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Developing Narrative Skill

Six Early Literacy Skills

Young children need a variety of skills to become successful readers. A panel of reading experts has determined that six specific early literacy skills become the building blocks for later reading and writing. Research indicates that children who enter school with more of these skills are better able to benefit from the reading instruction they receive when they arrive at school.

Vocabulary

Vocabulary, knowing the names of things, is an extremely important skill for children to have when they are learning to read. Most children enter school knowing between 3,000 and 5,000 words.
Help develop your child's vocabulary by reading a variety of books with him, both fiction and nonfiction, and by naming all the objects in your child's world.

Print Motivation

Print Motivation is a child's interest in and enjoyment of books. A child with print motivation enjoys being read to, plays with books, pretends to write, asks to be read to and likes trips to the library.
Encourage print motivation in your child by making shared book reading a special time, keeping books accessible, and letting your child see that you enjoy reading. Explain how you use reading and writing in everyday life.

Print Awareness

Print Awareness includes learning that writing in English follows basic rules such as flowing from top-to-bottom and left-to-right, and that the print on the page is what is being read by someone who knows how to read. An example of print awareness is a child's ability to point to the words on the page of a book.
Your child's print awareness can be encouraged by pointing out and reading words everywhere you see them - on signs, labels, at the grocery store and post office.

Narrative Skills

Narrative Skills, being able to understand and tell stories, and describe things, are important for children being able to understand what they are learning to read. An example of a narrative skill is a child's ability to tell what happens at a birthday party or on a trip to the zoo.
Help your child strengthen her narrative skills by asking her to tell you about the book, instead of just listening to you read the story. Encourage your child to tell you about things he has done that have a regular sequence to them.

Letter Knowledge

Letter Knowledge includes learning that letters have names and are different from each other, and that specific sounds go with specific letters. An example of letter knowledge is a child's ability to tell the name of the letter B and what sound it makes.
Letter knowledge can be developed by using a variety of fun reading or writing activities, like pointing out and naming letters in alphabet books, picture books, or on signs and labels. For babies, talk about the shape of things, and for preschoolers, try drawing letters and pictures in the sand.

Phonological Awareness

Phonological Awareness is the ability to hear and manipulate the smaller sounds in words. Phonological awareness includes the ability to hear and create rhymes, to say words with sounds or chunks left out and the ability to put two word chunks together to make a word. Most children who have difficulty in reading have trouble in phonological awareness.
Strengthen phonological awareness by playing fun word games with your child:

• Make up silly words by changing the first sound in a word: milk, nilk, pilk, rilk, filk.
• Say words with a pause between the syllables ("rab"and "it") and have your child guess what word you are saying.
• Read stories of poems with rhymes or different sounds to your child.

article source: http://www.multcolib.org/birthtosix/earlyliteracy.html
more source: http://library.loudoun.gov/Default.aspx?tabid=64

Cultivating Strong, Curious, Creative Children by Todd Kashdan

The scientific research is clear that children who often experience curiosity and wonder, and act on these feelings to explore their world fare better at school, in relationships, at work, and end up being intelligent, creative, satisfied people. So what are some ways to cultivate curiosity in our children?

1. Teach them to be flexible thinkers and doers. Instead of teaching them the proper technique for hitting a baseball, show them that this is one way to stand and grip the bat. Show them that what is important is hit speed and that the bat swings through the ball but there is no single way to do this right. Show them footage of different people holding the bat in different ways with great success. Teach them to view "facts" from multiple perspectives. Are people today smarter than people who lived 5,000 years ago? Don't tell them yes or no because the honest answer is it depends. If you look at the navigation skills of explorers and the architecture of Ancient Greece, profound feats were accomplished. At the same time, it's only in the last 100 years that going to the doctor actually helped if you had a gun shot wound or flesh-eating disease. Before then, doctors were ignorant about germs and failed to wash their hands before digging in. Whether people are becoming more advanced over time depends on what is meant by intelligence and what was achieved with available information and technology. Remind your children that there is always more than one perspective to look at an issue and they should consider more than one whenever possible.

2. Ask them to practice suspending judgments about people. We often know very little about the early lives of our adult friends but think we know more than we know about them. We often think we know everything about close friends after a few months of spending time together on a regular basis. What we forget is that we are limited by what they want us to see, what we want to see of them, and what we explore. The amount of unknown terrain far exceeds the known. Teach them to always remain curious, don't fall prey to stereotypes, and continue learning about other people.

