wktu babak kedua akan dimulai, pemain libya ga keluar" dari ruang istirahat dan setelah 15 menit ga kluar akhirny wasit meniup pluit tanda indonesia telah menang dari libya..

malu"in..baru kalah 1-0 aja udh gitu, gmn kalo kalah 2-0 pukulanny 2x lipat dong??bingung..

nama indonesia tercoreng deh, apalagi ini kompetisi international, mau taro di mana muka kita kalo org indonesia kaya gitu semua..dalam kasus ini pemain sama skali ga ada masalah tp yg bermasalh itu ya offisial ini, berarti dia itu bermental tahu yg blum digoreng, lembek bgt..baru kalah 1-0 udh kaya gt pdhal kn msh ada wkt 45 menit lg. itu kan menunjukkan kalo indonesia memang ga berhak jadi juara.

gmn indonesia mau maju kalo sebagian besar org"nya msh bermental tahu, mau bukti??yg deketnya sih gini baru dimarahin dikit sama guru udh ngadu ke orang tua trus orang tua dateng yaaa jd kasus deh..knp gw bisa ngomong?? soalny prnh kejadian di sekolah gw. trus??msh banyak deh contoh lainnya..

yaa, intinya kt tuh hrs belajar gimana carany ngelatih mental kita soalnya orang" yg hanya bermental tahu ini ga akan pernah kepake di lingkungan masyarakat..ujung"nya kita harus berjiwa besar deh biar ga gmpng sakit hati dan rata" org yg berjiwa besar ini yg diterima di masyarakat.

Little update :

kejadian makan di kelas trus berlanjut.. keesokan harinya gw bener" harus tutup kuping gr" temen" gw ngeledekin gw trus, walaupun itu bercanda.. seminggu kemudian, tepatnya pada pljrn plkj ada kejadian yg membuat guru gw marah dan nyambung" ke gw. padahal sama skali ga ada hubungan sm topik yg dia ributin. ini kata"nya :

Bu Lis : " blablablabla.... " <marahin temen gw>

<marissa dengan tampang kaget>

Bu Lis : "ini lagi ketua osis!!"

<awalnya marissa bingung, terbelalak dengan ucapan bu Lis dan dengan terpaksa mendengarkan>

Bu Lis : "dari saya ngajar tahun 78 sampai skrg saya baru nemuin ketua osis yg ketangkep makan di kelas sekarang!"

Marissa : <senyum memelas> "iya, Bu!" <kembali mendengar ocehan Bu Lis>

Bu Lis : <dengan semangat yg bertubi-tubi> "kamu mau menghancurkan P1??"

Marissa : "behhh, mantepp!" <dalam hati : menghancurkan gmn? stengah hidup gw buat event" di P1 biar P1 ga mati>

Bu Lis : "ngasi contoh ko ga bener, ketua osis kaya gini??" <telunjuk dinaikin>

Marissa : <dalam hati : latihan mental gw>

Note : untung gw pnya temen" yg gila hebat, wkt mata mulai berkaca-kaca mereka bilang sabar ya mar, Bu Lis emang kaya gitu kalo ngomong suka nancep.. akhirnya gw mikir, ngapain gw masukin hati yg ptg kn gw ga akan ngulangin lg. Bu Lis ngomong gitu berkali-kali sampe cape gw dengerny..
mata sempet berkaca-kaca tp karna Tuhan baik dengan tiba" gw jd biasa aja deh. :mrgreen:

yaa, that's my wow experience :)

Focus Lesson C2: Generating Ideas (sketching)

Purpose

This lesson begins to teach students how writers use their notebooks and helps them begin to gather ideas. It can be taught several times with different topics, books, authors, etc. so students have many opportunities to consider stories they may choose to tell (or write…soon).

Telling stories and listening to stories spoken and read aloud prepare students
to read and write narratives later in school. The standards expect students
to develop more and more detailed oral narratives—and more like written stories as they grow older.

Materials

• book by Patricia Polacco (I would use the same one as yesterday so that you have already read it and don’t need to use that time for reading aloud)
• Teacher and student writer’s notebooks
• “Ideas to Write About” list

Other books you could  use: When I Was Young in the Mountainsby Cynthia Rylant, A Chair for My Mother by Vera B. Williams

Intended Learning Statement

“As we continue with our Writer’s Workshop, we got ready to write yesterday by listening to a story of one of our favorite authors, listening to some of my stories, and working together as we listen and share our own stories. Today I am going to teach you another strategy for coming up with ideas to write about.

