Presentations (just to share)

PRESENTATIONS

Nobody nods off during my presentations. I encourage audience participation, and I sprinkle my suggestions with a heavy dose of humor. To paraphrase one of my favorite quotes — "They may not remember what I say, but they'll never forget that they had fun." I give away one complimentary copy of From the Teacher's Desk and If They Don't Learn the Way You Teach, Teach the Way They Learn at the end of each presentation.

The Daily Five

Teachers throughout the country are heralding The Daily Five as a highly effective teaching practice that gets ALL kids reading — without worksheets, traditional centers, or a massive amount of bookkeeping. The program, developed by two California sisters/teachers, is designed to foster literacy independence — even with the little tikes. Attendees at this session will learn how the program works, and take a virtual tour of The Daily Café, an online assistance site for Daily Five teachers. And besides that — you'll have fun. Veteran first-grade teacher Jacquie McTaggart gives a fast-paced, high-energy presentation that you won't soon forget.

Learning Through Play

Twenty-five oral games: Kids love them because they're fun, and teachers love them because they're a painless way of teaching new skills and reinforcing old ones. If you're looking for enjoyable and innovative ways to practice rhyming, beginning and ending consonants, counting, numeral recognition, money, time telling, math facts, spelling, and early-writing skills, this session is for you.

Books That Make a Difference

All readers can identify books that made a difference in their lives. In this session Jacquie shares excerpts from dozens of recent releases that are turning "reading sucks" kids into "books rock" students. Jacquie's presentations are high energy, fast paced, and sprinkled with humor. One hour. (PK-8)

Extra-Curricular Reading

Extra-curricular activities are good for kids' emotional well-being and all-around development, but some students are not athletically gifted, musically inclined, or interested in drama. In this presentation Jacquie talks about beyond-the-school-day activities that give student readers a voice, and she shares a blueprint for implementing them. This session is for those who like to laugh as they learn and want to learn how to operate extra-curricular literature groups such as Mock Newbery and Mock Caldecott Committees, After-School Book Clubs, Brown Bag Luncheon Clubs, Battle of the Books Readers Groups, and Graphic Novel Clubs. One hour. (Grades 4-12)

Transforming the Reluctant Reader

This presentation includes booklists, Web sites, and dozens of put-into-practice-tomorrow tactics that help turn reluctant readers into "books rock" students. This is my most popular presentation, but it is best suited for a two to three hour workshop. It can be split into two, one-hour presentations as listed below. (Grades K-12)

Catch 'em Before They Fall

Strategies, books and Web sites that enable the struggling, motivate the reluctant, and enrich primary level students. Attendees learn how to make and use chair bags, weekly reading logs, display books for maximum readership, and much more. One hour. (Grades K-3)

Enable, Motivate, Enrich

This session includes strategies, materials, books, methods, and Websites that motivate intermediate, middle, and high school learners — with heavy emphasis on practices and materials that appeal to those hard-to-crack reluctant male readers. One hour. (Grades 3-12)

If You Can't Beat 'em — Join 'em

Sixty high quality Web sites that allow kids to explore and have fun — and LEARN. All sites require reading, demand critical thinking, and have high kid-appeal. Listed by category and grade level. (Grades K-12)

The Mouse Trap

Many of today's students write reports by clicking the mouse. A lot of them don't even read what they copy and paste. What's the solution? Cut the little varmints off at the pass by giving CREATIVE writing assignments. In this presentation we discuss twelve traditional writing assignments that invite cutting and pasting, and offer a creative alternative for each. (Grades 4-12)

Going Graphic

In this presentation we discuss concrete ideas for using comics and graphic novels to supplement (not supplant) the literacy program. Attendees learn how to use comic formatted books to encourage reading and enhance student writing. Handout lists Web sites where educators can find recommended and blackballed titles, and comic book formatted units. (Grades 4-12)

Get Ready, Set, Click

A lot of kids avoid reading and detest writing, but almost all of them embrace the computer. What's the answer? Play to their passion. In this presentation I describe how some teachers are using the computer, video games, and the Internet to engage readers and motivate writers. Handout includes a list of Blue Ribbon Web sites and video games that do more than entertain. Several are springboards for writing activities. (Grades 4-12)

The Write Way

If kids like what they do, they want to do more of it. This presentation is jam-packed with ready-to-use-tomorrow teaching strategies that make kids want to write. Learn which Web sites, practices, and activities turn "I hate to write" kids into "writing rocks" students. This can be a two-hour (+) workshop presentation for K-12, or divided into two one-hour sessions for K-3 and 3-12

TEAMWORK

Teamwork.

