Whoaaahh.. It has been quite awhile since my last entry! It took me a minute or two to recall the password for this blog! phewww...
Anyway, let's see the photo I took during my last visit to a kopitiam nearby my place.
so, can you please tell me what's wrong with the menu?
College assignments may be different than the ones you completed in secondary school. Here are several tips that may help you succeed in your assignments.
Learning the English language can be a difficult task. There many methods of learning English to help you overcome the various problems associated with grammar, spelling, pronunciation, and even English slang. One method is actively reading. The more that you read, the more you broaden your understanding of the language, and as a result, the faster you will learn to read and speak English.
Textbooks are a very helpful learning tool, but newspapers, magazines, and novels are great ways to give you a better understanding of the English language. You will learn the various English expressions, phrases, sentence structures, and words, which will help improve your vocabulary. Make sure that you keep a dictionary close by when you start reading because some words and phrases can be tricky.
Reading on your own is not just effective, but it is also extremely motivating. When you read on your own, you will be reading something that you have chosen. It will be interesting because it is what you chose, rather than something your teacher told you to read. As a result, you read much more willingly. Learning words naturally is both fun and educational. You will also learn how to use the correct words at the appropriate time. Generally, you should read at least a few pages per day. If you believe that you do not have time to read, take a book or magazine with you everywhere that you go. This will allow you to read in a variety of places such as when you are waiting in a long line at a bank or traveling on a bus.
Students who read a lot will actually learn to think in English. When students read every day, they will first learn slowly, but then they eventually start to learn faster and more easily. Reading helps the brain concentrate on English. Your brain will be repeating the words and phrases that it has seen many times. By reading a book in English, you have given your brain thousands of English sentences. Soon, you will begin speaking the language with confidence.
Reading is a great way to review and remember English words. By reading newspapers and magazines, students will remember what they learned long after they have completed an English learning class. As well, reading is an activity that can be enjoyed by all ages.
Reading maps is also a helpful tool. It will expand your knowledge of the geographic areas. If you are in business, you will most likely be required to write in English. Reading will help your writing because it will provide you with more expressions that you were not previously familiar with.
When reading English, phrases will eventually come easy to you when you are writing or speaking the language. Things like verb tense and how to use words such as “however” will become part of your understanding of the language. You will start to use them correctly without thinking. Correct phrases will just appear in your head. Also, when you read something that matters to you, you will remember it more. For example, if you read the lyrics of a new song by your favorite band, you are much more likely to repeat them and keep the words and phrases in your memory.
Reading and listening are both great ways to learn English, but reading is usually much easier than listening. With the aid of a good dictionary, you can understand English texts much more easily. The more you read, the easier it will become. It is not always easy, but it is worth the effort.
Albert Einstein has long been considered a genius by the masses. He was a theoretical physicist, philosopher, author, and is perhaps the most influential scientists to ever live.
Einstein has made great contributions to the scientific world, including the theory of relativity, the founding of relativistic cosmology, the prediction of the deflection of light by gravity, the quantum theory of atomic motion in solids, the zero-point energy concept, and the quantum theory of a monatomic gas which predicted Bose–Einstein condensation, to name a few of his scientific contributions.
Einstein received the 1921 Nobel Prize in Physics “for his services to Theoretical Physics, and especially for his discovery of the law of the photoelectric effect.”
He’s published more than 300 scientific works and over 150 non-scientific works. Einstein is considered the father of modern physics and is probably the most successful scientist there ever was.
10 Amazing Lessons from Albert Einstein:
“I have no special talent. I am only passionately curious.”
“It's not that I'm so smart; it's just that I stay with problems longer.”
“Any man who can drive safely while kissing a pretty girl is simply not giving the kiss the attention it deserves.”
“Imagination is everything. It is the preview of life's coming attractions. Imagination is more important than knowledge.”
“A person who never made a mistake never tried anything new.”
“I never think of the future - it comes soon enough.”
“Strive not to be a success, but rather to be of value."
“Insanity: doing the same thing over and over again and expecting different results.”
“Information is not knowledge. The only source of knowledge is experience.”
“You have to learn the rules of the game. And then you have to play better than anyone else.”
Thank you for reading and be sure to pass this article along!
Written on 3/09/2010 by Mr. Self Development who is a motivational author that offers a practical guide to success and wealth; support him by visiting his blog at mrselfdevelopment.com. .
Few weeks ago, my students and I went to Cherating Turtle Sanctuary. It was indeed a very informative and enjoyable trip.