Whole Group Instruction

• Modeling: Hold up yesterday’s picture book, think aloud by saying something, such as “Wow, Patricia Polacco’s story really helped me have a picture of where the story took place. Of course her wonderful illustrations painted the picture for me, but I could have closed my eyes and been able to imagine where the story took place…” then relate an interesting personal story about a place from your life where many of your personal stories could have taken place for students. As you talk through your place, sketch it on chart paper for students to see (mine was my grandparent’s house, yard, and neighborhood). Yours could have been your bedroom, your backyard as a child, the playground at your elementary, etc.  Share that there are many places you could have listed to pick from, but for today you selected the one that came to mind first. Explain how the place could be used to think of many different ideas for stories. Remember, you are not expected to be an artist-this is a sketch! Don’t be self-conscious.
  Be sure to think about your comments ahead of time.

• Active Involvement: “Close your eyes and think about a place that  is important to you..” Allow actual “think” time. “Now turn to your partner and share your place.” Call on one or two students to orally share their stories and extend these stories with open-ended questions, such as “That’s interesting; tell me more about…”

Work Period

Say, “Today, I shared a sketch of a place that was important to me ________________  and we shared our own stories. While sharing, I hope you found at least one or several ideas about a place that is  important to  you that you might write about in the future. Before the end of our workshop time today, let’s sketch our place.”  Then students complete the sketch in their writer’s notebooks to make a picture. Sketching is added to the chart of “Ideas to Write About” list (see below). Allow students time to work on their first idea/story from yesterday or if they are finished start a story based on today’s sketch. Don’t allow anyone to say they are finished (CRITICAL). Encourage them to go back to yesterday’s list of people and write another story about that person or another story based on the sketch they drew.

During the work period, confer with several students (probably still in table groups). Also this might be a good day to teach them/reinforce the signal that you are going to use to get their attention if you need it during their writing work time.

Share Time

Ideas to Write About

·         Think of a person who matters to you, the list small moments you remember with him or her. Choose one to write the story that goes with it. ·         Sketch a place that is important to you and write one of the stories that took place there.   .

·         Example: grandparent’s house/yard sketch

 Choose students to share some of their sketches, based on the writing conferences that took place during the work period (these are probably table group conferences still at this point in the year) . After sharing, ask, “What is something you learned as writers today?” Reinforce that the chart will be there for them to look at so there is no reason to not have something to write about during work time.

Note

Don’t forget that these are personal narratives. If a child starts going down the imaginary place/person path, try to redirect and explain that these are TRUE stories.

anyway, i was saying, it was great to be back (: i'm sure any of us who went back to our secondary school felt that celebration was way better! once again it's cos we had something to look forward to (: i think at least half of the class of 2007 were back yea! people were screaming and hugging and taking tons of photos! oh yea, i reached school around 1130 and the celebrations were still on! yayy~ but it was just the usual ending speech by ms chan. i was busy emptying that pool of water in my bag. hah, my waterbottle leaked and all my worksheets were wet!!!! dang it! yang was telling me that at least it shows that crumpler bags are waterproof. HAHA!

hmmm okay here are the photos:

 MR GAN!

MS PRABS!

that's only less than 1/3 of the class! the rest came, they just weren't around for the photo!

 MR WONG! (this photo seems like it's CNY!)

 MS LEE!

 MS CHOO!

 MRS TAN!

okay and a few other teachers too~ i'm just lazy to upload all! go shutterfly to view the rest~

and yea yea we queued for orange bowl!

there were two orange bowl upsets for that day!

1. orange bowl has increased price! AHHHHHH!

(ms prabs: oh did you all know orange bowl has increased price?

us; dillys: AHHHH inflation! so how much is it now?

ms prabs: how should i know? i don't eat orange bowl!

us: -.-)

2. we were steps away from the counter (as shown in above picture) and before we could reach there, it was sold out! AHHHHHH!

