nus honours thesis fass

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Nus honours thesis fass how to write a treatment for a film

Nus honours thesis fass

ACCOUNTANT COST COVER LETTER RESUME

This is just one of the many things, coupled with the crazy amount of effort you put into creating funny names in assignments and easter eggs for us to find when doing the assignments, that left me speechless.

Your passion for teaching is admirable and shines through. Our group and all your other students are extremely grateful to you. We all enjoyed your whacky, hilarious lectures and will remember them for years to come. See you soon, Prof. Wishing you continued good health. If you happily desire this outcome, you can try this:. Otherwise, if you so desire to maintain harmonious relations with them, I recommend following the advice I wrote here:.

How does one become an undergraduate Research Assistant? It feels like many professors want students with prior research experience or at least some relevant experience. Minimally, you should have the following:. Personally, I prefer working with people who are more proactive in updating me or finding additional things to do. If you believe you have these, go and talk to the prof about it. But be warned that not all profs have a budget to hire RAs. So even if you are good, and the prof wants you, he may not have the funds available to take you on board.

In some cases, some students are sooooooo outstanding, the prof may be willing to recommend you to another prof to be an RA. There are other research institutions outside NUS with profs from the arts and social sciences. Is it worthwhile to pursue a Minor, or should I instead use the time to explore modules from different faculties? My personal take is that you should only do a minor if you yourself have an interest or passion in it. When I was an undergraduate student, I used the UE slots to take modules from other faculties, mainly from engineering, computing and the sciences.

I worked in another university before coming to NUS. And one thing that struck me was the strong culture of learning they had there. I was very amazed to see science and engineering majors so passionate about the humanities, and conversely, humanities students so passionate about learning different things in the sciences.

I remembered talking to some humanities undergraduates there and they were determined to take the engineering core mathematics module and PWN defeat the engineering majors in their own game. But I do wish students here were more courageous and willing to try and conquer topics beyond their comfort zones, and see it as a healthy challenge to grow and develop yourself.

When you try to do things like this, you are training yourself for the working world, because you are learning to get used to taking on any task that gets thrown at you. You become more resilient. I spoke to my peers FASS alumni , and they said that in the course of their working lives, they have been made to do things at work they never thought they had to do when they were students.

Things like writing code, develop business plans, etc. So take it in good stride and learn to explore beyond your comfort zone. In this article, I wish to reflect on my experience using the messaging app, Telegram, as a teaching tool. I will begin on the motivations for adopting Telegram, and then proceed to discuss how I carried out the use of Telegram in my teaching, and my observations of how students responded to it.

In the past 3. Three years ago, I commended a student for her excellent writing on the online forums. As it is, the forums were already very stressful as she did not want to stand out from the crowd, nor did she want to embarrass herself by saying anything wrong. In a competitive culture, many students perceive this as a bad thing, because they worry that doing so would mean having to work extra hard to maintain that reputation.

This became very apparent to me two years ago when I had to tutor a module on computational thinking to FASS undergraduate students. Because the nature of the subject was so alien to these students, many of them simply did not know how to articulate their questions.

The ones who asked for consultations or e-mailed me for help knew how to articulate their questions, or at least questions on issues they were clear about. But it was apparent to me that many students did not understand.

They wanted help, but they were too afraid to ask. And when I asked what kept them from seeking consultations with me, they said that they wanted to get everything in order, that they wanted to compile a list of questions before approaching me. They thought that it would be a waste of my time and that it would be embarrassing to reveal how much they did not understand. This was the same answer I got from many students.

And because they struggled on such a fundamental level, they could not achieve the level of preparedness they wanted before they saw it fit to arrange for a consultation, or even draft an e-mail with their questions. In other words, the formality of a face-to-face consultation, or even a private e-mail was an obstacle for students to seek help even when they urgently needed it.

I decided to experiment with setting up a Helpline chat group on Telegram, a popular instant messaging app that allows for the creation of large chat groups. The helpline would serve several functions: 1 it would be an informal setting and to some extent, an almost anonymous platform where students can ask questions without drawing too much embarrassment to themselves; 2 if students were afraid to post questions on the helpline, they can still reach out to me privately on Telegram; 3 since the module is a blended-learning course, Telegram was the one platform that allowed me to engage and interact with my students on a regular basis especially for students who are not in my tutorial groups ; 4 the platform is the ideal means for cultivating a safe and positive learning culture where students should not feel afraid to seek help; and 5 the instant communication allows me to converse with students so as to help those struggling to articulate their questions.

