UMT Postgraduate Crib

English Writing Skills for Scientific Papers by Mariah Arnold

2009-03-14T04:52:00.000-07:00

All UMT's postgraduate are welcome to attend a workshop by Miss Mariah C. Arnold (Fullbright Scholar) as follows:

workshop title: English Writing Skills for Scientific Papers
presenter: Miss Mariah C. Arnold
date: 16th March 2009
time: 10-12 pm
venue: INOS meeting room, UMT

please bring any of your papers or abstract that you are currently working on. Refreshments will be provided. It will be great if you can leave your name here.

organized by: AKUATROP Postgraduate Club (APaC)

Tips for reducing stress

2009-03-01T02:56:00.000-08:00

Lately, it can be clearly seen some postgrads students in UMT are stressed due to work, life and study. So lets share a few tips on reducing stress...

-Keep a positive attitude.
-Accept that there are events that you cannot control.
-Be assertive instead of aggressive. "Assert" your feelings, opinions, or beliefs instead of
becoming angry, defensive, or passive.
-Learn and practice relaxation techniques.
-Exercise regularly. Your body can fight stress better when it is fit.
-Eat healthy, well-balanced meals.
-Get enough rest and sleep. Your body needs time to recover from stressful events.
-Don't rely on alcohol or drugs to reduce stress.
-Seek out social support.
-Learn to manage your time more effectively.

Information provided by Jerome F. Kiffer, MA, Department of Health Psychology and Applied Psychophysiology, The Cleveland Clinic Foundation.

Stress Management - Ways to Relieve Stress

The best way to manage your stress is to learn healthy coping strategies. You can start practicing these tips right away. Try one or two until you find a few that work for you. Practice these techniques until they become habits you turn to when you feel stress.

Stress-relief techniques focus on relaxing your mind and your body.

Ways to relax your mind
Write. It may help to write about things that are bothering you.1 Write for 10 to 15 minutes a day about stressful events and how they made you feel. Or think about starting a stress journal. This helps you find out what is causing your stress and how much stress you feel. After you know, you can find better ways to cope.

Let your feelings out. Talk, laugh, cry, and express anger when you need to. Talking with friends, family, a counselor, or a member of the clergy about your feelings is a healthy way to relieve stress.

Do something you enjoy. This can be:
-A hobby, such as gardening.
-A creative activity, such as writing, crafts, or art.
-Playing with and caring for pets.
-Volunteer work.

You may feel that you're too busy to do these things. But making time to do something you enjoy can help you relax. It might also help you get more done in other areas of your life.

Ways to relax your body
Exercise. Regular exercise is one of the best ways to manage stress. Walking is a great way to get started. Even everyday activities such as housecleaning or yard work can reduce stress. Stretching can also relieve muscle tension. For more information about becoming more active, see the topic Fitness.

Try techniques to relax. Breathing exercises, muscle relaxation, and yoga can help relieve stress.
Breathing exercises. These include roll breathing, a type of deep breathing.

Progressive muscle relaxation. This technique reduces muscle tension. You do it by relaxing separate groups of muscles one by one. Yoga, tai chi, and qi gong. These techniques combine exercise and meditation. You may need some training at first to learn them. Books and videos are also helpful. You can do all of these techniques at home.

Other techniques to reduce stress

In addition to meditation, progressive muscle relaxation, and breathing exercises to relieve stress, you might try these other therapies.

Ways to relax your mind
-Self-hypnosis can open your mind to suggestions that can relieve stress or change the way you respond to stress.
-Autogenic training includes six exercises that make the body relax. Each exercise helps you relax your body in a different way.
-Music therapy can relax your body, improve your mood, and change the pace of your day.
-Humor therapy may reduce stress and boost your immune system.

Ways to relax your body
-Massage, such as a shoulder and neck massage, uses touch to relieve tension. You can see a massage therapist or have a friend or family member give you a massage. You can even give yourself a massage.
-Aromatherapy uses the aroma-producing oils from plants to help you relax.
Biofeedback teaches you how to use your mind to control skin temperature, muscle tension, heart rate, or blood pressure. All of these things can be affected by stress.
-Herbal supplements
Some people use herbal supplements such as valerian, kava, gingko, St. John's Wort, and chamomile to relieve stress symptoms such as anxiety and insomnia. But supplements like these can be sold with limited or no research on how well they work. Talk with your doctor if you are taking supplements, especially if you have another health condition.

Source and for further readings:

-Tips for reducing stress

-Techniques, excersice and therapy for relieveing stress

-Other techniques to reduce stress

or visit http://www.webmd.com

postgrad study requirements in other country

2009-02-15T23:35:00.000-08:00

sorry for the long break. everyone is busy nowadays. anyway just like to share with you guys the requirements for postgraduate studies in other countries. this might be useful for those planning to further your studies abroad.

From wikipedia...

Australia

Admission

Generally, the Australian higher education system follows that of its British counterpart. Programmes are divided into coursework-based and research-based degrees, and entrance is decided by merit (entrance to coursework-based programmes is usually not as strict); most universities usually require a "Credit" average (equivalent to the British B-) as entry to their taught programmes in a field related to their previous undergraduate. On average, however, a strong "Credit" or "Distinction" average is the norm for accepted students.
Ph.D. entrance requirements in the higher ranked schools typically require a student to have a master's degree by research, or a master's with a significant research component. Those who hold a first-class four-year honours degree may be considered, but are usually first admitted as probationary Ph.D.-students during the first year, then transfer to permanent candidacy contingent upon successful progress. The minimum duration of a Ph.D. programme is two years, but completing within this time span is unusual, with Ph.D.s usually taking an average of three to four years to be completed.

Most of the confusion with Australian postgraduate programmes occurs with the research-based programmes. Research degrees generally require candidates to have a minimum of a second-class four-year honours undergraduate degree to be considered for admission. There has been some debate over the acceptance of a three-year honours degree (as in the case of graduates from British universities) as equivalent entry requirement to graduate research programmes (M.Phil., Ph.D.) in Australian universities, even though British graduates hold equivalent honours classification (upper-second and above).

Professional programs

There are many professional programs such as medical and dental school require a previous bachelors for admission and are considered graduate or Graduate Entry programs even though they culminate in a bachelors degree. Example, the Bachelor of Medicine (MBBS) or Bachelor of Dentistry (BDent).

There has also been some confusion over the conversion of the different marking schemes between British, U.S., and Australian systems for the purpose of assessment for entry to graduate programmes. The Australian grades are divided into four categories: High Distinction, Distinction, Credit, and Pass (though many institutions have idiosyncratic grading systems). Assessment and evaluation based on the Australian system is not equivalent to British or U.S. schemes because of the "low-marking" scheme used by Australian universities. For example, a British student who achieves 70+ will receive an A grade, whereas an Australian student with 70+ will receive a Distinction which is not the highest grade in the marking scheme. Hence, there have been many instances where Australian university admission officers have incorrectly assessed foreign grade marks as equivalent to their own.

Funding

The Australian government usually offer full funding (fees and a monthly stipend) to its citizens and permanent residents who are pursuing research-based higher degrees. There are also highly competitive scholarships for international candidates who intend to pursue research-based programmes. Taught-degree scholarships (certain masters' degrees, Grad. Dip., Grad. Cert., D.Eng., D.B.A.) are almost non-existent for international students, so they are usually required to be self-funded.

Requirements for completion

Requirements for the successful completion of a taught master's programme are that the student pass all the required modules. Some universities require eight taught modules for a one-year programme, twelve modules for a one-and-a-half-year programme, and twelve taught modules plus a thesis or dissertation for a two-year programme. The academic year for an Australian postgraduate programme is typically two semesters (eight months of study).

Requirements for research-based programmes vary among universities. Generally, however, a student is not required to take taught modules as part of their candidacy. It is now common that first-year Ph.D. candidates are not regarded as permanent Ph.D. students for fear that they may not be sufficiently prepared to undertake independent research. In such cases, an alternative degree will be awarded for their previous work, usually an M.Phil. or M.Sc. by research.

