Sir AJ

love it!!!!

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This is a song sung by Whitney Houston. I just want to share it to everybody. If you would like to listen to the song, just make use of youtube.com.

Ooh…ooh…ooh…ooh…ooh…ooh…
Uh….

I used to cry myself to sleep at night
But that was all before he came
I thought love had to hurt to turn out right
But now he’s here, it’s not the same, it’s not the same

He fills me up, he gives me love
More love than I’ve ever seen
He’s all I’ve got, he’s all I’ve got in this world
But he’s all the man that I need

And in the morning when I kiss his eyes
He takes me down and rocks me slow
And in the evening when the moon is high
He holds me close and won’t let go, he won’t let go

He fills me up, he gives me love
More love than I’ve ever seen
He’s all I’ve got, he’s all I’ve got in this world
But he’s all the man that I need

Ooh…
Ooh…ooh…ooh…
Ooh…ooh…
Ooh…ooh….

He fills me up (He fills me up), he gives me love
More love than I’ve ever seen (More love than I’ve ever seen)
He’s all I’ve got (He’s all I’ve got), he’s all I’ve got in this world
But he’s all the man that I need (All the man, all the man I need)

He fills me up (He fills me up), he gives me love
More, more love, more love, more love, more love (More love than I’ve ever seen)
He’s all I’ve got (He’s all I’ve got), he’s all I’ve got in this world
But he’s all the man, all the man (All the man, all the man I need)

(He fills me up) Woo
(More love than I’ve ever seen)
(He’s all I’ve got)
(All the man, all the man I need)

1. Don’t bother cramming. It won’t work. Cramming puts things into your short term memory- and if you’re exhausted, it’s very short term. You should study throughout the week before the exam, so that when the day to take the exam comes, you will feel confident of your preparation.

2. Practice. You can’t memorize a page of a Spanish dictionary every day and expect to be able to speak the language next year. You have to use the vocabulary you’ve learned in context, or it will slip away almost as fast as you learn it. The same is true of chemistry. You must do as many problems from the text, study guides, and notes as you can. The more practice you get, the richer your understanding of the underlying chemical concepts becomes.

3. Read with your eyes closed. Study your notes and your textbook carefully. Then close your books and sit on them. Take out a sheet of paper and begin outlining the material you have been studying. You’ll see, very quickly, where further study is required.

   You must do the same thing in solving problems from the end of the chapter readings. Do not look at worked examples as templates. Simply substituting numbers from your problem into the corresponding places in the example sometimes gets you the right answer, but you won’t know why. And when you are presented with a minor variation in the problem on a test, you won’t be flexible enough to handle it.

4. Get the big picture. Memorizing facts without understanding their relevance is an utter waste of time. Consider this parable [#1]:
   

   A school inspector was impressed by the children that he had observed, but wanted to ask one more question before departing. "How many hairs does a horse have?" he asked. Much to the amazement of both the inspector and the teacher, a nine year old boy answered "3,571,962." "How do you know that your answer is correct?" asked the inspector. "If you do not believe me," answered the boy, "count them yourself." The inspector broke into laughter and vowed to tell the story to his colleagues when he returned to Vienna.

   When the inspector returned the following year for his annual visit, the teacher asked him how his colleagues responded to the story. Disappointedly he replied, "I wanted very much to tell the story but I couldn’t. For the life of me, I couldn’t remember how many hairs the boy had said the horse had."

   Get the big picture by reading the lecture notes, handouts, problem sets, and laboratory questions and reports carefully and integrating all of these sources of information in your notes. Organizing the material will help you see connections and get the material into your long term memory.

   But don’t spend too much time simply making your integrated notes look good - there’s little satisfaction in being the neatest C student in the class.

5. Get help.You’re going to get stuck. There will be topics you just don’t understand, and problems you just can’t solve.

   This is what office hours and help sessions are for. Attend them and don’t be afraid to let your problem be known. Your instructor is being paid to help you. Make him work for his money. He doesn’t mind.

   Don’t wait until the day of the exam to get help!

