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Tuesday, August 3, 2010

Program Anak Angkat & Motivasi UPSR



The weekend of 30th July until 1st August this year will forever be etched in the minds of the 88 participants of students and 9 teachers who attended the programme of ''Anak Angkat and UPSR motivation'' organised by the PSK Unit of SMK Agama Slim River.The three days and two nights programme, held at Kampung Kuak Luar,Pengkalan Hulu,Perak.The objectives of the programme were to instil leadership qualities,improve teamwork among participants,reveal the truth life outside of school to students and most important, to get close relationship between students and the villagers.

All of the students,who are in Form Four this year,were very excited throughout the six-hour minute to the village. Although the journey was so far but it was not boring because we watched movie in the bus.They went there by two bus. Some people were go by teacher's car. Upon arrival,they are celebrated by the villagers of Kampung Kuak Luar and they were be taken as adopted child. All the people over the moon when their name was mention. Then,they were coming adopted parent's home. In the night,the activity is with own family adopted.

The second day of the programme started off with an early morning aerobic session at 8.00 a.m. Some energetic facilitators were conduct us and the students of years 5 and 6 for the session. The early morning exercise was invigorating and refreshing. Then,we were be separated into two group;group A and group B.Group A took for UPSR motivation programme because all of them were returned from PRODIGY Camp so, they must practise back all knowledge that they got there to the children.While group B helped villagers for ''gotong-royong memasak''. In the noon,we lunch together. The UPSR motivation end at 5.00 p.m. Group B end the activities around 3.00 p.m after cleaned up the place after lunch.After solat Zuhur,we were from group B returned to home.

In the evening at 5.00 p.m,we visited one of the oldest ''sekolah pondok'' in Malaysia.They live in poor life but,we were so impressive with their spirit to study. The interesting fact is only one or two students at there wearing spectacles although they study under candle light.At 6.00 p.m.boys student played football with the village's teenagers in battle. The result is our school won the match 2-0.The first goal scored by Azrul while the second goal scored by Syauqi.The night programme was so benefit;''ceramah Israk Mikraj''. The speaker was interesting because he know how to attract listener attention.The programme ended at 12.00 a.m.

On the final day,we had gotong-royong. Some of boy students gotong-royong at grave. The balance of them helped girl student at the mosque. 15 of girl students helped villagers prepared lunch for all.Then, all students be given time to spend with own family adopted for the last. The parting ceremony started at 3.00 p.m. All of us was so sad and cry. We returned to school at 6.00 p.m and reached at 11.30 p.m. We were so enjoy the holiday although tired.


Reported by,

Ir Syauqi

Tuesday, May 4, 2010

Conquering your Jealousy

To keep yourself on the right track of jealousy conquering, just remember these steps:

• Acknowledge your Jealousy.

• Ask yourself where it is coming from.

• Question why it makes you feel Jealous.

• Make self-health and lifestyle changes that will assist you in fighting it off.

• Combine jealousy with a more rational emotion.

• Practice!

emotional intelligence

Five tools of emotional intelligence:

According to Jeanne Segal, Ph.D. and author of The Language of Emotional Intelligence, there are a number of ways to communicate in an emotionally intelligent manner. She calls them:

* The Elastic

* The Glue

* The Pulley

* The Ladder

* The Velvet Hammer

Let’s take a closer look at Tool #1: The Elastic (Stress Busting):

According to Dr. Segal, “Our capacity to regulate our own stress is the elastic that provides us with a feeling of safety, giving us the ability to be emotionally available and engaged with other people, as well as to resolve relationship difficulties by returning communications to relaxed, energized states of awareness.”

The first step in managing relationship stress is to identify what your triggers are. The next step is to learn how to manage the physiological reaction (think, “fight or flight”). Ways to decrease stress in the moment are deep breathing or taking a “time-out.” A properly executed “time-out” allows the partner to get their stress response under control.

Couples who learn how to make use of the “elastic” tool will find they argue less. And if conflict arises, as it always will at some point, it will be managed in a much more productive way.

