Sites & Wares

Macheist
Macheist rocks!

It’s been a while since ERPZ featured any Lifehack Tools and lately, I’ve found quite a lot of useful stuff so it would be great to share with readers and GTD enthusiasts.

Dropbox – File sharing/synchronization, online storage tool. Extremely useful for people with multiple computers and files to be shared between them.

Macheist – Mac Community that raise funds for charity and give you lots of great Mac Ware at amazing prices (sometimes free too).

Ninite.com – Multi-Apps installer; allows you to choose from a list of important “must-install” applications to be installed all at once on your computer. Especially useful when you just get a new computer or formatted your PC and want to have your favourite softwares installed fast.

Growl – Mac Notification tool, it’s basically an alert programme that seamlessly integrate with your mac and several other popular programmes.

Picnik – In case you haven’t realised, there’s are web-based image-editing tools and Picnik just happens to stand out particularly because it is speedy and extremely user friendly.

Quicksilver – It’s not easy to describe what Quicksilver does exactly but it’s basically a graphical shell that allows you to perform stuff on your Mac more quickly.

Tuition Services!

I’ve got loads of friends looking for tuition jobs and I thought I might as well advertise for them here. I’ve included their contacts and subjects to be taught under our services page (in case you didn’t know we have one). But here’s a reproduction for readers:

Other Tutor’s Services (former students of top JCs)

Wei Si is interested to give tuition for Economics, Chemistry and General Paper at JC Level. English, Chinese and Chemistry available for Secondary School student too! Interested students, please contact her via email: stardustt.14 [at] gmail [dot] com

Ruiyuan is hoping to give tuition for Economics and Geography at JC Level. Geography and Chemistry available for Secondary School student too! Interested students, please contact him via email: stainless.rui [at] gmail [dot] com

Jia Hao hopes to give tuition for Chemistry at JC Level. Mathematics, Physics and Chemistry available for Secondary School student too! Interested students, please contact him via email kel_ojh [at] hotmail [dot] com

Yan Min is providing tuition services for Chemistry at Secondary School level. Chinese (and Higher Chinese) and Mathematics for Primary school student too! Interested students, please contact him via email: dwellerz [at] hotmail [dot] com or call him at 97293953.

Chemistry Notes!

I’m not sure if this is long awaited, but ERPZ finally started a Chemistry Notes Section! I guess everyone would be more grateful if this was up a couple of months back when people are preparing for A Levels. Well, I haven’t found Zhuoyi’s website then and I was unsure about my handwritten notes then. So now, there’s only 2 sets of notes available, one kindly shared by Zhuoyi, which I’ve consolidated and reformatted into a single document. I might soon put up individual links to each set of Zhuoyi’s notes if readers are interested.

The other set is by me; it’s mostly handwritten with typed pages here and there. For those who might be interested, I’ve added a set of handwritten instructions on how you can make use of your Graphic Calculator’s statistics functions to perform calculations for reaction kinetics at the last few page of the document.

Enjoy Learning!

More Economics Notes!

Free Lunch!
Free Lunch!

Just a couple of days back, I was searching for Economics essay questions just for fun and I stumbled upon Fiveless, an initiative by Zhuoyi from RJC 2 years ago when he was doing A Levels. It was a site with a wonderful array of materials for various subjects. Since Zhuoyi actually took A Levels the same time as me, I was kind of disturbed by the fact that I hadn’t stumble upon this site earlier when I was preparing for my exams. But there’s a chance that if that had happened, I wouldn’t have started ERPZ, thinking that someone else has already took up the job.

In any case, I wrote to Zhuoyi to inform him that I would like to consolidate the materials he has so nicely done up and make them available on ERPZ; he kindly agreed and I’m glad to push out the first set of materials that resulted from this ‘collaboration’. It’s a set of 40-page economics notes, summaries and cheat sheets. I’ve updated some of the statistics Zhuoyi has compiled in the notes, altered the formatting slightly to give a more consistent look, added content pages (that are frankly pretty much for the sake of cosmetics) and added very minimal of economics content. I hope I can find time to fill in the gaps because I’m aware that the notes lack content on some topics required in A Levels, but for now, it’s already pretty impressive. The link is also available under Economics Section.

All credit goes to Zhuoyi who’ve made such a great set of notes and generously shared them online under the Creative Commons Remix License. Anyone interested in building upon the work I’ve continued can leave a comment to request for a editable document version of the file from me.

Using Reads

I had a friend who once told me, why waste time reading something when you can’t gain anything from it? His idea is that if you ever read anything, you should try to maximize your benefits from it and for him, he does so by taking notes on paper while reading and staying very focused when he’s reading anything (admittedly, he rarely reads for entertainment).

