yes..
mula2 mmg confusing.. camne nak tulis lit review... so, i collected keywords that always appear in my study...
dah ada keyword, i put them into groups..
then, what i did was to follow a story line, what i would want the reader to know..
but it turns out to be: WRONG!!! - hahahahah!!! so stupid of me...
anyways, supervisor tolong.. dia kata.. use la the ISSUE TREE by fLOWER! hee.. (dalam hati dia mesti dia kata, kan dah ckp bnyk kali.. huh! lembab betul budak ni, huh!)
so, basically, kena la ikut ISSUE TREE tu!!!
bila dia buat.. semua nampak mudah.. best betul jadi dia.. semua benda dia tau.. semua benda, dia blh solve dgn mudahnya... dia ada bagi a copy of his teaching material, yg dia ajar budak2 year 1.. huh.. nampak sgt aku ni bodoh.. kihkihkih.. kena balik sama taraf ngan budak2 yr 1... hmm.. nampak sgt, apa yg aku belajar dulu2... masa degree dan masters.. cam tak membantu.. huh..
but its ok... phd is a process of learning.. so, aku tgh belajar la ni kan.. hmm..
so, he's given me an example of how it looks like.. starting with a research question.. and you elaborate about the things involves and will be looking at...
then, you move on to the key words that lies in the research question itself...
so now ada 3 benda:
- cognitive measure: PAUSES
- Language Comprehension: READING & WRITING
- Language Assessment
pastu.. nak kena buat apa?
skang ni, tgh cuba buat:
= tulis all the keywords according to the above 3 subject title...
= nak kena recategorise balik, all the papers i have according to the above 3 title
= put in all the references according to the above 3 title.
hmm.. what a progress I can see myself into.. sgt lain dari apa yg aku mula2 try nak buat.. hee.. malu je kan.. but its ok.. i can do it! its a BIG challenge.. but yes, I'll try my best!
okie dokie.. ciao!
I shall be achieving this on April 2011:
Tuesday, 23 February 2010
Tuesday, 9 February 2010
Thesis Searching
I'm at the moment, trying to find thesis that is related to my work, as a guidance..
saja2 je.. nak tgk.. camne org lain buat thesis..
just incase you're in the same position as I am, check this website out.. i found it very very useful!
ethos.bl.uk
goodluck!
saja2 je.. nak tgk.. camne org lain buat thesis..
just incase you're in the same position as I am, check this website out.. i found it very very useful!
ethos.bl.uk
goodluck!
Writing up
yes, lately ni.. mmg bnyk supervisor suruh buat writing ups..
1. start writing up your chapter.. you've got your pilot study as 1 chapter, and your Experiment 1 as another chapter... and at the same time.. you can already start bit by bit.. to write up your lit chapter...
2. write up as if you're submitting a paper.. yes.. do write up as if... which is really2 good..
i've just completed writing up a conference paper for this CogSci conference.. alhamdullillah, i've submitted the paper, last saturday..
it was not a great success to me.. i don't feel that good about it.. i tried my best to write.. according to what i thought was best, but it wasn't good enough for SV. But, he never gave up in asking me to correct and modify as we go along..
towards the end of it, i nearly gave up. It seems like, i couldn't really find the best way to write it.. i kept on repeating my same mistake... like..
1. explaining lit review too general...
2. i'm just quoting researcher's findings, but i did not critically explained them..
3. i've always been to general on everything.
4. i've got to be more careful with the choice of words...
5. my explanations are vague..
SV said that, I've got to be more:
1. PRECISE
2. CONCISE, &
3. CLEAR
on all things that I want to explain. Make the sentence short, but gives the exact meaning.
I've got to also always think of what reader my think... so again, he would remind me of:
1. refer again to the flower's book - on Problem Solving Strategies for Writing.
- A very good book in guiding how to best write.. Issue tree, economically editing, etc...
so, i guess that's about it, that I can share with you.. its my first time writing a paper for a conference, and I'm really looking forward to it..
A motivation for myself.. PhD is a process of learning.. writing academically is not easily obtained.. everybody learns it.. and through time and practices, I will get to it, like SV does... So, just believe in yourself and keep more practising!!!
Well done for now...
1. start writing up your chapter.. you've got your pilot study as 1 chapter, and your Experiment 1 as another chapter... and at the same time.. you can already start bit by bit.. to write up your lit chapter...
