Published: Tuesday August 10, 2010 MYT 12:05:00 PM
Updated: Tuesday August 10, 2010 MYT 12:06:50 PM
Daring parents fight off armed assailants' bid to kidnap daughter
MALACCA: Plucky response by the parents of an 11-year-old girl saved her from being kidnapped by four armed men in front their home in Taman Malim Jaya here Monday.
The incident unfolded around 6.50am, when the child's mother, a government servant in her 40s, was about to send her to school in Batu Berendam.
They had just got into the car in their porch, with the gate wide open, when four men in ski-masks and armed with parangs suddenly emerged from a black Toyota Harrier parked nearby and rushed towards them.
One assailant smashed the driver's window while another grabbed the girl from the front passenger's seat and bundled her into the Harrier.
The shocked woman began screaming loudly while blaring her car horn, which drew the attention of her husband and two teenage sons.
They immediately rushed out to her aid and a short scuffle ensued between them and the assailants, during which the girl managed to slip out of the Harrier.
The four men took off when they realised they were unsuccessful in their bid to kidnap the girl.
State CID Chief ACP Mohd Adnan Abdullah told reporters Tuesday that police were still investigating the motive of the incident.
He said quick thinking by the girl's mother and the daring challenge by her father, also in his 40s and a manager in a private firm, help thwart the kidnap bid.
Fortunately, no one was injured, he said, adding that the case has been classified as attempted kidnapping of a person from her guardians.
Wednesday, August 11, 2010
A character I like in the novel The Prisoner of Zenda
In the novel , the Prisoner of Zenda, there is one character whom I like very much. He is Rudolf Rassendyll. I like him because of his physical characteristics. He is very handsome, has blue eyes, red hair and long nose. He is also well educated. He has finished a German University and is able to speak French and German as perfectly as he speaks English.
Another reason why I like him very much is because he is very brave. He is bold enough to impersonate the King and willing to risk his life in order to save the King. He is also very brave to go after Rupert of Hentzau even though he is badly hurt. During the coronation procession, he commands his guards to ride fifty yards ahead of him . He dares to ride alone even though he knows that it is very dangerous for him to do so.
Rudolf Rassendyll is also a honourable person and very loyal to his duty. For instance, he initiates rescue plans to save the King even though he is in love with Princess Flavia and wants her for himself. In other words, he could just let Black Michael kill the King instead of helping him so that he would be the King and Princess Flavia his Queen but his honour would not let him do so. He feels that it is his responsibility to save the King.
In addition, Rassendyll is also very loyal to his duty and willing to sacrifice whatever he owns. Despite loving Princess Flavea very much , he is willing to sacrifice his love because he knows he must put honour before love. Because of these reasons, I definitely like this character the most compared to other characters.
Another reason why I like him very much is because he is very brave. He is bold enough to impersonate the King and willing to risk his life in order to save the King. He is also very brave to go after Rupert of Hentzau even though he is badly hurt. During the coronation procession, he commands his guards to ride fifty yards ahead of him . He dares to ride alone even though he knows that it is very dangerous for him to do so.
Rudolf Rassendyll is also a honourable person and very loyal to his duty. For instance, he initiates rescue plans to save the King even though he is in love with Princess Flavia and wants her for himself. In other words, he could just let Black Michael kill the King instead of helping him so that he would be the King and Princess Flavia his Queen but his honour would not let him do so. He feels that it is his responsibility to save the King.
In addition, Rassendyll is also very loyal to his duty and willing to sacrifice whatever he owns. Despite loving Princess Flavea very much , he is willing to sacrifice his love because he knows he must put honour before love. Because of these reasons, I definitely like this character the most compared to other characters.
What have you learnt from the novel
I have learnt a lot from the novel “The Prisoner of Zenda”. Firstly, we should be loyal to our king and to our country even to the extent of sacrificing our lives. The doctor and Josef ,the servant were very brave and loyal to the King. They tried to protect the King and sacrificed their lives in doing so. Josef was only a servant when he was asked to protect the King when the latter was drunk and could not attend his own coronation. While Colonel Sapt, Fritz and Rudolf Rassendyll attended the Coronation in Strelsau, Josef was asked by Sapt to guard the senseless King with his life. Unfortunately, Duke Michael's men came to find the King and killed Josef who was guarding the King. Poor Josef, he died while protecting the King.
The doctor was also very loyal to the King. The King would have been dead if the doctor had not defended him. He had thrown himself on Detchard when Detchard was running to kill the King. Consequently, he was able to hold Detchard back for a moment just in time for Rudolf to reach the room where the King was held. When Detchard freed himself, he drove his sword into the doctor's chest and killed the doctor.
Rudolf Rassendyll was also very loyal to his duty. He initiated rescue plans to save the King even though he was in love with Princess Flavia and wanted her for himself. If it was not for Rudolf, Black Michael would have succeeded in his evil plan to depose the King. Rudolf Rassendyll fought with Detchard who was a better swordsman and was nearly killed if the King had not helped him.
Col. Sapt and Fritz were also very loyal. They performed their duty with utmost devotion and obedience. They took full responsibility to protect the King’s throne. Colonel Sapt was the one who suggested that Rudolf Rassendyll impersonate the King so that Black Michael would not be crowned. Many things could have happened if the Black Michael was crowned. The King might be killed or put into prison. They did their best to protect their King.
This novel also taught us to be brave and confident. Rudolf Rassendyll was very brave and confident of himself. He was very bold to impersonate the King. He was also very brave to go after Rupert of Hentzau even though he was badly hurt. Rupert of Hetzau was trying to escape after he had killed Duke Michael.
I also learn that honour must come first in any situation. Princess Flavia put honour before love. Even though she loved Rudolf Rassendyll very much , she was willing to sacrifice her love . She was a very loyal and honourable person .
In conclusion, I would say that there are many lessons that one can learn after reading this novel such as loyalty, bravery and honour.
The doctor was also very loyal to the King. The King would have been dead if the doctor had not defended him. He had thrown himself on Detchard when Detchard was running to kill the King. Consequently, he was able to hold Detchard back for a moment just in time for Rudolf to reach the room where the King was held. When Detchard freed himself, he drove his sword into the doctor's chest and killed the doctor.
Rudolf Rassendyll was also very loyal to his duty. He initiated rescue plans to save the King even though he was in love with Princess Flavia and wanted her for himself. If it was not for Rudolf, Black Michael would have succeeded in his evil plan to depose the King. Rudolf Rassendyll fought with Detchard who was a better swordsman and was nearly killed if the King had not helped him.
Col. Sapt and Fritz were also very loyal. They performed their duty with utmost devotion and obedience. They took full responsibility to protect the King’s throne. Colonel Sapt was the one who suggested that Rudolf Rassendyll impersonate the King so that Black Michael would not be crowned. Many things could have happened if the Black Michael was crowned. The King might be killed or put into prison. They did their best to protect their King.
This novel also taught us to be brave and confident. Rudolf Rassendyll was very brave and confident of himself. He was very bold to impersonate the King. He was also very brave to go after Rupert of Hentzau even though he was badly hurt. Rupert of Hetzau was trying to escape after he had killed Duke Michael.
I also learn that honour must come first in any situation. Princess Flavia put honour before love. Even though she loved Rudolf Rassendyll very much , she was willing to sacrifice her love . She was a very loyal and honourable person .
In conclusion, I would say that there are many lessons that one can learn after reading this novel such as loyalty, bravery and honour.
Tuesday, August 10, 2010
Perlis To Open 2010 Merdeka Month Celebration
July 28, 2010 16:11 PM
By Adnan Jahaya
KANGAR, July 28 (Bernama) -- As for a paddy planter, Salleh Morad, 65, the Jalur Gemilang is very meaningful to him because he had lived under the British occupation before the nation gained independence on 31 August 1957.
"I don't want the flag to change again. Let the Jalur Gemilang fly everywhere. Jalur Gemilang will be meaningless if we are to be colonised again," he said.
"Don't feel shy to fly the national flag. We are an independent nation. Because of independence, we are better off now," he said referring to Fly the Jalur Gemilang Campaign in conjunction with the 2010 Merdeka Month Celebration.
Come August 1, Perlis' landscape will be inundated with Jalur Gemilang in numerous ways as the smallest state in Malaysia has been chosen to launch the 2010 Merdeka Month Celebration.
PEOPLE CAN'T WAIT TO SHOW THEIR PATROTISM
Like Salleh, the people in Perlis highly appreciate the spirit of independence with some already putting up the Jalur Gemilang at their homes while the Perlis state government has made preparations for the inaugural launch.
The main stadium here is set to see 20,000 people, mostly from Perlis, for the launching of the event by Deputy Prime Minister Tan Sri Muhyiddin Yassin on August 1.
"This is an honour for Perlis," said the Menteri Besar Datuk Seri Dr Md Isa Sabu who hopes that the people will truly appreciate this year's national day celebration theme "1Malaysia Transforming the Nation".
He is confident the 53rd anniversary of Merdeka will further strengthen race relations in the country.
THE 1MALAYSIA SYMBOL
As a symbolic representation of the 1Malaysia concept, a total of 53 ethnic representatives are to parade the 1Malaysia symbol into Stadium Utama during the launch.
Simultaneously the Fly Jalur Gemilang Campaign will be launched, whereby the public will wave or fly the Jalur Gemilang at Stadium Utama or at their respective locations.
However, those living in Perlis are encouraged to fill in Stadium Utama located at the fringes of Kangar for the launch.
The Merdeka Month Celebration will end with Malaysia Day celebration at Padang Merdeka, Kota Kinabalu, on Sept 16 while the National Day celebration is to be held on August 31 at Stadium Putra Bukit Jalil.
Throughout the Merdeka Month celebration, the Jalur Gemilang hoisted or festooned creatively anywhere in the nation will be rewarded through the Creative Jalur Gemilang contest.
JALUR GEMILANG
The Information Communication and Culture Minister Datuk Seri Dr Rais Yatim notes that the contest is open to building owners, shoplots and schools, and the creativity in decorating using Jalur Gemilang will be based on their number used, the size, and the cheerful or merriment atmosphere it creates.
In Perlis there are several events to make the Merdeka Month celebration merrier including the state level Semarak Merdeka Jalur Gemilang 1Malaysia programme.
Perlis' Information Director Sobki Saad noted that on the morning of August 1 the Semarak Merdeka Jalur Gemilang run will take place at the Simpang Empat town located at the middle of Muda Agricultural Development Authority (Mada) area.
More than 500 participants will participate in the three kilometer run, that signifies the start of the Merdeka Month celebration.
MERDEKA POETRY
Other than the run, the Simpang Empat town is to host the eminent Merdeka veteran's talk who will touch on their past struggles and their future hopes.
The Perlis Culture and Arts Department with the cooperation of Perlis Writers Association (3P) will be holding the `Gema Puisi Kemerdekaan' programme participated by poets and leaders in Perlis on August 8.
The event will take place in a leisurely atmosphere at the Taman Budaya complex.
RURAL DWELLERS PART OF THE CAMPAIGN
Like in the previous Merdeka month celebration, the spirit of patriotism is not only seen in towns but also at the rural and coastal areas.
The Jalur Gemilang will definitely be flying at paddy fields and fruit orchards apart from the fishing and merchant boats.
Though his house is located at the middle of the paddy field within the Mada area, farmers like Salleh are ready to fly the Jalur Gemilang at their homes in conjunction with the Merdeka Month celebration.
As for Johan Senapi, 43, a coastal fisherman, he is all out to fix a Jalur Gemilang on his small boat though probably there is no one going to look at it.
"I'm proud of the Jalur Gemilang. Even if there is no one to look at it, I will still fly it. I'm sure if the fish could think, they will definitely be proud of the flag," said the fisherman.
No matter what, the 230,000 people of Perlis have every reason to be proud because the state covering an area of 810 square kilometres for the first time is given the honour to launch the 2010 Merdeka Month celebration.
