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Malala Yousafzai – Nobel Lecture
Bismillah hir rahman ir rahim.
In the name of God, the most merciful, the most beneficent.
In the name of God, the most merciful, the most beneficent.
Your Majesties, Your royal highnesses, distinguished members of the Norwegian Nobel Committee,
Dear sisters and brothers, today is a day of great happiness for me. I am humbled that the Nobel Committee has selected me for this precious award.
Thank you to everyone for your continued support and love. Thank you for the letters and cards that I still receive from all around the world. Your kind and encouraging words strengthens and inspires me.
I would like to thank my parents for their unconditional love. Thank you to my father for not clipping my wings and for letting me fly. Thank you to my mother for inspiring me to be patient and to always speak the truth – which we strongly believe is the true message of Islam. And also thank you to all my wonderful teachers, who inspired me to believe in myself and be brave.
I am proud, well in fact, I am very proud to be the first Pashtun, the first Pakistani, and the youngest person to receive this award. Along with that, along with that, I am pretty certain that I am also the first recipient of the Nobel Peace Prize who still fights with her younger brothers. I want there to be peace everywhere, but my brothers and I are still working on that.
I am also honoured to receive this award together with Kailash Satyarthi, who has been a champion for children’s rights for a long time. Twice as long, in fact, than I have been alive. I am proud that we can work together, we can work together and show the world that an Indian and a Pakistani, they can work together and achieve their goals of children’s rights.
Dear brothers and sisters, I was named after the inspirational Malalai of Maiwand who is the Pashtun Joan of Arc. The word Malala means grief stricken”, sad”, but in order to lend some happiness to it, my grandfather would always call me Malala – The happiest girl in the world” and today I am very happy that we are together fighting for an important cause.
This award is not just for me. It is for those forgotten children who want education. It is for those frightened children who want peace. It is for those voiceless children who want change.
I am here to stand up for their rights, to raise their voice… it is not time to pity them. It is not time to pity them. It is time to take action so it becomes the last time, the last time, so it becomes the last time that we see a child deprived of education.
I have found that people describe me in many different ways.
Some people call me the girl who was shot by the Taliban.
And some, the girl who fought for her rights.
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Some people, call me a “Nobel Laureate” now.
However, my brothers still call me that annoying bossy sister. As far as I know, I am just a committed and even stubborn person who wants to see every child getting quality education, who wants to see women having equal rights and who wants peace in every corner of the world.
Education is one of the blessings of life—and one of its necessities. That has been my experience during the 17 years of my life. In my paradise home, Swat, I always loved learning and discovering new things. I remember when my friends and I would decorate our hands with henna on special occasions. And instead of drawing flowers and patterns we would paint our hands with mathematical formulas and equations.
We had a thirst for education, we had a thirst for education because our future was right there in that classroom. We would sit and learn and read together. We loved to wear neat and tidy school uniforms and we would sit there with big dreams in our eyes. We wanted to make our parents proud and prove that we could also excel in our studies and achieve those goals, which some people think only boys can.
But things did not remain the same. When I was in Swat, which was a place of tourism and beauty, suddenly changed into a place of terrorism. I was just ten that more than 400 schools were destroyed. Women were flogged. People were killed. And our beautiful dreams turned into nightmares.
Education went from being a right to being a crime.
Girls were stopped from going to school.
When my world suddenly changed, my priorities changed too.
I had two options. One was to remain silent and wait to be killed. And the second was to speak up and then be killed.
I chose the second one. I decided to speak up.
We could not just stand by and see those injustices of the terrorists denying our rights, ruthlessly killing people and misusing the name of Islam. We decided to raise our voice and tell them: Have you not learnt, have you not learnt that in the Holy Quran Allah says: if you kill one person it is as if you kill the whole humanity?
Do you not know that Mohammad, peace be upon him, the prophet of mercy, he says, do not harm yourself or others”.
And do you not know that the very first word of the Holy Quran is the word Iqra”, which means read”?
The terrorists tried to stop us and attacked me and my friends who are here today, on our school bus in 2012, but neither their ideas nor their bullets could win.
We survived. And since that day, our voices have grown louder and louder.
I tell my story, not because it is unique, but because it is not.
It is the story of many girls.
Today, I tell their stories too. I have brought with me some of my sisters from Pakistan, from Nigeria and from Syria, who share this story. My brave sisters Shazia and Kainat who were also shot that day on our school bus. But they have not stopped learning. And my brave sister Kainat Soomro who went through severe abuse and extreme violence, even her brother was killed, but she did not succumb.
