xpe.. sume yg berlaku ader hikmahnye kan? mari kite berdoa dan berharap kpd yang Esa. Moge dikurniakan kebahagian di dunia dan akhirat kelak yg abadi.

belajar menerima takdir. belajar menerima kenyataan. sbb kte sendiri tak tahu ape yg terbaek utk kite. Allah je yg Maha Mengetahui. yg penting, kte da berusaha. perasaan itu fitrah, cume kne pepandai control. jgn sampai memakan diri sendiri. kalu rase x dek tempat mengadu, Allah kan ader. kite x sempurna. mmg ader kelemahan.

huhu~ fighting!!!

lepas masuk bilik je,

1. aku trus ckp i miss u pd seseorang yg jauh di mate tapi dekat di hati. series rindu amatt. da la nk dekat stadi week ni. last sem pnye stadi week she was here.. ;(

2. senyum kat sur ;) - gtalk

3. nk call ibu n kakak aku n adik aku, tapi da lambat sgt..

aku bersyukur masih hidup~

i love them all~!!!

asyik2 tertinggal je. haish~

mmle trah yg panjat tangge(berat amatt nk bwk dr tmpt park moto ke depan bilik aku) huhu.. bru 2 anak tangge da mcm nk nanges.. walhal paling bertekad skali nk naek tangge tadi. wahahahaa! huhu.. tapi aku tabik ngn keyakinan beliau sblm mule memanjat tangge. next! aku lak yg naek. uisy anak tangge last je aku x naek. coz, ermm... coz... mmg x sampai pon kalu aku naek. x cukup tinggi utk sampai kt tingkap tu. so baek lupekan je hasrat aku.

pastu agak kantoi ngn mak gad lak tu. perghh.. cuak gak. lalu blah dan meninggalkan tangge keseorangan di ditu.

tepon la pulak en khairul, tapi hampa.. tiada berjawab. huhu~ tdo la kot. seb baek ader ishak (teman tapi mesra peah) huhu.. dier yg panjat ngn beraninye. giler cuak ah, atap genting tu cam da nk cabut. sgt cuakk!! alhamdulillah x dek sbrang kemalangan jiwe dilaporkan..

pengajarannye jgn pegang kunci pink tu lelame. tinggal je kat bilik kama.

sekian.

yang betol x tipu,

yg selalu sgt tinggal kunci (rumate aku pon same ea.. hehe~ tapi aku syg gak rumate aku tu~) ;P

This time Sulio's boss has someone in mind! "The president, Bill Clinton! You don't know Bill Clinton!" but Sulio says "Oh yes I do! Bill and I were on debate team together in college!" Sulio's boss says "No you weren't!" and Sulio says "Yes we were!" so they fly to Washington and they catch up with the President at a press conference. They work their way through the crowd until Sulio get's close enough to catch Clinton's eye and waves "Bill!" and the President waves "Sulio!" and after the press conference they hug and catch up for 30 minutes and Sulio's boss is stunned-- he can't believe it. But then he thinks "Well that's just two people in one country-- that doesn't mean he knows everyone in the whole world!" so he tells Sulio and Sulio says "OK, pick someone out of the world spectrum and I know them!"

And Sulio's boss knows just who to pick so he says "The Pope! You do not know the Pope!" and Sulio says "The Pope! The Pope BAPTIZED me!" and Sulio's boss says "No he didn't!" and Sulio says "Yes he did!" so they fly to Rome where the Pope is giving Mass in front of hundreds of thousands of people. They work their way through the crowd-- without much luck-- so Sulio says "Boss, we're never gonna get there together through all these people so I tell you what--I'll work my way up there and when I do, I'll give you a sign that shows you I know the Pope!" and he leaves. Well Sulio's boss waits and waits and waits and just when he's about to give up, he sees the Pope come out onto the balcony and right there beside him is Sulio!

Shortly afterwards, Sulio's boss passes out. Sulio comes back and finds his boss passed out and he fans him and says "Boss! Boss! Wake up!" and when his boss comes to, he asks "Boss what happened?" Sulio's boss looks at Sulio and says "OK, I can see Tom Selleck. I can see Bill Clinton...hell, I can even take the Pope! But when somebody standing next to me asks 'Who's that up there with Sulio?' that's a little more than I can take!