(me: hee hee let's bluff the people infront that orange bowl sold out already, so they'll leave the queue and we'll move forward!!!

erica: ohhhh good idea!

orange bowl uncle: sold out!

me: AHHHHHHHHH!)

well the teachers' day retreat lunch was in the canteen. hah before you think it's a cheapo lunch, well look at the food! they were totally awesome. we were able to walk past, look at it, smell it, feel like eating it, but nope, can't. HAHA. mrs goh was in the queue taking some desserts and we wanted to talk to her and she said, "wait ah, the food is more important. haha!" oh i realise i didn't take photo with her. hmmm i bet it's cos she was busy at the buffet table!

 (canteen)

 (the awesome lunch!)

oh then there was this table of nice painted pebbles!

(me: hah i bet they're for sale at 5 bucks each for school fund!

carolyn: that's just so typical of sn! but i'll buy, they're so cute!

ms chan (from afar, after the mass lunch prayer): the pebbles are a token from the school to the teachers)

haha, whoops. they're really nicely painted tho (:

oh yea we roamed around the staffroom first. as usual, there was the crowd.

(some girl in the staffroom: teachers' day always make us realise how small the staffroom is.

rachel: yea especially with the additional cubicles!)

but the pushing around in the staffroom is fun!

(me: let's walk back and see if we can find any other teachers!

becca: are you sure you want to go against the current?!)

there were at least 10 of us dillys hanging around at ms prabs table! she was really 'touched' to see us, in her same old sacarstic manner.

 (ms prabs, erica, carolyn, becca)

oh and elaine had this really cute pair of specs! carolyn was totally ruining my nerd look! haha it's lens-less!

 (carolyn and i)

other than just a teachers' day celebration, it was a great gathering session too!

 (hee teng-ah-woo's pink class tee is so cool!)

oh yes! thank you my totally fantastic cam-whoring partner for helping me buy apples for teachers' day present. haha i bet you had tons of fun hanging around at the supermarket for 40mins to help me pick apples! HEE (:

 (yang and i)

 (qingyao and us!)

 (becca, me, erica! at one of the many mirrors in our school!)

CCA CLIQUE!

 (debbie, naiy, yang, me, chris)

i realise we didn't take a ABCDE photo! but well, this can count too!

 (ABCDE and elaine and celeste!)

it was great to be back in school! we were all so high and all. but it ended all too quickly. this morning when i woke up, i was still wondering if it was a dream. hah, silly me. elaine said there was far too much excitement for a day. and yea she's right (:

I LOVE SN; ALWAYS!

ENJOY YOUR HOLIDAYS!

BUT

I am strating to have second thoughts. I mean yes it would be a better place to be. Yes it's my dream to go back, but how reasonable is it? I am wasting money going to school now on classes that most likely won't transfer. I will probably start school all over as a freshman if I go back to San Francisco. Do I really want to make this past year and this coming year a complete was of time? I am not saying I will never go back to California, but maybe I should wait till after I graduate with my Bachelors.

Eesh. Why doesn't anything ever go as planned?

Focus Lesson C2: Generating More Stories

Purpose

This lesson uses a book to wake up stories in students’ minds. It can be taught several times with different books and authors so students have many opportunities to consider stories they may choose to write about.

A common lament heard from students is “I have nothing to write about.”
This lesson generates excitement for writing by getting students to orally tell
their own stories, propelled by the storytelling of favorite authors and their teacher. It builds structure for the notion that “writing floats on a sea of talk.”

Materials

When I Was Young in the Mountains by Cynthia Rylant

Chart, “Ideas to Write About”

Other books to use: The Art Lesson by Tomie De Paola, Ticky, Tacky Dollby Cynthia Rylant, many Patricia Polacco books

Intended Learning Statement

“As writers, we have been experiencing where authors get their ideas. Today we’ll analyze how Cynthia Rylant (or another author of your choice) gets her writing ideas.”

Whole Group Instruction

• Modeling: Read aloud from the book When I Was Young in the Mountains  by Cynthia Rylant. Say, “Wow, this book makes me think of several stories I might tell. I could tell you about the time when my grandma made a chocolate cake that I called “The Soggy Chocolate Cake”-I loved that cake! and how I always wanted to eat at her house because she made spaghetti out of a can. It wasn’t until I was an adult that I found out she didn’t know how to cook.Or, I could tell you about the time I was catching crawdads with my neighbor  when one of my friends lost their shoe in the mud (we were convinced it was quicksand!).Then share a special personal story.

• Active Involvement: Say, “Now I’d like you to talk with your partner about a story—or stories—this story helped you think about.”
  After students talk with their partners, they share an idea their partner came up with. Allow several pairs to share their responses.

