ADJECTIVE CLAUSE

See The Sentence for definitions of sentence, clause, and dependent clause.
A sentence which contains just one clause is called a simple sentence.
A sentence which contains one independent clause and one or more dependent clauses is called a complex sentence. (Dependent clauses are also called subordinate clauses.)
There are three basic types of dependent clauses: adjective clauses, adverb clauses, and noun clauses. (Adjective clauses are also called relative clauses.)
This page contains information about adjective clauses. Also see Adverb Clauses and Noun Clauses
A. Adjective clauses perform the same function in sentences that adjectives do: they modify nouns.
The teacher has a car. (Car is a noun.)
It’s a new car. (New is an adjective which modifies car.)
The car that she is driving is not hers.
(That she is driving is an adjective clause which modifies car. It’s a clause because it has a subject (she) and a predicate (is driving); it’s an adjective clause because it modifies a noun.)
Note that adjectives usually precede the nouns they modify; adjective clauses always follow the nouns they modify.
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B. A sentence which contains one adjective clause and one independent clause is the result of combining two clauses which contain a repeated noun. You can combine two independent clauses to make one sentence containing an adjective clause by following these steps:
1. You must have two clauses which contain a repeated noun (or pronoun, or noun and pronoun which refer to the same thing). Here are two examples:
The book is on the table. + I like the book.
The man is here. + The man wants the book.
2. Delete the repeated noun and replace it with a relative pronoun in the clause you want to make dependent. See C. below for information on relative pronouns.
The book is on the table. + I like which
The man is here. + who wants the book
3. Move the relative pronoun to the beginning of its clause (if it is not already there). The clause is now an adjective clause.
The book is on the table. + which I like
The man is here. + who wants the book
4. Put the adjective clause immediately after the noun phrase it modifies (the repeated noun):
The book which I like is on the table.
The man who wants the book is here.
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C. The subordinators in adjective clauses are called relative pronouns.
1. These are the most important relative pronouns: who, whom, that, which.
These relative pronouns can be omitted when they are objects of verbs. When they are objects of prepositions, they can be omitted when they do not follow the preposition.
WHO replaces nouns and pronouns that refer to people. It cannot replace nouns and pronouns that refer to animals or things. It can be the subject of a verb. In informal writing (but not in academic writing), it can be used as the object of a verb.
WHOM replaces nouns and pronouns that refer to people. It cannot replace nouns and pronouns that refer to animals or things. It can be the object of a verb or preposition. It cannot be the subject of a verb.
WHICH replaces nouns and pronouns that refer to animals or things. It cannot replace nouns and pronouns that refer to people. It can be the subject of a verb. It can also be the object of a verb or preposition.
THAT replaces nouns and pronouns that refer to people, animals or things. It can be the subject of a verb. It can also be the object of a verb or preposition (but that cannot follow a preposition; whom, which, and whose are the only relative pronouns that can follow a preposition).
2. The following words can also be used as relative pronouns: whose, when, where.
WHOSE replaces possessive forms of nouns and pronouns (see WF11 and pro in Correction Symbols Two). It can refer to people, animals or things. It can be part of a subject or part of an object of a verb or preposition, but it cannot be a complete subject or object. Whose cannot be omitted. Here are examples with whose:
The man is happy. + I found the man’s wallet. =
The man whose wallet I found is happy.
The girl is excited. + Her mother won the lottery. =
The girl whose mother won the lottery is excited.
WHEN replaces a time (in + year, in + month, on + day,...). It cannot be a subject. It can be omitted. Here is an example with when:
I will never forget the day. + I graduated on that day.=
I will never forget the day when I graduated.
The same meaning can be expressed in other ways:
I will never forget the day on which I graduated.
I will never forget the day that I graduated.
I will never forget the day I graduated.
WHERE replaces a place (in + country, in + city, at + school,...). It cannot be a subject. It can be omitted but a preposition (at, in, to) usually must be added. Here is an example with where:
The building is new. + He works in the building. =
The building where he works is new.
The same meaning can be expressed in other ways:
The building in which he works is new.
The building which he works in is new.
The building that he works in is new.
The building he works in is new.
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D. Adjective clauses can be restrictive or nonrestrictive.
1. A restrictive adjective clause contains information that is necessary to identify the noun it modifies. If a restrictive adjective clause is removed from a sentence, the meaning of the main clause changes. A restrictive adjective clause is not separated from the main clause by a comma or commas. Most adjective clauses are restrictive; all of the examples of adjective clauses above are restrictive. Here is another example:
People who can’t swim should not jump into the ocean.
2. A nonrestrictive adjective clause gives additional information about the noun it modifies but is not necessary to identify that noun. If a nonrestrictive adjective clause is removed from a sentence, the meaning of the main clause does not change. A nonrestrictive adjective clause is separated from the main clause by a comma or commas. The relative pronoun that cannot be used in nonrestrictive adjective clauses. The relative pronoun cannot be omitted from a nonrestrictive clause. Here is an example:
Billy, who couldn’t swim, should not have jumped into the ocean.
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E. Adjective clauses can often be reduced to phrases. The relative pronoun (RP) must be the subject of the verb in the adjective clause. Adjective clauses can be reduced to phrases in two different ways depending on the verb in the adjective clause.
1. RP + BE = 0
People who are living in glass houses should not throw stones. (clause)
People living in glass houses should not throw stones. (phrase)
Mary applied for a job that was advertised in the paper. (clause)
Mary applied for a job advertised in the paper. (phrase)
2. RP + OTHER VERB (not BE) = OTHER VERB + ing
People who live in glass houses should not throw stones.(clause)
People living in glass houses should not throw stones. (phrase)
Students who sit in the front row usually participate more. (clause)
Students sitting in the front row usually participate more. (phrase)

