Group items tagged

  The Blind Side inspired me to take risks for others by haleybopc8 (Don’t take life for granted)

    The Blind Side Encouraged Me Never to Give Up by abcdefgh (Don’t let previous failure stop you from achieving your dreams)

Cyberbully taught me to use my words wisely, not to harm by tonirene (Help save a life by being kind to the bullied)

The message in Cyberbully opened my eyes to the harmful actions of others by delaneysue (Don’t bully anyone—ever)

  Every Child is Special made me cry for seeing a smile on a child that I hugged today by Roselle (Children with disabilities deserve to be loved and encouraged)

The Fabulous Destiny of Amelie Poulain pushed me outside my comfort zone by Hatman (This teen identified strongly with a foreign film’s protagonist)

Ferris Bueller’s Day Off by Cassie (Stay in school)

Forrest Gump Inspired Me by Jbaeza (Being unique is not a bad thing)

The Lorax let me think about how a world would be without trees by Lizzy (We must protect the environment before it breaks down)

Mean Girls showed me that happiness and social status are not directly proportional by cossshmo (Popularity is not important)

Pay It Forward: The Start of My Passion to Give Back by Kaleilei (It is important to give back to the community—stand up for bullied, donate your time and money, among other things)

Pay It Forward showed me how our decisions affect others by otto5 (Think about every decision you make)

Pay It Forward made me realize the ultimate impact of a random act of kindness by hflanagan17 (An act of kindness can change the world)

The Pursuit of Happyness Encouraged Me to Persevere by sampsoncaitlyn (With determination, you can achieve any goal)

Taare Zameen Par taught me the importance of volunteerism by Asmaan (The protagonist’s struggle with learning made this teen more sensitive to others’ needs)

The purpose was to validate single sisters who want to get married and have children [but that's not happening for whatever reason] and let them know that there are other roles even a Mother of the Believers had played without having the blessing of kids.

“Notwithstanding the issue of whether or not `A’isha was on the correct side (the consensus is that she wasn’t), the prominent role she played shows that the earliest of Muslim women —a wife of the Prophet (peace be upon him) himself— thought it conceivable that a woman could take such a leadership role over a group of Muslims. At no time did she strive to be head of state and actually took a role deferring to Talha and al-Zubayr. Yet, to one of the pioneers and masters of Qur’anic exegesis, a woman could take a leading role in the affairs of the Muslims.”

create your own big book for a story you have just read. Prepare 5-8 pieces of poster board for the book and write a description at the bottom of each page retelling each piece of the story. Working in groups, have your students illustrate what is described at the bottom of the page. Once all the pictures are complete, let your students decide what order they should appear in the book. Then secure the pages, read the book back to your class and make it available to your students during independent reading time

share his or her favorite moment from the reading selection, and have him write it on a notecard or write it on one yourself. Ask another student and then another to do the same. When you have about a dozen cards completed, ask your students to organize them in any way that is logical. There may be several organizations which are possible

create a map of the setting for the story or book. They can either draw the setting or create a three dimensional model of it using cardboard cutouts. Have your students include any characters in the map as well.

two notecards and have him write true on one and false on the other. Then, read aloud a statement about the selection your class read. Make sure some of your statements are true and others are false. Each person should hold up his vote and his card after you read each statement. Have students check each other to make sure all agree. For the false statements, ask your students what they would need to do to make them true.

act out in class with this post reading activity. Ask individuals or groups of students to pose as the characters in the story in a particular scene. Then, take a photo of your students. After printing the pictures out, bring them to class the next day and ask your students to explain what it happening in the book at the moment they are acting out!

ask pairs of students to write a description of each of the characters in detail. Then, have the pair decide which of their classmates is most like the characters in the story. If you like, you may want to have the students then reenact parts of the story.

Practice 3 Write about a moral value you have learnt  in the story. Support  your answer with evidence from  the novel

Practice 4 Based on one novel above, write about an episode that is memorable in the story. Provide evidence from the text to support your answer.

Practice 5   Based on the novel of your choice, discuss the problems faced by a character. How does he/she overcome the problems?

Practice 6   Compare two characters in the novel you have studied. How are they similar?

Practice 3 The value in life that I have learnt in the novel- Catch us if you can is “The Importance of Family”.  Sacrifices for family are honoured and explored, as are the family bonds that survive adversity. Family responsibility in the novel is best displayed by Rory’s constant care of his grandfather. Very early in age, Rory has realised that ‘there was only Granda and me’ to make up a family. Rory does not know any other family love. His father had left them when he was very young. Granda had taken care of him all his life and now, as Granda is getting old and forgetful, and is never quite well, it is his turn to look after him.

Practice 4 The incident which is memorable in – Catch us if you can is when Granda is sent to Rachnadar, Rory knows that he has to get him away from that place. Though torn with desperation at times ( Granda’s carelessness with the chip pan had landed him in hospital and Rory atCastle Street), Rory plans the Great Escape and gets him away from the hospital where they put old people in.

Add Questions and Quizzes to YouTube Videos! (17) (00:45) This one is on the bare bones side, as YouTube has plenty of other features to work on -- but if you need something quick and easy, you can also add questions to your own uploaded YouTube videos with YouTube's Questions Editor (18) (still in beta mode).

