and facts. There are many rights which the women are deprived of. In some cases, women are not even aware that they have such a right. And in other cases, they choose deliberately to ignore them. So what are those rights?
Right to Education: The right is to be educated properly. We have parents who prefer that their sons get educated at the cost of the daughters. What is to be gained from educating daughters, they ask, when they will have to get married and keep their house in the future. Sadly, such a view prevails in our intellectual class as well. I remember when the population of male students in my class suddenly rose up. The girls were informed that we were wasting our parents’ money and if all we had to do in future was cook food and take care of our husbands, we might as well stay at home. But the fact remains that if we want a well-bred next generation, we need literate, modern mothers. Not only that, but women can use the knowledge they gain to make a positive difference in the society by working for welfare organizations, and now with the advent of computer technology, work from home only to support the family.
Right to Marry of their Own Choice: This is another right which is neglected most of the time. No one can deny the importance of parents, guardians and other elders in the family at this juncture in the life of a woman. But to actually make that decision, without taking her opinion on the matter is depriving her of her right. The final decision lies with her. And this is categorically expressed in part of Sahih Al-Bukhari Hadis 9.100
Narrated by Abu Huraira, Allah’s Apostle said, "A lady slave should not be given in marriage until she is consulted, and a virgin should not be given in marriage until her permission is granted." The people said, "How will she express her permission?" The Prophet said, "By keeping silent (when asked her consent).”
However, it must be mentioned here, that the satisfaction of the parents and guardians with the proposal is required for the marriage for go ahead. Part of Sunan of Abu Dawood Hadis 2078 says, Narrated by Hazrat Aisha (R.A.) The Apostle of Allah (peace be upon him) said: “The marriage of a woman who marries without the consent of her guardians is void.” (He said these words) three times. This essentially implies that there should be a mutual consent rather than an imposition of a decision from either side.
Right to Put the Commands of Allah (SWT) before those of the family: There are situations where women are told to take off their hijab or not visit their parents’ house. The family members, for example, the husband can only expect obedience from his wife as long as his wishes are in accordance with the commands of Allah (SWT). Women have full right to refuse to obey their elders/husband/family members if they are forcing them to for example, give up prayers because a show is about to start, twist the truth to get anyone out of a sticky situation etc.
Right to Work: Yes, the primary importance of a woman is in taking good care of the house and its inhabitants. But if she can handle it, she can work in whichever type of job she wishes, keeping in mind the Islamic code of attire. We have numerous examples from history, where women at the time of the Holy Prophet used to run their businesses, keep their own shops and preach the Holy Quran. Islam in no way restricts the women in any way. And as said before, the Internet and Communications Technology in the contemporary societies has created online jobs. Now, those women who cannot leave their house to work in far-flung places can easily use their abilities to interact with their employers online and complete their assignments at home.
With reference to the same right, it may be mentioned that there is quite a trend of families in which men have a laid back attitude towards the finances of the house because the women are working. Women, even if they work, are not obligated to spend their money on the household, unless they do it out of their own free will. Financial responsibilities are solely the domain of men.
Right to Good Treatment (Proper Care, Attention, Appreciation): This is another very important right. At the end of a long day, most women hear such things from their fathers or brothers or husbands as: “You don’t really do anything” “You enjoy yourself at home while I am out doing the real work” “What is all this dust on the TV trolley? Can’t you do such a little thing?” And women are expected to tolerate all this, feeling all the while, that yes it is their fault and they should have done better. Housework in itself is something which requires an immense amount of physical, mental and emotional work. Not only that but it is something which needs time management, critical thinking, motivation and all those qualities which people normally require in their nine to five jobs. A hadis of the Prophet Muhammad says that the best among you is one who has the best attitude towards his family. We have a role model in our Prophet, who used to do his own work in the house (how many men regard this as a challenge to their manhood?)
Also, there are many incidents of men lashing out at the women in their family, when the Ahadis clearly instruct to first explain. If hitting has to be resorted to, and that is also allowed in one circumstance only, it must not be on the face and not so that any marks appear on any part of the body. In our society, somebody who doesn’t lash out on the women, whether it be wives or sisters is actually looked down upon by others, men and women alike, as a “Zan-Mureed.” In some families, some women love to proudly proclaim that they keep their daughters-in-law so well trampled under their foot, that they can’t even protest slightly.
It is the right of women that their work be appreciated, their efforts considered and their opinion taken in decision-making. One writer in the magazine I mentioned above, very aptly blamed men for the trend that women neglect the house and children and pay more attention to their jobs and further education. She wrote that if women will be degraded because they are housewives and if they will be told that prestige is in the work done outside the house, they will naturally feel more inclined to work outside the house and get those rewards and prestige. Why would anyone do the work which is looked down upon, especially by the members of the family? It is against human psychology. Food for thought?
Right to Inheritance: Trampling down upon this right is also rampant. The Quran categorically mentions: “From what is left by parents and those nearest related there is a share for men and a share for women whether the property be small or large a determinate share. “ Surah An-Nisaa Ayah 7. It goes on to define the different shares women have in the inheritance, according to their relationship with the deceased.