Also my sisters here, whom I have met during my Malala Fund campaign. My 16-year-old courageous sister, Mezon from Syria, who now lives in Jordan as refugee and goes from tent to tent encouraging girls and boys to learn. And my sister Amina, from the North of Nigeria, where Boko Haram threatens, and stops girls and even kidnaps girls, just for wanting to go to school.
Though I appear as one girl, though I appear as one girl, one person, who is 5 foot 2 inches tall, if you include my high heels. (It means I am 5 foot only) I am not a lone voice, I am not a lone voice, I am many.
I am Malala. But I am also Shazia.
I am Kainat.
I am Kainat Soomro.
I am Mezon.
I am Amina. I am those 66 million girls who are deprived of education. And today I am not raising my voice, it is the voice of those 66 million girls.
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Sometimes people like to ask me why should girls go to school, why is it important for them. But I think the more important question is why shouldn’t they, why shouldn’t they have this right to go to school.
Dear sisters and brothers, today, in half of the world, we see rapid progress and development. However, there are many countries where millions still suffer from the very old problems of war, poverty, and injustice.
We still see conflicts in which innocent people lose their lives and children become orphans. We see many people becoming refugees in Syria, Gaza and Iraq. In Afghanistan, we see families being killed in suicide attacks and bomb blasts.
Many children in Africa do not have access to education because of poverty. And as I said, we still see, we still see girls who have no freedom to go to school in the north of Nigeria.
Many children in countries like Pakistan and India, as Kailash Satyarthi mentioned, many children, especially in India and Pakistan are deprived of their right to education because of social taboos, or they have been forced into child marriage or into child labour.
One of my very good school friends, the same age as me, who had always been a bold and confident girl, dreamed of becoming a doctor. But her dream remained a dream. At the age of 12, she was forced to get married. And then soon she had a son, she had a child when she herself was still a child – only 14. I know that she could have been a very good doctor.
But she couldn’t … because she was a girl.
Her story is why I dedicate the Nobel Peace Prize money to the Malala Fund, to help give girls quality education, everywhere, anywhere in the world and to raise their voices. The first place this funding will go to is where my heart is, to build schools in Pakistan—especially in my home of Swat and Shangla.
In my own village, there is still no secondary school for girls. And it is my wish and my commitment, and now my challenge to build one so that my friends and my sisters can go there to school and get quality education and to get this opportunity to fulfil their dreams.
This is where I will begin, but it is not where I will stop. I will continue this fight until I see every child, every child in school.
Dear brothers and sisters, great people, who brought change, like Martin Luther King and Nelson Mandela, Mother Teresa and Aung San Suu Kyi, once stood here on this stage. I hope the steps that Kailash Satyarthi and I have taken so far and will take on this journey will also bring change – lasting change.
My great hope is that this will be the last time, this will be the last time we must fight for education. Let’s solve this once and for all.
We have already taken many steps. Now it is time to take a leap.
It is not time to tell the world leaders to realise how important education is – they already know it – their own children are in good schools. Now it is time to call them to take action for the rest of the world’s children.
We ask the world leaders to unite and make education their top priority.
Fifteen years ago, the world leaders decided on a set of global goals, the Millennium Development Goals. In the years that have followed, we have seen some progress. The number of children out of school has been halved, as Kailash Satyarthi said. However, the world focused only on primary education, and progress did not reach everyone.
In year 2015, representatives from all around the world will meet in the United Nations to set the next set of goals, the Sustainable Development Goals. This will set the world’s ambition for the next generations.
The world can no longer accept, the world can no longer accept that basic education is enough. Why do leaders accept that for children in developing countries, only basic literacy is sufficient, when their own children do homework in Algebra, Mathematics, Science and Physics?
Leaders must seize this opportunity to guarantee a free, quality, primary and secondary education for every child.
Some will say this is impractical, or too expensive, or too hard. Or maybe even impossible. But it is time the world thinks bigger.
Dear sisters and brothers, the so-called world of adults may understand it, but we children don’t. Why is it that countries which we call strong” are so powerful in creating wars but are so weak in bringing peace? Why is it that giving guns is so easy but giving books is so hard? Why is it, why is it that making tanks is so easy, but building schools is so hard?