I’m less extreme but I must agree with his general idea of seeking to benefit from the stuff we read since we’re exhausting our attention on them anyways. It is corollary to the idea of doing the best and achieving the best if you’re to bother to do anything at all. I’ve therefore, come up with an example of how we can best make use of what we read through asking ourselves questions that would help relate our readings to the things we learn in school. The idea is to constantly focus on looking out for examples where ideas we read about are being applied and fill our minds with a thorough understanding of how the real world has shaped the ideas that we hold about it.

I hope I can do more of such for other publications and meanwhile, you’ll always be able to access this page through a link under Economics Notes.

Careful Bots

Steady...
Steady...

It’s a long time since I last directed readers to a lengthy prose penned at The New Yorker; while some of those long-winded stuff are reserved for pure entertainment when one is really bored in front of the computer, Jeremy Groopman wrote an interesting narrative report about robots that cares for patients. If you’ve some time to spare, it’d be good to go through some of these technology stuff that is more elaborate and human in reporting than those featured in The Economist.

The same magazine reports about another kind of careful technology. Seymour M. Hersh explores a more remote topic that less people would really bother about seriously despite its implications on many.

Site Outage

Erpz.net was briefly gone yesterday for almost the entire day because the host, Siteground had some harddisk damage on the server where this site was hosted and everything on the site was wiped out. I tried accessing the FTP and found that everything, including the http access were gone.

Fortunately it came back up in the night, when I just reached home and wanted to send in a support ticket to complain about the problem. I hope this never happens again.

An angsty letter

This letter was written in early 2008 as an expression of late teenage angst at my high school. Most details have been forgotten and the context is no longer very clear to me. It reflects some of my earlier writings that were expository but driven largely by my intellectual passion in education.

It has been quite a while since something bothered me to the degree this issue of how lousy your department is did. The last time was perhaps when I was in high school, when the rather incompetent humanities department head pioneered some rather disturbing means of assessment (Major Research Papers, as they were known) – that has since been resolved after it was replaced by some more experimentally disastrous modes of assessments, for which I was not subjected to (and therefore I see no issue with that). I shall, in this little letter, outline the faults with your department and offer my suggestions to ‘correct’ these problems.

I begin with the course materials for they are at the forefront of ‘educating’ your students. If anything else, it is the only thing that comes directly in contact with the learners of your subject. The design of your lecture notes have been kindly standardized, which presents organizational ease students would gladly appreciate, but no additional readings are provided (though I would think some students also appreciates this) and it is declared that whatever students need are within the notes issued. Further readings or exploration is discouraged implicitly this way. All notes are arranged in rather logical order that introduces concepts and definitions but it appears that more emphasis is placed on memorizing the definitions than understanding the concepts (this will be elaborated in the pedagogy segment later). Diagrams are poorly annotated and large chunks of text that follows diagram are in prose but ‘bulleted’, making it confusing for student as to whether to take the entire chunk of text as a ‘point’ in the theory or mere elaborations. Blanks are often placed in wrong positions because teachers edit their lecture presentations after sending notes for printing. I therefore suggest that all blanks be scrapped so that lectures can proceed quickly and that more spaces are provided between chunks of text for notes to be written. All conceptual points should be summarized and written in good English (read: good English, not just easily misunderstood English). All diagrams should be well annotated and unnecessary repetition of diagrams removed.

Lecture time are often wasted on administrative matters that demonstrates deep distrust in the student’s desire to learn. To attend a lessons in a premier institution is to expect no time wasted on unnecessary disciplinary remarks made by teachers and that both students and lecturers are on time. There is really no need to mark attendance for lectures or waste time waiting for students who are late. To miss out a part of the lecture should be the punishment in itself – there’s no need to humiliate these students by starting the lecture late on purpose and then claim these late comers responsible for the fast pace of the lecture or worst, the incomplete-ness of the lecture. Incessant nagging about student performance during lectures are not at all appreciated and seen solely as an avenue at which the lecturer lets out his/her steam on the students, achieving practically no effect on the grades or effectiveness of lectures (often even undermining that, as well as respect for the lecturers). There is thus no need for attendance marking during lectures, or the wait for late-comers, or any ‘disciplining sessions’ – lecture time should be left purely for lecture on the subject

Technicalities with course materials and the ways lectures are carried out aside, the pedagogy of teachers reveal a profound misunderstanding in the cognitive abilities of the students as well as the processes by which one acquires academic knowledge of a subject. A social science, or any rather scientific subject, should be taught with the hope that students understand theories and concepts, as well as the implications of them. Next step would be the application of these concepts on the real world, the ability to draw evidence, real world examples to support theoretical concepts and possibly critique the inadequacies of theory. Ideally, we should be producing students capable of explaining the theories and giving examples in his/her own words.

