BALI'S KECAK DANCE
Kecak (pronounced: /'ke.tʃak/, roughly "KEH-chahk", alternate spellings: Ketjak and Ketjack), a form of Balinese music drama, originated in the 1930s and is performed primarily by men. Also known as the Ramayana Monkey Chant, the piece, performed by a circle of 100 or more performers wearing checked cloth around their waists, percussively chanting "cak" and throwing up their arms, depicts a battle from the Ramayana where the monkey-like Vanara helped Prince Rama fight the evil King Ravana. However, Kecak has roots in sanghyang, a trance-inducing exorcism dance.[1]
Kecak was originally a trance ritual accompanied by male chorus. German painter and musician Walter Spies became deeply interested in the ritual while living in Bali in the 1930s and worked to recreate it into a drama, based on the Hindu Ramayana and including dance, intended to be presented to Western tourist audiences. This transformation is an example of what James Clifford describes as part of the "modern art-culture system"[2] in which, "the West or the central power adopts, transforms, and consumes non-Western or peripheral cultural elements, while making 'art' which was once embedded in the culture as a while, into a separate entity."[3] Spies worked with Wayan Limbak and Limbak popularized the dance by traveling throughout the world with Balinese performance groups. These travels have helped to make the Kecak famous throughout the world.
Wednesday 25 March 2009
Thursday 12 March 2009
SO YOU THINK YOU KNOW KFC?
LESSON PLAN –Integrating Technology in the Classroom
Level: Form 4 (Advanced)
Time: 80 minutes (double period)
Aims: By the end of the lesson, students should be able to;
a) read and identify information from a website,
b) locate the use of nouns related to fast food,
c) make use of a variety of nouns creatively.
Technical Requirements:
One computer for a group of 3 -4 students complete with an Internet connection and a Web browser.
Preparation:
1. Website related to information on Kentucky Fried Chicken (KFC) is located.
2. From the information on the website, three worksheets are thoroughly prepared as handouts for students’ activities.
Procedures:
Set Induction: (10 minutes)
1. Teacher shows pictures of different types of fast food to students.
2. Teacher asks students about their all-time favourite fast food then guess the teacher’s favourite fast food.
3. Teacher asks students what they know about the history of their favourite fast food. (Eg: The founder, the historical background, etc.)
Activity 1: (20 minutes)
4. Teacher assigns students into groups of 3 – 4 people along with a computer and an Internet connection.
5. Teacher distributes two similar handouts to each group and gives instructions on what to do. (Task 1: KFC’s Time Machine)
6. Teacher asks students to complete the exercise together or in pairs.
7. Teacher monitors students’ progress.
8. When every group is done, teacher calls for representatives to share their answers to the class.
9. Teacher asks students if there are unfamiliar words and discuss together.
Activity 2: (20 minutes)
10. Teacher introduces nouns to the students.
11. Still in the same group, teacher asks students to identify the nouns used in the answers written in their handouts.
12. Teacher distributes the second handout to each group and gives instructions. (Task 2: KFC-word Puzzle)
13. Teacher informs students that the fastest group to complete the task will receive a reward.
14. Teacher sets the time and monitors students’ progress.
15. When every group completes the activity, teacher checks the answers together and reward the winning group.
Activity 3: (20 minutes)
16. Teacher explains to students about the KFC’s secret recipe and distributes the last handout to every group. (Task 3: KFC “Sacred” Recipe)
17. Teacher informs students to use their creativity to guess the 11 herbs and spices used in KFC’s secret recipe using the appropriate nouns related to food.
18. Teacher monitors students’ progress and tells every group to present their creative work
in class.
Conclusion: (10 minutes)
19. Teacher wraps up the lesson and asks students to give feedback on the day’s lesson.
20. Teacher explains the follow-up activity.
Follow-up Activity:
a) Students will be asked to find out about the founder (and related historical backgrounds) of their favourite fast food and share it to their friends.
b) Students will be asked to print out KFC’s promotion voucher (the latest e-craving) from
the same website and purchase their food.
