Monday, May 31, 2010

Scholarships - Malaysian Empowerment Program For SPM / STPM Leavers Conducted by Puteri MIC, Facilitated & Guided By Limkokwing

Dear all,


We are proud to announce that the National Puteri MIC is conducting The Malaysian Empowerment Program For Spm and STPM leavers, facilitated and guided by LimKokWing University to provide PARTIAL scholarships for deserving Indian student who wish to pursue a Diploma education in the field of Creative Technology. We would like to invite interested Indian students who have completed their SPM or STPM with a minimum requirement of 3 credits to contact us for further details. The next intake will be in July. FULL scholarships will also be offered to students with excellent results. All applications will be vetted through a series of interviews.

The courses offered are as per below:

Faculty of Design Innovation
Diploma in Graphic Design Technology
Diploma in Product Design
Diploma in Fashion & Retail Design

Faculty of Multimedia Creativity
Diploma in Games Art
Diploma in Interactive & Multimedia Design
Diploma in Animation & Multimedia Design
Diploma in Sound & Music Technology

Faculty of Communication, Media & Broadcasting
Diploma in Multimedia, Advertising & Broadcasting

Faculty of Architecture & the Built Environment
Diploma in Architectural Technology
Diploma in Interior Design

Those who wish to further their studies in Foundation & Degree courses will also be offered discounts based on your academic achievements.

All those who are interested, please contact us at 019-3850121 or email us at infoplanetputerimic@yahoo.com or puteri.mic@gmail.com for further details.

URGENT

Please be kind and forward the e-mail to as many people (Indian Youth)
on your contact list. We can change the future of our generation through
proper education.

* Kursus Jahitan Pakaian (Tailoring)

* Kursus Juruteknik Telekomunikasi (Handphone repairing)

* Kursus Broadcasting

Above programs open for Indian Youth and fully sponsored by Jabatan
Perdana Menteri (JPM) with accommodation and meals.
For further information, please contact Mr. Samy: 016-6264634 & Mr.
Vimal: 016-3375312
Office: 03-60915314 (Rawang Office)

Saturday, May 29, 2010

Tamil Schools in Selangor

Tamil school problems
By S. Indramalar and Hariati Azizan
The Star
Sunday, March 12, 2000
BEING the poor neighbour can be very disheartening. When you have to attend classes in a run-down school while your peers less than a kilometre away are enjoying a spanking new building, life seems rather unfair.
Instead of having access to a large field, a school hall, science laboratories and a computer laboratory, the pupils of a Tamil (estate) school (located in the Klang Valley) have to cope with the bare necessities.
The school has an enrolment of 500 students but no field, no laboratory or
library, staff room for teachers or even proper toilets for students.