-- BERNAMA
By Adnan Jahaya
KANGAR, July 28 (Bernama) -- As for a paddy planter, Salleh Morad, 65, the Jalur Gemilang is very meaningful to him because he had lived under the British occupation before the nation gained independence on 31 August 1957.
"I don't want the flag to change again. Let the Jalur Gemilang fly everywhere. Jalur Gemilang will be meaningless if we are to be colonised again," he said.
"Don't feel shy to fly the national flag. We are an independent nation. Because of independence, we are better off now," he said referring to Fly the Jalur Gemilang Campaign in conjunction with the 2010 Merdeka Month Celebration.
Come August 1, Perlis' landscape will be inundated with Jalur Gemilang in numerous ways as the smallest state in Malaysia has been chosen to launch the 2010 Merdeka Month Celebration.
PEOPLE CAN'T WAIT TO SHOW THEIR PATROTISM
Like Salleh, the people in Perlis highly appreciate the spirit of independence with some already putting up the Jalur Gemilang at their homes while the Perlis state government has made preparations for the inaugural launch.
The main stadium here is set to see 20,000 people, mostly from Perlis, for the launching of the event by Deputy Prime Minister Tan Sri Muhyiddin Yassin on August 1.
"This is an honour for Perlis," said the Menteri Besar Datuk Seri Dr Md Isa Sabu who hopes that the people will truly appreciate this year's national day celebration theme "1Malaysia Transforming the Nation".
He is confident the 53rd anniversary of Merdeka will further strengthen race relations in the country.
THE 1MALAYSIA SYMBOL
As a symbolic representation of the 1Malaysia concept, a total of 53 ethnic representatives are to parade the 1Malaysia symbol into Stadium Utama during the launch.
Simultaneously the Fly Jalur Gemilang Campaign will be launched, whereby the public will wave or fly the Jalur Gemilang at Stadium Utama or at their respective locations.
However, those living in Perlis are encouraged to fill in Stadium Utama located at the fringes of Kangar for the launch.
The Merdeka Month Celebration will end with Malaysia Day celebration at Padang Merdeka, Kota Kinabalu, on Sept 16 while the National Day celebration is to be held on August 31 at Stadium Putra Bukit Jalil.
Throughout the Merdeka Month celebration, the Jalur Gemilang hoisted or festooned creatively anywhere in the nation will be rewarded through the Creative Jalur Gemilang contest.
JALUR GEMILANG
The Information Communication and Culture Minister Datuk Seri Dr Rais Yatim notes that the contest is open to building owners, shoplots and schools, and the creativity in decorating using Jalur Gemilang will be based on their number used, the size, and the cheerful or merriment atmosphere it creates.
In Perlis there are several events to make the Merdeka Month celebration merrier including the state level Semarak Merdeka Jalur Gemilang 1Malaysia programme.
Perlis' Information Director Sobki Saad noted that on the morning of August 1 the Semarak Merdeka Jalur Gemilang run will take place at the Simpang Empat town located at the middle of Muda Agricultural Development Authority (Mada) area.
More than 500 participants will participate in the three kilometer run, that signifies the start of the Merdeka Month celebration.
MERDEKA POETRY
Other than the run, the Simpang Empat town is to host the eminent Merdeka veteran's talk who will touch on their past struggles and their future hopes.
The Perlis Culture and Arts Department with the cooperation of Perlis Writers Association (3P) will be holding the `Gema Puisi Kemerdekaan' programme participated by poets and leaders in Perlis on August 8.
The event will take place in a leisurely atmosphere at the Taman Budaya complex.
RURAL DWELLERS PART OF THE CAMPAIGN
Like in the previous Merdeka month celebration, the spirit of patriotism is not only seen in towns but also at the rural and coastal areas.
The Jalur Gemilang will definitely be flying at paddy fields and fruit orchards apart from the fishing and merchant boats.
Though his house is located at the middle of the paddy field within the Mada area, farmers like Salleh are ready to fly the Jalur Gemilang at their homes in conjunction with the Merdeka Month celebration.
As for Johan Senapi, 43, a coastal fisherman, he is all out to fix a Jalur Gemilang on his small boat though probably there is no one going to look at it.
"I'm proud of the Jalur Gemilang. Even if there is no one to look at it, I will still fly it. I'm sure if the fish could think, they will definitely be proud of the flag," said the fisherman.
No matter what, the 230,000 people of Perlis have every reason to be proud because the state covering an area of 810 square kilometres for the first time is given the honour to launch the 2010 Merdeka Month celebration.
-- BERNAMA
Sunday, August 8, 2010
Public Speaking Topic for next week : August, 9-13
How I celebrate the Independence Day?
=============
Hari Merdeka (Independence Day) is a national day of Malaysia commemorating the independence of the Federation of Malaya from British colonial rule, celebrated on August 31. In a wider context, it is to celebrate the formation of Malaysia.
This year 2010, Malaysia will celebrate it’s 53rd Independence Day ( Hari Kemerdekaan Malaysia ) on celebrated on Tuesday, 31 August 2010 with the theme 1 Malaysia Menjana Transformasi (1Malaysia Transforming the Nation) . The national independence celebration this year will begin from August 1 to September 16.
Merdeka Month celebrations would begin with the launch at the Stadium Utama Kangar, Perlis on August 1 and ending with the Malaysia Day celebration at Padang Merdeka in Kota Kinabalu on September 16.
A bit of history:
On February 8, 1956, agreement was reached for Malaya to gain independence from the British Empire. However, for a number of logistical and administrative reasons, it was decided that the official proclamation of independence would only be made the next year, on August 31, 1957, at Stadium Merdeka (Independence Stadium), in Kuala Lumpur.
The Federation of Malaysia, comprising the States of Malaya, North Borneo (later renamed Sabah), Sarawak and Singapore was to be officially declared on the date August 31, 1963, on the 6th anniversary of Malayan independence. However, it was postponed to September 16, 1963, mainly due to Indonesian and the Philippines’ opposition to the formation of Malaysia. Nevertheless, North Borneo and Singapore declared sovereignty on August 31, 1963.
The formation of the Federation of Malaysia was then announced on September 16, 1963 as Malaysia Day. The nationwide Independence Day celebration is still held on August 31, the original independence date of Malaya, while Malaysia Day is a public holiday only in East Malaysia. However, this has caused some minor discontent among East Malaysians in particular since it has been argued that celebrating the national day on August 31 is too Malaya-centric. It is decided that starting 2010, Malaysia Day on September 16 will be a nationwide public holiday in addition to Hari Merdeka on August 31.
refer ; http://sgholiday.com/2010/07/malaysia-independence-day-2010/
=============
Malaysia's National Day is one of the chief events in Kuala Lumpur. This day is celebrated as the national holiday and is characterized by parades and other public functions.
Malaysia's National Day is one of the popular festivals of Kuala Lumpur. It is celebrated as a national holiday on the 31st day of August. It is on this day that Malaysia was declared as an independent country. The people of Kuala Lumpur come together to celebrate this event. The Malaysian flag, known as Jalur Germilang, is hoisted in all the government buildings of Kuala Lumpur, Malaysia's largest city.
Malaysia's National Day is characterized by public performances and parades. Parades begin from Merdeka Square with His Majesty as the presiding guest of the event. Many political leaders of the country also participate in the event, which is watched by a large number of spectators. Public performances, which are organized during this time, are held at Independence Square. The whole city of Kuala Lumpur is decorated with parti-colored lights and other decorative. Replica of Malaysian flag is also used to decorate the public squares and market places. On this occasion, many exhibitions and competitions are also staged in Kuala Lumpur.
Speaking English Competently - How to ...
Sunday August 8, 2010
Speaking English competently
Exploring English
By Keith Wright
IF A person is to be a competent, superior speaker of the English Language, consideration and attention must be given to a number of particular influential factors.
A speaker who speaks too quickly can be a “negative” experience for a listener just like someone who speaks too softly or monotonously. The average person speaks between 120 and 160 words a minute and the average listener prefers a similar “listening speed-range”.
While a listener can receive up to 200 words a minute, the degree of comprehension of what is heard can often depend on whether the speaker is articulate or regularly listened to, and if the subject is of personal interest or importance.
Articulation, modulation, clarity and currency are the basic prerequisites of a speech or verbal presentation.
They are closely related to the quality and accuracy of pronunciation, to accent or stress, to conceptual emphasis and to word mis-usage and complexity.
Poor and lazy pronunciation, inaccurate syllabic stress, unnecessary complex words, boring modulation and incorrect grammar add to the uncertainty, anxiety and difficulty experienced by many listeners and learners.
Again, the use of words that are not current in their meaning can create further discomfort.
Due cognizance should be given to the fact that particular English words may have different, cultural meanings.
Words used by a primary English speaker in everyday communications may create a comprehension barrier for a new learner, especially for those for whom English is not their first language.
Common multi-meaning words are: bank - port - bonnet/hood/boot - bathroom - ford – support.
The use of highly technical, academic terminology and colloquial jargon in a presentation may make a speaker feel superior and important, but can be totally lost on an audience with the resulting failure of the purpose of the speech.
Different listeners take different lengths of time to mentally “digest” and “process” what has been heard.
Planned pauses are a useful technique to enhance this mental activity. Pausing is also an effective tool to regain or hold attention as pausing can cause listeners to hang on in anticipation of the next word, particularly if they have gained from what has already been shared by the speaker.
Designed repetition
The speaking technique of designed repetition is an effective and listener-friendly way of imparting information effectively and for maximising retention.
Likewise, it is a valuable tool for revision, review and reinforcement. The simplest form of the technique is just to repeat what was said.
A more interesting and receptive form is to repeat the thrust or central theme of the point being made, using a different but related contextual structure or form.
For example, one might say:
“Today, many business people strongly espouse the belief that the economic strength of a nation depends very much on the English language skills of its people.”
This same contention can then be reinforced by adding to and restating the assertion as:
“Governments, such as those in South-East Asia, now realise that the English language standard and level in their nations must be raised significantly if foreign investment is to be attracted and their people are to get jobs.”
This sentence can be elaborated with:
“More and more countries are aware that English is now the international language and if their economy is to grow, then the English-speaking skills of their people must be raised to meet the language requirements of industries such as tourism, health, trade, call centres and education.”
Hidden meanings
Behind many things that are said, there can be hidden meanings. This is often called Meta Talk. The following are some examples of what people say, and also what they may really mean.
·By the way – As an aside – Before I forget – (What I really want to say about this issue is ... )
·As you would be aware – (You probably don’t know this but I am going to tell you anyway.)
·It’s really not my issue but... (I intend to put my point of view on this matter regardless.)
·This is not my area of expertise... (I am going to express my opinion anyway.)
·Honestly... (I want you to believe this even though it may not be 100% true.)
·Truthfully... (This is as close to the actual truth as you need to know.)
·The good news is... (Except for this one thing, the whole matter has been disastrous.)
·Off the top of my head – (I really don’t know what to say – I am having a guess.)
·My educated guess is ... (I am really stabbing in the dark because I have no idea.)
·I am sure everyone realises ... (I doubt if anyone knew this anyway.)
·I would not mislead you ... (You are not going to find out about this regardless what you do.)
·This issue is closed – (I am not prepared to listen to you anymore.)
> Keith Wright is the author and creator of the 4S Approach To Literacy and Language (4S) — a modern, innovative and proven method of accelerating the learning of English.
The 4S methodology and the associated Accelerated English Program (AEP) mentioned in this fortnightly column are now being used internationally to enhance the English language proficiency of people from a diverse range of cultures and with different competency levels.
E-mail
contact@4Sliteracy.com.au for a free copy of the PDF file “Colloquial and Idiomatic Terms”.
Speaking English competently
Exploring English
By Keith Wright
IF A person is to be a competent, superior speaker of the English Language, consideration and attention must be given to a number of particular influential factors.
A speaker who speaks too quickly can be a “negative” experience for a listener just like someone who speaks too softly or monotonously. The average person speaks between 120 and 160 words a minute and the average listener prefers a similar “listening speed-range”.
While a listener can receive up to 200 words a minute, the degree of comprehension of what is heard can often depend on whether the speaker is articulate or regularly listened to, and if the subject is of personal interest or importance.
