DOCSLIB.ORG

Have You Got What It Takes?

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

1 2016 - 2017 Have you got what it takes? Top 10 tips to bring success – and the10 things that hold you back! 6 Shelly confirms: “My boyfriend ‘marking criteria’ helped me achieve my life goals!” 14 Financial survival It’s never too soon guide for students! to start planning Now eligible NZ citizens can 18 your career! get HECS - HELP too! Where to start and how... EDITOR’S BLOG What’s inside this issue… 1 Have you got what it takes? 2 Learning to fly 4 First Nation students hitting the books 6 Shelly sets sail for success 8 What’s it like at uni? 10 Sleeping Beauty & other stories This Griffiti edition features stories from students who attended 12 Why ‘go back to where you came from’ hurts your high schools and who have strived to overcome events, circumstances and experiences that challenge them. 14 Show me the money We want their stories to inspire you to be the best you can be and 16 Beenleigh brothers kicking goals to have a rich and fulfilling life and career. 18 Career planning – where to start Griffiti also contains information and web links on choosing careers and managing your money wisely to help you over hurdles and get you started. 20 Six siblings stride to school What are you waiting for? Get reading and our Griffith Uni-Reach 22 Vox Box goes global mentors will catch up with you at school soon … 24 Where are they now? Jo Merley 26 Give and get respect and the Student Equity Services team 28 Dear Guidance Officer HAVE YOU GOT WHAT IT TAKES? ‘Education is the most powerful weapon which ‘Every survival kit should you can use to change the world.’ include a sense of humour.’ Nelson Mandela Anonymous Ten ways to be successful in life Ten ways to be unsuccessful in life 1. Set goals and develop 1. Never plan anything EDITOR’S BLOG a five year plan 2. Be open to new ideas 2. Think you know everything 3. Love learning 3. Switch off in class 4. Read and write every 4. Make Facebook and day of your life Instagram your life 5. Discuss ideas 5. Gossip about people you know ! 6. Encourage your friends 6. Criticise everybody and peers 7. B e l i eve FAIL stands for 7. Give up if you fail at something ‘First attempt is learning’ 8 Accept responsibility 8. Blame someone else for for mistakes your mistakes 9. Be grateful for and seek 9. Believe the world owes you help from others 10. Forgive others because 10. Hold a grudge forever no-one is perfect 1 LEARNING T FLY Sometimes we need to be ‘rescued’“ when we fall but learning to fly helps us to save ourselves!” Do our survey to find out if you’re developing the self-help skills you need to navigate life successfully without falling in a heap at the first hurdle. 1 Your boyfriend/girlfriend breaks up 4 You don’t get the part you want in the with you, do you: school play, do you: a ) Think your life is over. a ) Resign from the drama club. b ) Ask your mum to make them get back with you. b ) Give up on your dream of being a movie star. c ) Change your status on Facebook and wait... c ) Resolve to be the best ‘tree’ in the play so you get a better part next time. d ) Make a list of enjoyable ways to spend your extra free time. d ) Get your big brother to convince the play director to give you a leading role. 2 You fail an assignment, do you: 5 You don’t make the school athletics team a ) Ask for feedback and try much harder in the this year, do you: next assignment. a ) Trip up one of the team in the hope you’ll get reinstated. b ) Get your mum to talk to your teacher. b ) Go and eat all the junk food you can find until you c ) Cry. make yourself sick. d ) Give up taking that subject. c ) Ask your dad to have a quiet word with the coach... d ) Still attend training and support the team at every game. 3 3. You don’t have money for school lunches, do you: a ) Stay hungry all day. 6 You miss the school bus, do you: b ) Get up earlier and make sandwiches. a ) Run all the way to school so you still make the bell. c ) Borrow money from friends. b ) Go to the shopping centre and hang out. d ) Wait for friends to give you their leftovers. c ) Phone home and get a lift to school. d ) Hide in the park all day. 2 Circle your answers then add up your scores by checking the table below: 1 point answers 2 point answers 3 point answers 4 point answers 1. a) 2. c) 3. a) 1. b) 2. b) 3. c) 1. c) 2. d) 3. d) 1. d) 2. a) 3. b) 4. b) 5. b) 6. d) 