2. write up as if you're submitting a paper.. yes.. do write up as if... which is really2 good..
i've just completed writing up a conference paper for this CogSci conference.. alhamdullillah, i've submitted the paper, last saturday..
it was not a great success to me.. i don't feel that good about it.. i tried my best to write.. according to what i thought was best, but it wasn't good enough for SV. But, he never gave up in asking me to correct and modify as we go along..
towards the end of it, i nearly gave up. It seems like, i couldn't really find the best way to write it.. i kept on repeating my same mistake... like..
1. explaining lit review too general...
2. i'm just quoting researcher's findings, but i did not critically explained them..
3. i've always been to general on everything.
4. i've got to be more careful with the choice of words...
5. my explanations are vague..
SV said that, I've got to be more:
1. PRECISE
2. CONCISE, &
3. CLEAR
on all things that I want to explain. Make the sentence short, but gives the exact meaning.
I've got to also always think of what reader my think... so again, he would remind me of:
1. refer again to the flower's book - on Problem Solving Strategies for Writing.
- A very good book in guiding how to best write.. Issue tree, economically editing, etc...
so, i guess that's about it, that I can share with you.. its my first time writing a paper for a conference, and I'm really looking forward to it..
A motivation for myself.. PhD is a process of learning.. writing academically is not easily obtained.. everybody learns it.. and through time and practices, I will get to it, like SV does... So, just believe in yourself and keep more practising!!!
Well done for now...
Thursday, 10 September 2009
writing an abstract
WRITING AN ABSTRACT
When answering a call for papers a number of factors need to be kept in mind to ensure that
your abstract has a good chance of being accepted.
•
Ensure that your ideas are well thought out and follow a logical, coherent flow:
state the issue to be discussed
give a brief background to the issue
brief description of what you are doing about it
implications/outcomes: why is what you’ve done important?
•
Ensure that the abstract relates to the conference theme:
in a ‘real’ and not contrived way: if it doesn’t fit then don’t submit
an interesting and catchy title helps:
• but make sure it’s not too ‘clever’ or obscure
Ensure that practical aspects of the abstract comply with requirements:
it meets or is under the specified word length
is typed in the specified font type, size
spacing and setting out are correct
if no guidelines are given then a standard format is usually:
• 200-250 words
• Times 12pt font
• 1.5 line spacing and centred on the page
•
Limit amount of references cited in abstract:
use only if essential to support your argument
detailed references can be covered in the resulting presentation/paper
•
Look at past abstracts/conference papers to pick up the tone and style of that particular
organisation’s conferences
•
Run your abstract past someone familiar with both the topic you wish to present and the
conference style: such as a university lecturer, work colleague, member of professional
society, someone who has presented before at the conference
•
Submit on or before the due date and in the required way:
electronically, via e-mail, is usually preferred
ensure computer compatibility of documents (especially in converting Macintosh
to IBM formats)
saving in ‘Rich Text Format’ in Word is better (*.rtf)
not all are able to access documents in html formats easily – stick to established
word processing programs such as Word
•
Ensure you include your name, title, organisation and contact details, including phone,
fax, street address and e-mail
•
Finally, remember that your abstract serves two purposes:
to interest and intrigue the committee so they will select it
to introduce/outline your topic for the conference handbook – so it needs to stand
alone as a record of your presentation
Websites of recent conferences with examples of well-written abstracts can be found at:
http://comedu.canberra.edu.au/conference/arece/Conference/2002/TopicList.html
The Association for Australian Research in Early Childhood Education, 2002 Conference
http://www.aare.edu.au/index.htm
Australian Association for Research in Education, 2001 Conference
http://www.archimuse.com/conferences/SPEAKERS_LIST.HTML
Museums and the Web International Conference: Abstracts and papers online from
conferences held since 1997
Lynda Kelly, Head, Australian Museum Audience Research Centre, 1 February, 2002
source: http://docs.google.com/gview?a=v&q=cache%3AE9B-wGuVWUkJ%3Aceca.icom.museum%2F_dbase_upl%2Fwritinganabstract.pdf+writing+abstract+for+conference&hl=en&gl=my&pli=1
When answering a call for papers a number of factors need to be kept in mind to ensure that
your abstract has a good chance of being accepted.
•
Ensure that your ideas are well thought out and follow a logical, coherent flow:
state the issue to be discussed
give a brief background to the issue
brief description of what you are doing about it
implications/outcomes: why is what you’ve done important?