A convex mirror, fish eye mirror or diverging mirror, is a curved mirror in which the reflective surface bulges toward the light source. Convex mirrors reflect light outwards, therefore they are not used to focus light. Such mirrors always form a virtual image, since the focus (F) and the centre of curvature (2F) are both imaginary points "inside" the mirror, which cannot be reached. Therefore images formed by these mirrors cannot be taken on screen. (As they are inside the mirror)
A collimated (parallel) beam of light diverges (spreads out) after reflection from a convex mirror, since the normal to the surface differs with each spot on the mirror.
A collimated (parallel) beam of light diverges (spreads out) after reflection from a convex mirror, since the normal to the surface differs with each spot on the mirror.
The passenger-side mirror on a car is typically a convex mirror. In some countries, these are labeled with the safety warning "Objects in mirror are closer than they appear", to warn the driver of the convex mirror's distorting effects on distance perception.
Convex mirrors are used in some automated teller machines as a simple and handy security feature, allowing the users to see what is happening behind them. Similar devices are sold to be attached to ordinary computer monitors.
Some camera phones use convex mirrors to allow the user correctly aim the camera while taking a self-portrait.
I found this at theenglishteacheronline.com
Teaching is the profession that teaches all the other professions
-author unknown
Zhao Chunlin, from Henan in China, pleaded guilty to three charges of conspiracy to defraud and using a forged identity pass.
He was paid RMB2,500 (RM1,182) to take three papers - microeconomics, macroeconomics and calculus - in the Advanced Placement Examinations for a Hong Kong student.
He went to the island on a travel permit on May 18.
On May 19, he successfully hid his real identity from the examiners and took two papers.
When he was about to sit for the third paper at the Hong Kong Examinations and Assessmen Authority the next day, an examiner noticed his ID was different from the others.
Upon checking, the examiner found the card was fake.
Zhao, who was enrolled at a university in United States, said a man - named Ricky - approached him in Shenzhen to sit for someone else's examination for RMB2,500 for each paper.
He took the offer with an intention to ease the financial burden of his parents, who worked 10 hours a day to raise his tuition fees.
Source: Apple Daily
http://www.dailychilli.com/news/5236-student-jailed-for-sitting-exam-for-qcustomerq
Most faculty judiciously avoid having students self-assess because it seems hopelessly naïve to imagine them being able to look at anything beyond the desired grade. Even so, the ability to self-assess skills and completed work is important. Moreover, it is an ability acquired with practice and developed with feedback. It seems like the kind of skill that should be addressed in college. And perhaps there is a way.
Professor Heidi Andrade and doctoral student Ying Du suggest that teachers frame self-assessment as an opportunity for students to reflect on their own work with the goal of learning more, making the work better, and thereby improving the chances for a good grade. In this paradigm, self-assessment is not the same as self-grading. Rather, students are looking at their work and judging the degree to which it reflects the goals of the assignment and the assessment criteria the teacher will be using to evaluate the work.
“Put simply, we see self-assessment as feedback for oneself from oneself.” (p. 160) Students in Andrade’s educational psychology course were given rubrics and checklists for each assignment. Prior to submitting the assignment, students used these assessment tools to judge their work. They were required to submit their self-assessments with the completed work, but their assessments were not graded.
Andrade and Du then conducted a series of interviews with students to explore their reactions to self-assessment conducted this way. They chose their sample purposefully “for its potential to illuminate areas in need of further study, not to represent a larger population.” (p. 163) This limits the generalizability of their findings, but their interviews offer insights into the experience of a population who responded thoughtfully to the experience.
Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated. Noteworthy was the fact that none of this sample reported having any previous experiences with academic self-assessment. Not surprisingly, they didn’t value their opinions about their work and saw self-assessment as a vehicle for figuring out the teacher’s expectations.
“The difference between self-assessment and giving the teacher what he or she wants was a recurring theme. A few students referred to self-assessment in terms of their own expectations. More often, however, students spoke of the tension between their own and the teacher’s expectations. … Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it.” (p. 168)
These students reported that their ability to self-assess depended on knowing what the teacher expected. In an appendix Andrade and Du share some of the rubrics and checklists used in this educational psychology course. They are very clear and explicit.
When they self-assessed, these students reported that they checked their work, revised it, and reflected on it more generally. Before this class their self-assessment efforts were “relatively mindless.” (p. 65) But from this experience they learned that careful self-assessment could improve their work to the degree that they did get better grades. Most did not see the larger value of the skill they were developing. Most did not use self-assessment in their other courses. They did see potential value in doing so. “They cited a lack of motivation and a lack of support for self-assessment among the reasons that ‘we slip.’” (p. 166)
by Maryellen Weimer.
THE recent proposal to abolish the UPSR and PMR examinations had created a heated public debate among Malaysians, who in general are against such a move. I too join in the chorus calling for the idea to be dropped. It would be irresponsible and unwise to abolish these exams which have been in place for many decades and served their purpose reasonably well.