Canada

Admission

Admission to a master's program generally requires a bachelor's degree in a related field, with sufficiently high grades usually ranging from B+ and higher (note that different schools have different letter grade conventions, and this requirement may be significantly higher in some faculties), and recommendations from professors. Some schools require samples of the student's writing as well as a research proposal. At English-speaking universities, applicants from countries where English is not the primary language are required to submit scores from the Test of English as a Foreign Language (TOEFL).

Admission to a doctoral program typically requires a master's degree in a related field, sufficiently high grades, recommendations, samples of writing, a research proposal, and typically an interview with a prospective supervisor. Requirements are often set higher than those for a master's program. In exceptional cases, a student holding an honours BA with sufficiently high grades and proven writing and research abilities may be admitted directly to a Ph.D. program without the requirement to first complete a master's. Many Canadian graduate programs allow students who start in a master's to "reclassify" into a Ph.D. program after satisfactory performance in the first year, bypassing the master's degree.

Graduate students must usually declare their research goal or submit a research proposal upon entering grad school; in the case of master's degrees, there will be some flexibility (that is, one is not held to one's research proposal, although major changes, for example from premodern to modern history, are discouraged). In the case of Ph.D.s, the research direction is usually known as it will typically follow the direction of the master's research.

Master's degrees can typically be completed in one year but normally take at least two; they typically may not exceed five years. Doctoral degrees require a minimum of two years but frequently take much longer, not usually exceeding six years.

Funding

Graduate students may take out student loans, but instead they often work as teaching or research assistants. Students often agree, as a condition of acceptance to a programme, not to devote more than twelve hours per week to work or outside interests.

Funding is available to first-year masters students whose transcripts reflect exceptionally high grades; this funding is normally given in the second year.

Funding for Ph.D. students comes from a variety of sources, and many universities waive tuition fees for doctoral candidates.

Funding is available in the form of scholarships, bursaries and other awards, both private and public.

Requirements for completion

Both master's and doctoral programs may be done by coursework or research or a combination of the two, depending on the subject and faculty. Most faculties require both, with the emphasis on research, and with coursework being directly related to the field of research.

Master's candidates undertaking research are typically required to complete a thesis comprising some original research and ranging from seventy to two-hundred pages. Some fields may require candidates to study at least one foreign language if they have not already earned sufficient foreign-language credits. Some faculties require candidates to defend their thesis, but many do not. Those that do not often have a requirement of taking two additional courses, minimum, in lieu of preparing a thesis.

Ph.D. candidates undertaking research must typically complete a thesis, or dissertation, consisting of original research representing a significant contribution to their field, and ranging from two-hundred to five-hundred pages. Most Ph.D. candidates will be required to sit comprehensive examinations—examinations testing general knowledge in their field of specialization—in their second or third year as a prerequisite to continuing their studies, and must defend their thesis as a final requirement. Some faculties require candidates to earn sufficient credits in a third or fourth foreign language; for example, most candidates in modern Japanese topics must demonstrate ability in English, Japanese, and Mandarin, while candidates in pre-modern Japanese topics must demonstrate ability in English, Japanese, Classical Chinese, and Classical Japanese.

At English-speaking Canadian universities, both master's and Ph.D. theses may be presented in English or in the language of the subject (German for German literature, for example), but if this is the case an extensive abstract must be also presented in English. In exceptional circumstances, a thesis may be presented in French.

French-speaking universities have varying sets of rules; some will accept students with little knowledge of French if they can communicate with their supervisors (usually in English).

United Kingdom

Admission

Admission to undertake a research degree in the UK typically requires a good bachelor's degree (at least lower second, but usually an upper second or first class). Students may or may not already have a Master's degree. Doctoral candidates are initially admitted to a Masters in Research Philosophy (M.Phil. or MRes), then later accede to a Ph.D. if they progress well.

Funding

Funding for postgraduate study in the UK is awarded competitively, and usually is disseminated by institution (in the form of a certain allocation of studentships for a given year) rather than directly to individuals. There are a number of scholarships for Master's courses, but these are relatively rare and dependent on the course and class of undergraduate degree obtained (usually requiring at least a lower second). Most Master's students are self-funded.

Funding is available for some Ph.D. courses. As at the Master's level, there is more funding available to those in the sciences than in other disciplines. Such funding generally comes from Research Councils such as the Engineering and Physical Sciences Research Council (EPSRC), Arts and Humanities Research Council (AHRC), Medical Research Council (MRC) and others.

For overseas students, most major funding applications are due as early as twelve months or more before the intended graduate course will begin. This funding is also often highly competitive. The most widely available, and thus important, award for overseas students is the Overseas Research Student Award, which pays the difference in university fees between an overseas student and a British or EU resident. However, a student can only apply for the ORS for one university, often before he or she knows whether they have been accepted.

Students studying part-time for a Master's degree can apply for income-based Jobseeker's Allowance provided their timetabled hours are less than 16 hours per week. This also entitles the student to housing benefit provided by their local councilFull-time students (of any type) are not normally eligible for state benefits, including during vacation time.

KEPUTUSAN KEJOHANAN TENPIN BOWLING 2008 PIALA DEKAN SEKOLAH SISWAZAH

2008-12-08T07:09:00.001-08:00

Berikut adalah keputusan Kejohanan Bowling 2008 Piala Dekan Sekolah Siswazah:

PERTAMA: APA C'HER

(Abduh, Mimmie, Syahnon n Lokman)

KEDUA: NINA CREW

(Wan Adilah, Bijan, Nina n Linda)

KETIGA: NERD CREW FINE

(Fifi, Kepeng, Ben n Salleh)

Piala pusingan yang dimenangi oleh kumpulan APA C'HER adalah sumbangan ikhlas daripada Dekan Sekolah Siswazah; iaitu Prof. Dr. Mohd Azmi B Ambak. Piala tersebut adalah seperti gambarajah di bawah:-

KEJOHANAN TENPIN BOWLING 2008 PIALA DEKAN SEKOLAH SISWAZAH

2008-11-19T23:18:00.000-08:00

Kepada semua siswazah Universiti Malaysia Terengganu yang berminat untuk menyertai Kejohanan Tenpin Bowling 2008 ini, sila berhubung dengan:

Aizat - 0173620012
Nadia - 0129565920
Rozaimi - 0168037947

bagi pendaftaran dan pembayaran yuran penyertaan di Bilik Siswazah C (PGC C), Fakulti Sains Teknologi (FST).

MARI BERSAMA KITA MEMERIAHKANNYA!!!

P/S: Untuk pra-pendaftaran, jangan la segan tinggalkan nama kumpulan di ruangan comment.

Postgraduate Bowling Bash 2008 TimeLine

2008-11-18T04:52:00.000-08:00

Penjualan Sticker nerd crew untuk Motorsikal

2008-11-13T01:01:00.000-08:00

Perhatian kepada semua...

Ekoran daripada sambutan yang menggalakkan terhadap penjualan sticker nerd crew bersaiz besar untuk kereta sebelum ini, kini penjualan sticker nerd crew bersaiz kecil untuk motorsikal sedang berlangsung di PGC C.

Mereka yang berminat untuk memiliki sticker tersebut sila laa datang ke PGC C pada bila² masa (tertakluk pada waktu pejabat sahaja).

Saiz 6" = RM 5.00
Saiz 5" = RM 2.00

Cepat²..sebelum stok sticker ini kehabisan!! Di bawah adalah contoh sticker yang dimaksudkan (nie bukan ukuran sebenar!!).

P/S : Harga di atas adalah harga promosi. Bagi mereka yang masih berminat dan mahu memiliki sticker bersaiz besar untuk kereta, tempahan masih lagi dibuka khusus untuk anda.

Bowling Tournament 08

2008-11-12T17:17:00.000-08:00

Kepada Postgrads dan sekutu-sekutu..

Paper work untuk Bowling Tournament sedang disiapkan bagi mendapatkan bantuan kewangan GSO/En. Safre

So, dengan harapan GS dapat memberikan bantuan kewangan.

Let's gear up and ready to kick @$$ at Diman Superbowl. Date, Near soon.

Need transportation??