4. d) 5. c) 6. b) 4. a) 5. a) 6. c) 4. c) 5. d) 6. a) 6 - 8 = Negative Nelly/Nabil: 9 -14 = Dependent Dan /Danika: Hmmm you need to get some perspective in your life. Next It’s great you have family and friends you can depend on but time you have to face a bad situation ask yourself if it’s life don’t treat them as a life raft. One day they may need to depend threatening. If it’s not, take control of your catastrophising on you and you need to prepare for that challenge. Being able to impulses and come up with a plan. A plan is a pathway to a new negotiate situations yourself is part of the growing independence beginning that starts with challenging negative beliefs. If you that adulthood brings. Try saying ‘I’ll figure it out’ (and follow can’t see any light at the end of the tunnel it may be time to get through) next time someone comes to rescue you. If you make a some professional help. See the self-help and counselling options mistake treat it as a learning curve and persevere until you solve on this page. the problem. 15 -19 = Survivor Samara/Sam: 20 -24 = Resilient Ruby/Raoul: Your survival strategy is to avoid situations that take you out of Your positive attitude and strong character will increase your your comfort zone. You would improve your opportunities in life opportunities for success in life. Use your good fortune wisely by tackling obstacles instead of stepping aside to avoid having and be a role model. Develop your problem solving skills further to negotiate a positive outcome. Have faith in your ability to find by offering support to others. solutions to problems and act on them. Take three deep breaths and focus on a realistic plan. “BECOME MORE RESILIENT BY TAKING TIME TO REFLECT ON AN ISSUE BEFORE REACTING” story of strength Dunya Ravikumaran met a boy at university and fell in love. convenor at university to create an academic plan to get her Sadly after a short relationship he broke up with her. Dunya back stopped studying, stayed on Facebook all night and watched on track. Bollywood movies in lectures. She failed three of her courses. Dunya also made an appointment with a counsellor at the Dunya then tapped into the resilience skills she had developed university to work on her emotional well-being. Dunya is at high school (to overcome bullying and through studying in a now 21 and in her third year at university studying Bachelor second language). She made an appointment with her course of Multimedia. If you are experiencing tough times talk to an adult you can trust. See a school guidance officer, or contact an organisation listed below. • Kidshelp.com.au 1800 55 18 00 • Youth Helpline 1300 13 17 19 • Beyondblue.org.au 1300 22 46 36 Ask for help to support your wellbeing in: • Learning • Relationships • Mental health issues (including depression, eating disorders, and self-harm) • Personal identity • Goal setting and motivation • Being independent 3 FIRST NATION STUDENTS HITTING THE BOOKS GUMURRII is the Griffith University unit supporting Indigenous (First Nation) students Northern Territory Tracker Girl – Keely Lobenwein 19, B. Psychology Cyclone Tracy chased Dad away from Darwin when it hit on Christmas Day 1974. He ended up a 1000 km south in Nhulunbuy, the tiny town where I was born. Dad met Mum when she moved from Broome to work as a nurse in the local hospital. I’m the second eldest of five children and there was pressure on me to achieve after my oldest sister left school and struggled to get permanent employment. Mum didn’t want us ending up as drop kicks hanging around town so she became our school truant officer. She’d send me a text if I was even two minutes late for school because she could watch the school attendance roll on her computer. Tame teenager Mum was strict so I was pretty tame as a teenager. I was never allowed to do much or go anywhere so I channelled my energy working in an after-school child care centre. Initially I thought I’d be a teacher. Next I started work experience in a cafe, got a certificate in hospitality and decided I’d be a chef. I changed my mind though when my employer wanted me to drop out of school in Year 10 and start my apprenticeship right away. When I picked up a psychology subject in senior school I didn’t even know what psychology was! I really enjoyed it though and started thinking about doing it at university.
Recommended publications
  • Gold Coast Campus Master Plan and Planting Strategy