Friday 20 February 2009
Hot pOtz is BoiLiNg!!
Just to express how excited I am indulging in Hot Potato activities. It's exciting!!!
It's funny yet motivating how my classmates would go 'oooohh's and 'aaaaaaaahhhh's everytime they get the exercises right. Hihihihii..
Ow, but prior to that, it's extremely hillarious when Sir Izaham was being patiently sarcastic everytime we were not up to his pace. Sir wait!! Sir! Sir! Sir! =)
Can't wait to compile all the activities into a website next week!! Thanx a lot sir. I've already planned to make some cool exercises for my niece and nephew although they're barely 3!! hahaha!! i wish...
Btw, JCross is my fave!
Hayden & Sidne in action=)
Sunday 8 February 2009
WEBSITE EVALUATION
1. What does the application attempt to “teach”?
VisualESL.com is a fun and exciting application which optimizes the use of interactive visuals for learners along the journey to discover English. It highlights the study of grammar as well as a vast selection of English vocabulary for learners to take part in an effective learning environment.
With the inclusion of colourful pictures, attractive animations, appealing characters and its’ motivating contents, learners are most likely to engage in the activities, provided that independent learning can be instilled. Not forgetting, there are approximately 150 activities available in the website, where learners can participate according to their level of proficiency – elementary, lower intermediate, intermediate, upper intermediate or advanced. The activities are assorted in a variety of choices which encompasses fill-ins, drag and drops, quizzes and also missing letters. All these modes of approaching learners not only promote high enthusiasm in learning but also contain abundant value of knowledge for learners.
2. What sorts of things is the application user expected to do with regards to learning the content?
Learning the content is not much of a problem. Learners are not required to do any form of purchases prior to learning. Also, there is no need to register or log in as a user/member because everything is absolutely free! (Only for users who wish to add an activity are required to register as a member).
2. What sorts of things is the application user expected to do with regards to learning the content?
Learning the content is not much of a problem. Learners are not required to do any form of purchases prior to learning. Also, there is no need to register or log in as a user/member because everything is absolutely free! (Only for users who wish to add an activity are required to register as a member).
Upon entering the website, learners can immediately browse through the collection of activities as an ESL students by selecting the suitable level of proficiency. Once directed into the activities section, learners can choose and click on a “fill-in activity” for instance, and start learning.
Learners’ movement around the site is fairly flexible and they can definitely understand the activities well because instructions given are very simple and direct. Furthermore, learners are most likely to regard the process as “playing games” because learning throughout the activities is perceived as sheer fun.
3. What sorts of computer skills is the application users expected to have in order to operate / access / use the application?
Very basic computer skills are enough for learners to fully participate in the website. This includes typing, clicking, dragging the mouse around and other related clear-cut skills which are not demanding to operate. Typing is relevant because some activities require learners to type the answers in the blanks provided. This usually applies to missing letters and fill-in activities where learners need to type in letters to complete a crossword puzzle, for example. Also, clicking is widely applied whenever learners pick an option or check for answers, which are indeed simple for a task. Not forgetting, the fun of dragging the mouse here and there to drop an answer in the space provided is also part of the skills needed by learners. As long as learners are able to make use of the basic skills, there will be no problem to advance in the activities.
4. While you are “playing” / “accessing” / “assessing” the application, does it remind you of anything you do in a classroom, or with a teacher, or with a fellow classmate, or in self-study?
To be frank, I’ve never experienced learning English through such application in the classroom or with a teacher especially in a formal classroom setting. It is sad to note that Malaysian teachers are not fully prepared for an extensive use of technology yet. Although well-organized and interactive CD-ROMs are already being introduced in text books, most teachers don’t seem to take the opportunity to make use of the supplementary tool to teach English.
That is why I opt to make a change during my practicum last semester. Even if I couldn’t get hold of the media room sometimes, I was always prepared with pictures or ‘realias’ whenever I conducted a lesson. As expected, it worked out and hence, effective learning took place despite of the fact that it is being regard as one of the oldest form of classroom aid (Brown, 2001).