2008-10-30T01:30:00.000-07:00

To all postgraduate,

If you are having transportation problems to go sampling, doing surveys etc, because all the faculties ford everest, vans, inokoms etc are fully booked, you are mostly welcome to use the graduate school Naza MPV. However it is subjected to availability. (But it is available most days except when GSO are having seminars etc). So just try your luck ok!!!

*this information was given to me by en.safre himself during a meeting with NSF scholars yesterday

Band UMT 08 Ads

2008-10-23T04:11:00.001-07:00

Come and enjoy BAND UMT 08. Postgrads' rep THE REPLICATES are ready to kick @$$ and perform the ROCK KAPAK era song. See you there fellas and give us your support.

Lagi Kad Ucapan Hari Raya

2008-09-25T20:53:00.001-07:00

JEMPUTAN PERKAHWINAN/WEDDING INVITATION

2008-09-23T18:44:00.001-07:00

To all postgrads, Miss Amni Khassim cordially invites all to her wedding. Below are the invitation cards and the map to her house. To Miss Amni, CONGRATULATION SIS!!!

P/S: who's next??? hehe

HARI RAYA FEVER

2008-09-22T19:36:00.000-07:00

Hi All!!! With Hari Raya just around the corner, we are giving the chance for everyone to make and send your Raya e-cards to this blog. All the e-cards will be posted at this blog and you can make hari raya wishes to everyone. Your e-cards can represent yourself, you and your partner (your girlfriend or boyfriend hehehe), your community (e.g: Dr Abols Postgrads, PGC C members, PGC A member, JayB and gang, Dr. Aziz's postgrad etc) or your faculty. Just sent/e-mail your raya e-cards to postgrads.umt@gmail.com or GSK0361@pps.umt.edu.my and we will post it here as soon as we received it. So guys, starts making your raya e-cards now!! Start clicking the photoshops icon on your desktop!!!

As a kickstart, here's one e-card froM Dr. Abols Pstgrad, AKUATROP....

Raya e-cards from Dr. Abol's postgrad

A few Raya e-cards...

From Endreyani Mulyadi, AKUATROP'S Postgraduate...

From Lokman and Mimmie, AKUATROP'S postgraduate

Postgraduate Research

2008-09-10T21:31:00.000-07:00

hmmm asik masuk lab nak buat researc jer.. tapi faham ke korang makna research dalam postgrad study.... aderkah research kiter ni untuk hasilkan sumtin' new sampai boleh dapat nobel prizeeee. adakah kiter perlu buat reseach bombastic??? Nemo berlainan kaler??? Amoeba mata 8??? sedimen lautan bermuda???? meh bacer info kat bawah ni....

from wikipedia...

Postgraduate research (commonly referred to as graduate research in the United States) represents a formal area of study which is recognized by a university or institute of higher learning. By definition, the notion of “postgraduate” carries the implication that the candidate undertaking such research has already completed a formal Bachelor’s Degree or Diploma at an accredited university or tertiary institution. The resulting qualifications arising from postgraduate research vary from traditional PhDs (Doctorates) and Master’s degrees through to “professional” doctorates or “higher” doctorates. The structure of postgraduate research programs can vary significantly from one country to another. In the United States, in order to enter into a PhD program, students generally need to have some form of prerequisite study, over and above their basic graduate qualification – this may be in the form of a Master’s coursework program, which acts as a qualifier for entry. In other countries, entry to Doctoral or Master’s research programs is solely based upon the academic track record of the candidates in their undergraduate degrees.

Many students confuse the notion of postgraduate research with “invention” and “discovery”. Postgraduate research ultimately represents an apprenticeship in the field of research. In his text book, "Key Factors in Postgraduate Research - A Guide for Students" Toncich explains that the objective of postgraduate research is not necessarily to make a breakthrough invention or, indeed, a major scientific discovery. It is, rather, a mechanism by which graduate students learn how to undertake a systematic investigation, founded upon the work built by peers in the field, and then to extend the current state of knowledge. In the context of assessing a postgraduate research program, it is generally the systematic process of research and investigation that is given more attention than the level to which knowledge is extended. The title "doctor" emanates from the Latin word "docera" - to teach. Hence there is an expectation that the recipient of a doctorate would go on to become some form of "teacher" in the broad sense of the word.

In the 19th century, postgraduate research was a rarity, with countries such as the United States only having a small number of candidates across their university spectrum. However, by the start of the 21st century, postgraduate research, and postgraduate qualifications, had become commonplace. In any one year, at a global level, there are hundreds of thousands of candidates undertaking postgraduate research programs. For this reason the nature of postgraduate research has also changed. At Doctoral level, there is some recognition that it is no longer reasonable to expect major research breakthroughs as part of a postgraduate research program. To this end, Doctoral research more commonly now represents an extension of knowledge, rather than some form of breakthrough. There is also some recognition that modern postgraduate research programs now have to be conducted in the light of massive amounts of previously published work, and hence the literature review process has become significantly more complex.

Postgraduate research programs generally result in a thesis/dissertation, which is assessed by independent experts in the field. The specific nature of the thesis varies from one discipline to another and from one country to another. In addition, some universities insist that students also undertake a “viva-voce” oral examination in which they can defend their research and processes before an expert panel.

The nomenclature associated with titles arising from postgraduate research vary from one institution to another and one country to another. Generally, the higher the level of the research degree the less association it has with a specific discipline. For example, at Bachelor's level, it would be common to receive a BSc(Chemistry). At Master's level, the corresponding degree would be an MSc (without the specific subdiscipline). At Doctoral level, the degree would be simply PhD with no discipline stated. This is intended to show that the recipient of the award has mastered techniques which are more generic than those which are encapsulated in a specific discipline or subdiscipline. There are some exceptions to this. In a professional Doctorate, where the objective is to demonstrate an in-depth research knowledge of a particular area, the discipline is usually included (e.g., Doctor of Business).

In some universities, it is also possible for candidates to achieve what is referred to as a "higher doctorate". This is generally an award bestowed upon people who have made a substantial contribution to their discipline through their research. Higher doctorates would normally be awarded after a significant research career and therefore those who receive such awards generally already have a basic PhD to begin with. Like professional doctorates, higher doctorates generally carry the title of the discipline to which the research contributions have been made - for example, Doctor of Engineering.

Retrieved from "http://en.wikipedia.org/wiki/Postgraduate_research"

after 9 months...

2008-09-09T05:12:00.000-07:00

Tahniah kepada Elissa Nadia Madi dan pasangan, Jefri kerana meyambut kelahiran cahaya mata pertama.

Alhamdulillah..

Diberi nama Qaseh ********, dilahirkan pada 3 Ramadhan di Kota Bharu.

Tahniah sekali lagi Elissa Nadia...

Baby girl berumur 1 hari :)

******* = undisclosed

Berita baik untuk semua penerima biasiswa di UMT

2008-09-06T22:25:00.001-07:00

Assalamualaikum w.b.t semua (mode bulan puasa heh heh) dan salam sejahtera...

Anyway berita baik untuk semua siswazah / pemegang biasiswa NSF, PASCA atau SKS. Sebentar tadi telah diadakan sesi dialog antara Pengarah AKUATROP (Prof. Faizah), Dekan GS (Prof. Azmi) dan En. Safre dengan semua siswazah AKUATROP bertempat di bilik mesyuarat AKUATROP. Maka isu biasiswa yang masih belum di'release'kan selama 3 bulan itu telah dibangkitkan.

Menurut Prof. Azmi, masalah timbul akibat senat masih belum meluluskan result M/TM semester lepas. Ini berlaku kerana masih ada penyelia yang masih belum menghantar keputusan tersebut ke GS mengakibatkan penangguhan kelulusan tersebut. Menurut beliau lagi biasiswa hanya boleh di'release'kan setelah result tersebut diluluskan senat. Ini adalah prosedur so perlulah diikuti.

