Saturday, April 5, 2014

RESPONSIBLE CITIZENSHIP---- CIVICS FORM ONE. BY. MWL. JAPHET MASATU.


WHAT  IS  A   RESPONSIBLE  CITIZEN ?   INTRODUCTION.

A responsible citizen is one who works honestly to earn a living, pays taxes, is a good neighbour, protects and is a good role model for his or her family, pays their bills on time, contributes to a said charity and is patriotic to his o

CITIZENSHIP.

Citizenship is the status of a person recognised under the custom or law of a state that bestows on that person (called a citizen) the rights and privileges of citizenship. Such rights and privileges include the right to vote, work and live in the country and the right to return to the country, besides other rights. A citizen may also be subject to certain duties, such as a duty to serve in the military. A person may have multiple citizenships and a person who does not have citizenship of any state is said to be stateless.
Nationality is often used as a synonym for citizenship in English[1] – notably in international law – although the term is sometimes understood as denoting a person's membership of a nation.[2] In some countries, e.g. the United States, Israel, Philippines and the United Kingdom, "nationality" and "citizenship" have different meanings.[citation needed]

Factors determining citizenship

A person can be a citizen for several reasons. Usually citizenship of the place of birth is automatic; in other cases an application may be required.
  • Parents are citizens (jus sanguinis). If one or both of a person's parents are citizens of a given state, then the person may have the right to be a citizen of that state as well. [a] Formerly this might only have applied through the paternal line, but sex equality became common since the late twentieth century. Citizenship is granted based on ancestry or ethnicity, and is related to the concept of a nation state common in Europe. Where jus sanguinis holds, a person born outside a country, one or both of whose parents are citizens of the country, is also a citizen. States normally[citation needed] limit the right to citizenship by descent to a certain number of generations born outside the state.[clarification needed] This form of citizenship is common in civil law countries.
  • Born within a country (jus soli). Most people are automatically citizens of the state in which they are born. This form of citizenship originated in England where those who were born within the realm were subjects of the monarch (a concept pre-dating citizenship), and is common in common law countries.
In many cases both jus solis and jus sanguinis hold; citizenship either by place or parentage (or of course both).
  • Marriage to a citizen (jure matrimonii). Many countries fast-track naturalization based on the marriage of a person to a citizen. Countries which are destinations for such immigration often have regulations to try to detect sham marriages, where a citizen marries a non-citizen typically for payment, without them having the intention of living as man and wife.[5]
  • Naturalization. States normally grant citizenship to people who have entered the country legally and been granted leave to stay, or been granted political asylum, and also lived there for a specified period. In some countries naturalization is subject to conditions which may include passing a test demonstrating reasonable knowledge of the language or way of life of the host country, good conduct (no serious criminal record), swearing allegiance to their new state or its ruler, and renouncing their prior citizenship. Some states allow dual citizenship and do not require naturalized citizens to renounce any other citizenship.
  • Excluded categories. In the past there have been exclusions on entitlement to citizenship on grounds such as skin color, ethnicity, sex, and free status (not being a slave). Most of these exclusions no longer apply in most places.

History

Polis citizenship

Many thinkers point to the concept of citizenship beginning in the early city-states of ancient Greece, although others see it as primarily a modern phenomenon dating back only a few hundred years and, for mankind, that the concept of citizenship arose with the first laws. Polis meant both the political assembly of the city-state as well as the entire society.[6] Citizenship has generally been identified as a western phenomenon.[7] There is a general view that citizenship in ancient times was a simpler relation than modern forms of citizenship, although this view has come under scrutiny.[8] The relation of citizenship has not been a fixed or static relation, but constantly changed within each society, and that according to one view, citizenship might "really have worked" only at select periods during certain times, such as when the Athenian politician Solon made reforms in the early Athenian state.[9]
Historian Geoffrey Hosking in his 2005 Modern Scholar lecture course suggested that citizenship in ancient Greece arose from an appreciation for the importance of freedom.[10] Hosking explained:
It can be argued that this growth of slavery was what made Greeks particularly conscious of the value of freedom. After all, any Greek farmer might fall into debt and therefore might become a slave, at almost any time ... When the Greeks fought together, they fought in order to avoid being enslaved by warfare, to avoid being defeated by those who might take them into slavery. And they also arranged their political institutions so as to remain free men.
—Geoffrey Hosking, 2005[10]
Geoffrey Hosking suggests that fear of being enslaved was a central motivating force for the development of the Greek sense of citizenship. Sculpture: a Greek woman being served by a slave-child.
Slavery permitted slaveowners to have substantial free time, and enabled participation in public life.[10] Polis citizenship was marked by exclusivity. Inequality of status was widespread; citizens had a higher status than non-citizens, such as women, slaves or barbarians.[11][12] The first form of citizenship was based on the way people lived in the ancient Greek times, in small-scale organic communities of the polis. Citizenship was not seen as a separate activity from the private life of the individual person, in the sense that there was not a distinction between public and private life. The obligations of citizenship were deeply connected into one’s everyday life in the polis. These small-scale organic communities were generally seen as a new development in world history, in contrast to the established ancient civilizations of Egypt or Persia, or the hunter-gatherer bands elsewhere. From the viewpoint of the ancient Greeks, a person's public life was not separated from their private life, and Greeks did not distinguish between the two worlds according to the modern western conception. The obligations of citizenship were deeply connected with everyday life. To be truly human, one had to be an active citizen to the community, which Aristotle famously expressed: “To take no part in the running of the community's affairs is to be either a beast or a god!” This form of citizenship was based on obligations of citizens towards the community, rather than rights given to the citizens of the community. This was not a problem because they all had a strong affinity with the polis; their own destiny and the destiny of the community were strongly linked. Also, citizens of the polis saw obligations to the community as an opportunity to be virtuous, it was a source of honour and respect. In Athens, citizens were both ruler and ruled, important political and judicial offices were rotated and all citizens had the right to speak and vote in the political assembly.