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CONDITIONAL SENTENCES

GENERAL FORM:

MAIN IF clause + clause

WHERE:

Main clause always has the auxiliary capital
If clause always be: simple present, simple past or past perfect

1. conditional sentences type 1: true in the present or future

CAPITAL S + V1 + V1. . IF + S + V1 V1 OR TO BE

FACT:
Change the word if with on condition that, provided, or unless

For example:
conditionals: I May study in university if i graduate from senior high school
fact: I May study in the university on condition That i graduate from senior high school

2. conditional sentences type 2: untrue in the present

CAPITAL S + V2 + V2. . IF + S + V2 V2 OR TO BE

FACT:
1. Because if the word Change
2. Change the simple present tense and eliminate capital
3. Change negative to positive sentences and vice versa

For example:
conditionals: I Might study in university if i graduated from senior high school
fact: I do not study in university Because I do not graduate from high school senior


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PASSIVE VOICE

The general formula to form a passive sentence
• Active: S + Verb (Word Work) + Object + etc.
• Passive: Object + to be + Verb 3 (Work Words Form III) (+ by the subject) + etc.
To be used
1. Present: is, am, are
2. Past: was, were the resource persons
3. Perfect: been (in front of have, has, or Had)
4. Future: be (after modals)
5. Continuous: being (in front of one of the 7 to be on top)
Things that need to be known and remembered
1. To say a sentence in the passive voice, tenses do not change. Tenses must be the same if we say so in active form. What changed his only verb.
2. The verb has no object (intransitive verb) can not be converted into the passive voice, like, crying, boiling, rising, etc.
Examples of active and passive sentences
1. Jack sings a song (active)
2. A song is sung by Jack (Passive)
1. Jack the a song yesterday (active)
2. A song was sung by Jack yesterday (passive)
1. He has sung a song (active)
2. A song has been sung by Jack (passive)
1. Jack earnest sing a song (active)
2. A song sung by Jack's will from some (passive)
1. Jack is singing a song (active)
2. A song is being sung by Jack (passive)
1. Jack cans sing a song (active)
2. A song sung by Jack cans be (passive)
Some Forms of Passive Sentences

1) Passive Sentence imperative

Formulas:

Let + object + be + Words Work Form III
• Help the poor (active)
• Let the poor be helped (passive)
2) Passive infinitive: It is / was time