“Be sure to write any new ideas down in your writer’s notebook during the work period.”

Work Period

Students add a few ideas to a brainstorm list to write about in the future. During the work period, confer with students by asking, “After hearing When I Was Young in the Mountains, what new ideas did you come up with to write about?” “Why would you like to write about that idea?” and/or “I’d love to hear more about why it’s special to you.”

Share Time

Choose students to share some of their ideas based on the writing conferences that took place during the work period. Ask, “What is something Cynthia Rylant can teach us as writers about getting ideas?” and/or “Where else might you get ideas for your writing now?”

I am waiting with baited breath to hear what crap we have to listen to tomorrow.....................what 'real life, it happened to me honestly it did' ( no it didn't ) anechdotes will we be forced to laugh at ?

What inappropriate attire will high waisted , have I shown you my package today, protegee boy be wearing.....?

What UK government body will protegee boy get his teeth into tomorrow- which individual quirky side will we see?

And on another note, since when did ESL department actually really mean what it stood for? ( All but 2 memebers really being E S L speakers..................)

Roll on retirement.

Last week was good. I'm pretty much where I want to be in terms of balancing school with classwork, and my friend (let's call him MC - Maine Cowboy) and I developed a fairly radical study plan for the semester. It's going to require a lot of work up front, but it'll be more efficient and ultimately lead to a much happier and more successful term. I went to the DMV yesterday and got my driver's license for CA, so I'm slowly getting everything done that I need to get done.

So I've been looking forward to D's visit for about 5 weeks, and most intensely this week (obviously). Yesterday while I was at the DMV, he got a phone call about a family emergency. I knew what that meant as soon as he said it. And it's funny - I'd had a pretty heated discussion with my housemate about D's visit, and about 10 minutes after D told me about the issue, my housemate offered for us to be able to stay here during his visit. A nice offer, but it doesn't really do any good now.

I'm trying really hard to play the part of the good boyfriend, to be supportive. But at the same time, I can't help recognizing that every time we're supposed to see each other, something comes up. The only exception to that was D's first trip to Dallas in early June. I can't mask my disappointment over this trip, especially this was the one certainty I could look forward to since before our "bump." I know it isn't fair to look at things this way, that this turn of events isn't about me at all and that I shouldn't spend any time feeling sorry for myself. I just can't help noticing that it always happens. He's supposed to move out here in October sometime, but we haven't even spent a full week in each other's physical presence.

It woud be nice to think that when something unexpected like this comes up, he could just push it back some and spend the same amount of time a week later. But I know he can't because taking that much time off work was already pushing it. Because we chose this week for him to visit, he can't make another visit in October. Kind of a strange predicament here.

Like I said, I know it's not fair for me to feel this way. It's also not fair that there's not really anything he can say to change this feeling. I know he loves me. I know he wishes he were here, that circumstances were different. But even knowing all that can't alleviate the disappointment that he's not here. But this isn't about me. I need to be strong and support him. He needs me to be strong for him right now. I'm trying; I really am.

My mood? Frustrated, disappointed, lonely.

The three parts of each Stage include a written section, a spotting portion (identifying various structures in the body parts of a cadaver, marked by different colored pins), and an interview or viva voce. The most interesting (and usually the most unpredictable) portion is the viva because you never know who your examiner might be or what question he might put up.

Today I took the viva portion of the Stage, and it turned out really well. It was my final stage for the year, and coincidentally, my examiner, Dr. Samina, was the same person who took my very first substage (quizzes taken periodically before the Stage, breaking up each region into smaller subregions). I had performed very well during my last viva with Dr. Samina, so I was hopeful that today's viva would be cake.

It went a little something like this:

[I walk towards the desk where Dr. Samina is sitting.]
Dr. Samina: Have a seat, beta.

"Beta" is a term of endearment that means, "son." A lot of professors and instructors use it to break the ice or relieve the tension of oral exams because they know kids are stressed out enough as it is.

[I take a seat.]
Me: Thank you, Ma'm.

I'm not sure why, but instructors in Pakistan are always referred to as "Sir" or "Ma'm."

Dr. Samina: Roll number 269?
Me [absent-mindedly]: Yes, Ma'm. [three seconds later] No, Ma'm, sorry. Roll number 277.
Dr. Samina [smiling]: Yeah, 269 just gave his viva.

