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Fluorine is an element. It is a gas, never occurring in its free state. In microscopic amounts complexed with other minerals, it is often listed as a trace mineral, a nutrient for human nutrition.

The fluoride added to 90% of drinking water is hydrofluoric acid which is a compound of fluorine that is a chemical byproduct of aluminum, steel, cement, phosphate, and nuclear weapons manufacturing.

Such fluoride is manmade. In this form, fluoride has no nutrient value whatsoever. It is one of the most caustic of industrial chemicals. Fluoride is the active toxin in rat poisons and cockroach powder.

Hydrofluoric acid is used to refine high octane gasoline, to make fluorocarbons and chlorofluorocarbons for freezers and air conditioners, and to manufacture computer screens, fluorescent light bulbs, semiconductors, plastics, herbicides, — and toothpaste.

It also has the ability to burn flesh to the bone, destroy eyes, and sear lungs so that victims drown in their own body fluid.”

Once in the body, fluoride is a destroyer of human enzymes. It does this by changing their shapes. In human biochemistry, thousands of enzymes are necessary for various essential cell reactions that take place every second we’re alive. Without enzymes, we’d die instantaneously.

The History of Fluoride

Some fifty years after governments began adding fluoride to public water supplies to reduce cavities in children’s teeth, declassified documents are shedding new light on the roots of that still-controversial public health measure, revealing a surprising connection between fluoride and the dawning of the nuclear age.

Today, a large percentage of public drinking water in the western world is fluoridated. Many municipalities still resist the practice, disbelieving the government’s assurances of safety.

Since the days of World War II, when the U.S. prevailed by building the world’s first atomic bomb, public health leaders have maintained that low doses of fluoride are safe for people, and good for children’s teeth.

That safety verdict should now be re-examined in the light of hundreds of once-secret WWII documents obtained by Joel Griffiths and Chris Bryson – including declassified papers of the Manhattan Project, the U.S. military group that built the atomic bomb.

Fluoride was the key chemical in atomic bomb production, according to the documents. Massive quantities of fluoride – millions of tons – were essential for the manufacture of bomb-grade uranium and plutonium for nuclear weapons throughout the Cold War. One of the most toxic chemicals known, fluoride rapidly emerged as the leading chemical health hazard of the U.S atomic bomb program–both for workers and for nearby communities, the documents reveal.

Other revelations include:

Much of the original proof that fluoride is safe for humans in low doses was generated by A-bomb program scientists, who had been secretly ordered to provide “evidence useful in litigation” against defense contractors for fluoride injury to citizens. The first lawsuits against the U.S. A-bomb program were not over radiation, but over fluoride damage, the documents show.

Human studies were required. Bomb program researchers played a leading role in the design and implementation of the most extensive U.S. study of the health effects of fluoridating public drinking water–conducted in Newburgh, New York from 1945 to 1956. Then, in a classified operation code-named “Program F,” they secretly gathered and analyzed blood and tissue samples from Newburgh citizens, with the cooperation of State Health Department personnel.

The original secret version–obtained by these reporters–of a 1948 study published by Program F scientists in the Journal of the American Dental Association shows that evidence of adverse health effects from fluoride was censored by the U.S. Atomic Energy Commission (AEC) – considered the most powerful of Cold War agencies – for reasons of national security.

The bomb program’s fluoride safety studies were conducted at the University of Rochester, site of one of the most notorious human radiation experiments of the Cold War, in which unsuspecting hospital patients were injected with toxic doses of radioactive plutonium. The fluoride studies were conducted with the same ethical mind-set, in which “national security” was paramount.

The U.S. government’s conflict of interest–and its motive to prove fluoride “safe” – has not until now been made clear to the general public in the furious debate over water fluoridation since the 1950′s, nor to civilian researchers and health professionals, or journalists.

The declassified documents resonate with growing body of scientific evidence, and a chorus of questions, about the health effects of fluoride in the environment.

Human exposure to fluoride has mushroomed since World War II, due not only to fluoridated water and toothpaste, but to environmental pollution by major industries from aluminum to pesticides: fluoride is a critical industrial chemical.

The impact can be seen, literally, in the smiles of our children. Large numbers of U.S. young people–up to 80 percent in some cities–now have dental fluorosis, the first visible sign of excessive fluoride exposure, according to the U.S. National Research Council. (The signs are whitish flecks or spots, particularly on the front teeth, or dark spots or stripes in more severe cases.)