Articulation, modulation, clarity and currency are the basic prerequisites of a speech or verbal presentation.
They are closely related to the quality and accuracy of pronunciation, to accent or stress, to conceptual emphasis and to word mis-usage and complexity.
Poor and lazy pronunciation, inaccurate syllabic stress, unnecessary complex words, boring modulation and incorrect grammar add to the uncertainty, anxiety and difficulty experienced by many listeners and learners.
Again, the use of words that are not current in their meaning can create further discomfort.
Due cognizance should be given to the fact that particular English words may have different, cultural meanings.
Words used by a primary English speaker in everyday communications may create a comprehension barrier for a new learner, especially for those for whom English is not their first language.
Common multi-meaning words are: bank - port - bonnet/hood/boot - bathroom - ford – support.
The use of highly technical, academic terminology and colloquial jargon in a presentation may make a speaker feel superior and important, but can be totally lost on an audience with the resulting failure of the purpose of the speech.
Different listeners take different lengths of time to mentally “digest” and “process” what has been heard.
Planned pauses are a useful technique to enhance this mental activity. Pausing is also an effective tool to regain or hold attention as pausing can cause listeners to hang on in anticipation of the next word, particularly if they have gained from what has already been shared by the speaker.
Designed repetition
The speaking technique of designed repetition is an effective and listener-friendly way of imparting information effectively and for maximising retention.
Likewise, it is a valuable tool for revision, review and reinforcement. The simplest form of the technique is just to repeat what was said.
A more interesting and receptive form is to repeat the thrust or central theme of the point being made, using a different but related contextual structure or form.
For example, one might say:
“Today, many business people strongly espouse the belief that the economic strength of a nation depends very much on the English language skills of its people.”
This same contention can then be reinforced by adding to and restating the assertion as:
“Governments, such as those in South-East Asia, now realise that the English language standard and level in their nations must be raised significantly if foreign investment is to be attracted and their people are to get jobs.”
This sentence can be elaborated with:
“More and more countries are aware that English is now the international language and if their economy is to grow, then the English-speaking skills of their people must be raised to meet the language requirements of industries such as tourism, health, trade, call centres and education.”
Hidden meanings
Behind many things that are said, there can be hidden meanings. This is often called Meta Talk. The following are some examples of what people say, and also what they may really mean.
·By the way – As an aside – Before I forget – (What I really want to say about this issue is ... )
·As you would be aware – (You probably don’t know this but I am going to tell you anyway.)
·It’s really not my issue but... (I intend to put my point of view on this matter regardless.)
·This is not my area of expertise... (I am going to express my opinion anyway.)
·Honestly... (I want you to believe this even though it may not be 100% true.)
·Truthfully... (This is as close to the actual truth as you need to know.)
·The good news is... (Except for this one thing, the whole matter has been disastrous.)
·Off the top of my head – (I really don’t know what to say – I am having a guess.)
·My educated guess is ... (I am really stabbing in the dark because I have no idea.)
·I am sure everyone realises ... (I doubt if anyone knew this anyway.)
·I would not mislead you ... (You are not going to find out about this regardless what you do.)
·This issue is closed – (I am not prepared to listen to you anymore.)
> Keith Wright is the author and creator of the 4S Approach To Literacy and Language (4S) — a modern, innovative and proven method of accelerating the learning of English.
The 4S methodology and the associated Accelerated English Program (AEP) mentioned in this fortnightly column are now being used internationally to enhance the English language proficiency of people from a diverse range of cultures and with different competency levels.
contact@4Sliteracy.com.au for a free copy of the PDF file “Colloquial and Idiomatic Terms”.
Speaking English Competently - How to ...
Sunday August 8, 2010
Speaking English competently
Exploring English
By Keith Wright
IF A person is to be a competent, superior speaker of the English Language, consideration and attention must be given to a number of particular influential factors.
A speaker who speaks too quickly can be a “negative” experience for a listener just like someone who speaks too softly or monotonously. The average person speaks between 120 and 160 words a minute and the average listener prefers a similar “listening speed-range”.
While a listener can receive up to 200 words a minute, the degree of comprehension of what is heard can often depend on whether the speaker is articulate or regularly listened to, and if the subject is of personal interest or importance.
Articulation, modulation, clarity and currency are the basic prerequisites of a speech or verbal presentation.
They are closely related to the quality and accuracy of pronunciation, to accent or stress, to conceptual emphasis and to word mis-usage and complexity.
Poor and lazy pronunciation, inaccurate syllabic stress, unnecessary complex words, boring modulation and incorrect grammar add to the uncertainty, anxiety and difficulty experienced by many listeners and learners.
Again, the use of words that are not current in their meaning can create further discomfort.
Due cognizance should be given to the fact that particular English words may have different, cultural meanings.
Words used by a primary English speaker in everyday communications may create a comprehension barrier for a new learner, especially for those for whom English is not their first language.
Common multi-meaning words are: bank - port - bonnet/hood/boot - bathroom - ford – support.
The use of highly technical, academic terminology and colloquial jargon in a presentation may make a speaker feel superior and important, but can be totally lost on an audience with the resulting failure of the purpose of the speech.
Different listeners take different lengths of time to mentally “digest” and “process” what has been heard.
Planned pauses are a useful technique to enhance this mental activity. Pausing is also an effective tool to regain or hold attention as pausing can cause listeners to hang on in anticipation of the next word, particularly if they have gained from what has already been shared by the speaker.
Designed repetition
The speaking technique of designed repetition is an effective and listener-friendly way of imparting information effectively and for maximising retention.
Likewise, it is a valuable tool for revision, review and reinforcement. The simplest form of the technique is just to repeat what was said.
A more interesting and receptive form is to repeat the thrust or central theme of the point being made, using a different but related contextual structure or form.
For example, one might say:
“Today, many business people strongly espouse the belief that the economic strength of a nation depends very much on the English language skills of its people.”
This same contention can then be reinforced by adding to and restating the assertion as:
“Governments, such as those in South-East Asia, now realise that the English language standard and level in their nations must be raised significantly if foreign investment is to be attracted and their people are to get jobs.”
This sentence can be elaborated with:
“More and more countries are aware that English is now the international language and if their economy is to grow, then the English-speaking skills of their people must be raised to meet the language requirements of industries such as tourism, health, trade, call centres and education.”
Hidden meanings
Behind many things that are said, there can be hidden meanings. This is often called Meta Talk. The following are some examples of what people say, and also what they may really mean.
·By the way – As an aside – Before I forget – (What I really want to say about this issue is ... )
·As you would be aware – (You probably don’t know this but I am going to tell you anyway.)
·It’s really not my issue but... (I intend to put my point of view on this matter regardless.)
·This is not my area of expertise... (I am going to express my opinion anyway.)
·Honestly... (I want you to believe this even though it may not be 100% true.)
·Truthfully... (This is as close to the actual truth as you need to know.)
·The good news is... (Except for this one thing, the whole matter has been disastrous.)
·Off the top of my head – (I really don’t know what to say – I am having a guess.)
·My educated guess is ... (I am really stabbing in the dark because I have no idea.)
·I am sure everyone realises ... (I doubt if anyone knew this anyway.)
·I would not mislead you ... (You are not going to find out about this regardless what you do.)
·This issue is closed – (I am not prepared to listen to you anymore.)
> Keith Wright is the author and creator of the 4S Approach To Literacy and Language (4S) — a modern, innovative and proven method of accelerating the learning of English.
The 4S methodology and the associated Accelerated English Program (AEP) mentioned in this fortnightly column are now being used internationally to enhance the English language proficiency of people from a diverse range of cultures and with different competency levels.
E-mail
contact@4Sliteracy.com.au for a free copy of the PDF file “Colloquial and Idiomatic Terms”.
Speaking English competently
Exploring English
By Keith Wright
IF A person is to be a competent, superior speaker of the English Language, consideration and attention must be given to a number of particular influential factors.
A speaker who speaks too quickly can be a “negative” experience for a listener just like someone who speaks too softly or monotonously. The average person speaks between 120 and 160 words a minute and the average listener prefers a similar “listening speed-range”.
While a listener can receive up to 200 words a minute, the degree of comprehension of what is heard can often depend on whether the speaker is articulate or regularly listened to, and if the subject is of personal interest or importance.
Articulation, modulation, clarity and currency are the basic prerequisites of a speech or verbal presentation.
They are closely related to the quality and accuracy of pronunciation, to accent or stress, to conceptual emphasis and to word mis-usage and complexity.
Poor and lazy pronunciation, inaccurate syllabic stress, unnecessary complex words, boring modulation and incorrect grammar add to the uncertainty, anxiety and difficulty experienced by many listeners and learners.
Again, the use of words that are not current in their meaning can create further discomfort.
Due cognizance should be given to the fact that particular English words may have different, cultural meanings.
Words used by a primary English speaker in everyday communications may create a comprehension barrier for a new learner, especially for those for whom English is not their first language.
Common multi-meaning words are: bank - port - bonnet/hood/boot - bathroom - ford – support.
The use of highly technical, academic terminology and colloquial jargon in a presentation may make a speaker feel superior and important, but can be totally lost on an audience with the resulting failure of the purpose of the speech.
Different listeners take different lengths of time to mentally “digest” and “process” what has been heard.
Planned pauses are a useful technique to enhance this mental activity. Pausing is also an effective tool to regain or hold attention as pausing can cause listeners to hang on in anticipation of the next word, particularly if they have gained from what has already been shared by the speaker.
Designed repetition
The speaking technique of designed repetition is an effective and listener-friendly way of imparting information effectively and for maximising retention.
Likewise, it is a valuable tool for revision, review and reinforcement. The simplest form of the technique is just to repeat what was said.
A more interesting and receptive form is to repeat the thrust or central theme of the point being made, using a different but related contextual structure or form.
For example, one might say:
“Today, many business people strongly espouse the belief that the economic strength of a nation depends very much on the English language skills of its people.”
This same contention can then be reinforced by adding to and restating the assertion as:
“Governments, such as those in South-East Asia, now realise that the English language standard and level in their nations must be raised significantly if foreign investment is to be attracted and their people are to get jobs.”
This sentence can be elaborated with:
“More and more countries are aware that English is now the international language and if their economy is to grow, then the English-speaking skills of their people must be raised to meet the language requirements of industries such as tourism, health, trade, call centres and education.”
Hidden meanings
Behind many things that are said, there can be hidden meanings. This is often called Meta Talk. The following are some examples of what people say, and also what they may really mean.
·By the way – As an aside – Before I forget – (What I really want to say about this issue is ... )
·As you would be aware – (You probably don’t know this but I am going to tell you anyway.)
·It’s really not my issue but... (I intend to put my point of view on this matter regardless.)
·This is not my area of expertise... (I am going to express my opinion anyway.)
·Honestly... (I want you to believe this even though it may not be 100% true.)
·Truthfully... (This is as close to the actual truth as you need to know.)
·The good news is... (Except for this one thing, the whole matter has been disastrous.)
·Off the top of my head – (I really don’t know what to say – I am having a guess.)
·My educated guess is ... (I am really stabbing in the dark because I have no idea.)
·I am sure everyone realises ... (I doubt if anyone knew this anyway.)
·I would not mislead you ... (You are not going to find out about this regardless what you do.)
·This issue is closed – (I am not prepared to listen to you anymore.)
> Keith Wright is the author and creator of the 4S Approach To Literacy and Language (4S) — a modern, innovative and proven method of accelerating the learning of English.
The 4S methodology and the associated Accelerated English Program (AEP) mentioned in this fortnightly column are now being used internationally to enhance the English language proficiency of people from a diverse range of cultures and with different competency levels.
contact@4Sliteracy.com.au for a free copy of the PDF file “Colloquial and Idiomatic Terms”.
Thursday, August 5, 2010
Do you like the ending in the novel "The Prisoner of Zenda"
STATE WHETHER YOU LIKE THE ENDING OF THE STORY.