Nevertheless, if I were to look back during my school years, the application does actually remind me of some particular lessons which utilizes lots and lots of visuals. Much to my amazement, they were not English lessons but all pure science subjects – Chemistry, Biology and Physics which definitely employs extensive use of visuals through experiments, which explains why I still remember the shape of amoeba up until now.
5. Can you pinpoint some theories of language learning and / or teaching underlying the application?
B.F. Skinner’s theory of behaviorism is one of the learning theories that are present in the application. Learners acquire new behavior when engaging into the activities in VisualESL.com. When they are interested to complete the activity, they indirectly develop a positive behaviour which complements the process of learning hence, the motivation. Here, the interactive environment contributes towards shaping students’ behaviour to learn where the reward is in the form of reinforcement (Brown, 2001:73).
While the behaviourist theory lies mostly with the environment, the cognitive theory lies with the individual learner. The “drive theory” for instance, points out that our environment plays a major role to be physically, emotionally and mentally active to promote self-esteem through the six drives proposed by David Ausubel (1968). The six drives which encompass exploration, manipulation, activity, stimulation, knowledge and ego enhancement underlies the activities in the website which encourage learners to build self-efficacy. Therefore, to fulfill the drives, learners control their environment to gain answers from the tasks. Inevitably, motivation takes place as a result of the drives which yearns them to accomplish the activities.
Additionally, the developmental theory proposed by Jean Piaget also suggests how children progress in the concrete operational stage (age 7 till 11) of learning. Based on Piaget’s third stage of development - the concrete operational stage, learners begin to learn how to conceptualize through physical experience, in this case the visuals. Using attractive visuals gradually helps learners to understand as they explore. Moving pictures in the quizzes for example, further influence them to develop abstract problem solving situations and reasoning. These theories of learning are among those which apply closely to the application, with the hope to provide active and independent learning among students.
6. How well is the constructivist theory of learning applied to the chosen website(s)?
While going through the website myself, I realized that I’m actually constructing my own knowledge and meaning based on my own understanding of the tasks, which complements John Piaget’s constructivist theory of learning. According to Piaget (1973), when constructing and understanding knowledge, learners should be capable of creativity and not just repetition. This is true with the fact that creativity is central in the activities, especially when trying to relate the pictures with existing knowledge.
Often, I will come across pictures or visuals which I’m not very familiar about. However, by blending creativity, present knowledge and past experiences, I managed to associate the ideas and figure out the answer. For example, in one of the “drag and drop” activity, learners are inquired to match the name of mythical beasts to the pictures given. Figuring out beasts such as unicorn, phoenix and gargoyle are easy by then because of the fantasy movies I associated them with. This suggests that the constructivist theory largely applies in the application. Moreover, Wertsch (1997) also explained that throughout learning, the learner’s background and culture definitely aids in creating knowledge and discovers truth. Apparently, learners will create their own logic and interpretation most of the time while engaging in the tasks as what have been mentioned earlier.
7. In 1980s and early 1990s, there was a major debate on ‘whether the computer was “master” of or “slave” to the learning process (Higgins and Johns, 1984). In relation to your evaluation – was the computer a replacement for teachers, or merely an obedient servant to students?
In reference with Higgins and Johns (1984) on the statement ‘whether the computer was “master” of or “slave” to the learning process, I personally perceive the computer as merely an obedient servant to students. Although it is an extremely useful tool to function in today’s world, it doesn’t promise 100% effectiveness to users. This is due to the fact that the changes in an individual are only driven by their own free-will or personal motivation.
As stated by Hunt (1971) in the self-control theory, learners decide for themselves on what to think, feel or do to reach to a particular decision which leads to motivation. If learners decided to gain benefits from the computer, then they will certainly have it. On the other hand, if learners merely use the computer without any intention to discover new knowledge, it will only turn out to be such a waste. The computer, regardless of its’ multi purpose function, is only a tool which works upon demand. Meaning to say, it will only go to the location commanded by users through a ‘click’ of the mouse that is, to fulfill whatever orders given by its’ users.