Less-known to the public is that fluoride also accumulates in bones – “The teeth are windows to what’s happening in the bones,” explains Paul Connett, Professor of Chemistry at St. Lawrence University (N.Y.). In recent years, pediatric bone specialists have expressed alarm about an increase in stress fractures among U.S. young people. Connett and other scientists are concerned that fluoride – linked to bone damage by studies since the 1930′s – may be a contributing factor. The declassified documents add urgency: much of the original proof that low-dose fluoride is safe for children’s bones came from U.S. bomb program scientists, according to this investigation.

Now, researchers who have reviewed these declassified documents fear that Cold War national security considerations may have prevented objective scientific evaluation of vital public health questions concerning fluoride.

“Information was buried,” concludes Dr. Phyllis Mullenix, former head of toxicology at Forsyth Dental Center in Boston, and now a critic of fluoridation. Animal studies Mullenix and co-workers conducted at Forsyth in the early 1990′s indicated that fluoride was a powerful central nervous system (CNS) toxin, and might adversely affect human brain functioning, even at low doses. (New epidemiological evidence from China adds support, showing a correlation between low-dose fluoride exposure and diminished I.Q. in children.) Mullenix’s results were published in 1995, in a reputable peer-reviewed scientific journal.

Fluoride Causes Disease

Austrian researchers proved in the 1970s that as little as 1 ppm fluoride concentration can disrupt DNA repair enzymes by 50%. When DNA can’t repair damaged cells, we get old fast.

Fluoride prematurely ages the body, mainly by distortion of enzyme shape. Again, when enzymes get twisted out of shape, they can’t do their jobs. This results in collagen breakdown, eczema, tissue damage, skin wrinkling, genetic damage, and immune suppression. Practically any disease you can name may then be caused.

All systems of the body are dependent upon enzymes. When fluoride changes the enzymes, this can damage:

- immune system
- digestive system
- respiratory system
- blood circulation
- kidney function
- liver function
- brain function
- thyroid function

The distorted enzymes are proteins, but now they have become foreign protein, which we know is the exact cause of autoimmune diseases, such as lupus, arthritis, asthma, and arteriosclerosis.

Fluoride And Osteoporosis

Dr. Yiamouyiannis (former science director of the National Health Federation) cited a 1990 study of 541,000 cases of osteoporosis that found a definite connection between hip fractures in women over 65 and fluoride levels. The study was written up in JAMA. Several other major studies are cited, massive amounts of research, again all reaching the same conclusion – the undeniable correlation of fluoridation with osteoporosis and hip fracture in the elderly.

Bone Is Living Tissue.

Bone building is a finely balanced, complicated process. Fluoride has been known to disrupt this process since the 1930s. Dr. Alesen, who was the president of the California Medical Association, clearly explains what fluoride does to bone formation.

He cites dozens of international scientific studies proving beyond a shadow of a doubt that fluoride has caused thousands of cases of osteoporosis, skeletal thinning, fractures, “rubber bones,” anemia, and rickets.

Fluoride also causes osteoporosis by creating a calcium deficiency situation. Fluoride precipitates calcium out of solution, causing low blood calcium, as well as the buildup of calcium stones and crystals in the joints and organs.

So Why Do We Continue Fluoridating In Present Day?

One word…money!

Toxic disposal. The rise of the EPA since the 1970s. The increase in environmental consciousness as a political tool for creating the illusion of safety in recent decades.

Fluoride is a toxic byproduct in the manufacturing process of manmade chemicals.

Millions of tons of this poison are produced every year. Imagine the cost of containing and disposing of those mountains of waste every year. It’s in the billions.

Lobbyists from these industries have presented “scientific studies” paid for by the industries, and provided for a continual stream of media presentations about the health benefits of fluoride. They have created unimaginably lucrative positions for “research” and “education” within the Medical Conglomerates and Associations that are systematically destroying our health.

What are the economic advantages of that? Instead of paying money to dispose of toxic waste, money could now be made by selling fluoride to the water companies of the nation.

They basically use the public water supply as a sewer for industrial wastes and since there is money to be made, the vicious cycle has continued for decades.

What Do The Real Experts Say?

“When historians come to write about this period, they will single out fluoridation as the single biggest mistake in public policy that we’ve ever had.”