    Gold Coast Campus Master Plan and Planting Strategy

    2014 MASTER PLAN GRIFFITH UNIVERSITY GOLD COAST CAMPUS Consultant Team Master Planner Cox Rayner Architects Landscape Architects RPS Landscape Architects Traffic Planner Geleon Consulting Cost Planner Rider Levitt Bucknall Planting Strategy Associate Professor Catherine Pickering Griffith University 2014 MASTER PLAN GRIFFITH UNIVERSITY GOLD COAST CAMPUS GOLD COAST UNIVERSITY HOSPITAL G40 INDICATIVE COMMONWEALTH GAMES VILLAGE 2018 G34 G32 G37 G38 P AR KL G07 AN OLSEN AVENUE D CARPARK A S GOLD COAST D UNIVERSITY G17 R IV PRIVATE G22 E G28 HOSPITAL G33 G07 CARPARK F G03 G27 G01 G36 G42 UNIVERSITYG11 DRIVE G06 G20 CARPARK B FUTURE G05 G39 GCCC G10 G23 KNOWLEDGE CARPARK PRECINCT CARPARK E G12 G14 G30 CARPARK D G08 G09 G02 G24 G09 G16 G13 TO SOUTHPORT G29 GT1 G25 G21 G26 G04 G31 ENGINEERING DRIVE SMITH STREET AND OLSEN G19 AVENUE INTERCHANGE GT3 CARPARK G SMITH STREET GT2 G51 G52 G53 BRIDGE LANE CARPARK I CARPARK CARPARK H QUEENSLAND ACADEMY FOR HEALTH SCIENCES UNIVERSITY E SOUTHERN D PRECINCT VILLAGE ROAD M U N D R I GRIFFITH C UNIVERSITY E OLSEN AVENUE VILLAGE D R I V E GCRT (RAPID TRANSIT) STATION Existing campus and context 0 50 N LEGEND G01 BUSINESS 1 G09 ENGINEERING G19 FACILITIES MANAGEMENT G27 BUSINESS 2 G36 LAW G51 SMART WATER RESEARCH G02 CLINICAL SCIENCES 1 G10 GRAHAM JONES CENTRE G20 CHILLER HOUSE 1 (WEST) G28 KIOSK G37 CHILLER HOUSE 5 CENTRE G03 LECTURE THEATRES 1 AND 2 G11 LIBRARY G21 CHILLER HOUSE 2 (EAST) G29 CHILLER HOUSE 4 G38 CHILLER HOUSE 6 G52 INTERNATIONAL BUILDING G04 SERVICES G12 SCIENCE 2 G22 CHILLER HOUSE 3 (NORTH)
  • About the Contributors

    About the Contributors

    374 About the Contributors Indu Singh has more than 30 years’ experience practising laboratory medicine in Hong Kong and Australia with more than 15 years of teaching Haematology, Transfusion Science and Laboratory Medicine to undergraduate and postgradu- ate students. She obtained MSc in Histopathology from India, MSc in Laboratory Medicine from Charles Sturt University, New South Wales and PhD from RMIT University, Victoria, Australia. After 14 years’ experience in Hong Kong Adventist Hospital Pathology she moved to Australia to work as a scientist at Melbourne Pathol- ogy and Cabrini Hospital in Melbourne while teaching and managing Haematology and transfusion at RMIT University. Currently she is an Associate Professor and Program Director of Medical Laboratory Science program at Griffith University, Queensland, Australia. Her research focus is haemostasis, antiplatelet therapy, and preventive role of antioxidants on life style induced oxidative stress related Metabolic Syndrome including Diabetes and Cardiovascular Diseases. In last 12 years, she has published more than 20 scientific journal articles, Change to 4 book chapters and 1 book and obtained funding to continue her research and support research of her more than 10 masters and PhD students. * * * Melissa Adamski, BSc, MND, APD, is an Accredited Practising Dietitian currently working at Monash University in Melbourne, in the area of nutritional genomics and the translation to nutrition practice. Melissa also works one on one with patients, providing practical experience in the implementation of the science of nutritional genomics into nutrition practice. Mahmoud Bakr, BDS, MDS, Grad Cert High Ed, ADC, received his Bachelor Degree in Dental Medicine and Surgery from Cairo University in 2004.
  • Study Abroad and Exchange Guide 2018 Placing Us in the Top 3% Worldwide