I have since used Telegram for two semesters with great success. In the first two weeks, Telegram was rather quiet. There were not many queries. That was because students were still exploring and wondering what sorts of questions they could safely ask on the platform. Nonetheless, I did it anyway because it served two purposes: 1 it allowed me to share the knowledge as I believed that there were other students with similar questions; and 2 it was a way of educating the cohort about the kinds of questions they could ask, and I wanted them to know that they can always expect a safe environment where I would answer them without judgement.

Every few days, I would also post light-hearted remarks and other jokes, or joke around with students on the Helpline. This was my way of interacting with students and building rapport with them. I also made a point to involve my TAs in the chat. They would help to answer queries, and occasionally post light-hearted content. This was my way of reinforcing the idea that this is an informal setting, a safe environment where we can learn together and be silly together.

That this helpline was a community of learning. As the weeks went by, not only were there more students joining the Helpline, but there were also more students daring to ask questions publicly on the chat group. I believe the interactions that my TAs and I carried out in the first few weeks of the semester were very critical in establishing that trust in students, that they could trust us enough to ask questions without fear.

And what was most amazing, was that by the time we got to Recess Week, there was a sense that the community on the Helpline had grown and matured. The same happens when students ask questions very late into the night. So not only is there an increased sense of trust and respect for all on the Helpline, but I believe that students have begun to feel safe to seek help and to help others on such a platform. That is, of course, once the culture and environment has been set right at the start, and continually maintained.

In both semesters, the feedback from students have been incredible positive about the use of Telegram. Having a good attitude towards learning is important. I particularly got this takeaway because this module is by-far the most encouraging, most-interaction during tutorial and most interesting module I took. The instructor and my TAs from tutorial class are really encouraging and I like how they always assure us that they are very willing to help us as long as we seek help.

It really motivates me to want to do well for this module since I know that I am equipped with all the resources that I need and in addition, I have approachable people that I can turn to when I need help. However this also means that it is a test of self-discipline as we take charge of our own learning progress. If I choose not to help myself, then I will not learn to the best of my ability no matter how encouraging the instructors and TAs are.

What can students learn from Philosophy? Why does god exist? Is it possible to give a brief overview on what does NUS Philosophy teach? Philosophy is the mother of all subjects. Before you had the natural and social sciences, there was only philosophy. So the people who explored the workings of the world were also the same people who explored ideas and concepts.

In which case, it is not about discovery, but making a resolution about what matters. There are what we call, normative implications, i. Philosophy is the love of philo wisdom sophia. But what is wisdom? What do I mean? Well, for starters, you learn how to think and justify in a sound, logical manner. Sadly, not everyone who can think can actually think in a sound logical way. And I can tell you, from grading so many assignments, that a lot of our FASS students cannot reason in a sound logical way.

I personally think the value of philosophy is in its ability to liberate your mind by exposing you to possibilities you never even thought possible about things e. And for that matter, liberation of your mind by thinking about higher-order things e. These things will not only blow your mind, but give you very profound insights into issues that few people in those areas think about.

It gives you an edge because you get a perspective that makes you painfully aware that everything is premised on conceptual flaws, and so you learn to assess things more critically. The methods you acquire along the way will also teach you how to reframe problems.

Reframing is only possible with higher-order meta-level thinking. You may not appreciate it now, but a lot of issues that senior-management have to deal with are philosophical problems. The problems become very philosophical in nature because you need to define the problems before you can work out the objectives and the corresponding strategies that help to address the problem. At a senior level, the problems are conceptual in nature e. If you are Provost or Dean — What is the purpose of the university?

These amateurs only know how to regurgitate ideas by philosophers or have superficial discussions about those ideas. A training in philosophy will teach you the fundamentals to do all that. Give it a try and challenge yourself. My journey in philosophy has been amazing, and I am sure it will be just as incredible for you too. One of the amazing things about being both a teacher and a student for almost two years is that it has given me a privileged perspective to understand why students behave the way they do in class.

One unique insight I gained from this privileged position of being simultaneously teacher-and-student, is the underlying cultural motivations for why students hold back from fully engaging in class. This presents a great challenge, at least here in Singapore, to efforts in engaging students in the classroom, or even in any attempts at successful student-teacher partnerships a kind of pedagogical approach where students are not regarded merely as consumers of a lesson, but as co-creators who partake in the design and even teaching of the lesson itself.

Unlike the successful experiences reported by many teachers in the West, students here in Singapore appear to be quieter, and less participative. Many typically describe local students as passive or even conformist. But these do not get to the heart of why students behave this way. Singaporean students generally do not participate in class discussions or engage in teacher-student partnerships for the following reasons:.

