ENVIRONMENTAL PROTECTION
Green law
PURICH TRIVITAYAKHUN
Recently, law students from more than 10 countries gathered in Bangkok to attend the Alsa Annual Forum 2008, the biggest event of the Asian Law Students Association (Alsa). Their aim was to find a legal solution to cope with the environmental crisis.
The topic of the forum, which ran from Aug 2 to 9, was "Environmental Issues and Solutions toward Asia's Responsibilities". More than 200 delegates from Alsa member-countries and participants from Europe and Australia took part in the discussions.
One of its goals is to draft an international convention for environmental problems, so as to raise public concern over the issues involved. The areas considered included factory emissions control, natural resource management, fishery control, marine pollution, wildlife protection, forestry issues and city pollution.
"As law students, we believe this could be the best way to solve environmental problems - by using legal mechanisms," said Nutta Vasantasingh, president of the Alsa Annual Forum 2008 organising committee.
"We want to do something substantial in terms of the law. As a new generation of lawyers, we should present our ideas on how the law can be applied to resolve environmental problems, such as marine pollution or fishery control. Our objective is to encourage people to become aware of our various conventions and put them into practice," she continued.
One important scheme is the Environmental Project, in which the group from each member-country chooses one environmental problem that it is concerned about, and tries to deal with it legally.
"The main idea of the environmental project is to have members put theory into practice rather than just have discussions," said Nat Boonjunwetvat, the former president of Alsa. It was the fifth Alsa forum, and it is the first time that Thailand acted as host. The previous one, in 2007, was held in Seoul, Korea.
Growth
Launched in 1989 by a group of Indonesian law students, Alsa has expanded considerably. The organisation now has members from nine countries: China, Indonesia, Korea, Japan, Malaysia, the Philippines, Singapore, Taiwan and Thailand.
This non-political, non-governmental and non-profit organisation aims to encourage members to get an insight into the legal system inside each member- country as well as foster long-term relationships among law students of diverse cultures and international backgrounds.
"We are encouraging law students to exchange ideas. By doing this, we can see the different legal problems from the perspectives of young people. Later, we can apply this knowledge to our profession," said the former president. "Today, we are in the world of globalisation. We cannot know only our legal system or see only our own problems. We have to seek international coordination and exchange knowledge so that we can develop ourselves."
Anisa Putri Larasati Sulaiman, an Alsa member from Indonesia, talked about some of the benefits of being a member of the association: "You can expand your network of legal contacts, practise your legal skills and exchange knowledge on the different cultures and legal systems of Asian countries."
Other Alsa activities include the Asian Law Students Conferences and study trips to member countries. In the future, the association expects to hold public legal seminars, according to Nutta.
For more information about Alsa, visit
http://www.alsa-intl.net . Any university interested in joining Alsa may contact Ms Chompoonut Wiroonpan on 089-992-2909.
Showing posts with label Education News. Show all posts
Showing posts with label Education News. Show all posts
Sunday, August 31, 2008
The peaceful teaching of Theravada in busy Bangkok
Living dhamma
The peaceful teaching of Theravada in busy Bangkok
PHRA CITTASAMVARO BHIKKHU
Bangkok has long been a hub for people travelling throughout Southeast Asia. It offers things both good and not-so-good to the visitor, although Theravada Buddhism - the cultural cornerstone of Thailand and a source of tremendous pride for Thais - has not been proactive in teaching the international community about its many offerings.
Need for an alternative
While Thailand's temples shimmer majestically in photos, non-Thais interested in the peaceful teachings those temples enshrine are often left in the dark. The buildings are beautiful and inviting, but the teachings and principles of enlightenment they hold remain a mystery to most non-Thais, many of whom would like to know more. There are many reasons, but a major one is the language barrier.
For this reason, last year a small group of us decided to launch an experiment aimed at presenting those precious teachings in English to local expatriates and foreign visitors.
Accordingly, the international community of Bangkok is invited to attend a series of dhamma talks in English which will explore one of Thailand's most precious gems, called: "Theravada Buddhism. Living Dhamma". The series will take place on Thursdays from Aug 21 to Oct 9. The talks will cover topics on Buddhism, mindfulness and meditation, and promise to be easily understood by newcomers, while offering fresh insights into topics that regular mediators will find interesting and challenging.
Rites, rituals minimised
"The Living Dhamma" series will run for eight consecutive Thursdays. This means that topics covered will be explored methodically and thoroughly.
The rites and rituals surrounding dhamma, as taught in Theravada Buddhism, will be kept to a minimum. Instead, the focus will be on how the teachings can be brought to practical and peaceful uses.
The talks will examine how the various methods of reflection and meditation can be used to console one's thoughts and feelings, offering a taste of the meditative peace that lies beyond.
In fact, there is a pure, psychodynamic aspect of the teachings that resides beneath the rituals, and this has been of growing interest to the West, especially in psychology.
For example, more than 17,000 people have completed the University of Massachusetts' "Mindfulness-based Stress Reduction" programme, which utilises many of the techniques found in Theravada and Zen practices.
One aspect of the programme scrutinises these teachings under the microscope of science. The course founder, Dr Jon Kabat-Zinn, maintains close ties to the Buddhist roots of the course through the Mind and Life Institution - a group that "explor(es) the relationship of science and Buddhism".
However, how much can science cut away with "Occam's Razor" before losing sight of the spiritual goal of enlightenment?
Training the mind
The mind, by nature, is universal and warrants investigation. And while Buddhists appreciate the scientific interest from psychology, Theravada Buddhism focuses on more than just stress reduction.
Training the mind to step back and observe itself strips the "self" identity to its bare roots. Our parents and teachers never really taught us to notice this, enthralled as they were with exam scores.
This quiet, yet awake, mind is where the mind unifies. Kayagatasati Sutta observed that a monk must seek to be: "Heedful, ardent and resolute, and any memories and resolves related to the household life (should be) abandoned, and with their abandoning his mind (should) gather and (be) quieted inwardly, (be) unified and centred."
At the talks, participants will look at modern research and how it relates to dhamma topics, says co-organiser Dr Holly Dugan, a former professor of East-West Psychology at Abac University.
Dugan says, "I think the crowd will give us some ideas about future topics, but Buddhist Psychology is a natural [topic]. Oh, and lots of people are interested in Christianity and Buddhism, a subject I've chewed on a bit."
So far, participants have presented a wide range of ideas for discussion. With knowledge of Pali terminology and Buddhist learning, participants show just how far the West has come in its understanding of Asian religion and thought.
Bangkok 'sangha'
Several participants come from backgrounds in yoga and spiritual massage. Others come from more academically rooted philosophical and psychological backgrounds.
The universal appeal of Theravada Buddhism can be seen through the diversity of persons who gather for the talks. However, attendees are not required to believe in any specific faith or be a member of any specific group. The more diverse the crowd, the more interesting the discussions can be.
Over the next several weeks. we will take a detailed look at these teachings. Hopefully, there will be as many answers as questions, and in the near future we can expand the format to include more informal gatherings.
Indeed, since forming last year, many lasting friendships have grown in our Little Bangkok Sangha - which is part of the larger plan. The word "sangha" originates from Pali and translates roughly as "community"; but in a broader sense it can mean a group of like-minded people.
The upcoming talks will be held at Wat Yannawa, which is a three-minute walk from Saphan Taksin Skytrain Station. They will run from 6:30pm to 8:15pm every Thursday beginning Aug 21 and will continue for eight weeks.
The format will include a dhamma talk, simple meditation instruction for those who do not have an established regimen, meditation, and Q&A. All the events are free of charge, and no reservation is needed.
For more information, visit http://littlebang.wordpress.com/ . For a list of discussion topics each week, visit http://tinyurl.com/69z37b .
Phra Cittasamvaro Bhikkhu is a British national who was ordained in 1996 in Thailand. He has a BA in Buddhist Psychology from Mahaculalongkorn Rajavidyalaya University ('Monk's University', Bangkok). He is a co-founder of 'The Living Dhamma' series of discussions and workshops in English.
The peaceful teaching of Theravada in busy Bangkok
PHRA CITTASAMVARO BHIKKHU
Bangkok has long been a hub for people travelling throughout Southeast Asia. It offers things both good and not-so-good to the visitor, although Theravada Buddhism - the cultural cornerstone of Thailand and a source of tremendous pride for Thais - has not been proactive in teaching the international community about its many offerings.
Need for an alternative
While Thailand's temples shimmer majestically in photos, non-Thais interested in the peaceful teachings those temples enshrine are often left in the dark. The buildings are beautiful and inviting, but the teachings and principles of enlightenment they hold remain a mystery to most non-Thais, many of whom would like to know more. There are many reasons, but a major one is the language barrier.
For this reason, last year a small group of us decided to launch an experiment aimed at presenting those precious teachings in English to local expatriates and foreign visitors.
Accordingly, the international community of Bangkok is invited to attend a series of dhamma talks in English which will explore one of Thailand's most precious gems, called: "Theravada Buddhism. Living Dhamma". The series will take place on Thursdays from Aug 21 to Oct 9. The talks will cover topics on Buddhism, mindfulness and meditation, and promise to be easily understood by newcomers, while offering fresh insights into topics that regular mediators will find interesting and challenging.
Rites, rituals minimised
"The Living Dhamma" series will run for eight consecutive Thursdays. This means that topics covered will be explored methodically and thoroughly.
The rites and rituals surrounding dhamma, as taught in Theravada Buddhism, will be kept to a minimum. Instead, the focus will be on how the teachings can be brought to practical and peaceful uses.
The talks will examine how the various methods of reflection and meditation can be used to console one's thoughts and feelings, offering a taste of the meditative peace that lies beyond.
In fact, there is a pure, psychodynamic aspect of the teachings that resides beneath the rituals, and this has been of growing interest to the West, especially in psychology.
For example, more than 17,000 people have completed the University of Massachusetts' "Mindfulness-based Stress Reduction" programme, which utilises many of the techniques found in Theravada and Zen practices.
One aspect of the programme scrutinises these teachings under the microscope of science. The course founder, Dr Jon Kabat-Zinn, maintains close ties to the Buddhist roots of the course through the Mind and Life Institution - a group that "explor(es) the relationship of science and Buddhism".
However, how much can science cut away with "Occam's Razor" before losing sight of the spiritual goal of enlightenment?
Training the mind
The mind, by nature, is universal and warrants investigation. And while Buddhists appreciate the scientific interest from psychology, Theravada Buddhism focuses on more than just stress reduction.
Training the mind to step back and observe itself strips the "self" identity to its bare roots. Our parents and teachers never really taught us to notice this, enthralled as they were with exam scores.
This quiet, yet awake, mind is where the mind unifies. Kayagatasati Sutta observed that a monk must seek to be: "Heedful, ardent and resolute, and any memories and resolves related to the household life (should be) abandoned, and with their abandoning his mind (should) gather and (be) quieted inwardly, (be) unified and centred."
At the talks, participants will look at modern research and how it relates to dhamma topics, says co-organiser Dr Holly Dugan, a former professor of East-West Psychology at Abac University.
Dugan says, "I think the crowd will give us some ideas about future topics, but Buddhist Psychology is a natural [topic]. Oh, and lots of people are interested in Christianity and Buddhism, a subject I've chewed on a bit."
So far, participants have presented a wide range of ideas for discussion. With knowledge of Pali terminology and Buddhist learning, participants show just how far the West has come in its understanding of Asian religion and thought.
Bangkok 'sangha'
Several participants come from backgrounds in yoga and spiritual massage. Others come from more academically rooted philosophical and psychological backgrounds.
The universal appeal of Theravada Buddhism can be seen through the diversity of persons who gather for the talks. However, attendees are not required to believe in any specific faith or be a member of any specific group. The more diverse the crowd, the more interesting the discussions can be.
Over the next several weeks. we will take a detailed look at these teachings. Hopefully, there will be as many answers as questions, and in the near future we can expand the format to include more informal gatherings.
Indeed, since forming last year, many lasting friendships have grown in our Little Bangkok Sangha - which is part of the larger plan. The word "sangha" originates from Pali and translates roughly as "community"; but in a broader sense it can mean a group of like-minded people.
The upcoming talks will be held at Wat Yannawa, which is a three-minute walk from Saphan Taksin Skytrain Station. They will run from 6:30pm to 8:15pm every Thursday beginning Aug 21 and will continue for eight weeks.
The format will include a dhamma talk, simple meditation instruction for those who do not have an established regimen, meditation, and Q&A. All the events are free of charge, and no reservation is needed.
For more information, visit http://littlebang.wordpress.com/ . For a list of discussion topics each week, visit http://tinyurl.com/69z37b .
Phra Cittasamvaro Bhikkhu is a British national who was ordained in 1996 in Thailand. He has a BA in Buddhist Psychology from Mahaculalongkorn Rajavidyalaya University ('Monk's University', Bangkok). He is a co-founder of 'The Living Dhamma' series of discussions and workshops in English.