- Paul Connett, PhD, Biochemistry

“Water fluoridation is the single largest case of scientific fraud, promoted by the government, supported by taxpayer dollars, aided and abetted by the ADA and the AMA, in the history of the planet.”

- David Kennedy, DDS President International Academy of Oral Medicine and Toxicology

“Sodium fluoride is a registered rat poison and roach poison. It has been a protected pollutant for a very long time.”

- William Hirzy, PhD President of the Union of Professional Employees of the EPA

“sodium fluoride is a very toxic chemical, acting as an enzyme poison, direct irritant and calcium inactivator … .It reacts with growing tooth enamel and with bones to produce irreversible damage.”

- Granville Knight, MD president of the American Academy of Nutrition
Congressional Record, 31 July 56

“I am appalled at the prospect of using water as a vehicle for drugs. Fluoride is a corrosive poison that will produce serious effects on a long range basis. Any attempt to use water this way is deplorable.”

- Charles Gordon Heyd, MD, president, AMA

“no physician in his right mind would hand to his patient a bottled filled with a dangerous drug with instructions to take as much or as little of it as he wished … And yet, the Public Health Service is engaged upon a widespread propaganda program to insist that communities do exactly that … The purpose of administering fluoride is not to render the water supply pure and potable but to contaminate it with a dangerous, toxic drug for the purpose of administering mass medication to the consumer, without regard to age or physical condition.”

- L. Alesen, MD, president of the California Medical Association
Robotry, p14

“Fluoridation is the greatest fraud that has ever been perpetrated and it has been perpetrated on more people than any other fraud has.”

- Albert Schatz, PhD Nobel Laureate for discovering streptomycin
quoted in Sutton’s Fluoridation:The Greatest Fraud

“More people have died in the last 30 years from cancer connected with fluoridation than all the military deaths in the entire history of the United States.”

- Dean Burk, PhD National Cancer Institute — Fluoridation:A Burning Controversy

“Fluoridation is the greatest case of scientific fraud of this century, if not of all time.”
- EPA scientist, Dr. Robert Carton (Downey, 2 May 99)

What Kind Of Water Should You Drink?

Today there is enough grassroots consciousness about the dangers of tap water that cheap carbon filters are now available in any hardware store which attach easily to the kitchen faucet. It is likely that such filters get rid of most of the chlorine – for awhile.

But to really get the resistant biologicals, the fluoride, heavy metals, and other contaminants, the customer may consider one of the high-end drinking water filters. These cost between two and four hundred dollars and come in models for both over and under the sink.

Names like Alpine, MultiPure, and Spectrapure are among the dozens of brand names that have come along during the past 20 years. Everyone claims to be the best, of course, but we can find some important similarities in their advertising. When you begin to compare the better water filters, you notice common concerns:

- chlorine
- THMs
- chloriform
- chloramines
- cryptosporidium and giardia lamblia cysts
- fluoride
- pesticides and toxic chemicals
- heavy metals
- minerals
- MTBEs
- nitrates

Killing microbials is not a big deal since most of that’s been done by chlorine. Most contaminants are removed by the better filters. The problem when choosing a filter seems to come down to four main concerns: fluoride, minerals, THMs, and nitrates.

Difficult to find one filter that does everything: many reverse osmosis filters take out fluoride, but also the healthy minerals. Many of the high-end carbon filters will not remove fluoride or nitrates, but leave the healthy minerals.

Fluoride is obviously a biggie. Find out if the filter you are about to buy removes fluoride, and what percentage. After what we’ve learned about fluoride, we should expect a filter to remove it.

Due to fluoride advocate propaganda, most don’t even realize fluoride is bad, and therefore don’t think about it when considering a water filter.

NSF is a third-party non-profit testing agency that has been rating water filters for the past 50 years. Always ask – is it NSF-certified? Don’t be fooled if they say ‘NSF-tested.’ Big difference.

Minerals is an area of some controversy. You’ve got the hard water / soft water debate. Hard water has more minerals in it, which obviously is better for the bones and teeth, and probably for the heart as well.

That makes sense, although elemental minerals are the least absorbed of all types. Elemental means from rocks, and that’s the kind that would be in spring water, and therefore in filtered water, except for reverse osmosis.

Most naturopaths and holistic nutritionists don’t like distilled water because they say it leaches minerals from the bones and teeth. In general, that seems logical, although it may not make any difference unless the person is extremely malnourished.