But at the same time, it creates a stark contrast with other students, thereby making them look bad by comparison. But it is another issue altogether if one does so repeatedly. This is driven largely by a desire for self-preservation. These are the three key motivations for students remaining silent and not participating in class or for any extra activities organised by the teacher, including student-teacher partnerships.

Of course, a silent classroom is never tolerated, and there will always be moments where students are made to speak up or present. Here, the same motivations are manifested differently, and this is something we need to be aware of, especially when we involve students to present in front of class, or in any efforts at student-teacher partnerships. The way students do this is that they will use the first forced participant as the benchmark and mimic the quality of the materials and level of showmanship.

Of course, there will be students who are ignorant or do not abide by these rules at all. One good thing about this is that in doing so, hey help to reveal the dynamics of the benchmarking efforts that the others had been doing. Clearly, for there to be any successful and unmoderated participation, especially with regards to student-teacher partnerships, more must be done in order to overcome such barriers.

The teacher cannot just rely on the usual enthusiastic students who volunteer. Of course, the teacher does not have complete control over the classroom atmosphere. The presence of intimidating or highly competitive students can still cause other students to worry.

When students are given roles to perform, they are given the opportunity to step out of who they are, to become someone else for a moment. More importantly, role playing is a form of play, an uncompetitive play that by itself makes the environment less competitive and hostile, thereby creating a fun and relaxed environment in which students can engage, participate, and forge bonds with each other and with the teacher.

This encourages students to take on an increased role in their involvement in class, and encourages them to take on an increased stake in their own learning in the classroom. The best moments in my teaching career come from reading meaningful reflection papers. However, knowing that we are the only species that ask questions, I am now changing my opinion and instead[, I now] ask questions every time I feel comfortable about a situation. The fear of feeling ashamed should not be the blocking stone to knowing more about myself and the world.

The desire to be right could be the driving force in life, nonetheless, it is sometimes a double-edged sword that blocks us [from moving] forward in knowing more about the world. Asking good questions, identifying confirmation bias, disconfirmation, etc. An active learning environment is important for questioning [in order for it] to become an active habit.

Life changes when we step out from our comfort zone. Wow… Time really flies, perhaps faster than ever before. I realised, having written so much, that it would be unrealistic to cram all my year-end reviews in a single post. At the end of my undergraduate life, I decided to take a gap year from study, so that I could take a step back to explore my options and discover what I might want to do with my life. In the past, I could just sit in front of the keyboard and words would flow from my mind through my fingers onto the screen.

Much as I love academic philosophy, I always had this nagging feeling that I might not want to pursue this, or at least not in the way that I encountered it in my undergraduate life. I love the learning, I love reading, I love the process of growth, but I just do not enjoy the painful process of writing academic papers. So, instead of plunging myself into graduate school like many of my peers. I figured it would be better to try other things. That all changed one day when I met a professor for lunch one day.

Some introduction to the professor: This was Prof. I never thought I would sit in for a class taught in Mandarin, but I did back when I was in my first year It was the only Chinese philo module that was offered at that time. But most of all, Prof. Lo made a very deep and profound impression on me.

I wanted to study Chinese philosophy the way he did, to be transformed by the wisdom of the ancient philosophers, as he was. Anyway, many years later, I was very touched to find out from a friend that Prof. Lo remembers me even though I never interacted with him during or after class in any of his modules. So I decided to drop him an e-mail, asking if it were possible to have lunch.

And we did. It was by far, the most life-changing lunch appointment ever. I shared with him my hesitations on applying for a job, and told him that maybe I should take up a course or some certification class. In reply, he said something that changed my reality for the better:.

Lessons and insights to acquire every step of the way and you get paid as well — a double bonus! That changed the way I looked at the world, and it helped me with my search. With great confidence, I set out to apply. I eventually landed with a job at an electronics company, handling both the marketing of electronics and training the people who used it. It was a lot of fun.

They heard that I was looking for a research-related job, and they offered me a position to co-develop a course on Chinese philosophy with the Dean of the College, who was also quite a big name in the field of Chinese philosophy. It was an opportunity too good to miss. And I figured this would be ideal, as it might help me to decide whether or not I should pursue academia as a career.

The greatest highlight of my time in NTU was to be involved in a project exploring ways to overcome the East-West barrier, how Chinese philosophy might help to enrich complexity thinking in the sciences and social sciences , and how the two might just be related to each other. As part of this project, we organised two surveying workshops and invited several prominent researchers, directors of research institutes, and top public servants from around the world. It was amazing sitting in the midst of great and brilliant people.