Walau bagaimanapun, Prof. Azmi menyatakan bahawa kesemua duit biasiswa itu akan dimasukkan kedalam akaun penerima selewat-lewatnya minggu ini atau minggu depan. Tetapi ini tertakhluk kepada penerima biasiswa yang keputusan semester lepasnya telah diterima GS. Oleh itu, anda semua (para penerima biasiswa sekalian) diminta menyemak di GS samaada keputusan semester lepas anda telah diterima atau tidak beserta statusnya sekali samaada M, TM atau TL. Jika result tersebut belum diterima, anda diminta untuk berjumpa dan berbincang sendiri dengan penyelia anda kerana difahamkan pihak GS telah pun banyak kali menghubungi mereka.

So kawan2 sekalian, harap korang semua berasa lega ok. Kalau dah dapat tu guna duit wisely. Jangan membazir heh heh. Aku dah check dah status result aku so korang gi la check sendiri takkan aku lak nak check kan kan???So semak-semak lah akaun anda minggu ini dan minggu depan ok!!

Postgrads official UMT e-mails

2008-08-25T21:04:00.000-07:00

Yo all UMT postgrads.... tau ke anda bahawa anda kini mempunyai akaun email UMT. Ala maknanya korang punyer emai jadi @umt.edu.my la macam korang punyer supervisor. so camner nak acces ke akaun email ni?? ni la aku nak criter ni...

1. First skali gi ke website UMT. Tau kan alamat dier?? ke tak tau? saper tak tau gi tuko U lain ceh. takpela aku bgtau, http://www.umt.edu.my/ ala yg ader gambar aku tuh heh heh heh.

2. Second. kat muka depan laman web tu ader menu tertera student email. klik pada menu postgraduate. tgk gambar kat bawah. menu dier yg aku bulatkan tuh.

klik kat yang aku bulatkan merah tu. bukan klik kat gambor ni tapi kat website le. anyway nampak tak gambar aku sedang berjalan kluar dari DSM tuh hahaha.

3. Korang akan dibawa ke login page. Masukkan no matrik korang sebagai ID and IC korang sebagai password.

ni la ruper login page tuh.

4. Pastu masuk la. ha senang jer kan. alamat email korang akan jadi macam ni = ni aku letak email aku la sebagai contoh k: gsk0361@pps.umt.edu.my.

5. biler dah masuk tu korang tukar la jadi password baru. maknanya gantikan no IC tu kepada password baru. ala korang explore le sendiri yerk.

Suka aku ingatkan disini ialah once korang dah tuko password email tu, password untuk UMT wireless authentification gateway tu pun akan berubah tau ikut password email yg korang ubah tu. So pas ni biler korang berwireless dalam kampus, biler time pasword tuh ko tulis la password yg korang ubah tuh ader paham???

aku dah try nak tuka username supaya GSK tu jadi namer aku supaya lebih glamer tapi takleh. alamat email tu akan tetap GSK0361 huhu. so aku harap korang guna la dengan berhemah yerk. pasni gi present kat seminar tuh leh la pakai email ni tak gitu. asik pakai @yahoo jerk orang kater macam tak rasmi jerk macam memain jerk. aku dah banyak kali kena dah.

so till than...ADIOSSSS.

P/S: kepada mod blog ni yg lain. dah banyak dah aku post. korang biler lagi nak sumbangkan artikel?????

The History and Definition of Postgraduate Study

2008-08-23T23:37:00.000-07:00

k la bijan dah marah dah tu pasal tak updet. maner tah go mod-mod yang lain huhu. takper bia la aku, mod akuatrop ni updetkan yerk hehehe.

Korang ni semua belajar postgrad. buat master. aper yg korang tau pasal postgrad. dah faham ke korang pasal postgrad?? So pe kater kite bacer skit artikel bawah ni yang aku amik dari wikipedia pasal sejarah postgrad. kena la tau kan skit sejarah dan definisi post grad....

from WIKIPEDIA...

History

Although systems of higher education go back to ancient Greece, China, India, and Africa, the concept of postgraduate education depends upon the system of awarding degrees at different levels of study, and can be traced to the workings of the medieval Islamic madrassahs and European mediæval universities.

The origins of the postgraduate degree, specifically the doctorate, dates back to the ijazat attadris wa 'l-ifttd ("license to teach and issue legal opinions") in the medieval Islamic legal education system, which was equivalent to the Doctor of Laws qualification and was developed during the 9th century after the formation of the Madh'hab legal schools. To obtain a doctorate, a student "had to study in a guild school of law, usually four years for the basic undergraduate course" and at least ten years for a post-graduate course. The "doctorate was obtained after an oral examination to determine the originality of the candidate's theses," and to test the student's "ability to defend them against all objections, in disputations set up for the purpose" which were scholarly exercises practiced throughout the student's "career as a graduate student of law." After students completed their post-graduate education, they were awarded doctorates giving them the status of faqih (meaning "master of law"), mufti (meaning "professor of legal opinions") and mudarris (meaning "teacher"), which were later translated into Latin as magister, professor and doctor respectively.

The practice of postgraduate education was later adopted and expanded in the universities of medieval Europe. University studies took six years for a Bachelor degree and up to twelve additional years for a master's degree or doctorate. The first six years taught the faculty of the arts, which was the study of the seven liberal arts: arithmetic, geometry, astronomy, music theory, grammar, logic, and rhetoric. The main emphasis was on logic. Once a Bachelor of Arts degree had been obtained, the student could choose one of three faculties — law, medicine, or theology — in which to pursue master's or doctor's degrees. Theology was the most prestigious area of study, and considered to be the most difficult.

The degrees of master (magister) and doctor were for some time equivalent, "the former being more in favour at Paris and the universities modeled after it, and the latter at Bologna and its derivative universities. At Oxford and Cambridge a distinction came to be drawn between the Faculties of Law, Medicine, and Theology and the Faculty of Arts in this respect, the title of Doctor being used for the former, and that of Master for the latter."Because theology was thought to be the highest of the subjects, the doctorate came to be thought of as higher than the master's.

The main significance of the higher, postgraduate degrees was that they licensed the holder to teach ("doctor" comes from the Latin "docere", meaning "teach"; "magister" is Latin for "master", and is also the root of "magistrate").

Definition

In most countries, the hierarchy of post-graduate degrees is as follows:

Master's degrees (Postgraduate)

These are sometimes placed in a further hierarchy, starting with degrees such as the Master of Arts and Master of Science, then Master of Philosophy, and finally Master of Letters, and a DEA in France. In many fields such as clinical social work, or library science in North America, a Master's is the terminal degree. In the UK, Master's degrees may be taught or by research: taught Master's include the MSc and MA degrees which last 1 year and are worth 180 CATS credits (equivalent to 90 ECTS European credits), whereas the Master's by research degrees include the MRes (Master of Research) which also lasts 1 year and worths 180 CATS or 90 ECTS credits (the difference compared to the MA/MSc being that the research is much more extensive), and the MPhil (Master of Philosophy) degree which lasts 2 years (and is often granted to failed doctorates).

Doctorates (Postgraduate)

These are often further divided into academic and professional doctorates.

An academic doctorate can be awarded as a PhD (Philosophiæ Doctor), or as a DSc (Scientiae Doctor). The scientiae doctor degree can be also be awarded in specific fields, such as a Dr.sc.math (Doctor scientiarum mathematicarum, Doctor of Mathematics), Dr.sc.agr. (Doctor scientiarum agrariarum, Doctor of Agricultural science), etc. In some parts of Europe, doctorates are divided into the PhD or 'junior doctorate', and the 'higher doctorates' such as the DSc, which is generally awarded to highly distinguished professors. A doctorate is the terminal degree in most fields. In the United States, there is little distinction between a PhD and DSc. In the UK, PhD degrees are often equivalent to 540 CATS credits or 270 ECTS European credits, but this is not always the case as the credit structure of doctoral degrees is not officially defined.

Typical professional doctorates include the Juris Doctor and Medicinae Doctor, as offered in the United States.

In the UK and countries whose education systems were founded on the British model, such as the U.S., the master's degree was for a long time the only postgraduate degree normally awarded, while in most European countries apart from the UK, the master's degree almost disappeared. In the second half of the 19th century, however, U.S. universities began to follow the European model by awarding doctorates, and this practice spread to the UK. Conversely, most European universities now offer master's degrees parallelling or replacing their regular system, so as to offer their students better chances to compete in an international market dominated by the American model.

