s3m3st3r 2....

Semester 2 was just like any other day in KMJ life. For us, it is a fresh new term as we can forget all the semester 1 syllabus and go for the new things. Here's all about my first week of semester 2...

My Biology lecturers.....
Lecture : Madam Rohayu
Madam Rohayu was my third tutor lecturer last semester. She really loves to talk. When she tried to explain somethingt, she will talk very very fast and furious. Her wind of mood play an important role on our lesson. When she has good 'wind' around her, she will be very nice and even joking around. But, when the ribut taufan is coming, she will be very harsh and perli perli words come out from her. Know her quite well as she had been my tutor before.

Tutorial : Madam Rusmayati
My block C felo... Madam Rusmayati was my first tutorial lecturer last semester. She knows me very well. Keep on calling me Leong. Haha.... She is a very nice lecturer but get very impatient sometimes. Nothing much about her. But, she is the most stunning Biology lecturer with all her nice clothes. Haha.....

Practical : Madam Hjh. Mariam
Aiya... I don't really like this lecturer actually. No affinity towards her. She is among the oldest Biology lecturer in KMJ. Very very cerewet punya.. No orang muda punya mind la... We all like tersekat with her. Prefer younger lecturer. She keeps on saying want to tangkap orang yang couple in KMJ.. Apa la.... Macam banyak maksiat je... Pening pening...

My Chemistry lecturers...
Lecturer : Mr. Sahaserim
He is really cool. Everyday he on his laptop, you can see his romantic wallpaper. The picture of his bersanding... With his wife... Cool man.. He is a kelantanese. What good about him is he give good and clear explanation. But he hardly find a suitable word or term sometimes.. And he will tell us to forget about it. His slide never go smooth. Keep on changing the slide back and forth.. Haha... Great to have him in Kuliah 1.

Tutorial : Madam Fairuz Asyikin
This teacher is so nice.. She loves talking with us and telling us about all the mind stuff.. Coz she likes to read something about psychology. Telling us story about how our mind work in tutorial. Haha.. We are still new to her, so not much I can tell about her now. All of us still missing our last semester tutorial lecturer, Miss Azlina......!!!!

Practical : Madam Amily Ziana
She had the practical class with her for 30 minutes last Friday. She is good but got lots of rule. If we are late for 10 minutes, we will need to go look for 10 chemistry lecturers and get their signature and do a AKU JANJI. If 20 minutes, then 20 lecturers..... Nice rule actually....

My Mathematics lecturers...
Lecture : Madam Lim Hwee Cheng
A pretty teacher... Her voice is really high pitch and loud... She actually don't need the microphone to teach.. HAHA.... Sure kena pukul if she knows that.. kia kia kia... Her teaching is not bad and love it. She makes it clear and understanding.. But like to call us cik adik..

Tutorial : Miss Jade Ng
A very new teacher in KMJ.. She just came to KMJ for a week.. She is way too friendly. I even had lunch with her.. She likes giving out Chinese proverbs where she wants me to translate to the class. I don't know some of it. Haha.. Malunya.... She can sing very well.. She sings to us.. Haha.. Our practicum loves her very much...

My English lecturer...
Miss Nur Farita
No changes on English lecturer.. So, we know her very well... We had finished our MUET and now we are having lots of fun in English class now. Solving puzzle, working as detectives...... Haha... Not so stress as the 1st semester as we need to work on MUET... Now the class is so free..

My Informatics Science lecturer...
Mr Hasnul Hadi
Don't know what to say about him. A very boring class... That's all....

0n3 0f th3 mu3t 0ct/n0v 07 r3ad!ng c0mprehens!on t3xt

This is one of the text from the MUET reading comprehension exam of Oct/Nov 2007. I found this text is very interesting. I am here to share with you.......

The Milgram experiment refers to a series of scientific experiments carried out by Stanley Milgram and described in his 1974 book Obedience to Authority: An Experimental View.

In each of these experiments, an experimenter told the subject and an actor (pretending to be another subject) that they were going to participate in an experiment. The purpose of the experiment was to test the effectiveness of punishment on learning behaviour. The subject and the actor were each handed a slip of paper. Although both slips were marked "teacher", the actor claimed that his said "learner", so the subject believed that his role as "teacher" had been chosen randomly.

Both were then given a sample 45-volt electric shock from an apparatus attached to a chair. The actor was strapped into this chair. The "teacher" was taken to the next room and provided with a set of simple memory tasks to give to the "learner" and instructed to administer a shock by pressing a button each time the "learner" made a mistake.

The "teacher" was told that the voltage was to be raised by 15 volts after each mistake. He was not told that there were no actual shocks being given to the actor, who pretended to be in pain. At "150 volts", the actor requested that the experiment end, but was told by the experimenter that the experiment must go on. The experiment continued, and the actor pretended to be in even greater pain and expressed concern for his own safety as the shocks continued. If the "teacher" subject became reluctant, he was instructed that the experimenter would take all responsibility for the results of the experiment and the safety of the learner.

Milgram was motivated to do this research because the slaughter of so many Jews, gypsies, homosexuals, and others designated by the Nazis as "inferior" during the Second World War had required the cooperation of "good people". The fact that millions of ordinary people did nothing to stop the deaths seemed bizarre, and Milgram wanted to see how ordinary, intelligent Americans might react to a similar situation.

Milgram was upset by what he found. Many "teachers" broke into a sweat and protested to the experimenter that this was inhuman and should be stopped. But when the experimenter, who sat by calmly, supposedly recording how the "learner" was performing, replied that the experiment must go on, this assurance from the "authority" ("scientist", white coat, university laboratory") was enough for most "teachers" to continue, even though the "learner" screamed in agony and pleaded to be released. Even some "teachers" who were "reduced to twitching, stuttering wrecks" continued to follow orders.

Milgram did eighteen of these experiments. He used both males and females and put some "teachers" and "learners" in the same room so that the "teacher: could clearly see the suffering. In some experiments, he had "learners" pound and kick on the wall during the first shocks and then go silent. The results varied from situation to situation. The highest proportion of "teachers" who pushed the lever all the way to 450 volts - 65 percent - occurred when there was no verbal feedback from the "learner". Even more surprisingly, 40% of those who could see the "learner" still turned the lever all the way.

Milgram's experiments raised a storm in the scientific community. Not only were social researchers surprised, and disturbed at the results, but they also were alarmed at Milgram's methods. Milgram's experiments resulted in a rethinking of research ethics. Professional associations of social researchers adopted or revised their codes of ethics, and universities began to require that subjects be informed of the nature and purpose of social research. Not only did researchers agree that to reduce subjects to "twitching, stuttering wrecks" was unethical, but almost all deception was banned.

More importantly, however, the results of the Milgram experiment leave us with the disturbing question: "How far would I go in following authority?"