<Five second pause>

Dr. Samina: Please pick up this bone [points to second rib. I pick it up.]. Which bone is it?
Me: Ma'm, the second rib.
Dr. Samina: What are the attachments on its head?
Me: Ma'm, the crest of the head provides attachment to the intra-articular ligament, which also attaches to the body of the intervening vertebral disc. The superior articular facet of the head articulates with the inferior costal demifacet on the body of first thoracic vertebra superiorly, and the inferior articular facet of the head articulates with the superior costal demifacet on the body of the second thoracic vertebra.
Dr. Samina: What is the role of the second rib in inspiration?
Me: It's involved primarily in pump-handle type motion of the ribs.
Dr. Samina: How?
Me: The rib neck rotates backwards, causing the anterior end of the rib to be elevated, increasing anteroposterior diameter. Also, the body of the sternum moves a bit forwards and upwards, facilitating this action.
Dr. Samina: So the second rib only increases the anteroposterior diameter?
Me: Ma'm, it's most significant contribution is to the anteroposterior diameter. It also increases the transverse diameter, but that's of secondary importance in the second to sixth ribs.
Dr. Samina: Okay. What type of joint is formed between the manubrium and the body of the sternum? [Points at manubrium and body of sternum on the desk in front of her]
Me: Secondary cartilaginous joint.
Dr. Samina: Good. What other types of joints are formed by the ribs?
Me: Ma'm, the anterior end of the rib articulates with the second costal cartilage.
Dr. Samina: What type of joint does it form?
Me: Primary cartilaginous.
Dr. Samina: Please pick up the heart.

I pick up the heart.
Dr. Samina [Leans over and opens up the right ventricle]: Tell me about the right ventricle.
Me: Ma'm, first of all it consists of an inflow portion and an outflow tract.
Dr. Samina: Tell me about the inflow tract.
Me: It's lined with muscular ridges called "trabeculae carneae."
Dr. Samina: What is the structure of these trabeculae?
Me [not totally sure if I'm about to answer the question she's asking]: There are three types. The first are in the form of ridges, which attach to the ventricular wall along their entire length. The second are bridges, which attach only at their ends to the ventricular wall. The final type are papillary muscles, which are attached only at one end to the ventricular wall. Projecting from the papillary muscles are chordae tendinae, which are cord-like projections that attach to the cusps of the AV valves.
Dr. Samina [nodding her head in approval. She points to the remains of the vessels at the superior aspect of the left atrium]: Which vessels are these?
Me: Ma'm, the ascending thoracic aorta and the pulmunary trunk.
Dr. Samina [pointing to discontinued vessel remains at the base of the heart]: What are these openings for?
Me [clueless, so I point below the to left atrium and the holes on either side of it]: Ma'm, these are the remains of the pulmunary veins.
Dr. Samina: No, beta, those are not the pulmunary veins.
[I give her a clueless look. She points to the ascending thoracic aorta.]
Dr. Samina: What does this become?
Me: The arch of the aorta?
Dr. Samina: Yes, and that becomes...?
Me: Oh! The descending thoracic aorta.
Dr. Samina: Good. That's what these openings represent. They're just discontinued in this heart.
[I nod in realization.]
Dr. Samina: What are the branches of the descending thoracic aorta?
Me: Ma'm...the second to ninth posterior intercostal arteries, right and left subcostal arteries, left bronchial arteries, small mediastinal branches, phrenic branches...I think those are the main ones.
Dr. Samina: Yeah, you hit the main ones. Tell me about the lungs. How would you point them out on the chest of a person?
Me: Ma'm, as far as the boundaries are concerned, you mark a point in the mid-clavicular line at the level of the border of the eighth rib [I make a vertical line on my chest in front of my right clavicle], a point in the mid-axillary line at the level of the tenth-- sorry, I  messed up. You mark a point in the mid-clavicular line at the level of the sixth rib, a point in the mid-axillary line of the eighth rib [I make a vertical line in my arm pit], and a point 2 cm lateral to the body of the 10th thoracic vertebra [pointing to the back of my spinal column] to define the boundaries of the lungs.
Dr. Samina: Yes, very good. What about the pleura of the lungs?
Me: You mark a point in the mid-clavicular line at the level of the eighth rib, a point in the mid-axillary line at the level of the tenth rib, and a point 2 cm lateral to the body of the 12th thoracic vertebra.
Dr. Samina: Okay, what is the costodiaphramatic recess?
Me: Ma'm, it's the space between the costal and diaphragmatic layers of parietal pleura.
Dr. Samina: What is it related to?
Me [clueless, again]: Ma'm, posteriorly to the thoracic vessels.
Dr. Samina: What about on the sides?
Me: Sorry ma'm, I'm not sure.
Dr. Samina: Posteriorly?
Me: ...
Dr. Samina: Any viscera?
Me: Oh! The poles of the kidneys?
Dr. Samina: Yes, the posterior poles of the kidneys. During a surgical procedures involving the pleura from behind, you have to make sure you take the appropriate safety measures to prevent damage of the kidneys from behind.
[I nod my head in agreement.]
Dr. Samina: When executing a pleural tap, what precautions should you take?
Me: Ma'm, first of all you should insert the needle in the eighth intercostal space to ensure that you don't make a puncture in the lung, as the pleura but not the lung extends to the level of the eighth rib. Secondly, you should make sure that the tap is made at the lower border of the space to avoid damage to the neurovascular bundle lying in the costal groove of the rib above.
Dr. Samina [Writes down my marks on her note sheet and rises to leave]: Very nice, beta. Good work.