Formulas:

It is / was time for + object + to be + verb III
• It is time to send the letter (active)
• It is time for the letter to be sent (passive)
3) Negative imperative Passive Sentence

Formulas:

Subject + be + verb + III notes to + infinitive

(Verb III is often used is: advised, asked, begged, commanded, requested)
• Dont wait for me (active)
• You are advised not to wait for me (passive)
4) Passive Sentence with Verbs of Perception

Formula

Subject + be + adjectives + Pls + subject + be + verb III

(Verb used are: taste, smell, feel)
• This Food Tastes delicious (active)
• This food is delicious Pls it is tasted (passive)
5) Passive Sentence with Certain Verbs followed by That-clause

The verb used is: accept, admit, agree, assume, believe, Decide, Expect, find out, intend, plan, points out, presume, Prove, regret, reports, say, think, understand.
• That the principal regretted We Had to resign from office (active)
• It was regretted That the principal Had to resign from office (passive)
6) Passive Sentence with Nouns or Adjectives as Complements
• I Consider her very pretty (active)
• Considered She is very pretty (passive)
7) Passive Sentence with two objects
• He Gave me a book (active)
• A book was given to me by uterus (passive 1)
• I was given a book by uterus (passive 2)
8) Sentence Passive Verbs with gerund
• The teacher enjoyed teaching the students (active)
• The students enjoyed being taught by the teacher (passive)
9) Agent consisting long expression at the end of sentence

In a passive sentence, if the perpetrator of a long expression, the subject should be placed at the end of the sentence after by.
• We were the resource persons all Surprised by her sudden announcement to get married
• I was confused by his plan to stop the ongoing project and begin a new one.
10) Passive Sentence with unique verbs

The verb used is: require, deserve, need
• This wall needs to be painted (same)
• This wall needs painting.

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"Imitation of Life" Seen With Fresh Eyes

"Imitation Of Life" is a timeless classic. This is one film that strongly addresses issues that some parents face today. The movie stars Lana Turner who plays Laura Meredith a single mother that wants so desperately to be an actress. She meets Juanita Moore's character Annie Johnson, who is also a single mother. Annie has a biracial daughter named Sarah Jane who looks like her father. She is struggling to raise her as a black girl, but Sarah Jane wants to be white. Sarah Jane meets Laura's daughter Suzy on the beach and the two become friends. Laura and Annie meet and Laura invites Annie and Sarah Jane to live with her and Suzy. Annie agrees and from that moment on Annie and Laura are the best of friends. Annie offers to work for Laura as her maid. Laura accepts the offer. This arrangement affords Laura the time to go on audtions and attend parties and do other activities to further her career.Then one day it all pays off and she lands a part in a play that launches her acting career. She becomes an overnight sensation and Annie is there with her every step of the way. Annie struggles to deal with Sarah Jane, who is willful, and rebelious. Sarah Jane runs away and gets jobs working in dives as a lounge singer where she passes for white. Annie finds her and makes her come back home. Sarah Jane just runs away again. She blames her mother for being Black. Annie makes a statement while she was talking to Laura. She says "How do you tell your child she was born to be hurt?" Things between Annie and Sarah Jane only get worse. Mean while Laura begins to have problems out of Suzy, but compared to Annies troubles Laura and Suzy's are a piece of cake. Suzy just wants her mother's attention and time, which is something that many teenagers crave from their parents today.

Some parents think that since teenagers are old enough to watch themselves they no longer need them anymore. They forget that teenagers are still kids only bigger and they need them now more than ever. Laura lost sight of that and Suzy was the one getting hurt. Finally Laura and Suzy communicate and all is well with them, but Annie has to live with the fact that her daughter is ashamed of who she is. She runs away and when Annie finds her she tells Annie to leave her alone and to forget her. Annie tries to abide by her daughter's wishes but in the end as her mother she couldn't. It is a tragedy what befalls Annie and Sarah Jane, but in the end Sarah Jane returns back home, not realizing that some wishes can come true but they come with a steep price. The lessons learned in this classic are be careful what you wish for, you just might get it. Both Laura and Sarah Jane got what they wanted most, but at what cost? Was it really worth it? Everyone should watch this movie and find out the price they paid. Read More..