•
Ensure that the abstract relates to the conference theme:
in a ‘real’ and not contrived way: if it doesn’t fit then don’t submit
an interesting and catchy title helps:
• but make sure it’s not too ‘clever’ or obscure
Ensure that practical aspects of the abstract comply with requirements:
it meets or is under the specified word length
is typed in the specified font type, size
spacing and setting out are correct
if no guidelines are given then a standard format is usually:
• 200-250 words
• Times 12pt font
• 1.5 line spacing and centred on the page
•
Limit amount of references cited in abstract:
use only if essential to support your argument
detailed references can be covered in the resulting presentation/paper
•
Look at past abstracts/conference papers to pick up the tone and style of that particular
organisation’s conferences
•
Run your abstract past someone familiar with both the topic you wish to present and the
conference style: such as a university lecturer, work colleague, member of professional
society, someone who has presented before at the conference
•
Submit on or before the due date and in the required way:
electronically, via e-mail, is usually preferred
ensure computer compatibility of documents (especially in converting Macintosh
to IBM formats)
saving in ‘Rich Text Format’ in Word is better (*.rtf)
not all are able to access documents in html formats easily – stick to established
word processing programs such as Word
•
Ensure you include your name, title, organisation and contact details, including phone,
fax, street address and e-mail
•
Finally, remember that your abstract serves two purposes:
to interest and intrigue the committee so they will select it
to introduce/outline your topic for the conference handbook – so it needs to stand
alone as a record of your presentation
Websites of recent conferences with examples of well-written abstracts can be found at:
http://comedu.canberra.edu.au/conference/arece/Conference/2002/TopicList.html
The Association for Australian Research in Early Childhood Education, 2002 Conference
http://www.aare.edu.au/index.htm
Australian Association for Research in Education, 2001 Conference
http://www.archimuse.com/conferences/SPEAKERS_LIST.HTML
Museums and the Web International Conference: Abstracts and papers online from
conferences held since 1997
Lynda Kelly, Head, Australian Museum Audience Research Centre, 1 February, 2002
source: http://docs.google.com/gview?a=v&q=cache%3AE9B-wGuVWUkJ%3Aceca.icom.museum%2F_dbase_upl%2Fwritinganabstract.pdf+writing+abstract+for+conference&hl=en&gl=my&pli=1
Saturday, 25 July 2009
Good tips for good looking CHARTS
http://www.articulate.com/rapid-elearning/try-these-tips-for-great-looking-charts/
Monday, 20 July 2009
Tuesday, 14 July 2009
Writing an Experiment Report
-taken from: http://www.cs.indiana.edu/~port/teach/541/expt.report.html-
L541, Introduction to Phonetics
R. Port, February 23, 2003
L541, Introduction to Phonetics
R. Port, February 23, 2003
Writing an experiment report is a very stylized genre of writing. It should be as efficiently written as possible and should provide each item of information just where readers will expect it to be. Nothing redundant. The paper should contain 6 sections: a short Abstract, an Introduction, Methods, Results, Discussion and Conclusions. The Bibliography, Tables, Figures and typically come at the end (though the Tables and Figures can also be inserted within the text).
ABSTRACT:
Always include an abstract for ANY paper (in my opinion). Write it as one paragraph, about 200 words or less. This is a concise summary of the entire experiment. Include the rationale, method, results, and significance in highly abbreviated form (but using full sentences). Look at some published journal abstracts or Acoustical Society Meeting abstracts to get the idea of how to write one.
INTRODUCTION:
Give background rationale for the experiment. Why were you motivated to do this experiment? Or more accurately, given what you actually found, why MIGHT you have wanted to do this experiment? Your report, in other words, should not be biographical or historical. Experiments in phonetics are often exploratory; we often are not testing a specific hypothesis. And, in any case, readers really don't care what you THOUGHT you might find but did not. The paper should tell a story about what the data actually show. Summarize results of earlier research that are necessary to account for the conduct of the experiment (as relevant to the interesting aspects of your results) and help the reader to able to have some expectations about what the experiment will show (whether right or wrong).
Pay attention to your use of verb tenses in the text. It is easy (but confusing to readers) to slip back and forth between `The subject read the words at two speaking rates' and later `We measure the duration of the vowels by ...'. Avoid this.