Unlike a teacher, the computer can never approach students in a humane way since computers don’t share human characteristics that are rich with feelings and emotion. While a teacher can inculcate moral values or being manipulative to students in whatever situation they are in, the computer is not capable to jump from a cooking page to human anatomy page on its’ own will, unless it is told to do so. Unfortunately, the computer doesn’t possess affective consideration which enables it to function in such a way because it is not more than a tool that solely follows wherever its’ master takes it.
8. Would you like to use the application yourself in your future work?
Yes? Give reasons:
No? Give reasons:
Absolutely yes. VisualESL.com is the website that I’ve been looking for all this while which is unlike others. Firstly, the optimum use of visuals really caught my attention because it correlates well with the activities across all levels. Not all websites has this unique feature. Most of them are merely words with little emphasis on the important aspect of visual aids. Learners remember best when they can relate words with pictures, which is exactly what VisualESL.com offers. This correlates with Brown (2000), who revealed that visual learners tend to opt for drawings, charts along with other graphic information.
Moreover, the activities can best be taught to students with low-level of proficiency although it provides an array of advanced activities as well. However, I personally feel that this is among the best way to teach our students in Malaysia, especially those who are slow and weak in English since it is highly interactive inclusive with fun illustrations. Eventually, students will certainly remember and memorize better on what they have acquired and then, to produce good English as a result of the successful use of visual aids in gaining knowledge. I am quite sure that students will be interested to participate actively in the useful activities injected with lengthy attention-span throughout the course of learning.
9. Suggestions / Recommendations.
I’d personally recommend the use of VisualESL.com in schools which aim to seek for a user-friendly, interactive and effective website for learners across all levels. Not only that it is free, but it also provides extensive insights for teachers to carry out wonderful lessons in class.
“The fun factor” which is highlighted as one of the benefit of computer component in language instruction by Warschauer and Healey (1998:59) suggests that any interactive application – VisualESL.com to be exact, has what it takes to bring the fun factor. Furthermore, most schools are well equipped with technology and this website is the answer towards a successful learning. Adult learners can also benefit from this website because it offers information that some may not know about. I would also suggest the website to future teachers, where exercises and activities can be a guide to assist them in planning a particular lesson.
However, there are several recommendations that can help to improve the website as well. Firstly, more exercises and activities should be included in the website. It already has a good focus and foundation that is to teach vocabulary through visuals. But perhaps, an addition of extensive choice of activities would make the website more viable. Also, a more inviting layout with catchy colours would be an eye-opener to gauge learners’ attention.
Secondly, it would have been better if there is a two-way interaction in the website which provides a section for students and another section for teachers. This way, any form of sharing of information can be made so that the website could offer more than just a site for students.
Thirdly, the inclusion of forum, chat rooms as well as blogs can increase the function of the website. This can certainly adds to the existing interactive base this website has. Furthermore, teachers and students can share information or other academic matters through the chat rooms where it could be exciting. The forum on the other hand, can help teachers to discuss problems, difficulties or challenges faced among colleagues to obtain advice and offer suggestions. Finally, blogging allow students also teachers to include insights or any personal information regarding their experiences in the website.
Lastly, I personally think that if there is a printable version or worksheets on the activities available from the website, this could help teachers to employ visual learning in class. When technical problem occurs in the classroom, the handouts can be a form of backup for students to still proceed with an interesting exercise. It is therefore hoped that the suggested recommendations can be employed and regarded positively towards a more effective and quality source of learning.
Learners’ movement around the site is fairly flexible and they can definitely understand the activities well because instructions given are very simple and direct. Furthermore, learners are most likely to regard the process as “playing games” because learning throughout the activities is perceived as sheer fun.
3. What sorts of computer skills is the application users expected to have in order to operate / access / use the application?