    Study Abroad and Exchange Guide 2018 Placing Us in the Top 3% Worldwide

    STUDY ABROAD AND EXCHANGE Guide 2018 REMARKABLE BEGINS HERE Welcome Studying overseas for even a short time can truly change the rest of your life – having been an exchange student myself, I am evidence of that! While you will gain another perspective on your academic studies, you will also have the opportunity to immerse yourself in the multicultural lifestyle of Australia’s beautiful South East Queensland. If you choose to join us at Griffith, not only do you get to choose between living in Brisbane or on the Gold Coast, you will also be part of a University community that is proud to welcome students from 130 different countries every year. A semester abroad really will open up the world to you, and you’ll also find out a lot about yourself. I hope you find this Guide informative, and that you will have the chance to find out for yourself why so many students from around the world travel to Griffith University. Professor Sarah Todd Vice President (Global) Griffith in numbers 5 campuses 50,000+ students 8,500+ international students 200,000+ graduates 130+ nationalities 200+ degrees Remarkable Griffith At Griffith, we celebrate, believe in and strive for the remarkable. We rank among the world’s best universities and continue to improve our international standing. In the 1 largest and most credible world university rankings, we are ranked in the top 350 - Guide 2018 and Exchange Abroad Study University Griffith placing us in the top 3% worldwide. Ranked in the top Community Global impact Teaching excellence 3% worldwide* Internship Through our Study at a university Grifth ranks Make a diference while teaching and research that has some of the top alongside some of developing professional we support students university teachers in the best universities skills and gain credit to make a difference Australia.** in the world.
  • Annual Report

    Annual Report

    0 TABLE OF CONTENTS MESSAGE FROM THE CHAIRMAN ...................................................................................................... 3 SENATE SESSIONS ................................................................................................................................. 5 LEGISLATION AT A GLANCE ................................................................................................................. 7 LEGISLATIVE ACHIEVEMENTS ............................................................................................................ 7 Senator-Wise Private Members’ Bills introduced in the Senate during the Parliamentary Year 2019-2020 ........................................................................................................................................ 7 Senators-wise Private Members’ Bills passed by the Senate during Parliamentary Year 2019- 2020 .................................................................................................................................................. 9 Private Members’ Bills referred for consideration in Joint Sitting of Majlis-e-Shoora (Parliament) ................................................................................................................................... 10 Governmment Bills Passed by the Senate during PY 2019-20 .................................................... 10 LAYING OF CONSTITUTIONAL / STATUTORY REPORTS ........................................................... 11 Constitutional / Statutory Reports laid during
  • International Partner Universities Australia Griffith University, Gold Coast Monash University, Melbourne University of Newcastl

    International Partner Universities Australia Griffith University, Gold Coast Monash University, Melbourne University of Newcastl

    International Partner Universities Hong Kong Sweden City University of Hong Kong, Kowloon Jönkoping University, Jönkoping Australia Luleå University of Technology, Luleå Griffith University, Gold Coast Hungary Monash University, Melbourne ESSCA School of Management, Budapest Taiwan University of Newcastle, Newcastle National Taiwan Ocean University, Taiwan University of Technology Sydney (UTS), Sydney India RMIT University, Melbourne Indian Institute of Technology Madras (IITM), Uruguay Queensland University of Technology(QUT), Brisbane Chennai** University of Montevideo, Montevideo Western Sydney University, Rydalmere Ireland Vietnam Austria National University of Ireland, Galway RMIT University, Ho Chi Minh City Upper Austria University of Applied Sciences, Steyr and Wels Italy *Study only University of Bologna, Bologna** **Research only Canada Sant'Anna Institute, Sorrento* Laval University, Quebec City Politecnico di Torino, Turin** Sapienza University, Rome** China ESSCA School of Management, Shanghai Japan Ocean University of China, Qingdao** Kyushu Institute of Technology, Fukuoka** Shanghai University of Electric Power, Shanghai** Tsinghua University School of Materials Science and Mexico Engineering, Beijing** University of Monterrey, Monterrey Tecnologico de Monterrey, Mexico City Croatia University of Rijeka, Rijeka Netherlands Delft University of Technology, Delft Denmark Technical University of Denmark (DTU), Lyngby New Zealand AUT University, Auckland England Northumbria University, Newcastle-Upon-Tyne Romania University
  • 2021 Postgraduate Study Guide 03 Why Choose Griffith?