We are living in the modern age and we believe that nothing is impossible. We have reached the moon 45 years ago and maybe will soon land on Mars. Then, in this 21st century, we must be able to give every child quality education.
Dear sisters and brothers, dear fellow children, we must work… not wait. Not just the politicians and the world leaders, we all need to contribute. Me. You. We. It is our duty.
Let us become the first generation to decide to be the last , let us become the first generation that decides to be the last that sees empty classrooms, lost childhoods, and wasted potentials.
Let this be the last time that a girl or a boy spends their childhood in a factory.
Let this be the last time that a girl is forced into early child marriage.
Let this be the last time that a child loses life in war.
Let this be the last time that we see a child out of school.
Let this end with us.
Let’s begin this ending … together … today … right here, right now. Let’s begin this ending now.
Thank you so much.
Copyright © The Nobel Foundation 2014
Malala Yousafzai addresses United Nations Youth Assembly
United Nations, New York, 12 July 2013 - Education activist Malala Yousafzai marks her 16th birthday, on Friday, 12 July 2013 at the United
Nations by giving her first high-level public appearance and statement on the importance of education. Malala became a public figure when she
was shot by the Taliban while travelling to school last year in Pakistan -- targeted because of her committed campaigning for the right of all girls
to an education. Flown to the United Kingdom to recover, she is now back at school and continues to advocate for every child's right to
education. In support of the UN Secretary-General's Global Education First Initiative (GEFI), on 12 July -- declared as "Malala Day" -- the
President of the UN General Assembly and the UN Special Envoy for Global Education with the support of A World at School initiative are
organizing the UN Youth Assembly, where more than 500 young leaders from around the world will convene to accelerate the goal of getting all
children, especially girls, in school and learning by 2015.
Malala Yousafzai’s speech at the United Nations
In the name of God, The Most Beneficent, The Most Merciful. Honourable UN Secretary General Mr Ban
Ki-moon, Respected President General Assembly Vuk Jeremic Honourable UN envoy for Global
education Mr Gordon Brown, Respected elders and my dear brothers and sisters;
Today, it is an honour for me to be speaking again after a long time. Being here with such honourable
people is a great moment in my life.
I don't know where to begin my speech. I don't know what people would be expecting me to say. But first
of all, thank you to God for whom we all are equal and thank you to every person who has prayed for my
fast recovery and a new life. I cannot believe how much love people have shown me. I have received
thousands of good wish cards and gifts from all over the world. Thank you to all of them. Thank you to
the children whose innocent words encouraged me. Thank you to my elders whose prayers strengthened
me.
I would like to thank my nurses, doctors and all of the staff of the hospitals in Pakistan and the UK and
the UAE government who have helped me get better and recover my strength. I fully support Mr Ban Kimoon the Secretary-General in his Global Education First Initiative and the work of the UN Special
Envoy Mr Gordon Brown. And I thank them both for the leadership they continue to give. They continue
to inspire all of us to action.
Dear brothers and sisters, do remember one thing. Malala day is not my day. Today is the day of every
woman, every boy and every girl who have raised their voice for their rights. There are hundreds of
Human rights activists and social workers who are not only speaking for human rights, but who are
struggling to achieve their goals of education, peace and equality. Thousands of people have been killed
by the terrorists and millions have been injured. I am just one of them.
So here I stand... one girl among many.
I speak – not for myself, but for all girls and boys.
I raise up my voice – not so that I can shout, but so that those without a voice can be heard.
Those who have fought for their rights:
Their right to live in peace. Their right to be treated with dignity. Their right to equality of opportunity.
Their right to be educated.
Dear Friends, on the 9th of October 2012, the Taliban shot me on the left side of my forehead. They shot
my friends too. They thought that the bullets would silence us. But they failed. And then, out of that
silence came, thousands of voices. The terrorists thought that they would change our aims and stop our
ambitions but nothing changed in my life except this: Weakness, fear and hopelessness died. Strength,
power and courage was born. I am the same Malala. My ambitions are the same. My hopes are the same.
My dreams are the same.
Dear sisters and brothers, I am not against anyone. Neither am I here to speak in terms of personal
revenge against the Taliban or any other terrorists group. I am here to speak up for the right of education
of every child. I want education for the sons and the daughters of all the extremists especially the Taliban.
