1. The Brain creates unsystematic visuals during our sleep…
2. And make us believe that they were actually happening
3. Dreams help the brain to keep
4. And strengthen the things we see or do in the day.
5. Dreaming clear data not longer required by our brain.
6 In ancient Eygpt, if there was an entire dream, it would mean the negative of the dream would take place.
7 Solitary visuals are explained through the direct link of the visuals.
8. Ancient Greeks think that there is a link between dreams and our health.
9 Dreams are studied carefully by a priest as a way to understand our sickness and to provide the cure.
10 Senoi People of Malaysia think that dreams can be used to encourage our emotional health.
11 Through self directed reaction to dreaming
12 And by facing up to them.
13 Sigmund Freud studies patient’s dreams
14 In hope of getting rid of their mental illness.
15 Some have the same dream which happening again and again
16 Due to some unforgettable happenings in their lives.
17 Sometimes, very important inventions were derived through the remembering of very realistic dreams.
Sunday, April 25, 2010
Summary Writing 2009
Summary Writing 2009
Passage
1. Brain produces random images during sleep
2. And tricks sleepers into believing they are having real experiences
3. Dreams are seen as a way of allowing the brain to maintain
4. and reinforce experiences of the day
5. Dreaming allows us to rid the brain of unnecessary information
6 In ancient Egypt, a whole dream could be considered in terms of opposites
7 Individual images could be interpreted through associations
8. Ancient Greeks suggested that there might be a connection between dreams and physical well-being.
9 Where dreams are scrutinized by a priest as a guide to diagnosis and healing.
10 Senoi People of Malaysia believed that they could use their dreams to promote emotional health
11 By adopting a pro-active response to dreaming
12 By confronting your dreams
Sigmund Freud used an analysis of patient’s dream
13 in an attempt to cure them of their mental illness.
14 People have dreams which recur night after night
15 Often as the result of particular striking events in their lives.
16 Occasionally, valuable discoveries have resulted from vivdly recollected from a dream.
Passage
1. Brain produces random images during sleep
2. And tricks sleepers into believing they are having real experiences
3. Dreams are seen as a way of allowing the brain to maintain
4. and reinforce experiences of the day
5. Dreaming allows us to rid the brain of unnecessary information
6 In ancient Egypt, a whole dream could be considered in terms of opposites
7 Individual images could be interpreted through associations
8. Ancient Greeks suggested that there might be a connection between dreams and physical well-being.
9 Where dreams are scrutinized by a priest as a guide to diagnosis and healing.
10 Senoi People of Malaysia believed that they could use their dreams to promote emotional health
11 By adopting a pro-active response to dreaming
12 By confronting your dreams
Sigmund Freud used an analysis of patient’s dream
13 in an attempt to cure them of their mental illness.
14 People have dreams which recur night after night
15 Often as the result of particular striking events in their lives.
16 Occasionally, valuable discoveries have resulted from vivdly recollected from a dream.
Monday, April 19, 2010
Situational Writing (Part 01)
12 March 2010 (12/03/2010) wrong
(Space)
Dear Sir/Madam,
(Space)
Re:Proposal on Project for the Student Character Programme
(Space)
I am the chairperson of class 34 Class Committee and I am very happy to be given the opportunity to be able to select one of the three projects for the school’s Character Development Programme. After careful consideration and consultation with seniors, I have arrived at a conclusion that will be able to meet all the respective criteria of this Programme. The project that I will choose to embark on is Project Environment.
(SPACE)
P1- Character Development
P2- Build up knowledge
P3 – Challenging
P4 – Meaningful
(2 elaborations each + 2 compare and contrast = 10 points)
P1 – Character Development
(confidence, honesty, loyalty, industry(hardworking), love, sincerity, Responsibility and Respect, leadership, etc)
Knowing that character development is a very important criteria in this project, I am sure that Project Environment meets this very aptly. Being a young adult, I know that many of my fellow classmates have little respect for the nature around them. Often they would take nature for granted and litter it with rubbish. Project Environment’s aim is to educate the young on environment conservation. This project will help to educate our young adults on the importance of living in harmony with nature when they start to do research on how to design the activity for this project.
Another character that can be developed by this project is leadership skills. As this project requires students to work in groups, group leaders will have to be appointed to lead the groups. This will help to train our students to become student leaders as they learn how to control, lead and delegate the work that needs to be done. Students will thus become more confident in leading their peers after this project is completed.
P2- Build up knowledge (students must learn something)
This project requires students to conduct their research to find out new ways in which Singaporeans can help to conserve the environment. In this way, they indulge in independent learning while picking up research skills. Thus, when all the groups report on their findings, the entire class will know much more about conservation than what textbooks can teach.