The last paragraph before the Methods should sketch in readable style the basic logic of the experimental design to come. Eg, ``Thus, in the following experiment, Ss were asked to read words with both voicing values in position X at two speaking rates in order to see whether rate has an effect on the ratio of the vowel duration to consonant duration. We expected to find no difference in ratio due to speaking rate.'' (Or whatever.)
METHODS:
There are 3 logical parts to the methods: the Independent Variables (input variables, the things you controlled: place of artic, word length, speaking rate, etc or whatever), the Task performed by the subjects, and the Dependent Variables. You have a task (eg, reading these phrases in a some way) for which certain values of the IVs are set (eg, +/-voice, +/- front, final stops at two speaking rates, etc.). Then you measure the DVs (eg, vowel durations, F0 contours, whatever). Finally you look for ways in which the DVs are structured by (influenced by) the IVs. This section should be tight and business-like in style.
Of course, you need to tell your readers about at least the following:
- your word lists; number of repetitions; total number of tokens,
- characteristics of your subjects (sex, native language, age range, etc.; and the instructions you gave them),
- how the recordings were made, including major equipment items,
- analysis of the recordings; the measurement procedures; the software employed. Describe any special problems in measurement that arose and your solution to them,
- describe the statistics you performed, if any.
Systematically go through the relevant aspects of your data. Present tables and graphs of the DVs. The organization of these paragraphs will probably be in terms of the IVs. For example, "The change in value of voicing affects both vowel duration and consonant closure duration," rather than "The vowel duration is affected by speaking rate, vowel identity and voicing".)
Describe the important features of the data in the text. Lead the reader through the tables and figures (eg, "As can be seen in the left side of Figure 1,..."). Devise data presentation techniques that make the real meaning of the data as clear as possible. Be sure to label graphs and figures clearly. Organization of paragraphs would normally be in terms of the independent variables.
DISCUSSION:
1) Organization of paragraphs (subsections) may often be in terms of independent variables (i.e. the factors varied in the experimental design).
2) Compare your results to previous similar experiments. To what extent do your results resemble those found before?
3) What new discoveries have you found? What is their significance to specific and more general issues in the area?
CONCLUSIONS:
Review and summarize very briefly what was done in this experiment and what you found in the results. State in general terms the most important discovery in the experiment. You may also want to suggest follow-up experiments.
Notes on Experimental Writing Style
1) Avoid first person pronouns no matter how awkward it may seem. "I asked the Ss to..." => "The Ss were asked to...".2) Paper is cheap! It is easier to spread out your text and figures and use many separate pages.
3) Be as pithy as possible. Learn to use standard verbal formulas to abbreviate descriptions of methods, statistics, etc. Never be concerned that your paper is too short. It can only be too long. Say everything you have to say and no more. If you want to stretch out your paper, do it in the Discussion-- keep the Methods and Results tight, systematic and predictable.
4) Make a careful outline that you update as you write. It's generally easiest to write the Methods first, then Results (starting a new page), then sketch out the Discussion (starting a new page), and finally create an easily read and descriptive title. Then write the Introduction last.
5) When completed, the order of parts should be: Abstract, Text, References, Tables (on a separate pages unless very small), Figures (each on a separate page unless very small and labeled at the bottom). All tables and figures need a legend (on the page or listed on a separate page). Staple on diagonal in upper left hand corner. No fancy covers or plastic folders! Typed, of course, and EVERYTHING DOUBLE SPACED.
6) Use plenty of Figures! Be creative with figures to facilitate the reader's understanding.
But most of all HAVE FUN.i need to start writing everything down
everything was like a big mess...
it was a big embarassment, when i met my SV yesterday... data was all over the place..
i was soooo disorganized.. and that was how i felt like.. i'm in a mess.. i'm sorry SV.. but that was truely how i feel...
i'm lost.. in numbers.. hahahahahah....
and his biggest advise.. is for me to start writing up.. write everything.. this pilot study especially.. from there this is what i can see:
1. things i haven't done/cover...
2. what i have done actually
3. the steps by steps of what I have covered so far... so that its more organized...
its not that this is bad.. but.. when your data is all over the place.. you just can't see things..
so.. com'on.. i just have to start doing it.. had started 1/3 of it already.. but stuck in between because of the same reason.. so.. i'm gonna follow what SV said... write up!!!
it was a big embarassment, when i met my SV yesterday... data was all over the place..
i was soooo disorganized.. and that was how i felt like.. i'm in a mess.. i'm sorry SV.. but that was truely how i feel...
i'm lost.. in numbers.. hahahahahah....
and his biggest advise.. is for me to start writing up.. write everything.. this pilot study especially.. from there this is what i can see:
1. things i haven't done/cover...