The truth is, no formal studies comparing distilled with mineral water have been done, so it’s all pretty theoretical. But thinking about the Hunzas and their 120-year lifespan that was attributed to the glacial mineral waters they drank, one can see the value of minerals in drinking water.

A high-end water filter should take this discussion into consideration and give reasons about the importance or unimportance of filtering out certain minerals.

Comes down to a choice: reverse osmosis or carbon block. With reverse osmosis you’ve can remove fluoride but also remove many minerals, and wasting about 4-9 gallons to get one gallon of pure water. With high-end carbon mesh filters, you can get rid of everything but fluoride, and you’ll still have minerals.

Bottom Line: Stay away from direct consumption of tap water and research effective filtration methods that remove fluoride, lead, arsenic, or specific contaminants. Not only will it improve the taste, it will improve your health.

The Fluoride Deception
‘The Fluoride Deception’ reads like a whodunit. There are conspiracies, cover-ups, human casualties, and broken careers. The prime suspects in this toxic thriller are compounds of fluoride; the coconspirators represent industry, the military, and the public health community. At the book’s ending, the suspect chemicals are not proven guilty beyond a reasonable doubt, but we are left with compelling evidence that powerful interests with high financial stakes have colluded to prematurely close honest discussion and investigation into fluoride toxicity.

Source: PreventDisease.com

1. The first thing to remember is that you are the boss.

Self belief is incredibly important in this job. You can’t expect pupils to respond positively to you unless you believe, really believe, that you fully deserve their respect and compliance. The thought that you are the leader in the classroom must be at the forefront of your mind.

If you give any sign at all that you are NOT in FULL CONTROL, children will sense this and exploit your weaknesses. You MUST project strength and the impression that you will not tolerate any disobedience.

All too often a teacher will enter a lesson filled with dread and give out the signal that they are beaten before the lesson even starts. Pupils sense this. If you’ve been having a hard time with a particular group they will come to expect that you will be a walk-over and get into the habit of talking freely with total disregard for your threats.

2. Have definite rules on noise

Once you’ve decided on your rules (preferably with input from the pupils) you need to ensure the pupils are totally clear what those rules are. There must be no ambiguity and therefore no room for argument.

We all know how important consistency is in terms of classroom management but unless you have a clear set of rules to work to in the first place, you can’t consistently apply them.

So, what is your rule on noise?

Mine is simple: If I say there is to be no talking, then there is to be no talking. I will not tolerate being interrupted without taking action. I seldom enforce this rule for longer than a few minutes – just at those key times when I am either explaining something, starting a new task or taking a register etc. – but if I tell a group that I want total silence, then I mean it. And any pupil who ignores this is dealt with straight away.

For example, never let a pupil shout out without reminding them to put up their hand. Never, allow pupils to continue talking at the start of a lesson when you’ve started explaining the objective. Never, let pupils interrupt you without reminding them that it is unacceptable to do so.

If you let them get away with it once, you have effectively trained them to try and get away with it again.

3. Control entry to the classroom

The ideal place to establish control over your pupils is outside the door – before you even let them in the room.You must start the lesson under your terms. And the lesson starts before they enter the room with you having them line up outside the door in an orderly manner.

This is the perfect time to gauge the mood of the group and indeed the individuals in the group. You can easily spot potential problems (unhappy pupils, cases of bullying, arguments etc.) and deal with them rather than letting them go unnoticed and having them escalate into serious disruptions during your lesson.

If the group won’t stand still and quiet don’t let them in the room. They must do EXACTLY as you say before you let them through the door. If they run to a chair bring them back again and make them walk. If you let them get away with anything at this important stage, you will set the tone as being one where they can get away with things. You don’t want that.

4. Have ‘settling work’ ready for them when they enter the room

If you have a group who just won’t settle try presenting them with some of the following ‘settling work’ as soon as they enter the room. But… make sure you add this little twist to ensure the pupils get stuck into it straight away…

On your board have the following written up…

“Complete the work detailed below. You have ten minutes. If you don’t finish it, you will return at break to complete it.”

Obviously you need to adjust individual work targets for less able pupils to make it fair. Once they’ve started you can go round the slow workers very quietly, out of earshot of the others, and tell them where to stop. i.e. give them a work target which requires less writing than the others –

“James, you can stop when you get to the end of this sentence”. (And put a pencil mark where you want them to get up to.)