From: www.onlyfunnystories.com

The next night, after he finished his 3th beer, the doorbell rang.

He walked slowly to the door and found the same six-foot cockroach standing there. The big bug punched him in the stomach, then left.

The next night, after he finished his 1st beer, the doorbell rang again. The same six-foot cockroach was standing there. This time he was kneed in the groin and hit behind the ear as he doubled over in pain. Then the big bug left.

The fourth night Harold didn't drink at all. The doorbell rang. The cockroach was standing there. The bug beat the snot out of Harold and left him in a heap on the living room floor.

The following day, Harold went to see his doctor. He explained events of the preceding four nights. "

" What can I do? " he pleaded.

" Not much " he doctor replied. " There's just a nasty bug going around."

From: www.onlyfunnystories.com

One day, a construction crew turned up to start building a house on the empty lot.

The young family's 5-year-old daughter naturally took an interest in all the activity going on next door and spent much of each day observing the workers.

Eventually the construction crew, all of them "gems-in-the-rough," more or less, adopted her as a kind of project mascot."

They chatted with her, let her sit with them while they had coffee and lunch breaks and gave her little jobs to do here and there to make her feel important.

At the end of the first week, they even presented her with a pay envelope containing ten dollars.

The little girl took this home to her mother who suggested that she take her ten dollars "pay" she'd received to the bank the next day to start a savings account.

When the girl and her mom got to the bank, the teller was equally impressed and asked the little girl how she had come by her very own pay check at such a young age.

The little girl proudly replied, "I worked last week with a real construction crew building the new house next door to us."

"Oh my goodness gracious," said the teller, and will you be working on the house again this week, too?"

The little girl replied, "I will, if those as*!#!es at Home Depot ever deliver the fu*#'ng sheet rock..."

From: www.onlyfunnystories.com

Trust me.
Worry not.
Let go.
Be eager/excited.
Have hope.
Expect joy.

I guess that's what I learned from my parents... No matter what they were feeling, I was deathly in-tuned to it. Whether it was angry, or sad, or fearful or heartfelt --- I channeled my parents' every feeling, every emotion and every thought in some way.... I just knew what each of them was thinking or feeling at any given moment in time. That was magic to me, and it made me feel special. I believe I even channeled them (or they channeled me) in their last hours of life.... Could be my ego thinking that, and most would tend to agree --- but for ME, no. I KNEW them. I breathed almost every breath they took right alongside them, no matter how far away I lived... and they did the same for me. Or, should I say, WITH me. My parents and I were ONE. We were connected in some odd way --- some glorious and wonderful way.... Which became heartbreaking to me during their last days. Because I knew. I felt it. I felt them. Someday, I'll get the courage to tell you what I felt in Columbus, Ohio as my mother began to take her last breaths 60 miles away from me in Springfield.... and then I'll tell you what I felt as my father began to pass away before my eyes, and even though I knew it, I let him "go" in the way he wanted to --- with no one around him to witness the unknown that was in front of him, no one to take on that burden with him while he was still lucid and aware... the understanding of "the way they both wanted it to be." The way they wanted to spare their children of the pain they knew would follow for all of us...

What I learned from them, after the grief and the pain, was that they never for a moment EVER wished their left-behind loved ones to feel grief for them. They tried with all of their might to save us from it --- and they certainly didn't want to witness us during our grief as they may have "held on" or suffered longer than need-be. My parents were saints in the way that they sheltered us as much as any human beings possibly could, when they knew they were dying... My God, you wouldn't believe it if I told you, about the ways they shielded us and tried to protect us as long as they could...

Their message to us was to "live." Their message to us was to "learn from us, and be a family --- love each other as we have loved you." Their message was so overwhelmingly clear that they left "signs" for us kids to find --- to figure out --- to learn from.

I, for one, didn't see those signs for what they were for the longest time -- because I was so lost in grief and overwhelmed by pain and isolation... But when I started to "go through the motions in my mind" about what had actually happened, about the situations and circumstances that began to "happen" subsequent to their deaths, I realized what their message was. After this past summer, when my brother and sister and I decided to take a trip to revisit their crypts and pay them their respects (in Ohio, even though we lived in Kentucky and Indiana by this time), I realized what they had been trying to tell us and teach us all along... And a special song I found on the internet only reinforced that feeling and that "truth" for me...