I do not even hate the Talib who shot me. Even if there is a gun in my hand and he stands in front of me. I
would not shoot him. This is the compassion that I have learnt from Muhammad-the prophet of mercy,
Jesus christ and Lord Buddha. This is the legacy of change that I have inherited from Martin Luther King,
Nelson Mandela and Muhammad Ali Jinnah. This is the philosophy of non-violence that I have learnt
from Gandhi Jee, Bacha Khan and Mother Teresa. And this is the forgiveness that I have learnt from my
mother and father. This is what my soul is telling me, be peaceful and love everyone.
Dear sisters and brothers, we realise the importance of light when we see darkness. We realise the
importance of our voice when we are silenced. In the same way, when we were in Swat, the north of
Pakistan, we realised the importance of pens and books when we saw the guns.
2
The wise saying, “The pen is mightier than sword” was true. The extremists are afraid of books and pens.
The power of education frightens them. They are afraid of women. The power of the voice of women
frightens them. And that is why they killed 14 innocent medical students in the recent attack in Quetta.
And that is why they killed many female teachers and polio workers in Khyber Pukhtoon Khwa and
FATA. That is why they are blasting schools every day. Because they were and they are afraid of change,
afraid of the equality that we will bring into our society.
I remember that there was a boy in our school who was asked by a journalist, “Why are the Taliban
against education?” He answered very simply. By pointing to his book he said, “A Talib doesn't know
what is written inside this book.” They think that God is a tiny, little conservative being who would send
girls to the hell just because of going to school. The terrorists are misusing the name of Islam and Pashtun
society for their own personal benefits. Pakistan is a peace-loving democratic country. Pashtuns want
education for their daughters and sons. And Islam is a religion of peace, humanity and brotherhood. Islam
says that it is not only each child's right to get education, rather it is their duty and responsibility.
Honourable Secretary General, peace is necessary for education. In many parts of the world especially
Pakistan and Afghanistan; terrorism, wars and conflicts stop children to go to their schools. We are really
tired of these wars. Women and children are suffering in many ways in many parts of the world. In India,
innocent and poor children are victims of child labour. Many schools have been destroyed in Nigeria.
People in Afghanistan have been affected by the hurdles of extremism for decades. Young girls have to
do domestic child labour and are forced to get married at early age. Poverty, ignorance, injustice, racism
and the deprivation of basic rights are the main problems faced by both men and women.
Dear fellows, today I am focusing on women's rights and girls' education because they are suffering the
most. There was a time when women social activists asked men to stand up for their rights. But, this time,
we will do it by ourselves. I am not telling men to step away from speaking for women's rights rather I am
focusing on women to be independent to fight for themselves.
Dear sisters and brothers, now it's time to speak up.
So today, we call upon the world leaders to change their strategic policies in favour of peace and
prosperity.
We call upon the world leaders that all the peace deals must protect women and children's rights. A deal
that goes against the dignity of women and their rights is unacceptable.
We call upon all governments to ensure free compulsory education for every child all over the world.
We call upon all governments to fight against terrorism and violence, to protect children from brutality
and harm.
We call upon the developed nations to support the expansion of educational opportunities for girls in the
developing world.
We call upon all communities to be tolerant – to reject prejudice based on cast, creed, sect, religion or
gender. To ensure freedom and equality for women so that they can flourish. We cannot all succeed when
half of us are held back.
We call upon our sisters around the world to be brave – to embrace the strength within themselves and
realise their full potential.
Dear brothers and sisters, we want schools and education for every child's bright future. We will continue
our journey to our destination of peace and education for everyone. No one can stop us. We will speak for
our rights and we will bring change through our voice. We must believe in the power and the strength of
our words. Our words can change the world.
Because we are all together, united for the cause of education. And if we want to achieve our goal, then
let us empower ourselves with the weapon of knowledge and let us shield ourselves with unity and
togetherness.
Dear brothers and sisters, we must not forget that millions of people are suffering from poverty, injustice
and ignorance. We must not forget that millions of children are out of schools. We must not forget that
our sisters and brothers are waiting for a bright peaceful future.
So let us wage a global struggle against illiteracy, poverty and terrorism and let us pick up our books and
pens. They are our most powerful weapons.
One child, one teacher, one pen and one book can change the world.
Education is the only solution. Education First.
2021年4月2日 星期五
Discuss a global ethical dilemma such as “Women and the Well.”
17. Discuss a global ethical dilemma such as “Women and the Well.”
Present the following story to your students:
A group of western travelers visit a rural developing community in the Congo. After seeing that the Congolese women walk hours to and from a well each day to collect water, the western travelers install a water well in the center of the Congolese village, without consulting the community, to save the women hours of walking each day.