This is not uncommon, though. Most Tamil schools face the same problem. In fact, many are worse off -- no canteen, no proper roofing, and sometimes, no classrooms even.
"It is very demotivating. Both the students and we teachers feel quite dispirited when we see the big disparity between the two schools.
"Our classrooms are separated by plywood. There are only two toilets for the 500 students and there is no field for sports.
"The premises were only meant to be temporary," lamented headmaster P.
Sreetharan (not his real name) who does not want his school to be disclosed
either.
Not enough funds
Established at the turn of the century with the setting up of plantations around the country, estate schools were meant to provide minimal education for children of immigrant labourers.
In the colonial period, these "schools" were just huts with broken furniture and untrained teachers, often clerks doubling up as teachers.
Unfortunately, not much progress has been achieved since then. Currently,
there are 530 Tamil schools in Malaysia, of which 360 are estate schools, with a track record of being backward.
While their urban counterparts moan about the lack of computers, these estate schools grapple with fundamental problems.
The crux of the problem is the status of these schools. As they are located on private estate land, they fall under the "model school" category which means that they are only partially aided by the Government.
Under the Education Act 1995, schools located on private land are not eligible for a full grant from the Government. As a result, these schools are forced to source their own funds for their basic infrastructure, including additional classrooms.
Sreetharan, a Tamil school teacher for more than 30 years, feels the
Government should not discriminate between national and national-type schools when it comes to funding.
"It's been more than 40 years since independence. I do not see why there
should be a difference. Although ours is still regarded as an estate school, we are no longer in an estate.
"The Government should look after the infrastructure of all schools equally. All schools should receive full aid from the Government.
"It appears that the national schools are favoured while we (Tamil schools) are like the stepchildren," he says.
This Catch 22 situation creates alearning environment which is not conducive, with the lack of adequate infrastructure and sufficient basic facilities.
MIC education bureau chief Datuk Dr A. Marimuthu concurs, adding: "The
obvious solution is for the community to buy the land but it is too poor. The
Government needs to review its policy. If other acts can be amended, why not the Education Act?"
The cramped conditions and poor facilities, Sreetharan adds, ultimately work against the students.
"Who feels like studying in an environment like this?" he says.
In a recent report, 22 national-type Tamil medium primary schools in Selangor recorded no passes in the last year's Primary School Achievement Test (UPSR).
Dr Marimuthu urges the Education Ministry to look into the matter.
"This is serious as it indicates a failure in all subjects. Although the research
was conducted only in Selangor, I am sure it reflects the rest of the country,"
he says.
Tamil schools in general perform poorly compared to the national and Chinese schools.
This is an inherent problem particularly among estate schools.
"These are underachieving schools that have the potential to improve but due to lack of opportunity and motivation and the prevalent bad conditions, they are not able to reach their full potential," he adds.
The odds are against these children who come from poor homes and study at poor schools.
Teacher shortage
The pathetic state of Tamil education is worsened by the shortage of trained
teachers. It was reported last August that there were vacancies for more than 1,000 teachers in Tamil schools.
A ministry official confides that temporary teachers are recruited to overcome the problem -- Tamil schools have the highest number of temporary teachers.
The shortage problem is further intensified by the decrease in the number of
candidates sitting for Tamil in SPM and PMR.
"Not many have a good command of Tamil unless they've been to Tamil school themselves. The ministry needs to make Tamil a compulsory subject for SPM to increase the number of potential teacher trainees for Tamil medium schools," says Dr Marimuthu.
Family background
Sixty-five percent of Indian families are from the working class with 20% working as plantation workers.
"The parents are unable to provide sufficient motivation for their children, or act as education role models for them. Schools are supposed to compensate for the lack of facilities at home and the deficiencies in their lives, but what
happens when the schools are poor?," argues Dr Marimuthu.
Many of these children are poor and malnourished, he adds, making it difficult for them to concentrate in class.
Many of the pupils lose interest in school, and some eventually drop out. A few are even forced to leave school and work to help their family.
Struggling from the start
Estate children are further disadvantaged at entry level. Most do not have
pre-school basic education when they enter primary school. The limited
exposure to basic literacy skills handicaps the progress of these pupils in
primary school.
Their comprehension of certain subjects such as Geography and History is
poor, partly due to their isolation in the estate.
"Even the simple task of writing a composition is difficult," says Dr Marimuthu.
The lack of commitment from parents, says Sreetharan, is another problem.
"Most of the parents are labourers . . . both parents work and so they have little or no time to revise with their children.
"Often they do not even know about their children's performance in school.
Because of this, weaker students tend to get left behind and lose interest.
"If the child is from a poor family and receives no family support, it will be
difficult for him to cope in school," he says.
In full agreement is teacher G. Revathi.
"Some parents are not even aware when their children are not at school for
weeks on end. In fact, some of them encourage their children to go out and do odd-jobs to add to the family income.
"I have a handful of students who for the past year, have come in to class only two or three times each week.
"If the parents are not committed, the teacher's job is near impossible," she
says.
Aid on the way?
The Education Ministry has given assurance that it will improve the poor
academic performance in Tamil schools. Proposals include appointing a
supervisor for Tamil schools in each state.
A spokesperson from the Education Ministry says this will monitor the standard of teaching and implementation of the curriculum.
"Primary education should be made compulsory and meaningful to estate
children. Secondly, the ministry needs to ensure that the curriculum addresses the needs of the estate environment."
More importantly, he stresses, a revamp of Tamil school education is
necessary: "These schools need financial independence. The ministry needs to look into converting all Tamil schools into fully aided ones."
In the meantime, the MIC is helping the Indian community help themselves.
One strategy is to gather Tamil school heads and teachers for courses and
seminars to boost the quality of Tamil education by providing them with new
knowledge and skills, new ways of thinking, new methods of teaching and
learning.
Parents are the third target group. Meetings and seminars are held to increase parents' involvement in all areas which is essential to enhance the children's development.
As Dr Marimuthu sums it up: "Estate culture must change. Education must be set as the main priority. The estate community must be aware that education is its responsibility

Friday, May 28, 2010

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Thursday, May 6, 2010

Fw: kanavil kaathal.......

video


 

Permukaan seperi bulan..ada di Libya.





