Pilot 'breakdown' diverts flight

Last Updated: Wednesday, 30 January 2008, 15:24 GMT

Pilot 'breakdown' diverts flight

Air Canada says a crew member was taken ill An Air Canada flight made an emergency landing in the Irish Republic after a pilot apparently suffered a breakdown. A passenger said the pilot was carried from the plane shouting and swearing, saying he wanted to talk "to God". The flight from Toronto to Heathrow landed at Shannon airport after its crew declared a medical emergency. Passengers flew on to London later. Air Canada has confirmed that a crew member was unwell, but did not confirm he was suffering mental problems. He basically said he wanted to talk to God Sean Finucane Passenger "At no time were the safety of the passengers or crew in question," said an Air Canada spokesman. "The flight was met by medical personnel and the individual is now in care." Eight-hour delay One of the passengers, Sean Finucane, said he saw the co-pilot being carried into the cabin in restraints. "He was very, very distraught. He was yelling loudly at times," he told the Canadian Broadcasting Corporation. "He was swearing and asking for God and very distressed. He basically said he wanted to talk to God." Passengers were put up in hotels while another crew was found. They eventually arrived in London eight hours late.

Geh Deh Ji Geum by Lim Jung Hee / Lyn

Geh Deh Ji Geum by Lim Jung Hee / Lyn
*2nd line is the translation of this song*

geudae jeeguhm nehgahsoom-eh doohluhwah sahrang-uhl mal hago eejyo
Come now inside my heart, You're telling me about love

kkoom-ee ahneegee-ruhl nah-neun gee-doh-haebwah-yo
I pray that this isn't a dream

neh maum-ee jjakoo geudaerahn sarahm noh-jee-malrago hahneh-yo
My heart keeps telling me that i shouldn't let go of you

yohkshi-meul neh-rah-myuh bah-boh-kahteun mahl-eul hahneh-yo
and that i should be greedy.. it's saying stuff that's stupid

ooh-yun-hee dahgah-ohn geudae sahrang-ee whenjee nah-suhl-jee ahnhah-jyo
Your love that came accidently.. it wasn't strange at all

hajeemahn yahksohk-dwen inn-yun-ee gee-eh sahrahng-ee dehl joohl mohl-raht-jyo
But I didn't know that our promised relationship/fate/destiny would become love..

johkoom hoo-myun geudae boh-neh-yah hahl-tendeh geuruhl jahshinee uhp-jyo.
Sometime later, I have to send you away.. but I don't have the confidence to do that

nah hoh-llo ee-don't geu-jahree-ruhl chajah ee-jeh doh-ah gahl poon-indae
You found the place that I was alone at.. Now you're gonna go back

dang-yun-han ill-in-dae wheh mahm-ee ah-poo-jyo
I knew it was going to happen, but why does my heart hurt

geu-dae wuhn-ha-dtun sahrang-eul cha-ja eejae dohlahkal bboon-in-deh
Now you're gonna go back to your place because you found the love you wanted

haengbok-han geudae-ruhl oosoo-myuh boh-neh-yah hahl-ten-dae
I have to send you, a happy/bliss person, away with a smile

neh noon-eul boh-myuh sarang-eul mahl-hah-jyo soo-chyuh-gahn sahrang-ee-jee-mahn
You tell me about Love while lookin into my eyes, but it's a lightly passing by (small/grazing) love

ee soon-gan nah-neun nuh-moo haengbok-hae-yo mahchi koom-eul koon gutd-chuhrum
I'm so happy right now, it's like i'm dreaming a dream

ee-jaeh-yah ahlrahsuhyo chuhoom-bootuh oo-rihn sahrang-hae-suh-dahneun guhl
Now you know that from the beginning we were in love

nah hoh-llo ee-don't geu-jahree-ruhl chahjah ee-jeh dohl-ah-gal bboon-een deh
You found the place that I was alone at.. Now you're gonna go back

dangyun-hahn ill-iin deh whe mahm-ee ah-poo-jyo
I knew it was going to happen, but why does my heart hurt

geudae wuhn-hah-dtun sahrang-eul chaja ee-jae dohrah gal bbon-eendeh
Now you're gonna go back to your place because you found the love you wanted

haengbok-han geudae-reul ooh-soo-myuh bohnehyah haltendae.
I need to send you, a happy/bliss person, away with a smile