'The combined action of a group, especially when effective and efficient.' Teamwork as defined in the Oxford Dictionary

A team can be defined as a group of people:

• with different skills

• often with different tasks

• who work together towards a common project

• with a meshing of functions

• and with mutual support.

1. Purpose

Members support the purpose and take direction from it for their work.

Lack of clear purpose is one of the most frequent difficulties groups encounter.

Members are often surprised that the group’s purpose isn’t as clear to others as it is to themselves.

2. Communication

Open & direct enough to be able to honestly discuss any problem it faces.

Including its own performance and problems related to performance.

3. Leadership

Sufficient leadership within the group. Including designated leader/managers for relevant tasks.

4. Review

Group regularly reviews how it’s going in several vital areas:

• Relevance of work to what is required.

• Quality of work as compared to client expectations.

• Progress of work as compared to required timelines.

5. Structure

Group has appropriate organizational structure.

6. Resources

Adequate resources exist for group to perform its functions well:

• Member skills

• Tools

• Systems

• Facilities

• Budgets

7. Synergy

Quality which makes a group greater than the sum of its parts. It rests on the tangible

support given by one team member to another.                                                                  

• Esprit de corps
• Enhanced creativity
• Collective wisdom
• Deeper commitment
• Greater resourcefulness
• Tougher resilience

What does good team work look like?

• Seeking out other’s opinions and involvement in matters that concern them before making decisions or plans final.

• Trusting the team to develop a consensus on an issue, even if it takes a little more time.

• Voluntarily offering your own relevant experiences, ideas and findings to colleagues who could use them.

• Acknowledging a colleague’s contribution

• Sharing the credit.

• Being non defensive and receptive to the suggestions, ideas opinions and needs of colleagues.

• Making the effort to understand before criticising.

• Considering impact of your plans on others.

• Being unwilling to criticise a third party who isn’t present, not gossiping.

• Coming prepared to present or participate when you have a role in meetings.

• Expressing appreciation for teamwork extended to you that was helpful.

• Identifying and helping pick up loose ends even though they may not be your responsibility.

• Keeping people advised of changes, developments and new information on a task

or project.

• Being supportive of the team’s objectives once they are set.

Team work - starting point

-Get people together and just start talking.

-Ask yourselves ‘what do we stand for?’ what is it we’re trying to do?’

-Lets name ourselves.

-Create a statement that outlines your company’s mission, its values, and its guiding principles.

Team work – listening skills

Be present

-Our ‘little voice’ is one of the biggest barriers to active listening. Choose to be present.

-Focus on the speaker and the message.

Learn to want to listen

-We must be willing to focus on others when they are speaking.

-Learn to develop an interest in either the person and/or the topic.

-Practice concentrating on the speaker –words and feelings.

-Practice shutting distractions out, not allowing them to interfere with your effective listening.

Become a "whole body" listener

-To be active listeners, we must involve our whole body. Not only are our ears tuned in, but so are our eyes, our intellect, our bodies.

-Good listeners give nonverbal and verbal signs that they are listening.

-They sit in an attentive posture; nod in acknowledgement; make good eye contact; convey a positive, encouraging attitude, give feedback.

Control your emotional “hot buttons”

-Words, issues, situations, personalities can be emotional triggers for us.

-When these issues trigger our "hot buttons", we tend to distort, positively or negatively, the message we are hearing. We may tune out or pre-judge the message and/or the speaker.