Steven Curtis Chapman wrote "Live Out Loud" --- and the message is clear. I believe it's the exact same message that my mother and my father and even my grandmother were trying to tell us for as long as I can remember.... This song doesn't just remind me of what my parents were trying to say, but the video portrays a little tiny bit of what my siblings and I experienced as we took our "Crypt Tour" this past summer... We actually felt it.  We felt THEM.  Honestly... In the most personal, intimate and profound way that children can feel their parents...and in the way that parents continue to feel their children, even after they are "gone" from this world...

Steven Curtis Chapman.... "Live Out Loud!!"

"THIS IS LIFE WE'VE BEEN GIVEN, MEANT TO BE LIVED OUT --- SO LA LA LA LA LIVE OUT LOUD!"

So, with this in mind I have used my latest encaustic and remembered, just, to take pictures along the way.

Step one was to take a blank, white canvas that had been triple primed with gesso and to decide whether I would use it landscape or portrait.  For this exercise I decided on portrait style.

I wanted to paint a flower using my iron, hairdryer, stylus and tissues.

The top of the painting would need a yellow background. Next I wanted some depth of colour.  To do this I used a hot iron, tipped it up with the point heading for the canvas and melted some wax on it so that splodges of wax would fall in dots overall.  Now to heat up the hairdryer and blow on those spots so that they would blend  and I also used some tissue to blend even further.

Each layer of spots would be blown and pushed around with some tissue until I got the effect I was looking for.

Bit by bit more depth is achieved by adding darker colours on top of previously lighter ones.

In this third picture you can see the different coloured layers producing different effects.

Now the time has come to heat up my mini iron.  This is inserted into the stylus which can heat up different sized tools to create different effects.

As you can see I have started to paint an idea of a flower using the mini iron.  The painting continues to evolve although I am not totally certain of the final direction the waxes will take me!

At first I thought of a poppy flower and here is where you will see the dilemma I have put myself in..... should I continue or just stop!  There is always the wish to add just that little bit more.

Yes, I just couldn't resist it!  I went that bit further and now have changed the whole structure of the flower.  I stopped using the mini iron for a while and started with the hairdryer again.

The shape of the flower was beginning to evolve but it needed some finer work to be done on it.  Now, I really had to be careful not to overdo it so that it would be completely spoiled.

I added, using the nib of the hot stylus, some stamens and detail for the centre of the flower.  It was very nearly finished.  Again, I carefully heated the centre to try and soften the look.

Here we are!!! TADA!!!!

The completed painting!  What do you think?  I find the ragged edging to the flower helps make it more interesting.

So, you see, you never really know where you will go with encaustic art.  The waxes decide the final outcome for you and to try and go against the flow just will not work.  Believe me, I have tried!!

Check Answers to Microscope Mission and Science Skills Packet

Illustrate the Story: Cell Communication

I know that, whatsoever God doeth, it shall be for ever: nothing can be put to it, nor any thing taken from it: and God doeth it, that men should fear before him.   Ecclesiastes 3:14

Our God is an eternal God; therefore, all that He does is eternal; permanent; for ever. Solomon knew this, and wrote it down, and so must we - we must know it and believe it! And thank God that He allows us to experience such things as well! He is God; He alone is God, and there is none beside Him, and only He can do such things, and work in such ways. Nothing or no one can alter that which He has done.

Also, what God does is perfect - nothing need be added to it or subtracted from to make it better. Nothing can be! This is because He is a perfect God, and He will give/do unto His children those things that are perfect - in His perfect timing! For how can He who gave us His only begotten Son, hold back any good thing from us? That which He gives unto us will make us rejoice, and there will be no sorrow added to it.

Lastly, we must remember that our God always works with a purpose - an eternal and perfect purpose - working out His will in our lives - everyday and every second of everyday of our lives! He works so that we, ultimately, are transformed into the image of His Son. He also works so that others will see and believe!

The next day, there's a knock on the door and there stands before him a voluptuous, athletic, 19 year old babe dressed in nothing but a pair of Nike running shoes and a sign around her neck.