3. Provide an environment that supports their autonomy. Children are more curious and find it easier to persist in the face of obstacles, and are more creative when they are given support to make personal choices. Try to ensure that the bulk of activities in their lives map onto their interests and give them challenges that push their skills to the limit. If not, they will fall prey to frequent boredom and worry. Children need to feel a sense of ownership over their own actions instead of feeling controlled like "pawns" by pressure, guilt, and the rules and regulations of adults. If you require your child to do something, provide a rationale for why the activity is useful, important, and valuable to them. Help your child find a meaningful, personal connection and they can transform boredom and apathy into curiosity. Pressure your child, focus on obedience, and try to control them and they are likely to rebel and be confrontational to reclaim their freedom (adults are no different). When parents attempt to identify their child's interests and be responsive to what they care about, curiosity has a chance to flourish.

4. Help your child feel competent. You might think that all your child needs to be curious is the ability to recognize what is interesting, complex, mysterious, and uncertain about the world around them. This is not enough. They also need to feel capable of comprehending the novel, complex thing that caught their attention. We have a basic need to feel competent and if children don't feel this way, they are more likely to flee than explore. Creating opportunities for skill-building and success is an important process. One way to do this is to allow time for play, free of constraints such as the fear of failure and mistakes. It is also important to dole out praise and constructive feedback to your child.

5. Be your child's safe haven. This might seem counterintuitive but to take risks, act on our curiosity, and experiment with new ways of thinking and acting, we need to feel safe. At any age, we are more curious when we possess secure, safe havens -- other people that support our explorations, who let us effortlessly be ourselves. Also, when we share our interests with other people and they listen and are responsive, these events become even more interesting and meaningful to us. When other people validate what makes us curious, we literally become more curious and want to pursue similar activities with greater enthusiasm. Provide this support system for your child. Be responsive when your child shares past explorations or future plans with you. If they feel uncomfortable, let them know that anxious thoughts and feelings are natural when trying new things and taking on just manageable challenges. When you are accepting of their negative feelings, they will learn to do the same. Not only will you enhance their curiosity and tolerance of pain, you will also strengthen your relationship with them.

6. Schedule regular doses of novelty and challenge. Far too often, we select activities for our children that are easy for them to perform because we want them to feel intelligent and in control. Help them select activities that require them to stretch their skills and knowledge to the limit. In some cases, entirely new activities are chosen. Often activities just need to be tweaked. For instance, if your child likes to cook, instead of following recipes, allow them to energize the activity by being more creative with ingredients, playing music in the background, or inviting their friend to join. These new experiences are visible in the brain. By repeatedly being curious, our children become more open to new experiences, more comfortable dealing with tension and anxiety, and more intelligent, wiser, and resilient.

Our children can't feel good all the time but they can almost always be profoundly aware, open-minded, and curious. With this mindset, they are liable to catch happiness, meaning in life, wisdom, and plenty more of what a good life entails on the way...

How do you nourish curiosity in your child?
How do you help them manage anxiety in an uncertain, unpredictable world?
How do you help them to create a vital life that matters?

Stress damages the brain

When kids are threatened by their parents or their environment, when they are abused, or when they are otherwise experiencing high level of stress, their brains are actually being scarred. This is according to a study by the Stanford University Medical Center and reported by the BBC News Online.

The scientists discovered that the hippocampus of children with post-traumatic stress disorder had shrunk. The hippocampus is a brain structure that assists in storing and sorting memory and emotion. The withered hippocampus may make children "less able to deal with stress and increase anxiety."

The study published in the journal Pedriatrics also revealed that stressed children had higher levels of cortisol, a stress hormone.

If cortisol is present in the child at high levels, it kills brain cells and impedes the child's intellectual development. It interferes with the brain's ability to form memory by inhibiting the use of blood sugar by the hippocampus. It also interferes with the neurotransmitters making appropriate connections within the brain, resulting in the kid's inability to concentrate and learn. In other studies, it was shown that kids who are stressed in their first 3 years tend to be sensitive to stress. Their brains are hard-wired to overreact to stressful situations and they end up hyperactive, anxious, impulsive and oftentimes neurotic.

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Who and who?