Unfortunately, your department focused all energies on teaching ‘answers’ of potential examination questions to students since day one. There is no appreciation for the knowledge to be acquired, no consideration given to the way concepts are used in the real world (whether it is the predictive or the explanatory value) and absolutely no respect was paid to the history of the subject. Authorities of the subject are rarely introduced – I strongly believe that understanding the settings at which certain theories surrounding particular phenomena are discovered would aid one’s critique of the theory as one would then understand the timing and circumstances for which the concept served a valid explanation for some phenomena. Such ‘assessment-oriented’ approach would be seen as an indication of laziness in part of your department (if not ignorance), perhaps only interested in the results of the students rather than how interested students are in your subject. What could illustrate your distorted ideology towards teaching more than one of the lecturer’s exclamation during one of the paper review sessions: “Please, I urge you to memorize all definitions, the exact wording of each and every definition as given in your lecture notes. Do not use any definitions you picked from elsewhere or constructed yourselves because their wording are often wrong or difficult to interpret and this frustrates the markers. That means they have to waste more time on your paper and you’ll probably be given lower marks for that.”

It is perhaps why I come to realize how some of my peers who were initially curious about the subject were practically put off by it, possibly till this very day. I have no idea if this was your department’s intention but I was lucky my initial passion for the subject (built from the numerous outside readings and a steady supply of magazines on the subject) was never watered down by your horrible approach to teaching. That I went on to pursue tertiary education on this subject could only be attributed to the fact that you and your fellow colleagues have failed to practice the flawed pedagogy to its extreme for you all are still human. Of course, you might try to refute my claims by highlighting the numerous students pursuing further studies on this subject who are from our institution. That I do not deny, for it is the innate allure of the subject and perhaps the demand for knowledge in this field that have drawn this intellects towards the subject. In raising this point as a rebuttal, your department should thank God your screwed approach was not consistently applied (plausibly due to a few rebel lecturers who truly believed in the subject and loved that exploration).

I have, in the course of my education in the institution, approached tutors of the subject (ie. your colleagues) regarding some of the matters I have pointed out above but they all appeared to shrug at them. Replies offered ranged from ‘instructions by the department’ and ‘every tutor in our institution is doing it this way’ to ‘that has been the case all along and we have no problem with it’ and ‘you are a special case, I don’t think other students would think this way’. My friends have suggested I return to teach at my alma mater and clean up the mess I observed in my school days. I hope that this letter will just do that without having me to compromise my future.

Intervened

This is an article draft penned some time in 2008 reflecting the style and content of my earlier writings driven by my intellectual passion for education and pursuit of knowledge.

Social Scientists are plagued with this particular divide that is non-existent in the word of Arts and Science. Well, there are cases of particularly weird arts-science mix of beings like Euler, who, as one of the greatest Mathematician, devoted substantial time trying to introduce mathematical notations for music and in essence, mix everything music and mathematics up. It’s as if vector geometry and complex number’s correspondence, but this time, things just get a little more complicated as more of our senses becomes involved in the concoction. But Euler is really rare, and he cleaned almost the entire realm of mathematics of quirky symbols that everyone everywhere would not agree upon and introduced the whole idea of ‘functions’ and it’s notations, without which, we may not be even able to learn programming language because of the sheer complexity of the machine codes kind of ideas.

Pardon me for the introduction that seem to have absolutely no link with the title itself, but in all, I was attempting to demonstrate that there are poetic social scientist who sees humans as being somewhat divine and miraculous and studies the non-mechanical, the purpose-fixed aspects of humans, stuff like aggregate ontology (if there’s even such thing) or philosophies that involves questioning of functions, fundamental reason. For me, I prefer to look into the observable patterns, and the parallels between science and humans themselves, and how laws that govern nature often has its twin doing similar things for the humans. These laws, when stripped to its barest level, is as good as a gravitation acceleration constant – absolutely meaningless. I therefore, must propose this idea of segmenting the human world into 2 layers – 1) Before Reason – the layer void of reason, like molecular interactions, the existence, and many questions that philosophers can debate for another millennium and fail to obtain answers for, all the laws that govern things before human participation, and 2) After Reason – the layer of purpose, where we can explain things after making some assumptions and ignoring the previous layer. For example, when we ask why he went to the post office, we are satisfied with the answer that ‘He went there to get some stamps for his friend’. In that sense, we ignore all the layers beneath, like why his friend need stamps, why is he the one getting it, and if his friend can’t get it, why, and if his friend is attending some functions, why is he doing so and this goes on up to a point like, ‘why is he in this world’, and even further, why his great-great-great-great-great-great-great-great-grandparents exist’. This asymptotic line of reason is the transition to the previous layer, where there’s absolutely no point of explaining things, and not possible anyway.

That was a preamble to thinking about things, and I have chosen to express the above concepts in a more mathematical, and scientific way so that it aids understanding. In any case, I have selected certain laws that are throwing their weight around the scientific realm to explain social sciences, and here, I shall be elucidating the effect of intervention of nature’s equilibria.