In many countries, the master's degree is an undergraduate degree instead of a graduate degree.

-so dah faham pasal nih...baru leh jadi postgrad yang baik kan. dah-dah gi masuk lab buat keje....

GANTUNG (nya biasiswaku)

2008-08-23T23:30:00.000-07:00

Lagu tema PostGrad Miskin...

Gantung (nya bisasiswaku)
By: Melly Goeslow
Nyayian semula: Koir PostGrad Miskin
Gubahan Semula: PostGrad Geram

Ku harus mendapatkan duitku (menemui cintaku)
Mencari tahu status duitku (hubungan kita)
Apa masih ada atau belum diurus (telah berakhir)

Chorus:

Kau menggantungkan biasiswa (hubungan) ini
Kau diamkan aku tanpa sebab
Belum mesyuarat (Maunya apa) ku harus bagaimana
Kasih.....

Sampai kapan kau gantung
Duit Biasiswaku (Cerita cintaku) memberi harapan
Hingga mungkin ku berhutang (tak sanggup) lagi
Dan meminta dari bapaku (meninggalkan dirimu)
Detik-detik waktu pun terbuang
Teganya kau menggantung biasiswaku (cintaku)
Mesyuaratlah (Bicaralah) biar semua pasti

Chorus:

Gantungnya biasiswaku olehmu (hubungan cinta denganmu)
Membuat ku sakit
Hingga mungkin ku tak sanggup lagi
Dan mencarutkan dirimu (meninggalkan dirimu)

enjoy hahahaha

Interesting.... for all.. a motivation

2008-05-10T18:08:00.000-07:00

I've recently received an interestingpaper that study the behaviour of phD's student but I think it is usefull to all of us no matter we are still undergoing our masters. I will published the extract from time to time but if u wish to read the full version... just email me at: lokmanorhakim@yahoo.com. i will email the pdf full version.

Innovation in PhD completion: the hardy shall succeed (and be happy!)
Hugh Kearns*, Maria Gardiner and Kelly Marshall
Staff Development and Training Unit, Flinders University, Adelaide, Australia
(Received 30 September 2005; final version received 18 February 2007)

Abstract

What is it that makes a PhD such a difficult process, and prevents candidates from completing
on time? In this paper, we propose that self-sabotaging behaviours, including overcommitting,
procrastination and perfectionism, have a role to play. At Flinders University, we have developed a program in which we work with PhD students to help to reduce these behaviours
and give them the strategies and attitudes they need to successfully (and happily!) complete
their thesis. The program utilises cognitive–behavioural coaching, an evidence-based strategy
that we claim leads to significant and long-term behavioural change. An evaluation of the
program indicates that it is very successful, improving students’ ability to manage their time,
set specific times for writing, and show work to their supervisor regularly, and that these
behaviours were associated with lower levels of stress and improved ability to complete.

Keywords: cognitive–behavioural coaching; PhD completion; PhD students; self-sabotage;
stress

The secret life of the PhD student

You’re sitting at your desk ready to start writing; it’s 9.30 a.m. You think, “I’ll just check my
emails for 10 minutes and then I’ll get started on my literature review.” You open up your email
and find there’s one from your supervisor asking if your draft is ready. You quickly send it to the
trash and check the next one. It’s from an honours student in your department saying they can’t
find a particular reference and since it’s your field do you know where to find it. You think, “It’ll
only take a few minutes, I’ll just do a quick check.” So you log onto to the library electronic journals.

Eventually, with a sense of great satisfaction, it’s found and emailed off to the grateful
honours student.

It’s 10.15 a.m. “Well,” you think, “I may as well just get the rest of these emails cleared”; glassware not cleaned in lab yesterday – send back saying it wasn’t me; astronomical society bash tonight – send back saying sorry, can’t come; interesting reference from co-supervisor – send back saying thanks, and go look up reference – feel very satisfied when found, printed, stapled and put in pile with 40 other articles. It is now 11.00 a.m. “Well, it’s been a busy morning, surely it’s time for a cup of coffee.” You meet a few friends in the coffee room and chat about the latest techniques for grafting boils to blue tongued sleepy lizards. It’s 11.30 a.m. As it’s only an hour until lunch you think there’s not much point in trying to start the lit review now, so you organise some references and put them into Endnote. It’s 12.30 p.m. and, with a sigh of relief, you head off for lunch. At 1.30 p.m. you come back and now feel a little tired, so think ‘I’ll just do something a bit easy until I feel more motivated.’ It’s 2.30 p.m. and another PhD student knocks on the door and asks for help with calibrating her super-sensitive bio-liquid. You are really good at this so you help and, after all, she’s helped you with Endnote in the past. After this you rush back into your office. It’s 4.30 p.m. You’re late, so you shut down your computer, grab your bag and rush out.

Your supervisor walks past and asks you how your day was. You say, “Great – very busy, did a lot”, but you have to rush now because you’re late for a meeting of the Faculty Higher Degrees Completion Committee and you are its representative!

This story is, in our experience, typical of some PhD students. They’re busy, but at the end of
some days, they don’t seem to have made much progress on their PhD. In recent years, there has been a push to get PhD students through faster, increasing the pressure on them to progress at a quicker rate. This was accelerated by the release of the Minister for Education, Training and Youth Affairs’ discussion paper, New Knowledge, New Opportunities (Kemp, 1999b), and the policy statement, Knowledge and Innovation (Kemp, 1999a). Among many other developments, these papers resulted in the introduction of the Research Training Scheme (RTS). The RTS dictated how universities were to receive a proportion of their funding. Under this new system, the bulk of performance-based funding was now dependent on ensuring the timely completion of postgraduate research students (Barnacle & Usher, 2003). Coinciding with this, the whole PhD process was undergoing a transition, from the traditional model of scholarship to a newer framework, focused on research training and the development of skills (Deem & Brehony, 2000). This was to forge a closer alignment between the education system and national economic goals (Leveson, 2000).

Subsequent to these policy changes was a dramatic increase in the number of Generic Capabilities (GC) programs provided by Australian universities (Borthwick & Wissler, 2003).
Although the area of GC training has been fraught with problems of inadequate definition (Gilbert et al., 2004), Borthwick and Wissler (2003) describe generic capabilities as skills desirable for a smooth transition from a degree to the workplace, but which may not be learnt during the traditional attainment of a research higher degree. The increased pressure to ensure candidates complete on time in order to receive additional funding, as well as the emphasis from the government on developing skills relevant to the workforce, saw the need for programs designed to aid completion of students’ degrees, and which would also assist in their transition to the workforce (DDOGS, 1999), hence the push for GC training. Borthwick and Wissler (2003) conducted a thorough review and analysis of GC programs in Australian universities. Their review showed that in 2003 GC programs existed in the majority of universities surveyed. The most common types of GC programs were leadership, communication, and project management, although other types of programs included self-development, stress management, and team work. Despite such programs being well liked and well attended (Borthwick & Wissler, 2003; Gilbert et al., 2004), there is little objective evidence for the effect or value of such programs to the students. This is not surprising, given the relatively short time frame in which these programs have been operating.

At Flinders University we have developed a GC program that focuses on providing skills to
PhD students that will enable them to complete their PhD faster but which can also relate to various domains beyond their candidature. As part of the program, we have also implemented an evaluation strategy to determine the objective benefits of such a scheme. As a foundation for our GC program, we have drawn extensively on the literature examining factors related to timely PhD completions. Much of the research in this area has examined the effect of demographic or situational factors on completions. For example, it has been found that those in the science-based disciplines (Seagram, Gould & Pyke, 1998), studying full-time (National Centre for Education Studies, 1996), on scholarships (Seagram et al., 1998), with prior research experience (Latona & Browne, 2001) and with high-quality supervision (Dinham & Scott, 1999; Seagram et al., 1998) are more likely to finish faster.