Tuesday, August 26, 2008
The teacher-student divide
In My OPINION
The teacher-student divide
Some education commentators are concerned about false barriers that exist between teachers and their students and which could prevent successful learning from taking place
STEVE GRAHAM
While the majority of teachers would like their students to at least like them, it should be remembered that a teacher's degree of popularity does not equate to whether he or she is a good teacher or not.
Teaching is not a popularity contest
All of us can remember teachers from our past who were good and those who were really bad. It's the ones in the middle that we don't seem to remember so well.
When students like their teacher, the latter is usually remembered as a "good teacher". It could be that a teacher whom they did not like was actually the better teacher; however, the style or manner of teaching was what made them disliked or less popular.
Traditionally in Thailand, teachers are respected in society. Today, there are some who would argue with this point of view, as over the years the position of teachers has somehow been eroded. Needless to say, even in modern times it is obvious who the teacher is and who the students are in our classrooms.
At least it's obvious in my classroom. I'm the overweight bald guy with a moustache wearing a shirt and a tie, just a little bit different from the rest of those in the room. I'd like to be popular with my students; however, you would have to ask them if I am.
The teacher-student gap
There needs to be some sort of collaboration between students and teachers if we are to make this student-centred learning work in accordance with the 1999 Education Act. In my opinion, the divide between teachers and their students is obvious and there is no need to reinforce the places we have in society, especially if we need the cooperation of our students for them to learn. It is impossible for teachers to force someone to learn. Teachers have to make the learning environment attractive enough for students to be motivated to learn. It's a case of leading a horse to the water and not being able to make it drink.
On the other hand, students have to take responsibility for their own learning and not just sit back and wait for their teacher to wave a magic wand to fill them with knowledge.
There are some who would state that familiarity breeds contempt; however, I am not so sure that is the case in the classroom. If teachers act as an example to their students, then there should not be any difficulty in their remaining as the authority figure with all the responsibility that it entails. If teachers set a bad example, then there is every chance that students will not respect their teachers, and then there would be a breakdown in the teacher-student relationship, which is needed to succeed.
Working together toward a common goal
I learn a lot from my students; they always keep me on the straight and narrow. The reason for this is that I listen to what they have to say. I might not agree with them all the time, but I bother to listen to their opinions and try to understand them as individuals. This transcends culture and is basic decency. By listening and discussing problems with them, it is possible to have an excellent working relationship that benefits everyone concerned. Before your eyes start watering and you reach for the Kleenex, I'm not one of these "touchy feely" type people who hug trees as a form of self-expression. What we have here is a chance for real communication (in English) to enable everyone to achieve their objectives.
Just recently, I wanted my class to complete a task, and I gave what I thought was an excellent explanation of what was required. To my surprise, one young lady in my class had a puzzled look on her face. I asked if she understood, and reluctantly she said no.
I had to explain about four or five times. Everyone was laughing because after every explanation I gave, I would ask if she understood. She kept saying no. After several attempts and a lot of laughter, we were able to extract a positive answer from her. The point I am trying to make is that the breaking down of perceived barriers will make the learning process more enjoyable for both teachers and students.
Steve Graham is an English language teacher at the Language Centre, Udon Thani Rajabhat University in northeastern Thailand. For more information or discussion, you could contact Steve at steve@steves-english-zone.com
The teacher-student divide
Some education commentators are concerned about false barriers that exist between teachers and their students and which could prevent successful learning from taking place
STEVE GRAHAM
While the majority of teachers would like their students to at least like them, it should be remembered that a teacher's degree of popularity does not equate to whether he or she is a good teacher or not.
Teaching is not a popularity contest
All of us can remember teachers from our past who were good and those who were really bad. It's the ones in the middle that we don't seem to remember so well.
When students like their teacher, the latter is usually remembered as a "good teacher". It could be that a teacher whom they did not like was actually the better teacher; however, the style or manner of teaching was what made them disliked or less popular.
Traditionally in Thailand, teachers are respected in society. Today, there are some who would argue with this point of view, as over the years the position of teachers has somehow been eroded. Needless to say, even in modern times it is obvious who the teacher is and who the students are in our classrooms.
At least it's obvious in my classroom. I'm the overweight bald guy with a moustache wearing a shirt and a tie, just a little bit different from the rest of those in the room. I'd like to be popular with my students; however, you would have to ask them if I am.
The teacher-student gap
There needs to be some sort of collaboration between students and teachers if we are to make this student-centred learning work in accordance with the 1999 Education Act. In my opinion, the divide between teachers and their students is obvious and there is no need to reinforce the places we have in society, especially if we need the cooperation of our students for them to learn. It is impossible for teachers to force someone to learn. Teachers have to make the learning environment attractive enough for students to be motivated to learn. It's a case of leading a horse to the water and not being able to make it drink.
On the other hand, students have to take responsibility for their own learning and not just sit back and wait for their teacher to wave a magic wand to fill them with knowledge.
There are some who would state that familiarity breeds contempt; however, I am not so sure that is the case in the classroom. If teachers act as an example to their students, then there should not be any difficulty in their remaining as the authority figure with all the responsibility that it entails. If teachers set a bad example, then there is every chance that students will not respect their teachers, and then there would be a breakdown in the teacher-student relationship, which is needed to succeed.
Working together toward a common goal
I learn a lot from my students; they always keep me on the straight and narrow. The reason for this is that I listen to what they have to say. I might not agree with them all the time, but I bother to listen to their opinions and try to understand them as individuals. This transcends culture and is basic decency. By listening and discussing problems with them, it is possible to have an excellent working relationship that benefits everyone concerned. Before your eyes start watering and you reach for the Kleenex, I'm not one of these "touchy feely" type people who hug trees as a form of self-expression. What we have here is a chance for real communication (in English) to enable everyone to achieve their objectives.
Just recently, I wanted my class to complete a task, and I gave what I thought was an excellent explanation of what was required. To my surprise, one young lady in my class had a puzzled look on her face. I asked if she understood, and reluctantly she said no.
I had to explain about four or five times. Everyone was laughing because after every explanation I gave, I would ask if she understood. She kept saying no. After several attempts and a lot of laughter, we were able to extract a positive answer from her. The point I am trying to make is that the breaking down of perceived barriers will make the learning process more enjoyable for both teachers and students.
Steve Graham is an English language teacher at the Language Centre, Udon Thani Rajabhat University in northeastern Thailand. For more information or discussion, you could contact Steve at steve@steves-english-zone.com
Successful extensive reading
TEACHER-2-Teacher
Successful extensive reading
Helping students to become comfortable with reading faster
TIMOTHY CORNWALL, PHD, DTM
Extensive reading plays an important role in improving language skills as it provides exposure to vocabulary and helps to develop reading fluency. However, if students lip read and finger point, speed and comprehension will be limited.
To help students gain confidence in reading faster and to increase chances of success with extensive reading, I provide them with proof they can read quickly while comprehending at a level expected with extensive reading.
Selecting a reading passage
Many classroom textbooks include reading selections throughout the book. I look ahead through the material and select a decent length of reading passage that I have not covered in class. The length and difficulty will vary depending on the level I teach. This is fine, as the selected reading should match students' abilities and limit new vocabulary.
While it might be tempting to include questions and exercises provided in the book, the key to success with this exercise is to ensure students can answer all my questions. For example, if the selected reading is fiction, ask about the story. Did you like it? Why did you like it? Did you like character A or B? What would you do? If the selection is non-fiction, ask about content. Is it interesting? Why did you like it? Do you want to read more about this topic?
Reading aloud
I then provide a basic or general introduction about the topic or content of the reading. Pre-reading questions in the text could prove useful and will save preparation time.
If I do not like the questions provided, a few preliminary questions of my own are usually enough to ensure students have understood the passage.
I begin by explaining that I am going to read aloud and tell them how boring it is when someone does this in English. "I do not know anyone who can read English aloud as fast as I can read quietly. This is one reason why I find so many PowerPoint presentations to be boring. By the time a speaker has finished reading a slide, I am impatiently waiting for the next one. Depending on the content, it can be a very long, impatient wait."
If possible, I get students to agree that this is also true in Thai.
Once I have let them know I plan to read as quickly as I can and that, while I am reading aloud, I want them to follow the text using only their eyes, I make it very clear that I do not want to see any fingers or pencils near books and that I do not want students to read aloud with me.
When the students are ready, I read the selection as quickly as I can without sacrificing the pronunciation. When I finish, I ask the students to think for a minute and then I reread the passage at the same speed.
Ask questions
After reading aloud two or three times, I ask students to close their books and answer post-reading questions. It is important that most of the students are able to answer most of the questions. When they are, I congratulate them.
I take a few minutes to explain that this clearly demonstrates that for some types of reading, they are able to read quite quickly. Again, it is important to emphasize that the questions must reflect those asked after an extensive reading and not those typically used with intensive reading. There might be a great deal they cannot answer or do with the reading selection, which I will deal with when it is studied later in the course, perhaps to practise different reading skills or for different purposes.
Finally, I discuss with students whether they felt I had read too quickly and whether they had been able to keep up with the speed. If they answer that it was too fast, which is most likely, I remind them about their answers concerning Thai. The key is to have them recognise that with extensive reading, in particular for pleasure, as with Thai, they can and need to read quickly.
In repeatedly reading the passages aloud and quickly to students, they begin to gain confidence in reading faster than they would have experimented on their own.
More importantly, if they can see a measure of success, they will begin to appreciate that they can - depending on the reading selection and exercises that follow - read quite quickly.
Dr Timothy Cornwall has been teaching EFL for almost 30 years and is the co-founder of Thailand Educators Network, at thaiednet.org . He can be reached through his web site speechwork.co.th , at
tim@speechwork.co.th or on 081-834-8982.
Successful extensive reading
Helping students to become comfortable with reading faster
TIMOTHY CORNWALL, PHD, DTM
Extensive reading plays an important role in improving language skills as it provides exposure to vocabulary and helps to develop reading fluency. However, if students lip read and finger point, speed and comprehension will be limited.
To help students gain confidence in reading faster and to increase chances of success with extensive reading, I provide them with proof they can read quickly while comprehending at a level expected with extensive reading.
Selecting a reading passage
Many classroom textbooks include reading selections throughout the book. I look ahead through the material and select a decent length of reading passage that I have not covered in class. The length and difficulty will vary depending on the level I teach. This is fine, as the selected reading should match students' abilities and limit new vocabulary.
While it might be tempting to include questions and exercises provided in the book, the key to success with this exercise is to ensure students can answer all my questions. For example, if the selected reading is fiction, ask about the story. Did you like it? Why did you like it? Did you like character A or B? What would you do? If the selection is non-fiction, ask about content. Is it interesting? Why did you like it? Do you want to read more about this topic?
Reading aloud
I then provide a basic or general introduction about the topic or content of the reading. Pre-reading questions in the text could prove useful and will save preparation time.
If I do not like the questions provided, a few preliminary questions of my own are usually enough to ensure students have understood the passage.
I begin by explaining that I am going to read aloud and tell them how boring it is when someone does this in English. "I do not know anyone who can read English aloud as fast as I can read quietly. This is one reason why I find so many PowerPoint presentations to be boring. By the time a speaker has finished reading a slide, I am impatiently waiting for the next one. Depending on the content, it can be a very long, impatient wait."
If possible, I get students to agree that this is also true in Thai.
Once I have let them know I plan to read as quickly as I can and that, while I am reading aloud, I want them to follow the text using only their eyes, I make it very clear that I do not want to see any fingers or pencils near books and that I do not want students to read aloud with me.
When the students are ready, I read the selection as quickly as I can without sacrificing the pronunciation. When I finish, I ask the students to think for a minute and then I reread the passage at the same speed.
Ask questions
After reading aloud two or three times, I ask students to close their books and answer post-reading questions. It is important that most of the students are able to answer most of the questions. When they are, I congratulate them.
I take a few minutes to explain that this clearly demonstrates that for some types of reading, they are able to read quite quickly. Again, it is important to emphasize that the questions must reflect those asked after an extensive reading and not those typically used with intensive reading. There might be a great deal they cannot answer or do with the reading selection, which I will deal with when it is studied later in the course, perhaps to practise different reading skills or for different purposes.
Finally, I discuss with students whether they felt I had read too quickly and whether they had been able to keep up with the speed. If they answer that it was too fast, which is most likely, I remind them about their answers concerning Thai. The key is to have them recognise that with extensive reading, in particular for pleasure, as with Thai, they can and need to read quickly.
In repeatedly reading the passages aloud and quickly to students, they begin to gain confidence in reading faster than they would have experimented on their own.
More importantly, if they can see a measure of success, they will begin to appreciate that they can - depending on the reading selection and exercises that follow - read quite quickly.
Dr Timothy Cornwall has been teaching EFL for almost 30 years and is the co-founder of Thailand Educators Network, at thaiednet.org . He can be reached through his web site speechwork.co.th , at
tim@speechwork.co.th or on 081-834-8982.