Critical Success Factors for Self-Managing Teams

1. Clear direction

Can team members articulate a clear direction, shared by all members, of the basic purpose that the team exists to achieve?

2. A real team task

 Is the team assigned collective responsibility for all the team’s customers and major outputs?

Is the team required to make collective decisions about work strategies (rather than leaving it to individuals)?

Are members cross-trained, able to help each other?

Does the team get team-level data and feedback about its performance?

Is the team required to meet frequently and does it do so?

3. Team rewards

Counting all reward dollars available, are more than 80 percent available to teams only and not to individuals?

4. Basic material resources

Does the team have its own meeting space?

Can the team easily get basic materials needed for work?

5. Authority to manage the work

Does the team have the authority to decide the following (without first receiving special authority):

-How to meet client demands

-Which actions to take and when

-Whether to change their work strategies when they deem necessary

6. Team goals

Can the team articulate specific goals?

Do these goals stretch their performance?

Have they specified a time by which they intend to accomplish these goals?

7. Strategy norms

Do team members encourage each other to detect problems without the leader’s intervention?

Do members openly discuss differences in what members have to contribute to the team?

Do members encourage experimentation with new ways of operating?

Does the team actively seek to learn from other teams?

Esprit de corps

Esprit de corps, a French phrase much used by English writers to denote the common spirit pervading the members of a body or association of persons. It implies sympathy, enthusiasm, devotion, and jealous regard for the honor of the body as a whole.

Petua Mengelak Mengumpat

Ibnu Abbas pernah berpesan:-

1. Jikalau engkau hendak menyebut-nyebut cela orang lain, maka cubalah dahulu engkau ingat-ingatkan dan sebut-sebutkan cela-cela yang ada dalam dirimu sendiri
2. Menginsafi benar akan akibatnya yakni kemurkaan Allah S.W.T; seksa orang yang mengumpat dan takut ancaman-ancaman yang akan dihadapkan pada dirinya.
3. Sibukkan diri mengubati kekurangan diri supaya kelemahan dan kekurangan tersebut tidak diumpati. Oleh itu tidaklah sibuk hendak mengubati cela orang lain. Sabda Rasullah S.A.W,:"Berbahagialah seseorang yang disibukkan oleh celanya sendiri daripada melihat-melihat cela orang lain.”
4. Ubat yang paling mujarab ialah kekuatan keimanan dalam jiwa kerana kekukuhan iman ini sajalah yang akan dapat menghindarkan dari segala ucapan buruk.

IMPLIKASI atau PADAH akibat Mengumpat

i. Punca pergaduhan, perselisihan, salah faham dan berkaitan.

ii. Tidak bertegursapa membawa kepada terputusnya hubungan siratulrahim.

iii. Perpecahan ummah.

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JUST FOR LESSON

Lesson 1: 

A man is getting into the shower just as his wife is finishing up her shower, when the doorbell rings. 

The wife quickly wraps herself in a towel and runs downstairs. 

When she opens the door, there stands Bob, the next-door neighbour. 

Before she says a word, Bob says, 'I'll give you $800 to drop that towel.' 

After thinking for a moment, the woman drops her towel and stands naked in front of Bob, after a few seconds, Bob hands her $800 and leaves. 

The woman wraps back up in the towel and goes back upstairs. 

When she gets to the bathroom, her husband asks, 'Who was that?' 

'It was Bob the next door neighbour,' she replies. 

'Great,' the husband says, 'did he say anything about the $800 he owes me?' 

Moral of the story: 

If you share critical information pertaining to credit and risk with your shareholders in time, you may be in a position to prevent avoidable exposure. 

Lesson 2: 

A priest offered a Nun a lift. 

She got in and crossed her legs, forcing her gown to reveal a leg. The priest nearly had an accident. 

After controlling the car, he stealthily slid his hand up her leg. 

The nun said, 'Father, remember Psalm 129?' 

The priest removed his hand. But, changing gears, he let his hand slide up her leg again. 

The nun once again said, 'Father, remember Psalm 129?' 

The priest apologized 'Sorry sister but the flesh is weak.' 

