MaYrie - go - rAwn

• Active Learning - Active Learning is anything that students do in a classroom other than merely passively listening to an instructor's lecture. Research shows that active learning improves students' understanding and retention of information and can be very effective in developing higher order cognitive skills such as problem solving and critical thinking. 
• Collaborative/Cooperative Learning - Cooperative and collaborative learning are instructional approaches in which students work together in small groups to accomplish a common learning goal.They need to be carefully planned and executed, but they don't require permanently formed groups.
• Critical Thinking - Critical thinking is a collection of mental activities that include the ability to intuit, clarify, reflect, connect, infer, and judge. It brings these activities together and enables the student to question what knowledge exists. 
• Discussion Strategies - Engaging students in discussion deepens their learning and motivation by propelling them to develop their own views and hear their own voices.  A good environment for interaction is the first step in encouraging students to talk. 
• Experiential Learning - Experiential learning is an approach to education that focuses on "learning by doing," on the participant's subjective experience. The role of the educator is to design "direct experiences" that include preparatory and reflective exercises.
• Games/Experiments/Simulations - Games, experiments and simulations can be rich learning environments for students.  Students today have grown up playing games and using interactive tools such as the Internet, phones, and other appliances.  Games and simulations enable students to solve real-world problems in a safe environment and enjoy themselves while doing so. 
• Humor in the Classroom - Using humor in the classroom can enhance student learning by improving understanding and retention. 
• Inquiry-Guided Learning - With the inquiry method of instruction, students arrive at an understanding of concepts by themselves and the responsibility for learning rests with them. This method encourages students to build research skills that can be used throughout their educational experiences.
• Interdisciplinary Teaching - Interdisciplinary teaching involves combining two different topics into one class.  Instructors who participate in interdisciplinary teaching find that students approach the material differently, while faculty members also have a better appreciation of their own discipline content. 
• Learner-Centered Teaching - Learner-Centered teaching means the student is at the center of learning.  The student assumes the responsibility for learning while the instructor is responsible for facilitating the learning.  Thus, the power in the classroom shifts to the student. 
• Learning Communities - Communities bring people together for shared learning, discovery, and the generation of knowledge. Within a learning community, all participants take responsibility for achieving the learning goals.   Most important, learning communities are the process by which individuals come together to achieve learning goals. 
• Lecture Strategies - Lectures are the way most instructors today learned in classes.  However, with today’s students, lecturing does not hold their attention for very long, even though they are a means of conveying information to students. 
• Online/Hybrid Courses - Online and hybrid courses require careful planning and organization.  However, once the course is implemented, there are important considerations that are different from traditional courses.  Communication with students becomes extremely important. 
• Problem-Based Learning - Problem-based Learning (PBL) is an instructional method that challenges students to "learn to learn," working in groups to seek solutions to real world problems. The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in life, and will help prefer students for their careers. 
• Service Learning - Service learning is a type of teaching that combines academic content with civic responsibility in some community project.  The learning is structured and supervised and enables the student to reflect on what has taken place. 
• Teaching Diverse Students - Instructors today encounter a diverse population in their courses and many times need assistance in knowing how to deal with them.
• Teaching with Cases - Case studies present students with real-life problems and enable them to apply what they have learned in the classroom to real life situations.  Cases also encourage students to develop logical problem solving skills and, if used in teams, group interaction skills.  Students define problems, analyze possible alternative actions and provide solutions with a rationale for their choices. 
• Team-Based Learning - Team-based learning (TBL) is a fairly new approach to teaching in which students rely on each other for their own learning and are held accountable for coming to class prepared.  Research has found that students are more responsible and more engaged when team-based learning is implemented.  The major difference in TBL and normal group activities is that the groups are permanent and most of the class time is devoted to the group meeting. 
• Team Teaching - At its best, team teaching allows students and faculty to benefit from the healthy exchange of ideas in a setting defined by mutual respect and a shared interest in a topic.  In most cases both faculty members are present during each class and can provide different styles of interaction as well as different viewpoints. 
• Writing Assignments - Writing assignments for class can provide an opportunity for them to apply critical thinking skills as well as help them to learn course content.  