Let’s explore Tool #2: The Glue (Emotional Communication):

“The glue that holds the communication process together is the emotional exchange triggered by primary biological emotions which include anger, sadness, fear, joy and disgust,” she says. “These emotions, essential for communication that engages others, have often been numbed or distorted by misattuned early relationships, but they can and must be reclaimed and restored to attract and preserve relationships.”

This facet really gets into the area of my work that I love the most – how people react to each other based on earlier important relationships. Our emotional responses to our partner can be less about what’s going on in front of us and more about old wounds being triggered. It’s not to say that our partners might be behaving in an unhelpful way – but the experience may be magnified to us.

People who get in touch with their family of origin wounds (if they exist) will be better able to identify when “old stuff” is getting triggered in their relationship and be able to think more clearly about it.

Let’s take a look at Tool #3: The Pulley (Nonverbal Communication):

“It takes more than words to create and secure productive, exciting, safe and fulfilling relationships,” says Dr. Segal. “Nonverbal communication is the pulley that attracts and holds the attention of others.”

Examples include eye contact, facial expression, tone of voice and intensity. What messages do you send to your partner? Do you accurately read the nonverbal communication of others or do you misinterpret signals?

Couples who are good at nonverbal emotional communication can better manage and avoid conflict. Additionally, poor stress management (as discussed in part 1) can negatively impact the use of nonverbal communication.

Let’s briefly explore Tool #4: The Ladder (Playfulness and Humor):

“Playfulness and humor, the naturally high ladder, enable us to navigate awkward, difficult and embarrassing issues,” she says.

Couples who can use humor in times of conflict are much better getting through it. It reduces stress, wards off depression, creates a shared experience and generally improves relationships. However, be aware that not all “humor” is helpful. Sarcasm can be experienced as thinly veiled criticism.

Let’s take a look at the final tool, #5: The Velvet Hammer (Conflict Resolution):

The ability to manage conflict and forgive is referred to as the velvet hammer. Couples who are able to hear each other, assist in problem solving, and avoid harsh, critical language are more adept at building trust between each other. Additionally, people have different needs regarding feeling emotionally safe. “Everyone needs to feel understood, nurtured and supported but the ways these needs are met can vary widely,” she says.

In my own couples therapy practice, the issues that people present often times end up being less about the “issues” and more about a lack of emotional intelligence. The good news is that emotional intelligence can be learned and couples can have a closer, more emotionally safe and loving relationship.

The process involves learning stress management techniques, emotional / nonverbal communication, how to use humor and conflict resolutions tools. Observing two people move closer to each other in a more loving way is one of the most rewarding aspects of my work.

Wednesday, April 14, 2010

Cracking Open Genetic Privacy

GINA

GINA prohibits discrimination on the basis of genetic information (including both family history and genetic test results) in health insurance coverage and employment, creating tighter restrictions on the collection and use of genetic data than those in place for other types of medical information. Health insurers cannot request or require genetic information as a condition of coverage or use it to determine rates or to discover preexisting conditions.

Employers cannot hire, fire, promote, or alter terms of employment based on a person’s genetic profile. GINA does not protect privacy per se but protects our interest in insurability and employment by restricting what sorts of decisions can be made on the basis of genetic data. It protects us from harmful discrimination. GINA explicitly exempts life insurance, disability insurance, and long-term care insurance from such restriction.

GINA considers privacy not so much as an abstract principle, but as a contextualized, lived reality, i.e., genetic information is information of a different sort and ethically warrants a different set of limits. Privacy functions differently in different contexts and should be governed by the values and norms of the context at hand. Healthcare relies on access to information—deeply personal information—to effect successful research and treatment. Protecting privacy in the medical context is not tantamount to building a firewall but involves assuring informed consent, managing expectations, and protecting trust.


taken here

Wednesday, March 17, 2010

literatire dictionaries

Denotative Meaning

•Denotative Meaning is the meaning of an symbol that is shared by a group of people. •If you say the word, "dog," most English speakers will point to the same type of animal. •Denotative meaning is what makes symbols work for communication

•Or,
The denotative meaning of a word
is its actual meaning, with no spin on it intended to persuade •
For example,
the actual meaning of the word "propaganda" is "plan for the propagation of a doctrine or of a system of principles." •There's no implication here that such a doctrine or system is either good or bad.