6. Get a coofer. That’s a copy of an old exam, from your course, from your instructor. Coofers are indispensable study aids. They reveal the format of the test, and allow you to judge the scope of the material and the depth of coverage. You can even use the old exam to pinpoint your own strengths and weaknesses by taking the exam.

   Don’t assume, however, that the coofer accurately reflects the actual content of your upcoming exam- it doesn’t. It does give you a valuable glimpse at what your instructor thinks you should have studied before the test.

7. Consider the triage principle. If you are pressed for time, you may have a hard decision to make. Should you concentrate first on those topics that you don’t understand well at all, or on those areas where you have some understanding? Ideally, you’d be able to study both, but if you’re out of time, you should study the areas where you have some understanding first. You must adopt this harsh philosophy because when standardized tests are used (as they are, in chemistry) you can expect to receive little partial credit.
8. Focus on objectives. "Learning Objectives" on course handouts and textbook and web pages tell you exactly what concepts you’re expected to learn and what skills you must master. You can find lists of operational skills and keywords to know on the end of each chapter, as well. Use those lists as a pre-exam checklist.

9. Manage time. Get on top of things and stay on top. You must spend at least an hour or two every day studying chemistry. And that doesn’t include the actual time you spend in lecture and in laboratory, or even the time you spend writing laboratory reports or completing problem sets.

   A four credit college level course takes a major bite out of your time. (If it doesn’t, you’re not getting your money’s worth.) Careful planning and good time management skills are essential. Set up a regular study schedule and stick with it.

   Time management is a game that you have to take seriously. Make daily "to do" lists. Check off items as you accomplish them, and give yourself a reward for finishing the whole list on time. Be realistic; if you make the list too long, you’ll just give up!

10. Relax. You can do this. Allow yourself to believe that. Avoid negative and panicky classmates when choosing study partners. On the night before the exam, pack a couple of sharpened pencils and a working calculator for the next day, and go to bed early. Lack of sleep can magnify test anxiety. Give yourself plenty of time to get to the exam site. Get there early.
    

    References

    1. Max Wertheimer, founder of Gestalt psychology, as quoted on Donald Clark’s Time Capsule of Training and Learning, URL: http://www.nwlink.com/~donclark/hrd/history/history.html, 4/2/00.

Epitome of a great man can be seen in the works of Sir Rene.

Before I entered TCNSHS, we were already friends. It started when Sir became our neighbor. He was kind and generous as seconded by my relatives living within the vicinity. Furthermore, he was committed to his work that even during weekends he faced his computer and entertained students. It was his remarkable personality and willingness to serve the community that lifted him to be the TCSHS Head.

Science High School, which was transferred from Bato to Ilihan Heights, was at its early development. I was a High School student at ASMC-La Salle then. However, despite the many factors that could topple the school, Sir Rene established strict rules for them to be always at the best. I even remember that the toughest school to beat in all competitions at that time was Science High School.

When I was in college, TCSHS was still a threat to every school’s dream to be on top. However, with such achievements Sir Rene reached for his school, his feet were still on the ground. He bragged about his school, but still, he never hesitated to befriend everybody especially me. After years of lost contact due to his migration to new abode, the school itself, he still made me proud of his friendly invitations. Many times, he unconditionally requested me to visit him in the school. Sad to say, only one time in my college years I visited Sir Rene. Nonetheless, it was a memorable climb because I was with JR Siaboc and his friends who included Sir Ceniza.

Another thing I could not forget about Sir Rene in my college years was that he still had contacts with his alumni. Moreover, he never failed to introduce his students to me and talked about them especially the good looking ones.

Unfortunately, I wasn’t able to taste his authoritarian, demanding work place when I entered TCNSHS. Honestly I would love to. Nevertheless, we should acknowledge God’s will for all of us. He traveled abroad because God has given him what he truly deserves.

Today, he has a car! He studies in a University belonging to World’s Top 10 Universities. He has a lap top, an expensive television set, hi-tech gadgets which we can only buy every two or more years. He has been to other states such as New York. In addition to that, he will become full-pledge American in no time, and as a rich American, he will be able to travel around the world. I’m looking forward for that day Sir. I’m also looking forward to take me!