The great advantage of this strategy is that it gives you a few minutes to get your resources sorted out. I do use this if I want to show a DVD clip and haven’t had time to set the AV equipment up for example.

On each desk you could have a quick topic-related puzzle, a review quiz of last lesson’s work, a cloze exercise or some text copying work. Nothing too difficult – you don’t want to confuse them because they’ll spend ten minutes asking questions instead of settling down. Choose something simple (and preferably light-hearted or fun) that requires no explanation or fuss.

As well as having the instructions written on the board, greet them at the door and say…

“Get started on the simple task on your desk – you have ten minutes to finish it.”

Once they’re in the room you can then add…

“Anyone not finishing this little task will finish it at break – there should be no talking. If you talk you’ll come back at break and do it in silence then.”

If you want them to copy notes from the board (or a book) make sure there isn’t a huge amount of text otherwise you will provoke complaints. You can ‘hide’ extra work by having five or ten lines of text for them to copy and then a note at the end saying “Now answer question 2 on page 46” which could be another five or ten lines of notes.

Comments like…

“It is entirely your choice as to whether or not you get break. If you want break, do the work. If you don’t want break, sit and chat.”

…can be used if they don’t settle straight away.

5. The Right Way To Ask For Silence

You may have been told that an alternative to shouting for silence is to simply wait for rowdy pupils to calm down.

And wait… And wait… And wait…

Teachers have mixed views as to the effectiveness of waiting for silence before continuing with the lesson because in many cases it just doesn’t work.

Some classes will respond positively to this strategy almost straight away but a hard class will test your mettle and try to push you way beyond 5 or 10 minutes.

They’ll enjoy watching your expression turn to desperation and laugh at the fact that your plan isn’t working.

At a time like this you need to bring in sanctions and make them see that their continuous disobedience will not be tolerated.

If you have a strong, commanding voice you can shout for quiet and explain what the sanctions will be if they continue talking. If you can’t be sure that your voice will cut through the noise sufficiently, you can communicate via the board by writing your instructions. Write up your instructions in bold, capital letters. You may need to give them slightly longer time to comply – allowing for the fact that they may not all read your instructions straight away.

This is what to say…

(You may think that these sanctions won’t work with your toughest class but they are phrased in a very specific manner as you’ll soon see. If you rigorously and consistently apply them you will win. Your class will settle. I’ve never known it fail).

“If you wish to continue talking during my lesson I will have to take time off you at break. By the time I‘ve written the title on the board you need to be sitting in silence. Anyone who is still talking after that will be kept behind for 5 minutes.”

Phrasing your instructions in this way when you want a class to be quiet is very powerful and almost always guarantees success.

Let’s examine why:

Firstly, you are being very fair and giving the pupils a warning…

“If you wish to continue talking during my lesson I will have to take time off you at break.”

When teachers try to issue a punishment without a warning…

“Right you’ve just lost your break!”

…they are often met with a torrent of abuse…

“No way, that’s not fair – we weren’t doing anything!!!”

I always find that giving pupils a fair warning about an impending sanction takes the sting out of a confrontational situation.

Secondly, you are telling them exactly what they are doing wrong, and exactly how to put it right…

“…you need to be sitting in silence.”

Thirdly, you are giving them a clear time by which you expect full compliance…

“By the time I‘ve written the title on the board you need to be sitting in silence.”

Fourthly, and very importantly, you are telling them exactly what will happen to them if they don’t do as you ask…

“Anyone who is still talking after that will be kept behind for 5 minutes.”

These key features are important if you want pupils to follow your instructions because they leave no room for questions, debates, arguments or confusion. The pupils know exactly what they’re doing wrong, what will happen if they continue and how to correct their behavior so as to evade a sanction.

N.B. I’m fully aware that timetable constraints do not allow teachers to keep pupils back after each and every lesson. For that reason you need to think about the sanctions you will issue. You could for example hit the class hard and tell them that any pupils still talking will receive a letter home but it may be better to start off with a small sanction (such as staying behind after school for 5 minutes) because you can then add to it if and when the behavior continues.

About the Author

Rob Johnson is the author of Magic Classroom Management – How to get the most from the worst kids in school.

He is Deputy Head Teacher at a special school in the UK and has been working with challenging young people for 15 years. Copyright 2007 Rob Johnson http://www.classroom-management.org.

Pic: Ehow.com

It is estimated that parents spend an average of six hours a week on helping their children with homework. If you show interest and give support early on, it will encourage your child to develop positive attitudes to learning, in and out of school.