Arriving at the convent, the nun sighed heavily and went on her way. 

On his arrival at the church, the priest rushed to look up Psalm 129. It said, 'Go forth and seek, further up, you will find glory.' 

Moral of the story: 

If you are not well informed in your job, you might miss a great opportunity. 

Lesson 3: 

A sales rep, an administration clerk, and the manager are walking to lunch when they find an antique oil lamp. 

They rub it and a Genie comes out. 

The Genie says, 'I'll give each of you just one wish.' 

'Me first! Me first!' says the admin clerk. 'I want to be in the Bahamas , driving a speedboat, without a care in the world.' 

Puff! She's gone. 

'Me next! Me next!' says the sales rep. 'I want to be in Hawaii , relaxing on the beach with my personal masseuse, an endless supply of Pina Coladas and the love of my life.' 

Puff! He's gone. 

'OK, you're up,' the Genie says to the manager. 

The manager says, 'I want those two back in the office after lunch.' 

Moral of the story: 

Always let your boss have the first say. 

Lesson 4 

An eagle was sitting on a tree resting, doing nothing. 

A small rabbit saw the eagle and asked him, 'Can I also sit like you and do nothing?' 

The eagle answered: 'Sure, why not.' 

So, the rabbit sat on the ground below the eagle and rested. All of a sudden, a fox appeared, jumped on the rabbit and ate it. 

Moral of the story: 

To be sitting and doing nothing, you must be sitting very, very high up. 

Lesson 5 

A turkey was chatting with a bull. 

'I would love to be able to get to the top of that tree' sighed the turkey, 'but I haven't got the energy.' 

'Well, why don't you nibble on some of my droppings?' replied the bull. They're packed with nutrients.' 

The turkey pecked at a lump of dung, and found it actually gave him enough str ength to reach the lowest branch of the tree. 

The next day, after eating some more dung, he reached the second branch. 

Finally after a fourth night, the turkey was proudly perched at the top of the tree. 

He was promptly spotted by a farmer, who shot him out of the tree. 

Moral of the story: 

Bull Shit might get you to the top, but it won't keep you there.. 

Lesson 6 

A little bird was flying south for the winter. It was so cold the bird froze and fell to the ground into a large field. 

While he was lying there, a cow came by and dropped some dung on him. 

As the frozen bird lay there in the pile of cow dung, he began to realize how warm he was. 

The dung was actually thawing him out! 

He lay there all warm and happy, and soon began to sing for joy. 

A passing cat heard the bird singing and came to investigate. 

Following the sound, the cat discovered the bird under the pile of cow dung, and promptly dug him out and ate him. 

Morals of the story: 

(1) Not everyone who shits on you is your enemy. 

(2) Not everyone who gets you out of shit is your 

friend. 

(3) And when you're in deep shit, it's best to keep 

your mouth shut! 

PROBLEM-BASED LEARNING (PBL)

PBL Quick Facts:

• What is PBL? Is it a new methodology? PBL is not a new model of instruction. Plato and Socrates required that their students think, retrieve information for themselves, search for new ideas and debate them in a scholarly environment. However, this process differs from the teacher-dominated approach used in most educational settings.

• Where did PBL come from? PBL was officially adopted as a pedagogical approach in 1968 at McMaster University, a Canadian medical school. (Neufeld & Barrows, 1974), because students were unable to apply their substantial amount of basic scientific knowledge to clinical situations.

• How Does it Work? Students in small groups investigate and analyze problems/scenarios. Using an organizer process of; 1) identifying the FACTS in the problem/scenario; 2) generating (un-criticized) their IDEAS about the scenario/problem and identifying just "what is the problem?"; 3) finally identifying the things they have to LEARN about - in order to test their hypotheses (ideas).

• Why is this an effective approach? The use of this three step inquiry-organizer helps students become familiar with a scientist’s reasoning process, to fill the gaps in their own knowledge base, and to use their newly acquired knowledge to refine or discard their ideas thus generating a whole new set of LEARNING NEEDS. This model has been successfully applied to science instruction at all grade levels.