Manathunga (2002), however, took a more psychological approach to identifying factors
related to time to complete. She identified four ‘warning signs’ to indicate that students were not
making progress on their PhD. These indicators include: constantly changing topic, avoiding
communication with their supervisor, isolating themselves from their department and other
academics, and not submitting their work for review. Ahern and Manathunga’s (2004) work
extended this, discussing the concept of ‘academic procrastination’, which relates to putting off
academic tasks, a behaviour commonly displayed by students who are ‘stuck’. Their research
focused on ways of helping these ‘stuck’ students to get moving again. They suggested that these
blocks occur in one of three domains: cognitive, affective or social, and that by investigating these blocks, supervisors can attempt to resolve the issues and improve the student’s progress.
In our research, we focus on cognitive and emotional blocks, specifically the underlying
thoughts and feelings that prevent students from making progress on their PhD. As such, we
have adopted a program of generic skills training that focuses specifically on developing cognitive
and emotional skills for PhD students. These include programs titled: ‘The Seven Secrets of
Highly Successful PhD Students’; ‘Self-sabotage: What it is and What You Can Do About it’;
‘Your PhD: The Emotional Roller Coaster’; and ‘The Life Cycle of the PhD’. One particular
program, which was formulated around a variety of past evidence-based courses including
cognitive-behavioural principles (e.g. Gardiner, Lovell & Williamson, 2004), was developed
specifically for PhD students. The program, known as ‘Getting Your Thesis Finished: Defeating
Self-sabotage Intensive Series’, has been completed by 63 students over the past 3 years.
The aim of the program is to teach students the underlying cognitive strategies and attitudes
needed to complete their PhD on time, reduce stress, manage their time and workload better,
and generally improve their psychological hardiness and resilience. In other words, to avoid the
academic procrastination and other ‘blocks’ discussed by Ahern and Manathunga (2004) and
which the student in the opening vignette displays abundantly. These skills, which we term selfmanagement skills, are designed to not only help students to complete their PhD more quickly and with less distress, but also to impact positively on their long-term career and life goals. The particular theoretical principles that underlie the program relate to the concepts of
academic procrastination, as discussed by Ahern and Manathunga (2004). Specifically, we address the idea of self-sabotage (or self-handicapping), the process of creating obstacles to your goals – whether real or imagined – so that if failure occurs you have a plausible excuse (Berglas & Jones, 1978). Martin and colleagues (2003) suggest that in competitive environments such as academia, in which a high level of performance is expected, self-sabotaging strategies are highly likely to occur. In addition, Greenberg (1985) found that people are more likely to self-handicap when the task involved is very important to them. The PhD process is a prime example of these conditions and may increase the likelihood that self-handicapping will occur throughout candidature. Although not examined specifically in PhD students, studies have shown that up to 95% of university undergraduate students display some form of self-handicapping (Ellis & Knaus, 1977; Onwuegbuzie, 1999; Solomon & Rothblum, 1984). Self-handicapping is also associated with negative outcomes for students, such as academic underachievement (Garcia, 1995; Zuckerman, Kieffer & Knee, 1998), poorer study habits (Zuckerman et al., 1998) and poor time management strategies (Garcia, 1995). Self-handicapping in academia is likely to manifest in many different ways. From the extensive literature on the topic, we have compiled a list of self-handicapping behaviours commonly displayed by PhD students. These include: overcommitting (Koszegi, 2000), busyness (Silvera, 2000), perfectionism (Greenberg, 1985), procrastination (Ellis & Knaus, 1977; Martin et al., 2003; Onwuegbuzie, 1999; Solomon & Rothblum, 1984), disorganisation (Norem, 2001), not putting in effort (Bailis, 2001; Urdan & Midgley, 2001), and choosing performance-debilitating circumstances (Sanna & Mark, 1995).

To Be Continued...

Menanti Mentari Menyinar di Batu Burok

2008-04-23T02:43:00.000-07:00

Housemate wanted

2008-04-19T21:16:00.000-07:00

Housemate wanted among postgrads (girls) URGENT!!!. 5 person needed. Details:

Location: Taman Maidam
Fully furnished
Rent: RM115 per person

Interested? Lease contact mimi (AKUATROP postgrad) @ 0127214918.

ON BEING A SUCCESSFUL GRADUATE STUDENT IN THE SCIENCES

2008-04-18T19:06:00.000-07:00

John N. Thompson

University of California, Santa Cruz

Tetapkan Sasaran dan Milestone

Tetapkan sasaran – masa panjang, bulanan, mingguan dan harian. Bertujuan untuk memastikan kita menggunakan masa sebaik mungkin. Jika tidak, masa pasti terlepas dari genggaman kita sebegitu sahaja.

Displin Diri

Setelah kita tetapkan sasaran, kita seharusnya mendisplinkan diri untuk mencapai sasaran kita. Tanpa displin, tiada guna sasaran dan jadual yang telah dirangka.

Begitu juga, pastikan keutamaan (priority) kita dalam menjalankan penyelidikan kita. Apa yang harus diutamakan? Kenali dan ketahui apa yang sangat penting, penting, tidak penting dan sangat tidak penting.

Dari sudut penulisan (writing), Thompson menyatakan sesuatu yang menarik:

Set aside a block of time each day and let nothing, absolutely nothing, interfere with that time. Some days, you may produce no more than a few sentences during several hours. Other days will be better. The important thing is to avoid the temptation to get up after half an hour of producing nothing and go to the departmental office for some coffee or pick up something to read. Do not let yourself succumb to the easiest cop out of all: I just do not have it today; I will try again tomorrow.

Beliau sangat menekankan penetapan masa bagi menhasilkan penulisan yang baik dan masa yang ditetapkan perlu dipatuhi tanpa sebarang kompromi. Displin diri menjadi kunci kekuatan bagi menuju ke arah ini.

Rancangkan kerja mingguan dan produktif.

Kadangkala, ada kerja lapangan dan eksperimen yang kita jalankan memakan masa yang lama, disamping memerlukan kosentrasi yang penuh. Rancangkan kerja kita secara mingguan dan pastikan setiap sasaran mingguan kita dicapai. Jalankan kerja-kerja kita secara teratur, tersusun, penuh konsentrasi. Tetapi jangan lupa untuk merancang bagi kita bersosial dalam setiap minggu.

Letakkan diri anda sebagai seorang professional.

Jangan letakkan diri anda sebagai pelajar siswazah yang average. Bayangkan diri anda sebagai seorang professional dalam pengajian anda. Bukan berlagak sebagai professional, tetapi attitude sebagai professional itu sebenarnya yang diperkatakan Thompson.

Luaskan pembacaan

Tidak semestinya kita membaca 100 jurnal yang berkait rapat dengan bidang kajian kita. Kita perlu juga mengetahui subdisplin-subdisplin bidang kita. Cara terbaik bagi menguasai bidang kajian kita ialah dengan membaca jurnal-jurnal dari major subdisplin bidang kajian kita.

……………………………………………………………………………………

Ini adalah intipati-intipati penulisan Thompson dalam jurnalnya ON BEING A SUCCESSFUL GRADUATE STUDENT IN THE SCIENCES. Sangat membantu pelajar siswazah mengatur diri dan membuat persediaan.

Bagi pembacaan lebih lanjut dan secara menyeluruh, sila dapatkan di http://www.aimini.net/view/?fid=m78bu4h7Y9AELhI1mFu8

regards,

Azmi Ismun

Kuala Koh, Nerd Crew Experimental Playground - Journey Photo

2008-04-18T06:22:00.000-07:00

16 NERD crews, near Tasik Kenyir.

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Some photos on great views of Tasik Kenyir. So relaxing.

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Gave some posses before rode on a long boat

Kepeng commanding the boat to isolated camping site

Symbol of Peaceness

Again. Double Shot of Peaceness. Plus big smile.

Chibone leading the BBQ session. Maimon's Protege.

Zaza couldn't hardly wait for Tubing even after tragedi hanyut the day before.

Water Confident. Konon.

Chibone kate perutnya cramp.

After some series of bullies, Fifi (not a real name) decided to go on her own.

First time in human history. Tube became an ERL, in water. Rapid KL should be felt threated.

Let's sing together: Siapa gembira angkat tangan...

Jungle tracking. Fifi (not a real name) just need to wear a pair of socks for this adveture part. Bravo!

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The very last posses. But not least.
Kuala Koh, you were conquered.