Area in Libya, like the surface of the moon
 

Area in Libya, like the surface of the moon

Libya rich relics and tourist areas that are unique only in Libya alone



Name
the law of F


This is an area F. Law fascinate people
beauty, landscapes fascinate hearts and take the kernels

Thus, the case
for the visit, the law F Found in the belly of the Libyan desert

Like the surface of the
moon, one of the strangest landscapes On the planet

F. Law


Area took its name, while inadvertently
Have not been consulted by one and also did not tell anyone about

Is a volcanic mountain
And the land of color like the surface of the moon The Yearbook of the three lakes in the form of a crescent

This is the Libya
Taatmisbetnua effects and the nature of the ground Colors and Libya, it is the White Sea to Green Mountain

To black to Alharoj Hamada Ahamraatrklkm picture speaks for itself


Information on the region
Are in the belly of the Libyan desert to equate with the surface of the moon in an isolated area south of southern Libyan mountain range

Black around 100 KB. M central Tibesti bed surface of the strangest scenes in the planet's


A volcano or in other words volcanic cone is composed of the remnants of exanthematous and surrounded by volcanic ash


Beautiful lakes surrounding palm trees is located south of White southern Libyan mountain range and the land of color like Bsaht


Moon lakes in the form of a crescent or three large lakes east and west and south and Lake sulfur


Dat The color red a large crater surrounded by a halo of black soil and black southern Libyan mountain range Imitl another phenomenon


Zerahr Aljaddabp of nature, with its diversity of volcanic rocks and terrain Almottagadp It constitutes


A wider area covered by the extinct volcanoes in Africa and the southern Libyan mountain range is located in the center of the Black Libya





http://www.majaless.com/up/uploads/9a75847748.jpg





http://www.arkenu.de/images/Namus/PICT0622.JPG





http://www.arkenu.de/images/Namus/PICT0623.JPG





http://www.eurastro.de/missions/LIBYA05/WaN.jpg




http://upload.wikimedia.org/wikipedia/commons/thumb/2/22/Waw_An_Namus_-_STS052.JPG/600px-Waw_An_Namus_-_STS052.JPG

F. Law as seen from the space shuttle in October 25, 1992
.


F. Mount the law is a volcano in south-central Libya and South southern Libyan mountain range. Its height is 575 meters, and one of the most regions of the world of weirdness as the mountain is a volcanic extinct volcanic tin and a black basaltic rocks, by a large number of lakes scattered on the multi-colored foot Kalgosb with plants and bamboo and trees and tamarisk proximity Kalngel
. And extends circular crater deployed at a distance estimated at between 10 to 20 kilometers. The area provides habitat and nature reserves for a number of birds and animals .

Visited the first expedition, led by France French traveler Laurent Rbeli site in 1918, in addition to other missions later. Most of the scientific studies that the label "Boao law" came from because of the mosquitoes of the regiments were deployed in the area. This is because after Alontrubiologia scientists or anthropologists that the use of iron in the culture Camel
"Nok" in West Africa due to the iron powder located in the southwestern area of the site F. Law. The location of the area tourist attraction, as visitors often compared as if "a piece of the surface of the moon fell on the ground ".



Wednesday, May 5, 2010

APA KATA SURVEY?

Hari ini saya terbaca satu artikel mengenai Dasar Ekonomi Baru,artiel itu menceritakan mengenai DEB dan kehilangan hak istimewa orang melayu...DEN di rancang dan diaplikasikan untuk mengurangkan kadar kemiskinan masyarakat di negara ini..tapi statistik yang ditunjukkan dalam artikel itu tak banyak beza dalam perubahan kadar kemiskinan masyarakat malaysia.apakah DEB gagal dalam misinya? ataupun ade kelemahan dalam aplikasinya? saya saje nak share pendapat dan persoalan saya!! harap persoalan saya dapat perjhatian dan jawapan baginya..sekian terima kasih...

NEGARAKU MALAYSIA!!

Untuk Negaraku TELAH BANYAK KITA KECAPI BERSAMA  BERKONGSI SUKA DAN DUKA  KEPELBAGAIAN BUKAN PEMISAH, MALAH MENGUATKAN JALIN...