Our education system may have become very exam-oriented but the cause is not the exams themselves. Many major changes to the education system are made abruptly without due debate and consideration. The folly of such decisions are then realised a little too late when the damage has already been done.
Tendency for education to become exam-oriented is a universal problem and is not just peculiar to us. Even advanced nations have gone through such problems, some even worse. They have not done away with exams but found alternate ways to overcome it to some extent.
Doing away with exams may be the easy way out, but it will only lead to greater repercussions which we will regret later.
Whether we like it or not, exams are necessary as there are no better means available to assess the capability of the student.
If we abolish exams, what are we going to use to gauge a student’s knowledge and capability for selection to enter universities and get scholarships? How are we going to set a national standard for all students to measure up?
Instead of abolishing existing exams, we should device ways to make the exams more “intelligent”, whereby they can be used to assess the overall ability, aptitude and capability in critical thinking, reasoning and maturity of thought.
Examinations should be tailored to evaluate these aspects instead of the usual “vomiting” out of memorized facts as it is being done now. There should be more stringent criteria for awarding As in examination.
It is deeply disturbing that the national education system has long been used as a political tool which is the main reason for the pathetic state it is in now. There seems to be no sense of purpose or direction with repeated changes to the education policies. It should be left to the officials in the Education Ministry, academia and teachers to run the system in a more professional manner without undue political interference.
by Dr. Chris Anthony, Butterworth.
source: http://thestar.com.my/news/story.asp?file=/2010/7/17/focus/6681805&
WE admire strong people who outshine others in character and confidence. Some are physically strong, while others are emotionally or mentally strong. Here are some words associated with strength which you can use to describe people with a strong body or a strong character.
1. Robust
Very strong and healthy.
All the robust girls were chosen to take part in the tug-of-war on sports day.
2. Stocky
A stocky person has a body that is broad, solid and often short.
The stocky farmer could easily carry 20kg of vegetables by hand.
3. Sturdy
Somebody or something that is sturdy looks strong and is unlikely to be easily injured or damaged.
The sturdy angsana tree outside my house survived last night’s storm.
4. Steadfast
Not changing in your attitudes or aims.
He proved his steadfast loyalty to his company by not accepting jobs with better offers.
5. Stalwart
A loyal worker or supporter who is completely reliable.
He trusts Jack, his stalwart worker who has been with him for 20 years.
6. Steady
Sensible and reliable.
Rick is a steady student whose results are consistent.
7. Staunch
Strong and loyal in your opinions and attitude.
She is a staunch supporter of the ruling party.
8. Resilient
People and things are resilient when they are able to recover easily from unpleasant
and damaging events.
My mother is a resilient woman who ensured much suffering in her younger years.
Rubber is a very resilient material.
9. Tenacious
If you are tenacious, you are very determined and do not give up easily.
He survived the ordeal in the jungle as he is a tenacious adventurer.
10. Stoical
Someone who is stoical does not complain or show they are upset in a bad situation.
Bob is well-liked by his boss, because he is stoical even when he is loaded with too much work, and he always goes the extra mile.
source: http://thestar.com.my/english/story.asp?file=/2010/7/9/lifefocus/6398127&sec=lifefocus
An inspirational story from my inbox...
A successful business man was growing old and knew it was time to choose a successor to take over the business.
Instead of choosing one of his Directors or his children, he decided to do something different. He called all the young
executives in his company together.
He said, "It is time for me to step down and choose the next CEO. I have decided to choose one of you."
The young executives were shocked, but the boss continued. "I am going to give each one of you a SEED today - one very special SEED. I want you to plant
the seed, water it, and come back here one year from today with what you have grown from the seed I have given you. I will then judge the plants that you bring, and the one I choose will be the next CEO."
One man, named Jim, was there that day and he, like the others, received a seed. He went home and excitedly, told his wife the story. She helped him get a pot, soil and compost and he planted the seed.
Everyday, he would water it and watch to see if it had grown. After about three weeks, some of the other executives began to talk about their seeds and the plants that were beginning to grow.
Jim kept checking his seed, but nothing ever grew. Three weeks, four weeks, five weeks went by, still nothing.
By now, others were talking about their plants, but Jim didn't have a plant and he felt like a failure.
Six months went by -- still nothing in Jim's pot. He just knew he had killed his seed. Everyone else had trees and tall plants, but he had nothing. Jim didn't say anything to his colleagues, however.
He just kept watering and fertilising the soil - he so wanted the seed to grow.
A year finally went by and all the young executives of the company brought their plants to the CEO for inspection.
Jim told his wife that he wasn't going to take an empty pot. But she asked him to be honest about what happened. Jim felt sick to his stomach, it was going to be the most embarrassing moment of his life, but he knew his wife was right. He took his empty pot to the board room.