RESPONSE 1 - LIKE
At the end of the story, Rassendyll returns the throne to the real King but he does not take Princess Flavia with him to England because Flavia chooses to remain in Ruritania . Flavia decides to remain in Ruritania because she too is a woman of honour and duty. She believes her true role is to lead Ruritania as their queen. She is determined that Honour must come first. Her honour compels her to stay in Ruritania as she cannot run away from her duty. She is willing to serve her country. Her determination shows us that we cannot ignore the call of duty just to fulfil our personal desires. I like the ending of the story because it teaches us that we should be dedicated to our duty and responsibility, no matter whether it is to ourselves, our king or our country. We should also be brave and we should not be thinking of ourselves only.
RESPONSE 2 - DISLIKE
I dislike the ending of the novel The Prisoner of Zenda. I think Black Michael should not have been killed but instead punished. Then, justice would have been served.
Furthermore, Rudolf and Princess Flavia have to sacrifice their love for the kingdom of Ruritania. Even though the princess does not love the King, she has to marry him. I would have preferred a happy ending where love conquers all.
RESPONSE 1 - LIKE
At the end of the story, Rassendyll returns the throne to the real King but he does not take Princess Flavia with him to England because Flavia chooses to remain in Ruritania . Flavia decides to remain in Ruritania because she too is a woman of honour and duty. She believes her true role is to lead Ruritania as their queen. She is determined that Honour must come first. Her honour compels her to stay in Ruritania as she cannot run away from her duty. She is willing to serve her country. Her determination shows us that we cannot ignore the call of duty just to fulfil our personal desires. I like the ending of the story because it teaches us that we should be dedicated to our duty and responsibility, no matter whether it is to ourselves, our king or our country. We should also be brave and we should not be thinking of ourselves only.
RESPONSE 2 - DISLIKE
I dislike the ending of the novel The Prisoner of Zenda. I think Black Michael should not have been killed but instead punished. Then, justice would have been served.
Furthermore, Rudolf and Princess Flavia have to sacrifice their love for the kingdom of Ruritania. Even though the princess does not love the King, she has to marry him. I would have preferred a happy ending where love conquers all.
Character I like in the novel "The Prisoner of Zenda"
I like Rudolf Rassendyll because of his physical attributes. He is tall , dark and handsome. He is also kind and loving to Princess Flavia.
In addition, he is very brave. He has certainly faced numerous challenges especially in the scene at the summer house where he got away unhurt even though he was outnumbered. Furthermore, he single handedly fight three of the famous six and this proves that he is a good swordsman. It is not everyday you could see a person who would sacrifice himself for the king and the country and what more, Rassendyll is not a Ruritanian.
Another example that shows that Rudolf Rassendyll is very brave is during the coronation procession. There, he asks his soldiers to ride fifty-yards ahead of him. Then he rides alone even though he knows he is risking his life especially because people in the old town like Duke Michael more than the King. This is because Duke Michael has promised them many reforms.
Another quality about Rudolf Rassendyll that I like is he is very loyal to the king. When he impersonates the king, he has a chance to take over the kingdom and becomes the king himself, but he does not do that because of his loyalty to the king.
I also like him because he is very wise and intelligent. This is proven when he arranges a brilliant plan to rescue the king. He is also well educated. He had finished a German University and was able to speak French and German as perfectly as he spoke English.
In addition, he is very brave. He has certainly faced numerous challenges especially in the scene at the summer house where he got away unhurt even though he was outnumbered. Furthermore, he single handedly fight three of the famous six and this proves that he is a good swordsman. It is not everyday you could see a person who would sacrifice himself for the king and the country and what more, Rassendyll is not a Ruritanian.
Another example that shows that Rudolf Rassendyll is very brave is during the coronation procession. There, he asks his soldiers to ride fifty-yards ahead of him. Then he rides alone even though he knows he is risking his life especially because people in the old town like Duke Michael more than the King. This is because Duke Michael has promised them many reforms.
Another quality about Rudolf Rassendyll that I like is he is very loyal to the king. When he impersonates the king, he has a chance to take over the kingdom and becomes the king himself, but he does not do that because of his loyalty to the king.
I also like him because he is very wise and intelligent. This is proven when he arranges a brilliant plan to rescue the king. He is also well educated. He had finished a German University and was able to speak French and German as perfectly as he spoke English.
Sunday, August 1, 2010
Do you have Facebook Addiction Disorder?
Do you have Facebook Addiction Disorder?
2010/08/01
CHANDRA DEVI RENGANAYAR
Share |
Many people are setting up profiles, uploading photos and adding friends on social networking sites. For some, it is a means to keep in touch and share events with friends. But there are those who are addicted to such sites, especially Facebook, writes CHANDRA DEVI RENGANAYAR
NOT taking their bath for days, forgetting to eat and not getting enough sleep are some of the signs of being addicted to Facebook.
It has become so widespread that psychologists in the United States have labelled it as a new mental health disorder known ominously as Facebook Addiction Disorder (FAD).
The number of Malaysian youths exhibiting similar symptoms is on the increase, says Professor Dr Mohamad Hussain Habil, director of Universiti Malaya Centre of Addictive Sciences (UMCAS).
"It is similar to Internet addiction. It is a type of behavioural addiction similar to pathological gambling, sexual and shopping addiction. It is a brain disorder as a result of neurochemical dysfunction where normal behaviour becomes abnormal."
Besides teenagers and young adults, he says Internet addiction is also common among working adults. Although the problem is not as serious as it is in China where the government has taken measures to prevent Internet addiction, Dr Hussain says Malaysia will see the effect soon.
He says the centre has seen an increase in the number of such "patients" over the years.
Dr Hussain says parents have brought their teenage children to the centre thinking that they were under the influence of drugs.
"When they noticed their teenagers performing poorly in school and not interacting as usual, the parents assumed their children were addicted to drugs. The fact was these children were addicted to the Internet.
"These teens were so obsessed with their virtual activities that they were willing to forego their meals, sleep, responsibilities and leisure activities. They felt life was not complete without online connections.
"There was a constant craving and they did not care when they went online. Some even had sleep disorders because they stayed up late at night to go online to avoid their parents."
Like any other addiction, he says, being in denial of their addiction is a common characteristic of Internet addicts.
"Although they know there is a problem, addicts will not acknowledge it and will look for justification to continue their habit."
He says early identification is important to ensure Internet users do not become addicted.
"We cannot eliminate such technologies altogether. What we can do is encourage the usage in a healthy way.
"Parental supervision is important. There must be monitoring and regulations about computer use. If advice and parental punishment does not work, it is best for parents to refer their children for counselling.
"Employers can take measures to detect and identify employees who spend many hours on social networking sites.
"If they continue with irresponsible surfing despite many warnings, it will be advisable to ask these employees to seek treatment."
Read more: Do you have Facebook Addiction Disorder? http://www.nst.com.my/nst/articles/02cdsns2a/Article#ixzz0vMPgxJXK
2010/08/01
CHANDRA DEVI RENGANAYAR
Share |
Many people are setting up profiles, uploading photos and adding friends on social networking sites. For some, it is a means to keep in touch and share events with friends. But there are those who are addicted to such sites, especially Facebook, writes CHANDRA DEVI RENGANAYAR
NOT taking their bath for days, forgetting to eat and not getting enough sleep are some of the signs of being addicted to Facebook.
It has become so widespread that psychologists in the United States have labelled it as a new mental health disorder known ominously as Facebook Addiction Disorder (FAD).
The number of Malaysian youths exhibiting similar symptoms is on the increase, says Professor Dr Mohamad Hussain Habil, director of Universiti Malaya Centre of Addictive Sciences (UMCAS).
"It is similar to Internet addiction. It is a type of behavioural addiction similar to pathological gambling, sexual and shopping addiction. It is a brain disorder as a result of neurochemical dysfunction where normal behaviour becomes abnormal."
Besides teenagers and young adults, he says Internet addiction is also common among working adults. Although the problem is not as serious as it is in China where the government has taken measures to prevent Internet addiction, Dr Hussain says Malaysia will see the effect soon.
He says the centre has seen an increase in the number of such "patients" over the years.
Dr Hussain says parents have brought their teenage children to the centre thinking that they were under the influence of drugs.
"When they noticed their teenagers performing poorly in school and not interacting as usual, the parents assumed their children were addicted to drugs. The fact was these children were addicted to the Internet.
"These teens were so obsessed with their virtual activities that they were willing to forego their meals, sleep, responsibilities and leisure activities. They felt life was not complete without online connections.
"There was a constant craving and they did not care when they went online. Some even had sleep disorders because they stayed up late at night to go online to avoid their parents."
Like any other addiction, he says, being in denial of their addiction is a common characteristic of Internet addicts.
"Although they know there is a problem, addicts will not acknowledge it and will look for justification to continue their habit."
He says early identification is important to ensure Internet users do not become addicted.
"We cannot eliminate such technologies altogether. What we can do is encourage the usage in a healthy way.
"Parental supervision is important. There must be monitoring and regulations about computer use. If advice and parental punishment does not work, it is best for parents to refer their children for counselling.
"Employers can take measures to detect and identify employees who spend many hours on social networking sites.
"If they continue with irresponsible surfing despite many warnings, it will be advisable to ask these employees to seek treatment."
Read more: Do you have Facebook Addiction Disorder? http://www.nst.com.my/nst/articles/02cdsns2a/Article#ixzz0vMPgxJXK
Should online chatting be allowed?
Why networking sites can be addictive
HUNDREDS of online social networking sites (SNS) are available these days catering to various interests -- friendship, dating, business networking, among others.
Sites like Facebook, MySpace, Urkut, hi5, Bebo and Friendster are very popular.
Almost 85 per cent of Malaysia's online population belongs to one or more of these sites. Of the many SNS, Malaysians have taken a liking to Facebook which has a 77.5 per cent reach of the web population.
This phenomenon, states a report on social networking activities by comScore Inc, is common in most Asia Pacific countries such as the Philippines, Australia, New Zealand, Indonesia and Singapore.
What drives online users to Facebook?
The ability to establish and maintain relationships is the primary drive, says Dr Adrian M. Budiman, a senior lecturer at Universiti Utara Malaysia. It could be real contacts (established in real life), virtual contacts (established online), or old relationships.
Adrian, who conducts research in new media and culture, says there are several interesting reasons why Facebook appeals to the online population.
"It is a tool for members to boost their self-esteem. The more friends they have, the more popular they feel. They receive feedback for the content they publish though the site.
"There is a sense of constantly being surrounded by a circle of friends."
Another reason, he says, is the voyeuristic tendency to view other people's information in private.
"People want to explore other people's personal lives without suffering negative social consequences. It also provides a platform to rekindle old relationships.
"The ability to search for old friends and colleagues, former romantic partners, and discover their current status is quite appealing for some members."
He says the majority of the younger generation (21 years and below) embrace social networks more comfortably than the older generation, and tend to be more liberal in revealing personal information through the site.
While younger people are interested in making new friends, the older generation is more interested in maintaining existing friendships through this medium.
"For younger people, it is their primary method of communication in some cases. In my study, I have discovered that the older generation still has a tendency to value human communication as superior and have greater respect for traditional values and morality," says Adrian.
He believes it is not all bad.
"It may enhance social interaction. The ability to communicate through interactive media allows more options and more frequent interactions with our contacts. I have found that existing relationships formed in real-life may be strengthened through Facebook."
Nonetheless, he agrees that some relationships initiated through Facebook may be superficial.
"Before the popularity of interactive media, a 'friend' was associated with a person with whom he had a positive relationship with. This is no longer true with the advent of new media.
"The idea of 'friend' itself degrades the value of friendship since a Facebook 'friend' can be as distant as a friend of a friend of a friend whom we know nothing about."
Julian Hopkins, a doctoral student at Monash University Sunway Campus who researches social media, says for some people, retreating into the virtual world to make friends can be a means to overcome social awkwardness or loneliness.
"I think that is in the minority, and is not the main reason for people using SNS."
The fascination with self-display as seen on SNS is not unusual says Hopkins. It only seems more obvious because it's online and archived.