FRIENDSHIP

Friendship is more than just being friends. It is a connection deep within the spiritual soul that is an unearned gift of love.

“True friendship is seen through the heart not through the eyes.”
Unknown

Friendship is one of those parts of life that we at times take for granted. It rolls off of our tongues as if we expect it to be present in all areas of our lives. I hear our ‘friendship is forever’ or ‘friends always’ is a common thread that runs through our lives. But in truth how many true friendships do you have? Think for a moment and list those you feel are true friends and those with which you have a close relationship. Are they true friends? Is their friendship from the heart? How many people do you truly see as friends?

“Friendship is a living thing that lasts only as long as it is nourished with kindness, empathy and understanding.”
Author Unknown

Friendship is a gift that two people give to each other. It is not an expected result of meeting but a true and unanticipated gift of enormous potential. True friends form a special connection that will weather any storm. True friends understand being human and give the other room to grow. True friends are there even when they are not expected to be present. True friends know and cherish each other’s gift.
“Friendship is love with understanding.”
Author Unknown

Friendship is a path of unrelenting compassion. It is a view of life that encompasses not just your life but the life of the other. It is a special bond that is created out of genuine affection and is given freely to those who have shown their truth. It is given without the thought of reward but with the essence of the heart which longs for this special connection.

“Life is to be fortified by many friendships. To love and to be loved is the greatest happiness of existence.”
Sydney Smith (1771 - 1845)

When friendship comes from the heart it forms a link to our soul that cannot be broken. It connects so strongly that even death does not sever the cord. That type of friendship exists forever in the realm of wonder for true friendship is genuinely a wondrous thing. It connects the physical with the spiritual and creates an energy that is impossible to describe.

“False friendship, like the ivy, decays and ruins the walls it embraces; but true friendship gives new life and animation to the object it supports.”
Richard Burton

Friendship brings light into your world for it gives you the missing link to your soul. It provides a passageway from one heart to another and allows the transference of peace and solitude. Friendship gives and receives all that your innermost spirit desires for within friendship you will discover the Creator’s love.

“The best mirror is an old friend.”
George Herbert, 1651

When you look at your true friends you will uncover who you are. You will see a reflection of your soul and will in turn become educated in the pathway you follow. You will see your world before you and will see without any doubts the truth of your way. You see true friends are simply your self in disguise. By uncovering that disguise you see before your eyes the world you created and the being your have become.

“What is a friend? A single soul dwelling in two bodies.”
Aristotle (384 BC - 322 BC), from Diogenes Laertius, Lives of Eminent Philosophers

By understanding the true value of a friend you begin to see the importance of looking at the reflection they provide and peering into the life you lead. You will see all the gifts you bring into the world as well as any shortcoming you may possess. You will also become a witness to the beauty, wonder, and peace that you give to the world and understand your contribution to the ongoing discoveries you will make.

“Remember, the greatest gift is not found in a store nor under a tree, but in the hearts of true friends.”
Cindy Lew

Think of your true friends and be grateful for the gifts they bring to your life. Allow your hearts to connect and bring comfort to each other. Expand your world by seeing through their eyes. Give them your love in return for each friend you have is an unearned gift that should be accepted with grace and thankfulness.

“Each friend represents a world in us, a world possibly not born until they arrive, and it is only by this meeting that a new world is born.”
Anais Nin (1903 - 1977) Read More..

FREEDOM

Forty years ago, our nation embarked on two huge federal initiatives aimed at improving the lot of African Americans: the War on Poverty and the 1964 Civil Rights Act. The two programs, so different in their assumptions, turned out to be a giant natural experiment in social policy. With the results clearly in, we can distinguish what works to uplift people from what doesn't.