However, these good intentions backfire. The time the Congolese women spent walking to and from the well was largely the only time the women spent out of their homes and in community with other women. When the women lacked a reason to leave their homes or socialize with their friends, rates of depression, anxiety and domestic abuse skyrocketed in the community.
You can use this story as a catalyst to discuss the complexity of civic and global foreign aid, as well as the merit of asset-based community development (ABCD). Here is a great link to learn about ABCD, and here is a great study set to solidify student understanding of ABCD.
Last, challenge students to create two different action plans implementing ABCD: one to implement positive change in their home communities, and one to implement positive change in a specific community other than their own.
此篇短文摘自 Social studies lesson plans: 17 Ideas to expand your students worldview 的第17 個 Idea。
2021年3月22日 星期一
2021年3月7日 星期日
2021年3月6日 星期六
2021年3月2日 星期二
2021年2月10日 星期三
The Python Tutorial
- 1. Whetting Your Appetite
- 2. Using the Python Interpreter
- 2.1. Invoking the Interpreter
- 2.1.1. Argument Passing
- 2.1.2. Interactive Mode
- 2.2. The Interpreter and Its Environment
- 2.2.1. Source Code Encoding
- 3. An Informal Introduction to Python
- 3.1. Using Python as a Calculator
- 3.1.1. Numbers
- 3.1.2. Strings
- 3.1.3. Lists
- 3.2. First Steps Towards Programming
- 4. More Control Flow Tools
- 4.1. if Statements
- 4.2. for Statements
- 4.3. The range() Function
- 4.4. break and continue Statements, and else Clauses on Loops
- 4.5. pass Statements
- 4.6. Defining Functions
- 4.7. More on Defining Functions
- 4.7.1. Default Argument Values
- 4.7.2. Keyword Arguments
- 4.7.3. Special parameters
- 4.7.3.1. Positional-or-Keyword Arguments
- 4.7.3.2. Positional-Only Parameters
- 4.7.3.3. Keyword-Only Arguments
- 4.7.3.4. Function Examples
- 4.7.3.5. Recap
- 4.7.4. Arbitrary Argument Lists
- 4.7.5. Unpacking Argument Lists
- 4.7.6. Lambda Expressions
- 4.7.7. Documentation Strings
- 4.7.8. Function Annotations
- 4.8. Intermezzo: Coding Style
- 5. Data Structures
- 5.1. More on Lists
- 5.1.1. Using Lists as Stacks
- 5.1.2. Using Lists as Queues
- 5.1.3. List Comprehensions
- 5.1.4. Nested List Comprehensions
- 5.2. The del statement
- 5.3. Tuples and Sequences
- 5.4. Sets
- 5.5. Dictionaries
- 5.6. Looping Techniques
- 5.7. More on Conditions
- 5.8. Comparing Sequences and Other Types
- 6. Modules
- 6.1. More on Modules
- 6.1.1. Executing modules as scripts
- 6.1.2. The Module Search Path
- 6.1.3. “Compiled” Python files
- 6.2. Standard Modules
- 6.3. The dir() Function
- 6.4. Packages
- 6.4.1. Importing * From a Package
- 6.4.2. Intra-package References
- 6.4.3. Packages in Multiple Directories
- 7. Input and Output
- 7.1. Fancier Output Formatting
- 7.1.1. Formatted String Literals
- 7.1.2. The String format() Method
- 7.1.3. Manual String Formatting
- 7.1.4. Old string formatting
- 7.2. Reading and Writing Files
- 7.2.1. Methods of File Objects
- 7.2.2. Saving structured data with json
- 8. Errors and Exceptions
- 8.1. Syntax Errors
- 8.2. Exceptions
- 8.3. Handling Exceptions
- 8.4. Raising Exceptions
- 8.5. Exception Chaining
- 8.6. User-defined Exceptions
- 8.7. Defining Clean-up Actions
- 8.8. Predefined Clean-up Actions
- 9. Classes
- 9.1. A Word About Names and Objects
- 9.2. Python Scopes and Namespaces
- 9.2.1. Scopes and Namespaces Example
- 9.3. A First Look at Classes
- 9.3.1. Class Definition Syntax
- 9.3.2. Class Objects
- 9.3.3. Instance Objects
- 9.3.4. Method Objects
- 9.3.5. Class and Instance Variables
- 9.4. Random Remarks
- 9.5. Inheritance
- 9.5.1. Multiple Inheritance
- 9.6. Private Variables
- 9.7. Odds and Ends
- 9.8. Iterators
- 9.9. Generators
- 9.10. Generator Expressions
- 10. Brief Tour of the Standard Library
- 10.1. Operating System Interface
- 10.2. File Wildcards
- 10.3. Command Line Arguments
- 10.4. Error Output Redirection and Program Termination
- 10.5. String Pattern Matching
- 10.6. Mathematics
- 10.7. Internet Access
- 10.8. Dates and Times
- 10.9. Data Compression
- 10.10. Performance Measurement
- 10.11. Quality Control
- 10.12. Batteries Included
- 11. Brief Tour of the Standard Library — Part II
- 11.1. Output Formatting
- 11.2. Templating
- 11.3. Working with Binary Data Record Layouts
- 11.4. Multi-threading
- 11.5. Logging
- 11.6. Weak References
- 11.7. Tools for Working with Lists
- 11.8. Decimal Floating Point Arithmetic
- 12. Virtual Environments and Packages
- 12.1. Introduction
- 12.2. Creating Virtual Environments
- 12.3. Managing Packages with pip
- 13. What Now?