"We all self-display all the time. With technological advances, especially digital photography, a lot more of that is happening now.
"Doing something such as posting photos of a party online is a way of reinforcing ties with other people who went to the party."
One of the biggest mistakes in the public debate on SNS, says Hopkins, is that it is assumed the generation of "digital natives" are not concerned about privacy.
While these platforms offer users the ability to disclose a wide variety of personal information it also differentiates between public and private, where public means that a profile is available to anyone and private means that it is only for selected friends.
"Facebook is popular because users think that they are only sharing with people they want to share with.
"Teenagers, for example, may want only people like them to see their profile but they do not want the same attention from an adult.
"One noticeable trend in this regard is that, as more and more parents go into Facebook, young people are creating multiple profiles -- one for the 'parent public' which includes their school, potential employers and one for their own public."
Generally, he says, people are ignorant about the risk factors when using these platforms. Many don't understand that their indiscretions will be online indefinitely.
"Users must realise that anything that goes online may be seen by their parents, their teachers, their future partners, their future employers and even their children.
"I don't think social networks are damaging. It only becomes a problem when people reveal things that come back to haunt them or they become addicted to it."
Read more: Why networking sites can be addictive http://www.nst.com.my/nst/articles/02cdsns1a/Article#ixzz0vMOZwm00
HUNDREDS of online social networking sites (SNS) are available these days catering to various interests -- friendship, dating, business networking, among others.
Sites like Facebook, MySpace, Urkut, hi5, Bebo and Friendster are very popular.
Almost 85 per cent of Malaysia's online population belongs to one or more of these sites. Of the many SNS, Malaysians have taken a liking to Facebook which has a 77.5 per cent reach of the web population.
This phenomenon, states a report on social networking activities by comScore Inc, is common in most Asia Pacific countries such as the Philippines, Australia, New Zealand, Indonesia and Singapore.
What drives online users to Facebook?
The ability to establish and maintain relationships is the primary drive, says Dr Adrian M. Budiman, a senior lecturer at Universiti Utara Malaysia. It could be real contacts (established in real life), virtual contacts (established online), or old relationships.
Adrian, who conducts research in new media and culture, says there are several interesting reasons why Facebook appeals to the online population.
"It is a tool for members to boost their self-esteem. The more friends they have, the more popular they feel. They receive feedback for the content they publish though the site.
"There is a sense of constantly being surrounded by a circle of friends."
Another reason, he says, is the voyeuristic tendency to view other people's information in private.
"People want to explore other people's personal lives without suffering negative social consequences. It also provides a platform to rekindle old relationships.
"The ability to search for old friends and colleagues, former romantic partners, and discover their current status is quite appealing for some members."
He says the majority of the younger generation (21 years and below) embrace social networks more comfortably than the older generation, and tend to be more liberal in revealing personal information through the site.
While younger people are interested in making new friends, the older generation is more interested in maintaining existing friendships through this medium.
"For younger people, it is their primary method of communication in some cases. In my study, I have discovered that the older generation still has a tendency to value human communication as superior and have greater respect for traditional values and morality," says Adrian.
He believes it is not all bad.
"It may enhance social interaction. The ability to communicate through interactive media allows more options and more frequent interactions with our contacts. I have found that existing relationships formed in real-life may be strengthened through Facebook."
Nonetheless, he agrees that some relationships initiated through Facebook may be superficial.
"Before the popularity of interactive media, a 'friend' was associated with a person with whom he had a positive relationship with. This is no longer true with the advent of new media.
"The idea of 'friend' itself degrades the value of friendship since a Facebook 'friend' can be as distant as a friend of a friend of a friend whom we know nothing about."
Julian Hopkins, a doctoral student at Monash University Sunway Campus who researches social media, says for some people, retreating into the virtual world to make friends can be a means to overcome social awkwardness or loneliness.
"I think that is in the minority, and is not the main reason for people using SNS."
The fascination with self-display as seen on SNS is not unusual says Hopkins. It only seems more obvious because it's online and archived.
"We all self-display all the time. With technological advances, especially digital photography, a lot more of that is happening now.
"Doing something such as posting photos of a party online is a way of reinforcing ties with other people who went to the party."
One of the biggest mistakes in the public debate on SNS, says Hopkins, is that it is assumed the generation of "digital natives" are not concerned about privacy.
While these platforms offer users the ability to disclose a wide variety of personal information it also differentiates between public and private, where public means that a profile is available to anyone and private means that it is only for selected friends.
"Facebook is popular because users think that they are only sharing with people they want to share with.
"Teenagers, for example, may want only people like them to see their profile but they do not want the same attention from an adult.
"One noticeable trend in this regard is that, as more and more parents go into Facebook, young people are creating multiple profiles -- one for the 'parent public' which includes their school, potential employers and one for their own public."
Generally, he says, people are ignorant about the risk factors when using these platforms. Many don't understand that their indiscretions will be online indefinitely.
"Users must realise that anything that goes online may be seen by their parents, their teachers, their future partners, their future employers and even their children.
"I don't think social networks are damaging. It only becomes a problem when people reveal things that come back to haunt them or they become addicted to it."
Read more: Why networking sites can be addictive http://www.nst.com.my/nst/articles/02cdsns1a/Article#ixzz0vMOZwm00
Thursday, July 29, 2010
Sunday, July 18, 2010
Primary School Winner SIR 2010
Rivals again, but Nur Akmal wins this time
2010/07/18
By Suzieana Uda Nagu and Sim Bak Heng
Nur Akmal Sharizal of SK Jejawi, Perlis’ SIR Challenge champion in the primary school category, acknowledging the gallant efforts of her spelling bee rival, first runner-up Nadine Qathira Sahzan of SK Sena (right). — Picture by Rizal Braim
Nur Akmal Sharizal of SK Jejawi, Perlis’ SIR Challenge champion in the primary school category, acknowledging the gallant efforts of her spelling bee rival, first runner-up Nadine Qathira Sahzan of SK Sena (right). — Picture by Rizal Braim
Hariharan Raj Muniandy pulls off a win in a tiebreaker round to be declared Johor’s SIR Challenge champion in the primary school category. — Picture by Zulkarnain Ahmad Tajuddin
Hariharan Raj Muniandy pulls off a win in a tiebreaker round to be declared Johor’s SIR Challenge champion in the primary school category. — Picture by Zulkarnain Ahmad Tajuddin
KANGAR: Nur Akmal Sharizal liked to spell along with RHB New Straits Times National Spell-It-Right (SIR) Challenge contestants whenever she watched the pre-recorded episodes on TV3.
Most of the time, the 12-year-old from SK Jejawi would get them right.
The Year Six pupil did not pass up the chance to represent her school at the SIR Challenge when it was held at Dewan Kapitol here yesterday.
The first-time contestant in the primary school category emerged victorious in the competition and walked away with RM2,000, a plaque and certificate.
She will represent Perlis at the National Challenge on Aug 7 at the Malaysia Tourism Centre in Kuala Lumpur.
The soft-spoken eldest child of university lecturers attributed her spelling prowess to reading extensively.
"I have been reading since I was 6," said Nur Akmal. "I read books and newspapers as well as surf the Internet to find new words to add to my vocabulary."
She said her English had improved greatly since she attended school in Brisbane, Queensland, Australia between 2005 and 2009 while her parents -- Universiti Utara Malaysia lecturer Rohana Abdul Rahman and Universiti Teknologi Mara, Arau lecturer Sharizal Hasan -- were completing their doctorates (in law and chemistry respectively) at the University of Queensland.
The family returned to Malaysia last June.
"However, reading widely can help anyone do well in the SIR Challenge," added Nur Akmal.
Her younger sister, Nur Aiman, 10, also took part but was knocked out in the preliminary rounds.
Nur Akmal breezed through words such as "methodical", "procession", "souvenir" and "combustible" at the finals.
She was announced the winner after her opponent, first runner-up Nadine Qathira Sahzan of SK Sena, misspelled her final word "proficiency" despite sailing through "gelatinous", "notable" and "hexagon".
Nur Akmal and Nadine Qathira had both taken part in another state-level spelling contest earlier this year. While Nur Akmal was eliminated in the first round, her 10-year-old opponent became the state champion.
Yesterday, Yeng Yong Kai of SJKC Khoon Aik came in third in while Nur Dania Dayini Muhammad Yusri of SK Kayang seized the fourth place in the SIR Challenge. They won RM1,000 and RM800 respectively.
Anis Md Soki of SK Putra was in fifth place and took home RM500.
In Johor Baru, it was a heart-stopping moment for Hariharan Raj Muniandy, 12, after he spelled "lexicographer" correctly in the final tiebreaker round of the primary school category of the SIR Challenge at Johor Baru City Square yesterday.
It was the first time the Year Six pupil of SK Taman Bukit Indah had encountered the word and he could not read the expression on presenter Jeremy Lee's face after he spelt the word.
It was a tense moment that quickly gave way to joy when Lee congratulated him and declared him Johor champion.
"Luck was on my side," said Hariharan, who walked away with the first prize of RM2,000.
He defeated Nurul Inani Ab Samad, 11, of SK (P) Sultan Ibrahim and Siow Zhi Jie, 11, of SJKC Foon Yew 2, who took the second and third prizes respectively.
Isaac Mok Kai Xiang, 12, of SK Taman Impian Emas and Lim We Ting, 12, of SJKC Pandan came in fourth and fifth respectively.
Hariharan, who ranked the difficulty of the challenge as "medium range", attributed his skill in spelling to his love for reading since he was 5.
He reads an average of 90 to 100 books a year and has a particular liking for novels. Robinson Crusoe and The Swiss Family Robinson are his top favourites.
"I will use the prize money to buy plenty of reference books," said Hariharan, who liked tigers and jaguars and hoped to become a zoologist.
His father, Muniandy Kannan, 43, a quality assurance manager, said he liked to buy plenty of books to inculcate the reading habit in Hariharan and his two younger brothers.
Muniandy said that as Hariharan liked reading the sports section of the NST, he made it a point to pick up words from the newspaper to test his son's spelling regularly.
"He did well when I tested him. That's why I had confidence in him today," he said, adding that he had bought The Book of Knowledge for his sons six months ago.
Hariharan's happiness was also shared by his mother Latha Ramachandran, 42, and his younger brothers, Hrishheekesh Raj, 11, and Shreeram, 4.
New Straits Times Press corporate governance general manager Mohd Hisham Mohd Shazli and RHB Bank Berhad Alor Star 1 branch manager Lian Su-Ching presented the prizes in Kangar.
NSTP event management manager Shamsaini Salim and RHB Bank Berhad area manager (southern region) Asoka Balan gave away the prizes in Johor Baru.
McDonald's Malaysia sponsored lunch for the pupils and their teachers.
Read more: Rivals again, but Nur Akmal wins this time http://www.nst.com.my/nst/articles/28badfish/Article#ixzz0u27XJLnG
Spell It Right 2010
Bad luck this time but next year we will try harder.. make sure read a lot ... Better luck next time..
Friday, July 16, 2010
S.I.R competition 2010
To those who are interested in SIR.... Spell It Right.... the competition will be held on Sunday, 18 July 2010 at Dewan Capitol at 9.00am. Please come early to secure seats... Good luck to our students who are participating : Hamdi Ayman, Mudzaffar B Zoher, Zaidatunnajla and Dhiyauddin.. May all of you become the winners.., inshaAllah... and Amin..
Thursday, July 15, 2010
Among the entries....(Star Mag Inc .. Pizza Hut..) by SMSTSP students
There will be more pictures soon....
Using Mind mapping in writing
It's a great idea.. Thanks ELTC lecturers..
Yesterday we did an essay entitled "Computer and its benefits "
The mind mapping proved useful for the students who didn't have ideas when writing. Try it. MM is very useful. You can even use power writing technique at the same time. Just imagine the branch that goes out from the topic as P1. The next level will be P2 which is elaboration of the main ideas. P3 is the details which is the third level or branch...