Very basic computer skills are enough for learners to fully participate in the website. This includes typing, clicking, dragging the mouse around and other related clear-cut skills which are not demanding to operate. Typing is relevant because some activities require learners to type the answers in the blanks provided. This usually applies to missing letters and fill-in activities where learners need to type in letters to complete a crossword puzzle, for example. Also, clicking is widely applied whenever learners pick an option or check for answers, which are indeed simple for a task. Not forgetting, the fun of dragging the mouse here and there to drop an answer in the space provided is also part of the skills needed by learners. As long as learners are able to make use of the basic skills, there will be no problem to advance in the activities.
4. While you are “playing” / “accessing” / “assessing” the application, does it remind you of anything you do in a classroom, or with a teacher, or with a fellow classmate, or in self-study?
To be frank, I’ve never experienced learning English through such application in the classroom or with a teacher especially in a formal classroom setting. It is sad to note that Malaysian teachers are not fully prepared for an extensive use of technology yet. Although well-organized and interactive CD-ROMs are already being introduced in text books, most teachers don’t seem to take the opportunity to make use of the supplementary tool to teach English.
That is why I opt to make a change during my practicum last semester. Even if I couldn’t get hold of the media room sometimes, I was always prepared with pictures or ‘realias’ whenever I conducted a lesson. As expected, it worked out and hence, effective learning took place despite of the fact that it is being regard as one of the oldest form of classroom aid (Brown, 2001).
Nevertheless, if I were to look back during my school years, the application does actually remind me of some particular lessons which utilizes lots and lots of visuals. Much to my amazement, they were not English lessons but all pure science subjects – Chemistry, Biology and Physics which definitely employs extensive use of visuals through experiments, which explains why I still remember the shape of amoeba up until now.
5. Can you pinpoint some theories of language learning and / or teaching underlying the application?
B.F. Skinner’s theory of behaviorism is one of the learning theories that are present in the application. Learners acquire new behavior when engaging into the activities in VisualESL.com. When they are interested to complete the activity, they indirectly develop a positive behaviour which complements the process of learning hence, the motivation. Here, the interactive environment contributes towards shaping students’ behaviour to learn where the reward is in the form of reinforcement (Brown, 2001:73).
While the behaviourist theory lies mostly with the environment, the cognitive theory lies with the individual learner. The “drive theory” for instance, points out that our environment plays a major role to be physically, emotionally and mentally active to promote self-esteem through the six drives proposed by David Ausubel (1968). The six drives which encompass exploration, manipulation, activity, stimulation, knowledge and ego enhancement underlies the activities in the website which encourage learners to build self-efficacy. Therefore, to fulfill the drives, learners control their environment to gain answers from the tasks. Inevitably, motivation takes place as a result of the drives which yearns them to accomplish the activities.
Additionally, the developmental theory proposed by Jean Piaget also suggests how children progress in the concrete operational stage (age 7 till 11) of learning. Based on Piaget’s third stage of development - the concrete operational stage, learners begin to learn how to conceptualize through physical experience, in this case the visuals. Using attractive visuals gradually helps learners to understand as they explore. Moving pictures in the quizzes for example, further influence them to develop abstract problem solving situations and reasoning. These theories of learning are among those which apply closely to the application, with the hope to provide active and independent learning among students.
6. How well is the constructivist theory of learning applied to the chosen website(s)?
While going through the website myself, I realized that I’m actually constructing my own knowledge and meaning based on my own understanding of the tasks, which complements John Piaget’s constructivist theory of learning. According to Piaget (1973), when constructing and understanding knowledge, learners should be capable of creativity and not just repetition. This is true with the fact that creativity is central in the activities, especially when trying to relate the pictures with existing knowledge.
Often, I will come across pictures or visuals which I’m not very familiar about. However, by blending creativity, present knowledge and past experiences, I managed to associate the ideas and figure out the answer. For example, in one of the “drag and drop” activity, learners are inquired to match the name of mythical beasts to the pictures given. Figuring out beasts such as unicorn, phoenix and gargoyle are easy by then because of the fantasy movies I associated them with. This suggests that the constructivist theory largely applies in the application. Moreover, Wertsch (1997) also explained that throughout learning, the learner’s background and culture definitely aids in creating knowledge and discovers truth. Apparently, learners will create their own logic and interpretation most of the time while engaging in the tasks as what have been mentioned earlier.