The Civil Rights Act was the capstone on America's long and tumultuous effort to make a reality out of its founding assertion, penned by a conflicted slave owner of genius, that all men are created equal. Henceforward, the act declared, Americans could not discriminate by race in employment, in places of public accommodation such as restaurants, gas stations, and motels, or in any federally aided program. Though, of course, racism lingered long afterward, as a practical matter American society and the opportunity it afforded were now open to all.Marked Improvement

The result was dramatic and unequivocal. Beginning in the mid-1960s, the condition of most black Americans improved markedly. While in 1960, one in three blacks aged 25 to 29 was a high-school grad, for example, by 1972 the percentage had doubled to two out of three. The percentage of black college grads also doubled, from 10% in 1965 to 21% in 1977. Job status and pay showed a corresponding improvement during the '60s and '70s. The proportion of black working women who had white-collar jobs rose from 17% to 50%, while for black working men the increase was from 11% to 28%. The median income of black working men rose from 59% of the median white working man's income to 69%; for black working women, the gain was much greater, from 64% to 93% of white working women's income.

But even as the opportunity opened by the Civil Rights Act resulted in such dramatic gains for the vast majority of black Americans, the condition of a minority of blacks, perhaps one in 10, markedly worsened in the years after 1964, so much so that a recognizable underclass -- defined by the self-defeating behavior that kept it mired in intergenerational poverty -- became entrenched in the nation's cities. The data tell that story vividly: the labor-force participation of black men fell from 83% in 1960 to 71% in 1980, and out-of-wedlock births rose from one in six for blacks in 1950 to over one in two in 1983 and nearly two in three by 1989. As the overall crime rate soared between 1960 and 1980, the black arrest rate (correlating closely with the black crime rate and 10 times higher than the white arrest rate) rose by 38%. Since, to repeat, most black Americans were succeeding, most of this rise in social pathology didn't involve the majority of blacks but was concentrated among that one-tenth who made up the underclass.

However small a minority, the new underclass was so spectacularly visible because of the blight and disorder it created in the nation's cities that pundits of all kinds spilled oceans of ink trying to explain its origin. What's clear in retrospect is that racism can't be to blame, since just at the moment that the underclass came into existence the Civil Rights Act was permitting blacks to flood into the mainstream. In addition, the 1960s economic boom makes it hard to ascribe the growth of the underclass to a lack of jobs.

Blame instead the enormous changes unfolding in American culture in exactly those years: the sexual revolution, the counterculture's contempt for the "system," the celebration of drugs, dropping out, and rebellion. When this change in our nation's most fundamental values and beliefs filtered down from the elites who started it to those at the very bottom of the social ladder, the consequences were catastrophic. The new culture devalued virtues that the poor need to succeed and celebrated behavior almost guaranteed to keep them out of the mainstream.

The War on Poverty certainly didn't cause the 1960s Cultural Revolution. Quite the reverse: it was itself the pure emanation of the new culture's world view. But it played such a decisive role in the formation of the underclass because it was one of the principal channels through which the new world view got transmitted to the worst-off Americans who fell into that class.

At the heart of the War on Poverty was the utterly debilitating message that the worst-off were victims: that the larger society, "the system," rather than their own behavior, was to blame for their poverty, their crime, their failure. Either, as War on Poverty architects Lloyd Ohlin and Richard Cloward implausibly argued, there really was no opportunity in the inner city, or, as the much subtler Michael Harrington contended -- in a book that greatly influenced President Kennedy to devise the War on Poverty -- the vast gulf between the worst-off and the prosperous causes the poor to lose heart, to become too demoralized to grasp the opportunity that lies all around them, even to become self-destructive.

In the view of President Johnson, the black poor found themselves so "crippled" by three centuries of racism that they required special help and a different set of standards. As he put it in a speech a year after he launched the War on Poverty on a much more grandiose scale than President Kennedy ever contemplated: "You do not take a person who, for years, has been hobbled by chains and liberate him, bring him up to the starting line of a race and then say, 'you are free to compete with all the others,' and still justly believe that you have been completely fair."

