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.

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.

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.

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.

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.

Delve into your advance level studies virtually

THE internet’s searchable databases effectively cater to the needs of students through a whole host of academic websites designed to help exclusively in the several areas of studies, revision and exam preparation.

Advanced Level study is one of those areas which have an extensive presence on the net. No matter which year you are in, or which subject you have, you will find an array of helpful matter. For those who have difficulty in sifting through the mass of search results which crop up when attempting to perform a search, here are some useful websites.

General: Since General Paper is one subject where you need to have an in depth knowledge of the world affairs, is an ideal place to start with. It gives you free access to a load of information on its different categories of trade related issues, media and propaganda, environmental issues, geopolitics, human rights and more.

Another site which has a specific reference section for General Studies is . This covers a wide range of topics, such as art, morality, culture, religion, science, technology and others, along with exam topics in each category.

Economics: This one-stop source gives all the economics resources you are looking for. It incorporates material on a variety of subjects, such as business studies, accounting and economics to name a few for different levels. The glaring feature of this website is a virtual economy, where you get to simulate various economic policies and then observe the consequences.

Another website custom made for Alevel economics is which can also be referred to if you are an accounting and finance student. This site, apart from revision notes, quizzes and forums to discuss the subject, has a comprehensive set of essay plans which categorically explain how to attempt a question. There are revision maps as well as an exam guide and UK economic data summary if you want to quote some figures in your paper.

Business studies: This website is divided into marketing and finance sections with a list of important terms and definitions associated with each.

Accounting: Again, the two websites in the economics section can be accessed. Both have an Accounting section as well with similar kinds of resources.

Sociology: A complete set of resources on this subject is available at . It provides detailed notes for downloading in Word format. The best thing about these notes is that they are categorized according to most of the examination boards’ syllabi. However, if you are looking for a link exclusively on sociology study skills, try . The other two sites dedicated to sociology are and .

Computing: For this is the place to start your research. It offers free access to a list of exam questions with answers in the webmaster’s textbook Understanding Computer Science by Ray Bradley. For revision notes go to . For sample questions and answers is the website to visit. For more practice questions try . Another link also has loads of resources which include summaries of the theory modules and guide to the project.

If you are doing your project in Visual Basic 6 or .Net, then is the site for you. It is a rich library of useful free e-books. The sites like and are also useful for novices and programming beginners. Apart from the subject oriented websites, you can download the latest syllabus and specimen papers in PDF format from .

If you have technical subjects like Physics, Chemistry and Mathematics, you’re in for a very tough time. Not only will you be cramming facts and ideas in your already cramped brain, but also, you will have to understand the different concepts according to the specification. Some useful websites on these subjects are given below:

Physics: A wonderful website intended to strengthen your basic concepts as well as providing ample of questions on the subject of Physics is . Here you will find an assortment of AS and A2 topics. You can click on any topic you want for instance, “Motion” and everything related to your course concisely worded, appears.

Another site on this subject takes you directly to the area in which you’re interested in, without the hassle of any extra clicks here and there. It gives a wide range of topics to browse with the variety of questions. This site is very helpful to those needing extra practice with a harder topic. For general study of Physics, is an amazing website which offers a bundle of extra information needed to ace the A2 exams mainly. One more useful website is which contains almost a hundred problems for students to solve. It even plays movies on some of the problems for better understanding. Great stuff!

Chemistry: This website is definitely for those students not wishing to slog over their books and make detailed notes. Here, you can download prepared notes for free. Another excellent site provides simple explanations to almost every topic in the syllabus. It even covers all mechanisms we need to memorize. Also, it has a whole section on chemistry calculations, so the answers to all your worries lie just a click away. is a really informative website containing all the topics we have to cover. Harder topics are handled explicitly.

Learnet’s site contains a list of the three parts Alevel Chemistry is divided into: Physical Chemistry, Inorganic and Organic Chemistry. The only drawback is that there are no answers but the questions are very much exam like. Great site for revision!

Another nice site on the subject is that provides a list of topics and their respective summary notes. Also, it provides notes on Experimental Chemistry, which can cause quite a few problems as this year’s AS practical proved.

Biology: For biology student, can be a good starting point. It has a whole assortment of useful links to the websites dedicated to the subject. Some of the topics include molecular biology, bacteria, DNA and the like.

Another useful sourcce is . Its information is neatly categorized into cells, biological molecules, genetics, etc.

Mathematics: For Maths, is a great website for students having pure mathematics and statistics. Just select the topic of your choice and it gives a clear explanation on how to solve the problems and answer the questions.

Having a problem with a topic? Go straight to Dr. Math and ask question. It is a nice site for practice.

Aother good link on Maths is which can be of great help to Alevel students stuck with a mind-boggling problem.

For tutorials on Math topics, such as trigonometry or calculus visit where you will find numerous solved and unsolved problems for practice.

English Literature: Literature student can start their journey with . Although the title says that it is mainly for teaching literature, the website has some very useful resources for students as well, which includes the current syllabi, references and details on writing texts, varieties of language and texts as well as metaphors.

You can also click which gives you techniques as to how to answer a literature questions with sample presentation of essay texts and definitions.

English Online is a document dedicated to disseminating hints and tips for writing a literature essay in the form of nine easy steps.

History: On this subject begin your research with . It stores useful resources in the form of exam revision, historic magazines, encyclopedias and other multimedia files. For history notes, click which has topics given in categorized form. On the same website you can access notes for other exams as well including GCSE and University level.

Similarly, also provides notes categorized topically along with an essay question.

The site Active History not only has the theoretical stuff but also some games to learn the historical knowledge and nature of history the fun way.

You will also find useful site. It is a webpage exclusively dedicated to organizing your studies where history is concerned.

All subjects: The internet not only hosts websites which are topic specific. It also has sites that comprise the general theme of “studies.” Some of these are as follows:

— is one such website containing a wealth of information regarding study skills. From the main page if you click on “Resources” it is going to take you to the webpage where the 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. This webpage also has a “Study Skills” section that allows you to access the study skills on all the subjects.

— also has on offer loads of links related to every topic and its sub topics. But you have to register for a 30-day trial first after which you will have to pay to continue to use the website.

The web is, no doubt, loaded with educational websites, and every day its new sites are being added into its repository with more and more young minds coming up with innovative ideas about such websites.

The likes of such websites have not only provided a new form of reference material, but also has served to make learning a multimedia oriented experience.

Death penalty

THIS is with reference to the article The Ultimate Penalty, (July 13).

The writer seems very emphatic in suggesting that the capital punishment should be abolished in Pakistan, since it is doing more harm than good.

He also emphasized that our impaired justice system sends more innocent people to their deaths, rather than those who are really responsible.

I would like to stress here that if the justice system is impaired and misusing capital punishment, abolishing the latter will do nothing to improve the justice system.

If capital punishment in our society fails to deter criminals, then isn’t it the fault of the law enforcement agencies rather than the law itself?

Capital punishment has been clearly permitted in the Holy Quran in the following verse: “We ordained therein for them: Life for life; eye for eye; nose for nose; ear for ear; tooth for tooth; and wounds equal for equal.

“But if anyone remits the retaliation by way of charity it is an act of atonement for himself. And if any fail to judge by (the light of) what Allah hath revealed, they are (no better than) wrong-doers.” Surah Al-Maidah; Ayah 45.

We, as the citizens of an Islamic republic, should not be questioning those laws in our constitution, which are in conjunction with Allah (SWT)’s rules.

To suggest that capital punishment should be abolished because the justice system is impaired, is analogous to throwing away the apples when we know that it is the oranges which are rotten.