•The word "proof." Its denotative meaning is "evidence that compels acceptance by the mind." •Please note that in this definition, there's still room for doubt in whatever it is that the evidence is supposed to support.

Conotative meaning

•Connotative Meaning is the meaning of a symbol that is personal to an individual and not shared.

Ex:

Because
of the word “Propaganda” had been used by the Nazis, "propaganda" is now given its connotative meaning by most people, rather than the denotative. •So it now suggests lies, exploitation, concealment of truth, and other pejorative characteristics or purposes.

The word “proof”.
Nowadays,

people generally react to the word not in denotative meaning.•To such people, "proof" means certainty, no room for disagreement, case closed. •
And so when someone
tells them that something has been proved, they tend to accept the statement uncritically and proceed to shut down their thinking mechanism on the subject involved. From that point on, it's a piece of cake to manipulate them.

Connotative Meaning

1.an act or instance of connoting.
2.the associated or secondary meaning of a word or expression in addition to its explicit or primary meaning: A possible connotation of “home” is “a place of warmth, comfort, and affection.” Compare denotation (def. 1).
3.Logic. the set of attributes constituting the meaning of a term and thus determining the range of objects to which that term may be applied; comprehension; intension.

taken here

stylistic technique

a stylistic device is the use of any of a variety of techniques to give an auxiliary meaning, idea, or feeling to the literal or written.

taken here

Saturday, February 20, 2010

Come back to school....

Argghh,,,,
today...
I must come back to school...
I'm so sad..
huhu...
but..it's okey la..
because I need to prepare for the next exam...
pray for my success ya!!!!

Friday, February 19, 2010

Technology Tips From Teenagers

1. SAY NO TO JUNK.

Minimise the spam you receive by using more than email address.

"I have an address for stuff I sign up on the internet and one that I use properly," says Harry Browne, 15.

2. CLEAN UP IMAGE.

"My parents assume their camera's automode is all they need," says Rabecca,18. Instead she advises using 'fill flash' (activated via lightning bolt button). This helps balance the amounts of light when subject is backlit or the contrast is too low or high.

3. CRUSH, THEN SEND.

Many adults email photos without shrinking the resolution down to 72dpi (dots per inch), says Kate, 16. That's why a photo file can take forever to send. Make sure each attached file 100kb or smaller.

4. PROTECT YOUR PHONE.

"Teenager are always losing mobile," says Natalie, 16.

"Make a note of your phone's IMEI number".

You can usually obtain this 15 digit code by typing *#06# into your phone. Quote it to your network render the phone useless, even if the sim card is changed.



Taken from RDTECHNOLOGY, Reader's Digest, December 2007 Issue.

Thursday, February 18, 2010

Something New

today,,,
I with my fwen...
going to town to buy a new football shoes...
it's prepare for the footballl tournoment this year...
i hope..
i can make school the best in district...
you all can pray for school success...
huhu


Wednesday, February 17, 2010

Homework!!!!

ermm,,,
I do not finish my homework,,
hahaha,,,,
so,,,
who can help me?????
I very need your help!!!
please!!!

Tuesday, February 16, 2010

4 Exercises to Sharpen Your Brain

Think of your brain as a muscle: It gets stronger with exercise. Your everyday mental tasks are like walking, but how about a real workout? Try these simple exercises to boost your brain power and clear away the fog of forgetfulness.




1. Use your non-dominant hand
Tackling new tasks improves brain capacity in younger people and has a restorative effect on mental faculties that are declining. Boost your brain power right now by performing everyday activities with your non-dominant hand. If you're right-handed, use your left hand to eat, drink, comb your hair, and brush your teeth. Try writing your name with your non-dominant hand or put your mouse pad on the other side of the keyboard.