Twenty20 vision
Sports ACADEMY
Twenty20 vision
CHRIS LEA
Twenty20 is a relatively new form of cricket that is making waves in the game throughout the world. It is so called as each team bats for a maximum of twenty overs. This means that a typical game lasts around three hours. This is the big hook for the format, making it more accessible to a larger crowd of spectators who do not have the time to invest in longer forms of the game.
Beginnings
The idea of the format has been around since 1998, but it wasn't until 2003 that Twenty20 was introduced by the England and Wales Cricket Board (ECB) as an inter-county competition. As an attempt to curb diminishing attendances at county cricket matches, it was an immediate success.
The first Twenty20 Cup was won by the Surrey Lions, who defeated the Warwickshire Bears by nine wickets in the final. After only one year, in July 2004, the first Twenty20 match to be played at Lord's drew a crowd of 27,500 eager fans. Aside from a one-day final, this was the biggest crowd to attend a county cricket game since 1953.
International
In February 2005, the first international Twenty20 match was played at Eden Park, Auckland, between New Zealand and Australia. The Black Caps were soundly thrashed by the Australians, but the game was played in good humour. At one point, Glenn McGrath lampooned the infamous "underarm incident" and was shown a fake red card by the umpire. This indicated the mood: the 20-over game was not taken seriously, it was a bit of fun. However, the mood has quickly changed now since big money has started to come in.
With the dramatic defeat of Pakistan in the final over of the inaugural Twenty20 World Cup in South Africa in 2007, India realised the potential for vast revenues from this form of the game. The newly created Indian Premier League and the unsanctioned Indian Cricket League are now offering huge sums of money, way beyond what any professional cricketer has been able to earn in the past, to play there. This is a real draw for many county cricketers who want to take early retirement and spend their final years playing for big money.
Future
Although the Twenty20 format is not intended to replace any of the other forms of cricket, there has been speculation recently that it could sound the death knell for 50-over cricket. There has even been speculation that it could be bad for test cricket, due to lack of support from county cricket teams chasing the increased revenues from Twenty20 matches.
Recently, a major news item has been the announcement of an annual match played between an England team and a West Indies team, to take place in Antigua, sponsored by Texan billionaire Sir Allen Stanford. With black bats and silver stumps, Stanford's sponsorship will run to $20 million (675 million baht) per match, each player on the winning team will get $500,000 (16.9 million baht), $7 million (236 million baht) will go to the ECB, and the losing team will walk away empty-handed.
The possible huge payday is leading players to work on their Twenty20 game, desperate to be picked. While winning the game could provide money beyond the wildest dreams of most cricketers, losing a game with such high stakes could lead to terrible problems of morale.
QUESTIONS Numbers
What do the following numbers in the story refer to?
1. Twenty
2. 2003
3. Nine
4. 27,500
5. 500,000
6. 7,000,000
Vocabulary
Match the definitions with the words or phrases in bold in the text
1. Defeated utterly. Won by a large margin.
2. Getting smaller.
3. A bell rung to announce a death. The end of something.
4. Mocked or ridiculed.
5. Causing a disturbance or other controversy.
6. Without permission.
True or False?
1. The first Twenty20 Cup was held in 1998.
2. The first Twenty20 Cup was won by Surrey Lions.
3. Pakistan beat India in the first Twenty20 World Cup final.
4. The Indian Cricket League is an officially sanctioned competition.
5. Twenty20 cricket will definitely replace one-day cricket.
6. For the Stanford Twenty20 matches, the bats will be black and the stumps will be silver.
Understanding the story
1. Why would the Twenty20 game be attractive to an increased number of spectators?
2. What was the original idea behind the Twenty20 Cup?
3. Why would a player take early retirement to play in India?
What do you think?
Do you think Twenty20 will be the death of one-day cricket?
ANSWERS Numbers
1. The maximum number of overs played per team in a Twenty20 match.
2. The year of the first Twenty20 Cup.
3. The number of wickets by which the Surrey Lions beat the Warwickshire Bears in the first Twenty20 Cup final.
4. The attendance at the first Twenty20 match played at Lord's.
5. The prize money in $ per player for the winners of the annual Stanford match.
6. The annual revenue in $ for the ECB for the Stanford match.
Vocabulary
1. Thrashed
2. Diminishing
3. Death knell
4. Lampooned
5. Making waves
6. Unsanctioned
True or False
1. False, 20032. True
3. False. India beat Pakistan
4. False. It is unsanctioned, but the Indian Premier League is sanctioned.
5. False. This is only a possibility.
6. True
Understanding the story
1. Because it is a shorter form, comparable to other popular sports such as football or tennis.
2. To bring spectators back to county cricket matches.
3. To play in a league where huge prize money is available.
Twenty20 vision
CHRIS LEA
Twenty20 is a relatively new form of cricket that is making waves in the game throughout the world. It is so called as each team bats for a maximum of twenty overs. This means that a typical game lasts around three hours. This is the big hook for the format, making it more accessible to a larger crowd of spectators who do not have the time to invest in longer forms of the game.
Beginnings
The idea of the format has been around since 1998, but it wasn't until 2003 that Twenty20 was introduced by the England and Wales Cricket Board (ECB) as an inter-county competition. As an attempt to curb diminishing attendances at county cricket matches, it was an immediate success.
The first Twenty20 Cup was won by the Surrey Lions, who defeated the Warwickshire Bears by nine wickets in the final. After only one year, in July 2004, the first Twenty20 match to be played at Lord's drew a crowd of 27,500 eager fans. Aside from a one-day final, this was the biggest crowd to attend a county cricket game since 1953.
International
In February 2005, the first international Twenty20 match was played at Eden Park, Auckland, between New Zealand and Australia. The Black Caps were soundly thrashed by the Australians, but the game was played in good humour. At one point, Glenn McGrath lampooned the infamous "underarm incident" and was shown a fake red card by the umpire. This indicated the mood: the 20-over game was not taken seriously, it was a bit of fun. However, the mood has quickly changed now since big money has started to come in.
With the dramatic defeat of Pakistan in the final over of the inaugural Twenty20 World Cup in South Africa in 2007, India realised the potential for vast revenues from this form of the game. The newly created Indian Premier League and the unsanctioned Indian Cricket League are now offering huge sums of money, way beyond what any professional cricketer has been able to earn in the past, to play there. This is a real draw for many county cricketers who want to take early retirement and spend their final years playing for big money.
Future
Although the Twenty20 format is not intended to replace any of the other forms of cricket, there has been speculation recently that it could sound the death knell for 50-over cricket. There has even been speculation that it could be bad for test cricket, due to lack of support from county cricket teams chasing the increased revenues from Twenty20 matches.
Recently, a major news item has been the announcement of an annual match played between an England team and a West Indies team, to take place in Antigua, sponsored by Texan billionaire Sir Allen Stanford. With black bats and silver stumps, Stanford's sponsorship will run to $20 million (675 million baht) per match, each player on the winning team will get $500,000 (16.9 million baht), $7 million (236 million baht) will go to the ECB, and the losing team will walk away empty-handed.
The possible huge payday is leading players to work on their Twenty20 game, desperate to be picked. While winning the game could provide money beyond the wildest dreams of most cricketers, losing a game with such high stakes could lead to terrible problems of morale.
QUESTIONS Numbers
What do the following numbers in the story refer to?
1. Twenty
2. 2003
3. Nine
4. 27,500
5. 500,000
6. 7,000,000
Vocabulary
Match the definitions with the words or phrases in bold in the text
1. Defeated utterly. Won by a large margin.
2. Getting smaller.
3. A bell rung to announce a death. The end of something.
4. Mocked or ridiculed.
5. Causing a disturbance or other controversy.
6. Without permission.
True or False?
1. The first Twenty20 Cup was held in 1998.
2. The first Twenty20 Cup was won by Surrey Lions.
3. Pakistan beat India in the first Twenty20 World Cup final.
4. The Indian Cricket League is an officially sanctioned competition.
5. Twenty20 cricket will definitely replace one-day cricket.
6. For the Stanford Twenty20 matches, the bats will be black and the stumps will be silver.
Understanding the story
1. Why would the Twenty20 game be attractive to an increased number of spectators?
2. What was the original idea behind the Twenty20 Cup?
3. Why would a player take early retirement to play in India?
What do you think?
Do you think Twenty20 will be the death of one-day cricket?
ANSWERS Numbers
1. The maximum number of overs played per team in a Twenty20 match.
2. The year of the first Twenty20 Cup.
3. The number of wickets by which the Surrey Lions beat the Warwickshire Bears in the first Twenty20 Cup final.
4. The attendance at the first Twenty20 match played at Lord's.
5. The prize money in $ per player for the winners of the annual Stanford match.
6. The annual revenue in $ for the ECB for the Stanford match.
Vocabulary
1. Thrashed
2. Diminishing
3. Death knell
4. Lampooned
5. Making waves
6. Unsanctioned
True or False
1. False, 20032. True
3. False. India beat Pakistan
4. False. It is unsanctioned, but the Indian Premier League is sanctioned.
5. False. This is only a possibility.
6. True
Understanding the story
1. Because it is a shorter form, comparable to other popular sports such as football or tennis.
2. To bring spectators back to county cricket matches.
3. To play in a league where huge prize money is available.
Prapawadee is all smiles
ABOUT THE LESSON
Prapawadee is all smiles
Athens heartbreak trumped by glory
TERRY FREDRICKSON
Thailand's newest Olympic winner said she hoped her gold medal would give Thais an opportunity to smile and she certainly has accomplished that. There have been smiles throughout the country since yesterday afternoon when she won a very convincing victory.
As this story will explain, Prapawadee's career has seen as many tears as it has smiles. In fact, it looked like her weightlifting days would be over more than once. Fortunately, the bad days are over and her future looks very bright.
Weightlifter Prapawadee Jaroenrattanatarakoon exorcised the ghosts of 2004 for good by winning the 53kg gold in Beijing yesterday.
Four years ago, rising star Prapawadee, then Junpim Kantatian, quit weightlifting after she was not picked for the 2004 Olympic squad.
The Thai Amateur Weightlifting Association (Tawa) selected experienced Udomporn Polsak to compete in the 53kg class in Athens ahead of Junpim.
Having set two junior world records and equalled a third on her way to a three-gold haul at the World Junior Championships in Mexico in 2003, the up-and-coming star believed she was good enough for the biggest stage.
It was a huge blow for Junpim, who could not accept the decision although Udomporn went on to become Thailand's first weightlifter and first female athlete to win an Olympic gold with her triumph in the 53kg division. Prapawadee left the Chiang Mai camp and did not train for almost one year. "I could not take it, and I almost became insane and cried a lot," said Prapawadee. "I wanted to quit weightlifting."
Fortunately for Prapawadee and her country, Bussaba Yodbangtoey, now Tawa president, explained to her why she was not included in the 2004 squad and successfully persuaded her to return.
"I told her that nobody gets everything in life and [that] disappointment will make you stronger in the future," Bussaba recalled. The rest is history as Prapawadee, now 24, followed in the footsteps of Udomporn (who retired after the Athens glory). Prapawadee won three golds at the World University Weightlifting Championships in Turkey in 2005 before claiming a silver at the Doha Asian Games in 2006.
She also won a gold at the 2006 World Championships, also in Doha, Qatar. She was a former junior world champion and took a gold at the 2007 Asian Championships.
To improve her fortunes, Junpim Kantatian changed her name to Prapawadee Jaroenrattanatarakoon last year because a nun believed that the former name was not auspicious.
"The nun told me that the name was not good and I would not reach the stars with that name," Prapawadee said after her Beijing triumph.
Superstitiously, Bussaba said before the Games that a fortune-teller believed Prapawadee had the brightest star among the Thai lifters.
Moreover, her bib number on the competition day was "8", an auspicious Chinese number. Until yesterday, the name change had brought her mixed fortunes. She won the gold in the snatch at the 2007 Asian Championships but then sustained a career-threatening elbow injury at the World Championships, which were held in Chiang Mai.
She left the venue on a stretcher and did not know whether she would be able to compete again.
However, she recovered after three months and made a comeback just in time for the Beijing Games.
She received a major boost at the National Championships in May when she beat the world record with a lift of 130kg.
Her record did not count officially but she did set a new Olympic clean-and-jerk record of 126kg in her gold-medal winning in the Chinese capital.
In Beijing, she won the gold with lifts of 95kg in the snatch and 126kg in the clean and jerk for a total of 221kg. Her closest rivals silver medallist Yoon Jinhee of South Korea (94-119) and bronze winner Nastassia Novikava of Belarus (95-118). Both could only manage totals of 213kg.
Udomporn said she had heard a lot about Prapawadee's skill and dedication in training. She advised that Prapawadee should keep her emotions in check and stay focused. "If she can do that, the gold is within her reach," Udomporn said. Prapawadee did stay focused and grabbed the gold.