Roman ideas of citizenship

In the Roman Empire, citizenship expanded from small scale communities to the entire empire. Romans realized that granting citizenship to people from all over the empire legitimized Roman rule over conquered areas. Roman citizenship was no longer a status of political agency; it had been reduced to a judicial safeguard and the expression of rule and law.[13] Rome carried forth Greek ideas of citizenship such as the principles of equality under the law, civic participation in government, and notions that "no one citizen should have too much power for too long",[14] but Rome offered relatively generous terms to its captives, including chances for lesser forms of citizenship.[14] If Greek citizenship was an "emancipation from the world of things",[15] the Roman sense increasingly reflected the fact that citizens could act upon material things as well as other citizens, in the sense of buying or selling property, possessions, titles, goods. One historian explained:
The person was defined and represented through his actions upon things; in the course of time, the term property came to mean, first, the defining characteristic of a human or other being; second, the relation which a person had with a thing; and third, the thing defined as the possession of some person.
Roman citizenship reflected a struggle between the upper-class patrician interests against the lower-order working groups known as the plebeian class.[14] A citizen came to be understood as a person "free to act by law, free to ask and expect the law's protection, a citizen of such and such a legal community, of such and such a legal standing in that community".[17] Citizenship meant having rights to have possessions, immunities, expectations, which were "available in many kinds and degrees, available or unavailable to many kinds of person for many kinds of reason".[17] And the law, itself, was a kind of bond uniting people.[18] Roman citizenship was more impersonal, universal, multiform, having different degrees and applications.[18]

Middle Ages

During European Middle Ages, citizenship was usually associated with cities and towns, see burgher, Grand Burgher (German Großbürger) and Bourgeoisie. Nobility used to have privileges above commoners (see aristocracy), but the French Revolution and other revolutions revoked these privileges and made citizens.

Renaissance

During the Renaissance, people transitioned from being subjects of a king or queen to being citizens of a city and later to a nation.[19]:p.161 Each city had its own law, courts, and independent administration.[20] And being a citizen often meant being subject to the city's law in addition to having power in some instances to help choose officials.[20] City dwellers who had fought alongside nobles in battles to defend their cities were no longer content with having a subordinate social status, but demanded a greater role in the form of citizenship.[21] Membership in guilds was an indirect form of citizenship in that it helped their members succeed financially.[22] The rise of citizenship was linked to the rise of republicanism, according to one account, since independent citizens meant that kings had less power.[23] Citizenship became an idealized, almost abstract, concept,[9] and did not signify a submissive relation with a lord or count, but rather indicated the bond between a person and the state in the rather abstract sense of having rights and duties.[9]

Modern times

The modern idea of citizenship still respects the idea of political participation, but it is usually done through "elaborate systems of political representation at a distance" such as representative democracy.[8] Modern citizenship is much more passive; action is delegated to others; citizenship is often a constraint on acting, not an impetus to act.[8] Nevertheless, citizens are usually aware of their obligations to authorities, and are aware that these bonds often limit what they can do.[8]