You will benefit, too. You’ll get to know your child’s particular strengths and difficulties and you will also find out what he’s studying. Your child’s school will also gain by having motivated pupils and well-informed parents who are fully involved with their children’s education.

As your child gets older, of course, he needs to become more independent. Helping your child to get organized, providing equipment and a quiet place to work and offering lots of encouragement will get him off to the right start.

Most schools also issue a homework diary where children write down what they have been set and when it is due. You should check it every week (and sign it if the school asks you to).

How to help

1. Make sure you are familiar with any school guidelines on homework.
2. Ask the school for copies of any leaflets about supporting children at home.
3. Watch out for school newsletters advertising parents’ subject sessions. These are really useful for learning about modern teaching methods.
4. Nominate somewhere at home as a homework area. It needs a flat surface, a good light source and resources such as pens, pencils, rulers, scissors, glue, dictionary and notebook to hand.
5. Set up a daily routine. Plan a homework timetable so you both know what your child needs to do and when. If your child is at secondary school he will probably be told which subject teacher will set homework on each day.
6. It’s a good idea if your child has a break and something to eat before starting on homework.
7. Ask your child to explain the homework task and how it follows on from what he was studying at school.
8. Be interested and be on hand to talk to your child about what he has learnt so far.
9. Help your child to become an independent learner. Explain how to look up information or find a word in a dictionary rather than simply giving an answer in order to get the task finished.
10. Don’t be tempted to teach your child methods you used at school.
11. Turn off the television while homework is underway but do let your child listen to music if he finds it helpful.
12. Use home/school books to note how your child tackles the task, what is done well and where he has difficulties. (Remember, your child is probably one of 30 so keep your comments brief!) Read carefully any comments that your child’s teacher makes in return.
13. Discourage your child from copying when he’s asked to do research tasks. Talk about the information together, work out the key facts and help your child to write these down as brief notes.
14. Be positive about your child’s attempts. If you have concerns about his progress, make an appointment with the school.
15. Don’t let homework become a chore. Make it a special time that you both look forward to.

A word of warning: Schools are extremely keen that parents become fully involved in their children’s education but please don’t be tempted to correct homework and make your child copy it out. Schools need to know how much your child understands and can do independently.

Homework clubs

If you feel your child needs more help than you are able to give, do contact the school. Many schools offer an after-school homework club staffed by teachers or learning support assistants.

About the Author

Charles Smith

BA(Hons) in Education and teacher in primary school in London

www.ukschoolsdirectory.net

Assalamualaikum dan salam 1Malaysia…

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Pada 7 Oktober yang lalu saya bersama seorang rakan telah diamanahkan oleh pihak sekolah untuk mengikuti taklimat salah satu  program pembelajaran interkatif Melalui internet iaitu zoom-a.com…

Program ini wujud hasil persepakatan antara Gabungan Majlis Guru Besar Malaysia dan One Touch Education Sdn. Bhd.

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Selesai sahaja murid menjawab, markah terus diberikan siap dengan penerangan jawapan yang sepatutnya. Memang bagus program ini. Guru hanya perlu melihat pada analisa item untuk membaiki tajuk-tajuk yang masih belum dikuasai oleh murid. Memang best!

Tetapi setelah memikir keadaan murid di sekolah. Saya dapati agak sukar untuk laksanakan program ini. Masih ramai murid yang dirumahnya tiada komputer. Apatah lagi internet.  Jadi macam mana nak buat?

Kalau sebahagian murid melanggan. Sebahagian lagi tidak. Ini akan menambah kerja guru-guru di sekolah.  Mesti ramai yang tidak bersetuju. Murid-murid yang melanggan sudah pasti ibubapa mereka mahu ia dilaksanakan sebaik mungkin. RM 10 setahun… banyak tu

Walau bagaimana pun murid-murid boleh membuat latih tubi sendiri dengan menggunakan program ini dan ia boleh dipantau oleh ibubapa.

Cuma apa yang sedang saya fikirkan sekarang. Bagaimana program ini dapat digunakan dengan semaksima yang mungkin dalam membantu meningkatkan prestasi sekolah.

Untuk pengetahuan semua. Saya masih lagi dalam proses mengeksplor laman web ini. Insyaallah komen dan pandangan akan menyusul.

Sekian wasalam…