PBL places students in small groups and provides a means by which they can investigate real problems. According to Fincham et al. (1997), "PBL does not present a new curriculum but rather the same curriculum through a different teaching method," (p. 419).

How is problem-based learning different from project-based learning?

Project-Based Learning: Teacher A has her class design and build a city by the end of the semester. The task is defined for them at the beginning with the inquiry bounded. They discuss and explore various aspects of cities, architecture, sewer and other systems etc. Students identify what they believe are the most effective ways to build their city within the boundaries they are given in order to complete their project.


Problem-Based Learning: Teacher B has a city designed and built by students as her final outcome the students may not know what that outcome is. The inquiry is very open allowing the students to discover aspects that may not have been apparent. She introduces various scenarios/problems to her students throughout the semester. Each scenario deals with a different aspect of the city. An example would be sewage systems. Given a scenario related to sewage, students identify the FACTS, brainstorm IDEAS about what the problem really is and what they think about the situation. The LEARNING NEEDS they identify for themselves may take them into: How various systems work, alternative sewage systems, environmental issues, the role that soil plays in waste disposal, the impact on the water supply, waste disposal legislation, debates about the pros and cons of public/private operations, water contamination and/or purification etc. generating new FACTS, refining IDEAS and generating new LEARNING NEEDS. The next scenario/problem may take them in-depth into different aspects of water purification systems, building on the knowledge they gained in the previous scenario/problem. At the end of the semester, the city is built, and in-depth research has been done on each piece of the city’s infrastructure.


How do I safeguard the integrity of the process? The integrity of the process depends to a great extent on the groups themselves. Groups are kept small, approximately 5 students and a facilitator. At the beginning of the process, group norms are set by the students in the group. Norms include but are not limited to: Respect for everyone’s ideas – no idea is "stupid"; not interrupting someone else while they are speaking; in other words "what should be OK in this process and what should not be OK – the rules of the game".


IDEAS are organized and then "rephrased"  into a "testable" form (hypothesis).  At this point the "problem" is also identified.  The next step is to generate LEARNING NEEDS (what we need to know) that are prioritized and then divided among the group participants for investigation.  Each group member researches their part and the next day the group meets to discuss and share the new information.  This process generates a refinement of the prior ideas/hypotheses and generates a new set of learning needs.  Assessments are given to the individuals in the group and the resulting grades are NOT for the group as a whole  -  the sharing of information becomes an imperative and because of this the group becomes a powerful force for mutual dissemination.


What part do hands-on instructional materials and kits play in PBL? Hands-on materials and kits are powerful tools to learn concepts and to test hypotheses in order to refine IDEAS. E.g. a scenario/problem that has a learning need about why a seed won’t grow could utilize a kit to test soil samples, or water samples, or a weather study could result. Teachers can anticipate what may be needed so that materials are on hand. In addition, art or the performing arts can be integrated as an outcome; field sketching, clay, botanical drawing, dance, plays, robot building, etc. The process can be as creative for the teacher as for the students.


Problem-Based Learning in Science Classrooms
Students are at the center of learning when teachers implement PBL. First, a problem or scenario is presented to stimulate student interest. Students work in small groups to investigate the problem. With very young children, the teacher may keep the class as a large group for fact-finding, idea generation and learning needs identification. As the process progresses, ideas are challenged by other group members or by the teacher if necessary. The process is cyclical and repeated several times as new information is learned and ideas have been modified to generate new learning needs. It should be noted that solving the problem is not the most important objective, the power of PBL is found within the learning process itself through student-directed inquiry. Scientific facts and concepts are not taught directly, but integrated within the scientific process. Also integrated within the process is reading, writing, vocabulary and if desired, mathematics and a host of other disciplines.


When investigating a PBL scenario, students assume the role of scientist. Effective problems are those that engage student interest and motivate them to probe for deeper understanding of science concepts. Good problems ask students to formulate ideas or judgments based on facts that may be prior knowledge, information given in the scenario, and logic. Problem-based learning usually includes several steps.