Different senses of citizenship

Many theorists suggest that there are two opposing conceptions of citizenship: an economic one, and a political one. For further information, see History of citizenship.
Citizenship status, under social contract theory, carries with it both rights and responsibilities. In this sense, citizenship was described as "a bundle of rights -- primarily, political participation in the life of the community, the right to vote, and the right to receive certain protection from the community, as well as obligations."[24] Citizenship is seen by most scholars as culture-specific, in the sense that the meaning of the term varies considerably from culture to culture, and over time.[8] How citizenship is understood depends on the person making the determination. The relation of citizenship has never been fixed or static, but constantly changes within each society. While citizenship has varied considerably throughout history, and within societies over time, there are some common elements but they vary considerably as well. As a bond, citizenship extends beyond basic kinship ties to unite people of different genetic backgrounds. It usually signifies membership in a political body. It is often based on, or was a result of, some form of military service or expectation of future service. It usually involves some form of political participation, but this can vary from token acts to active service in government. Citizenship is a status in society. It is an ideal state as well. It generally describes a person with legal rights within a given political order. It almost always has an element of exclusion, meaning that some people are not citizens, and that this distinction can sometimes be very important, or not important, depending on a particular society. Citizenship as a concept is generally hard to isolate intellectually and compare with related political notions, since it relates to many other aspects of society such as the family, military service, the individual, freedom, religion, ideas of right and wrong, ethnicity, and patterns for how a person should behave in society.[19] When there are many different groups within a nation, citizenship may be the only real bond which unites everybody as equals without discrimination—it is a "broad bond" linking "a person with the state" and gives people a universal identity as a legal member of a specific nation.[25]
Modern citizenship has often been looked at as two competing underlying ideas:[26]
  • The liberal-individualist or sometimes liberal conception of citizenship suggests that citizens should have entitlements necessary for human dignity.[27] It assumes people act for the purpose of enlightened self-interest. According to this viewpoint, citizens are sovereign, morally autonomous beings with duties to pay taxes, obey the law, engage in business transactions, and defend the nation if it comes under attack,[27] but are essentially passive politically,[26] and their primary focus is on economic betterment. This idea began to appear around the seventeenth and eighteenth centuries, and became stronger over time, according to one view.[9] According to this formulation, the state exists for the benefit of citizens and has an obligation to respect and protect the rights of citizens, including civil rights and political rights.[9] It was later that so-called social rights became part of the obligation for the state.[9]
  • The civic-republican or sometimes classical or civic humanist conception of citizenship emphasizes man's political nature, and sees citizenship as an active process, not a passive state or legal marker.[26] It is relatively more concerned that government will interfere with popular places to practice citizenship in the public sphere. Citizenship means being active in government affairs.[27] According to one view, most people today live as citizens according to the liberal-individualist conception but wished they lived more according to the civic-republican ideal.[26] An ideal citizen is one who exhibits "good civic behavior".[9] Free citizens and a republic government are "mutually interrelated."[9] Citizenship suggested a commitment to "duty and civic virtue".[9]
Scholars suggest that the concept of citizenship contains many unresolved issues, sometimes called tensions, existing within the relation, that continue to reflect uncertainty about what citizenship is supposed to mean.[9] Some unresolved issues regarding citizenship include questions about what is the proper balance between duties and rights.[9] Some see these two aspects of citizenship as incompatible, such that social rights have gone too far with not enough emphasis on duties citizens owe to the state.[9] Another is a question about what is the proper balance between political citizenship versus social citizenship.[9] Some thinkers see benefits with people being absent from public affairs, since too much participation such as revolution can be destructive, yet too little participation such as total apathy can be problematic as well.[9] Citizenship can be seen as a special elite status, and it can also be seen as a democratizing force and something that everybody has; the concept can include both senses.[9] According to political scientist Arthur Stinchcombe, citizenship is based on the extent that a person can control one's own destiny within the group in the sense of being able to influence the government of the group.[19]:p.150 One last distinction within citizenship is the so-called consent descent distinction, and this issue addresses whether citizenship is a fundamental matter determined by a person choosing to belong to a particular nation––by his or her consent––or is citizenship a matter of where a person was born––that is, by his or her descent.[11]

International citizenship

In recent years, some intergovernmental organizations have extended the concept and terminology associated with citizenship to the international level,[28] where it is applied to the totality of the citizens of their constituent countries combined. Citizenship at this level is a secondary concept, with rights deriving from national citizenship.