    2021 Postgraduate Study Guide 03 Why Choose Griffith?

    POSTGRADUATE STUDY GUIDE Contents 02 36 Postgraduate study Other information Legend Why choose Griffith? 02 PhDs and research degrees 36 Campuses Pathways to postgraduate study 04 How to apply for postgraduate study 38 G = Gold Coast The benefits of postgraduate study 05 Index 40 L = Logan You have questions—we have answers 06 Key dates 41 M = Mt Gravatt N = Nathan Be supported 08 O = Online (through our Digital Campus) First Peoples 10 S = South Bank Griffith Online 12 X = External OUA = Open Universities Australia Applications information CP = credit points N/A = not applicable 14 = Career change = Online Our degrees Modes of study F = Full-time study Postgraduate coursework degrees 14 P = Part-time study Architecture and planning 15 For example, 2F/4P = two years full-time, Aviation 15 four years part-time Business and government 16 Education and teaching 20 Engineering 22 Health 24 Humanities and languages 30 Information technology 31 Law and criminology 32 Music and performing arts 33 Science and environment 34 Visual and creative arts 35 Ranked in the top 2% worldwide* Australia’s most awarded teachers† Exceptional student support 20+ years teaching online Future-focused degrees Flexible study options Global study opportunities Study on-campus or online 50,000 students of all ages * Based on the International Association of Universities – World Higher Education Database, listing more than 18,500 institutions of higher education. Current as at June 2020. † Based on the Department of Education, Skills and Employment Australian University Teaching Awards. Important note All information is correct as at June 2020, but is subject to change as content is reviewed and updated.
  • Annual Report 2019 | 3 Chancellor and Vice Chancellor’S Report

    Annual Report 2019 | 3 Chancellor and Vice Chancellor’S Report

    2019Annual Report Contents Chancellor and Vice Chancellor’s report 2 Letter of compliance 6 Organisational structure 7 Governance 8 Other governance reports 13 Research 19 Learning, teaching and the student experience 32 Financial summary 46 Financial statements 48 Appendix: indicators and targets 105 Glossary 116 Campus locations 117 The following sections will be reported separately online (not within this report): • Consultancies • Overseas travel Please access at griffith.edu.au/annual-report or on the Queensland Government Open Data website at data.qld.gov.au Copies of this report are available in paper form by contacting the Office of Marketing and Communications on +61 7 3735 6741. Griffith University is committed to providing accessible services to people from all culturally and linguistically diverse backgrounds. If you require assistance to understand the annual report, you can contact the Office of Marketing and Communications on +61 7 3735 6741 to arrange an interpreter to effectively communicate the report to you. Vision and mission To transform lives and add to human knowledge and understanding in a way that creates a future that benefits all. We will pursue our vision through our core principles of excellence, ethics, and engagement. Excellence • We commit to excellence in our work, ambitious to ensure that our teaching and learning, research, and engagement is of the highest quality. • In the pursuit of excellence, we reach across boundaries of all kinds within and beyond the University. In particular, we pride ourselves on our interdisciplinary work and our ability to engage with industry, government and the not-for-profit sector. • Students will be provided with high-quality education and the capacity to develop and apply knowledge to exercise influence and make meaningful lifelong contributions to their communities.
  • 2009 Australia Bulletin