- 14. Interactive Input Editing and History Substitution
- 14.1. Tab Completion and History Editing
- 14.2. Alternatives to the Interactive Interpreter
- 15. Floating Point Arithmetic: Issues and Limitations
- 15.1. Representation Error
- 16. Appendix
- 16.1. Interactive Mode
- 16.1.1. Error Handling
- 16.1.2. Executable Python Scripts
- 16.1.3. The Interactive Startup File
- 16.1.4. The Customization Modules
2021年2月8日 星期一
How to Learn AI as a High Schooler
How to Learn AI as a High Schooler
Learn Python Python For Beginners
Start With Traditional ML
Don’t Worry About the Math
Continue Coding Projects
2021年2月4日 星期四
「少年派的奇幻漂流」學習單
這是啟恩的雲端國文作業簿。作業簿中有一個寒假作業學習單。這學習單要學生推薦一部電影。並說明影片的名稱、推薦這影片的原因、這影片的大綱、的這影片的經典台詞或經典畫面、以及觀看言這影片的心得。我們安排了一個連續三堂的課程，計畫在寒假結束前實施，時間是2/18(四)、2/19(五)、2/20(六)早上5:50-6:40。這三堂課，有四位老師和三位學生一起上課。四位老師是：尤老師、Michael老師、若亞老師、和邊老師，三位學生是：啟恩、承恩、聖恩。這三堂課的學習目標是 1) 運用 The Art of Storytelling 的說故事技巧，2) 運用 ELA 的閱讀素養，3) 運用每一個人的國文能力，4) 運用耶穌基督福音的永恆觀點。每一個人都要分享自己的學習單內容。為了討論有共同的焦點，我們選擇了啟恩所推薦的影片「少年派的奇幻漂流」為共同的推薦影片。我在啟恩的國文雲端作業簿中提供了一些資料供大家參考。這些資料包括：中文維基百科的「少年派的奇幻漂流」、Youtube 的 影評、The Art of Storytelling 的連結。請大家參考這些資料，以及學習福音的方法、和自己的經驗和見解來完成學習單，並在課堂中分享，也可以運用這個 Line 群組(HSL20G6) 在課前及課後分享。謝謝大家！
2021年2月3日 星期三
2021年1月23日 星期六
今天訓練啟恩的朗讀速度
下面這三個段落，摘自教會出版的《2021年1月鞏固青年》約瑟斯密-我的先知。根據 Google Doc 的統計，這三段共有 358 個字。如果以每秒 3 個字的標準來朗讀，則需要大約 2 分鐘讀完。我用碼錶測了啟恩的朗讀速度，結果他兩次都花了大約 90 秒讀完。按此推算，他的朗讀速度是每秒 4 個字，比起標準速度快了三分之一。我認為這是我常常聽不清楚啟恩說話的一個重要原因。另外的原因是他的咬字一直不清，而且音量有時候太小。我想要特別訓練他的朗讀的速度、音量、和發音。
羅素·納爾遜會長在2020年4月總會大會說過的一段話深深地觸動了我的心：「不論你們住在哪裡，周遭情況如何，主耶穌基督都是你們的救主，而神的先知約瑟·斯密，就是你們的先知」（「聽祂說」，［2020年5月，利阿賀拿，第88頁］）。
從小到大，我都有這樣的感覺——約瑟·斯密是我的先知。這位復興的先知比任何人都更能幫助我認識耶穌基督和祂的福音。我研讀教義和聖約中的啟示；而且在我十幾歲的時候，爸爸給了我一本先知約瑟·斯密的教訓，我很快就讀完了。研讀那些教導，構築了我對復興福音見證的重要基石。
從那時起我就在想：約瑟·斯密的教導何以讓我如此印象深刻？是什麼讓聖靈如此強烈地向我見證了其中的真理？我會說有三件事：（1）他知道他所知道的事，並大膽地講出來；（2）他有辦法清楚地闡釋自己透過啟示學到的真理；（3）他一貫磊落，個性鮮明
2021年1月13日 星期三