7. In 1980s and early 1990s, there was a major debate on ‘whether the computer was “master” of or “slave” to the learning process (Higgins and Johns, 1984). In relation to your evaluation – was the computer a replacement for teachers, or merely an obedient servant to students?
In reference with Higgins and Johns (1984) on the statement ‘whether the computer was “master” of or “slave” to the learning process, I personally perceive the computer as merely an obedient servant to students. Although it is an extremely useful tool to function in today’s world, it doesn’t promise 100% effectiveness to users. This is due to the fact that the changes in an individual are only driven by their own free-will or personal motivation.
As stated by Hunt (1971) in the self-control theory, learners decide for themselves on what to think, feel or do to reach to a particular decision which leads to motivation. If learners decided to gain benefits from the computer, then they will certainly have it. On the other hand, if learners merely use the computer without any intention to discover new knowledge, it will only turn out to be such a waste. The computer, regardless of its’ multi purpose function, is only a tool which works upon demand. Meaning to say, it will only go to the location commanded by users through a ‘click’ of the mouse that is, to fulfill whatever orders given by its’ users.
Unlike a teacher, the computer can never approach students in a humane way since computers don’t share human characteristics that are rich with feelings and emotion. While a teacher can inculcate moral values or being manipulative to students in whatever situation they are in, the computer is not capable to jump from a cooking page to human anatomy page on its’ own will, unless it is told to do so. Unfortunately, the computer doesn’t possess affective consideration which enables it to function in such a way because it is not more than a tool that solely follows wherever its’ master takes it.
8. Would you like to use the application yourself in your future work?
Yes? Give reasons:
No? Give reasons:
Absolutely yes. VisualESL.com is the website that I’ve been looking for all this while which is unlike others. Firstly, the optimum use of visuals really caught my attention because it correlates well with the activities across all levels. Not all websites has this unique feature. Most of them are merely words with little emphasis on the important aspect of visual aids. Learners remember best when they can relate words with pictures, which is exactly what VisualESL.com offers. This correlates with Brown (2000), who revealed that visual learners tend to opt for drawings, charts along with other graphic information.
Moreover, the activities can best be taught to students with low-level of proficiency although it provides an array of advanced activities as well. However, I personally feel that this is among the best way to teach our students in Malaysia, especially those who are slow and weak in English since it is highly interactive inclusive with fun illustrations. Eventually, students will certainly remember and memorize better on what they have acquired and then, to produce good English as a result of the successful use of visual aids in gaining knowledge. I am quite sure that students will be interested to participate actively in the useful activities injected with lengthy attention-span throughout the course of learning.
9. Suggestions / Recommendations.
I’d personally recommend the use of VisualESL.com in schools which aim to seek for a user-friendly, interactive and effective website for learners across all levels. Not only that it is free, but it also provides extensive insights for teachers to carry out wonderful lessons in class.
“The fun factor” which is highlighted as one of the benefit of computer component in language instruction by Warschauer and Healey (1998:59) suggests that any interactive application – VisualESL.com to be exact, has what it takes to bring the fun factor. Furthermore, most schools are well equipped with technology and this website is the answer towards a successful learning. Adult learners can also benefit from this website because it offers information that some may not know about. I would also suggest the website to future teachers, where exercises and activities can be a guide to assist them in planning a particular lesson.
However, there are several recommendations that can help to improve the website as well. Firstly, more exercises and activities should be included in the website. It already has a good focus and foundation that is to teach vocabulary through visuals. But perhaps, an addition of extensive choice of activities would make the website more viable. Also, a more inviting layout with catchy colours would be an eye-opener to gauge learners’ attention.
Secondly, it would have been better if there is a two-way interaction in the website which provides a section for students and another section for teachers. This way, any form of sharing of information can be made so that the website could offer more than just a site for students.