Commonwealth citizenship

The concept of "Commonwealth Citizenship" has been in place ever since the establishment of the Commonwealth of Nations. As with the EU, one holds Commonwealth citizenship only by being a citizen of a Commonwealth member state. This form of citizenship offers certain privileges within some Commonwealth countries:
  • Some such countries do not require tourist visas of citizens of other Commonwealth countries.
  • In some Commonwealth countries resident citizens of other Commonwealth countries are entitled to political rights, e.g., the right to vote in local and national elections and in some cases even the right to stand for election.
  • In some instances the right to work in any position (including the civil service) is granted, except for certain specific positions, such as in the defense departments, Governor-General or President or Prime Minister.
Although Ireland left the Commonwealth in 1949, it is often treated as if it were a member, with references being made in legal documents to 'the Commonwealth and the Republic of Ireland', and its citizens are not classified as foreign nationals, particularly in the United Kingdom.
Canada departed from the principle of nationality being defined in terms of allegiance in 1921. In 1935 the Irish Free State was the first to introduce its own citizenship. However, Irish citizens were still treated as subjects of the Crown, and they are still not regarded as foreign, even though Ireland is not a member of the Commonwealth.[29] The Canadian Citizenship Act of 1947 provided for a distinct Canadian Citizenship, automatically conferred upon most individuals born in Canada, with some exceptions, and defined the conditions under which one could become a naturalized citizen. The concept of Commonwealth citizenship was introduced in 1948 in the British Nationality Act 1948. Other dominions adopted this principle such as New Zealand, by way of the British Nationality and New Zealand Citizenship Act of 1948.

European Union citizenship

The Maastricht Treaty introduced the concept of citizenship of the European Union. Article 17 (1) of the Treaty on European Union[30] stated that:
Citizenship of the Union is hereby established. Every person holding the nationality of a Member State shall be a citizen of the Union. Citizenship of the Union shall be additional to and not replace national citizenship.[31]
An agreement known as the amended EC Treaty[31] established certain minimal rights for European Union citizens. Article 12 of the amended EC Treaty guaranteed a general right of non-discrimination within the scope of the Treaty. Article 18 provided a limited right to free movement and residence in Member States other than that of which the European Union citizen is a national. Articles 18-21 and 225 provide certain political rights.
Union citizens have also extensive rights to move in order to exercise economic activity in any of the Member States[32] which predate the introduction of Union citizenship.[33]

Subnational citizenship

Citizenship most usually relates to membership of the nation state, but the term can also apply at the subnational level. Subnational entities may impose requirements, of residency or otherwise, which permit citizens to participate in the political life of that entity, or to enjoy benefits provided by the government of that entity. But in such cases, those eligible are also sometimes seen as "citizens" of the relevant state, province, or region. An example of this is how the fundamental basis of Swiss citizenship is citizenship of an individual commune, from which follows citizenship of a canton and of the Confederation. Another example is Åland where the residents enjoy a special provincial citizenship within Finland, hembygdsrätt.
The United States has a federal system in which a person is a citizen of their specific state of residence, such as New Jersey or California, as well as a citizen of the United States. State constitutions may grant certain rights above and beyond what are granted under the United States Constitution and may impose their own obligations including the sovereign right of taxation and military service; each state maintains at least one military force subject to national militia transfer service, the state's national guard, and some states maintain a second military force not subject to nationalization.
Diagram of relationship between; Citizens, Politicians + Laws

Citizenship education

"Active citizenship" is the philosophy that citizens should work towards the betterment of their community through economic participation, public, volunteer work, and other such efforts to improve life for all citizens. In this vein, schools in some countries provide citizenship education (subject).

United Kingdom

Citizenship is offered as a General Certificate of Secondary Education (GCSE) course in many schools in the United Kingdom. As well as teaching knowledge about democracy, parliament, government, the justice system, human rights and the UK's relations with the wider world, students participate in active citizenship, often involving a social action or social enterprise in their local community.
  • Citizenship is a compulsory subject of the National Curriculum in state schools in England for all pupils aged 11–16. Some schools offer a qualification in this subject at GCSE and A level. All state schools have a statutory requirement to teach the subject, assess pupil attainment and report student's progress in citizenship to parents.[34]
  • In Wales the model used is Personal and Social Education.[35][36]
  • Citizenship is not taught as a discrete subject in Scottish schools, but is a cross-curricular strand of the Curriculum for Excellence. However they do teach a subject called "Modern Studies" which covers the social, political and economic study of local, national and international issues.[37]

Ireland

It is taught in Ireland as an exam subject for the Junior Certificate. It is known as Civic, Social and Political Education (CSPE). A new Leaving Certificate exam subject with the working title 'Politics & Society' is being developed by the National Council for Curriculum and Assessment (NCCA) and is expected to be introduced to the curriculum sometime after 2012.[38]

See also

FAMILY LIFE ---- CIVICS FORM ONE BY. MWL. JAPHET MASATU.