Paragraph Building using power writing.
p1: Computer has a lot of benefits.
p2: One of the benefits of computer is it can help you search for information.
p3: For example, you can easily find information on Thomas Edison by just typing the keyword "Thomas Edison" in the search engine. After clicking the "enter" key, a list of websites will appear on the screen.
p3: In other words, you can find whatever information you need using the computer.
p4 : Thus, computer is indeed useful in our life.
Comments... anyone??
Yesterday we did an essay entitled "Computer and its benefits "
The mind mapping proved useful for the students who didn't have ideas when writing. Try it. MM is very useful. You can even use power writing technique at the same time. Just imagine the branch that goes out from the topic as P1. The next level will be P2 which is elaboration of the main ideas. P3 is the details which is the third level or branch...
Paragraph Building using power writing.
p1: Computer has a lot of benefits.
p2: One of the benefits of computer is it can help you search for information.
p3: For example, you can easily find information on Thomas Edison by just typing the keyword "Thomas Edison" in the search engine. After clicking the "enter" key, a list of websites will appear on the screen.
p3: In other words, you can find whatever information you need using the computer.
p4 : Thus, computer is indeed useful in our life.
Comments... anyone??
Thursday, July 1, 2010
"Mapping for better writing " A course I attended - 29 June - 1 July 2010
Course "Mapping for better writing"
This course stressed that we do the pre-writing process first before we ask the students to write.
a) We may start our writing lesson by giving them prose model. (This can also be reading lesson).
b) then we give the students the topic for them to think of the ideas.
c)The ideas can be generated using graphic organizers like fish bone or mind map.
d) Later we rearrange the organization of ideas. The process writing approach should use PDREP and RAFTS.
PDREP (P= Prewriting to generate ideas, D=Drafting; R=Revise the ideas and contents; E=Edit; P=Publishing)
RAFTS.(R=Roles, A=Audience, F=Format of writing ..speech,article etc, T=Topics, S=Strong verb - to entertain, amuse, inform, invite , persuade)
RAFTS is a reminder about decisions you make before drafting any piece of writing.
e) do peer conferencing on the graphic organizer to probe more questions / give more pictures to the students so that they can elaborate their ideas.
f) Then students write their first draft.
g) TAG Conference - We TAG their draft... Tell, Ask question, Give advice..
Eg of an outline on
Healthy Lifestyle
1) The types of food that we should take
a) The food pyramid
i) vitamins
ii) proteins
iii) carbohydrates
iv) fats
b) Junk Food
2) How to practise good Hygiene
a) Personal Cleanliness - How to keep yourself clean
i) Hair
ii) Body
iii) Fingernails
iv) Oral hygiene
v) Clothes
b) Surrounding area
i) Residential Area
ii) School
iii) Classroom
iv) Canteen
3) Social life
a) Relationship
i) neighbours
ii) friends
iii) family
b) Leisure activities
i) entertainment
ii) drug free
iii) enough rest/ sleep
iv) hobbies
4) What type of exercise should you do to stay healthy
a) types of exercise – jogging, cycling , swimming
b) duration/ no of times per week
c) benefits of exercises
This course stressed that we do the pre-writing process first before we ask the students to write.
a) We may start our writing lesson by giving them prose model. (This can also be reading lesson).
b) then we give the students the topic for them to think of the ideas.
c)The ideas can be generated using graphic organizers like fish bone or mind map.
d) Later we rearrange the organization of ideas. The process writing approach should use PDREP and RAFTS.
PDREP (P= Prewriting to generate ideas, D=Drafting; R=Revise the ideas and contents; E=Edit; P=Publishing)
RAFTS.(R=Roles, A=Audience, F=Format of writing ..speech,article etc, T=Topics, S=Strong verb - to entertain, amuse, inform, invite , persuade)
RAFTS is a reminder about decisions you make before drafting any piece of writing.
e) do peer conferencing on the graphic organizer to probe more questions / give more pictures to the students so that they can elaborate their ideas.
f) Then students write their first draft.
g) TAG Conference - We TAG their draft... Tell, Ask question, Give advice..
Eg of an outline on
Healthy Lifestyle
1) The types of food that we should take
a) The food pyramid
i) vitamins
ii) proteins
iii) carbohydrates
iv) fats
b) Junk Food
2) How to practise good Hygiene
a) Personal Cleanliness - How to keep yourself clean
i) Hair
ii) Body
iii) Fingernails
iv) Oral hygiene
v) Clothes
b) Surrounding area
i) Residential Area
ii) School
iii) Classroom
iv) Canteen
3) Social life
a) Relationship
i) neighbours
ii) friends
iii) family
b) Leisure activities
i) entertainment
ii) drug free
iii) enough rest/ sleep
iv) hobbies
4) What type of exercise should you do to stay healthy
a) types of exercise – jogging, cycling , swimming
b) duration/ no of times per week
c) benefits of exercises
Sunday, June 6, 2010
Youngsters must be trained to think to succeed in life
THE STAR Sunday June 6, 2010
Time to train youngsters to think
EMPLOYERS and those involved in recruiting graduates lament that many of our local graduates have resumes that boast of Cumulative Grade Point Averages (CGPAs) of between 3.5 to 4.0, but tend to underperform and fail miserably when it comes to real work.
When businessmen lament that our graduates are not creative at work, it really means that they are not thinking persons.
Therefore, we have to create environments to produce thinking individuals who use their grey matter to understand and analyse.
Such traits can be acquired if they are instilled from a young age.
To create thinking individuals, we have to take into consideration one’s culture, parental habits, the mindset of teachers and professors, and the type of stimuli in the classroom.
Only by looking into these factors, can we hope to produce graduates who can think, instead of graduates who learn by rote.
First, the environment or setting must be right to raise thinking individuals.
We, as parents, also need to change the way we bring up our children.
We cannot limit our children by allowing them to be completely influenced by other people’s opinions; not allowing them to question adults; expecting them to blindly obey adults; and subscribing to the adage that “children should be seen, not heard”.
Lacking in confidence
Such a culture has unknowingly brought about a lack of self-esteem in our children.
They also lack the confidence to experiment with new ideas and concepts, and are unable to think out of the box.
We should not be bound by what others say in coming up with bold measures and ideas, and should instead, be strong enough to put forth our own ideas and stick by them.
For example, we should not be afraid to ride a bicycle, instead of driving a car to work, if the intention is to save energy.
While others may think it is a crazy idea and criticise or ridicule us, we should be bold enough to stick by our decisions without being disrespectful or offensive to them.
We must also bear in mind that we have to be sensitive to others when it comes to issues concerning morality, discipline, respect and decency.
This country is made of people of different races, and we should capitalise on our multi-cultural and multi-religious backgrounds to hone our creative skills and thoughts.
Look at the United States — its success is due to its “thinking people’’ of diverse backgrounds.
We, too, can emulate the global power in this area.
The second effective change is for parents to drill the importance of reading into their children.
This can be attained if parents themselves pick up the reading habit, as their children will naturally follow them.
Try to have libraries at home, not collections of toys. Your children will soon become voracious readers.
Thinking is best done in silence. Parents should control the noise level at home by not switching on the TV, music and other forms of entertainment all day long.
There are studies saying that our brains work best at its lower waves.
Good decisions are made and creativity works best during the alpha brainwave, which can be attained only when we have quiet surroundings. Great religions preach about the power and strength of silence. There is science involved in such teachings.
Activating the mind
Thirdly, the education system should offer a curriculum that promotes thinking instead of rote-learning.
Thinking helps an individual to develop the habits of inquiry.
It will also cultivate skills of expression and effective communication. All these in turn will produce active citizens.
Similarly, we can add other methods of academic engagement to our traditional methods of teaching, such as lectures, seminars, distance learning, field trips and computer-assisted activities.
Also, it is about time that professors and lecturers learn to accept and respect queries raised by students.
They should not intimidate their students, but instead, treat them as equals and encourage them to have intellectual discourse.
The fourth element is providing the stimuli in class to make students think.
This can be done through activities that, among others, involve the metaphorical power of language, logical thinking, the centrality of thinking, misthinking, the role of expectation, and sharpening our senses.
After all, education means developing one’s mind from emptiness. We rely on education to develop thinking and appreciate wisdom.
Educators should also emphasise and instil in students an attitude that the best-educated man is the one whose mind never ceases thinking.
Make them see education as a process of constant and perpetual self-improvement.
Develop a stance that education is to educate, not train, as training involves rote-learning, which does not promote thinking.
DR MEGAWATI OMAR and DR ABU BAKAR ABDUL MAJEED
RESEARCH MANAGEMENT INSTITUTE
UiTM, SHAH ALAM
Time to train youngsters to think
EMPLOYERS and those involved in recruiting graduates lament that many of our local graduates have resumes that boast of Cumulative Grade Point Averages (CGPAs) of between 3.5 to 4.0, but tend to underperform and fail miserably when it comes to real work.
When businessmen lament that our graduates are not creative at work, it really means that they are not thinking persons.
Therefore, we have to create environments to produce thinking individuals who use their grey matter to understand and analyse.
Such traits can be acquired if they are instilled from a young age.
To create thinking individuals, we have to take into consideration one’s culture, parental habits, the mindset of teachers and professors, and the type of stimuli in the classroom.
Only by looking into these factors, can we hope to produce graduates who can think, instead of graduates who learn by rote.
First, the environment or setting must be right to raise thinking individuals.
We, as parents, also need to change the way we bring up our children.
We cannot limit our children by allowing them to be completely influenced by other people’s opinions; not allowing them to question adults; expecting them to blindly obey adults; and subscribing to the adage that “children should be seen, not heard”.
Lacking in confidence
Such a culture has unknowingly brought about a lack of self-esteem in our children.
They also lack the confidence to experiment with new ideas and concepts, and are unable to think out of the box.
We should not be bound by what others say in coming up with bold measures and ideas, and should instead, be strong enough to put forth our own ideas and stick by them.
For example, we should not be afraid to ride a bicycle, instead of driving a car to work, if the intention is to save energy.
While others may think it is a crazy idea and criticise or ridicule us, we should be bold enough to stick by our decisions without being disrespectful or offensive to them.
We must also bear in mind that we have to be sensitive to others when it comes to issues concerning morality, discipline, respect and decency.
This country is made of people of different races, and we should capitalise on our multi-cultural and multi-religious backgrounds to hone our creative skills and thoughts.
Look at the United States — its success is due to its “thinking people’’ of diverse backgrounds.
We, too, can emulate the global power in this area.
The second effective change is for parents to drill the importance of reading into their children.
This can be attained if parents themselves pick up the reading habit, as their children will naturally follow them.
Try to have libraries at home, not collections of toys. Your children will soon become voracious readers.
Thinking is best done in silence. Parents should control the noise level at home by not switching on the TV, music and other forms of entertainment all day long.
There are studies saying that our brains work best at its lower waves.
Good decisions are made and creativity works best during the alpha brainwave, which can be attained only when we have quiet surroundings. Great religions preach about the power and strength of silence. There is science involved in such teachings.
Activating the mind
Thirdly, the education system should offer a curriculum that promotes thinking instead of rote-learning.
Thinking helps an individual to develop the habits of inquiry.
It will also cultivate skills of expression and effective communication. All these in turn will produce active citizens.
Similarly, we can add other methods of academic engagement to our traditional methods of teaching, such as lectures, seminars, distance learning, field trips and computer-assisted activities.
Also, it is about time that professors and lecturers learn to accept and respect queries raised by students.
They should not intimidate their students, but instead, treat them as equals and encourage them to have intellectual discourse.
The fourth element is providing the stimuli in class to make students think.
This can be done through activities that, among others, involve the metaphorical power of language, logical thinking, the centrality of thinking, misthinking, the role of expectation, and sharpening our senses.
After all, education means developing one’s mind from emptiness. We rely on education to develop thinking and appreciate wisdom.
Educators should also emphasise and instil in students an attitude that the best-educated man is the one whose mind never ceases thinking.
Make them see education as a process of constant and perpetual self-improvement.