Wanting to string a few videos together and add text and graphics overlays? Metta (15) is the tool for you -- although it had one of the more confusing interfaces on the list. Still, it's unique from the others in that it's creating less of a wrapper than a whole new media experience, a mashup -- for some applications, this could be amazing. See an example (16).

How to Use Vialogues (10) (04:54) If you'd like to have a discussion around a particular video, Vialogues (11) is a useful way to allow threaded conversations on a clip. You can also add surveys and open-ended questions with this tool, which was developed by the EdLab at Columbia University Teachers College (12). See an example (13).

TED-Ed Website Tour (7) (03:08) Most educators know TED-Ed (8) publishes amazing animations, but did you know their platform allows users to build lessons by adding questions and notes to any video on YouTube? The elegant interface allows your students to watch and then dig deeper into resources you've provided, via a unique URL that allows you to track their responses. See an example (9).

With Zaption (4), transform your students from passive watchers to active learners by adding links, multiple-choice questions, polls, discussions, and more to any video to create a "tour" -- or group a few together for a more complex lesson. Check out the tutorials on Zaption's YouTube channel (5); they also offer analytics to see if your tours are engaging. See some examples (6).

Privacy Settings Are Not a Veil

Who Do You Follow? It’s really awkward when you meet a brother at the masjid who is married with kids, follow him on Instagram, and then see that while he posts normal pictures, he is following 200 swimsuit models on Instagram.

Unseen Consequences In the book It’s Complicated: The Social Lives of Networked Teens, the author makes a point about how teens consider their public spaces private. In other words, if they’re posting goofy photos with their friends and leaving comments, they can’t fathom why a random adult who has nothing to do with them would view it. While logically that may be true, it’s just not the case. The internet is forever.

Your profile is not limited to just a Facebook page. Your profile encompasses the sum of what you post, people you follow, and pages you’ve liked. Two questions that are great points of introspection: Would I be ok with how my social profiles look if I were to suddenly pass away? Would I be comfortable with my profile if I was “friends” with the Prophet (saw) online? Or if he was to see my Snapchat story history?

Societal Pressure

Embarrassing Others

Indeed, those who like that immorality should be spread [or publicized] among those who have believed will have a painful punishment in this world and the Hereafter. And Allah knows and you do not know (24:19).

“Oh you who have believed with their tongues yet faith has not entered their hearts! Do not back-bite the Muslims, and do not seek to discover their faults, for whoever seeks after their faults, Allah will seek his faults. And if Allah seeks after someone’s faults, He will expose him even (what he committed) in his home.”

The meaning of this Name is that Allah (swt) is aware of our sins, and yet He covers them up. He does not allow our embarrassing actions to become known to others. He protects us by keeping our faults from becoming public. He keeps even our largest sins hidden from those closest to us.

He is Al-Sitteer, and He covers your sins, asks you to repent, and He loves that you cover the sins of others

Don’t just go for ‘anything that’ll pay a wage’, stop and work out what you’re truly great at, and what you love, and then start asking: ‘How can I get paid to do this?’

find out what ‘employable’ means to your target employers

Physical: appearance and habitsMental: knowledge and skillsEmotional: how to communicate and focus on the real winSpiritual: what can you bring to the party that will make the world a better (and more productive) place!When you’ve nailed this, you need to start finding out information about organisations in your target area and sector, and what their issues are (that you might be able to help them solve)

Then work on your CV and interview skills

consider: ‘what’s the win for this organisation?’: ‘What can I help them stop, start or continue doing, that would help them get more of the wins that they want?’

where do they do well, and where do they fall down? What are their competition doing? What’s happening in the market … now … and in 5 years time? What do their customers think? What customers are they missing? What sort of people would they be looking for? And why?

Do research on your target market and organisations

then, you can approach them to see how interested they might be in talking with you.

Employment is synergy: if it fails to be synergy in any way, then it’s going to be short term at best.

the ‘employee’ and ‘employer’ should both find their situations significantly enhanced by teaming up and working constructively together. Together everyone achieves more!

You need to sharpen your saw to be considered worth employing

You need to continually sharpen your saw while employed

You need to continually sharpen the saw outside work

No one in their right mind employs a blunt saw, but sharp saws make getting results much more rewarding for both parties.

"[And] it was extremely hard combining family and career," Bell Burnell said, partly because the university where she worked while pregnant had no provisions for maternity leave.

Born in 1922 in the Bronx, Esther Lederberg would grow up to lay the groundwork for future discoveries on genetic inheritance in bacteria, gene regulation, and genetic recombination.A microbiologist, she is perhaps best known for discovering a virus that infects bacteria—called the lambda bacteriophage—in 1951, while at the University of Wisconsin.Lederberg, along with her first husband Joshua Lederberg, also developed a way to easily transfer bacterial colonies from one petri dish to another, called replica plating, which enabled the study of antibiotic resistance. The Lederberg method is still in use today.Joshua Lederberg's work on replica plating played a part in his 1958 Nobel Prize for physiology or medicine, which he shared with George Beadle and Edward Tatum."She deserved credit for the discovery of lambda phage, her work on the F fertility factor, and, especially, replica plating," wrote Stanley Falkow, a retired microbiologist at Stanford University, in an email. But she didn't receive it.

