Whazzup-U Blog: February 2013

Tuesday, 19 February 2013

Monday, 18 February 2013

UTM tawar biasiswa kepada penduduk Gaza

DR. ZAINI Ujang (kanan) menerima cenderamata daripada Presiden Universiti Islam Gaza, Dr. Kamalain Shaa'ath semasa mengetuai kunjungan hormat delegasi universiti itu selepas sidang akhbar di Kampus UTM, Jalan Semarak, Kuala Lumpur, semalam.

KUALA LUMPUR 5 Feb. - Universiti Teknologi Malaysia (UTM) menawarkan biasiswa kepada 10 kakitangan akademik beberapa universiti di Gaza.
Naib Canselor UTM, Prof. Datuk Seri Dr. Zaini Ujang berkata, biasiswa yang ditawarkan adalah dalam bentuk pengecualian yuran pengajian bagi melanjutkan pengajian di peringkat doktor falsafah (PhD) dengan jumlah kos keseluruhan bernilai RM400,000 untuk tempoh tiga tahun.
Menurut beliau, sebagai permulaan untuk tahun ini, dua kakitangan akademik daripada universiti terpilih akan ditawarkan biasiswa tersebut.
"Menjelang 2015 iaitu tiga tahun dari sekarang, lapan lagi kakitangan akademik akan dipilih untuk diberikan biasiswa.
"UTM menawarkan biasiswa dalam bidang teknologi pembinaan, sistem kumbahan dan bekalan air bagi membina semula kemudahan asas yang musnah," katanya dalam sidang akhbar di sini hari ini.
Menurut Zaini, tawaran biasiswa oleh UTM itu dibuat sebagai menyahut seruan Perdana Menteri, Datuk Seri Najib Tun Razak yang bersetuju menawarkan 100 biasiswa pengajian tinggi kepada penduduk Gaza semasa lawatan beliau ke wilayah tersebut baru-baru ini.
"UTM turut memberi pengecualian yuran pengajian kepada enam pelajar PhD, 10 pelajar sarjana dan 13 pelajar sarjana muda dari Palestin yang sedang mengikuti pengajian di UTM membabitkan kos RM1.3 juta pada semester baharu iaitu selepas Tahun Baharu Cina.
"Skim pembantu tenaga pengajar juga ditawarkan kepada 10 pelajar PhD yang membabitkan elaun sebanyak RM1,600 sebulan selama empat tahun," jelasnya.

Artikel Penuh: http://www.utusan.com.my/utusan/Kampus/20130206/ka_01/UTM-tawar-biasiswa-kepada-penduduk-Gaza#ixzz2LJoJbfmH
© Utusan Melayu (M) Bhd

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Rumor: 100 Designers Working on Apple Upcoming iWatch

Friday, 15 February 2013 09:20

With Google's Glass targeting the face, mounting rumors are suggesting Apple's next major product will be an iWatch.

Following reports from The New York Times and The Wall Street Journal, Bloomberg says Apple has "about 100 product designers working on a wristwatch-like device that may perform some of the tasks handled by the iPhone and iPad."

For many people, cellphones have slowly replaced the need for watches, but there's a good amount of evidence that suggests people still like wearing a timepiece on their wrists. Need proof? The Pebble smartwatch was able to raise over $10 million on Kickstarter, well past its $100,000 goal. Who says watches are dead?

Sure, many companies have tried to build into a smartwatch niche, but none have really amounted to much due to unattractive pricing and sluggish connectivity to smartphones. If the huge market for sixth-generation iPod nano watch straps was any indication, it's that there's tons of demand for an Apple-made watch, or at least a smartwatch solution that works.

When Apple announced the redesigned seventh-generation iPod Nano in September, many people wondered why it was ditching the clip-on design — killing the pseudo-iWatch in the process — for a mini iPod touch design. Maybe that's a sign Apple is building a real iWatch and will finally make our Dick Tracy fantasies a reality (or maybe not). We can dream, can't we?

Source: Malayasia Digest

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i-Think pupuk kemahiran berfikir aras tinggi

Seorang guru SMK Hang Kasturi menerangkan sesuatu kepada ahli kumpulannya ketika mengikuti bengkel i-Think di sekolah itu di Melaka baru-baru ini.