2021年1月7日 星期四
2020年12月8日 星期二
台灣自立部門例行週會
- 這是我於10月6日(二)凌晨入台大醫院新竹分院急診、接受心血管繞手術，暫停出席台灣自立部門例行週會後，第一次出席這會議。這次出席只參加前 10 分鐘，目的是和史長老夫婦道別。他們擔任全部時間夫婦傳教士18個月期滿，將於猶他時間這星期四晚間，回他們的支聯會卸任召喚。
2020年11月6日 星期五
2020年10月5日 星期一
心克剛共學網教學研究會
- 6:45-7:05
- 出席者：若亞、Michael、黎明
- 議題：
- 若亞需要黎明支援 Granny the hero 文章的 Quizet，比照 Little Red Riding Hoot
- 若亞提承恩的費波那契表格式設定有問題。經討論決議：有關學生的費波那契表的權限，學生應不能編輯而只能檢視。承恩的改好了。
- Michael 分享經驗：學生在操作 Copy Paste 的動作時，有時會因為 Touch pad 沒有關閉而影響操作。
HSL20G6, HSL20H7 班學習活動，主題一：Computer programming，主題二：ELA 2nd grade，主題三：Scratch
- 5:50-6:40
- 學生：啟恩、承恩、聖恩、詩晴、袺絡、瀚文
- 家長：家雯、群懿、弘志、怡君、建文、婷蕙
- 教師：Michael、若亞、黎明
- 主題與進度：
- 啟恩：Computer programming: Intro to JS: Drawing & Animation: Objects: Project Bookshelf
- 承恩：Computer programming: Intro to JS: Drawing & Animation: Objects: Project Bookshelf
- 聖恩：ELA 2nd grade: Little Red Riding Hood
- 詩晴：Scratch: 數獨: 1-81 匯入
- 袺絡：Scratch: 數獨: 1-81 匯入
- 瀚文：Scratch: 數獨: 1-81 匯入
2020年10月3日 星期六
和曦云到港南風景區去查訪下週一上午有營業的腳踏車出租店
- 15:30-17:30
- 下週一我們請傳教士到港南風景區去騎腳踏車。傳教士洪姊妹是台東一支會主教張豪傑的女兒。曦我和我在 2014年7月到2015年6月擔任全部時間傳教士時，每當拜訪台東各支會，張主教都會宴請我們在他開的餐館吃飯。
- 現在洪姊妹來我們支會傳教，我們很樂意以某種方式款待她。曦云認為秋高氣爽的時候，在十七公里海岸邊騎腳踏車是很不錯的活動。
輔導翰宇發展職涯，準備高中學測
- 9:00-11:20
- 翰宇表示他對於歌唱有興趣，如果未來有機會在演藝界發展的話，他會走這一條路。但因為在演藝界發展是否能成功的變數很大，而且大多因素不能掌握在自己手裏，所以要有一個備案。這一個備案就是當數學老師，或數學相關的職業，例如精算師或大數據分析師，因為他在課業中比較喜歡的是數學。
- 翰宇和我從網路中取得師範大學、台大、清大、和交大的數學系入學的成績採計方式，包括繁星、學測、和指考的個人申請途徑之各考科成績標準。
- 我告訴翰宇，要在學涯中成功，首先要確立目標，然後要找出良好的學習資源，接下來要擬訂學習計畫，分配充分的時間給各項學習資源。最後就是要有效地執行計畫。
- 有效地執行計畫包括紀律、方法和工具。「紀律」就是切實按照計畫的時間表進行。「方法」就是要研讀學習資源，仔細閱讀內容幾遍。遇到瞭解的部分，馬上做成筆記，它要讓個人在未來複習時容易理解，並且內容之間要容易聯想或推論。閱讀學習內容遇到有不瞭解的部分，馬上把問題的截圖或照相透過網路平台，發布出去，引發學習夥伴或熱心的指導者一起討論，進而獲得解答。「工具」就是善用科技來學習。網路有很好的數學和英文的 App，也有優質的磨課師 (MOOCs) 。
- 翰宇和我協議：每週日，翰宇會透過 Messenger 來回報進度，讓我可以幫助他確實按照計畫執行，或必要時調整計畫。
2020年10月2日 星期五
防止老年痴呆，我選擇研究及教導兒童及青少年運用雙語科技學習
- 19:00-21:00
- 持續研究及教導兒童及青少年運用雙語科技學習，可以讓我防止老年痴呆。這樣的學習可以陪伴我的孫子們成長，與他們有意義的互動，得到快樂，也幫助他們學習。這可以延伸到他們在職場上的進修，例如大數據、人工智慧。這個節奏配合孫子們的成長，特別有效。他們也可以在這過程中和我有密切的心智互動。