Prapawadee is all smiles
Athens heartbreak trumped by glory
TERRY FREDRICKSON
Thailand's newest Olympic winner said she hoped her gold medal would give Thais an opportunity to smile and she certainly has accomplished that. There have been smiles throughout the country since yesterday afternoon when she won a very convincing victory.
As this story will explain, Prapawadee's career has seen as many tears as it has smiles. In fact, it looked like her weightlifting days would be over more than once. Fortunately, the bad days are over and her future looks very bright.
Weightlifter Prapawadee Jaroenrattanatarakoon exorcised the ghosts of 2004 for good by winning the 53kg gold in Beijing yesterday.
Four years ago, rising star Prapawadee, then Junpim Kantatian, quit weightlifting after she was not picked for the 2004 Olympic squad.
The Thai Amateur Weightlifting Association (Tawa) selected experienced Udomporn Polsak to compete in the 53kg class in Athens ahead of Junpim.
Having set two junior world records and equalled a third on her way to a three-gold haul at the World Junior Championships in Mexico in 2003, the up-and-coming star believed she was good enough for the biggest stage.
It was a huge blow for Junpim, who could not accept the decision although Udomporn went on to become Thailand's first weightlifter and first female athlete to win an Olympic gold with her triumph in the 53kg division. Prapawadee left the Chiang Mai camp and did not train for almost one year. "I could not take it, and I almost became insane and cried a lot," said Prapawadee. "I wanted to quit weightlifting."
Fortunately for Prapawadee and her country, Bussaba Yodbangtoey, now Tawa president, explained to her why she was not included in the 2004 squad and successfully persuaded her to return.
"I told her that nobody gets everything in life and [that] disappointment will make you stronger in the future," Bussaba recalled. The rest is history as Prapawadee, now 24, followed in the footsteps of Udomporn (who retired after the Athens glory). Prapawadee won three golds at the World University Weightlifting Championships in Turkey in 2005 before claiming a silver at the Doha Asian Games in 2006.
She also won a gold at the 2006 World Championships, also in Doha, Qatar. She was a former junior world champion and took a gold at the 2007 Asian Championships.
To improve her fortunes, Junpim Kantatian changed her name to Prapawadee Jaroenrattanatarakoon last year because a nun believed that the former name was not auspicious.
"The nun told me that the name was not good and I would not reach the stars with that name," Prapawadee said after her Beijing triumph.
Superstitiously, Bussaba said before the Games that a fortune-teller believed Prapawadee had the brightest star among the Thai lifters.
Moreover, her bib number on the competition day was "8", an auspicious Chinese number. Until yesterday, the name change had brought her mixed fortunes. She won the gold in the snatch at the 2007 Asian Championships but then sustained a career-threatening elbow injury at the World Championships, which were held in Chiang Mai.
She left the venue on a stretcher and did not know whether she would be able to compete again.
However, she recovered after three months and made a comeback just in time for the Beijing Games.
She received a major boost at the National Championships in May when she beat the world record with a lift of 130kg.
Her record did not count officially but she did set a new Olympic clean-and-jerk record of 126kg in her gold-medal winning in the Chinese capital.
In Beijing, she won the gold with lifts of 95kg in the snatch and 126kg in the clean and jerk for a total of 221kg. Her closest rivals silver medallist Yoon Jinhee of South Korea (94-119) and bronze winner Nastassia Novikava of Belarus (95-118). Both could only manage totals of 213kg.
Udomporn said she had heard a lot about Prapawadee's skill and dedication in training. She advised that Prapawadee should keep her emotions in check and stay focused. "If she can do that, the gold is within her reach," Udomporn said. Prapawadee did stay focused and grabbed the gold.
Mastering lie and lay
The Write STUFF
Mastering lie and lay
JANE STRAUS
The words "lie" and "lay" confuse even the best editor, so memorise this chart and then practise to build your confidence.
Example of to recline in present tense: I like to lie down for a nap at two o'clock.
Example of to recline in past tense: I lay down yesterday for a nap.
Example of to recline with a participle: I have lain down every day this week.
Example of to put or place something in present tense: The chickens lay eggs.
Example of to put in past tense: The chickens laid eggs.
Example of to put with a participle: The chickens have laid eggs every day this week.
Example of to tell a falsehood in present tense: I am tempted to lie about my weight.
Example of to tell a falsehood in past tense: I lied about my weight when I renewed my driver's licence.
Example of to tell a falsehood with a participle: I have lied about my weight each time I have renewed my driver's licence.
Pop Quiz
1. I can do this lying/laying down.
2. Lie/Lay down next to me and I will hold you.
3. When my dog is tired, she lies/lays on her back.
4. I think we can say we have lay/laid the groundwork for lasting changes.
5. Henry has lied/laid consistently on the witness stand.
Answers
1. Lying
2. Lie
3. Lies
4. Laid
5. Lied
Source: 'The Blue Book of Grammar and Punctuation: An Easy-to-Use Guide with Clear Rules, Real-World Examples, and Reproducible Quizzes', by Jane Straus, ISBN: 978-0-470-22268-3. Learn more at http://www.GrammarBook.com
Mastering lie and lay
JANE STRAUS
The words "lie" and "lay" confuse even the best editor, so memorise this chart and then practise to build your confidence.
Example of to recline in present tense: I like to lie down for a nap at two o'clock.
Example of to recline in past tense: I lay down yesterday for a nap.
Example of to recline with a participle: I have lain down every day this week.
Example of to put or place something in present tense: The chickens lay eggs.
Example of to put in past tense: The chickens laid eggs.
Example of to put with a participle: The chickens have laid eggs every day this week.
Example of to tell a falsehood in present tense: I am tempted to lie about my weight.
Example of to tell a falsehood in past tense: I lied about my weight when I renewed my driver's licence.
Example of to tell a falsehood with a participle: I have lied about my weight each time I have renewed my driver's licence.
Pop Quiz
1. I can do this lying/laying down.
2. Lie/Lay down next to me and I will hold you.
3. When my dog is tired, she lies/lays on her back.
4. I think we can say we have lay/laid the groundwork for lasting changes.
5. Henry has lied/laid consistently on the witness stand.
Answers
1. Lying
2. Lie
3. Lies
4. Laid
5. Lied
Source: 'The Blue Book of Grammar and Punctuation: An Easy-to-Use Guide with Clear Rules, Real-World Examples, and Reproducible Quizzes', by Jane Straus, ISBN: 978-0-470-22268-3. Learn more at http://www.GrammarBook.com
The peaceful teaching of Theravada in busy Bangkok
Living dhamma
The peaceful teaching of Theravada in busy Bangkok
PHRA CITTASAMVARO BHIKKHU
Bangkok has long been a hub for people travelling throughout Southeast Asia. It offers things both good and not-so-good to the visitor, although Theravada Buddhism - the cultural cornerstone of Thailand and a source of tremendous pride for Thais - has not been proactive in teaching the international community about its many offerings.
Need for an alternative
While Thailand's temples shimmer majestically in photos, non-Thais interested in the peaceful teachings those temples enshrine are often left in the dark. The buildings are beautiful and inviting, but the teachings and principles of enlightenment they hold remain a mystery to most non-Thais, many of whom would like to know more. There are many reasons, but a major one is the language barrier.
For this reason, last year a small group of us decided to launch an experiment aimed at presenting those precious teachings in English to local expatriates and foreign visitors.
Accordingly, the international community of Bangkok is invited to attend a series of dhamma talks in English which will explore one of Thailand's most precious gems, called: "Theravada Buddhism. Living Dhamma". The series will take place on Thursdays from Aug 21 to Oct 9. The talks will cover topics on Buddhism, mindfulness and meditation, and promise to be easily understood by newcomers, while offering fresh insights into topics that regular mediators will find interesting and challenging.
Rites, rituals minimised
"The Living Dhamma" series will run for eight consecutive Thursdays. This means that topics covered will be explored methodically and thoroughly.
The rites and rituals surrounding dhamma, as taught in Theravada Buddhism, will be kept to a minimum. Instead, the focus will be on how the teachings can be brought to practical and peaceful uses.
The talks will examine how the various methods of reflection and meditation can be used to console one's thoughts and feelings, offering a taste of the meditative peace that lies beyond.
In fact, there is a pure, psychodynamic aspect of the teachings that resides beneath the rituals, and this has been of growing interest to the West, especially in psychology.
For example, more than 17,000 people have completed the University of Massachusetts' "Mindfulness-based Stress Reduction" programme, which utilises many of the techniques found in Theravada and Zen practices.
One aspect of the programme scrutinises these teachings under the microscope of science. The course founder, Dr Jon Kabat-Zinn, maintains close ties to the Buddhist roots of the course through the Mind and Life Institution - a group that "explor(es) the relationship of science and Buddhism".
However, how much can science cut away with "Occam's Razor" before losing sight of the spiritual goal of enlightenment?
Training the mind
The mind, by nature, is universal and warrants investigation. And while Buddhists appreciate the scientific interest from psychology, Theravada Buddhism focuses on more than just stress reduction.
Training the mind to step back and observe itself strips the "self" identity to its bare roots. Our parents and teachers never really taught us to notice this, enthralled as they were with exam scores.
This quiet, yet awake, mind is where the mind unifies. Kayagatasati Sutta observed that a monk must seek to be: "Heedful, ardent and resolute, and any memories and resolves related to the household life (should be) abandoned, and with their abandoning his mind (should) gather and (be) quieted inwardly, (be) unified and centred."
At the talks, participants will look at modern research and how it relates to dhamma topics, says co-organiser Dr Holly Dugan, a former professor of East-West Psychology at Abac University.
Dugan says, "I think the crowd will give us some ideas about future topics, but Buddhist Psychology is a natural [topic]. Oh, and lots of people are interested in Christianity and Buddhism, a subject I've chewed on a bit."
So far, participants have presented a wide range of ideas for discussion. With knowledge of Pali terminology and Buddhist learning, participants show just how far the West has come in its understanding of Asian religion and thought.
Bangkok 'sangha'
Several participants come from backgrounds in yoga and spiritual massage. Others come from more academically rooted philosophical and psychological backgrounds.
The universal appeal of Theravada Buddhism can be seen through the diversity of persons who gather for the talks. However, attendees are not required to believe in any specific faith or be a member of any specific group. The more diverse the crowd, the more interesting the discussions can be.
Over the next several weeks. we will take a detailed look at these teachings. Hopefully, there will be as many answers as questions, and in the near future we can expand the format to include more informal gatherings.
Indeed, since forming last year, many lasting friendships have grown in our Little Bangkok Sangha - which is part of the larger plan. The word "sangha" originates from Pali and translates roughly as "community"; but in a broader sense it can mean a group of like-minded people.
The upcoming talks will be held at Wat Yannawa, which is a three-minute walk from Saphan Taksin Skytrain Station. They will run from 6:30pm to 8:15pm every Thursday beginning Aug 21 and will continue for eight weeks.
The format will include a dhamma talk, simple meditation instruction for those who do not have an established regimen, meditation, and Q&A. All the events are free of charge, and no reservation is needed.
For more information, visit http://littlebang.wordpress.com/ . For a list of discussion topics each week, visit http://tinyurl.com/69z37b .
Phra Cittasamvaro Bhikkhu is a British national who was ordained in 1996 in Thailand. He has a BA in Buddhist Psychology from Mahaculalongkorn Rajavidyalaya University ('Monk's University', Bangkok). He is a co-founder of 'The Living Dhamma' series of discussions and workshops in English.
The peaceful teaching of Theravada in busy Bangkok
PHRA CITTASAMVARO BHIKKHU
Bangkok has long been a hub for people travelling throughout Southeast Asia. It offers things both good and not-so-good to the visitor, although Theravada Buddhism - the cultural cornerstone of Thailand and a source of tremendous pride for Thais - has not been proactive in teaching the international community about its many offerings.
Need for an alternative
While Thailand's temples shimmer majestically in photos, non-Thais interested in the peaceful teachings those temples enshrine are often left in the dark. The buildings are beautiful and inviting, but the teachings and principles of enlightenment they hold remain a mystery to most non-Thais, many of whom would like to know more. There are many reasons, but a major one is the language barrier.
For this reason, last year a small group of us decided to launch an experiment aimed at presenting those precious teachings in English to local expatriates and foreign visitors.
Accordingly, the international community of Bangkok is invited to attend a series of dhamma talks in English which will explore one of Thailand's most precious gems, called: "Theravada Buddhism. Living Dhamma". The series will take place on Thursdays from Aug 21 to Oct 9. The talks will cover topics on Buddhism, mindfulness and meditation, and promise to be easily understood by newcomers, while offering fresh insights into topics that regular mediators will find interesting and challenging.
Rites, rituals minimised
"The Living Dhamma" series will run for eight consecutive Thursdays. This means that topics covered will be explored methodically and thoroughly.