Lise Meitner's work in nuclear physics led to the discovery of nuclear fission—the fact that atomic nuclei can split in two. That finding laid the groundwork for the atomic bomb.Her story is a complicated tangle of sexism, politics, and ethnicity.After finishing her doctoral degree in physics at the University of Vienna, Meitner moved to Berlin in 1907 and started collaborating with chemist Otto Hahn. They maintained their working relationship for more than 30 years.After the Nazis annexed Austria in March 1938, Meitner, who was Jewish, made her way to Stockholm, Sweden. She continued to work with Hahn, corresponding and meeting secretly in Copenhagen in November of that year.Although Hahn performed the experiments that produced the evidence supporting the idea of nuclear fission, he was unable to come up with an explanation. Meitner and her nephew, Otto Frisch, came up with the theory.Hahn published their findings without including Meitner as a co-author, although several accounts say Meitner understood this omission, given the situation in Nazi Germany."That's the start of how Meitner got separated from the credit of discovering nuclear fission," said Lewin Sime, who wrote a biography of Meitner.

Chien-Shiung Wu overturned a law of physics and participated in the development of the atom bomb.Wu was recruited to Columbia University in the 1940s as part of the Manhattan Project and conducted research on radiation detection and uranium enrichment. She stayed in the United States after the war and became known as one of the best experimental physicists of her time, said Nina Byers, a retired physics professor at the University of California, Los Angeles.In the mid-1950s, two theoretical physicists, Tsung-Dao Lee and Chen Ning Yang, approached Wu to help disprove the law of parity. The law holds that in quantum mechanics, two physical systems—like atoms—that were mirror images would behave in identical ways.Wu's experiments using cobalt-60, a radioactive form of the cobalt metal, upended this law, which had been accepted for 30 years.This milestone in physics led to a 1957 Nobel Prize for Yang and Lee—but not for Wu, who was left out despite her critical role. "People found [the Nobel decision] outrageous," said Byers.Pnina Abir-Am, a historian of science at Brandeis University, agreed, adding that ethnicity also played a role.

Rosalind Franklin used x-rays to take a picture of DNA that would change biology.Hers is perhaps one of the most well-known—and shameful—instances of a researcher being robbed of credit, said Lewin Sime.Franklin graduated with a doctorate in physical chemistry from Cambridge University in 1945, then spent three years at an institute in Paris where she learned x-ray diffraction techniques, or the ability to determine the molecular structures of crystals. (Learn more about her education and qualifications.)She returned to England in 1951 as a research associate in John Randall's laboratory at King's College in London and soon encountered Maurice Wilkins, who was leading his own research group studying the structure of DNA.Franklin and Wilkins worked on separate DNA projects, but by some accounts, Wilkins mistook Franklin's role in Randall's lab as that of an assistant rather than head of her own project.Meanwhile, James Watson and Francis Crick, both at Cambridge University, were also trying to determine the structure of DNA. They communicated with Wilkins, who at some point showed them Franklin's image of DNA—known as Photo 51—without her knowledge.Photo 51 enabled Watson, Crick, and Wilkins to deduce the correct structure for DNA, which they published in a series of articles in the journal Nature in April 1953. Franklin also published in the same issue, providing further details on DNA's structure.Franklin's image of the DNA molecule was key to deciphering its structure, but only Watson, Crick, and Wilkins received the 1962 Nobel Prize in physiology or medicine for their work.

Nettie Stevens performed studies crucial in determining that an organism's sex was dictated by its chromosomes rather than environmental or other factors.After receiving her doctorate from Bryn Mawr College in Pennsylvania, Stevens continued at the college as a researcher studying sex determination.By working on mealworms, she was able to deduce that the males produced sperm with X and Y chromosomes—the sex chromosomes—and that females produced reproductive cells with only X chromosomes. This was evidence supporting the theory that sex determination is directed by an organism's genetics.A fellow researcher, named Edmund Wilson, is said to have done similar work, but came to the same conclusion later than Stevens did.Stevens fell victim to a phenomenon known as the Matilda Effect—the repression or denial of the contributions of female researchers to science.Thomas Hunt Morgan, a prominent geneticist at the time, is often credited with discovering the genetic basis for sex determination, said Pomona College's Hoopes. He was the first to write a genetics textbook, she noted, and he wanted to magnify his contributions."Textbooks have this terrible tendency to choose the same evidence as other textbooks," she added. And so Stevens' name was not associated with the discovery of sex determination.

the first wife of Albert Einstein should be in this list. People know so little about her, and I think she deserves to be known. 

Vera Rubin, for accurate studies discovering dark matter.

How sadly ironic that the very woman who set the stage for the  DNA structure discovery, which in 1994 helped make it possible to genetically test and confirm BRCA carriers like Angelina Jolie and me (with familial cancer holocausts generation, after generation, after generation), did not have access the test that could have saved her life so she could go on with the research she loved and win a Nobel Prize.