Right to Obtain a Khula: This is another right, which a woman is supposed to forego. No matter how worse the marriage gets, she is supposed to bear it patiently because of the fear of being stigmatized as a divorcee. In contradiction, the Quran says:
“If a wife fears cruelty or desertion on her husband’s part there is no blame on them if they arrange an amicable settlement between themselves; and such settlement is best; even though men’s souls are swayed by greed. But if ye do good and practice self-restraint Allah is well-acquainted with all that ye do.” Surah An-Nisaa Ayah 19.
Here I may mention that asking for a khula on petty issues, which can easily be settled by the elders of the family, is also not allowed.
Rights as a Widow: Most of the widows in our society are stigmatized as well. Either they are considered as a bad omen and shunned from all festive occasions in the family, or it is considered very outrageous for them to re-marry. The Quran, however, says:
“If any of you die and leave widows behind they shall wait concerning themselves four months and ten days: when they have fulfilled their term there is no blame on you if they dispose of themselves in a just and reasonable manner. And Allah is well acquainted with what ye do. “ Surah Al-Baqara Ayah 234
There is also a hadis of Prophet Muhammad which names re-marriage of a young widow as one of actions which must be performed quickly. However, if there is no re-marriage, the “mahrims” of the widow have full responsibility to provide for her.
“For divorced women maintenance (should be provided) on a reasonable (scale). This is a duty on the righteous.” Surah Al-Baqara Ayah 241
In our society, we have widows working nine to five to support themselves and their children, which is quite contradictory to the above ayat.
To sum up the above points, we normally equate the rights and freedom given to women with the principles of feminism. The truth is that our religion, Islam, gives her more rights and elevates her status to a much higher degree than any feminist movement can. The problem is the ignorance of the people in our country and society about these rights. The general perception is that women have all the responsibilities while men have all the rights. Men and women have equal rights. But the fact that men are the protectors and maintainers of women, as Surah Nisa says, and that they have been created a degree above women, amounts to men having more responsibility than women. The fact that women have a lesser share of inheritance or that two women have to give a testimony for it to be accepted is never indicative that women and their duties are inferior and should be treated as such. True, leadership is given to men, but nowhere is it made tantamount to them being tyrannical dictators, requiring unquestioning obedience from the female members of the family. Islam stresses on democracy and democracy must begin at home for it to reflect and prevail in the political system of the country.
Saturday, February 21, 2004
Young Mastermind
While watching “Mastermind India” and “University Challenge” on BBC World, ever wondered where Pakistan comes in the picture with similar competitions? Nowhere! But not anymore. The Asian Management Institute/IQRA University organized a “Young Mastermind” Competition, which spanned for months in the effort to select and crown a Young Mastermind amongst 200 plus students from all over Karachi.
In the first round, the participants sat for a written test in English, Mathematics, IQ and General Knowledge. The top 50 scorers in that test qualified for the next round, which was group discussion. The participants were divided into groups and each was given a different topic to have an open discussion in front of a panel of judges. The 10 people selected, qualified for the grand finale which was held in the Defence View Campus of the Iqra University. All 10 participants had been given a wide range of topics such as science, technology, current affairs, etc. on which they were to be questioned.
On the final day, each of the ten participants was called on the stage in front of a panel of 10 judges. First, they had to give an introductory speech, outlining their plans for the future. Thereafter, each of the judges asked the participant a question relating to the topics given. All participants were to be judged on the relevancy of their answers, debating qualities as well as personality and grooming.
In the end, Madiha Saeed of DHA Degree College for Women was awarded the title of “Young Mastermind.” Ayesha Zehra Ali of Foundation Public School A’Level was given the second position while the third place went to Unaiza Ahsan, also of Foundation Public School A’Level. All the ten participants received some very lavish prizes sponsored by LG and National Foods.
In the first round, the participants sat for a written test in English, Mathematics, IQ and General Knowledge. The top 50 scorers in that test qualified for the next round, which was group discussion. The participants were divided into groups and each was given a different topic to have an open discussion in front of a panel of judges. The 10 people selected, qualified for the grand finale which was held in the Defence View Campus of the Iqra University. All 10 participants had been given a wide range of topics such as science, technology, current affairs, etc. on which they were to be questioned.
On the final day, each of the ten participants was called on the stage in front of a panel of 10 judges. First, they had to give an introductory speech, outlining their plans for the future. Thereafter, each of the judges asked the participant a question relating to the topics given. All participants were to be judged on the relevancy of their answers, debating qualities as well as personality and grooming.
In the end, Madiha Saeed of DHA Degree College for Women was awarded the title of “Young Mastermind.” Ayesha Zehra Ali of Foundation Public School A’Level was given the second position while the third place went to Unaiza Ahsan, also of Foundation Public School A’Level. All the ten participants received some very lavish prizes sponsored by LG and National Foods.
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