She introduces herself as a representative of the weight loss company.

The sign reads, "If you can catch me, you can have me."

Without a second thought, he takes off after her.

A few miles later huffing and puffing, he finally gives up.

The same girl shows up for the next four days and the same thing happens.

On the fifth day, he weighs himself and is delighted to find he has lost 10 lbs. as promised.

He calls the company and orders their 5-day/20 pound program.

The next day there's a knock at the door and there stands the most stunning and beautiful woman he has ever seen in his life.

She is wearing nothing but Reebok running shoes and a sign around her neck that reads, "If you catch me you can have me."

Well, he's out the door after her like a shot.

This girl is in excellent shape and he does his best, but no such luck.

So for the next four days, the same routine happens with him gradually getting in better and better shape.

Much to his delight on the fifth day when he weighs himself, he discovers that he has lost another 20 lbs. as promised.

He decides to go for broke and calls the company to order the 7-day/50 pound program.

"Are you sure?" asks the representative on the phone. "This is our most rigorous program."

"Absolutely," he replies, "I haven't felt this good in years."

The next day there's a knock at the door; and when he opens it he finds a huge muscular guy standing there wearing nothing but pink running shoes and a sign around his neck that reads,"If I catch you, you are mine!!!"

He lost 63 pounds that week.

From: www.onlyfunnystories.com

Meanwhile.....somewhere in Houston, a widow had just returned home from her husband's funeral. The widow decided to check her e-mail, expecting messages from relatives and friends. After reading the first message, she fainted.

The widow's son rushed into the room, found his mother on the floor, and saw the computer screen which read:

To: My Loving Wife
Subject: I've Reached
Date: 30 May 2004

I know you're surprised to hear from me. They have computers here now, and you are allowed to send e-mails to your loved ones. I've just reached and have been checked in.

I see that everything has been prepared for your arrival tomorrow.

Looking forward to seeing you then! Hope your journey is as uneventful as mine was.

Your dearest hubby
XXXX

By: Deepak Verma, for www.whereincity.com

Rather than ask the student questions that relate to explicit content, how about putting the content together ahead of time and get students to pre-prepare for class?

One of the most critial elements of running a project is the Driving Question. In an ICT classroom, that is a double edged sword, as you should by now be asking questions that they can't Google the answer.

Heres an example of why I mean by a healthy classroom question.

"How has the way we think about war changed since Gallipoli" for example (HSIE in Stage 3). Here is the outcome from the syllabus (standards).

• Research significant events in Australia’s history, eg Gold Rush, Federation. Students choose one of those events and write about life from a person’s perspective during that period of time, eg a miner, a war correspondent, a soldier, a child.

There is no one answer to that question, it's pretty Google Proof. But how they answer the questions should promote the use of Wikipedia and Searching, but not rely on it as 'the answers'.

Students of course would just offer personal opinions at the outset, based on a general understanding of war and ANZAC cove. If the teacher then goes on to think about the 'end' product, then there will be elements of other syllabus outcomes that need to be demonstrated in the project. Let's assume we go straight from the syllabus on this one point for now.

The end product has to be given to the students. "I want you to go an make..." is not as powerful as asking them 'what could be a great way of answering this question'.

Rather than plod through a time line of Australian's at war, create a timeline and share it with the class. If you select the 'content' key elements from quality sources, then it is fairly easy to embed them into the timeline or in PBL terms - 'entry document'.This can be a mix of text, textbook references, video and audio. It allows the teacher to engage students by appealing to their individual learning styles. It also gives them a good idea of what you are 'expecting' to see, read or hear.

Don't stomp on their ideas! - If they want to make a podcast, then that might be a skill they need to learn along the way - but encourage them out of the boring old standards (MS Office).

Even the best student needs a scaffold, so put enough in the timeline to indicate the kind of learning that they will need to do to meet the goals of the teacher - though these goals do not need to explicitly outlined to the students.

So now you have a question, have given students the opportunity to think about the way they are going to represent their answers and some formal pre-class reading.

Next, construct some discussion object, that check for understanding of what to do. Most often this a rubric, but it its key characteristics is to allow students to self-measure - which is a vital skill.