The rites and rituals surrounding dhamma, as taught in Theravada Buddhism, will be kept to a minimum. Instead, the focus will be on how the teachings can be brought to practical and peaceful uses.
The talks will examine how the various methods of reflection and meditation can be used to console one's thoughts and feelings, offering a taste of the meditative peace that lies beyond.
In fact, there is a pure, psychodynamic aspect of the teachings that resides beneath the rituals, and this has been of growing interest to the West, especially in psychology.
For example, more than 17,000 people have completed the University of Massachusetts' "Mindfulness-based Stress Reduction" programme, which utilises many of the techniques found in Theravada and Zen practices.
One aspect of the programme scrutinises these teachings under the microscope of science. The course founder, Dr Jon Kabat-Zinn, maintains close ties to the Buddhist roots of the course through the Mind and Life Institution - a group that "explor(es) the relationship of science and Buddhism".
However, how much can science cut away with "Occam's Razor" before losing sight of the spiritual goal of enlightenment?
Training the mind
The mind, by nature, is universal and warrants investigation. And while Buddhists appreciate the scientific interest from psychology, Theravada Buddhism focuses on more than just stress reduction.
Training the mind to step back and observe itself strips the "self" identity to its bare roots. Our parents and teachers never really taught us to notice this, enthralled as they were with exam scores.
This quiet, yet awake, mind is where the mind unifies. Kayagatasati Sutta observed that a monk must seek to be: "Heedful, ardent and resolute, and any memories and resolves related to the household life (should be) abandoned, and with their abandoning his mind (should) gather and (be) quieted inwardly, (be) unified and centred."
At the talks, participants will look at modern research and how it relates to dhamma topics, says co-organiser Dr Holly Dugan, a former professor of East-West Psychology at Abac University.
Dugan says, "I think the crowd will give us some ideas about future topics, but Buddhist Psychology is a natural [topic]. Oh, and lots of people are interested in Christianity and Buddhism, a subject I've chewed on a bit."
So far, participants have presented a wide range of ideas for discussion. With knowledge of Pali terminology and Buddhist learning, participants show just how far the West has come in its understanding of Asian religion and thought.
Bangkok 'sangha'
Several participants come from backgrounds in yoga and spiritual massage. Others come from more academically rooted philosophical and psychological backgrounds.
The universal appeal of Theravada Buddhism can be seen through the diversity of persons who gather for the talks. However, attendees are not required to believe in any specific faith or be a member of any specific group. The more diverse the crowd, the more interesting the discussions can be.
Over the next several weeks. we will take a detailed look at these teachings. Hopefully, there will be as many answers as questions, and in the near future we can expand the format to include more informal gatherings.
Indeed, since forming last year, many lasting friendships have grown in our Little Bangkok Sangha - which is part of the larger plan. The word "sangha" originates from Pali and translates roughly as "community"; but in a broader sense it can mean a group of like-minded people.
The upcoming talks will be held at Wat Yannawa, which is a three-minute walk from Saphan Taksin Skytrain Station. They will run from 6:30pm to 8:15pm every Thursday beginning Aug 21 and will continue for eight weeks.
The format will include a dhamma talk, simple meditation instruction for those who do not have an established regimen, meditation, and Q&A. All the events are free of charge, and no reservation is needed.
For more information, visit http://littlebang.wordpress.com/ . For a list of discussion topics each week, visit http://tinyurl.com/69z37b .
Phra Cittasamvaro Bhikkhu is a British national who was ordained in 1996 in Thailand. He has a BA in Buddhist Psychology from Mahaculalongkorn Rajavidyalaya University ('Monk's University', Bangkok). He is a co-founder of 'The Living Dhamma' series of discussions and workshops in English.
Green law
ENVIRONMENTAL PROTECTION
Green law
PURICH TRIVITAYAKHUN
Recently, law students from more than 10 countries gathered in Bangkok to attend the Alsa Annual Forum 2008, the biggest event of the Asian Law Students Association (Alsa). Their aim was to find a legal solution to cope with the environmental crisis.
The topic of the forum, which ran from Aug 2 to 9, was "Environmental Issues and Solutions toward Asia's Responsibilities". More than 200 delegates from Alsa member-countries and participants from Europe and Australia took part in the discussions.
One of its goals is to draft an international convention for environmental problems, so as to raise public concern over the issues involved. The areas considered included factory emissions control, natural resource management, fishery control, marine pollution, wildlife protection, forestry issues and city pollution.
"As law students, we believe this could be the best way to solve environmental problems - by using legal mechanisms," said Nutta Vasantasingh, president of the Alsa Annual Forum 2008 organising committee.
"We want to do something substantial in terms of the law. As a new generation of lawyers, we should present our ideas on how the law can be applied to resolve environmental problems, such as marine pollution or fishery control. Our objective is to encourage people to become aware of our various conventions and put them into practice," she continued.
One important scheme is the Environmental Project, in which the group from each member-country chooses one environmental problem that it is concerned about, and tries to deal with it legally.
"The main idea of the environmental project is to have members put theory into practice rather than just have discussions," said Nat Boonjunwetvat, the former president of Alsa. It was the fifth Alsa forum, and it is the first time that Thailand acted as host. The previous one, in 2007, was held in Seoul, Korea.
Growth
Launched in 1989 by a group of Indonesian law students, Alsa has expanded considerably. The organisation now has members from nine countries: China, Indonesia, Korea, Japan, Malaysia, the Philippines, Singapore, Taiwan and Thailand.
This non-political, non-governmental and non-profit organisation aims to encourage members to get an insight into the legal system inside each member- country as well as foster long-term relationships among law students of diverse cultures and international backgrounds.
"We are encouraging law students to exchange ideas. By doing this, we can see the different legal problems from the perspectives of young people. Later, we can apply this knowledge to our profession," said the former president. "Today, we are in the world of globalisation. We cannot know only our legal system or see only our own problems. We have to seek international coordination and exchange knowledge so that we can develop ourselves."
Anisa Putri Larasati Sulaiman, an Alsa member from Indonesia, talked about some of the benefits of being a member of the association: "You can expand your network of legal contacts, practise your legal skills and exchange knowledge on the different cultures and legal systems of Asian countries."
Other Alsa activities include the Asian Law Students Conferences and study trips to member countries. In the future, the association expects to hold public legal seminars, according to Nutta.
For more information about Alsa, visit
http://www.alsa-intl.net . Any university interested in joining Alsa may contact Ms Chompoonut Wiroonpan on 089-992-2909.
Green law
PURICH TRIVITAYAKHUN
Recently, law students from more than 10 countries gathered in Bangkok to attend the Alsa Annual Forum 2008, the biggest event of the Asian Law Students Association (Alsa). Their aim was to find a legal solution to cope with the environmental crisis.
The topic of the forum, which ran from Aug 2 to 9, was "Environmental Issues and Solutions toward Asia's Responsibilities". More than 200 delegates from Alsa member-countries and participants from Europe and Australia took part in the discussions.
One of its goals is to draft an international convention for environmental problems, so as to raise public concern over the issues involved. The areas considered included factory emissions control, natural resource management, fishery control, marine pollution, wildlife protection, forestry issues and city pollution.
"As law students, we believe this could be the best way to solve environmental problems - by using legal mechanisms," said Nutta Vasantasingh, president of the Alsa Annual Forum 2008 organising committee.
"We want to do something substantial in terms of the law. As a new generation of lawyers, we should present our ideas on how the law can be applied to resolve environmental problems, such as marine pollution or fishery control. Our objective is to encourage people to become aware of our various conventions and put them into practice," she continued.
One important scheme is the Environmental Project, in which the group from each member-country chooses one environmental problem that it is concerned about, and tries to deal with it legally.
"The main idea of the environmental project is to have members put theory into practice rather than just have discussions," said Nat Boonjunwetvat, the former president of Alsa. It was the fifth Alsa forum, and it is the first time that Thailand acted as host. The previous one, in 2007, was held in Seoul, Korea.
Growth
Launched in 1989 by a group of Indonesian law students, Alsa has expanded considerably. The organisation now has members from nine countries: China, Indonesia, Korea, Japan, Malaysia, the Philippines, Singapore, Taiwan and Thailand.
This non-political, non-governmental and non-profit organisation aims to encourage members to get an insight into the legal system inside each member- country as well as foster long-term relationships among law students of diverse cultures and international backgrounds.
"We are encouraging law students to exchange ideas. By doing this, we can see the different legal problems from the perspectives of young people. Later, we can apply this knowledge to our profession," said the former president. "Today, we are in the world of globalisation. We cannot know only our legal system or see only our own problems. We have to seek international coordination and exchange knowledge so that we can develop ourselves."
Anisa Putri Larasati Sulaiman, an Alsa member from Indonesia, talked about some of the benefits of being a member of the association: "You can expand your network of legal contacts, practise your legal skills and exchange knowledge on the different cultures and legal systems of Asian countries."
Other Alsa activities include the Asian Law Students Conferences and study trips to member countries. In the future, the association expects to hold public legal seminars, according to Nutta.
For more information about Alsa, visit
http://www.alsa-intl.net . Any university interested in joining Alsa may contact Ms Chompoonut Wiroonpan on 089-992-2909.
Something's in the air
THE CHINGCHOK Hunter
Something's in the air
Importance of the invisible gases all around you
DAVID CANAVAN
Our atmosphere comprises the gases and water vapour that extend from the Earth's surface all the way into space and is an essential for life on Earth.
Our atmosphere is held around the Earth by the Earth's gravity. The fact that we have an atmosphere makes the Earth's temperature fairly stable. Without it, Earth would either be extremely hot or extremely cold. The atmosphere (mainly carbon dioxide) traps some of the sun's heat reflected off the Earth's surface, meaning that, at night, although it does get cooler, it doesn't become inhospitable.
It also manages to block out many of the sun's harmful ultraviolet rays that would cause irreparable damage to living tissues. It also protects us from the constant bombardment of meteorites that mostly burn up as they enter the atmosphere.
The reason they do this is because of pressure and heat. If you have ever put your thumb over the top of a bicycle pump and pumped, you will notice that it gets hot very quickly. This is because you are compressing the air in the tube.
The same thing happens with meteorites. As they are moving so fast, often tens of times faster than a bullet, the air beneath them cannot get out of the way and it quickly becomes compressed. As it becomes compressed, the pressure builds up, which, in turn, produces enormous heat, and the meteorite breaks up. Thankfully!
Composition of atmosphere
It may surprise many of you to know that oxygen does not make up the majority of the Earth's atmosphere. Nitrogen is in the highest concentration in the atmosphere, making up approximately 78 percent of the mixture of gases we call air. Oxygen is second in concentration, at about 21 percent. Argon, an inert (non-reactive) gas, makes up about one percent, and carbon dioxide makes up 0.04 percent.
With all the controversy about the greenhouse effect, it may seem strange that there is only a small quantity of carbon dioxide, but about a hundred years ago, it was approximately 0.03 percent, and the rate of rise to 0.04 percent was enough to potentially cause a global catastrophe. You also have to consider that 0.04 percent of a quantity the size of the atmosphere is also quite a lot!
As you may have noticed, the above figures add up to over 100 percent, and I haven't even mentioned the other gases, such as sulphur dioxide, methane, nitrous oxide, ozone and carbon monoxide, which are all present, but in extremely low concentrations. The above concentrations of the main gases are rounded to their nearest whole number, but they also fluctuate slightly, depending on varying factors.
Life on Earth has evolved to use these gases in our atmosphere, with all higher organisms (plants and animals) using oxygen for respiration, and plants, protists and certain bacteria using the carbon dioxide for photosynthesis. Strangely though, no higher organisms have properly been able to utilise the nitrogen component of air, despite it being essential to making DNA and proteins. For that, we rely on bacteria to convert it into usable compounds to be absorbed by plants.
Like layers in a cake
Essentially, the atmosphere has four main layers. The only one you and I will ever experience, unless we start holidaying in space, is the troposphere. This layer comprises about 80 percent of the mass of the atmosphere and extends from the Earth's surface to about seven to 20km above it.
Due to the heating of the air from the Earth's surface, hot air rises as cold air sinks, which creates pressure and temperature differences, and this, coupled with moisture variation, creates weather, meaning the troposphere is where predominantly all our weather happens.
Above the troposphere is the stratosphere, which stretches from the upper limit of the troposphere to about 50km. The stratosphere is where an allotrope (different form) of oxygen exists, known as ozone (O3). Although very scarce compared to the other gases in the atmosphere, in the stratosphere it gathers in "relative" abundance and forms the ozone layer.
The use of chlorofluorocarbons (CFCs) in aerosol cans since the 1970s led to a major depletion of ozone in our atmosphere. This led to ozone holes forming above the poles. Ozone is responsible for blocking much of the ultraviolet rays from the sun reaching Earth, but there is still a hole over Antarctica and Australia.
Obviously, Antarctica is not inhabited, but Australia has the highest rate of skin cancer in the world, and this is probably because of the amount of harmful UVB rays passing through the Earth's atmosphere where there is no ozone preventing them.
