was looking at the countries which have coverage for kindle 3g, and not too unexpected, singapore is NOT in the list 😐
[acknowledgment/source: http://www.the-ebook-reader.com/kindle-international.html]
eVideo – My foreigner neighbour
it’s been a while since i last visited eMedia, and am glad i did, cos i chanced upon this:
the video has four parts. viewing it, you can learn about food （民以食为天！）, culture, values and beliefs of the Thai 泰, Burmese 缅, Japanese 日, and Filipino 菲. Chinese subtitles’ included for this video as this is a resource for use by P5 CL teachers (:
avoid connecting to …
open wireless network (e.g. Wireless@SG) and try to use secure encrypted channel whenever possible (e.g. Wireless@SGx) cos your login sessions to sites that used cookies and not on https:// (e.g. Facebook) can be hijacked with ease. saw this discussion on-going on /. , and the tool is freely available! just grab Firesheep, a Firefox extension, and anyone is good to go. impressive huh?
oh btw, the suggestion to use “Free” as password for encrypted but FREE networks is a good idea i though (:
amknps 北茂桥小学–我的母校
amknps, short for Ang Mo Kio North Primary School 北茂桥小学 was my primary school, a school that no longer exists in name, though the building still stands opposite anderson pri. nine of us from 6B-1987 gathered for a get-together two sundays ago. after the gathering, we began to return home and dig into our heirloom, and i found the 1983 official opening programme booklet, just like jinglun, though i must confess i did not take as good care of it as he did. i have scanned the pages and packed them into a PDF file. you’ll need acrobat (reader) 9 or above before you’re able to walk down the memory lane (:
[file size = 4.77MB]
enjoy!
content analysis is … a revision
Content analysis has been described as a “research technique for the objective, systematic, quantitative description of the manifest content of communication” (Berelson, 1952, p. 519). This definition allows for a variety of textual analyses that typically involves comparing, contrasting, and categorizing a set of data (Schwandt, 1997). Content analysis has been used for the analysis of a variety of data types such as audio, video recordings or transcripts of classroom discussions, interviews, observations, field notes and, more recently, computer mediated communications (Harasim, 1987; Iseke-Barnes, 1996; Levin, Kim, & Riel, 1990; Mason & Romiskowski, 1996; Mowrer, 1996). Content analysis can involve both numeric (quantitative) and interpretive data analyses (qualitative), or combinations of both. Content analysis has been most fruitfully used in going beyond the surface content of the transcripts towards the identification and analysis of latent variables (such as student understanding, higher order learning outcomes etc.). Though this does bring another layer of subjectivity to the process, this is outweighed by the ability of this methodology to make grounded inferences about more fundamental issues that are of greater research interest.
— (very well) written by Koehler, Mishra and Yahya (2007, p.747-748) “THANK YOU!”