The five-step model in the chart below identifies these steps:

1. Problem is presented and read by group member, while another acts as scribe to mark down FACTS as identified by group.
2. Students discuss what is known (the facts).
3. Students discuss what they think and identify the broad problem 
   (brainstorm their ideas and formulate their hypotheses).
4. Students identify their learning needs (what they need to learn in order to prove or disprove their ideas).
5. Students share research findings with their peers, then recycle steps 2-4

Teachers take on a minimal role when presenting PBL scenarios. They use open-ended questions to foster student metacognitive growth. If necessary, ask questions like: What’s going on here? What do we need to know more about? What is your evidence? A wait-time is essential to allow the student to process the information and formulate their ideas – they should not be rushed. As students participate in PBL over time, they become self-directed learners who are able to ask their own questions, and identify what they need to know to continue their learning.

Creating PBL Scenarios
Ideas for PBL scenarios can come from almost anywhere; literature, television programming, news programs or newspapers articles. Wonderful PBL scenarios can be created by changing traditional lessons into problem-based inquiry learning. These lessons should be aligned with the curriculum for your grade level and embedded with desired learning outcomes. When creating or identifying scenarios consider the following components:

• A loosely structured case or prompt embedded with links to desired learning outcomes i.e. standards (national, state or local).
• Small group cooperative learning is best, but find the model that works best for you.
• In the example provided of a dental education case from Malmo, Sweden – the one sentence case drives their curriculum for weeks (see schematic in Appendix).
• Use hands-on kits and instructional materials – to test hypotheses and generate new facts based on scientific experimentation.
• Learning is very open. In the case provided, "Buzz-saw Terror" if students have an idea that the insect is an ant and you as a teacher know it isn’t – it’s OK if they spend time investigating ants – eventually they are going to find that ants don’t build mounds like the one described. When they do, they’re back on track and they not only learn about the insect that does build the mound – they also have learned about ants, which may or may not have been a teacher-desired outcome in the first place.

We have included on this website, a variety of PBL scenarios that have been successfully implemented in science classrooms. Feel free to use them as they are written or change them to meet the needs of your students or your science curriculum. Some of these cases are short and can be completed within 2-3 class sessions, other cases require 1-4 weeks. In some instances, students at different grade levels can use the same case. The beauty of PBL is that students use their prior knowledge when developing ideas and formulating those ideas into hypothesis that can be tested. The advanced level of a high school student will result in a deeper, more complex investigation than would be done by a younger student.

Tamadun Islam dan Cabaran Globalisasi

Perspektif bagi Tamadun Islam adalah kenyataan bukti-bukti dan rekod sumbangan, kejayaan dan pencapaian yang berteraskan ajaran islam yang menggabungkan unsur-unsur asas yang sepadu meliputi asas keyakinan ketuhanan, kerasulan dan ketulenan sumber wahyu, kemuliaan norma atau nilai diri manusia (kekuatan rohaniah), keutuhan institusi-institusi dalam jaringan kehidupan manusia seperti institusi keluarga, masjid, institusi pendidikan dan lain-lain. Selain itu ia juga meliputi keunggulan ILMU dan kecemerlangan sistem pendidikan, kesahihan sistem undang-undang dan sistem nilai dalam kehidupan, keluhuran nilai estetika dalam kesenian, kegemilangan dalam pencapaian aspek kemajuan kebendaan serta keistimewaan dan keutuhan sistem bernegara. 

Identiti Tamadun adalah berasaskan kepada sifat islam sebagai al-Din iaitu sistem kehidupan yang membentuk, membina keseluruhan cara hidup dalam semua bidang kehidupan. Islam sebagai al-Din, berteraskan kepada dua asas iaitu sistem kehidupan yang berpusat atau berteraskan tauhid iaitu pengakuan dan pematuhan terhadap kekuasaan ketuhanan ALLAH serta sistem kehidupan atau cara hidup yang bersumberkan WAHYU iaitu panduan kehidupan yang diturunkan atau dibawa oleh Rasulullah dari ALLAH yang terkandung di dalam al-Quran dan dijelaskan pula oleh al-Hadith/Sunnah (Amalan/praktikal dari Rasulullah). 