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We have plan to return to Kuala Koh in near future. We hope that the participant will be greater than this. Also we hope too, from other PTJs, to join us. We are welcoming you.

Interesting article for all of us...

2008-04-15T01:30:00.000-07:00

TAKEN FROM UTUSAN MALAYSIA 15 May 2008...

Bukan mudah dapat PhD

Oleh Dr. Mohamed Azam Mohamed Adil

Tulisan Adam Kadir berjudul Pemakaian ‘Dr.’ Perlu Pengiktirafan Rasmi dalam Utusan Malaysia (8 April 2008) ada kebenarannya. Dalam usaha Kementerian Pengajian Tinggi yang meletakkan sasaran 100 ribu pemegang PhD menjelang 2015, maka ramai yang secara tiba-tiba menggunakan gelaran tersebut.

PhD atau Doktor Falsafah mengikut kamus Oxford Advanced Learner‘s Dictionary ialah ijazah tertinggi yang dianugerah oleh sesebuah universiti. Penganugerahan tersebut dibuat setelah calon berjaya membuat penyelidikan yang mencapai standard PhD dalam sesuatu bidang.

Pendek kata, ijazah PhD bukanlah suatu ijazah yang mudah diperoleh. Ia melalui satu proses pembelajaran dan penyelidikan yang tinggi mutunya sesuai dengan status ketinggian ijazah tersebut.

Kebanyakan universiti di Malaysia dan United Kingdom misalnya, tempoh minimum pengajian PhD mengambil masa tiga tahun, dan tempoh maksimum enam tahun sekiranya dibuat secara sepenuh masa. Bagi pengajian separuh masa tempoh yang diberi adalah sehingga lapan tahun bagi sesetengah universiti.

Manakala pengajian PhD secara jarak jauh banyak membawa perdebatan yang bersetuju dan ada yang menentang. Ada yang mendakwa mendapat Ijazah PhD dari sebuah universiti terkemuka di luar negara tetapi malangnya, universiti itu tidak diberi pengiktirafan Jabatan Perkhidmatan Awam (JPA).

Ini kerana, peranan JPA adalah untuk menjaga ‘taraf dan mutu’ sesuatu ijazah yang dianugerahkan oleh sesebuah universiti. Maka tidak hairanlah JPA tidak mengiktiraf sesetengah ijazah walaupun di peringkat Sarjana Muda dengan alasan ia tidak mencapai mutu dan standard yang dikehendaki dalam satu-satu bidang berkenaan.

Dalam menyahut cabaran Kementerian Pengajian Tinggi yang mahukan ramai pemegang PhD di kalangan pensyarah, sudah tentulah ramai di kalangan kakitangan akademik ‘terpaksa’ menyambung pengajian mereka ke peringkat PhD. Sebagai seorang pensyarah, penulis berpendapat pensyarah yang tidak memiliki Ijazah PhD ‘belum sempurna keilmuannya’ kerana dengan melalui pengajian di peringkat tersebut, seseorang akan didedahkan method pengajian dan penyelidikan yang cukup tinggi nilai, mutu dan standardnya.

Sesebuah tesis yang dihasilkan dalam masa pengajian tiga hingga empat tahun misalnya, akan membuahkan satu teori atau penemuan baru dalam satu-satu bidang. Malah, kalau ia tidak membuahkan satu teori baru, ia tidak dianggap tesis PhD. Begitu juga, kalau ia tidak membuktikan satu hasil penyelidikan yang tidak ada tolok bandingnya.

Sesebuah tesis PhD akan melalui banyak proses – daripada cadangan (proposal) dan mempertahankan cadangan tersebut (defend proposal) di peringkat universiti yang akan dinilai oleh pakar-pakar dalam bidang tersebut, baik dari segi kandungan dan juga pendekatan methodologi.

Seseorang yang telah melalui pengalaman ini, sudah tentu merasai pahit maung dikritik dan ‘dibelasah’ dalam sesi defend proposal.

Terdapat juga pendekatan upgrading dari M. Phil ke PhD yang diamalkan terutama mereka yang membuat pengajian di United Kingdom. Bagi mereka ini, tempoh setahun hingga setahun setengah merupakan tahun getir kerana tanpa berjaya melalui upgrading ke PhD, seseorang itu dianggap gagal memperolehi ijazah PhD.

Dalam melihat keaslian dan kesahihan penyelidikan yang dibuat, kebanyakan universiti di Malaysia mahupun luar negara mensyaratkan pemeriksaan melalui viva secara oral. Ini bagi memastikan penyelidik tersebut benar-benar ‘mendalami’ hasil kajian yang dibuat dalam tesis PhDnya.

Ia juga bertujuan untuk melihat kesahihan penyelidik tersebut. Maka tohmahan bahawa sesebuah tesis PhD boleh diperolehi melalui upahan akan terjawab dalam proses viva. Ini kerana, kadang-kadang pemeriksa akan bertanya soalan-soalan sampingan yang tiada kaitan dengan kajian tesis PhD tersebut.

Dalam hal ini, penulis banyak melihat kawan-kawan yang sama-sama berjaya memperolehi PhD dan tidak ketinggalan, ramai juga yang gagal. Kalau diambil tempoh pengajian tiga hingga empat tahun untuk tamat pengajian, agak sedikit mereka yang lulus dalam tempoh ini. Ada yang mengambil sehingga 10 tahun untuk tamat pengajian.

Bagi mereka yang gagal, mungkin kerana nasib tidak menyebelahi mereka. Dalam pengamatan penulis, terdapat kawan-kawan yang rajin dan tekun serta berdisiplin semasa pengajian, tetapi nasib tidak menyebelahi mereka di mana penyelia meninggal dunia atau bertukar tempat. Maka pengajian PhD itu terbengkalai akibat keadaan itu kerana tiada pensyarah lain yang boleh menyelia tesis tersebut justeru kerana bukan bidang kepakaran atau kemahiran mereka.

Maka, persoalannya, bagaimana tergamak seseorang insan itu sanggup menggelarkan dirinya seorang ‘Dr.’ seandainya beliau tidak melalui proses ‘kepenatan’ dan ‘kesengsaraan’ mental, emosi dan fizikal dalam menyiapkan penyelidikan PhD tersebut.

Seperti yang dinukilkan oleh Prof. Dr. Kamil Ibrahim dalam bukunya PhD Kecil Tapi Signifikan, UPENA, UiTM (2005), ijazah PhD ialah suatu keperluan akademik yang sangat perlu di universiti seandainya seseorang itu mahu dianggap sebagai seorang scholar.

Beliau menambah, “PhD merupakan suatu proses unik. Ramai yang mencuba untuk mendapatkannya, tetapi ramai yang kecundang. Mereka yang berjaya pula melalui pelbagai halangan. Ada orang mengatakan ia suatu proses yang cukup perit dan meletihkan.”

Tambahan pula, “terlalu sedikit yang dapat menyiapkan pengajian mereka tepat mengikut jadual. Apatah lagi untuk mencari mereka yang tamat kurang dari tiga tahun. Ia boleh dibilang dengan jari.”

Demi menjaga mutu dan standard sesebuah ijazah PhD yang dianugerahkan oleh sesebuah universiti, sudah tentulah tesis itu akan dinilai oleh peers dalam bidang berkenaan terlebih dahulu sebelum dinilai oleh pihak pemeriksa luar.

Bagi Universiti Malaya sebagai contohnya, amalan sekarang ialah pemeriksa luar bagi tesis PhD mestilah seorang profesor yang memiliki PhD dan disyaratkan mesti dari luar negara. Sudah tentulah proses untuk mendapat ijazah PhD bukannya mudah tetapi semakin susah.

Mengambil kira faktor-faktor di atas, amat wajar saranan Adam Kadir supaya pihak JPA memainkan peranan pengiktirafan sesebuah ijazah PhD walaupun ia datang dari Barat. Ia hendaklah melalui proses pengajian PhD sebenar walaupun ia dibuat secara jarak jauh. Bagi mereka yang suka memakai gelaran ‘Dr.’ walaupun gagal kerana terkandas di tengah jalan, pertanyaan ikhlas penulis ialah, apakah mereka ini tidak merasa malu dan dipandang serong oleh kawan dan orang awam.