Moodle could do that, or so could a forum online. "If you were going to war, what would be five things that you would have questions about - before making a choice to go to war or to lobby against it"

By encouraging students to generate their own questions, you can check that they did the reading, if they understood the issues etc., From that you can get them to collaborate and share their questions with each other. Are there any common questions, which question stuck you as surprising etc., This is giving teachers hard evidence as part of the formative assessment process. To be effective, you have to learn how to ask questions that will promote reflective answers.

At this point, the power of online discourse communities kicks in. Students will not be in a herd, some will the asking simple questions, others will ask more complex one - perhaps bringing in social, cultural and ethical facets. This watershed, gives the teacher an ability to compare the student to a taxonomy.

Being able to apply what they are saying to what you would like them to say requires some skill. Each student needs to know from the outset, if what they are about to ask/do is too easy or too hard.

During the project, you can ask them specific questions - if you think that they are not covering enough ground, but again, make them interesting and reflective rather than list, find, identify things.

The power of using a scaffold and prepared language model to do this means that any feedback you give them, can be understood and applied by other students. This creates in-built peer assessment. If you are using a forum to do this, then it is simple for students to see who is doing what, and they will model 'where next' to a large degree from what they see.

That requires the teaching students how to set goals, and write about reaching them, and giving them feedback using informal online spaces - not marking.

As you didn't ask for low level answers to start with, then it is quite hard for them to head for copy and paste, as all the questions - and answers are fundamentally reflective and justified by the individual, not the group. Teachers need to keep a running record of this activity and growth, so developing a new formative assessement record is critical - but it's not complex. The 'teacher' journal can be replaced with an eJournal.

As the project moves forwards, the teacher needs to ask each student questions to steer them through each of the 'learning gates' or re-direct them. Ideally, reference a student who has gone through a gate and ask the student who missed it to suggest why they missed it the first time. Linking their learning to each other is very powerful and motivating. It avoids saying 'you are wrong'.

Like VET based vocational learning, I don't think learning is yes or no anymore but merely a competency. Some answers or obviously fixed - '"What is the formula to measure the area of a circle" but giving them a task in which they find and apply that formula is a milestone in achieving a greater goal.

Teachers like to mark things, but marks in this context don't work, its easy to mark the 'area of a circle' formula, but thats no reason to hold onto it forever. Context and information fluency is more important.

There is no harm in letting kids take another shot. So rethink what you consider to be summative assessment. Of course you can't do that if you have given the answer already - and that happens because a lot of questions are geared towards having an answer.

Ultimately, you will cover the content, and the students will collaborate, but doing to so to meet individual goals. More complex management of groups is required if you are indeed forming 'groups'.

You end product could be something like a dairy entry - how a soldier felt when first signing up for war, and what he felt like after being there for a short time. They could then write a letter as a elderly person, reflecting on how war has changed - or not changed, by reflecting on evidence and the questions that they raised. Of course along the way, you can still drop in a test. Moodle is great at 10 minute 'oil dips'. Tests do motivate students, but they are not truely reflective of ability in collaborative environments.

Presenting to someone from the RSL, gives the whole project validity and passion. The questions the students created can be directly commented on by the ex-serviceman, there is a personal, authentic connection. A student just presenting a slideshow about ANZACs will merely contain linear facts.

The evaluation at the end of the presentation, is critical. It could be done by students recording a Podcast, and having a conversation about their questions and the things they decided were reasonable answers. They will not only present their work, but learn from critical feedback. So even being assessed does not have to be a once only affair, it's okay to make summative assessment something other than a 'test' or a 'hand in'.

The teacher will have a comprehensive formative record of EACH students progress. They will be able to easily demonstrate a growth in the learner, and a one to one conversation. One key indicator if the project design is individualized and comprehensive is that the end products will be different!

This automatically allows for differentiated learning and encourages creative solutions. Eric Gill (typographer) said "The artist is not a different kind of person, but every person is a different kind of artist."

Presenting learning in interesting ways and encouraging interesting, creative use of ICTs to solve authentic projects create engagement and builds effective critical thinkers. Its healthy for the school too, as students are 'busy' learning not 'busy' looking to entertain themselves with poor behaviour - a symptom of boredom in my view.