2. what i have done actually
3. the steps by steps of what I have covered so far... so that its more organized...
its not that this is bad.. but.. when your data is all over the place.. you just can't see things..
so.. com'on.. i just have to start doing it.. had started 1/3 of it already.. but stuck in between because of the same reason.. so.. i'm gonna follow what SV said... write up!!!
Tuesday, 16 June 2009
so what now?
last weekend, we visited our dearest friend in another region, like every other weekends... the main thing was to bring mama around... it was such a lovely and motivational day for myself.
another friend also came, whom is about to finish her phd.. so, sharing of experience was something very meaningful to me.. i asked a lot of questions.. we shared a lot of things.. exchanging some view points, and also... sharing of experience, being a mother student.. it was really nice to be able to talk to someone, whom understands what you're going through...
to summarise our discussion, she said that, its really good to be able to start writing.. putting all the important points down.. and at the same time practise writing.. as practise makes perfect..
so.. i'm googling some things.. and i think this is really2 helpful...
check this out: http://www.cs.ucl.ac.uk/staff/C.Clack/phd.html
this friend told me, you have to make sure you know what your contents of the thesis will be like roughly.. atleast.. you have some ideas on how its gonna be like...
oh well.. meeting with Mr Supervisor went well.. love it! i have lots and lots of raw datas.. now.. i've to come up with some mathematical equations to be able to calculate a person's language competency.. it can be a component only or groups of components.. got to do this very quickly.. and at least.. i have something to discuss next meeting - next week...
My Son is turning 3 soon... alhamdullillah...
another friend also came, whom is about to finish her phd.. so, sharing of experience was something very meaningful to me.. i asked a lot of questions.. we shared a lot of things.. exchanging some view points, and also... sharing of experience, being a mother student.. it was really nice to be able to talk to someone, whom understands what you're going through...
to summarise our discussion, she said that, its really good to be able to start writing.. putting all the important points down.. and at the same time practise writing.. as practise makes perfect..
so.. i'm googling some things.. and i think this is really2 helpful...
check this out: http://www.cs.ucl.ac.uk/staff/C.Clack/phd.html
this friend told me, you have to make sure you know what your contents of the thesis will be like roughly.. atleast.. you have some ideas on how its gonna be like...
oh well.. meeting with Mr Supervisor went well.. love it! i have lots and lots of raw datas.. now.. i've to come up with some mathematical equations to be able to calculate a person's language competency.. it can be a component only or groups of components.. got to do this very quickly.. and at least.. i have something to discuss next meeting - next week...
My Son is turning 3 soon... alhamdullillah...
Wednesday, 3 June 2009
Queen Rania on Children:
“Educating our children is not just about imposing a body of knowledge on them. Rather, it involves preparing children from the early years for the world in which they will come of age. It means instilling a love for lifelong learning, creativity,self-expression and an appreciation for diversity.”
Wednesday, 13 May 2009
I'm looking out for some other conferences to go...
I'm in the look for conferences places to submit my work...
CogSci 2009 is a definite - I'm going this July.
Others? I'm looking at (just so that I won't forget about it):
CogSci 2009 is a definite - I'm going this July.
Others? I'm looking at (just so that I won't forget about it):
- http://www.cambridgeesol.org/LTRC2010/ (this one is a must!)
- http://evolang2010.nl/ (interesting)
- http://lsadc.org/info/meet-annual.cfm (havent really browsed through it yet)
Poster Competition at London Hopper Colloquium 2009 - 5th May 09
It was a surprise really even though deep inside me, it was my goal.
I won 2nd place, and yeay!!! It was a cash prize sponsored by IBM.
I am still waiting for them to upload the pix in their web. Still waiting...
Its a bit blurry but yea.. thats the only copy I have with me... I'm sooo happy and ofcourse.. it does means a lot to me!
I won 2nd place, and yeay!!! It was a cash prize sponsored by IBM.
I am still waiting for them to upload the pix in their web. Still waiting...
Its a bit blurry but yea.. thats the only copy I have with me... I'm sooo happy and ofcourse.. it does means a lot to me!