SEKOLAH Menengah Kebangsaan (SMK) Hang Kasturi menganjurkan bengkel i-Think untuk membantu guru-guru memupuk kemahiran berfikir aras tinggi, menyemai budaya pembelajaran sepanjang hayat, mahir dalam menyelesaikan masalah dan berupaya menghasilkan jalan penyelesaian secara kreatif di kalangan pelajar sekolah.
Pengetuanya, Ismail Sulaiman berkata, i-Think merupakan pendekatan yang realistik serta praktikal memupuk proses pemikiran dalam kaedah pengajaran dan pembelajaran di sekolah.
"Program ini melahirkan pencipta dengan kebolehan dan kemahiran berfikir secara kritis serta berupaya menyesuaikan diri dan menangani cabaran pada masa depan," katanya ketika merasmikan bengkel tersebut di sekolah itu di Melaka baru-baru ini.

What is WSQ?

The Singapore Workforce Skills Qualifications (WSQ) is a national credentialing system. It trains, develops, assesses and recognises individuals for the key competencies that companies look for in potential employees.
WSQ is based on national standards developed by WDA in collaboration with various industries comprising industry sectoral frameworks which serve to:

Professionalise the industry, particularly where recognition of Continuing Education and Training (CET) qualifications are lacking
Improve labour mobility allowing companies in growing industries to easily recruit workers with the necessary skills whilst improving opportunities for workers to enter these industries.

The WSQ system is designed to be a practical, accessible and affordable launching pad for individuals to take charge of their own careers and advancement. It is also a powerful business tool for employers to access and maintain a skilled workforce as it enhances their competitive edge and advancing their businesses.

Key features

An occupational and competency-based system, designed to build industry-specific capabilities
Both singular and flexible training modules, with the option to implement as-is, or build up to full qualifications
Assessment and certification are based on ability to demonstrate the industry's required capabilities
Accessible to all workers and professionals
Recognises prior learning, such as work experience and credentials
Qualifications and certifications are based on Industry-agreed standards
WSQ qualifications are comparable to credentials issued by international and local awarding bodies

Benefits

Individuals	Employers	Training Providers
Career path planning and assistance for entry into a new industry	Benchmark best practices	Articulate clear training outcomes
Skills upgrading and career advancement through clear progression pathways	Improve and develop job descriptions	Develop and deliver training programmes to meet industry needs
Present more clearly defined skills sets to potential employers via new qualifications and certifications	Improve performance management systems and training programmes	Receive endorsement on quality training programmes
Obtain portable credentials for existing skills	Establish clearly defined career paths for employees	Gain capability development from WDA
Assess and benchmark individual capabilities against industry-established work standards	Guide training needs analysis
Support and promote best practices in the workplace	Facilitate recruiting competent staff who are equipped with industry-specific capabilities and job-specific requirements
	Strengthen in-house training capabilities

Quality Assurance
WSQ is underpinned by a strong quality assurance framework. From developing competency standards, to accrediting training providers to awarding WSQ qualifications, stringent criteria are applied to ensure best standards and delivery. A structured and efficient system has been established to help build a strong training infrastructure that supports Singapore's workforce development.

Source: WDA
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Walk-in Interview

Walk-in Interview with Cofely South East Asia

DATE	:	19 Feb 2013
TIME	:	10:00 AM - 1:00 PM
VENUE	:	South East Community Development Council Singapore Post Centre #09-01B (near Paya Lebar MRT station)

__________________________________________________________________________________________
OTHER INFORMATION:

Available Position

Technicians
- General maintenance of building facilities areas. Basic troubleshooting on air-cons, mechanical and electrical faults. To do preventive maintenance of air-conditioning, electrical and mechanical systems and fire alarms systems. Other duties as and when assigned.

Location Map

All applicants are advised to bring the following for the event:

NRIC
Referral letter, if any
Original and photocopies of educational and training certificates and resume

This event is organised by South East Community Development Council (CDC) Career Centre

Source: WDA

Singapore's Institute of Technical Education Makes the Grade: Innovator'...