Props to anyone who actually read that entire dialogue. I must admit, it's quite ridiculous that I typed out the entire thing. About half way through I realized I no one would really care, but I figured I'd gotten half way so maybe I should just go ahead and finish it. I mean who knows maybe one day I'll read it again and smile as I relive the whole experience in my mind.

Anyway, the results of the viva portion were posted today, and I got a 66! That's pretty incredible for me -- it's the highest I've ever scored in an oral exam.

I actually had some deeper thoughts on this whole experience but seeing as this post is long enough, I think I'll just incorporate them into another post some time in the foreseeable future.

Here is a recap of this gorgeous, blond haired, iridescent-eyed fiend:

Considering my ineptitude at anatomy drawing and my lacklustre skills at painting, I personally feel that my painting is a 'not bad' attempt at expressing what I find beautiful at that particular point in time (the vampire Lestat). The reason why I'm bringing him up now is that I've finally gotten him back, and he's sitting in my room, staring at me. I'm so happy that my love's back. :D Now he can truly 'look' after me at night as I sleep. I remember this conversation I had with my mother:

(Conversation was in Malay, but was transcripted into readable English for everyone's own good) :D

Me: Mum, I'm so happy that Lestat's back with me.

Mum: Mm. Good. (doing laundry)

Me: (clasps hands together all starry eyed) I'm really, really happy. My imaginary boyfriend has finally come to meet you. And having him in my room with those vampire eyes staring at you the first thing you look at him will definitely drive those spooks away from my room.

Mum: Ok.

Me: (goes on pretending that she's actually listening) The pontianak (1) will peep into the window expecting to see a potential victim to haunt and spook but when she sees my very own vampire she will run away because she thinks that Lestat is my own 'penunggu' (2).

Mum: Now you're becoming crazy. Don't stare at him too much, you'll become crazy.

Me: (walks off grinning to stare at Lestat some more) I'm very mentally stable actually.

Mum: And he's been to London before you, hasn't he? (smug grin hidden beneath piles of clean laundry)

Me: (hmphs) Don''t remind me!

Ah, speaking of my old love, I've realised that I model what I find beautiful in men after Lestat's characteristics. Kamijo, the beautiful Jrocker with whom I'm also fallen in love with has vampiric features which some people liken after Lestat - it does help that Kamijo's said somewhere that he likes the Vampire Chronicles as well.

Japanese Lestat. -drool-

I'm going to make sure that I complete Blood of the Snake chapter 26 by tomorrow, 12 am latest. You do not have to wait anymore.

(1) A pontianak is a female Malay kind of a vampire type of ghost who has typically long hair and wears long white gowns. I'll spare you the details.

(2) A penunggu is another Malay spirit which resides in a place like a tree etc, and basically protects the place, and can be either good or bad.

Mon Dieu, now I've truly realised how mundane my life is and how boring my daily conversations with people are in real life!