He was from an upper-middle-class family. His mother was musically inclined and his father was an engineer. He was a very quiet child who did not speak until age 3. He hated school and disliked authority. He did poorly with rote learning. His teachers said he was a slow learner who would never amount to anything. Later, he became interested in science, math, and electrical engineering, but failed the exam for entry into an engineering program. Because of his interest in abstract and mathematical thought, he was interested in becoming a teacher. However, he believed he lacked imagination and practical ability. His name was Albert Einstein, the famous mathematician and physics genius.

She came from a socially prominent family. Her father was an alcoholic and she lived with her maternal grandparents. She had little affection for her mother who called her “Granny” because of her appearance. She was sickly, bedridden, hospitalized often, and wore a back brace due to a spinal defect. She bit her nails, had phobias, was shy, felt rejected and ugly, craved praise and attention, was insecure, and had deep feelings of inadequacy. A daydreamer, she often preferred to be isolated. After many years in school, she began to exhibit leadership qualities. She proved to be altruistic and wanted to help the elderly and poor. Her name was Eleanor Roosevelt, the famous reformer, humanitarian, and philanthropist.

He was the youngest of eight children and was of Cherokee descent. His father was a successful rancher and banker. His parents wanted him to be a minister, but he wanted to perform in a circus. He was well-coordinated, but careless in his personal hygiene. Although he excelled in history and social studies, he received poor grades in school, did not complete his work, and was expelled. His special skills included a sense of humor and recitation. His name was Will Rogers, the famous entertainer, orator, and nominee for President of the United States.

She came from a low-income family. She had two sisters; her mother was a domestic worker and her father was a minister. She was overweight, and later developed multiple sclerosis. A very quiet child, she had a certified emotional breakdown and was temporarily removed from school. However, she possessed a sense of humor, was charismatic, eloquent, humble, and a leader. Ambitious and hardworking, her name was Barbara Jordan, the famous Congresswoman and orator.

He came from a middle class family of seven children. His father was a carpenter. He had an enlarged head at birth and was not able to talk until he was almost 4 years old. He was enrolled in school 2 years late due to scarlet fever and respiratory infections. He lost his hearing and had a high-pitched voice. His attendance in school was poor. He was stubborn, aloof, shy, self-centered, and disengaged with the learning process, and he did not seem to care about school. One teacher said that his brains were addled, even though he had an excellent memory, read well, displayed perseverance, asked questions, and was a good problem solver. He liked to build things and wanted to earn money. His name was Thomas Edison, the famous inventor.

Born to an undistinguished family, he moved often with his father, sister, and brother. His mother died when he was small and his father, a farmer, remarried. He was once kicked in the head by a horse and thought dead. He had Marfan syndrome, a genetic disease that affects connective tissues, including those around the heart, skeleton, and nervous system. He briefly attended school and was considered lazy. He excelled at sports, was an avid reader, and liked practical jokes. He was a good debater and thinker and also liked to argue. Interested in sales, he wanted to open his own business. His name was Abraham Lincoln, the former President of the United States.

She was a fatherless child whose mother struggled financially. Suffering from dyslexia, she could not read, write, or do mathematical problems. Teachers described her as a class clown. She left school at age 16. Her name is Cherilyn Sarkisian LaPiere—Cher—the famous entertainer.

His teachers viewed him as bright, but inattentive and lazy. He was viewed by some of his classmates as crazy or “retarded.” Each day, in elementary school, as his turn to read aloud approached, he went to the bathroom, where he got sick to his stomach and wished he would die. Unfortunately, when he returned to the room, it was always still his turn to read aloud. In sixth grade, when assigned a composition, he dictated an outstanding composition to his mother, because his poor handwriting and spelling interfered with his work production. He was accused of plagiarism, and became so disconsolate he dropped out of school for a time. In college, the student met with each of his professors prior to each semester. He described to them his love of literature and his passion for writing. He also described his need to take periodic breaks during class due to his Attention Deficit/Hyperactivity Disorder (ADHD), his need for copies of a peer’s notes, his need to do all major writing on the word processor due to his written language disability, and to have books on tape because he read on a seventh grade level. The professors invariably agreed to work closely with him. Jonathan Mooney graduated from Brown University with honors and a 4.0 average. Now an inspirational speaker and author, he shares his experiences and the positive impact of appropriate adaptations and accommodations in his book, Learning Outside the Lines (2000).