Why does this work? The human brain starts declining after the age of 30 especially in women with each successive pregnancy. By exercising your brain through the use of non-dominant hand, you are stimulating the opposite side of the brain and activating blood flow, which slows down the brain aging process and improves mental capacity. Evidence from functional brain imaging shows that the process of neuroplasticity1 can be enhanced by studying new things, especially hand-eye coordinated exercises like developing the use of your non-dominant hand and practicing visualization meditation.

Stimulating communication between the two hemispheres even helps physical balance. Mind-body exercises like tai chi coach people to use the right and left side of the body equally. Try switching it up in sports. For instance, in tennis, switch the racquet to your non-dominant side and play.


2. Work out your brain
You have to use it or lose it! You can work out your mind just like you work out your body. Mental exercises that will keep your brain fit include doing crossword puzzles, playing chess, or memorizing names, shopping lists, and phone numbers. When I was a young boy, to keep my brain function strong, my father had me memorize Tang Dynasty poetry. Every day I had to memorize a new poem and recite it back. Learn the words to a poem or a new song and repeat them back from memory. Set aside the calculator and add manually instead. Keep challenging yourself with tasks that are new to you.

Whatever mental exercise you choose, the key to success is to practice every day at the same time; you are developing and activating new neural pathways, and consistent cycles will keep the brain on track.



3. Move your fingers to improve your brain
Many people marvel that Asian children seem so intelligent. It could be because they use their fingers more frequently. They eat with chopsticks and at one time, they used to compute with an abacus in school. In fact, some studies have been done with children who use an abacus daily, and findings show that engaging the fingers stimulates nerve endings that go directly to the brain, increasing circulation. Take advantage of this by practicing motor activities that use your fingertips, like crocheting, knitting, and other arts and crafts where you are manipulating small parts. Try playing the piano or a stringed instrument.

Here is an exercise you can do anywhere, at any time. Put one finger on top of the one next to it, then try to stack the next finger on top of that. Or hold a pencil or pen between your index and middle fingers, roll it over until it's balanced between the middle and ring fingers, then again to between the ring finger and pinky. This exercise has a beneficial impact on brain health for anyone at any age, but especially for people in their 40s, 50s and beyond,when signs of brain aging starts to set in.

Why does this work? A map of the brain shows that the nerve endings on your fingertips correspond to more areas of the brain than any other body area, except perhaps the tongue and lips. Therefore, finger exercise and movements can be useful in stimulating the neurons in the brain. The National Institute of Mental Health conducted experiments that showed finger exercises enlarged the capacity of the participants' brains, increased connections between neurons, forged new neural pathways, and increased circulation to the brain areas. The researchers concluded that finger exercise contributed significantly to brain plasticity, the ability of the brain to renew itself. Increased circulation means more oxygen and nutrients for the brain cells and decreased waste products that clog up the brain.


4. Stimulate brain acuity with self-massage
To improve concentration and memory try this self-massage that stimulates two easy-to-find acupressure points on your neck at the base of the skull. Cross your hands behind you with the palms cradling the back of your head, your thumbs in the grooves on each side of your neck, and your index fingers crossing one another below the skull, just above the thumbs. Sit in a chair, lean your head back, and let it rest against the pressure of your thumbs and index fingers. Slowly inhale deeply through your nose and exhale through your mouth, letting your whole body relax. Do this for three to five minutes. You'll increase blood flow to the brain and at the same time relax the neck muscles, which often tense up in response to stress, constricting blood vessels in the area.


Glossary
1 the brain's natural ability to form new connections

Monday, February 15, 2010

I'm Bored!!!

nothing to do....
errmm....
who can tell me...
what must I do???

Sunday, February 14, 2010

I'm Tired La

hmm...
today...
I going to my village because at there has feast....
many people come to feast..
they come with their family...
we all happy...
but...
the wheather so hot la...
haha....