Sebagai contoh, memang terdapat mereka yang membuat pengajian PhD di luar negara secara jarak jauh dan tiba-tiba meletakkan nama ‘Dr.’ Apakah mereka ini memang melalui pengajian PhD dalam erti kata sebenar?

Terdapat pensyarah yang gagal memperoleh PhD setelah melalui pengajian sepenuh masa dan kemudian berusaha lagi dengan membuatnya secara jarak jauh. Namun ia tidak diiktiraf oleh universiti berkenaan, maka dengan sendirinya dia rela menerima ‘pelucutan’ penggunaan gelaran ‘Dr.’

Maka penulis mencadangkan supaya pengiktirafan penggunaan gelaran ‘Dr.’ hendaklah diperketatkan. Pihak JPA hendaklah diberi peranan dalam memberi pengiktirafan tersebut.
Bagi pensyarah di universiti, pengiktirafan ini boleh diturun kuasa oleh JPA kepada Kementerian Pengajian Tinggi yang kemudian akan memberi pengiktirafan tersebut.

Masalahnya ialah bagi mereka yang bekerja sendiri atau di sektor swasta, gelaran ‘Dr.’ juga mesti dibuat pengiktirafan oleh pihak JPA. Selagi mana pengiktirafan tersebut tidak diperoleh, seseorang individu dilarang sama sekali mengguna gelaran tersebut.

Bagi mereka yang mendapat ijazah PhD dari universiti bagus dan menggunakan gelaran tersebut tanpa pengiktirafan oleh pihak JPA, adalah dicadangkan supaya satu undang-undang mengenai salah laku penggunaan gelaran ‘Dr.’ hendaklah dibuat demi menjaga kemurnian dan kesarjanaan seseorang yang bergelar ‘Dr.’

Interesting ....So guys and girls fella postgrad.....what's your opinions???

Now.. It's Here...

2008-03-16T20:55:00.001-07:00

Fellas...

We glad that the very first project for this crib has been succeed. The car sticker "Nerd Crew" with this crib url address has been designed and sticked on a red Iswara's windshield. It is an effort to promote this crib, besides become a trademark to us as a union. Not to show-off.... So you guys out there, if interested please contact Kepeng @ Zul - YM or email: xull_ez_one@yahoo.com or directly come to PGC C @ FST. Terbuka kepada semua postgrads.... Cost? No exceed than RM40.

Diharapkan usaha ini mendapat sokongan kalian semua. Untuk perancangan akan datang, sticker serupa pada skala sesuai untuk motosikal akan dikeluarkan. So, Nantikan...

Regard,
Azmi Ismun

Something hot is coming to our way... soon..

2008-03-14T21:09:00.000-07:00

Fellas...

Something really hot is coming to us in the near future. But it doesn't become hot stuff until it get your support. So we need your support.

Wait and see...

Regards,
Azmi Ismun

2nd USM Penang International Postgraduate Convention (PIPgC)

2008-02-24T21:45:00.000-08:00

On behalf of the organizing committee, we are pleased to inform you that Universiti Sains Malaysia will organize the 4th Life Sciences Postgraduate Conference (LSPC) in conjunction with the 2nd USM Penang International Postgraduate Convention (PIPgC) from 18th - 20th June 2008.

We would like to invite you to send in your abstract(s) to be considered for participation under oral or poster presentation.

Registration and abstract submission can be done at http://www.usm.my/lspc. You can also go to this web page to get the latest news, updates and further information regarding this event.

Attached with this email is the soft copy of the 4th LSPC brochure and the 2nd PIPgC poster for your reference.

We look forward for your participation. Thank you.

Sincerely yours,
Roziana Mat Khairuddin,
Secretary ,
Organizing Committee of 2nd USM PIPgC 2008,
Office of Research Platform,
Universiti Sains Malaysia ,
11800 Penang , Malaysia .

HEBAHAN BIASISWA: SKIM KEWANGAN SISWAZAH UMT

2008-02-19T21:37:00.000-08:00

"SEKOLAH SISWAZAH MEMPELAWA PELAJAR SISWAZAH (M.SC & PH.D) YANGBERKELAYAKAN UNTUK MEMOHON BIASISWA SKIM KEWANGAN SISWAZAH (SKS) ANJURANUNIVERSITI MALAYSIA TERENGGANU. TARIKH TUTUP PERMOHONAN ADALAH PADA 06HBMAC 2008 (KHAMIS). BORANG PERMOHONAN TERSEBUT BOLEH DIDAPATI DI PEJABATSEKOLAH SISWAZAH, UMT. SEBARANG PERTANYAAN SILA HUBUNGI EN. MUHAMAD SAFREBIN MUHAMAD SANI DI TALIAN 09-6684206 / PN. ZURIA ASMAYATI BT. ALIS DITALAIN 09-6684308 / EMEL : gso@umt.edu.my."

graduate school, Universiti Malaysia Terengganu

HEBAHAN BIASISWA: SKIM KEWANGAN SISWAZAH UMT

2008-02-19T21:35:00.000-08:00

"SEKOLAH SISWAZAH MEMPELAWA PELAJAR SISWAZAH (M.SC & PH.D) YANG
BERKELAYAKAN UNTUK MEMOHON BIASISWA SKIM KEWANGAN SISWAZAH (SKS) ANJURAN
UNIVERSITI MALAYSIA TERENGGANU. TARIKH TUTUP PERMOHONAN ADALAH PADA 06HB
MAC 2008 (KHAMIS). BORANG PERMOHONAN TERSEBUT BOLEH DIDAPATI DI PEJABAT
SEKOLAH SISWAZAH, UMT. SEBARANG PERTANYAAN SILA HUBUNGI EN. MUHAMAD SAFRE
BIN MUHAMAD SANI DI TALIAN 09-6684206 / PN. ZURIA ASMAYATI BT. ALIS DI
TALAIN 09-6684308 / EMEL : gso@umt.edu.my."

GSO Universiti Malaysia Terengganu

2008-02-01T21:07:00.000-08:00

HEBAHAN KALI PERTAMA - Majlis Makan Malam Kali Pertama Siswazah UMT.

Adalah dengan ini diwar-warkan bahawa berdasarkan satu mesyuarat tidak rasmi yang telah diadakan pada 2 minggu yang lalu dengan dihadiri oleh wakil siswazah dari semua Fakulti dan Institut di UMT, maka adalah dipersetujui untuk diadakan suatu majlis makan malam yang julung kali bakal diadakan untuk semua pelajar siswazah UMT.With this we would like to annouce that based on an unofficial meeting attended by the representatives from all faculties and Institue in UMT, a dinner will be held for the first time for all postgraduate students.

Berikut adalah jawatankuasa pelaksana Program Makan Malam Siswazah UMT kali pertama

Below are the steering committee of the first UMT Post-graduate Dinner

Pengarah/Director : Azmi Ismun (JSB, FST)
T. Pengarah/Deputy Director : Rosyida rosdi (JSB, FST)
Setiausaha/Secreatary : Fifi Ezwar (JSM, FST)
Bendahari/Treasurer : Aira (FPE)

Ajk/Committee:

Amni Kassim (JASKOM, FST)
Lokman Nor Hakim Norazmi (AKUATROP)
Mohd Shafie Shafie (FASM)
Nik Aziz (JSF, FST)
Isfarita (INOS)
Rumi (JSM, FST)
Aizat (JSB, FST)

Ahli jawatankuasa akan ditambah dari masa ke semasa bergantung pada keperluan. Sukarelawan matlah dialu-alukan. Mohon diwar-warkan pada semua siswazah UMT yang lain.

The committee members will be added from time to time depending on the needs. Volunteers are fully welcomed. Please infrom other postgraduates.

Looking for Moderators

2008-01-25T19:34:00.000-08:00

Hi lads,

This blog still looking for several moderators in purpose to make sure this blog always be updated and also to make sure this blog can be funtion as information providers.

For those interested, left your email at the cbox or directly contact any moderator listed.

We are looking forward for your cooperation.

Thank you.
Moderators