At a moment when poor blacks needed every possible encouragement to move into the mainstream, such a message instead fanned self-doubt and anxiety; indeed, such an imputation of black inferiority as President Johnson's was a kind of soft but corrosive bigotry. What's more, because "the system" was the problem, stacking the deck against blacks so as to defeat their efforts -- and "crippling" them into the bargain -- the War on Poverty, instead of promoting the self-reliance and personal responsibility needed to seize opportunity, emphasized the need for political and legal action to transform the system.

This overall message, mouthed constantly by the legions of politicians and bureaucrats who sponsored and administered the enterprise, was perhaps its most toxic feature. But two programs directly stimulated the growth of the underclass by converting these principles into policy.

The Community Action Program, the War on Poverty's first (and worst) initiative, rests on a bizarre circularity in reasoning: that the poor must become active in improving their lot by demanding more and better services and transfer payments of which they are the passive recipients. As a practical matter, the most spectacular action the program took was the protracted mau-mauing of New York City's welfare offices, which resulted in loosened eligibility requirements, fatter welfare payments, and a huge expansion of the welfare rolls. This campaign went a long way to destigmatizing welfare and establishing it as a right, as if it were reparations for victimization. In this way, Community Action contributed mightily to the long-term dependency that became a defining, and debilitating, feature of underclass life.

So too with another War on Poverty creation, the Legal Services Corporation, designed to use the courts to change "the system." LSC tirelessly sued to raise welfare payments and expand eligibility -- so much so, to take only one example, that a San Francisco affiliate boasted that its efforts had more than doubled California's welfare rolls between 1968 and 1973 and had hiked the average grant by a third, costing the state over a quarter of a billion dollars. Erasing the distinction between the deserving and the undeserving poor, LSC successfully sued to have the drug addiction and alcoholism of many of its clients declared a disability, qualifying them for payments under the government's SSI disability insurance scheme, which thus often became a subsidy for vice. And LSC was equally successful in keeping public-housing tenants from being evicted when family members dealt drugs or even murdered neighbors, making the projects increasingly anarchic for law-abiding residents.

Lax Standards

All this was part of America's decades-long experiment with putting into effect the whole 1960s program for liberating the poor: not just the War on Poverty's generous welfare policies, but also leniency to criminals (so as not to "blame the victim"), lax educational standards aimed at not damaging ghetto kids' self-esteem (which also subverted the War on Poverty's Head Start program), and homeless policies based on the comical fiction that here was yet another class of victims of the system. When the results of such policies became unmistakably clear -- the underclass, a crime wave, decaying cities -- Americans, ever pragmatic and capable of learning from experience, did a U-turn, passing welfare reform and adopting tough-minded Giuliani-style policing in cities across the land. The result: a halving of the welfare rolls and the violent crime rate, and the lowest child-poverty rate ever.

The lesson after 40 years couldn't be clearer. Freedom works; dependency doesn't.

Mr. Magnet is editor of the Manhattan Institute's City Journal, from whose Summer 2004 issue this article is adapted. Read More..

FREESEX

Northwestern University has defended a live sex demonstration on campus, watched by more 100 students as part of a lecture, the Chicago Sun-Times reported Wednesday.

The display - which involved a naked 25-year-old woman, her 45-year-old fiance, and a sex toy - took place in an after-class session in a course called "Human Sexuality."

Four members of Chicago's fetish community had been invited to speak and answer questions about "bondage, discipline, sadism and masochism," but were then invited to demonstrate their sexual behavior, also known as BDSM.

Faith Kroll said she initially thought she would only be answering students' questions about sex before she and partner Jim Marcus, 45, joined the presentation on February 21. However on the day she undressed and took part in the sex display, saying afterwards she was not coerced by the teacher or students.

"The students seemed really intrigued," she said, according to the Sun-Times. Read More..

HONESTY

Once a villager asked to a saint,” Sir! You are visiting place to place. You are having knowledge of various religions, can you tell me any one idiom, which is used in all parts of the world and is an integral part of all the religious learning? The reply was “Honesty is the best policy.”
What we are observing today in our present day to day life, we are using this phrase “Honesty is the best policy” without understanding Honesty in its proper and wide sense, and subsequently we are being encircled by various problem storms. The two most damaging storms of all these are:
1] Creation of self centered nature and
2] Elopement of values from our day-to-day life.