P3 – Challenging (Must meet with problems and learn to solve it)
This project is also very challenging as the groups will have to implement their ideas into real life. They would have to see if their ideas can actually work in the community around the school. Thus, the students would have to face the public eye during the implementation of the project and this is certainly not easy. Thus, our students are not only challenged to work out a possible conservation plan but their project also have to be evaluated by the public as well.
P4 – Meaningful (Must benefit some people)
Project environment is a very meaningful project. It allows our students to use what they have learnt in school and in their research to create a conservation project which will eventually benefit the community at large. This will also be a chance to allow our students to see the fruits of their labour when they finally see their concept implemented to the community. The student will feel that the work they have done will not be wasted but used to create a better environment for the community around them.
CC
Project Charity is not a suitable project as it does not effectively promote the building up of knowledge. Students will only need to see how much they have collected in term of money for the charity they want. Students would be so concentrated on raising funds that they would not really have the chance to understand the plight of the needy they are raising the funds for. There is also no seminars and talks to help them understand these people as well. Thus, I feel that other than learning how to ask people to donate to charity, the students might not understand why they are doing this.
Project HOM is also not suitable as it is not really such a meaningful project as compared to Project Environment. Project HOM focuses only on the development of individual’s habits of mind while Project Environment will benefit not only students but the entire community to help in preserving the environment. Thus, in comparison with Project Environment, Project HOM is not as meaningful.
Thus, after careful consideration, it was decided that Project Environment will be selected as the Project of choice. Thank you for taking your time to read our report and I hope that this report will enable you to make the most appropriate decision for the school.
Written By,
Lam Chee Leong
Chairperson, 34 Class Committee
(Sign Off)
(Space)
Dear Sir/Madam,
(Space)
Re:Proposal on Project for the Student Character Programme
(Space)
I am the chairperson of class 34 Class Committee and I am very happy to be given the opportunity to be able to select one of the three projects for the school’s Character Development Programme. After careful consideration and consultation with seniors, I have arrived at a conclusion that will be able to meet all the respective criteria of this Programme. The project that I will choose to embark on is Project Environment.
(SPACE)
P1- Character Development
P2- Build up knowledge
P3 – Challenging
P4 – Meaningful
(2 elaborations each + 2 compare and contrast = 10 points)
P1 – Character Development
(confidence, honesty, loyalty, industry(hardworking), love, sincerity, Responsibility and Respect, leadership, etc)
Knowing that character development is a very important criteria in this project, I am sure that Project Environment meets this very aptly. Being a young adult, I know that many of my fellow classmates have little respect for the nature around them. Often they would take nature for granted and litter it with rubbish. Project Environment’s aim is to educate the young on environment conservation. This project will help to educate our young adults on the importance of living in harmony with nature when they start to do research on how to design the activity for this project.
Another character that can be developed by this project is leadership skills. As this project requires students to work in groups, group leaders will have to be appointed to lead the groups. This will help to train our students to become student leaders as they learn how to control, lead and delegate the work that needs to be done. Students will thus become more confident in leading their peers after this project is completed.
P2- Build up knowledge (students must learn something)
This project requires students to conduct their research to find out new ways in which Singaporeans can help to conserve the environment. In this way, they indulge in independent learning while picking up research skills. Thus, when all the groups report on their findings, the entire class will know much more about conservation than what textbooks can teach.
P3 – Challenging (Must meet with problems and learn to solve it)
This project is also very challenging as the groups will have to implement their ideas into real life. They would have to see if their ideas can actually work in the community around the school. Thus, the students would have to face the public eye during the implementation of the project and this is certainly not easy. Thus, our students are not only challenged to work out a possible conservation plan but their project also have to be evaluated by the public as well.
P4 – Meaningful (Must benefit some people)
Project environment is a very meaningful project. It allows our students to use what they have learnt in school and in their research to create a conservation project which will eventually benefit the community at large. This will also be a chance to allow our students to see the fruits of their labour when they finally see their concept implemented to the community. The student will feel that the work they have done will not be wasted but used to create a better environment for the community around them.
CC
Project Charity is not a suitable project as it does not effectively promote the building up of knowledge. Students will only need to see how much they have collected in term of money for the charity they want. Students would be so concentrated on raising funds that they would not really have the chance to understand the plight of the needy they are raising the funds for. There is also no seminars and talks to help them understand these people as well. Thus, I feel that other than learning how to ask people to donate to charity, the students might not understand why they are doing this.
Project HOM is also not suitable as it is not really such a meaningful project as compared to Project Environment. Project HOM focuses only on the development of individual’s habits of mind while Project Environment will benefit not only students but the entire community to help in preserving the environment. Thus, in comparison with Project Environment, Project HOM is not as meaningful.
Thus, after careful consideration, it was decided that Project Environment will be selected as the Project of choice. Thank you for taking your time to read our report and I hope that this report will enable you to make the most appropriate decision for the school.
Written By,
Lam Chee Leong
Chairperson, 34 Class Committee
(Sign Off)
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