INTRODUCTION.
Despite the perfect picture families that always seem to loom over us on television, posters and bill boards, there are many more complexities and dynamics to families than all smiles and laughter. All families are different, and all families have their own issues, but with the right amount of work and determination, you can make your family life the very best it can be, by developing your relationships and learning more about yourself and your relatives. No one's family life is perfect; but you can make yours good, so why not? STEPS.
  1. Have a Good Family Life Step 1.jpg
    1
    Understand your family well. If you don't then there can be many misunderstandings and fights. Be with them whenever you can and get to know them better. A lot of families now don't get to know each other too well because they're too busy. Plan some family time, like, a movie, or a family game, or even as little as eating dinner together.
  2. Have a Good Family Life Step 2.jpg
    2
    Respect your family. Your children, your wife/husband are now yours but remember at the end of the day they are also humans. They also have an opinion or suggestion. Sometimes it can be bad or good. Never be angry with someone's opinion, they have their opinions, and no one's perfect.
  3. Have a Good Family Life Step 3.jpg
    3
    Give time. No one wants to be ignored just for some meeting or work. Give time to each and every one of them so you can understand every individual properly and this can prevent any misunderstandings in the future.
  4. Have a Good Family Life Step 4.jpg
    4
    Treat everyone as equal. Whether its your maid or step child, they also deserve love and affection from you as you deserve from your wife/husband or from your own child. Treat everyone like you would want to be treated, and getting along with your family should be easy
  5. Have a Good Family Life Step 5.jpg
    5
    Never scream or shout at anyone. This can create hatred for you in their hearts. By simply making them understand can do a lot. Why waste energy when you can do it calmly?
    • Try not to fight with your siblings. Fighting can tear your relationship apart and you'll regret it when you get older. Treasure the time you have with your siblings, you can't get it back.
  6. Have a Good Family Life Step 6.jpg
    6
    Never discriminate.
  7. Have a Good Family Life Step 7.jpg
    7
    Learn to compromise. When you or someone else in your family wants the total opposite of each other, find a way to work it out to give you all what you want.
  8. Have a Good Family Life Step 8.jpg
    8
    Help each other. When you see your sibling or parent needs help, help them. Doing little things such as holding the door for them, or helping someone with homework.
  9. Have a Good Family Life Step 9.jpg
    9
    Organizing surprise birthday parties and celebrating any individual's achievements can really help.
  10. Have a Good Family Life Step 10.jpg
    10
    Avoid using offensive and abusive words against each other.
  11. Have a Good Family Life Step 11.jpg
    11
    Sometimes teenagers can feel sad or lonely. First ask them about it and if they don't want to share then its OK. It's just hormones. If you think that something is really bad, ask their close friends and help him/her.
  12. Have a Good Family Life Step 12.jpg
    12
    Never ever break any promise. This can hurt them or make them feel that you are a liar and every time will break promises.
  13. Have a Good Family Life Step 13.jpg
    13
    Learn to forgive.
  14. Have a Good Family Life Step 14.jpg
    14
    Don't scold too much. Scolding can be good for them but never overdo it.
  15. Have a Good Family Life Step 15.jpg
    15
    Make them realize in an easy way. If someone in your family has done something wrong or have betrayed your trust, make them realize their mistake in an easy way.

Tips

  • Compromise is the most valuable tool you have.
  • Don't put everything down to hormones. If your teenager feels reluctant to talk to you, he or she may be upset about something or being bullied. Ask if everything is okay and win over their trust.
  • If the work is really important then try to make them understand and promise about next time.
  • When someone ask you to do his/her work try to do it at that time. Don't postpone it.

Warnings

  • Family members are never entitled to be abusive. If they are, don't waste your time. They can't always be won over with patience and kindness. Stay out of toxic situations when you can.
  • If your family hates each other, try to put them in an situation where giving and receiving help is important.
  • Never beat or raise your hand to anyone.

ROAD SAFETY EDUCATION ---- CIVICS FORM ONE BY. MWL. JAPHET MASATU.

WHAT  IS   ROAD   SAFETY ?



Road safety is a measure put in place to help drivers on the road from causing unnecessary accidents. This framework also put in place to help pedestrians observe rules on the road and to prevent them from being involved in an accident on the road.

Children don't have the same ability to judge distances, speed, and noise direction of traffic and vehicles as teens and adults can. Therefore, it's really important to ensure that children have a good understanding of basic street safety when they start walking around the local and city streets without you accompanying them.


