All posts by dayang

Chemecar, Student's Activities

11th ChemE Car Competition 2016

Chemecar committee

Committee of 11th ChemE Car Competition with Dean of FCEE and Chairman of 11th ChemE Car

8-9th April 2016

11th ChemE Car Competition 2016 was successfully organized by Chemical Engineering Student Society (ChESS) and Institution of Engineers Malaysia (IEM), and co-organized with Bioprocess Engineering Student Society (BIOSS). This year UTM was the host with the highest number of participation which was 59 teams from public and private universities all around Malaysia and 3 teams from Indonesia.  The opening was officiated by Dato Abu Bakar bin Mohamad Diah, the deputy minister of MOSTI. The rules and regulation for this year has been revised to increase the challenge. The winner for the 11th ChemE Car competition was team Grandiose from Monash University, second place was High Tech from Universiti Putra Malaysia and 3rd place was team Apex 2 from Universiti Sains Malaysia. While for poster competition 1st place was won by Spektronics from Institute Teknologi Sepuluh Nopember, 2nd place was Vermi Coche from Universiti Teknologi Petronas and 3rd place was High Tech from Universiti Putra Malaysia. 

 

monash chemecar

Monash University the champion!

utm poster chemecar

UTM team – Hydro-X

LIST OF WINNER FOR CHEM-E-CAR 2016

Poster Competition
1st place – Spektronics – Institute Teknologi Sepuluh Nopember
2nd place – Vermi Coche – Universiti Teknologi Petronas
3rd place – High Tech – Universiti Putra Malaysia
4th place – Apex 1 – Universiti Sains Malaysia
5th place – Grandiose – Monash University
6th place – Hyro-X – Universiti Teknologi Malaysia
7th place – Falcon Alpha – Universiti Teknologi Petronas
8th place – Rockhalal – Universiti Kebangsaan Malaysia
9th place – Fantasy Four – Universiti Malaysia Pahang
10th place – Aim4cys – Universiti Malaysia Pahang

Car Performance Competition
1st place – Grandiose – Monash University
2nd place – High Tech – Universiti Putra Malaysia
3rd place – Apex 2 – Universiti Sains Malaysia
4th place – Platinum 78 – TATI University
5th place – Hardcore – Universiti Kebangsaan Malaysia
6th place – Vermi Coche – Universiti Teknologi Petronas
7th place – 1995 – UniKL ICOLE
8th place – Neodymium – UniKL MICET

CONGRATULATIONS to all 11th National Chem-E-Car Competition 2016.

  

 

Other

Perhimpunan Bulanan NC bersama staff UTM

  7 April 2016 
Antara perkara yang dikongsi semasa perhimpunan bulanan NC bersama staff UTM pada kali ini adalah pencapaian UTM untuk QS ranking di mana salah satu subjek yang mencapai top 100 di dunia adalah Chemical Engineering. NC juga berkongsi mengenai pencapaian UTM yang sangat membanggakan bagi konvo ke -56 pada 23-24 April ini iaitu sebanyak 365 pelajar PhD akan bergraduat. Selain itu, untuk sistem kenaikan pangkat juga akan disemak semula dan dibentangkan kepada kementerian bagi memberi peluang kepada ramai lagi staff akademik utk mencapai prestasi cemerlang pada masa akan datang. 

Di akhir ucapan NC berpesan kepada semua staff supaya sentiasa ceria, mengamalkan hidup sihat dan produktiviti yang tinggi. 

Other

Persidangan Kajian Bencana Banjir 2014

4 April 2016 – Persidangan Kajian Bencana Banjir 2014 telah berlangsung pada 4-6 April 2016 di Pullman Hotel Putrajaya. Lebih 200 projek telah dibentangkan daripada penyelidik-penyelidik dari seluruh Malaysia. Kementerian Pendidikan Tinggi telah memperuntukkan sebanyak 20 juta kepada penyelidik-penyelidik untuk menjalankan penyelidikan bagi membantu mangsa banjir yang telah terjadi di pantai timur Malaysia pada Disember 2014.

IMG_7283

Poster daripada beberapa projek.

IMG_7297

Pertama kali menjejakkan kaki ke Pullman Hotel Putrajaya. Design bangunan yang sangat cantik!