Saturday, February 13, 2010

Todays LOg

Nothing to do...
just stay at home...
hahaha...
for lunch..
my mother cook chicken rice...
the chicken rice very delicious..
I proud with my mom because her expert in all types of food....
I love my mom...
yarrghhh...

Friday, February 12, 2010

Be Positive

Holiday will start today...
So...
many think that I have to do...
I hope you all can pray for me to become success in my life...
Important..
Don't waste your time!!!!

Wednesday, February 10, 2010

Homework This Weekend

1. Daily log
-> have done @ plan to do

2. Reflection
-> Personal thought

3. Interesting Reading list
-> article/newspaper
-> give personal comments.

Tuesday, February 9, 2010

Synopsis of Gulp and Gasp

Synopsis

This is one of twelve "Classic Spirals", from the established series for reluctant readers with a track record of over 25 years. It features dynamic plots and storylines, which encourage readers to pick them up again and again. It includes engaging themes without being immature or patronising and attractive cover designs in new paperback style binding are designed to motivate pupils. Short but substantial chapters are provided to give a sense of achievement in reading whole texts. Clearly laid out text, without illustrations and activities, encourages focus on reading and enables low achievers to improve at their own pace.

taken from here

Monday, February 8, 2010

Another elements of drama

another elements of drama

1. Theme
It refers to what the play means as opposed to what happens (plot) or it refers to the main idea/ though/ theme within the play. Sometimes the theme is clearly stated in the title. It may be stated through dialogue by a character acting as the playwright`s voice. Or it may be the theme is less obvious and emerges only after some study or thought. The abstract issues and feelings that grow out of the dramatic action.

2. Plot
It refers to the order of the events that happen in a play. In actuality it refers to what happens rather than what it means. The plot is usually structured with acts and scenes and the action and movement in the play begins from the initial entanglement, through rising action, climax, and falling action to resolution. The interest generated by the plot varies for different kinds of plays. The plot of the drama is shown in the `through-line` of the drama - its beginning, middle and end - although it does not have to be presented in a linear structure. The characters in a play are also part of the plot. The action of the drama consists in the events that the characters take part in as they act the play. The content of the drama lies in the themes it deals with, example bullying, the responsibilities of power and the bravery of ordinary people.

3. Audience
Theatre requires an audience, since live audience also has an important impact on the way plays are created. The physical presence of an audience can change a performance, inspire actors, and create expectations. The presence of live actors on the stage in front of live audiences sets it apart from modern day films and television. The presence of live actors on the stage in front of live audiences sets it apart from modern day films and television. Hence, authors calculate for the effect of the audience rather than for the silent response. With this in mind, most plays written deal with topics that are timely.

4. Dialogues
It refers to the word choices made by the playwright and the enunciation of the actors delivering the lines. Language and dialogues delivered by the characters moves the plot and action along, provides exposition, defines the distinct characters. Thus, in short, the dialogues also provide the substance of a play.

5. Stagecraft
The stage creates its effects in spite of, and in part because of, definite physical limitations. Setting and action tend to be suggestive rather than panoramic or colossal. Both setting and action may be little more than hints for the spectator to fill out.

6. Convention
This is the starting point of the theatrical performance. This element is considered as the domain of the playwright in theatre. It is the pure process by which the playwright`s work is brought to realization by the director, actors, designers, technicians, dancers, musicians and any other collaborators that come together on the script, scenario, or plan. This is the works in progress stage.

7. Genres
There are different genres of plays, which are divided into the categories of tragedy, comedy, melodrama, and tragicomedy. Each of these genre/forms can be further subdivide by style and content.

Tragedy: Tragedy is an imitation of an action that is serious, complete and of a certain magnitude. The tragedy is presented in the form of action, which will arouse pity and fear in the audience as it witnesses the action. It allows for an arousal of this pity and fear and creates an affect of purgation or catharsis of these strong emotions by the audience. Tragedy is serious by nature in its theme and deals with profound problems. In classic tragedy and the modern problem play, tragedy is a play in which a central character faces, and is finally defeated by, some overwhelming threat or disaster. The hero or heroine is an active participant in the event through a tragic flaw, a shortcoming of the protagonist, i.e., pride, rashness, indecision.