Steps

  1. Explain to children the importance of paying attention 1.jpeg
    1
    Explain to children why paying attention to certain things when walking is important. This doesn't just mean the obvious hazards like speeding cars but also less evident ones such as cars coming around corners suddenly or vehicles not stopping at pedestrian crossings. Explaining the reasons for staying alert while walking helps children to understand more clearly why something is expected of them, especially if they know the consequences of not paying adequate attention or of not practicing basic safety precautions.
  2. Teaching Children the about traffic rules Step 2.jpg
    2
    Teach your children the basic rules about being a pedestrian while you're still walking with them. You can practice the rules about the road and traffic with them regularly during your walks, so that much of this understanding feels like second nature to the child. In this way, by the time your child starts walking down and across streets without your help, none of the pedestrian road rules should come as a surprise to them.
  3. Stop and look both sides Step 3.jpg
    3
    Instill the need in children to always stop before stepping onto the road. Each time they stop, tell them that they must look both ways and listen for vehicles that they cannot see. However, be sure to tell them not to rely on their hearing as the only form of knowing whether or not vehicles are about; explain to them that many vehicles such as hybrids and newer cars can be extremely quiet. Train them to use both their eyes and their hearing together when checking for traffic.
    • Ask them questions about what they'd do in certain situations when you're walking. For example, you come to a crossing. Ask your child what they should do now. You should expect your child to answer something like: "I stop, look both ways to check the cars are actually stopping before I cross and only when I am sure they've stopped do I cross". Keep reminding them of the right approach until they're able to say it back to you in their own words (this shows they've understood it properly).
  4. Eye to eye with the driver before crossing the street Step 4.jpg
    4
    Have your children learn to make eye contact with drivers before they cross the road. This way they can be assured that the driver has noted their presence.
    • This isn't always possible as some vehicles will be too heavily tinted and some vehicles will be too high for the child to see the driver. At least encourage this as one element of safety.
  5. Should be careful when going past driveways Step 5.jpg
    5
    Request that your children learn and obey all traffic signals. Help them to learn the meanings of the traffic and road signs when you walk together; the younger they learn, the easier it will be for them later.
    • Play games with the signs, such as "I spy" or "Guess the meaning of the sign", etc. Praise them for getting it right.
  6. Be careful in passing driveways Step 6.jpg
    6
    Teach your children to be careful when walking past driveways, especially hidden and obstructed driveways. Remind them that people backing out cannot see very well and don't always think to look for children passing by and sometimes don't even slow down. The same goes for alleys and street corners. Always insist that your child stay alert and not expect drivers to be doing the same.
    • Help the child know what to do if a car suddenly comes out, such as jumping back or stopping and not proceeding any further into the car's path.
    • It can sometimes help to use model cars to explain safety situations to a young child.
  7. Children should understand the danger in crossing between parked vehicles Step 7.jpg
    7
    Make sure that your children understand the dangers of crossing between parked cars or other vehicles. Tell them that they must never do this as they cannot see a car that might be passing swiftly past the gap they're trying to cross from, as well as not being able to clearly see what is happening on the other side of the road.
    • It is also important that children learn to wait until the school bus has left before crossing the road the bus is on unless the driver has specifically made it clear that it is safe for the alighting children to cross.
  8. Teach children to always cross at pedestrian crossings and intersections Step 8.jpg
    8
    Teach children to always cross at pedestrian crossings and intersections, even where this means an extra walk. Explain to them that the exercise is good for them and that it is always better to be safe than sorry all for the sake of minor shortcut. Do not jaywalk (jaywalk means walk when the lights are red)



This is an example of a fun way to help your kids learn about road safety - make good use of internet videos on road safety and websites concerned with kid's road safety to help make the learning interactive, stimulating and fun.

Tips

  • It takes time and patience to teach these things. Take the time! You won't regret it.
  • Unfortunately, adults break a number of these rules every day and children see this and think that it's okay for them to do too. Be open with your kids about it and explain that adults shouldn't be doing this either but they get lazy or think that they know better. Also make it clear that adults tend to rely on their height to help them see more than your children can. Explain to your kids that adults get injured and killed not doing the right thing when crossing streets, and that it is never a good idea to follow adults who are breaking the rules.
  • A great little 'game' to play is this: Stop before crossing the street. Hold your child's hand. Say, "I'll look my way and you look your way, and let's see if there are any cars." Then look and report. Then say, "OK, let's switch ways and look each other's way and see." Look again, the other way, and report. Ask your child if he or she thinks it's safe. Look together one more time and cross.
  • Let them decide when it's safe to cross, hold their hand and tell them to tell you when they think its safe to cross, this will teach them responsibility and independence.
  • If you're anxious about allowing your child to walk to and from school without your help, find out whether there is a walking school bus in your area. This can provide a neat transition between no longer walking with you and walking alone completely.

Warnings

  • Avoid being a messenger of doom; while roads are dangerous, your aim to teach your child that it is manageable danger that they can do for themselves.