Cross your heart, feel the light of almighty in your heart and then tell honestly, how honest are you? To be an honest person we must have the fallowing seven qualities. The first quality is the Humble nature, which helps to reach the truth. The second quality is the Orderly actions towards the search of the truth and ultimately to reach reality. Third quality belongs to Narration; one must be capable of narrating “truth”, the result of search to mosses. Fourth quality is the Execution; one can work as the executive of the laws of truth and fairness with equal success not only with others but him-self also. The fifth quality is Sacrifice; one must be ready to sacrifice owns interest in the search of truth because without loosing any thing we can’t gain any thing.

The second last quality is the Trust-worthiness; one must have a behavior such that mosses can have a trust in the person. The last quality is Yielding nature; one must be able of producing good thoughts, behavior, even in the worst situations. Let consider a scene of Mahabharat, when Yudhshtra loosed his entire kingdom, him-self, his brothers and wife in the gambling with Shakuni, Yudhshtra was knowing that all will take his side, only he has to say that he was cheated by Shakuni, but his policy of honesty was not allowing him to do so. In fact honesty makes our behavior such, which we wish to have with us from the others.

According to our Hindu faith we are here on earth to work for the achievement of Moksha and the first step to our, this prime object of life is non-else but is the honesty. Literally honesty means the quality of Truth fullness and true means real, hence we can say that honesty is the quality, which is full of reality. As the life is real, similarly Moksha is also real and we can have it only in the exchange of real i.e. honesty.

How honesty makes a person great, immortal and beyond the time, to know this, we have to go in the childhood of late Mahatma Gandhi. Once school inspector came to visit his school and ask all the students of his class to write a few words, Mohandas wrote a word in incorrect way, the teacher ask him to correct it by copping from the adjacent student, but as honesty of Gandhi ji was not allowing for it, hence he refuse to do so and accepted the punishment. This honesty laid down the foundation stone on which his life building was build later on and what a marvelous and splendid was that even after more than half century of demolishing it, we are forced to remember his with all due respect and love as our “Father of Nation”.

Don’t we wish to have a life building, one like of the Mahatama Gandhi, for our self ? Then why we are waiting? Let us , we all , at this moment start working to gain all the seven qualities to bring honesty in our daily life. Read More..

teneagers

Changes in the physical, emotional and social development during the adolescent gives the impression of mental kesihatan.

Common Problems Faced by Teenagers

* Wrong with the role and responsibilities of self
* Often feel themselves misunderstood and blamed
* Feel themselves unfairly
* Silence
* It is hard to understand emotions
* Hard to make decisions

Relationship With Father&mother
Teenagers who have good relationships with ibubapa they often establish an intimate communication with others. They are also less experienced mental kesihatan problem.

How-How To Build A More Meetings With Transportation Father&mother
* Respect and willing meneriam appoint their teaching and reproof
* Discuss your problems with them
* Vomit your feelings and opinions openly secata
* Show your affection through words or deeds
* understand the problem and the burden your ibubapa
* Remember that free you and your loved ibubapa mahukan is best for you
HANDLING EMOTIONS

understand the emotion is important in daily life

If You Feel Angry

* Inhale deeply. Supply from the atmosphere tense (if necessary)
* Thinking before acting
* Ask yourself
o Why am I angry?
o What is stem the problem?
o What have I done?

CONFLICT SETTLEMENT

* Stem Kenalpasti conflict
* With what was about to be submitted by others
* State what you want and why you are angry
* Do not blame others
* Piles of attention to the action that causes conflict
* Bertenang explained during your opinion
* Bincangkan joint problem solving methods
* Find a solution beneficial to both parties

Positive Teens

* Considerate sense
* Sure of oneself
* Willing to accept advice and warning
* Patient
* Responsible
* Diligent and helpful

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