Neh-geh sarang-eul joomyun ahndeh-na-yo, geu-dae jungmal ahndae-nayo.
Can't you give me your love, Can you really not/Is it Impossible?

ee-jeh-nun geudae-reul ee-toh-rohk sarahng-ha-neun-deh
But now I love you so much...


http://www.munzir.net/p_full_house.html

Dead Like Me My Room (1.6)

My Room (1.6)

Angus the Cook: Who's complaining about the eggs?

Rube: Oh, no complaints, just observations.

Angus the Cook: Such as?

Rube: The eggs are not good. Its normally a moot point at the a la carte price of $2.95. I love eggs. I love 'em fried, scrambled, soft-boiled, florentine. These I didn't like. So who do we blame - the hen or the cook?

[Angus has a very sour look]

Rube: Let's blame the hen.

[Angus walks away]

Rube: He's a nice guy.

---

[The bowling team picks up George and cheers after she wins the game]

George: [voiceover] I felt something I had never felt before - a hand on my ass. Who the hell was cupping my ass? Probably that perv from I.S. [Looks at Delores] Oh God, I hope it was that perv from I.S. I also felt something else... that in some strange undead way, I was alive. I was flying.

Dead Like Me Reaping Havoc (1.5)

Reaping Havoc (1.5)

Rube: You don't mess with fate, Peanut. People die when they are meant to die. There's no discussion. There's no negotiation. When life's done, it's done. You of all people should know that.

---

George: Why do I keep losing all the things and people that I care about?

Rube: That's what life is, Peanut.

School-Within-School for Dynamic Learning

School-Within-School for Dynamic Learning

Wednesday, December 19, 2007

Pupils set their own weekly targets and determine their own pace of learning.

Mention “progress charts”, “target setting”, “conferencing” and most people will probably think about the workplace. However, for Pri 1 and 2 pupils at Cedar Primary School, these are part and parcel of classroom activities.

That’s not all. Pupils also take part in “peer coaching”, sit for “Mastery Tests” and are given “reward time” if they can stick to a task for at least half an hour. What’s more, all these activities are conducted in “multi-aged classrooms” where children from different levels learn together.

Personalised learning for each pupil

Welcome to “School-Within-School” (SWS), a radical approach that Cedar Primary School has adopted in response to the call to “Teach Less, Learn More”. This programme is undergirded by the concepts of Human Dynamics and multi-aged classrooms, which Principal Mrs Shirley Ho-Woo introduced when her teachers wanted to find ways to address the different learning needs of the pupils.

Mdm Maimon Abdul Samad providing feedback to a pupil, while also taking time to know the pupil better.

Human Dynamics offers an understanding of how individuals learn, develop and function. Specifically, there are nine “personality dynamics” where the mental, emotional and physical systems interact in unique ways to express how people function individually as well as a member of a collective. More importantly, each personality dynamic is of equal value and has its distinct path of development. Understanding the various personality dynamics allows teachers to cater to the different learning styles of their pupils.

The conception of SWS began in November 2005 when three Cedar Primary School teachers spent two weeks in Lindsfor Skola, a Swedish school that applies Human Dynamics in a learning setting with pupils of different ages. This Swedish model of self-paced learning seemed to be what the teachers were looking for. Back in Singapore, they began developing the SWS programme, adapting the teaching methods and pedagogies to suit the local context.

Aiming for mastery

In SWS, teachers conduct some frontline teaching, but this is where the similarity with normal lessons ends. SWS pupils are each given a learning plan that states what worksheets are to be completed for the various topics under the different subjects. The relevant textbook pages, workbook pages and materials needed are listed.