Thirdly, the inclusion of forum, chat rooms as well as blogs can increase the function of the website. This can certainly adds to the existing interactive base this website has. Furthermore, teachers and students can share information or other academic matters through the chat rooms where it could be exciting. The forum on the other hand, can help teachers to discuss problems, difficulties or challenges faced among colleagues to obtain advice and offer suggestions. Finally, blogging allow students also teachers to include insights or any personal information regarding their experiences in the website.
Lastly, I personally think that if there is a printable version or worksheets on the activities available from the website, this could help teachers to employ visual learning in class. When technical problem occurs in the classroom, the handouts can be a form of backup for students to still proceed with an interesting exercise. It is therefore hoped that the suggested recommendations can be employed and regarded positively towards a more effective and quality source of learning.
Thursday 15 January 2009
Age 10 & above!
There! Exclusively for beginners! Fairly easy, appealingly interactive (I hope=), and extra colours to brighten up your day! Promises sheer fun and endless excitement! No form of purchases involved and it's all for free! Don't miss the exercise! =)
p/s: I'm just being melodramatic over the so-called-success. After all, it is! =)
Monday 12 January 2009
Add On & Size Up!!
Good day Folks!
What a nice and jolly day I have today. It gives me a big smile on my face. =) Well maybe because I've just made an online booking for my ticket back to Kuching at an extremely cheap price! (MAS is having a big sale by the way... and that's up to 70%!)
So in the meantime, I took the opportunity to update my blog (which I'm starting to enjoy very much) and include some of the details that I've left out during class last week.
Just to add up to my current knowledge about computers... Well sometimes, I do purchase some computer installer - "King Installer" for instance, and I enjoy the varieties of installers it offers. To date, I'm pretty good at doing some burning (if that's the correct way to say it...=). Others include engaging myself with Google Earth, a little bit of Autocad, converting file formats, and few to name. Not to mention games too!
Ow yes, i do a lot of online purchases too. Booking my ticket online for example...which I just did!
So...I guess that's about it...some little bits that I know how to utilise. Like I've said earlier, I just can't wait to get involve and get to know what CALL has got to offer me. As for now, I am enjoying my new part-time hobby...BLOGGING! =)
Till next time!
What a nice and jolly day I have today. It gives me a big smile on my face. =) Well maybe because I've just made an online booking for my ticket back to Kuching at an extremely cheap price! (MAS is having a big sale by the way... and that's up to 70%!)
So in the meantime, I took the opportunity to update my blog (which I'm starting to enjoy very much) and include some of the details that I've left out during class last week.
Just to add up to my current knowledge about computers... Well sometimes, I do purchase some computer installer - "King Installer" for instance, and I enjoy the varieties of installers it offers. To date, I'm pretty good at doing some burning (if that's the correct way to say it...=). Others include engaging myself with Google Earth, a little bit of Autocad, converting file formats, and few to name. Not to mention games too!
Ow yes, i do a lot of online purchases too. Booking my ticket online for example...which I just did!
So...I guess that's about it...some little bits that I know how to utilise. Like I've said earlier, I just can't wait to get involve and get to know what CALL has got to offer me. As for now, I am enjoying my new part-time hobby...BLOGGING! =)
Till next time!
Wednesday 7 January 2009
The Girl Who MUST Be Named
Introducing...
Joking around is always part of her...'tho she doesn't do that often...
Always hoping to stay young...'tho she'll be turning 23 by August 2nd..
Cheering her days with joy and happiness...'tho hurt by circumstances...
Queer as she may think she is...'tho clearly she's not...
Unlikely to be mad...'tho constantly provoked...
Eating a lot is her serious problem...'tho she never tries to cut down...
Leading a wonderful life here...'tho home is far across South China Sea...
Inevitably crazy about music...'tho sleeping satisfies her more...
Never doubt her own abilities...'tho she falls along the way...
Enchanted by God's creation...'tho disappointed by the truth...
Still she craves for more than life could offer...