Thank you for everything Sir. I would not forget your great advice, “Take inspiration from your students because God will later ask us how we do well on earth.” You definitely serve as a model not only to me but also to everybody who has been a part of the journey of TCNSHS.

I once asked myself if I deserve to be in this school. Only after when we chatted I realized not only the answer but also the reason why I shouldn’t transfer. The school makes me proud. My co-teachers keep me sane. My beloved principal understands the merit of being extraordinary.  The students inspire me to be better for them. All of these are the parts and parcels of great man’s work, your masterpiece.

Sir Aj

Right, nobody raising their hands out there in cyberspace. But the next set of questions is where a Great Divide of Parenting comes into full frame. Smarter in what way? Just who is defining smart? Does this mean my kid will do better on academic tests? What’s the value of being smart if we aren’t teaching values such as kindness or honesty?

Harvard psychologist Howard Gardner rides the ridge of that great divide. He is widely known as the creator of multiple-intelligence theory for children. Gardner has identified seven distinct types of intelligence (think learning styles). It is estimated by researchers that only three of Gardner’s seven types are actually evaluated on traditional IQ tests.

We’ll get to the seven intelligence types below. First, consider these insights from Gardner as he refers to his own children, in his book, Intelligence Reframed:

“I want my children to understand the world, but not just because the world is fascinating and the human mind is curious,” writes Gardner. “I want them to understand it so that they will be positioned to make it a better place.”

That’s a different sort of intelligence, and no doubt hard to turn into a multiple-choice exam. There is no one right way to make the world a better place. So it follows that Gardner sees kids as possessing different types of intelligence to get that ambitious job done. Here are his categories, which, honestly, not all of Gardner’s colleagues readily accept. Yet the days of considering intelligence as a singular concept are long past, thanks in large part to Gardner’s breakthrough sorting.

Linguistic intelligence: Deals with words. This is the primary intelligence for storytellers, journalists and attorneys. It provides the foundation to effectively inform, persuade, argue, teach and entertain. Kids high in this intelligence will be proficient with word games and tongue twisters. They will enjoy the sounds of words and tend to be avid readers and clear writers.

Logical-mathematical intelligence: Not surprisingly, this is the mind’s ability to work with numbers and logic sequencing. Think scientists, accountants, software developers. Kids with this intelligence set will be good at understanding cause and effect, numerical patterns and rationale (which could come in handy in dealing with the parents too).

Spatial intelligence: It covers the ability to conceptualize in mental images and pictures. Typical careers are in photography and art. These kids are good at visual details and tend to draw graphics and 3-D images that seem beyond their years. A key facet is the child’s ability to transfer those mental pictures to a form the rest of us can see.

Musical intelligence: Pretty straightforward, this is the gift of grasping and producing rhythms and melodies. One way to identify musical intelligence is determining if a child can discern between two relatively similar pieces of music.  Musician represents one obvious career path, but we all know adults who have “good ears” and can sing in tune. So it maybe this intelligence is part of lifelong learning rather than a career track.

Bodily-kinesthetic intelligence: This intelligence type is hard for some traditionalists to accept. But agility and dexterity clearly originate from somewhere, and Gardner connects these attributes to the mind. Kids who are hands-on learners possess it, and could well become athletes, mechanics, surgeons or carpenters. They are good knitters if given the chance and love to build models. These kids tend to be self-starters in gym class and during physical activities. An interesting note from Gardner’s work: People with high bodily-kinesthetic intelligence are most likely to have instinctual “gut” reactions.

Intrapersonal intelligence: This is the domain of the inner self. Kids in this category are able to identify their feelings and distinguish various shades of the same emotion. It is an intelligence we all come to appreciate as we become adults—the idea of understanding and accepting ourselves. Intrapersonal intelligence prompts soul-searching, self-discipline, strong independence and a tendency to set goals—not necessarily all at one time or in one kid.

Interpersonal intelligence: This brand of smarts is about working with others. These kids not only get along with classmates but show a capacity to recognize moods and needs of other people, including adults. They could well be better at it than their own parents. One caution: This is a good-evil proposition. The interpersonally intelligent child could be compassionate and get good citizen marks on report cards and/or use the same intelligence to manipulate and “outsmart” others.