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Well, it's election season yet again (just in case you hadn't picked up on that). The two mainstream candidates are Democrat Barack Obama and Republican John McCain. While both candidates have our country's best interest in heart, Barack Obama stands for change, whereas McCain supports overwhelmingly the same policies as George W. Bush.Under Bush's 8-year reign our country's national debt has more than doubled (from around $3.5 trillion in early 2001 to around $9.5 trillion in late 2008), a war has needlessly for more than 6 years, and the average drop-out rate in schools across the country has increased. Obama will make the first in hopefully a marathon of steps to repair our country, both in image overseas and in prosperity at home.  I therefore urge, nay, implore you to vote for Barack Obama. Below is a collection of more prominent and moving speeches from the Democratic National Convention, which concluded the evening before last. I strongly encourage all of you to listen to one of these speeches, especially if you are on the fence about whom to choose, or are even consdiering McCain.  If you are only going to listen to one, I would suggest either Hilary Clinton's or Barack Obama's speech.

Barack Obama's Acceptance Speech:

[audio=http://audio.wnyc.org/news/news20080829_barack_obama_speech.mp3]

Al Gore's Speech:

[audio=http://audio.wnyc.org/news/news20080829_al_gore_speech.mp3]

Joe Biden's Speech:

[audio=http://audio.wnyc.org/news/news20080827_joe_biden_speech.mp3]

Bill Clinton's Speech:

[audio=http://audio.wnyc.org/news/news20080827_bill_clinton_speech.mp3]

Hilary Clinton's Speech:

[audio=http://audio.wnyc.org/news/news20080826_hillary_clinton_full_2.mp3]

Michelle Obama's Speech:

[audio=http://audio.wnyc.org/news/news20080825_michelle_obama_speech.mp3]

Nacy Pelosi's Speech:

[audio=http://audio.wnyc.org/news/news20080825_nancy_pelosi_speech.mp3]

Also, I encourage you to vist Obama's website at www.barackobama.com

This picture is from the Manifest Hope Gallery Finalists, which can be viewed HERE

[audio http://www.musicwebtown.com/sillything/playlists/205782/1729081.mp3]

Here it goes.

B204  Customer Relationship Management

Class: E65L (Val Ng, Reena, Sihui, Zuh, Faz, Esther, Joel, Carrie, Valerie W)

B208  Service Quality and Professional Etiquette

Class: E65D (Val Ng, Reena)

B209  Management Accounting

Class: E65L (Val Ng, Reena, Sihui, Zuh, Faz, Esther, Joel, Valerie W)

B210  Events Logistics and Facilities Management

Class: E65K (Val Ng, Reena)

** (*brackets) = previous semester classmates

3 different classes. What a chore. This means I need to check leo everyday before going to school so that I will not go to the wrong class. Luckily in the other 2 classes, there is Val Ng and Reena! At least that's something for me to look forward to go to class.

The 5th module was rejected and yeap, it's a 4-day week but the off day is NOT ON WEDNESDAY (the usual off day) !!!!!!! :x All my friends are having their Wednesdays off and not for me! My off day is on Monday and it will rotate everytime but it will never fall on Wednesday. This will also mean .. 3 days to meet in school? :(

My GPA is decreasing semester after semester while everyone's increasing. Whatever. I just want to get over and done with this, leave RP as soon as possible!

A note to her:

Be strong girl. No matter what, just hold on. Even though many bad things happened to you lately, I'm proud that you are still brave enough to face them all. Just don't feel bad, don't regret, and let it go.

Hmmm.. Miss them? I do. Anyway, I love pasta and pizza =)

Berawal dari seseorang yg kita sbut sebagai "amplas". Pas tahun pertama gue punya FS (kelas 1 SMA), emang gw udah sering meratiin si amplas gara-gara dia suka nulis di bulbo (bulletin board) yang ngomongnya kasar. Ya tapi masa-bodoh buat gw! Masih bisa ditolerir, mungkin dia lagi kesel sama orang. Lama-lama gw penasaran sama nih orang, makin sering tuh dia mengumbar kata-kata kasarnya.. pas kelas 2 SMA dia sekelas sama temen gw. Nah disitu gw tanya ke temen gw ttg si amplas.

GW : "si amplas kalo di kelas gimana?"

TMN : "ga gimana-gimana.. autis gitu"

GW : "oh, tapi kalo di fs dia 'rocker' yaaa?? haha"

TMN : "tau tuh! aneh.."