    2009 Australia Bulletin

    Academic Bulletin for Australia: 2020 Page 1 of 12 (11/25/19) Academic Bulletin for Australia 2020 Introduction The Academic Bulletin is the CSU International Programs (CSU IP) “catalog” and provides academic information about the program in Australia. CSU IP participants must read this publication in conjunction with the Academic Guide for CSU IP Participants (also known as the “Academic Guide”). The Academic Guide contains academic policies, which will be applied to all IP participants while abroad. Topics include but are not limited to CSU Registration, Enrollment Requirements, Minimum/Maximum Unit Load in a Semester, Attendance, Examinations, Assignment of Grades, Grading Symbols, Credit/No Credit Option, Course Withdrawals and other policies. The Academic Guide also contains information on academic planning, how courses get credited to your degree, and the academic reporting process including when to expect your academic report at the end of your year abroad. To access the Academic Guide, go to our website here and click on the year that pertains to your year abroad. For general information about the Australia programs, refer to the CSU IP website under “Programs”. Academic Program CSU IP is affiliated with five universities in Australia: Griffith University, Macquarie University, University of Queensland, Queensland University of Technology and Western Sydney University. Griffith University (GU): One of the newest universities in Queensland, Griffith began in 1975 and now has over 30,000 students, including 5,500 international students in more than 140 undergraduate degree programs on five campuses from Brisbane to the Gold Coast. Macquarie University (MU): Located in Sydney’s northern suburbs, Macquarie is also a fairly new university with a reputation for innovation.
  • Researgm with Impact

    Researgm with Impact

    RESEARGM WITH IMPACT Griffith's re sea re h in flu en cin g societies, communities and individuals around the worlcl Preventing the onset of youth offending: Pathways to prevention The Pathways to Prevention Project has led to a fundamental Pathways to Prevention was a decade-long proof-of-concept and widespread shift in the approach to crime prevention project to test whether early prevention using family support in Australia, with a focus on developmental prevention strategies similar to those found in disadvantaged communities and early intervention. It has also provided key insights into across Australia, could improve child behaviour, school how to keep children out of the criminal justice system achievement, and social-emotional wellbeing, thereby reducing and led to development of the CREATE positive childhood offending. The project focused the attentions of practitioners developmental framework. and policy-makers on the great potential of such early prevention approaches. Led by Professor Ross Homel AO from the Griffith Criminology Institute, the Pathways to Prevention project addressed a Early analysis of data from the project indicated it may have knowledge gap on how routinely delivered, community-based halved the expected conviction rate in a sample of children who family support services affect families. Before the program, were part of a longitudinal database of more than 4,800. In no rigorous evaluations were available in Australia and the addition, the project prompted federal and state governments services themselves were mostly not ‘evidence-based.’ to accept its findings as part of the policy landscape, leading to it being described as the “grandparent” of early intervention Through a partnership between Mission Australia, Education crime prevention approaches across Australia.
  • 'A Reservoir of Learning': the Beginnings of Continuing Education

    'A Reservoir of Learning': the Beginnings of Continuing Education

    Australian Journal of Adult Learning ‘A reservoir of learning’ 247 Volume 49, Number 2, July 2009 Introduction University continuing education exists in various forms in most developed countries, but in recent years has generally been in decline in Australia, as well as in Britain, although there are active units in a number of universities in both countries. It is sometimes known in universities as ‘adult education’, ‘extra-mural education’ or ‘university extension’, and typically operates outside the formal undergraduate and postgraduate offerings, although often involves academic staff as lecturers or study tour leaders. Mostly it is non-accredited learning, although more recently some university continuing education in ‘A reservoir of learning’: the beginnings of Australia has included courses accredited through the vocational education training system or providing access to formal university continuing education at the University of Sydney studies, particularly through continuing professional education Darryl Dymock (CPE). Management of continuing education may be vested in a Griffith University central agency in the university, or dispersed among the faculties, or may be a combination of both. Arguably the longest-running and most successful university Adult education has often been on the margin of university offerings in Australia and elsewhere, sometimes regarded as ‘non-core’ continuing education program in Australia is offered by the business or at least as a financial drain on the institution. At the University of Sydney, currently through the Centre for Continuing University of Sydney, however, adult education has managed to Education. Sydney University has been providing some form of survive in one form or other for over 140 years, currently through structured adult education, alongside its formal undergraduate and the Centre for Continuing Education.
  • Gujarat Ouake Shakes Nepal Spoilsports Ruin Football "THE PERFECT PLACE for the EXOTIC EXPERIENCE YOU EVER HAD"

    Gujarat Ouake Shakes Nepal Spoilsports Ruin Football "THE PERFECT PLACE for the EXOTIC EXPERIENCE YOU EVER HAD"