Friday, 17 April 2009
Posters Submission and 2 a SUCCESS!!!
yeay...
its a 1 step ahead...
my poster abstrast has been accepted to the:
not bad huh?
good job as a start lady!
yeepie!!!
its a 1 step ahead...
my poster abstrast has been accepted to the:
- CogSci2009
- London Hopper Colloquium 2009
not bad huh?
good job as a start lady!
yeepie!!!
Sunday, 5 April 2009
HomeSchooling
I'm thinking of having a simple homeschooling system for my children.
Here, its a bit hard to get some agama education.. so, i was thinking of having a session with all sorts of activities with them...
Since I'm doing my phd studies.. and very fond of early childhood edu, this could be some baseline for my understanding on children too...
I'm currently searching for some good web guidance on having homeschool... hope to be able to apply them to my children...
Some links for my reference:
http://www.earlychildhoodeducation.co.uk/pros-cons-homeschooling.html
http://www.homeschool.co.uk/resource/hs-toddler-activities.html
http://www.harunyahya.com/
Here, its a bit hard to get some agama education.. so, i was thinking of having a session with all sorts of activities with them...
Since I'm doing my phd studies.. and very fond of early childhood edu, this could be some baseline for my understanding on children too...
I'm currently searching for some good web guidance on having homeschool... hope to be able to apply them to my children...
Some links for my reference:
http://www.earlychildhoodeducation.co.uk/pros-cons-homeschooling.html
http://www.homeschool.co.uk/resource/hs-toddler-activities.html
http://www.harunyahya.com/
Saturday, 4 April 2009
2nd - 4th April 2009
2nd April
- Had a trip to M'ter and met some old friends..
- Was really great.. very happy!
3rd April - 4th April
- Birmingham - for a meeting with VC.
- met K Zarina
- Meeting was good!
- Had a trip to M'ter and met some old friends..
- Was really great.. very happy!
3rd April - 4th April
- Birmingham - for a meeting with VC.
- met K Zarina
- Meeting was good!
Friday, 6 March 2009
Annual Review - 16th March
just got an email from sv.. my annual review is coming up very soon..
gonna be very busy.. hoping for the best..
gotta keep going.. ciao!!!
FEEDBACK:
PASSED!!! yeay!!! both reviewers were happy for me to proceed!!!
Alhamdullillah...
gonna be very busy.. hoping for the best..
gotta keep going.. ciao!!!
FEEDBACK:
PASSED!!! yeay!!! both reviewers were happy for me to proceed!!!
Alhamdullillah...
Wednesday, 11 February 2009
baby nursery & nursery
II's is settling better each and every time we send him.. at the moment, we are trying to get him used to the place, so, instead of sending him full day, we are sending him half day only (and this is for the time being..)
yesterday: he managed to sleep for an hour - once... and ate only a bit.. like 1 spoon...
my comments: its a bit weird.. because he ate plenty at home.. and usually, he finishes his meal, the 1/2 cup porridge.. but, his carers in the baby nursery said that he doesn't want it..
Could it be:
- new environment? new people?
- not used to the carer yet?
- still trying to settle down?
looking at the brighter side.. II gets to communicate with other children, learn socialising, and lots of other positive things.. hm.. and the most important thing is to be able to be independent in one way.. and not to be very clingy to only me.. (not that I don't like it.. i love it actually.. but, its gonna be a big trouble in the future.. )
today: he slept twice, 30 mins in the morning, and nearly 1 hour during lunch time.. which is quite an improvement.. alhamdullillah.. lega sgt hati...
FD on the other hand is enjoying himself quite well in his nursery.. the manager said that he is trying very hard to speak.. he seems pretty encouragingly wanting to speak and trying hard to make good sentences.. which absolutely amazes me..
the most unforgettable sentences he once said to me, that i've never heard of before: "mommy, I can't do it.. I can't do it.." (he was trying to pull off his socks...) and I said to him.. "ofcourse you can do it.. come on.. try more.."
and now that we've been sending him since June'08, there was a lot.. i mean.. A LOT!!! of improvements that I can see in him.. which ofcourse fascinates me being a mommy.. i love it..
Bonding of both FD & II:
This really touches my heart.. alhamdullillah.. eventhough it takes time for FD to accept II, he manages it quickly.. syukur sgt2.. now that he understands that his a big brother, everytime he comes home, he really does look forward to see II.. and always asks for II.. kiss him.. and then a big hug... he seems to really care for his little brother...