Things You'll Need


  • Road signs to test your children's knowledge - look online or ask as you walk or drive by signs
  • Good bright clothing, especially in dull weather; reflective elements on raincoats

HOW TO BECOME A GOOD STUDENT . BY. MWL. JAPHET MASATU.

HOW   TO   BECOME  A    GOOD   STUDENT.


HTBAGS.jpg
This is a guide to becoming a good student. No matter who you are, if you try hard enough you can succeed!

Preface 100% developed  as of Jan 18, 2006

This book is intended for those who are looking for some tips on improving their abilities, as a student and as a person. Implementing some of these ideas into academic life will surely help a student perform better in the classroom.
Hopefully everyone reading this work will learn something that they can do to become a better student and be more successful.
Qualities of a good student
Today’s students are tomorrow’s leaders. The qualities of the student are of great impact to determine the student's bright future and career. So, who is a good student? What are the qualities of a good student? Historically, the term ‘student’ refers to anyone who learns something. However, the recent definition of a “student” is mostly used to refer to anyone who attends school, college, or university.

Again, what are the good qualities of a student? The list below shows the qualities of a good student.
  1. Attitude: Basically, a good student possesses the ability and willingness to learn new subjects even if the subjects are not interesting.
  2. Academic skills: Acquiring academic skills is the most important quality of a good student. Ability to read comprehensively, to write effectively, to speak fluently, and to communicate clearly are the key areas in which a student must be proficient. Having a good command in all these areas will make a student to shine in the class.
  3. Ability: A good student has the ability to apply the results of his or her learning into a creative way and achieve the goals.
  4. Perceptiveness: How well a student can interpret and perceive meanings from a conversation greatly determines the quality of a student. A good student always perceives right meaning from conversations, but an average student often misunderstands the original thoughts of a speaker or writer and derives a wrong conclusion.
  5. Self-Discipline: Discipline in managing the time is an important factor that every good student must possess. Often delaying the tasks, such as writing assignments, reading text books, etc, may negatively impact the ability of a student to achieve the goals.
  6. Understanding rather than memorizing concepts: Resolving any doubts by asking about them on the spot is always a good thing. Several surveys suggest students must understand the concepts rather than just memorize them. The memorized facts and theories will stay in student's memory until they leave school, college, or university. Once out of school, the students will totally forget the core concepts that they had learnt. Therefore, it is essential for a good student to understand the concepts.
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To do:
comparison:student should have to compare with all students and read.
behavior:student should have to know how to behave with his or her mates,teachers,parents and elders.

Chapter 1 - Motivation 25% developed  as of Jan 29, 2006

To become a good student, you need to get motivated! Motivation can come from seeing the situation of many poor children around the world who are not lucky enough to get a proper education. This is a good thing to keep in mind when you find yourself not wanting to attend class or study at home. Another reason to get motivated to study is that you will enjoy a better quality of life as an educated person.
All you need is confidence! For that, one need to feel that we are enjoying and bettering themselves, study can be looked as a competition and divided as a team task. You should avoid forcing yourself to study, as this will make learning a chore and you will not feel like even opening your books. You may have many academically good students in your courses, try becoming friends with them (or encourage your fellow students to be better), and you'll be immersed in an academic environment which will help you feel motivated!
Note:
It must be pointed out that methods of evaluation may at times foster individualism and negative competition, preventing others to succeed will guarantee a greater recognition to those who do, sad but true. Life in most places is setup as a competition for scarcer opportunities. Especially in higher education, keeping the numbers and grades of competitors down has drastic implication for future opportunities. This is also one reason why some governments limit the availability of courses (how demographics and national interests influence specific fields of study) and interest groups lobby hard to increase requirements in the courses and to new entries in the job market.

Chapter 2 - Concentration On Studies 50% developed  as of Jan 21, 2006

Concentration follows eagerness. This section provides you with the basics of "Concentration" and also provides you with advice as to how to get aroused with concentration.
You need to pay attention in a class. Don't start chatting with your peers/friends when the teacher turns their back to you. Even better, don't associate with distracting people. You should realize that the people in your class play an important role in how everybody progresses. However, if you are a good student you will do better and achieve your goals. Your friends will be there for you at that time, if they are trustful and of a good reputation. At home, study and do your homework in a place that doesn't make you sleepy. It is advisable to have a dedicated study table or desk. Don't do your study work on the bed or in front of the TV, radio, stereo, etc. That would be pointless because you are meant to be thinking about your studies.
If you feel distracted, take a short break of 15 minutes or less; maybe try to read an unrelated story book. But don't start sticking to the book if the time limit is over. Bookmark the page and then you can read it later on. You should also have a daily routine/timetable to guide you, but you must follow it through. It might be difficult to begin with, but hard beginnings make good endings.
Avoid conflicts; this will move your attention from listening to what your teacher says! "Honored zeros are better than copied hundreds". Avoid cheating. Be honest with yourself and others about what you have learned; if you don't know the answer leave it. Use it as a way to improve your knowledge of the subject. Remember, study well now, and you will have the chance to have fun after you achieve your goals!