This reinforces the emphasis on action derived from character, which explains the psychological and moral interest of much great drama. Another common type of tragedy focuses not on how the protagonist brings about but on how he meets his fate. Tragedy will involve the audience in the action and create tension and expectation. Tragedy so defined celebrates the triumph of the human spirit over physical necessity. With the climax and final end the audience will have learned a lesson and will leave the theatre not depressed or sullen, but uplifted and enlightened.

Comedy: Comedy should have the view of a "comic spirit" and is physical and energetic. Traditionally Indian comedy and humour is defined as a play that bestows on its characters good fortune, or more popularly, a happy ending. In comedy there is absence of pain and emotional reactions. Different kinds of comedy illustrate different ways a playwright may leaven grim truth with humor or temper the playful with the serious. There are situation comedies, romantic comedies, sentimental comedies, dark comedies, comedy of manners, and pure farce. The comic devices used by playwrights of comedy are: exaggeration, incongruity, surprise, repetition, wisecracks, and sarcasm. It may deal with the loves and jealousies of the young, and the reluctance other elders to give their blessings or the necessary funds. The behavior of the characters presented in comedy is ludicrous and sometimes absurd and the result in the audience is one of correction of behaviors.

Melodrama: Melodrama is drama of disaster and differs from tragedy significantly; the forces outside of the protagonist cause all of the significant events of the plot. All of the aspects of related guilt or responsibility of the protagonist are removed. The protagonist is usually a victim of circumstance. He is acted upon by the antagonist or anti-hero and suffers without having to accept responsibility and inevitability of fate. Melodrama has a sense of strict moral judgment, where all issues are resolved in a well-defined way. The good characters are rewarded and the bad characters are punished in a means that fits the crime.

Tragicomedy: Tragicomedy is the most life like of all of the genres. It is non-judgmental and ends with no absolutes. It focuses on character relationships and shows society in a state of continuous flux. There is a mix of comedy and tragedy side by side in these types of plays.

8. Characters
These are the people presented in the play that are involved in the perusing plot. Each character has a distinct personality, age, appearance, beliefs, socio economic background and language in the play. A playwright`s success ultimately depends on his ability to create a character that an actor can "bring to life". Thus, the way an actor plays a role, using his/her acting skills to create a character in a drama, is known as characterization.

9. Music
It means the sound, rhythm and melody of the speeches. Music can encompass the rhythm of dialogue and speeches in a play or can also mean the aspects of the melody and music compositions as with musical theatre. Each theatrical presentation delivers music, rhythm and melody in its own distinctive manner. But, music can be included to mean all sounds in a production. Music can expand to all sound effects, the actor`s voices, songs, and instrumental music played as underscore in a play. In the aspects of the musical the songs are used to push the plot forward and move the story to a higher level of intensity. Composers and lyricist work together with playwrights to strengthen the themes and ideas of the play. Character`s wants and desires can be strengthened for the audience through lyrics and music.

10. Spectacle
The spectacle in the theatre can involve all of the aspects of visual elements of the production of a play; the scenery, costumes, and special effects in a production. The visual elements of the play created for theatrical event. The qualities determined by the playwright that create the world and atmosphere of the play for the audience`s eye. It also refers to the shaping of dramatic material, setting, or costumes in a specific manner. Each play will have its own unique and distinctive behaviors, dress, and language of the characters. The style of a playwright is shown in the choices made in the world of the play: the kinds of characters, time periods, settings, language, methods of characterization, use of symbols, and themes.