I put them to sleep around 8-8.30pm.. and they sleeps together.. the bonding of both of them, really shows in terms of, you can see the co-operation while both of them are asleep.. i don't know how to explain this.. but, as you watch them both sleeping.. you can see.. that the bonding is there.. i love this..
II always loves when FD's around him.. at the moment.. only FD can make him chuckle and laugh.. even both of us parents are still struggling to do this.. weird eh? but yea.. thats the truth... pelik kan.. special bonding reflected!
yesterday: he managed to sleep for an hour - once... and ate only a bit.. like 1 spoon...
my comments: its a bit weird.. because he ate plenty at home.. and usually, he finishes his meal, the 1/2 cup porridge.. but, his carers in the baby nursery said that he doesn't want it..
Could it be:
- new environment? new people?
- not used to the carer yet?
- still trying to settle down?
looking at the brighter side.. II gets to communicate with other children, learn socialising, and lots of other positive things.. hm.. and the most important thing is to be able to be independent in one way.. and not to be very clingy to only me.. (not that I don't like it.. i love it actually.. but, its gonna be a big trouble in the future.. )
today: he slept twice, 30 mins in the morning, and nearly 1 hour during lunch time.. which is quite an improvement.. alhamdullillah.. lega sgt hati...
FD on the other hand is enjoying himself quite well in his nursery.. the manager said that he is trying very hard to speak.. he seems pretty encouragingly wanting to speak and trying hard to make good sentences.. which absolutely amazes me..
the most unforgettable sentences he once said to me, that i've never heard of before: "mommy, I can't do it.. I can't do it.." (he was trying to pull off his socks...) and I said to him.. "ofcourse you can do it.. come on.. try more.."
and now that we've been sending him since June'08, there was a lot.. i mean.. A LOT!!! of improvements that I can see in him.. which ofcourse fascinates me being a mommy.. i love it..
Bonding of both FD & II:
This really touches my heart.. alhamdullillah.. eventhough it takes time for FD to accept II, he manages it quickly.. syukur sgt2.. now that he understands that his a big brother, everytime he comes home, he really does look forward to see II.. and always asks for II.. kiss him.. and then a big hug... he seems to really care for his little brother...
I put them to sleep around 8-8.30pm.. and they sleeps together.. the bonding of both of them, really shows in terms of, you can see the co-operation while both of them are asleep.. i don't know how to explain this.. but, as you watch them both sleeping.. you can see.. that the bonding is there.. i love this..
II always loves when FD's around him.. at the moment.. only FD can make him chuckle and laugh.. even both of us parents are still struggling to do this.. weird eh? but yea.. thats the truth... pelik kan.. special bonding reflected!
Tuesday, 10 February 2009
Semangat lepas jumpa SV
alhamdullillah... meeting with sv was great!
sv asked about funding nak gi amsterdam untuk cogsci2009.. bestnya.. he suggest a body yg boleh bantu travel grants.. bestnyaaa...
pastu.. dia tanya.. ada dpt funding tak? i said, ada.. tapi.. dia offer skali je... and kalau boleh.. pergi la tmpt paling mahal skali..
pastu.. sv kata.. haa.. yg tu... pakai untuk conference next year - 2010 - kat Portland, Oregon, US... bestnya!!!! and baru je tgk map.. portland tak jauh ngan Washington and San Francisco... waaaa... i have to go!!! Tadi dah citer kat husb.. heheheh.. i'm aiming for this one.. nak bawak satu family.. boleh jalan2..
bestnya!!!
am loving it..
sv asked about funding nak gi amsterdam untuk cogsci2009.. bestnya.. he suggest a body yg boleh bantu travel grants.. bestnyaaa...
pastu.. dia tanya.. ada dpt funding tak? i said, ada.. tapi.. dia offer skali je... and kalau boleh.. pergi la tmpt paling mahal skali..
pastu.. sv kata.. haa.. yg tu... pakai untuk conference next year - 2010 - kat Portland, Oregon, US... bestnya!!!! and baru je tgk map.. portland tak jauh ngan Washington and San Francisco... waaaa... i have to go!!! Tadi dah citer kat husb.. heheheh.. i'm aiming for this one.. nak bawak satu family.. boleh jalan2..
bestnya!!!
am loving it..
Saturday, 7 February 2009
How to write Hypothesis? How to design my experiment?