Stretching into space
Above the stratosphere is the mesosphere, which extends from 50km to about 80km. This is the layer where most meteorites burn up in our atmosphere, which we see as "shooting stars". In the mesosphere, temperature decreases with altitude and this is where the lowest temperatures of our planet are recorded: about -1000C.
The furthest atmospheric level from the Earth's surface is the thermosphere, which, from 80km to 550km, contains the ionosphere. Here, the sun's energy is intense enough to break air atoms and molecules into ions (charged particles).
Due to this ionization, it is where auroras take place, and it allows radio waves to be "bounced" off it, allowing radio communication to take place over long distances. It also protects the Earth from solar wind emitted from the sun, especially during periods of high solar activity. These solar winds can have dramatic effects on our radio communication systems.
The upper part of the thermosphere, from 550km to about 10,000km, is known as the exosphere and is where the atmosphere thins out completely and merges into space.
The concentration of molecules here is so limited, however, that it all would seem like space. In reality, you are in space in the lower thermosphere, above the Ka'rma'n line, at about 100km above the Earth's surface, which is commonly regarded as the official boundary of atmosphere and space. I really hope I get there one day!
David Canavan has an MSc in Behavioural Ecology and teaches science, maths and ICT at Garden International School. David is fascinated by science and loves animals, especially the dangerous kind; the more dangerous the better. You may contact David at davidc@gardenbangkok.com
Something's in the air
Importance of the invisible gases all around you
DAVID CANAVAN
Our atmosphere comprises the gases and water vapour that extend from the Earth's surface all the way into space and is an essential for life on Earth.
Our atmosphere is held around the Earth by the Earth's gravity. The fact that we have an atmosphere makes the Earth's temperature fairly stable. Without it, Earth would either be extremely hot or extremely cold. The atmosphere (mainly carbon dioxide) traps some of the sun's heat reflected off the Earth's surface, meaning that, at night, although it does get cooler, it doesn't become inhospitable.
It also manages to block out many of the sun's harmful ultraviolet rays that would cause irreparable damage to living tissues. It also protects us from the constant bombardment of meteorites that mostly burn up as they enter the atmosphere.
The reason they do this is because of pressure and heat. If you have ever put your thumb over the top of a bicycle pump and pumped, you will notice that it gets hot very quickly. This is because you are compressing the air in the tube.
The same thing happens with meteorites. As they are moving so fast, often tens of times faster than a bullet, the air beneath them cannot get out of the way and it quickly becomes compressed. As it becomes compressed, the pressure builds up, which, in turn, produces enormous heat, and the meteorite breaks up. Thankfully!
Composition of atmosphere
It may surprise many of you to know that oxygen does not make up the majority of the Earth's atmosphere. Nitrogen is in the highest concentration in the atmosphere, making up approximately 78 percent of the mixture of gases we call air. Oxygen is second in concentration, at about 21 percent. Argon, an inert (non-reactive) gas, makes up about one percent, and carbon dioxide makes up 0.04 percent.
With all the controversy about the greenhouse effect, it may seem strange that there is only a small quantity of carbon dioxide, but about a hundred years ago, it was approximately 0.03 percent, and the rate of rise to 0.04 percent was enough to potentially cause a global catastrophe. You also have to consider that 0.04 percent of a quantity the size of the atmosphere is also quite a lot!
As you may have noticed, the above figures add up to over 100 percent, and I haven't even mentioned the other gases, such as sulphur dioxide, methane, nitrous oxide, ozone and carbon monoxide, which are all present, but in extremely low concentrations. The above concentrations of the main gases are rounded to their nearest whole number, but they also fluctuate slightly, depending on varying factors.
Life on Earth has evolved to use these gases in our atmosphere, with all higher organisms (plants and animals) using oxygen for respiration, and plants, protists and certain bacteria using the carbon dioxide for photosynthesis. Strangely though, no higher organisms have properly been able to utilise the nitrogen component of air, despite it being essential to making DNA and proteins. For that, we rely on bacteria to convert it into usable compounds to be absorbed by plants.
Like layers in a cake
Essentially, the atmosphere has four main layers. The only one you and I will ever experience, unless we start holidaying in space, is the troposphere. This layer comprises about 80 percent of the mass of the atmosphere and extends from the Earth's surface to about seven to 20km above it.
Due to the heating of the air from the Earth's surface, hot air rises as cold air sinks, which creates pressure and temperature differences, and this, coupled with moisture variation, creates weather, meaning the troposphere is where predominantly all our weather happens.
Above the troposphere is the stratosphere, which stretches from the upper limit of the troposphere to about 50km. The stratosphere is where an allotrope (different form) of oxygen exists, known as ozone (O3). Although very scarce compared to the other gases in the atmosphere, in the stratosphere it gathers in "relative" abundance and forms the ozone layer.
The use of chlorofluorocarbons (CFCs) in aerosol cans since the 1970s led to a major depletion of ozone in our atmosphere. This led to ozone holes forming above the poles. Ozone is responsible for blocking much of the ultraviolet rays from the sun reaching Earth, but there is still a hole over Antarctica and Australia.
Obviously, Antarctica is not inhabited, but Australia has the highest rate of skin cancer in the world, and this is probably because of the amount of harmful UVB rays passing through the Earth's atmosphere where there is no ozone preventing them.
Stretching into space
Above the stratosphere is the mesosphere, which extends from 50km to about 80km. This is the layer where most meteorites burn up in our atmosphere, which we see as "shooting stars". In the mesosphere, temperature decreases with altitude and this is where the lowest temperatures of our planet are recorded: about -1000C.
The furthest atmospheric level from the Earth's surface is the thermosphere, which, from 80km to 550km, contains the ionosphere. Here, the sun's energy is intense enough to break air atoms and molecules into ions (charged particles).
Due to this ionization, it is where auroras take place, and it allows radio waves to be "bounced" off it, allowing radio communication to take place over long distances. It also protects the Earth from solar wind emitted from the sun, especially during periods of high solar activity. These solar winds can have dramatic effects on our radio communication systems.
The upper part of the thermosphere, from 550km to about 10,000km, is known as the exosphere and is where the atmosphere thins out completely and merges into space.
The concentration of molecules here is so limited, however, that it all would seem like space. In reality, you are in space in the lower thermosphere, above the Ka'rma'n line, at about 100km above the Earth's surface, which is commonly regarded as the official boundary of atmosphere and space. I really hope I get there one day!
David Canavan has an MSc in Behavioural Ecology and teaches science, maths and ICT at Garden International School. David is fascinated by science and loves animals, especially the dangerous kind; the more dangerous the better. You may contact David at davidc@gardenbangkok.com
Encourage teachers to grow
TEACHING WITH The Heart
Encourage teachers to grow
Create an environment that allows teachers to first flourish and thereafter give of themselves
EDWARD ROY KRISHNAN, PHD
For the past five years, I have been instructing teacher-trainees.
My publications - How to Become a Caring Teacher, Engaging Teaching Methods and It Takes a Learner to Teach a Learner - clearly reflect that I did much to equip students with knowledge and skills of "affective teaching" practises to help children learn to their maximum.
I equally emphasized the need to hold children responsible for their own learning by providing a positive and stimulating learning environment.
I like to think of teachers as "designers" of "learning environments". I continue to encourage teacher-trainees to focus on building a community of learners who love to think creatively and critically.
Focus on the teacher Now that I'm a school administrator, I am required to play a different role. My initial thoughts are that I need to conceptualise and plan ways to improve students' learning.
Upon reflection, I'm glad that I did this as a school is only as good as the performance of its students. Having more students perform well academically helps the school get more new students interested in joining, and eventually increases enrolment.
But just when I was preoccupied with these notions, I realised that I needed to refocus and channel my energies somewhere else. I had the right intention, but I was going too fast. I was getting far too ahead of myself.
I needed to get back to the basics and lay a strong foundation. Perhaps I could also strengthen students' achievement levels.
This realisation caught me by surprise, but I also knew that it made sense to think of the whole situation from a different perspective.
Design the environment If teachers are happy in their school, they will feel good about working in the school. And if they feel personally connected to the school, its philosophy and mission, their superiors and fellow colleagues, and students and parents of the school, the school will ultimate benefit and become a much better place. It will blossom into a supportive learning experience for its students.
As an administrator, I feel I must make our teachers feel special because they are educators. I need to make them feel connected to the school and what it believes in. I need to make them realise how their words, behaviour, thoughts and emotions affect students for a lifetime.
I am confident that if I properly focus on the personal and professional development of my teachers, they will be keen on becoming better teachers and more effective designers of positive learning environments.
I used to encourage teacher-trainees to hold children responsible for their own learning.
Teacher's responsibility Now, I am going to hold my teachers responsible for their own excellence in teaching - to become more creative and innovative in their teaching. I will provide them with sufficient support, guidance and appreciation. I will be there for them and constantly work on designing a positive working environment. When I do this, they will invariably strive to be the best they can and become a great blessing to our students.
After all these years, I am still a designer - and I will continue to design education environments that would help both teachers and students to grow as individuals and fulfil their potential.
Dr Edward Roy Krishnan is the assistant to the chairman of the Board at Wells International School. He also lectures in the Graduate School of Psychology, Assumption University, and in the Faculty of Education, St Theresa INTI College. He can be contacted at edward@wells-school.com. He has other articles at http://www.affectiveteaching.com
Encourage teachers to grow
Create an environment that allows teachers to first flourish and thereafter give of themselves
EDWARD ROY KRISHNAN, PHD
For the past five years, I have been instructing teacher-trainees.
My publications - How to Become a Caring Teacher, Engaging Teaching Methods and It Takes a Learner to Teach a Learner - clearly reflect that I did much to equip students with knowledge and skills of "affective teaching" practises to help children learn to their maximum.
I equally emphasized the need to hold children responsible for their own learning by providing a positive and stimulating learning environment.
I like to think of teachers as "designers" of "learning environments". I continue to encourage teacher-trainees to focus on building a community of learners who love to think creatively and critically.
Focus on the teacher Now that I'm a school administrator, I am required to play a different role. My initial thoughts are that I need to conceptualise and plan ways to improve students' learning.
Upon reflection, I'm glad that I did this as a school is only as good as the performance of its students. Having more students perform well academically helps the school get more new students interested in joining, and eventually increases enrolment.
But just when I was preoccupied with these notions, I realised that I needed to refocus and channel my energies somewhere else. I had the right intention, but I was going too fast. I was getting far too ahead of myself.
I needed to get back to the basics and lay a strong foundation. Perhaps I could also strengthen students' achievement levels.
This realisation caught me by surprise, but I also knew that it made sense to think of the whole situation from a different perspective.
Design the environment If teachers are happy in their school, they will feel good about working in the school. And if they feel personally connected to the school, its philosophy and mission, their superiors and fellow colleagues, and students and parents of the school, the school will ultimate benefit and become a much better place. It will blossom into a supportive learning experience for its students.
As an administrator, I feel I must make our teachers feel special because they are educators. I need to make them feel connected to the school and what it believes in. I need to make them realise how their words, behaviour, thoughts and emotions affect students for a lifetime.
I am confident that if I properly focus on the personal and professional development of my teachers, they will be keen on becoming better teachers and more effective designers of positive learning environments.
I used to encourage teacher-trainees to hold children responsible for their own learning.
Teacher's responsibility Now, I am going to hold my teachers responsible for their own excellence in teaching - to become more creative and innovative in their teaching. I will provide them with sufficient support, guidance and appreciation. I will be there for them and constantly work on designing a positive working environment. When I do this, they will invariably strive to be the best they can and become a great blessing to our students.
After all these years, I am still a designer - and I will continue to design education environments that would help both teachers and students to grow as individuals and fulfil their potential.
Dr Edward Roy Krishnan is the assistant to the chairman of the Board at Wells International School. He also lectures in the Graduate School of Psychology, Assumption University, and in the Faculty of Education, St Theresa INTI College. He can be contacted at edward@wells-school.com. He has other articles at http://www.affectiveteaching.com
Describing how things work
lelts PREPARATION
Describing how things work
DAVID PARK
In the Writing Module in Ielts (International English Language Testing System), candidates may be asked to write a report explaining a process or describing how something works.
The approach to writing these two types of reports is similar.
You first need to understand the information given in the diagram, such as: What's happening in each step of the process? Which steps can be grouped into a stage? In the case of an object, what are its main parts? and How is the machine or device used?
Each report starts with an introduction that states the diagram's aim. One sentence is enough: "The diagram illustrates how bricks are produced."
The second paragraph is the overview: a summary of the information in the diagram. It answers the questions: "What does this diagram tell me? What general point does it make about the subject?"
The overview for a process is fairly simple, so it can be stated in one sentence, for example, "Overall, there are two main stages in the manufacture of bricks."). However, the overview for how an object works is more complicated. It first describes what the object is used for and then lists its main components.