Math, Reading, Listening, Speaking and Writing

"There's a lot of research that shows kids who learn a foreign language show amazing growth in cognitive skills, creativity, English, math, and science," says Ingrid Pufahl, a linguist and research associate at the Center for Applied Linguistics in Washington, D.C. "They're also better problem solvers, and can think out of the box, because they've been exposed to different points of view and different languages."

babycenter.com

Prime time fun: Alternatives to TV

While it's tempting to use the TV as a babysitter — especially before dinner, when you need to be in the kitchen — you shouldn't get into the habit: Research shows that too much TV-watching can actually restrict your child's imaginative and cognitive abilities. The answer? Bring your child into the kitchen with you. You have plenty of "ingredients" for fun inside the cupboards and drawers. Here are some suggestions from experts to help keep the TV off while you both cook up some fun. Don't worry if you have a small kitchen. These suggestions can be used anytime, anywhere.

The power of pretend play. Try initiating a make-believe game with your child, suggests Jerome L. Singer, co-director of the Family Television Research and Consultation Center at Yale University. Not only will pretend play give your child ample opportunity to use his imagination, says Singer, but research shows that kids who play make-believe tend to be happier than other kids. For example, pretend you are at your child's favorite restaurant. Outfit your child with an apron and help him set up a table and chairs for his stuffed animals. Or, pretend you are going on a picnic: Set out a blanket with a basket and ask your child what kinds of food he would pack.

Make a mini kitchen. Set up a small table for your little chef in one corner of the kitchen with a few cooking utensils (small pot, cutting board, butter knife) and some of the ingredients you're using for dinner. Your child can imitate you while pretending to make dinner, too. "When children imitate their parents it makes them feel grown up and they feel a sense of power," says Marilyn Segal, dean emeritus at the Family and School Center at Nova Southeastern University in Fort Lauderdale, Florida. If your child has a play kitchen in his room, consider moving it into the kitchen where you can cook side by side.

Funnel fun. Seat your child at the table in front of two plastic washtubs with beans or colored rice, provide a funnel and some spoons, and show your child how to pour the beans and rice back and forth, suggests Kathy Kenworthy, who teaches preschool at the Broadway Children's School in Oakland, California. Be sure to keep an eye on your child, Kenworthy warns: Some young children may try to put beans or rice in their nose and ears, where they can get stuck.

Play dough creations. Kids love to use play dough to make their own cakes, cookies, and more. To make the colored dough combine two cups white flour, ½ cup salt, 2 cups water, 2 tablespoons cooking oil, ¼ cup cream of tartar, and a drop of food coloring in a saucepan over medium heat. When the mixture looks smooth, let it cool and give it to your child to play with. (You can also keep it in the fridge for future on-the-spot creations.)

Kenworthy suggests setting up a tray with the colored dough and some objects for your child to shape the dough with. Cookie cutters, toothpicks, and bottle caps are all good choices. "Four-year-olds love to use garlic presses," Kenworthy says. Two- and 3-year-olds may have trouble squeezing the garlic press together, but they can use plastic knives and scissors to cut the play dough, she says.

Homespun place mats. You'll be surprised at how the TV will pale in comparison when your child is presented with an art project, even a simple one, Kenworthy says. Try setting up a small arts and crafts table in the kitchen (or drape a plastic tarp over the dinner table) with glue, markers, construction paper, scissors, beans, and various types of uncooked pasta. Your child can create colorful placemats for family members and decorate the borders with the beans and pasta.

Bubble delight. Blowing bubbles is a fun learning activity for kids. Set up a basin of water with a little dish soap, Kenworthy suggests. Your child can use objects such as rubber bands and strawberry baskets to blow bubbles, and can experiment by using the different objects to create bubbles of different sizes. Be warned that while your child is mastering the art of bubble blowing, you may end up with a lot of water on the floor. If you want your child to do this activity at the sink, sit him on a stool with rubber legs so it doesn't slide.

Playful pizza. Buy ready-made pizza dough and give your child a bowl of cooked tomato sauce to smear onto the crust. Then let him decorate it with pieces of grated cheese, pepperoni, olives, slices of tomato and pepper, and anything else you'd like on the pizza. Many children like to make smiley faces or patterns. After you've cooked the pizza, point out to your child how the ingredients look different (mushrooms shrink, cheese melts, colors deepen) after they've been cooked.