11. Dramatic Structure
It refers to the form of drama and the way the story is told, the way the characters play their parts, and/or the way the themes are explored. Dramatic structure involves the overall framework or method by which the playwright uses to organize the dramatic material and or action. It is important for playwrights to establish themes but the challenge comes in applying structure to the ideas and inspirations. Understanding basic principals of dramatic structure can be invaluable to the playwright. Most modern plays are structured into acts that can be further divided into scenes. The pattern most often used is a method by where the playwright sets up early on in the beginning scenes all of the necessary conditions and situations out of which the later conditions will develop. Generally the wants and desires of one character will conflict with another character. With this method the playwright establishes a pattern of complication, rising action, climax, and resolution. This is commonly known as cause to effect arrangement of incidents.

12. Contrast
The use of contrast in drama productions like stillness contrasted with activity, or silence contrasted with noise - is a useful way to focus the audience`s attention. A drama being played with no change of pace or rhythm, mostly fails to hold on to the audience`s interest, but can be brought to life with the use of contrasting sights and sounds. An example of such contrast could be in a courtroom drama.

13. Symbols
Dramas are produced to a great extent through the use of symbols - or representations - standing in for real things. Many of the following can be understood as symbols; like props, gestures, expressions, costume, lighting and setting.

Most commonly in most of the drams screened today, the audience will find a mixture of all the elements discussed above. Since many playwrights tend to utilize a bit of all the elements. But the examples cited above are plays demonstrating one predominant element almost to the exclusion of the others. Thus, artistic consideration in playwriting requires selection and arrangement. Art is skill acquired by experience, study, and clear observations. Before writing a play it is important to understand the medium for which one writes. Writing for the stage demands an understanding of two fundamentals: the essence of drama and the nature of theatre

takan from here

Elements of drama

Aristotles Six Elements of Drama

  1. PLOT – what happens in a play; the order of events, the story as opposed to the theme; what happens rather than what it means.

  2. THEME – what the play means as opposed to what happens (plot); the main idea within the play.

  3. CHARACTER – the personality or the part an actor represents in a play; a role played by an actor in a play.

  4. DICTION/LANGUAGE/DIALOGUE – the word choices made by the playwright and the enunciation of the actors delivering the lines.

  5. MUSIC/RHYTHM – by music Aristotle meant the sound, rhythm and melody of the speeches.

  6. SPECTACLE – the visual elements of the production of a play; the scenery, costumes, and special effects in a production.

taken from here

What is Boolean Search

What is Boolean Search?

Boolean searches allow you to combine words and phrases using the words AND, OR, NOT and NEAR (otherwise known as Boolean operators) to limit, widen, or define your search. Most Internet search engines and Web directories default to these Boolean search parameters anyway, but a good Web searcher should know how to use basic Boolean operators.



taken here

Wednesday, February 3, 2010

today,,!!!

hmm,,,,
do not know happen today,,,,
i confuse,,,!!!!
who can tell me why????

Wednesday, January 27, 2010

Summary of Fruitcake Special

A chemist woman who works at the Amos cosmetics factory in New Jersey, USA trying to discover a new perfume. One day she threw her fruitcake which was her lunch in to the mix with all the other things. It smells wonderful so she tried it on her. Not too long, her boss who is a handsome English guy never saying nice thing to ordinary girl like her asked her to have a dinner with him. That would be because of fruitcake. Her boss always lost control of himself when he smelt that perfume. If does not put it on her, he will not be attractive anymore.