I wonder if we have made changes to make the learning process less organic. Have we gone to using technologies in which that might reduce learning? Do our PowerPoints truly energize the learners into deeper learning or do the PowerPoints put them to sleep? Does the time we have the students spend on creating a podcast really reflect in-depth learning about the course's standard or does the time reflect surface only learning over multiple days? Do our students spend time in responding to others in a blog when the other people do not read their comments? Do our students spend time in creating fancy projects that include many visuals when the visuals do not add more meaning to the project? Do we have students create the same information on a wiki that is presently available in another location? Do we have students virtually visit a location (like a zoo) without having them learn critical standards information?

Have we used technology to interfere with students' learning instead of helping them to grow in-depth and comprehensively in the standards? How organic is your classroom or have you covered it with harmful fertilizers?

For any one who is interested in implementing formative assessment in the classroom, my book, Formative Assessment: Responding to Students is available through Eye-on-Education

Here were my thoughts: It's hard enough to live in a good area and make the bills with a job that pays steadily.
I am in a yoga teacher training program and when i graudate I am going to quit my job.  And this was getting to me - how would I pay the rent?  How would I survive?  How would I be able to have all the things i want in my life?

And then it suddenly clicked - I, I, I.  Me, me, me.  What is this?

I felt selfish yesterday when these realizations occurred.  And I had to delve - what made me choose yoga above all else?  I knew it would be a struggle, something that would take time to unfold and develop.  It's about the journey. 
I chose yoga because it enables me to help others find a path to their peace.  It's not about me, although my practice will benefit from a teacher training program.  It's about others.  Service to others.

This is where belief comes in - I had lost some of the belief in myself because I had let my thoughts infiltrate my feelings.  These thoughts were driving me insane!  I kicked them out - "vacate immediately" is what those thoughts were told.  And I realized what I needed to feel was belief.  Belief in myself and the belief in other people.  Belief that the world is a beautiful place if I let it be.  Belief that God, creator, Mother, whomever so you choose to believe in, love me and would never let harm come my way.

I wanted to share this story with you today because I want you to believe in yourself and others.  Believe that everything that happens in this world holds a wonderful lesson for us - a lesson we may not necessarily enjoy learning, but there is always a lesson.

Homework: Close your eyes at some point today, take three deep breaths from your belly (count to 7 on the inhalation, and 11 on the inhalation at a steady place).  And let your thoughts fade away - keep a blank mind.  And what I invite you to do is try to feel the belief in yourself - but not necessarily through your thoughts.  Feel the belief in your physical body, in the spiritual body, and ignore anything the mind says to you otherwise.  Silence the mind, and feel the belief.

This generosity has defined its own parameters, shaped it's own story, and has lived from one generation to the next without succumbing to the test of time. It has pierced, convicted, broken, lavished upon, raised up, softened and, in turn, strengthened the hearts of those who received it.

And we all stand as witnesses to the justice, the compassion, the forgiveness, the patience, and the hope that this generosity has willed into the human stroy.

Happen to be very lucky to be able to book the last tennis court 45mins before
the game, special thanks to the online book system "Leisure Link"
Pauline and I got ready and I didnt realise that we were in the
same clothing color tone again.....and again....and again!

  
Grey top, Black Pants and white shoe!

Basically I was just trying to let Pauline to get more feeling about
the length of a tennis racquet and the swinging feel!!

Cant wait for another play!!
It was really fun and Pauline and I really enjoyed the 60mins play!
 

More Pictures at:
http://homepage.mac.com/andrewkwan/We/PhotoAlbum306.html 
 Leisure Link:
www.gov.hk

kre la yg mane byk.. aku pon x kre ni.. hohoho!

Hey Players! GameZo here!

-

I'm sorry i haven't posted yesterday :( But I'm here posting about the new game Added on AddictingGames.com: Madagascar ESCAPE 2 AFRICA Based on the new Movie in Cinema's madagascar 2!

-

The Point of the game is a Lion driving a JEEP to save his Animal Friends and once you finish the level It say's YOU WIN! and i think thats the whole game,But there's a Cool feature added also you can make your own Game Level of the game... It's pretty simple and a little cool but the game is pretty Boring :P

Review:

Story:

6/10

Music/Sounds:

7/10

Controls:

3/10!