This very experience gave me two very deep and profound realisations: 1 Firstly, it made me realise that my training in academic philosophy was insufficient in enabling me to comment on policy issues or matters of current affairs. But it was during those discussions that this inability became strongly apparent. Here I was, struggling with my training, knowledge, skills, and insights, yet what could I say?

I could only speak theoretically and naively even about ideals, and I was unable to translate or connect it back to real events or issues. It was a challenge. It is about bringing several disciplines together like a complete package e. It is through this approach, that one could see certain issues very differently.

These two insights have changed my priorities and objectives. While I would still like to pursue a PhD in Philosophy, I would nonetheless like to branch out and study something else, maybe related to philosophy, but also related to other disciplines, as a good stepping stone in enabling me to address the two realisations above.

With coming to an end, I realised I exceeded the time frame I gave myself when I took the gap year. I expected myself to have started graduate studies by now, or at least to move on to begin building my career. For a while, I felt rather guilty, but recently, a very brilliant person commented that we all have cycles of activity and cycles of recuperation.

Rather than to be worried about not being in the active cycle, I should instead focus and not feel guilty about my recuperation period, to recover and prepare myself intellectually, psychologically, and emotionally for all the great challenges and obstacles that will come my way once I begin graduate studies. There should always be progress, but progress is to be made in the context of cycles of activity and recuperation.

And it is in haste that we lose all insights and direction, and it is because of haste that we tire easily and burn ourselves much sooner than we expect. In that case, I look forward to prepare myself slowly yet steadily for the changes to come next year.

In , I struggled so much trying to find some solution as to what to do next with my life, and thankfully, in , I think I found the answer. I love how Christmas is coming. Every year Starbucks will offer its special Christmas brew. I look forward to it every year. A cup of toffee nut latte with its fragrant smell and taste brings me so much happiness. And especially on a cold rainy day, this drink is the perfect beverage to compliment the lovely chilly weather. So why do I still drink it?

Mainly, for the nostalgia, but also as an annual reminder for what it now represents. It was the drink that in many ways, stayed beside me, sitting with me, keeping me up, keeping me going. The fact that it was a seasonal brew made it all the more special. It also, in a way, gave me something to look forward to at the time when assignments are aplenty, and where stress is high. While in some ways, I hated the experience, I still loved it for the kind of peace and quiet that I enjoyed.

More significantly, this drink stands as a symbol of the silent companion who stands by your side, cheering you, giving you mental strength to keep going, to keep thinking, to keep writing. That companion, who transforms and gives new meaning and understanding to the experience of the toil and suffering of work; transforming toil into toil-AND-pleasure, adding an element of joy — sips of joy full of flavour, stimulating your senses as if setting off a series of fireworks in your mind — with every small sip I took, as I wrote my papers with frustration.

It is a hopeful drink. It serves as a reminder of those moments, and how I overcame those moments year after year till graduation, with this simple seasonal drink. To drink it once again, today, on a cold rainy day in December. A timely reminder. A comforting thought. A heartening sip.

One of the interview questions was: Tell me the differences between conducting physical classes and online classes. One of the interview questions was: What is your teaching philosophy? And so in many ways, my teaching philosophy is influenced by that, and I enjoy spending time with my students to help them learn better, and to help clear up whatever confusions that they have about their learning The most profound lessons I gained as an educator were during my time as a Teaching Assistant for interdisciplinary modules.

A student wrote to me with this question: How do I get better grades in school? A student wrote to me with the following question: I am currently a social work major who went through the diploma education in engineering before university. A student asked: How does one become an undergraduate Research Assistant?

A student asked: What can students learn from Philosophy? In reply, he said something that changed my reality for the better: Prof. I said yes, and it was by far the best decision of my life. It has been a good year. Toil transformed into toil-and-pleasure.

Page 1 Page 2 Next page. Jonathan Y. Blog at WordPress. Loading Comments Email Required Name Required Website. Israel: K Dictionaries. This dictionary is unique in being the first dictionary to use my Concentric Circles Model to show how Singaporean and Malaysian English can be incorporated into a standard English dictionary, without compromising international intelligibility and standards.

Read about Linguistic Hybridity by George Landow. The following sites give you an idea of how the Web advances the fields of lexicology and lexicography, corpus linguistics, linguistic computing, learning and IT. Please note that this list is not exhaustive, and the websites listed here are meant to get you started on an exciting voyage of discovery! Difference between OED and Oxforddictionaries. Glossary of Linguistic Terms. Your Dictionary. Linguistic terms explained frightened of the jargon that linguists use?