Gardner himself acknowledges that the linguistic and mathematical-logical intelligences are most highly valued and tested in schools. The spatial, musical and the bodily-kinesthetic intelligences are more typically associated with the arts. Spatial intelligence is also gaining a foothold in formal testing.

Intrapersonal and interpersonal intelligences make quite a statement about how Gardner’s categories can impact parents and families. There is no real way to test these intelligences in kids, yet most every parent would welcome their children being highly proficient in both categories. What parent wouldn’t want a child who can understand herself, be disciplined about, say, study habits or adroitly recognize the pain and hurt that others might be feeling?

OK, you can put your hands down now.

for person # 3

… there you go.

I once believed that making a move is a good idea. Taking risk would not hurt for I have known long before that I have been wearing an armor against the unsympathetic world.

So, I decided to be involved. I performed the 1st moves. I grab you; I called you; I understand you no matter how stupid you can be sometimes. Most importantly, I consider you worthful of everything. Furthermore, I take a risk.

Nevertheless, you misinterpreted the things and my actions. You seemed to realize that I was having a hidden desire.  Actually, I couldn’t blame you for that eventhough I didn’t have any spiteful wishes. On the other hand, what was more painful for me was that you doubt anything I would say.

I just have a REASON, a reason why I should go with you, a reason to keep. If I would share it to you, I wouldn’t have something anymore left for me. Sincerely, that reason couldn’t hurt you, but it did help me to keep going on.

Dim-witted of me to think, our closed friendship could last long. It turned out to be "I’m just WASTING YOUR TIME!" As you insist, I set you free.

Nonetheless, I was happy. I had no regrets pal! I enjoyed every friendly second you were forced to spend with me. Thank you!

You are like a weave in the beach that has shaped my shore, and there you go.

Sir Aj

4. Compromising your position. You should always participate in the interview as an equal, not a subordinate, of the person conducting the interview. Often this is a subtle matter of self-perception, so remind yourself before the interview.

5. Falling into the answers-only rut. An interview is a conversation. Don’t just answer their questions. That’s why you’ve prepared stories to highlight your accomplishments, which will be your moments to shine. When you do answer any questions, make sure that you answer immediately and follow up with a question of your own, if at all possible.

6. Rambling. Telling your interviewer more than they need to know could be fatal. Your stories should be 60 to 90 seconds long and they should have a relevant point. Focus, focus, focus. Stick with your rehearsed stories, your research, and the questions you need to ask. Don’t fill up the silence with unnecessary talk.

7. Being overly familiar. A good interviewer will be skilled enough to put you at ease within the first 10 minutes of the interview. That doesn’t mean that they have become your best friend. Don’t let your guard down. You’re there to interview them and get answers to your questions. Treat this from start to finish as the professional business meeting that it is.

8. Making incorrect assumptions. Points are not deducted at the interview for asking questions when you don’t understand something. Don’t guess at what your interviewer means. Effective interviewing is all about collecting information in real time, taking good notes, and responding only to the actual facts you’ve collected. If you find yourself making assumptions or guessing about something that was said, stop and ask for clarification before you answer.

9. Getting emotional. At times the interviewer may hit a nerve or consciously try to provoke you into an "outburst." Don’t fall for it. Clear your mind of any fears or expectations, so you can maintain a calm, open-minded perspective at all times. When emotions enter into an interview, failure follows.

10. Not asking specific questions. You want to find out more about what this job is really about and whether you want it. Arrive with a list of several prepared questions about the company, the position, and the people who work there. Ask questions that begin with "what," "how," and "why." Avoid simple yes/no questions. Get your interviewer talking as much as possible, then take notes. Most interviewers are unimpressed by someone who has no questions.

As a recruiter, Joe Turner has spent the past 15 years finding and placing top candidates in some of the best jobs of their careers. Discover more of his job-search insights by visiting www.jobchangesecrets.com.

for person # 3:

Could you be the person I’m looking for? I don’t know!

Honestly, I am happy just being your friend!

Remember, I will be your friend forever! … just don’t change!

Sir AJ