Cook up a story. Bring your kids into the kitchen and tell each other stories, Kenworthy suggests. Try using kitchen items for inspiration. For example, the pasta you're about to dump into the boiling water can represent scuba divers on a daring mission. Encourage your child to add to the tale or start one of his own. "Telling stories is terrific for children's language development," Kenworthy says. Not only does telling stories help children organize their thoughts and learn new vocabulary, but communicating with you boosts their self-esteem, she says. Tip: Your child will love hearing about a main character that greatly resembles him.

Resort to sort. Set a bunch of different objects — fruits, silverware (no sharp knives!), cups — on the table and ask your child to separate them into different groups, Kenworthy suggests. While he's concentrating on the task, talk to him about the objects he's sorting: What color are they? What are they used for? Not only will your child have fun with everyday objects, he'll also learn about them. "Sorting is one way young kids explore the world," Kenworthy says.

babycenter.com

You really dont need to be special or whatsoever (things they make us believe in the media and magazines) to feel happy inside. It only takes a good heart and the right person, and a nice place where you can find & be yourself.

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Character Building and Character Development

Foundation of religion, Islam is on knowledge (Ilm) and Noble Character (Akhlaq). When we study the life and times of our beloved Ahlul Bayt (as), we notice that the main weapon they used in carrying out their mission of spreading the message of Allah (SWT), was knowledge on one hand and Noble Character on the other. Our 6th Imam, Imam Jafar Sadiq (as) narrates that, "Anyone who is devoid of knowledge (Ilm) and Noble Character (Akhlaq) is like an orphan who has lost both his parents." Our Fuqaha (scholars) are apt examples of the height of character one can attain. It has been narrated about the spiritual station of our great Marja, Ayatullah Muhammad Husein Burujerdi (d.1961), that he had made a vow (Nadhr) that if he ever uttered inappropriate words when angry, he would fast for a whole year (to train his soul). Indeed, he had a very lofty station because of his excellent character. He himself has said, "Before I came to Qom, I used to hear the voices of angels." He was a Marja whose credentials as a supreme authority had been endorsed by Amir al-Mu'mineen, Imam Ali (pbuh) himself. Holy Prophet Muhammad (SAW) said: I seek refuge in Allah (SWT) from knowledge that brings no wisdom, from a heart that lacks kindness, from desires that bring discontent, and from supplications that go unanswered. Holy Prophet Muhammad (SAW) said: "Teachers and students both share in rewards but other people are deprived of them." Holy Prophet Muhammad (SAW) said: "He who searches for knowledge is similar to a person who fasts during the day and keeps vigil at night and is busy worshipping. If a person acquires a branch of knowledge, it is better for him than possessing as much gold as the height of Abu Qubais Mount which he would distribute in the way of Allah (SWT)." Holy Prophet Muhammad (SAW) said: "The virtue of knowledge is more beloved with Allah (SWT) than the virtue of worship." Holy Prophet Muhammad (SAW) said: "The Noble Qur'an is Allah's (SWT) university; so, learn as much as you can in this university." Holy Prophet Muhammad (SAW) said: "Fie upon that Muslim who does not allocate (at least) one day a week to the study of the details of his religion and to explore (the affairs) of his religion." Imam Hassan (as) said: "Teach your knowledge to others and (try to) learn yourself the knowledge of others." Imam Baqir (as) said: "Try to learn knowledge because learning it is a good action and study is itself a worship." Imam Jafar Sadiq (as) said: "Be careful of your knowledge and see from whom you get it." Imam Jafar Sadiq (as) said: "Try to obtain knowledge and ornament it with patience and dignity; and be humble for the one who learns knowledge from you." Knowledge (Ilm) and Wealth in the eyes of Imam Ali (pbuh): It is related that once ten learned men approached Imam Ali (pbuh), and wanted to know how knowledge was better than wealth. They requested that each one of them be given a separate answer. Imam Ali (pbuh) answered them as follows: 01. Knowledge is the legacy of the Prophets; wealth is the inheritance of the Pharaohs. As the Prophets are superior to the Pharaohs, so knowledge is better than wealth. 02. You have to guard your wealth, but knowledge guards you. Therefore, knowledge is better than wealth. 03. When knowledge is distributed it increases. When wealth is distributed it decreases. As such knowledge is better than wealth. 04. A man of wealth has many enemies, while a man of knowledge has many friends. Therefore knowledge is better than wealth. 05. A learned man because of his wider outlook is apt to be generous while a rich man because of his love for money is apt to be miserly. As such knowledge is better than wealth. 06. Knowledge cannot be stolen, while wealth is constantly exposed to the danger of being stolen. Accordingly knowledge is better than wealth. 07. With the lapse of time, knowledge gains in depth and dimensions. Hoarded coins get rusty, or cease to be legal tender. Therefore knowledge is better than wealth. 08. You can keep account of wealth because it is limited, but you cannot keep account of knowledge because it is boundless. That is why knowledge is better than wealth. 09. Knowledge illuminates the mind, while wealth is apt to blacken it. Therefore knowledge is better than wealth. 10. Knowledge is better than wealth, because knowledge induced the humanity in the Holy Prophet to say to God "We worship Thee as we are Thine servants", while wealth engendered in Pharaoh and Nimrod the vanity which made them claim Godhead. Imam Ali (pbuh) was the only one who declared 'Saluni, Saluni Kabla an Tafkiduni' - 'ask me, ask me, before you do not find me amongst you.' Imam Ali (pbuh) says regarding knowledge and acting on it: O you who carry knowledge around with you; are you only carrying it around with you? For surely knowledge belongs to who ever know and then acts accordingly, so that his action corresponds to his knowledge. There will be a people who will carry knowledge around with them, but it will not pass beyond their shoulders. Their inner most thoughts will contradict what they display in public and their actions will contradict what they know. Imam Ali (pbuh) says regarding the purity and nobility of knowledge: When a dead person is placed in his grave, four kinds of fire will cover him, but then the prayer will come and put one of them out, and the fast will come and put another one of them out, and then charity will come and put another one out, and knowledge will come and put the forth one out, and it will say: 'If I had come sooner, I would a have put all of them out, and given you delight for I am with you now, and you'll not see anything else distressing.'