Develop a stance that education is to educate, not train, as training involves rote-learning, which does not promote thinking.
DR MEGAWATI OMAR and DR ABU BAKAR ABDUL MAJEED
RESEARCH MANAGEMENT INSTITUTE
UiTM, SHAH ALAM
Wednesday, June 2, 2010
Resepi untuk Lamb Chop Alumni BBQ
Thank You MLan For this Recipe..... Hanya Allah yang dapat membalasnya.. Resepi yang sungguh sedap..
Utk yang berminat...Zurina, Norlida, Almin, Kamsari, Mood, dan yang lain2...
>Dengan lafas Bismillahhirrahmann irrahim.. .saya dengan ini merasmikan.. ..
>
>Main ingredient;
>Sos BBQ ...yang halal dan selera tuan/puan
>Pure Honey...Yang bagus madu Tualang...bukan Madu...Madu 3
>Kicap soya cair
>Sos Tiram
>Lada hitam Serawak...ditumbuk atau blend..kalau malas sos lada hitam pun boleh...
>
>Cara;
>Sukatan ikut selera dan lihat kuantiti daging nak diperap...biar pekat dan jika lebih boleh dibuat sos dan di ulang guna..
>campur kesemua dalam bekas yang sesuai
>rasa mengikut selera masing2.
>Celupkan daging kambing kedalam adunan..
>kemudian angkat dan susun dalam bekas bertutup dan masukkan kedalam peti sejuk..(bukan tempat ais)
>perap sekurang2nya 24 jam...lebih lama lagi meresap...( jangan terlalu lama hingga rosak)
>Sos lebihan dimasak sehingga pekat untuk dijadikan sos...atau dibuat celupan sebelum dipanggang..
>Sila pastikan anda memanggang guna Bara bukan membakar...guna api...or Pan Fry...
>
>Cara memanggang;
>Guna Arang yang sepertimana Ron beli...(rujuk Ron)
>bakar arang sehingga tinggal Bara...
>Daging Kambing "slice" cepat masak...maka kerap balik2kan...
>sekiranya api mula menyambar..maknanye daging dah masak...
>pastikan air daging yang keluar jernih tanpa darah...
>pastikan hasilnya daging panggang dan bukannye arang..(rentung)
>
>Rahsia;
>membasuh daging dan perap ...
>perlu di marinade dan serinade dengan penuh perasaan kasih sayang kpd yang nak diberi makan ...InsyaAllah. ..
>
>Selamat Mencuba...boleh dipraktik untuk segala jenis daging kecuali ikan...
>
Utk yang berminat...Zurina, Norlida, Almin, Kamsari, Mood, dan yang lain2...
>Dengan lafas Bismillahhirrahmann irrahim.. .saya dengan ini merasmikan.. ..
>
>Main ingredient;
>Sos BBQ ...yang halal dan selera tuan/puan
>Pure Honey...Yang bagus madu Tualang...bukan Madu...Madu 3
>Kicap soya cair
>Sos Tiram
>Lada hitam Serawak...ditumbuk atau blend..kalau malas sos lada hitam pun boleh...
>
>Cara;
>Sukatan ikut selera dan lihat kuantiti daging nak diperap...biar pekat dan jika lebih boleh dibuat sos dan di ulang guna..
>campur kesemua dalam bekas yang sesuai
>rasa mengikut selera masing2.
>Celupkan daging kambing kedalam adunan..
>kemudian angkat dan susun dalam bekas bertutup dan masukkan kedalam peti sejuk..(bukan tempat ais)
>perap sekurang2nya 24 jam...lebih lama lagi meresap...( jangan terlalu lama hingga rosak)
>Sos lebihan dimasak sehingga pekat untuk dijadikan sos...atau dibuat celupan sebelum dipanggang..
>Sila pastikan anda memanggang guna Bara bukan membakar...guna api...or Pan Fry...
>
>Cara memanggang;
>Guna Arang yang sepertimana Ron beli...(rujuk Ron)
>bakar arang sehingga tinggal Bara...
>Daging Kambing "slice" cepat masak...maka kerap balik2kan...
>sekiranya api mula menyambar..maknanye daging dah masak...
>pastikan air daging yang keluar jernih tanpa darah...
>pastikan hasilnya daging panggang dan bukannye arang..(rentung)
>
>Rahsia;
>membasuh daging dan perap ...
>perlu di marinade dan serinade dengan penuh perasaan kasih sayang kpd yang nak diberi makan ...InsyaAllah. ..
>
>Selamat Mencuba...boleh dipraktik untuk segala jenis daging kecuali ikan...
>
How To Improve My Language Proficiency In English?
There are a number of ways every person can improve his/her language skills. Whether you are a professional or just a beginner, learning is a part of life. Here are some tips to help improve your English:
1) Reading - Spend time in reading. Whether it is books, magazines, or newspaper, reading is an excellent way to improve your vocabulary, and understanding of the language. Choose a book that meets your level of understanding of the language. Gradually, you can move on to more difficult ones as your English improves. Also, if you need to improve your basics, there are many grammar books that teach you how to make sentences etc. If you come across some words you don't know the meaning of, be sure to look them up in the dictionary.
2) Watch TV - Watching documentaries, sitcoms can help you improve your English. Pay special attention to how they speak.
3) Speak out loud, in front of the mirror or maybe with a friend or sister. This will improve your speaking skills and boost your confidence.
4) Try writing small essays, stories, or paragraphs on a regular basis. You may want to get it checked by a trusting individual who can provide positive criticism as to where improvements can be made.
5) Lastly there are some good websites that can teach you English for free. Be sure to search some up in Google and find one that meets your needs. Hope this helps, and best of luck.
Written by Rocksolid
1) Reading - Spend time in reading. Whether it is books, magazines, or newspaper, reading is an excellent way to improve your vocabulary, and understanding of the language. Choose a book that meets your level of understanding of the language. Gradually, you can move on to more difficult ones as your English improves. Also, if you need to improve your basics, there are many grammar books that teach you how to make sentences etc. If you come across some words you don't know the meaning of, be sure to look them up in the dictionary.
2) Watch TV - Watching documentaries, sitcoms can help you improve your English. Pay special attention to how they speak.
3) Speak out loud, in front of the mirror or maybe with a friend or sister. This will improve your speaking skills and boost your confidence.
4) Try writing small essays, stories, or paragraphs on a regular basis. You may want to get it checked by a trusting individual who can provide positive criticism as to where improvements can be made.
5) Lastly there are some good websites that can teach you English for free. Be sure to search some up in Google and find one that meets your needs. Hope this helps, and best of luck.
Written by Rocksolid
Alumni 1980 Programme on 29 Mei 2010 - SPG30
It is a joy to see old friends and to be able to work together again. Hoping that all of us will be blessed by Allah and hoping that we will be able to organise a better event next time...
SPG 30 - ALUMNI 80
This is the third event for SPG30, organised by batch80 of SMSTSP alumni. The purpose is to serve the school which has done a lot for us. We are very grateful indeed to the school for moulding us into what we are today. By having this event, we also take the opportunity to meet one another whom we haven't met for 30 years. Surely there are lots to talk about. The day ended with a barbeque dinner held at the canteen. The menu was lamb chop, grilled chicken and fish, mee hoon, fried rice, papaya, etc. It was indeed a successful day for the alumni .
Saturday, May 22, 2010
How Can I Improve My English.
How Can I Improve My English...
That is a question asked by many students. For me, to improve one's English, there are four important ways to do so.
As we all know, learning a language is not like learning other subjects. This is because to score in most subjects, you need to expose yourself (by doing a lot of exercise)to the topics that are in the syllabus. Questions that will be asked are taken from the syllabus, without exception . The difficulties will be because you are asked to think before answering when the question is not straight forward.
However, it is different with languages especially English. To learn a language and to be good in a language, you need to be able to listen , speak, read and write well in English. You need to excel in these skills. Usually , you will be considered proficient in the language if you are able to express your opinion well in the language. This is done when you speak or write.
Many students are not able to either speak or write well.. There will always be errors everywhere. So we wonder what is wrong here. On the average,our students learn English for at least 11 years. Still , many are not able to write even one accurate paragraph.
Who is responsible for this low proficiency in English?
Well for me, both the teachers and students are to be blamed. Why? Teachers, because they are not able to provide suitable environment for the students to learn the language. Students also should be blamed because they should try their best to learn the language. This is because learning a language does not require you to study the language only, but you need to practise using the language. Practice Makes Perfect!
Consider this example. A eight year old, a Malay boy.. can speak English well. You might be wondering why. Well, actually he was raised in UK and go to school there. He doesn't have 11 years of schooling , still he talks like a British.
Well , what happen here? What makes him different from other Malay boy. Actually, it's the surrounding. He lives in London, and hears English being used all the time, and he has to use the language to communicate. So , what is important here is you have to use the language often (if not all the time) to be good or proficient in the language..
So , girls and boys.. you know now..how to improve your English. Please start right away..
From me, your teacher, Pn Norlida Abu Bakar..
That is a question asked by many students. For me, to improve one's English, there are four important ways to do so.
As we all know, learning a language is not like learning other subjects. This is because to score in most subjects, you need to expose yourself (by doing a lot of exercise)to the topics that are in the syllabus. Questions that will be asked are taken from the syllabus, without exception . The difficulties will be because you are asked to think before answering when the question is not straight forward.
However, it is different with languages especially English. To learn a language and to be good in a language, you need to be able to listen , speak, read and write well in English. You need to excel in these skills. Usually , you will be considered proficient in the language if you are able to express your opinion well in the language. This is done when you speak or write.
Many students are not able to either speak or write well.. There will always be errors everywhere. So we wonder what is wrong here. On the average,our students learn English for at least 11 years. Still , many are not able to write even one accurate paragraph.
Who is responsible for this low proficiency in English?
Well for me, both the teachers and students are to be blamed. Why? Teachers, because they are not able to provide suitable environment for the students to learn the language. Students also should be blamed because they should try their best to learn the language. This is because learning a language does not require you to study the language only, but you need to practise using the language. Practice Makes Perfect!
Consider this example. A eight year old, a Malay boy.. can speak English well. You might be wondering why. Well, actually he was raised in UK and go to school there. He doesn't have 11 years of schooling , still he talks like a British.
Well , what happen here? What makes him different from other Malay boy. Actually, it's the surrounding. He lives in London, and hears English being used all the time, and he has to use the language to communicate. So , what is important here is you have to use the language often (if not all the time) to be good or proficient in the language..
So , girls and boys.. you know now..how to improve your English. Please start right away..
From me, your teacher, Pn Norlida Abu Bakar..
You Alone Can Decide How You Want To Live... The Choice is Yours...
Sunday May 16, 2010
When teaching grows on you
TEACHER TALK
By MALLIKA VASUGI
Sometimes we are thrust into a job that we may have no interest in, only to find that we begin to take a liking to it, over time.
THEY say that life turns out pretty much the way you choose it to be, and most of the time, we feel that it is true.
“The choice is yours,” they tell us.
“You alone can decide how you want to live.”
We hear these phrases almost all the time, in different variations perhaps, and usually we just nod in agreement even when we know that they have been glibly uttered by people whose most major decisions in life alternate between the choice of holiday destinations or designer handbags.
Still, we do know that being able to choose is by itself a gift, a symbol of free-will which lends dignity to the human state. But we also know that life doesn’t always give us the freedom to choose. That in itself may not necessarily be a bad thing, especially when you are not entirely sure about the choices you have to make.
Sometimes we rationalise that it is better to have the choices made for us, because if they turn out to be less than perfect, at least we are absolved from the guilt or responsibility of being the one who made the wrong choice.
It is also sometimes the almost-perfect excuse to use when we feel a lack of commitment towards a cause or a career, like teaching for example.
“We were not given a choice. We were thrust into it,” we often justify to whoever is within earshot. More often than not however, if we think about it enough, we know that the words are really an attempt to subdue the uneasy twinges of conscience that surface when you feel you’ve not performed according to what has been required of you.