Terdapat empat aspek utama interaksi dalam islam iaitu hubungan Manusia dengan ALLAH, hubungan/tanggungjawab manusia terhadap diri sendiri (Roh,Jasad dan Akal), hubungan sesama manusia (suami/isteri, keluarga, kawan, masyarakat kepimpinan dan lain-lain), dan yang terakhir hubungan manusia dengan persekitaran. 

Sasaran/matlamat Sistem Hidup Islam (al-Din) adalah bahawa semua manusia sentiasa terjamin hak-hak kehidupan dan setiap manusia mendapat peluang kehidupan berdasarkan keperluan dan keupayaan sendiri. Semua manusia wajib menunaikan hak dan tanggungjawab secara maksima, berterusan dan bersama, sehingga boleh mencapai kejayaan, kemajuan dan kebahagiaan, DUNIA dan AKHIRAT. 

Al-Din adalah sistem kehidupan yang memelihara dan melindungi prinsip-prinsip kemanusiaan sejagat seperti prinsip kepercayaan, kehormatan, kemuliaan, keadilan, kesejahteraan, kebebasan dan keilmuan. 

Matlamat Tamadun Islam adalah untuk mengukuhkan sistem hubungan manusia dengan ALLAH (Tuhan) Pencipta, Pemilik dan Penguasa ke atas manusia dan alam. Memelihara kehormatan dan kemuliaan manusia meliputi kesempurnaan keyakinan akidah ketuhanan, kesejahteraan nyawa dan tubuh badan, kesejahteraan fakulti akal, kemuliaan kelahiran zuriat atau insan, kesuciaan milikan kebendaan dan mewujudkan sistem kehidupan yang lengkap, sempurna dan universal, menyediakan sistem kawalan dan perlindungan terhadap kesejahteraan alam dan manusia, 

Matlamat seterusnya ialah untuk menyediakan sistem nilai akhlak (moral dan etika) yang mulia untuk pembinaan sumber manusia yang berkualiti, membina jaringan kemanusiaan yang adil dan saksama tanpa membezakan usur-unsur perbezaan kejadian, budaya, kepercayaan dan status ekonomi, menyediakan pelbagai dasar/undang-undang dan kaedah untuk membolehkan manusia mencipta kejayaan, kemajuan dan kebahagiaan secara sepadu demi kesejahteraan kehidupan dunia dan kedamaian akhirat serta menyediakan standard atau tanda aras (benchmarking) kehidupan dalam semua bidang. 

Perspektif bagi Globalisasi ialah satu proses membuka keadaan. Globalisasi juga difahami sebagai proses dimana sempadan negeri semakin runtuh dan seluruh dunia ini semakin berubah menjadi satu unit. Justeru istilah globalisasi dalam bahasa melayu ialah kesejagatan. 

Proses Globalisasi Terjelma dalam hubungan serta interaksi ekonomi, politik, social serta diplomatik di seluruh dunia tetapi secara tidak seimbang. Ini kerana dari segi ekonomi peranan Transnasional Corporation (TNC) dan Multinational Corporation (MNC) yang sebenarnya menguasai sebahagian besar pengeluaran dan perdagangan di dunia ketiga. 

Anthony Giddens mengaitkan proses globalisasi dengan perkembangan masyarakat moden. Terdapat dua perkara penting jika dihubungkan dengan masyarakat moden iaitu berkaitan ekonomi – kelahiran sitem kapitalisme serta ekonomi berteraskan industri yang mempertingkatkan penggunaan jentera dan produksi secara kolektif. Manakala berkaitan politik – muncul Negara bangsa di pentas sejarah untuk mentadbir ekonomi dan masyarakat moden dengan kecekapan dan kawalan terpusat dan ke atas penggunaan kekerasan. 