You'll need two or three sentences like: "A camera is a piece of equipment that is used for taking photographs. A traditional camera consists of a lens and an aperture, both of which are in front of a shutter and a roll of film."
Then orderly describe the process of how the object works. Find a logical place to begin, and work your way around the diagram. Include the key points in the diagram.
A process description usually contains one paragraph per stage. Start each paragraph with a brief statement of what the stage aims to do. For example: "In the first stage, raw bricks are prepared."
The rest of the paragraph details each step in that stage. Present the steps in sequence, and use appropriate linking words ("next", "then", etc.) and verb tenses (often present simple passive).
A report on how an object works also groups the various actions involved in using the object into several detail paragraphs.
Below is an example of a process report.
The diagram shows the process by which bricks are manufactured for the building industry.
Overall, there are two main stages in the manufacture of bricks.
In the first stage, raw bricks are prepared. Initially, the raw material - clay - is dug from the soil by a digger. Then, lumps of clay are placed on a metal grid and broken into smaller pieces, which fall through on to a roller. They are later mixed with sand and water to make a uniform mixture. Brick-shaped pieces are subsequently formed either by using a mould or by cutting the clay mix with a wire cutter.
In the second stage, the raw bricks are hardened. Hundreds of fresh bricks are stacked in a drying oven and left for one or two days. After that, the dried bricks are heated in a kiln, first to a moderate temperature (200 to 980C), and then to a high temperature (870 to 1,300C). They are finally transferred to a chamber to cool and harden slowly over two to three days before being transported to customers.
Now, here's a sample report on how cameras work.
The diagram shows the component parts of a camera and how it works.
A camera is a piece of equipment that is used for taking photographs. It consists of a lens and an aperture, both of which are in front of a shutter and a roll of film.
Initially, light rays from the object being photographed enter the lens and fall onto the aperture. The amount of light able to pass through the aperture is varied by widening or narrowing a hole in its centre, and the rays are focused by rotating the lens.
Following that, the shutter is manually opened by the operator to allow the rays to fall on the film, leaving a picture of the object. After an extremely brief period, the shutter closes automatically to prevent further light reaching the film.
The exposed portion of the film is subsequently wound on to a cylinder, allowing unexposed film to unroll from another cylinder. The process can then be repeated.
Write to david.park@idp.com for help preparing for Ielts.
Describing how things work
DAVID PARK
In the Writing Module in Ielts (International English Language Testing System), candidates may be asked to write a report explaining a process or describing how something works.
The approach to writing these two types of reports is similar.
You first need to understand the information given in the diagram, such as: What's happening in each step of the process? Which steps can be grouped into a stage? In the case of an object, what are its main parts? and How is the machine or device used?
Each report starts with an introduction that states the diagram's aim. One sentence is enough: "The diagram illustrates how bricks are produced."
The second paragraph is the overview: a summary of the information in the diagram. It answers the questions: "What does this diagram tell me? What general point does it make about the subject?"
The overview for a process is fairly simple, so it can be stated in one sentence, for example, "Overall, there are two main stages in the manufacture of bricks."). However, the overview for how an object works is more complicated. It first describes what the object is used for and then lists its main components.
You'll need two or three sentences like: "A camera is a piece of equipment that is used for taking photographs. A traditional camera consists of a lens and an aperture, both of which are in front of a shutter and a roll of film."
Then orderly describe the process of how the object works. Find a logical place to begin, and work your way around the diagram. Include the key points in the diagram.
A process description usually contains one paragraph per stage. Start each paragraph with a brief statement of what the stage aims to do. For example: "In the first stage, raw bricks are prepared."
The rest of the paragraph details each step in that stage. Present the steps in sequence, and use appropriate linking words ("next", "then", etc.) and verb tenses (often present simple passive).
A report on how an object works also groups the various actions involved in using the object into several detail paragraphs.
Below is an example of a process report.
The diagram shows the process by which bricks are manufactured for the building industry.
Overall, there are two main stages in the manufacture of bricks.
In the first stage, raw bricks are prepared. Initially, the raw material - clay - is dug from the soil by a digger. Then, lumps of clay are placed on a metal grid and broken into smaller pieces, which fall through on to a roller. They are later mixed with sand and water to make a uniform mixture. Brick-shaped pieces are subsequently formed either by using a mould or by cutting the clay mix with a wire cutter.
In the second stage, the raw bricks are hardened. Hundreds of fresh bricks are stacked in a drying oven and left for one or two days. After that, the dried bricks are heated in a kiln, first to a moderate temperature (200 to 980C), and then to a high temperature (870 to 1,300C). They are finally transferred to a chamber to cool and harden slowly over two to three days before being transported to customers.
Now, here's a sample report on how cameras work.
The diagram shows the component parts of a camera and how it works.
A camera is a piece of equipment that is used for taking photographs. It consists of a lens and an aperture, both of which are in front of a shutter and a roll of film.
Initially, light rays from the object being photographed enter the lens and fall onto the aperture. The amount of light able to pass through the aperture is varied by widening or narrowing a hole in its centre, and the rays are focused by rotating the lens.
Following that, the shutter is manually opened by the operator to allow the rays to fall on the film, leaving a picture of the object. After an extremely brief period, the shutter closes automatically to prevent further light reaching the film.
The exposed portion of the film is subsequently wound on to a cylinder, allowing unexposed film to unroll from another cylinder. The process can then be repeated.
Write to david.park@idp.com for help preparing for Ielts.
Decimal time
METRIC SYSTEM
Decimal time
CATHERINE JOHNSON
In 1971, just seven weeks after I was born, Britain "went decimal". The incredibly complex and old monetary system of 12 pence to one shilling, two shillings to one florin, 30 pence to a half-crown and so on, was replaced by a very straightforward system of 100 pence to one pound. Surprisingly, there was a negative reaction among the general public, who felt that the new system was too complicated.
In the United Kingdom today, there is still some resistance to the metric system of metres, grams and litres. Since Jan 1, 2000, only metric measures can be used for trade, public health and safety, economic and administrative purposes. However, many British people still prefer to think in terms of how many stones and pounds they weigh, how many pints of beer contributed to their weight gain and how many miles they need to jog to trim their figures!
Base 10
Societies the world over are resistant to change, but the advantages of the metric system are obvious. All units are expressed in powers of 10, for example: 10 millimetres = one centimetre; 100 centimetres = one metre and 1,000 metres = one kilometre. This makes conversions of units easy because our number system uses base 10, and so multiplying and dividing by powers of 10 is simple and straightforward.
Human beings probably prefer to work with base 10 for the simple reason that we have eight fingers and two thumbs. When our ancestors counted numbers using their fingers, it was natural to stop at 10. When all the digits had been used, and to begin again, numbers were recorded as "one, ten and zero units", or 10. However, it is quite possible to work with different number bases. Computers use binary (base 2) and hexadecimal (base 16).
More than 4,000 years ago, the ancient Babylonians liked to work with base 60. They favoured factors and multiples of 60. They selected the 12 signs of the zodiac and chose to divide a full circle into 360 degrees. Because Babylonia was situated close to the equator, days and nights were of similar length and so were assigned 12 hours each, with each hour split into 60 minutes and each minute split into 60 seconds.
Metric time
In history, diverse cultures have used a variety of different units of weights and measurements. Most are now being phased out in favour of the metric system, though there seems to be little interest in introducing decimal time measures. I expect that, in my lifetime, we will convert to a system of metric time, perhaps with 10 hours in each day or night, with each hour split into 100 minutes and each minute split into 100 seconds. As a teacher of mathematics, I welcome this as it will help my pupils. Too many of them prefer to rely on a calculator rather than their brains and will unthinkingly enter "1 hour 45 minutes" as 1.45 instead of 1.75. Decimal time will also make calculations much simpler.
Of course, there are natural cycles that we cannot alter. The Earth will still revolve around the sun once every 365 days or so, and so it would be pointless to try to redefine the number of days in a year. However, mostly the daily uses of time measurement involve hours, minutes and seconds, and it is these that need to change.
Time for change?
The concept of decimal time is not new. It has been used in China, alongside more familiar units, and was also introduced during the French Revolution in 1793. Although watches and clocks were constructed showing the old system alongside the new, the idea never gained popularity and eventually died out.
I am sure that any move to introduce decimal time today would meet with the same negative reaction as the introduction of "new money" and the metric system did in England. However, we have abandoned the most arbitrary weights and measurements and now use powers of 10 in almost all of our measurement systems. For consistency, I believe we should now adopt the decimal time. The changeover might be confusing for some, but it would ultimately prove more useful.
Activity: Cartoon characters are often drawn with eight fingers and two thumbs instead of 10. It follows that they would prefer to use base 8, and would count like this: 1, 2, 3, 4, 5, 6, 7, 10, 11, 12, 13, 14, 15, 16, 17, 20, 21, ... .
They would record the number of fingers on human hands as 12 (one 8 plus 2 units). How would they record the number we write as 25? How would we write the number they record as 100?
Catherine Johnson is the head of mathematics at Shrewsbury International School. For more information or comments, you may email her at:
catherine.mathematics@gmail.com
Decimal time
CATHERINE JOHNSON
In 1971, just seven weeks after I was born, Britain "went decimal". The incredibly complex and old monetary system of 12 pence to one shilling, two shillings to one florin, 30 pence to a half-crown and so on, was replaced by a very straightforward system of 100 pence to one pound. Surprisingly, there was a negative reaction among the general public, who felt that the new system was too complicated.
In the United Kingdom today, there is still some resistance to the metric system of metres, grams and litres. Since Jan 1, 2000, only metric measures can be used for trade, public health and safety, economic and administrative purposes. However, many British people still prefer to think in terms of how many stones and pounds they weigh, how many pints of beer contributed to their weight gain and how many miles they need to jog to trim their figures!
Base 10
Societies the world over are resistant to change, but the advantages of the metric system are obvious. All units are expressed in powers of 10, for example: 10 millimetres = one centimetre; 100 centimetres = one metre and 1,000 metres = one kilometre. This makes conversions of units easy because our number system uses base 10, and so multiplying and dividing by powers of 10 is simple and straightforward.
Human beings probably prefer to work with base 10 for the simple reason that we have eight fingers and two thumbs. When our ancestors counted numbers using their fingers, it was natural to stop at 10. When all the digits had been used, and to begin again, numbers were recorded as "one, ten and zero units", or 10. However, it is quite possible to work with different number bases. Computers use binary (base 2) and hexadecimal (base 16).
More than 4,000 years ago, the ancient Babylonians liked to work with base 60. They favoured factors and multiples of 60. They selected the 12 signs of the zodiac and chose to divide a full circle into 360 degrees. Because Babylonia was situated close to the equator, days and nights were of similar length and so were assigned 12 hours each, with each hour split into 60 minutes and each minute split into 60 seconds.
Metric time
In history, diverse cultures have used a variety of different units of weights and measurements. Most are now being phased out in favour of the metric system, though there seems to be little interest in introducing decimal time measures. I expect that, in my lifetime, we will convert to a system of metric time, perhaps with 10 hours in each day or night, with each hour split into 100 minutes and each minute split into 100 seconds. As a teacher of mathematics, I welcome this as it will help my pupils. Too many of them prefer to rely on a calculator rather than their brains and will unthinkingly enter "1 hour 45 minutes" as 1.45 instead of 1.75. Decimal time will also make calculations much simpler.
Of course, there are natural cycles that we cannot alter. The Earth will still revolve around the sun once every 365 days or so, and so it would be pointless to try to redefine the number of days in a year. However, mostly the daily uses of time measurement involve hours, minutes and seconds, and it is these that need to change.
Time for change?
The concept of decimal time is not new. It has been used in China, alongside more familiar units, and was also introduced during the French Revolution in 1793. Although watches and clocks were constructed showing the old system alongside the new, the idea never gained popularity and eventually died out.
I am sure that any move to introduce decimal time today would meet with the same negative reaction as the introduction of "new money" and the metric system did in England. However, we have abandoned the most arbitrary weights and measurements and now use powers of 10 in almost all of our measurement systems. For consistency, I believe we should now adopt the decimal time. The changeover might be confusing for some, but it would ultimately prove more useful.
Activity: Cartoon characters are often drawn with eight fingers and two thumbs instead of 10. It follows that they would prefer to use base 8, and would count like this: 1, 2, 3, 4, 5, 6, 7, 10, 11, 12, 13, 14, 15, 16, 17, 20, 21, ... .
They would record the number of fingers on human hands as 12 (one 8 plus 2 units). How would they record the number we write as 25? How would we write the number they record as 100?
Catherine Johnson is the head of mathematics at Shrewsbury International School. For more information or comments, you may email her at:
catherine.mathematics@gmail.com
Sunday, August 24, 2008
A guideline to getting an education overseas
Learn abroad
A guideline to getting an education overseas
ANJIRA ASSAVANONDA
Making the right choice to shape your career path is never easy. Most of us get nervous when at the age of 18 or 19, we are asked what we want to do in the future.