Difficulties:

1/10

Addicting:

0/10

Overall:

4.5

I Suggest not to play this Game...

-

Here is the link; http://www.addictinggames.com/spotlight/madagascar.html

Hope you enjoyed this Review of the game Madagascar Escape2Africa!!!

Game on!

-GameZo

- Jenn

------------------------------------------------------------

Here it is again.

I attended VIP in Svendborg as well and I was really effin' nervous. I had one of these with PAUL GILBERT!!! Yesterday, didn't go really good since my hands were shaking of nervousity. But oboy! That guy can JAM! It was awesome.

But what I really learned from it is that you should not be afraid to mimic what the other person do, that's a great way to learn things when jamming. You should also try things you're unsure of, I mean, if you never try how are you going to know if it works?

Also, don't try to rush it. Start slow by doing some nice licks that you're really comfortable with, really helps to get the steam going.

When you hear something really REALLY awesome, ask how it's done and if possible how he/she came up with it. That's the cool thing about jamming with a real person, instead of "virtual" teachers. I know that you guys are real, but in MY reality, you're virtual, kinds of.

Also, make sure that no one's much louder than the others. REALLY destroys the jam session, unless you're jamming with Paul G. I mean... you're as good off watching him play as enjoying to play yourself.

Also, remember that Jamming like this might just be one of the hardest things you can do! Why? Several reasons.

1) You can't redo a failed lick or something, you have to remember what didn't work and then work on it when you get home
2) You have to make up what to play when you play it, instead of playing things you've practised for years.

etc. But this is also a reason why it's so rewarding. Man, I hope you'll have a great time and ROCK ON!

[Added by Jenn, photography by Bonsaischaap -- Pictures (from a different VIP session) for those of you who like pictures] :

From the second VIP session attended:

Yeah, it was great! It worked much better for me this time. I attended VIP in Svendborg as well and I was really effin' nervous, but this time I was much more calm. Paul is probably the best famous guitar player to have your first "famous guitar player" jam with. He's got the perfect mixture of self esteem, Self-knowledge, Empathy and MAD guitar skills to make the perfect role-model. Really, really nice guy. Oh, here's some answers to questions I remember.

ME: How did you think when coming up with the arpeggio stringskippin' lick in Norwegian Cowbell?

Paul: The stringskipping arpeggio... it's this one. WROOOOOOM!!!!

Okay, so what I've done is just outlining the chords. It's a little tricky though, because first they happen on beat. Then they move on to syncopation, so I had to change the amount of notes to match the changes.

It's rather funny because I recorded the song the day after I composed it, so I had to tell my producer that section of the song in small pieces. Doing like one or two bars at a time. It is a very hard section and I haven't had enough time to practice to nail it in one step so that's how we did it. Then of course, I had to play it live and I was like UUuuuh.

Actually I did most of my practice of that section when traveling, like imagining the guitar neck and going through the arpeggios, pattern and changes etc.

It's based on patterns I already knew and played a lot, so it was more the position switches I had to remember. Next!

X: How can I improve on vibrato when bending? or if it was just bending, don't remember correctly.

But Paul gave away some cool licks and he also told us that he likes the Idea of placing the side of the indexfinger to the "downside" of the guitar neck so that it becomes like a lever, exactly like BBKing. And this is the lick he showed us.

(I forgot the exact lick, but I remember the Idea, which I think is most important)

Let's do it in A.

(3th string, which is the G-string)

2-4b5r-2-5b7r-4 etc.

How can I write an etc on a lick? Here it is explained

The lick is really 4b5r-2 -> pick the fourth fret (bend 1/2 step to C (fifth fret), pick the second fret (A) These notes are from A aolian and A dorian.

Now just do that lick going up the scale. The point of this is to encounter both 1/2 tone bends like 4 bend 5 release. And whole tone bends like 5 bend to 7, release. That can be done in all scales and it sounds really cool as well. Something that is good for your technique and something you can use when improvising. That's Pauls method. :)

Another exercise he showed us was a 1 1/5 step bend, like F - A. Many people forget these bends, but they're awesome. What he did is first to bend it all the way up, then dive down to F, bend up to a, dive down to F to mimic the effect of a whammy bar. Pretty cool thing if you like fixed bridges.