    Gujarat Ouake Shakes Nepal Spoilsports Ruin Football "THE PERFECT PLACE FOR THE EXOTIC EXPERIENCE YOU EVER HAD" N ewari Cuisine is not only popular for deliciousness but also richness. In a typical Newari feast, more than twenty varieties of dishes are served. Newari Cuisine at its best Now you can savour all these authentic and relishing dishes in addition to various r types of unique Newari tHHH snacks at the 'Lajana' - the exclusive Newari restaurant. Enjoying the ambience you will never forget ..... Enjoy the Legendary Newari delicacies at Restaurant Lajana & Every evening colourful Nepali Cultural Show in Traditional Fashion. Near Radisson Hotel, Lazimpat Kathmandu, Nepal Ph: 413874 E-mail: [email protected] Web Site: www.nepalifood.com/lajana .- CONTENTS Page Letters 3 News Notes 4 Briefs 6 Quote Unquote 7 Off The Record 8 COVER STORY: Preparing For Fresh Elections? The main opposition plays a doubtful role by casting serious allegations against the Prime Minister but stopping short of SOUTH ASIA: Missed Opponunities 9 demanding fresh elections Page 16 FIRING AT JAIL: Death Without Cause 11 FOOTBALL : Messed Up 12 CHILDREN : Painful Picture 13 ASIAN DEVELOPMENT BANK: Continued Assistance 14 PALESE PLA YERS : In Search Of Green Pastures 15 ART: The Magnificent Seven 24 EARTHQUAKE IN GUJARAT: Convulsions In Kathmandu Tremors in western India send shivers down the spine of MUSIC: Ugra Karma 25 Kathmanduites. Page 10 FACE TO FACE: Deepti R.L. Rana 26 THE BOTIOMLINE 27 VIEWPOINT: 28 PASTIME 29 INTERVlEW: KUBER SHARMA President of Green Nepal Party LEISURE 30 Sharma says Nepal's revolution­ ary leaders have failed in the task FORUM: Yuba Raj Pandey 32 of nation-building Page 22 SPOTLIGHTIFEBRUARY 2, 2001 SPOTLIGHT EDITOR'S NOTE THE NATIONAL NEWSMAGAZINE --~ V~.
  • A Model Football Academy for Residents of Lyari Town, Karachi, Sindh, Pakistan

    A Model Football Academy for Residents of Lyari Town, Karachi, Sindh, Pakistan

    A MODEL FOOTBALL ACADEMY FOR RESIDENTS OF LYARI TOWN, KARACHI, SINDH, PAKISTAN Dr. Syed Arif Kamal, Shahid Ali Khan, Dr. Soniha Aslam ABSTRACT This paper reviews and analyzes factors contributing to the rise and the fall of football game in Lyari Town. This town has the passion and the talent for football, which should be groomed to produce international players. A model football academy on the pattern of Grêmio (Brazil), Altınordu (Turkey), La Masia (Spain) and INF Clairefontaine (France) is proposed with football- oriented curriculum and international-level-football-training facilities on a green campus. The players are to be inducted at the age of 5 years after rigorous psychological and physical examinations as well as fitness testing. They study and play football here till they pass their Higher Secondary Certificate Examination. Measures are suggested for safety and security at campus as well as use and abuse of controlled substances. A survey was conducted to obtain opinions of footballers, coaches and general public in order to determine causes of decline of football in Lyari. The questionnaire was divided into 3 parts — lack of physical resources, noises influencing football game and shortage of human resources. The responses were indicative of the community‟s strong feeling that Lyarites can become international- standard footballers, if they are given the infrastructure and the facilities combined with motivation to achieve distinction. The proposed football academy should be the first step to change mindset of Lyarities from indulging in drugs and crime to healthy sport activities. Keywords: physical examination, psychological examination, sport-centered curriculum, talent hunting, vitamin-D deficiency Abbreviations FIFA: Fédération Internationale de Football Association • PFF: Pakistan Football Federation • SPSS: Statistical Package for the Social Sciences • WADA: The World Anti-Doping Agency.