Well, gw berpikiran kalo dia eksis di dunia per-internet-an dan juga di dunia nyata. Tapi gw ngeliat dari kacamata gw kalo dia di sekolah dia kebanyakan diem like has no friend gt de! Lagi-lagi gw masih nggak peduli. Cuma sekedar pengen tau aja. Rasa-rasa penasaran anak muda gitu deh, haha..

Sampai akhirnya di penghujung tahun ajaran gw di kelas 2. Dia nulis kasar lagi tuh! Kakak gw lama-lama kesel nih ngeliat kelakuan dia. Kaka gw nulis gini kurang lebih di bulbonya:

"Kalo ngomong tuh ya dijaga.. Gausah lah ngomong anjg bbi pcun segala. Ini kan fasilitas umum"

Yah pokoknya intinya gitu, kaka gw nulis bulbo tsb TEPAT di atas bulbo si amplas. Beberapa hari kemudian, kakak gw ngelapor ke gw kalo si amplas ngasih comment yang nyolot gitu ke kakak gw. (Pas di sini si amplas ga tau kalo yg dia damprat itu kaka gw! hahaha). Oh iya, intermezzo dulu ni bentar! Sebelum-sebelumnya gw sempet berhubungan baik di dunia maya sama dia. Sempet ym-an, komen2an. Jadi gw 'agak' mengenal dia walaupun hanya dr layar komputer. Oke! Intermezzo selesai! Kemudian terjadilah balas-membalas comment antara kakak gw dan si amplas. Pada akhirnya amplas yang speechless gara2 omongan dia dibalikin sama kakak gw. Haha emang enak!

Nah, pas di sekolah, gw ngomong ke temen gw yg sekelas sama si amplas kalo yg nulis bulbo sindiran buat si amplas itu adalah kakak gw. Pas dibilangin katanya dia kaget gitu, haha. Kasian. Gw di sekolah juga makin sebel sama dia. Setiap gw lewat kelasnya gw selalu bicara keras-keras seperti ini :

"Ngapain lo ngurus-ngurusin gw?! Suka-suka gw dong mau ngomong apa! Pengen banget sih lo ngurusin gw!"

Dan gw yankin dia pasti denger. Haha ya iyalah. Tapi dia diem aja. Tapi begitu gw liat di Friendster, accountnya penuh makian yang berkaitan sama kejadian "bulbo" tadi. Yang nyebut gw sama temen-temen gw anak gaya-gayaan lah, apalah semua tetek-bengeknya dia.
Dan tindakan ekstrim dia lagi adalah menghapus account gw,kakak gw, ruth yang suka nyindir2 dia. Tapi ngga ngaruh sih. Dia doang. Keilangan 1 dikit ketimbang ilang 3 haha!

Suatu hari yang nggak lama, dia nyamperin gw. Minta maaf. Kira-kira gini nih conversationnya:

DIA : "Wln, sini deh gw mw ngmg"

(gw yg abis olahraga ketawa-ketawa aja ngeliat dia. haha! gw jalan ke arah dia)

DIA : "Lo ngga suka ya kalo gw nulis ky gtu ke kakak lo?"

(pertanyaan bego! kalo misalkan gw suka, ngapain gw nyindir2 dia?)

GW : "enggak!"

DIA ; "ya udah, gw minta maaf. Lo maafin gw kan?"

GW : "ho'oh"

DIA : "o ia sama bilangin dong ke anggieta kalo dia ga suka sama gw ngomong langsung jangan cuma fi belakang doang"

(buset! kayak ni orang kagak gitu aja yak! ckckck.. kaca mana mbaaa?"

GW : "haa. terserah!" dan gw langsung melesat pergi ke kelas gw dan segera melanjutkan kegiatan gw yang tertunda.

Setelah insiden maaf-maafan itu, gw udah ngga kepikiran dia lagi. Udah case closed gtu kan! Gw juga ga pernah buka account friendster dia lagi sampe suatu hari temen gw bilang kalo di shoutout dia nulis sesuatu yang bikin emosi. bener-bener nyebelin! Sama kaka gw udah disuruh samperin tu amplas. Tapi gw pikir-pikir, tunggu dulu lah. Kalo misalkan masih rese baru gw tanya maksudnya apa. Tapi sekarang udah biasa aja kok SO nya. Tapi tetep aja masih ada rasa kesal.

Emang susah ngilangin rasa kesel yang udah meluap-luap kayak kali ciliwung.