- 感謝主讓我有這樣的生活情境。我覺得只要許可，很多的父母親都可以在年輕的時候，就累積未來陪伴子女學習過程的基礎知識。
2020年10月1日 星期四
紙本福音課本的缺點，因為改為網頁而獲得改善
研讀福音研究所課本、福音進修班、以及教會的許多課本，會發現當文章中引用經文時，大都不把所引用的經文印在文章中。這個現象據我個人推測，可能有兩個原因。第一因為課本的編輯小組希望讀者翻閱經文，而不是全部依賴課本提供的內容。第二因為課本的篇幅有限，如果所有被引用的經文都列印在課文中的話，會使課本的篇幅大幅增加，提高了列印成本，以及携帶不便。
我認為第一個原因不見得成立，因為人們很可能因為懶得翻閱經文而直接省略經文，甚至於連閱讀文章的意願都降低了。這可論點可以從經驗或得支持。所以，這對於達成編輯小組的意圖是有反效困的。
另外，第二個原因也因網頁的特性而不再成立。因為網頁可以在不增加成本和造成携帶不便的情況下無限延伸。
耶穌為我們向天父的禱告
摩爾門經/尼腓三書/第19章
19 事情是這樣的，耶穌離開他們中間，走到離他們不遠的地方跪下，說道：
19 And it came to pass that Jesus departed out of the midst of them, and went a little way off from them and bowed himself to the earth, and he said:
20 父啊，感謝您賜聖靈給我揀選的這些人；我從世人中揀選出他們，是因為他們相信我。
20 Father, I thank thee that thou hast given the Holy Ghost unto these whom I have chosen; and it is because of their belief in me that I have chosen them out of the world.
21 父啊，祈求您賜聖靈給所有相信他們話語的人。
21 Father, I pray thee that thou wilt give the Holy Ghost unto all them that shall believe in their words.
22 父啊，您已賜給他們聖靈，因為他們相信我；您知道他們相信我，因為您聽到他們，和他們對我的禱告；他們向我禱告，因為我與他們同在。
22 Father, thou hast given them the Holy Ghost because they believe in me; and thou seest that they believe in me because thou hearest them, and they pray unto me; and they pray unto me because I am with them.
23 父啊，現在我為他們向您禱告，也為那些將要相信他們話語的人向您禱告，好使他們相信我，使我得以在他們裡面，像父，您在我裡面一樣，使我們合而為一。
23 And now Father, I pray unto thee for them, and also for all those who shall believe on their words, that they may believe in me, that I may be in them bas thou, Father, art in me, that we may be cone.
瀚文 Scratch 程式設計課程追補
- 5:50-7:40
- 教師：黎明
- 主題與進度：Scratch: 數獨: 畫格師: 畫九宮格: 函式積木
- 綠旗：呼叫畫九宮格
- 畫九宮格函式積木：呼叫畫方陣
- 畫三宮格函式積木：呼叫畫方陣
- 畫方陣函式積木 (內容待開發)
- 今天追補的目標是要追平 HSL20A0 班的進度。計畫從 10/5(一) 開始，瀚文要和 HSL20A0 班的同學，詩晴及袺絡，一起上課。
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