Chapter 3 - Behavior ( Hardstyle Behavior) 50% developed  as of Jan 21, 2006

One of the main things that decides a person's or child's future is their behavior. Learning textbooks and achieving 100% is not enough. People should think that you are the only all-rounder that has good manners. Obey your elders, don't bully your classmates at school. Remember, try imagining yourself in the other person's situation, and you'll know how much you hurt them with your actions. Say hello to your teachers and schoolmates when you see them, people will appreciate your friendliness and be friendly in return. Use good manners in class. Raise your hand, don't interrupt if someone is speaking, and if you don't have a nice thing to say, then don't say anything at all.
Above all, try helping your friends in any situation and you'll be remembered as one of the best friends at school! Don't just do it for a good reputation, but for a good future and for yourself. You should also know that words from your mouth are enough to break relationships (or worse) so don't utter foul, discouraging, or insulting words. If someone is being rude, don't encourage them by laughing because that only makes them continue in their bad behavior.
Don't take this as a lecture, but as a guideline! Behavior should be first and then comes academics. Even if you aren't good at school, you'll be famous for your behavior, and good friends are truly worth more than gold.
Your behaviour should be such in a way that it should impress others.

Chapter 4 - Management 75% developed  as of Jan 22, 2006

This is one of the many questions that children ask their teachers, "Ma'am, I can't study!". Let's ponder on these things : Are you devoted to studying? Are you just studying for your parents? Are you just cheating in exams for getting good grades and marks? The list goes on.
First of all, as mentioned above, study somewhere that has a basic study table. Don't study or read in dim light. If you become bored on learning one subject, study something else that interests you a lot. You must always find alternatives as you go!
We all know the saying,"All work and no play makes Jack a dull boy". Yes, studying all night and not playing just stresses you on work and you'll forget everything the next morning. Play out for about 2 hours or so. It will be pleasant if you go out to play around in the evening, say 5 pm in the evening. This energizes you and gives you extra strength for everything you do.
Make a timetable. And that is all what this section is about. Arrange the time-table with the subjects that are tough for you in the first column. Then put a break column after every 2 subjects so you don't get strained.
Study on each subject for about 1 hour. Make small pauses of 10-15 minutes in between. You'll get refreshed. Use the time for something that takes your mind on the effort done, have a snack.
Try getting a good sleep. Humans are supposed to get 7 - 10 hours sleep (it goes down with age). If you don't get enough sleep, that will result in sluggishness, memory deficiency and your mind will be filled with the crave for the missing rest.

Chapter 5 - Helping Others And Advising 25% developed  as of Jan 22, 2006

Apart from improving yourself, try spreading your skills among others. This is the section that provides you with all the things necessary in sharing your skills. Co-operation is helping each other out so everyone benefits, it's the opposite of competing, where everyone wants to win for themselves. Most learning is done with the help of others, so learning to cooperate is a valuable skill for anyone. Study partners are a wonderful tool. They save time and they help reinforce what you have learned. Divide a reading assignment in half. Study your section using any and all note taking strategies you have (e.g., Venn diagrams, outlines, note cards, coloured highlighters). When you both have an understanding of your readings, take turns 'teaching/explaining' it to the other person. As you adjust your explanation to your partner, you will reinforce the concept for yourself. It works because as you think about how to explain the topic, you must understand it first! Teachers are like students who have a bit extra knowledge. To gain this knowledge visit libraries to read extra books. If you are confused by a book you are reading, ask your teacher. It really helps.

Conclusion 25% developed  as of Jan 22, 2006

You need to be successful in all classes and not mess about talking to friends and keep to the school rules. You can achieve things by setting targets for yourself and working towards them. Nobody is perfect in every subject. You have strengths and weaknesses that you have to accept. As long as you try hard every day, you will be successful. Sometimes success is just going to bed at night knowing you did the very best you could do. That's all anyone can ask of you.

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Study Partners are brilliant because people all have different strengths and weaknesses. So if you are brilliant at Math but terrible at English then you can find a friend who is the opposite. And remember asking them and teachers questions doesn't make you dumb, it just means that you are keen to know the right things.

Further Reading