I'm in the process of finding out what is the best way to be able to get the best data from my experiment. From what I currently have, I need to look further into it, so that the data could be seen much clearer, hence, would be able to show that there are differences between these languages. My graphs at the moment, shows the same pattern. I need to make it in such a way that the graphs will vary and that this would mean something eventually. I NEED TO GET THIS DONE SOON!!!
hmm... at the moment, I've been reading some materials on TEXT STRUCTURE. And I'm finding this very interesting, as it gives me some ideas on how to manipulate my experiment design or name it tasks. This is interesting, as what I'm looking at is about languages, and having to understand the different competencies level, TEXT STRUCTURE would definitely mean something.
This led me to making my own hypothesis, and trying to learn on how to do that, I found this link: Writing Hypothesis
E.g. of some hypothesis is as simple as this (from the link):
Will try..
so.. back to my previous discussions.. lemme see...
If a participant/writer, is English, and second language is German, another language with familiar character to that person is Spanish and unfamiliar character language is Korean;
Say, for each language, given 3 paragraphs with 3 different TEXT STRUCTURE, based on the levels of reading (young children, older children and young adults) would definitely means something, don't you think?
I really need to make myself clear here..
hmm...
Say, the language is Spanish, this person is familiar with the character writing, but does not mean, the language is his second language, he might know the language and he might not, he might know only a few words, he might not know at all, but the letter character is very familiar...
Would the method above, applying the paragraphs, with 3 levels of TEXT STRUCTURE be able to show the competency level of that participant?
Generally, a hypothesis that I can make is that:
- If the participant finds, writing the first level: young children is easy, and that the next level, older children and young adults a bit tough, this would mean, the competency level of that person in that language is low.
- If the participant finds, writing the first and second level: young children and older children is manageable, and that the third level, young adults, tough, this would mean, the competency level of that person in that language is intermediate.
- Else, if all is easy, participants are good in that language.
BUT!
How reliable would this method be to my study? Would it be able to show something in the graphs? In analysis stage?
THIS, I NEED TO FIND OUT!!!
My hypothesis (for the time being):
1. Different text structures may cause participant's language competency level be seen clearly.
2. Longer pauses within a word, in a language that is very minimally known may show that the participant has a low competency level in that language.
hmm... this sounds like i'm moving on forward.. yippie!!!
hmm... at the moment, I've been reading some materials on TEXT STRUCTURE. And I'm finding this very interesting, as it gives me some ideas on how to manipulate my experiment design or name it tasks. This is interesting, as what I'm looking at is about languages, and having to understand the different competencies level, TEXT STRUCTURE would definitely mean something.
This led me to making my own hypothesis, and trying to learn on how to do that, I found this link: Writing Hypothesis
E.g. of some hypothesis is as simple as this (from the link):
- Chocolate may cause pimples.
- Salt in soil may affect plant growth.
- Plant growth may be affected by the color of the light.
- Bacterial growth may be affected by temperature.
- Ultra violet light may cause skin cancer.
- Temperature may cause leaves to change color.
Will try..
so.. back to my previous discussions.. lemme see...
If a participant/writer, is English, and second language is German, another language with familiar character to that person is Spanish and unfamiliar character language is Korean;
Say, for each language, given 3 paragraphs with 3 different TEXT STRUCTURE, based on the levels of reading (young children, older children and young adults) would definitely means something, don't you think?
I really need to make myself clear here..
hmm...
Say, the language is Spanish, this person is familiar with the character writing, but does not mean, the language is his second language, he might know the language and he might not, he might know only a few words, he might not know at all, but the letter character is very familiar...
Would the method above, applying the paragraphs, with 3 levels of TEXT STRUCTURE be able to show the competency level of that participant?
Generally, a hypothesis that I can make is that:
- If the participant finds, writing the first level: young children is easy, and that the next level, older children and young adults a bit tough, this would mean, the competency level of that person in that language is low.
- If the participant finds, writing the first and second level: young children and older children is manageable, and that the third level, young adults, tough, this would mean, the competency level of that person in that language is intermediate.
- Else, if all is easy, participants are good in that language.
BUT!
How reliable would this method be to my study? Would it be able to show something in the graphs? In analysis stage?
THIS, I NEED TO FIND OUT!!!
My hypothesis (for the time being):
1. Different text structures may cause participant's language competency level be seen clearly.
2. Longer pauses within a word, in a language that is very minimally known may show that the participant has a low competency level in that language.
hmm... this sounds like i'm moving on forward.. yippie!!!
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