With sufficient repetition, there comes a time when we may no longer feel any more twinges or pricking of conscience altogether, and hence there is no longer any need for any form of justification for the substandard work we present. Quite simply, we no longer see ourselves as what we should be against what we are.
“I became a teacher because I had no other choice. I wasn’t allowed to choose. My parents wanted me to become a teacher.”
We didn’t ask to be teachers so don’t blame us if we get it wrong, or even if we stop trying to get it right.
But, there are still many of us who have grown into our jobs even if we didn’t ask for it in the first place. Even if you don’t see them everywhere, there are countless teachers, who, despite having had their career choice made for them, have come to the happy discovery that they had really been called to teach.
An arranged marriage?
“It’s like the arranged marriages of long ago,” says one teacher, who in his own words “was dragged kicking and screaming into the teaching profession.”
“Think of our parents or grandparents. Some of them had never even seen the person whom they were going to spend the rest of their lives with. But most of the marriages worked, didn’t they? Compared to now? Love grows you know. Like teaching.”
It was the first time I had heard anyone compare teaching with a marriage. But it is true. Teaching does grow on you — but even that is a choice.
Perhaps that is why we sometimes have teachers in the same work-settings and pay-scales with completely opposing perspectives of their jobs.
There are those who remain because they know that teaching defines them — that it is what they do best and that they cannot imagine leaving when there are still so many students out there to impart an education to. And then there are those who have never allowed their position as teacher to reach anywhere deeper than the surface of their skin.
But there are times also that we all vacillate between the two extremes. There are moments when we feel so bonded to our job and to our students that we cannot conceive of how life would be like otherwise.
Then there are times when we question whether we have been too stupid or just plain cowardly for not wanting to take on something else like some others we know.
There are questions that flit through all our minds every once in a while. What could I have been doing if I were not doing this? Is the rest of my life going to be spent in some classroom, grading exercises and filling out senseless forms? How much do I really want to teach?
Then, quite unconsciously, we do a frustration level check. Are we frustrated enough to want to leave? Or is the genuine passion you have for teaching strong enough to transcend the boundaries of bad-mannered students, mismatched curriculum, or even chewing gum that gets stuck on to your shoes every day?
Do you come out of a class that had gone rather badly, breathing fire and vowing to yourself that you are going to – that very minute – call up your friend regarding that other job offer, and then completely disregard it when just one student comes up to you with a note saying that you are his favourite teacher?
But maybe it has nothing to do with frustration levels after all.
Perhaps you have reached the point in your career where you feel you really should be moving on. You have given your very best in your years as a teacher, enjoyed every step of the way, have absolutely no regrets about it, but now you just want to move on to something else. The choice is again yours, and no one else is able to tell you what you should or shouldn’t do with your life.
Sometimes, though, all it needs to make some of us to stay on is a little reaffirmation of our role as teachers.
To one who is not a teacher, it may seem like a dismal state of affairs or even come across as pathetic. But to us who have grown into teaching after having either made the conscious choice or having the choice thrust upon us, the significance of our role is indisputable.
We know who we are and what we do. And if our fire is fuelled by a few seemingly feeble words of affirmation from the unlikely bunch of students we teach, so be it.
It is after all, we, who among many other professions in the world, who have the privilege of being able to say:
“Hey, I taught this kid his multiplication tables”, “I showed him how to write a letter to his grandfather”, “I taught him how to play badminton”,
“I told him what a good job he did as a monitor”, “I allowed him to believe in himself”, and “I touched his life.”
Happy Teachers Day.
When teaching grows on you
TEACHER TALK
By MALLIKA VASUGI
Sometimes we are thrust into a job that we may have no interest in, only to find that we begin to take a liking to it, over time.
THEY say that life turns out pretty much the way you choose it to be, and most of the time, we feel that it is true.
“The choice is yours,” they tell us.
“You alone can decide how you want to live.”
We hear these phrases almost all the time, in different variations perhaps, and usually we just nod in agreement even when we know that they have been glibly uttered by people whose most major decisions in life alternate between the choice of holiday destinations or designer handbags.
Still, we do know that being able to choose is by itself a gift, a symbol of free-will which lends dignity to the human state. But we also know that life doesn’t always give us the freedom to choose. That in itself may not necessarily be a bad thing, especially when you are not entirely sure about the choices you have to make.
Sometimes we rationalise that it is better to have the choices made for us, because if they turn out to be less than perfect, at least we are absolved from the guilt or responsibility of being the one who made the wrong choice.
It is also sometimes the almost-perfect excuse to use when we feel a lack of commitment towards a cause or a career, like teaching for example.
“We were not given a choice. We were thrust into it,” we often justify to whoever is within earshot. More often than not however, if we think about it enough, we know that the words are really an attempt to subdue the uneasy twinges of conscience that surface when you feel you’ve not performed according to what has been required of you.
With sufficient repetition, there comes a time when we may no longer feel any more twinges or pricking of conscience altogether, and hence there is no longer any need for any form of justification for the substandard work we present. Quite simply, we no longer see ourselves as what we should be against what we are.
“I became a teacher because I had no other choice. I wasn’t allowed to choose. My parents wanted me to become a teacher.”
We didn’t ask to be teachers so don’t blame us if we get it wrong, or even if we stop trying to get it right.
But, there are still many of us who have grown into our jobs even if we didn’t ask for it in the first place. Even if you don’t see them everywhere, there are countless teachers, who, despite having had their career choice made for them, have come to the happy discovery that they had really been called to teach.
An arranged marriage?
“It’s like the arranged marriages of long ago,” says one teacher, who in his own words “was dragged kicking and screaming into the teaching profession.”
“Think of our parents or grandparents. Some of them had never even seen the person whom they were going to spend the rest of their lives with. But most of the marriages worked, didn’t they? Compared to now? Love grows you know. Like teaching.”
It was the first time I had heard anyone compare teaching with a marriage. But it is true. Teaching does grow on you — but even that is a choice.
Perhaps that is why we sometimes have teachers in the same work-settings and pay-scales with completely opposing perspectives of their jobs.
There are those who remain because they know that teaching defines them — that it is what they do best and that they cannot imagine leaving when there are still so many students out there to impart an education to. And then there are those who have never allowed their position as teacher to reach anywhere deeper than the surface of their skin.
But there are times also that we all vacillate between the two extremes. There are moments when we feel so bonded to our job and to our students that we cannot conceive of how life would be like otherwise.
Then there are times when we question whether we have been too stupid or just plain cowardly for not wanting to take on something else like some others we know.
There are questions that flit through all our minds every once in a while. What could I have been doing if I were not doing this? Is the rest of my life going to be spent in some classroom, grading exercises and filling out senseless forms? How much do I really want to teach?
Then, quite unconsciously, we do a frustration level check. Are we frustrated enough to want to leave? Or is the genuine passion you have for teaching strong enough to transcend the boundaries of bad-mannered students, mismatched curriculum, or even chewing gum that gets stuck on to your shoes every day?
Do you come out of a class that had gone rather badly, breathing fire and vowing to yourself that you are going to – that very minute – call up your friend regarding that other job offer, and then completely disregard it when just one student comes up to you with a note saying that you are his favourite teacher?
But maybe it has nothing to do with frustration levels after all.
Perhaps you have reached the point in your career where you feel you really should be moving on. You have given your very best in your years as a teacher, enjoyed every step of the way, have absolutely no regrets about it, but now you just want to move on to something else. The choice is again yours, and no one else is able to tell you what you should or shouldn’t do with your life.
Sometimes, though, all it needs to make some of us to stay on is a little reaffirmation of our role as teachers.
To one who is not a teacher, it may seem like a dismal state of affairs or even come across as pathetic. But to us who have grown into teaching after having either made the conscious choice or having the choice thrust upon us, the significance of our role is indisputable.
We know who we are and what we do. And if our fire is fuelled by a few seemingly feeble words of affirmation from the unlikely bunch of students we teach, so be it.
It is after all, we, who among many other professions in the world, who have the privilege of being able to say:
“Hey, I taught this kid his multiplication tables”, “I showed him how to write a letter to his grandfather”, “I taught him how to play badminton”,
“I told him what a good job he did as a monitor”, “I allowed him to believe in himself”, and “I touched his life.”
Happy Teachers Day.
Friday, May 14, 2010
THE PQRST METHOD - way to get A+ in your exam
P- PREVIEW the content of the chapter you are going to learn tomorrow
Q- QUESTION yourself about the content, close the book and ask yourself questions
to test whether you understand the content
( TEACHING & LEARNING IN CLASS)
R- REVIEW the content taught by the teacher
S- STATE the points learnt - it would be better if you can teach your friends about
what you have learnt
T- TEST yourself to see that you understand the new knowledge / concept learnt
Q- QUESTION yourself about the content, close the book and ask yourself questions
to test whether you understand the content
( TEACHING & LEARNING IN CLASS)
R- REVIEW the content taught by the teacher
S- STATE the points learnt - it would be better if you can teach your friends about
what you have learnt
T- TEST yourself to see that you understand the new knowledge / concept learnt
THE PQRST METHOD OF STUDYING
The method that many students who like to add an overt structure to their learning to keep them on track is the PQRST method. It helps the student focus on studying and prioritizing the information in a way that relates directly to how they will be asked to use that information in an exam.
Step 1
Preview: Look at the topic you have to learn by glancing over the major headings or the points in the syllabus.
Step 2
Question: Formulate questions that you would like to be able to answer once you have finished the topic. It is important that you match as much as possible what you would like to know to your syllabus or course direction. This allows a certain flexibility to take in other topics that may aid your learning of the main point or if you are just interested. Make sure that your questions are neither more specific or more open-ended than they might be in an exam.
Step 3
Read: Read through your reference material that relates to the topic you want to learn for your exam being mindful to pick out the information that best relates to the questions you wish to answer.
Step 4
Summary: This is the most flexible part of the method and allows individual students to bring any ways that they used to summarize information into the process. This can include making written notes, spider diagrams, flow diagrams, labeled diagrams, mnemonics, making a voice recording of you summarizing the topic, or any method that feels most appropriate for what has to be learned. You can combine several methods as long as this doesn't extend the process too long as you may lose sight that you are merely seeking to use the information in the most appropriate way.
Step 5
Test: Use this step to assess whether you have focused on the important information and stayed on topic. Answer the questions that you set for yourself in the Question section as fully as you can as this using of the information is another way of using the information and remembering more of it. This section also reminds you to continually manipulate the information so that is focused on whatever form of assessment that it is needed for. It is sometimes easy to lose sight of the point of learning and see it as a task to be completed mundanely. Try to avoid adding questions that you didn't formulate in the Q section.
Reference : unknown
Step 1
Preview: Look at the topic you have to learn by glancing over the major headings or the points in the syllabus.
Step 2
Question: Formulate questions that you would like to be able to answer once you have finished the topic. It is important that you match as much as possible what you would like to know to your syllabus or course direction. This allows a certain flexibility to take in other topics that may aid your learning of the main point or if you are just interested. Make sure that your questions are neither more specific or more open-ended than they might be in an exam.
Step 3
Read: Read through your reference material that relates to the topic you want to learn for your exam being mindful to pick out the information that best relates to the questions you wish to answer.
Step 4
Summary: This is the most flexible part of the method and allows individual students to bring any ways that they used to summarize information into the process. This can include making written notes, spider diagrams, flow diagrams, labeled diagrams, mnemonics, making a voice recording of you summarizing the topic, or any method that feels most appropriate for what has to be learned. You can combine several methods as long as this doesn't extend the process too long as you may lose sight that you are merely seeking to use the information in the most appropriate way.
Step 5
Test: Use this step to assess whether you have focused on the important information and stayed on topic. Answer the questions that you set for yourself in the Question section as fully as you can as this using of the information is another way of using the information and remembering more of it. This section also reminds you to continually manipulate the information so that is focused on whatever form of assessment that it is needed for. It is sometimes easy to lose sight of the point of learning and see it as a task to be completed mundanely. Try to avoid adding questions that you didn't formulate in the Q section.
Reference : unknown
Subscribe to:
Posts (Atom)