Another cool lick he showed, kinda bluesy, can be modulated to Major to get a kind of country feel to it.

Picking is supposed to be VERY staccato and done with confidence and convictions. Otherwise this lick sounds crap.

1st string: 8-7b8rp-5 repeat on the second and third string and land on the A note on the fourth string (7th fret)

Transcribed to major: First and second string: 9-7b9rp-5 third string: 7-6b7rp-5
land on the A note again. Really cool lick, modulate it to other scales to get cool licks out of it. In words it's pick the first note, pick the second and bend up to the first note, release to the second note and pull off to the third.

More things... hmm... Oh yeah:

X: The chord progression of Six Billion People, I love that song, but I've never been able to figure them out.

Paul: Oh, that's the chords I learned at school. They had us play like the major scale but in chords. You should really take a couple of lessons from a Jazz guitarist, he'll show them to you in a heart beat. But it starts out with F major seven, *shows fingering*, moves on to E minor seven, and then there's this chord, I love it very much. It's great for pop, beatles used it a lot. it's a min7b5 chord. Best described as play the D minor chord with the root at the fifth fret fifth string. then change the root to B (seventh fret, 6th string), you have to rework the fingering though.

I thought this was very vague so I transcribed the song myself. I dunno if it's okay to post a chord progression here so I won't do that. If you mail me I'd be willing to write it to you though.

That's not everything of course. We had tons of jamming and a couple of more questions, but I dare not to write them all. Also, it means a lot of work for me. I had a great time though and I would recommend this to everyone (that plays solo guitar) beginner or pro, Paul will give you plenty of tips, you'll be able to pick up licks from the other guys and you'll have a GREAT time.

Yeah, sure I can give a couple of hints for the rest of the licks.

This one involves 2 strings: B and G

B take a not, bend it up a whole tone, and grap the G-string, it should now be bent like a semitone. Pick the G-string and release the bend.

Then there's the psycho lick from a song I can't remember. Kind bucketheadish. (echo song? - ed.)

start on the 6th string.

tap the 19th note, pull off to the 12th, hammer on the 17th fret.

you have the triads going up in octaves. Example.

E-----------------------9--12---
B-------------------10----------3d octave
G-------------6--9--------------
D----------7--------------------2nd octave
A----4--7-----------------------
E-5-----------------------------1st octave

you can also skip the third providing

E-------------------12------
B---------------10----------3d octave
G------------9--------------
D--------7------------------2nd octave
A----7----------------------
E-5-------------------------1st octave

his classical outside picking/alternating lick and any pair of strings separated by a perfect fourth interval.

starting with an upstroke
5------------
--8-7-5-7-8

Here's a couple of licks from the other VIP thingy I was on.

tapping lick he showed me: (the T is for tap)

T---------T
7p-3-h5-7p-5p-3

a cool bending lick that works good on the E and B string run up a scale with this and you'll sound like a GOD, probably like PG Starting with an 8th note followed by 3 16th notes.

E----5-5-5-
B-8b-------

now, that's all I can think of.

The concert afterwards was AWESOME as well.

- Olle "AJ" Svensson

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Links:

Paul’s official website

Paul’s message board/forum (in the Side Projects folder)

Enjoy!

Monks of love come
Monks of love go
Each in their pursuit of that fluid
Eternal Love
Nirvana perhaps
That Love of the Immediate Now
Where soul meets soul meets soul meets soul meets soul
Until merged
Until One
So they think
Until asked

The lips of two kiss and there is passion...
Where is the passion when the kiss is of only one?

Because we sometimes look at a precious work of art as something perfect, we always disapoint ourselves when we notice what we perceive to be a flaw in it. 

   Life itself  IS  sometimes that precious work of art.   How then do we see the work as flawed when there is so much that is flawLESS about life? 

The obvious in the picture:

  One light is brighter than all the rest. 

The brightest light in this picture is the light that is on the OUTSIDE of this building; 

 The brightest light that others see in us is what we display OUTSIDE for others to see. 

*photo  is of the Army Day Care/Education Center across the street from Sweetiegirl's house*