The "School-Within-School" programme aims to develop self-directed learners in a multi-age environment.

Even though SWS has targeted the school’s youngest pupils - one class each from Pri 1, 2 and 3 in 2006, and all Pri 1 and 2 classes this year - pupils take a tremendous amount of responsibility for their own learning. They do weekly “target setting” based on the learning plan and decide how much work they want to do to meet the target. The work is done during “independent learning” sessions, either on their own or with schoolmates. Pupils who are academically stronger may be asked to coach those who are weaker. During fortnightly “conferencing”, teachers check on the pupils’ progress according to their targets. This is also a time for teachers to get to know their pupils better.

To see how well pupils have understood a topic, a Mastery Test is held after the topic is covered instead of at the end of each term. They sit for the test individually, not as a whole class. Those who obtain “Mastered It” (scores of 80-100) and “Got It” (60-79) will move on to the next topic whereas those graded ‘Getting There’ will be taught the concept again. Furthermore, instead of showing parents a test score, teachers write their observations about the pupil in learning that topic.

In addition, the pupils in different levels form multi-age groups work on a 10-week long Interdisciplinary Project Work (IPW) where they learn about teamwork in the process.

All-round enthusiasm for SWS

“I like IPW and being able to mix with other classes,” enthused Pri 2 pupil Siti Hanani Bte Mohd Hussain. “We discuss what we are supposed to do and how we can do it.” Another Pri 2 pupil who is equally happy learning the SWS way is Nabeela Nadeem. “I like doing ‘target setting’ and when I forget something I haven’t done, I can look at my timetable,” she quipped.

One parent observed that while his son used to procrastinate at homework, he has become more motivated and tries to finish his homework quickly. He attributed the positive change to SWS.

As for the teachers, they appreciate the new ways in which their pupils are learning. “I’ve become more reflective as a teacher,” said Ms Maimon Abdul Samad, one of the teachers who pioneered SWS. “When the pupils are used to the routines, they begin taking charge of their own learning and deciding for themselves how much they want to do. I can see improvement in them, not only in terms of their academic performance, but also in their behaviour, and this gives me great satisfaction.”

枉 凝 眉

枉 凝 眉

一个是阆苑仙葩，一个是美玉无理瑕。
若说没奇缘，今生偏又遇着他；
若说有奇缘，如何心事终虚化？
一个枉自磋嗟呀，一个空劳牵挂；
一个是水中月，一个是镜中花。
想眼中能有多少泪珠儿？
怎经得秋流到冬尽，春流到夏。

【诗词鉴赏】

这首曲是专门咏叹宝玉和黛玉的。

《枉凝眉》，意思是白白地皱眉头，命运就这样无情，追悔、痛苦、叹息、遗憾，全都无用。

那一僧一道对顽石说的“美中不足，好事多磨”，是大有深意的，宝黛爱情的幻灭就是一条注脚。一个是绝色佳人，一个是翩翩少年；一个聪明绝顶，一个博学多才；一个无意于功名利禄，一个从不说“仕途经济”的混帐话；她整天为他哭泣叹息，他整天为她牵肠挂肚；她心里只有他，他心里只有她——这不正是天造地设的一对吗？然而在荣国府那样的牢笼里，他们的爱情始终被压抑着。张生还可跳过粉墙去同莺莺幽会，杜丽娘还可在梦里同柳梦梅结成夫妻，宝玉和黛玉最终连这点幸运也没有。封建道德观念在贵族之家就是天条，窒息了人的一切天性。“父母之命，媒的之言”，以及贾家的败落最终隔断了他们的缘分。黛玉这个多情善感的女孩子，像一支柔嫩的小草在“风刀霜剑”凌逼之下枯槁了。她和宝玉的恋爱过程，始终伴随着痛苦和烦冤，最终还是一场虚幻，“命运”把他们大大地捉弄了一场。这出和着血泪的恋爱悲剧，不仅使作者为之“泪尽”，二百年后的今天仍是人们谈论不尽的话题。