When Jim arrived, he was amazed at the variety of plants grown by the other executives. They were beautiful --
in all shapes and sizes. Jim put his empty pot on the floor and many of his colleagues laughed, a few felt sorry for him!
When the CEO arrived, he surveyed the room and greeted his young executives.
Jim just tried to hide in the back. "My, what great plants, trees and flowers you have grown," said the CEO. "Today one of you will be appointed the next CEO!"
All of a sudden, the CEO spotted Jim at the back of the room with his empty pot. He ordered the Financial Director to bring him to the front. Jim was terrified.
He thought, "The CEO knows I'm a failure! Maybe he will have me fired!"
Jim couldn't believe it. Jim couldn't even grow his seed.
"How could he be the new CEO?" the others said.
Then the CEO said, "One year ago today, I gave everyone in this room a seed. I told you to take the seed, plant it, water it,
and bring it back to me today. But I gave you all boiled seeds; they were dead - it was not possible for them to grow. All of you, except Jim, have brought me trees and plants and flowers. When you found that the seed would not grow, you substituted another seed for the one I gave you. Jim was the only one with the courage and honesty to bring me a pot with my seed in it. Therefore, he is the one who will be the new Chief Executive Officer!"
* If you plant honesty, you will reap trust
* If you plant goodness, you will reap friends
* If you plant humility, you will reap greatness
* If you plant perseverance, you will reap contentment
* If you plant consideration, you will reap perspective
* If you plant hard work, you will reap success
* If you plant forgiveness, you will reap reconciliation
* If you plant faith in GOD, you will reap a harvest
So, be careful what you plant now; it will determine what you will reap later.
"Whatever You Give To Life, Life Gives You Back!"
PETALING JAYA: The mid-year Malaysian University English Test (MUET) results will be released tomorrow.
According to a Malaysian Examinations Council statement, candidates can collect their results from 10am onwards at their respective schools and institutions.
Private candidates will receive their results by post. Candidates can also check their results via SMS by typing MUET
Alternatively, they can go to www.mpm.edu.my from 9am onwards.
Candidates who wish to retake MUET to improve on their mid-year MUET results can register at state education departments or district education offices.
Registration for the year-end MUET closes on July 22.
A total of 81,731 candidates sat for the 2010 MUET at 872 examination centres nationwide.
get on one's nerves: irritate someone; make someone upset.
"I know you like that song, but it's getting on my nerves. Can you play something else?"
source: http://www.eslcafe.com/idioms/id-g.html
A verb is a part of speech that describes a state of being or an action. Less formally, it is also known, as an action word. It is often the core of any statement, all sentences need to include at least one verb. Recognizing the verb in a statement is a fundamental part of comprehending the intended meaning of a statement.
Take the following sentence, for instance: The straitjacket restricts most upper body movement. “Restricts” is the word that indicates action in the sentence. Even when the action does not indicate much in terms of activity, “restricts” is the sentence’s action word or verb. Here is another example: They were in a state of shock. In the proceeding example, the action does not exist, although the verb conveys a state of being. Additionally, the word “be” is unlike other typical verbs by definition, however it is still a verb.
Verbs are different to most parts of speech because they change form. Endings are can be added to the verb, wherein the word “yearn” becomes “yearned” to reflect the past tense, “catch” becomes “caught” for the same purpose. Different verb types have different meanings, when related to concepts such as past, present, and future tenses; first, second, and third-person points of view; singular and plural forms for number; and active and passive voices. Modals such as would, could, may, and might; and auxiliaries like have, will and do can accompany verbs for different meanings!
As declared above with verb tenses, a verb’s relation to time is quite significant. Verbs can state whether an event occurred earlier, is occurring currently, or will occur in the future. Events that are currently unfolding will use a verb’s present tense. Events that took place in the past will use a verb’s past tense. Events that have yet to occur will use a verb’s future tense!
Verbs which are changed to make the verb’s past tense form with “d” or “ed” are regular verbs. Irregular verbs are ones that do not follow the formula for regular verbs when changing onto the past tense. The spelling of the various irregular verbs can be hard for people not well-versed in the English language. In these instances, familiarity through exposure to written English is recommended.
The simple tenses of verbs are classically used to teach people who are just learning the language. Many know that there are several, more complex verb tenses, such as present progressive tense, past perfect tense, and etcetera. Progressive verb forms, for example, denote the subject’s action over a period of time. The perfect tense, another type of verb form, states the action’s completion.
Finally, when relating to the subject, verbs and subjects have to agree. A singular verb has to be accompanied by a singular subject, and a plural subject has to have a plural verb. This is called subject-verb agreement.
Find information on Grammar Correction Software and English language resources at EnglishGrammarSoft.com.