Sunday, 17 February 2013

AIMST UNIVERSITY

Transnational Education (TNE) programmes

UK transnational education (TNE) programmes have been established in Malaysia for close to 30 years. Popular TNE programmes include 3+0, 2+1, and 1+2 degree programmes.
Monitored by the Quality Assurance Agency for Higher Education (QAA) in the UK and the Malaysian Qualifications Agency (MQA), TNE programmes are trusted internationally.

The establishment of a transnational model for Malaysian private higher education was spurred by the global economic crisis. During the mid-1980s, the global recession caused a major set-back to Malaysia's rapid economic growth. The responsibility of financing students studying abroad became a heavy burden for many families and the government in Malaysia.

Many of the students studying abroad were brought home and placed in local institutions. The sudden inflow of students caused a demand for places in higher education. To resolve this issue, the government started encouraging local private institutions to explore TNE programmes with foreign universities.

Early birds
In response to the government's appeal, KDU College joined forces with Middlesex University to offer the first British twinning programme in Malaysia. By the early 1990s the number of private colleges had increased from 20 (in 1985) to 227.

The economic boom in the mid-1990s generated a huge demand for human resources in new industries such as services, trades and the manufacturing sectors. In 1992, polytechnics in the UK were promoted to new university status. Soon after, a consortium of four colleges, namely the Workers Institute of Technology, KBU International College, Megatech Institute and Linton College were formed to offer Higher National Diploma engineering courses in partnership with Nottingham Trent University. All courses were accredited by the Business Technical Education Council (BTEC) in the UK.

Transnational transition
Twinning in Malaysia started with 1 +2 programmes: the first year of the degree studied locally, while the latter two years of studies were completed overseas. By 1993, 2+1 twinning programmes emerged. Colleges also started offering full courses in engineering and business. These courses were known as Graduate Diploma Programmes, as private colleges were not allowed to award full degrees at the time. These catered for students who could not afford twinning programmes that required them to continue their studies overseas.

By the late 1990s, most colleges were developing into comprehensive course delivery institutions, offering academic, professional, semi-professional and internal programmes. New forms of transnational programmes such as credit transfer, twinning and validated courses emerged soon after. Some local colleges started providing internal programmes that were recognized by overseas universities, allowing students to transfer credits to partnering institutions.

Paradigm shift

In 1996, the Private Higher Education Act liberalized and privatized higher education. However in 1997, the country was hit by the Asian financial crisis and the government had to withdraw undergraduate scholarships for overseas studies. Soon there was a surge in student enrolment in local universities. Once again, the government urged private institutions to expand and foreign universities were invited to open local branches.

The price for exit visas was also increased along with the cancellation of tax rebates for parents supporting children studying abroad. To accommodate more students, places in public universities were expanded from 45,000 in 1997 to 84,000 places by 1999 through the franchising of matriculation programmes. 3+0 degree programmes were soon introduced in 19 colleges, allowing students to complete their entire twinning course locally.

By the late 1990s, most of the engineering courses under the 3+0 degree programmes were affiliated to UK universities. British engineering courses became highly popular, taking only three years to complete compared to other local and foreign degrees, which typically took up to four years. To date the Ministry has approved a number of colleges to offer 3+0 degree programmes, with at least 33 of these institutions affiliated to UK universities.

The popularity of 3+0 degree programmes has increased consistently among Malaysian students throughout the years. This is borne out by the fact the UK is the leading provider of TNE programmes in Malaysia, with more than 40,000 students enrolled in more than 800 courses. Such is the popularity that, of the countries that offer TNE programmes, Malaysia has become one of the largest providers.

Thanks in no small part to this, Malaysia is quickly becoming an international education hub, which is tempting a lot of the country's youth to stay and educate themselves at home while encouraging overseas students to come and study here. Then, they can qualify with a UK degree and get their `international' education experience as an added bonus.

Source: etawau
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Add funky text to your iPhone or iPad photos with Over HD

This universal iOS app lets you choose from a wide variety of beautiful fonts to add text to your photos before sharing on Instagram, Facebook, and elsewhere.

by Matt Elliott

Ready to add a little spice to your Instagramming ways? Over HD is a slick and universal iOS app that lets you add text to your photos before sharing them on Instagram or other social networks. At the time of this writing, it's currently offered for half price at 99 cents.