TAKEN FROM HERE

Synopsis Of Fruitcake Special

you can find the synopsis from here

Reflection

Plagiarism is theft of another person's writings or ideas. Generally, it occurs when someone steals expressions from another author's composition and makes them appear to be his own work. Plagiarism is not a legal term; however, it is often used in lawsuits. Courts recognize acts of plagiarism as violations of Copyright law, specifically as the theft of another person's Intellectual Property. Because copyright law allows a variety of creative works to be registered as the property of their owners, lawsuits alleging plagiarism can be based on the appropriation of any form of writing, music, and visual images.
Plagiarism can take a broad range of forms. At its simplest and most extreme, plagiarism involves putting one's own name on someoneelse's work; this is commonly seen in schools when a student submits a paper that someone else has written. Schools, colleges, and universities usually have explicit guidelines for reviewing and punishing plagiarism by students and faculty members. In copyright lawsuits, however, allegations of plagiarism are more often based on partial theft. It is not necessary to exactly duplicate another's work in order to infringe a copyright: it is sufficient to take a substantial portion of the copyrighted material. Thus, for example, plagiarism can include copying language or ideas from another novelist, basing a new song in large part on another's musical composition, or copying another artist's drawing or photograph.
Courts and juries have a difficult time determining when unlawful copying has occurred. One thing the plaintiff must show is that the alleged plagiarist had access to the copyrighted work. Such evidence might include a showing that the plaintiff sent the work to the defendant in an attempt to sell it or that the work was publicly available and widely disseminated.
Once access is proven, the plaintiff must show that the alleged plagiarism is based on a substantial similarity between the two works. In Abkco Music, Inc. v. Harrisongs Music, Ltd., 722 F.2d 988 (2d Cir 1983), the Second Circuit Court of Appeals found "unconscious" infringement by the musician George Harrison, whose song "My Sweet Lord"was, by his own admission, strikingly similar to the plaintiff's song, "He's So Fine." Establishing a substantial similarity can be quite difficult as it is essentially a subjective process.
Not every unauthorized taking of another's work constitutes plagiarism. Exceptions are made under copyright law for so-called fair use, as in the case of quoting a limited portion of a published work or mimicking it closely for purposes of Parody and satire. Furthermore, similarity alone is not proof of plagiarism. Courts recognize that similar creative inspiration may occur simultaneously in two or more people. In Hollywood, for example, where well-established conventions govern filmmaking, this conventionality often leads to similar work. As early as 1942, in O'Rourke v. RKO Radio Pictures, 44 F. Supp. 480, the Massachusetts District Court ruled against a screenwriter who alleged that a movie studio had stolen parts of his unproduced screenplay Girls' Reformatory for its film Condemned Women. The court noted that the similar plot details in both stories—prison riots, escapes, and love affairs between inmates and officials—might easily be coincidental.
Sometimes the question is one of proper attribution. In January 2002, two highly regarded historians, Stephen Ambrose and Doris Kearns Goodwin, were accused of plagiarism in The Weekly Standard. The magazine revealed that Ambrose (who died in October 2002) took passages from another author's work and used them in his 2001 book The Wild Blue, while Goodwin used passages from several authors in her 1987 book The Fitzgeralds and the Kennedys. Both authors apologized, acknowledging that they had erred and adding that their failure to provide proper attribution was completely inadvertent. Goodwin went so far as to address her mistakes in an essay in Time magazine. They agreed to correct the problem in future editions of the books in question. While some of their colleagues accepted the explanation, others questioned whether authors of such talent and prominence were in fact being disingenuous considering that both had borrowed numerous passages, not just one or two.
The Internet has added a new layer to the question of plagiarism, particularly among high school and college students. In the mid-1990s a number of Web sites cropped up that offered term papers, thesis papers, and dissertations for sale. These "paper mills" make it easy for students to purchase papers instead of writing their own. (The fact that many of the papers being sold are poorly written and minimally researched is apparently of little concern.) A similarly egregious problem results from the wide array of legitimate reports many Web sites make available on the Internet for research purposes. Unscrupulous students with a computer can easily copy large blocks of these reports and paste them into their own papers. Anecdotal evidence suggests that while the ease of copying information has not led to a dramatic increase in plagiarism among honest students, those who have already cheated are likely to make frequent use of electronic resources to continue cheating. Students who use the "copy-and-paste" writing method are being thwarted by instructors who simply type questionable phrases into search engines; if the passage exists in another paper, the search engine will probably find it.
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literature review
by author(vivien alcock)

Monday, January 25, 2010

Friday, January 22, 2010

My path to my First blog

waahh,,,
now i have my own blog,,,,
hua3,,,
i'm happy now,,,!!!!