Until she discovers the reality that has been planned for her...
Seeking knowledge will now be her priorities...
Adjusting along the way for a better self...
Now is her chance to unveil her existance...
Greetings folks!
2009 will definitely offers abundant blessings to each and everyone of us. I'm so enlightened to kick off this final semester with fun and excitement throughout the journey..just can't wait to see the outcomes! For now, I need a 'fish-slap' on my face to get really focused. SLAP!
Owkay... CALL...this subject certaily requires me a lot of effort and perseverence. This is my first blog by the way, and I didn't expect it to be fun after all! =)
Owh, for the record... I've subtly introduced myself through the "15 lines magic moment" earlier on. Trust me...it conveys a lot! Although some may be oblivious it..
Moving on...
Most of the time, I personally think that I'm good at computers but not good enough or excellent. I'm just impressed at how exploring spontaneously tops up my existing yet automatically ammended knowledge everytime I do it. This leads me to experiment the 'great square object' as well as the World Wide Web in which to my amazement, makes me able to get what I want or need in life!
To list some... At least I know how to download my favourite TV Show of all time *Supernatural*, and of course other forms of entertainment. Along with that, uploading pictures, songs and few to name also adds up to my list. Not to mention chatting, e-mailing and anything that goes in line with that.
Although there are many things that I'm not good at (and I seriously need a Dummy book for that), I really wish to find out more through my spontaneous learning. I'm hopeful... Yes.. I definitely am...
Ow well... Guess I have to stop now...the clock is ticking...
I don't know why, I'm sick now yet I'm utterly excited about blogging!
Till then! Toodles!!
XOXO...
Everything will fall into place...
Joking around is always part of her...'tho she doesn't do that often...
Always hoping to stay young...'tho she'll be turning 23 by August 2nd..
Cheering her days with joy and happiness...'tho hurt by circumstances...
Queer as she may think she is...'tho clearly she's not...
Unlikely to be mad...'tho constantly provoked...
Eating a lot is her serious problem...'tho she never tries to cut down...
Leading a wonderful life here...'tho home is far across South China Sea...
Inevitably crazy about music...'tho sleeping satisfies her more...
Never doubt her own abilities...'tho she falls along the way...
Enchanted by God's creation...'tho disappointed by the truth...
Still she craves for more than life could offer...
Until she discovers the reality that has been planned for her...
Seeking knowledge will now be her priorities...
Adjusting along the way for a better self...
Now is her chance to unveil her existance...
**To unleash the first secret, read the first letters of every line vertically and WALLA! It spells my name!
Greetings folks!
2009 will definitely offers abundant blessings to each and everyone of us. I'm so enlightened to kick off this final semester with fun and excitement throughout the journey..just can't wait to see the outcomes! For now, I need a 'fish-slap' on my face to get really focused. SLAP!
Owkay... CALL...this subject certaily requires me a lot of effort and perseverence. This is my first blog by the way, and I didn't expect it to be fun after all! =)
Owh, for the record... I've subtly introduced myself through the "15 lines magic moment" earlier on. Trust me...it conveys a lot! Although some may be oblivious it..
Moving on...
Most of the time, I personally think that I'm good at computers but not good enough or excellent. I'm just impressed at how exploring spontaneously tops up my existing yet automatically ammended knowledge everytime I do it. This leads me to experiment the 'great square object' as well as the World Wide Web in which to my amazement, makes me able to get what I want or need in life!
To list some... At least I know how to download my favourite TV Show of all time *Supernatural*, and of course other forms of entertainment. Along with that, uploading pictures, songs and few to name also adds up to my list. Not to mention chatting, e-mailing and anything that goes in line with that.
Although there are many things that I'm not good at (and I seriously need a Dummy book for that), I really wish to find out more through my spontaneous learning. I'm hopeful... Yes.. I definitely am...
Ow well... Guess I have to stop now...the clock is ticking...
I don't know why, I'm sick now yet I'm utterly excited about blogging!
Till then! Toodles!!
XOXO...
Everything will fall into place...
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