A major decision for many is whether to continue our studies in Thailand or abroad.
Despite a variety of educational options available in the Kingdom, the influx of Thai students to foreign universities and colleges is on the rise although there is a minor change in trend.
Why so? The reasons propelling students to study overseas varies from each person's requirements, some are looking for a better quality of education, while other are looking for some kind of experience, whereby they would have a more global exposure and practice their English skills. For others it is a chance to finally break free from the clutches of parents, but to most of us it a way of adding value to our curriculum vitae.
Whatever the reasons maybe, decision makers have to be aware of that overseas education has its cost.
The changing trend
Wipa Pinyochotiwong, managing director at overseas education consulting service EdNet Co Ltd, says that the US, UK and Australia are no longer first choices, with many Thais flying all over the world for a higher education.
"More adventurous Thai students are looking for new destinations like Canada, New Zealand, Germany, France, Italy, India, Singapore, China, Korea and Japan. Native English-speaking countries are no longer the only option," says Wipa.
Classifications of students
There are three major groups of students who normally seek consultancy for overseas education.
- University graduates who are going for a language course.
- Students who aim for a college study or undergraduate programmes.
- Those aiming for graduate degrees.
The groups going for a language course are usually grown-up students who never have an overseas experience. If not well-prepared, they are likely to have problems adjusting themselves to the new culture and environment.
In many cases, parents are playing key roles in planning education for their children, particularly when they are too young to earn for themselves.
Things to consider before going abroad
- Think carefully about the purpose of study
If you plan to send your children overseas, think carefully what exactly it is for. Don't just send them away from home and expect overseas education to solve the problems you can't handle. For example, your children have behavioural problems and they are about to be dismissed from school or you want to separate them from their boyfriends or girlfriends.
"Parents should know what your children are like. If they are trouble-makers, there may be a chance they will come back with positive changes, but you have to beware of the risk that things may turn worse," says Wipa.
One thing is that: Do not force the children to go, as it won't promise a positive result.
Sending very small children to study overseas is also not recommendable. According to Wipa, the children may be smart and have perfect English skill, but they will lose Thai identity and cannot connect to the traditional culture.
- Choose the universities that match your children's capabilities
Find as much information about the universities as you can, but don't forget to evaluate your children's potential. The best universities are not always suitable for all.
First, look at your children's abilities. See what they are good at, then look for the matching universities. Look up for as many choices of schools and consider both the good and bad points before making decision.
- Always think of a career goal when choosing a field of study for your child
Don't just look at the near future, but think of a prospective career in four to five years ahead. Instead of following a trend in business studies, you may look into other fields such as communication technology, bioscience, art and design, or vocational areas like cooking which are going on the boom.
However, make sure you are not forcing your children into what they don't like.
- Make sure your child is mature enough for independent overseas living
If your child is spoiled, overprotected and never does anything on his or her own, rushing them to overseas education may not be a good idea.
If overseas education is truly your goal, it's better to get them better prepared. "You may simply start from your home. If you have a maid doing everything for your family, ask her to stop and have your child do his or her own business, like washing, ironing clothes, and cooking. Stop driving them anywhere and let them get used to public transports. That's the way of life they're going to live when going overseas," Wipa suggests.
- Prepare your children for the unfamiliar culture
Studying overseas means your children have years to spend in places of diversified culture. Before leaving home, you need to equip them with proper knowledge and attitude about the places they are going.
"Issues like environmental concerns have become a culture in most developed countries and Thai students should beware of that," she adds.
She cites a case in Australia when a Thai student faced a charge after watering the lawn of the host family. She was accused of wasting water.
Some community, meanwhile has the so-called "one-song-shower" rule warning its member to not spend too much time in a shower.
Discrimination and racist attitudes are also what should be avoided. "In international education, you'll meet people of different races and cultures, Eastern or Western, black or white. So find as much information about the communities you are going for and be prepared for such diversity," she notes.
- Do not have over-expectations about the host family
Most parents expect their children to be perfectly tended by the host family. But Wipa says they should stick to reality as the situation is changing. The world is facing a declining economy and more host families are doing it for financial purposes rather than for cultural exchanges.
"What your kids will be facing is not that bad, as most families still make it to the standard, but you can't expect any special treatments from them. Some families comprise only husband and wife who are working professionals, so you can't expect any of them to always stay home to watch over your child."
- Beware of the transitional period
Parents should note that anyone going to unfamiliar places will experience the so-called U-shape period. Before going, they may be excited, imagining of beautiful things, but after facing reality - the unfamiliar environment, lifestyle, language and people, those things will get them down.
"In the first one to two months, if your children call back home, crying that they can't stand it anymore, just stay calm. That normally happens to everyone. In the third or fourth months, they will start to adjust to it," she says.
What parents should do during that period is listen to them, let them ease off their emotion, and always keep in touch, through the phone calls or emails, so they won't feel lonely.
- Overseas education does not always mean flawless spoken and written English
Most students going overseas, particularly those taking language courses usually pin their hopes on teachers and schools, expecting they'll come back with perfect English. That's not always true.
"Language is a skill that you need to practice. Just taking international courses doesn't mean your English will be perfect. Remember that 60 per cent of the success depends on yourself," Wipa says.
- Plan your budget at least for one level of education
Planning the budget depends on your finance. You may make a long-term plan for the entire study, or short term for certain education level.
Estimated budget for educational fees, excluding expenses:
US: 1 to 1.5 million baht per year
UK: 800,000 to 1.2 million baht a year
Australia: 800,000 - 1.2 million baht a year
- Do not give too much pocket money
Get to know your children's spending habit. Don't give them too much money. If their money were spent out too fast, don't rush to pay them more. Giving the children credit cards is also not recommendable. It's better to give them enough cash to spend.
- For new graduates, do not rush into postgraduate studies
If you have just finished a bachelor's degree, do not rush into a master's programme immediately. Have work experience at least two to three years before furthering your education. You'll learn what you really like to do.
- Prepare for your language skills
As English is a major language in overseas education, you need to evaluate your own strength. If your English is not so good, take more time in a language course before going.
- Note that overseas education does not always spell success
Studying overseas does not mean that your assured of a successful career.
Of course, it has certain benefits, such as giving international exposure, broadening your horizon, improving your English skills, adding value to your CV and more opportunities in the job market. You'll also acquire skills you might not learn in an domestic environment.
However, despite all the benefits, remember that success still depends on an individual.
A guideline to getting an education overseas
ANJIRA ASSAVANONDA
Making the right choice to shape your career path is never easy. Most of us get nervous when at the age of 18 or 19, we are asked what we want to do in the future.
A major decision for many is whether to continue our studies in Thailand or abroad.
Despite a variety of educational options available in the Kingdom, the influx of Thai students to foreign universities and colleges is on the rise although there is a minor change in trend.
Why so? The reasons propelling students to study overseas varies from each person's requirements, some are looking for a better quality of education, while other are looking for some kind of experience, whereby they would have a more global exposure and practice their English skills. For others it is a chance to finally break free from the clutches of parents, but to most of us it a way of adding value to our curriculum vitae.
Whatever the reasons maybe, decision makers have to be aware of that overseas education has its cost.
The changing trend
Wipa Pinyochotiwong, managing director at overseas education consulting service EdNet Co Ltd, says that the US, UK and Australia are no longer first choices, with many Thais flying all over the world for a higher education.
"More adventurous Thai students are looking for new destinations like Canada, New Zealand, Germany, France, Italy, India, Singapore, China, Korea and Japan. Native English-speaking countries are no longer the only option," says Wipa.
Classifications of students
There are three major groups of students who normally seek consultancy for overseas education.
- University graduates who are going for a language course.
- Students who aim for a college study or undergraduate programmes.
- Those aiming for graduate degrees.
The groups going for a language course are usually grown-up students who never have an overseas experience. If not well-prepared, they are likely to have problems adjusting themselves to the new culture and environment.
In many cases, parents are playing key roles in planning education for their children, particularly when they are too young to earn for themselves.
Things to consider before going abroad
- Think carefully about the purpose of study
If you plan to send your children overseas, think carefully what exactly it is for. Don't just send them away from home and expect overseas education to solve the problems you can't handle. For example, your children have behavioural problems and they are about to be dismissed from school or you want to separate them from their boyfriends or girlfriends.
"Parents should know what your children are like. If they are trouble-makers, there may be a chance they will come back with positive changes, but you have to beware of the risk that things may turn worse," says Wipa.
One thing is that: Do not force the children to go, as it won't promise a positive result.
Sending very small children to study overseas is also not recommendable. According to Wipa, the children may be smart and have perfect English skill, but they will lose Thai identity and cannot connect to the traditional culture.
- Choose the universities that match your children's capabilities
Find as much information about the universities as you can, but don't forget to evaluate your children's potential. The best universities are not always suitable for all.
First, look at your children's abilities. See what they are good at, then look for the matching universities. Look up for as many choices of schools and consider both the good and bad points before making decision.
- Always think of a career goal when choosing a field of study for your child
Don't just look at the near future, but think of a prospective career in four to five years ahead. Instead of following a trend in business studies, you may look into other fields such as communication technology, bioscience, art and design, or vocational areas like cooking which are going on the boom.
However, make sure you are not forcing your children into what they don't like.
- Make sure your child is mature enough for independent overseas living
If your child is spoiled, overprotected and never does anything on his or her own, rushing them to overseas education may not be a good idea.
If overseas education is truly your goal, it's better to get them better prepared. "You may simply start from your home. If you have a maid doing everything for your family, ask her to stop and have your child do his or her own business, like washing, ironing clothes, and cooking. Stop driving them anywhere and let them get used to public transports. That's the way of life they're going to live when going overseas," Wipa suggests.
- Prepare your children for the unfamiliar culture
Studying overseas means your children have years to spend in places of diversified culture. Before leaving home, you need to equip them with proper knowledge and attitude about the places they are going.
"Issues like environmental concerns have become a culture in most developed countries and Thai students should beware of that," she adds.
She cites a case in Australia when a Thai student faced a charge after watering the lawn of the host family. She was accused of wasting water.
Some community, meanwhile has the so-called "one-song-shower" rule warning its member to not spend too much time in a shower.
Discrimination and racist attitudes are also what should be avoided. "In international education, you'll meet people of different races and cultures, Eastern or Western, black or white. So find as much information about the communities you are going for and be prepared for such diversity," she notes.
- Do not have over-expectations about the host family
Most parents expect their children to be perfectly tended by the host family. But Wipa says they should stick to reality as the situation is changing. The world is facing a declining economy and more host families are doing it for financial purposes rather than for cultural exchanges.
"What your kids will be facing is not that bad, as most families still make it to the standard, but you can't expect any special treatments from them. Some families comprise only husband and wife who are working professionals, so you can't expect any of them to always stay home to watch over your child."
- Beware of the transitional period
Parents should note that anyone going to unfamiliar places will experience the so-called U-shape period. Before going, they may be excited, imagining of beautiful things, but after facing reality - the unfamiliar environment, lifestyle, language and people, those things will get them down.
"In the first one to two months, if your children call back home, crying that they can't stand it anymore, just stay calm. That normally happens to everyone. In the third or fourth months, they will start to adjust to it," she says.
What parents should do during that period is listen to them, let them ease off their emotion, and always keep in touch, through the phone calls or emails, so they won't feel lonely.
- Overseas education does not always mean flawless spoken and written English
Most students going overseas, particularly those taking language courses usually pin their hopes on teachers and schools, expecting they'll come back with perfect English. That's not always true.
"Language is a skill that you need to practice. Just taking international courses doesn't mean your English will be perfect. Remember that 60 per cent of the success depends on yourself," Wipa says.
- Plan your budget at least for one level of education
Planning the budget depends on your finance. You may make a long-term plan for the entire study, or short term for certain education level.
Estimated budget for educational fees, excluding expenses:
US: 1 to 1.5 million baht per year
UK: 800,000 to 1.2 million baht a year
Australia: 800,000 - 1.2 million baht a year
- Do not give too much pocket money
Get to know your children's spending habit. Don't give them too much money. If their money were spent out too fast, don't rush to pay them more. Giving the children credit cards is also not recommendable. It's better to give them enough cash to spend.
- For new graduates, do not rush into postgraduate studies
If you have just finished a bachelor's degree, do not rush into a master's programme immediately. Have work experience at least two to three years before furthering your education. You'll learn what you really like to do.
- Prepare for your language skills
As English is a major language in overseas education, you need to evaluate your own strength. If your English is not so good, take more time in a language course before going.
- Note that overseas education does not always spell success
Studying overseas does not mean that your assured of a successful career.
Of course, it has certain benefits, such as giving international exposure, broadening your horizon, improving your English skills, adding value to your CV and more opportunities in the job market. You'll also acquire skills you might not learn in an domestic environment.
However, despite all the benefits, remember that success still depends on an individual.
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