An official logo and slogan has been introduced along with the launch of 1Malaysia concept. The logo is the symbol of '1' which incorporates the national Jalur Gemilang flag and the word Malaysia.

Slogans Incorporated with 1Malaysia:

• 2009 - Rakyat Didahulukan, Pencapaian Diutamakan (People First, Performance Now)
• 2010 - Menjana Transformasi (Generating Transformation)

The ideology of 1Malaysia is it stresses on national unity and ethnic tolerance. The 2010 values of 1Malaysia as articulated by Najib Razak are perseverance, a culture of excellence, acceptance, loyalty, education, humility, integrity, and meritocracy.


^NGO's

1Malaysia Foundation

The 1Malaysia Foundation (Y1M) Foundation was established in 2009 to promote and develop the idea of 1Malaysia. Y1M works to coordinate and supplement government and private-sector activities related to 1Malaysia. Chairman of the Y1M Board of Trustees, Dr Chandra Muzaffar said, "Y1M is planning to expand and strengthen the commitment from all Malaysians towards national unity through various activities to increase public awareness and community development."

1Malaysia Youth Fund

The 1Malaysia Youth Fund was launched in order to provide financial support for young people to undertake creative projects that nurture national unity. RM20 million was allocated for the fund under Malaysia's budget passed in 2010. The fund was proposed by the Barisan Nasional Youth Lab.
Prime Minister Najib said that 1Malaysia Youth Fund reflected the government's commitment to empowering young people. "The scope and the projects should address three criteria – focus on nurturing unity in Malaysia, have a multiplier effect on the general community, and be led by young people. The objective is to encourage youths to use their imagination to the fullest. We want them to be creative and innovative. Maybe their ability may exceed our expectations and maybe they can do something which has not been thought of by us,” said Najib.

Shakespeare's sonnets are 154 poems in sonnet form written by William Shakespeare that deal with such themes as the passage of time, love, beauty and mortality. All but two of the poems were first published in a 1609 quarto entitled SHAKE-SPEARES SONNETS.: Never before imprinted. Sonnets 138 and 144 had previously been published in a 1599 miscellany entitled The Passionate Pilgrim. The quarto ends with "A Lover's Complaint", a narrative poem of 47 seven-line stanzas written in rhyme royal.
The first 17 sonnets, traditionally called the procreation sonnets, are ostensibly written to a young man urging him to marry and have children in order to immortalise his beauty by passing it to the next generation.^[1] Other sonnets express the speaker's love for a young man; brood upon loneliness, death, and the transience of life; seem to criticise the young man for preferring a rival poet; express ambiguous feelings for the speaker's mistress; and pun on the poet's name. The final two sonnets are allegorical treatments of Greek epigrams referring to the "little Love-god" Cupid.
The publisher, Thomas Thorpe, entered the book in the Stationers' Register on 20 May 1609:
Tho. Thorpe. Entred for his copie under the handes of master Wilson and master Lownes Wardenes a booke called Shakespeares sonnettes vjd.
Whether Thorpe used an authorized manuscript from Shakespeare or an unauthorized copy is unknown. George Eld printed the quarto, and the run was divided between the booksellers William Aspley and John Wright.

I do beleeue her (though I know she lies)
                        That she might thinke me some vntutor'd youth,
                        Vnskilful in the worlds false forgeries.
                        Thus vainly thinking that she thinkes me young,
                        Although I know my yeares be past the best:
                        I smiling, credite her false speaking toung,
                        Outfacing faults in loue, with loues ill rest.
                        But wherefore sayes my loue that she is young?
                        And wherefore say not I, that I am old:
                        O, Loues best habit's in a soothing toung,
                        And Age in loue, loues not to haue yeares told.
                             Therefore I'le lye with Loue, and loue with me,
                             Since that our faultes in loue thus smother'd be.