IMG_7289 IMG_7295 IMG_7294

Other

Video CV

What is video CV?

Video resumes, sometimes called Visumé[1] or Video CV, were first introduced in the 1980s for use and distribution via VHS tape, but the idea never took off beyond the video taping of interviews. However, with the modern capabilities of transmitting streaming video via the internet, video resumes have taken on new popularity.

With the popularity of video hosting solutions there has been much debate in the usefulness of video resumes. Most recruiters feel that a video alone does not give an employer enough information about a candidate to make a proper evaluation of the applicant’s potential and more importantly skills. One article suggests that

“While a video resume introduces applicants on camera, the value such visual imagery adds is debatable. A text resume allows for specific pieces of information to be parsed out and compared across candidates. When the information is delivered verbally, recruiters need to glean the details themselves.”[3]

CV presented on a video clip of 3 to 5 minutes can be entertaining as it will show the job-seeker as friendly and sociable person. It can be seen as first part of an interview which is to introduce oneself. It may make it possible to reduce the interview time so that a recruiter may be able to know much more about who the applicant is. At the office interview, a candidate will be silent most of the time and will be in a listening mode. He will have very little time to ask questions and tell fully about himself. When a job-seeker has seen the company’s videos and webpages and the recruiter has seen him acting on a video, both parties can arrive at a decision on the first face to face interview. The video presentation may be viewed both as a CV and a remote interview.[citation needed]

Video resumes can serve to facilitate racial, ethnic, class-based and age discrimination, or lead to accusations of such discrimination.

(Source: wikipedia)

Class, Teaching

Active Learning in Classroom

So… What is active learning?

The term active learning “was introduced by the English scholar R W Revans (1907-2003).” [1] Bonwell (1991) “states that in active learning, students participate in the process and students participate when they are doing something besides passively listening.” (Weltman, p.7) Active learning is “a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement.”(Weltman, p.8) It is a model of instruction that focuses the responsibility of learning on learners. It was popularized in the 1990s by its appearance on the Association for the Study of Higher Education (ASHE) report (Bonwell & Eison 1991). In this report they discuss a variety of methodologies for promoting “active learning”. They cite literature which indicates that to learn, students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. It relates to the three learning domains referred to as knowledge, skills and attitudes (KSA), and that this taxonomy of learning behaviours can be thought of as “the goals of the learning process” (Bloom, 1956). In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.[2] Active learning engages students in two aspects – doing things and thinking about the things they are doing (Bonwell and Eison, 1991). (Source: wikipedia)

This semester for Biotechnology class, I am adapting active learning for the teaching method.

Students are given tasks in group and they have to discuss about the given topic. At the end of the class they will present their group’s findings.

IMG_6600 IMG_6598 IMG_6594 IMG_6593 IMG_6602 IMG_6606 IMG_6612 IMG_6619 IMG_6621

Workshop

A half day Seminar on “How to get a product through FDA approval”

2 Nov, UTM – A half day seminar jointly organised by UTM’s Innovation and Commercialisation Centre (ICC) and the Institute of Bioproduct  Development  (IBD) aims to provide  training and an understanding of what the terminology and requirements are when products are reviewed, sampled, released, or refused entry by the FDA. Michael Kravchuk has an extensive FDA regulatory experience (Inspectional, compliance, supervisory, and manager), and providing compliance consulting services and training to regulators and regulated clients. Recently established the firm Michael Kravchuk, Food, Drug, Device Consultant, LLC after retirement from FDA with over 39 years of service. Over past three years he has provided Food training to Chinese, Malaysian, Thai Regulatory authorities, and performed audits of drug and medical device facilities in China, Taiwan and India. Michael Kravchuk has experience in GMP (Food and Drug) and QSR (Device) quality systems from compliance (regulatory) perspectives. Specific areas of expertise include FDA import process and procedures, substantive working knowledge of FDA regulatory requirements for foods, drugs, and medical devices, preparation and responses to Warning Letters and Inspectional Observations (Form FDA 483); preparation for Regulatory Meetings; understanding of Chinese regulatory requirements for medical devices.  Stationed in China as FDA Deputy Country Director between 2008 to 2011, working with regulators, educators, industry and other US government agencies on FDA matters.