Menurut Giddens lagi, apa yang baru adalah kemunculan pengintensifan interaksi tanpa ruang, ia menghubungkan tempat yang jauh sehingga peristiwa setempat dibentuk atau dipengaruhi oleh peristiwa yang berlaku jauh di tempat lain. 

Beberapa kebaikan globalisasi yang boleh disenaraikan ialah peranan pelaburan asing dalam mewujudkan pekerjaan dan mengurangkan memiskinan di sebilangan Negara, peningkatan mobiliti sosial dan pengukuhan kelas menengah, peluang yang lebih luas untuk mendapatkan maklumat dan penyebaran ilmu pengetahuan berkat teknologi baru komunikasi dan maklumat. 

Kebaikan lain, komunikasi yang lebih mudah dan murah, peluang yang lebih luas untuk pelbagai kumpulan etnik, budaya dan agama berinteraksi, peluang yang lebih baik untuk menzahirkan simpati dan rasa keperimanusiaan mereka terhadap mangsa-mangsa pelbagai bencana alam dan strategi buatan manusia di seluruh dunia, penonjolan idea-idea dan amalan pemerintahan yang baik seperti pertanggungjawaban awam, peraturan undang-undang serta hak asasi manusia serta penonjolan hak-hak asasi manusia. 

Bagi keburukan pula, yang dapat disenaraikan ialah kualiti alam sekitar yang semakin merosot akibat terlalu mementingkan faktor keuntungan, pembangunan yang tidak seimbang dan jurang perbezaan ekonomi yang semakin melebar antara kawasan-kawasan di sesebuah Negara dan sektor-sektor ekonomi, pengabaian keperluan asas hidup di kalangan rakyat termiskin di kebanyakan Negara terutamanya di Negara-negara selatan. 

Keburukan lain, modal jangka pendek yang keluar masuk pasaran seperti kilat sebagai akibat amalan baru yang menjadikan wang sendiri sebagai komoditi keuntungan, pengangguran yang semakin memburuk dan jurang perbezaan pendapatan yang semakin melebar, penyebaran budaya pengguna yang bertentangan dengan nilai-nilai kerohanian dan murni dan merendahkan martabat keinsanan manusia, kecenderungan kearah pembentukan budaya global yang bersistem menerusi peraturan yang dimainkan oleh perbadanan transnasional dan media komunikasi global serta penyebaran budaya pop Amerika yang “menggegarkan pancaindera dan mematikan roh”. 

Pascamodenisme sebagai peristiwa bermulanya keadaan yang disebut counter cultural keadaan yang tercetus di barat munculnya budaya massa, budaya pop dan budaya antipertubuhan. Budaya ini dikembangkan media massa. Pascamodenisme merujuk kepada kekeliruan dan kekalutan. Ziauddin Sardar (pemikir 1995) berpendapat perkara penting memahami erti pascamoden ialah tidak ada kebenaran, tidak ada kepercayaan, hanya tanggapan pemikiran, tidak mempunyai erti dan makna, kepelbagaian kota dan Bandar serta persamaan gambaran atau keraguan keseluruhan. 

Umat Islam perlu yakin terhadap Islam kerana ia adalah kurnia terbesar Allah berikan kepada manusia. Hakikatnya adalah Islam merupakan identiti utama umat Islam yang perlu dibanggakan dan bukan disembunyikan. Sikap percaya diri sangat penting sebelum sesebuah bangsa atau umat dapat bangkit dan bersaing dengan yang lain. Kita perlu tegas terhadap golongan yang mempersoalkan kerelevanan Islam dan mempertikaikan ajaran Islam untuk menyambung lidah para orientalis yang didorong rasa kebencian terhadap Islam. 

Golongan liberal ini lebih berbahaya kerana ibarat musuh dalam selimut atau parasit yang merosakkan Islam dari dalam tubuh umat Islam sendiri. Banyaknya kajian-kajian yang membuktikan keunggulan dan keutuhan Islam sudah cukup untuk memberi keyakinan kepada umat Islam melangkah ke hadapan bersama Islam dan bukan dengan falsafah-falsafah Barat yang mengelirukan.