Discipline and Islam: Knowledge (Ilm) and Noble Character (Akhlaq) in Islam

Not only that discipline is a secret of the success of great men, our universe also stands on the same foundation. If the solar system is working regularly, if the stars are revolving around the sun systematically and if there is no flaw function for millenniums it is only due to the fact that the solar system is based on order. Order is found in everything around us from the largest bodies of the universe to the minutest thing called "atom". Everything in this world is made up of tiny atoms. A wonderful discipline is in action and it is seen in each and every movement of the universe. There are tiny atoms in every system. Every atom has its own center, which is called 'proton'. Many 'electrons' move round the center like stars and moons. In the words of a great Muslim scholar: "If you tear up the heart of every atom you will find its sun in its center." The universe is the best guide for all of us. We should learn about life and the causes and reasons of its stability and success from it. This universe tells that: "The secret of my survival is the regularity and orderliness which my Creator has ingrained in me." If the educational system of any country becomes chaotic, if the trade and economy of any nation is disturbed, if the balance of supply and demand is upset, if the law and order of any country turns corrupt, if the army gets out of control the end of that nation becomes certain. When Imam Ali (pbuh), Commander of the Faithful, was fatally injured by the sword of Ibne Muljim, the first bequest uttered by him to his sons, after advising them to refrain from Allah's (SWT) disobedience, was regarding this orderliness in every affair: "I advise you to refrain from disobeying Allah (SWT) and to abide by law and order and regularity in life." One of the ways of orderliness is to divide our daily time according to our needs. Doing every necessary work in its proper time is life. We should further this foundation of life. We must refrain from disorderliness and indiscipline because irregularity ends propriety and destroys our talent and competence. The leader of the God-fearing people, Imam Ali (pbuh) says, "A Muslim must divide his time into three parts. One part should be reserved for Allah's (SWT) worship, one for earning livelihood and the third for attending to the demands of the body which cannot be ignored." If there was no orderliness or discipline in our past can we benefit from such orderliness in the remaining years of our life? "Certainly, we can ..." because the three stages of our life, childhood, youth and old age are like three compartments of a ship which can be separated from one another by pressing a button. If a compartment is damaged it can be separated from the rest. Only he is successful who can, using his wisdom, separate different compartments of his life and deal whit them separately. It is pitiable that man, instead of gaining from the present opportunities, should remain sorrowful for his past, thus wasting the time available to him and become careless about brining order in the forthcoming time. A competent minister was carrying out his administrative duties with the help of his assistants. When asked as to how he was arranging his affairs he replied, "I never postpone today's work for tomorrow. In my view it is not correct to delay anything." We see signs in offices and workshops saying: Time is Gold. It surprises me because the value of time becomes more than gold if everything is done in time. http://www.ezsoftech.com/stories/stories.asp