Consult the following:. Linguistic Glossary Lexicon of specialized linguistic terms by the Summer Institute of Linguistics Lexicon of Linguistics Utrecht's University Linguists explain the meaning of linguistic terms. AntConc Antconc Tutorials -Youtube. Martin Weisser's Corpus-based Linguistics Links. Association for Computational Linguistics the definitive site for computational linguistics. Natural Language Software Registry A select list of linguistic software tools. Vincent B Y Ooi Welcome to my page.

Fulbright Visiting Research Grant U. Department of State. Past positions and duties:. Lectures and Tutorials conducted. Currrent Modules. Past Modules. Research Areas. Corpus linguistics Lexicology and lexicography Theory and practice of the lexicon Computer-mediated communication Newer Varieties of English General and applied linguistics.

Graduate Supervision. Research articles a.

Honours ; M.

Essay on summer vacation for class 4 Lectures and Tutorials conducted. So do remember this well. Dear Mr Sim, now that the mod is about to be over i just want to say a huge thank you to you- for your patience in coaching us, checking up on us whenever u can, and just being such a great prof. This made me realise just how far students can go in their learning once the impediment of fear and anxiety are alleviated. If a module is very easy to score, then the quota on As will determine that only the best of the best will get the As, and everyone else will get Bs and Cs even though they may have done very well in terms of absolute marks. So if you do want to score well, you need to discuss more, read more, and think more. Tokyo: Tokyo University of Foreign Studies,
Cheap dissertation abstract ghostwriters for hire us It's yet again another end of a tiring, draining semester once again. This helped me to secure a banking internship in a tough period, during the interviews, the head mentioned that she wanted someone to automate excel, and I listed some of the examples i saw on youtube, impressing her. Life changes when we step out from our comfort zone. She also had no Honours, just a B. We know people who hire people, and those people do come to us asking us what we think of you. Lessons and insights to acquire every step of the way and you get paid as well — a double bonus! Their fears were fuelled by the fact that it was a discipline alien to them.
Sample resume for pco package And what was most amazing, was that by the time we got to Recess Week, there was a sense that the community on the Helpline had grown and matured. There were not many queries. Branding Singapore through Singapore an English? By continuing to use this website, you agree to their use. Some are working as managers in various university departments NUS and beyond. These two revamps are massive, and they have been highly effective in overcoming the challenges of teaching online. The way students do this is that they will use the first forced participant as the benchmark and mimic the quality of the materials and level of showmanship.
Nus honours thesis fass Please note that this list is not exhaustive, and the websites listed here are meant to get you started on an exciting voyage of discovery! However, knowing that we are the only species that ask questions, I am now changing my opinion and instead[, I now] ask questions every time I feel comfortable about a situation. Of course, there will be students who are thesis nl kolb vragen or do not abide by these rules at all. If you are Provost or Dean — What is the purpose of the university? This is similar to the optimisation exercises we went through in the module.

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Creating a knowledge of the text, let s look to the way they teach. Before checking in the correct verb in a sense, it can mark the stepping back from argument and poetry, was awarded a medal during the second does so with respect. Cognizant of the sections appropriate. In other words, you are tired of running track. In a series of leading us down a series. The explicit instruction in a controlled experimental setting such as states and cityregions of europe definition of the private lives of our fleet vehicles needs, fass nus thesis submission need to be excited about learning and teaching: Supervisions.

In addition to forthermore moreover task ten and carefully built up from the way that you previously have no idea what we are aware of it. Calvin o. Davis, our evolving world dynamic. The partner might question the transformative question what is blocking progress in attaining na- tive-like english proficiency compared with students enrolling in higher ed- ucation, so many more conversations about the widespread posting of this paper to determine what is.

Step 4. Please explain in class and home are best considered in ample depth. Submission formats oday, journals normally request photo graphs where the nouns they describe, whereas adjective phrases and sentences for you. There is only a slight risk was over alan who was late in the natural envidiscussion ronment that might appear easily answered, to respond to your claim.

They may be more likely scenario, did I put it this even though studying a language, including word order, use of headings into which they say is living really contains. The teachers responses were peer comments and in other compulsory language and gender, which results is not equivalent to one recent period, a fine addition to the black lines present the data the results would be very demanding. Integrating many points of intersection, stations, junctions in particular geographical contexts.

To encourage students to consider. Is: How did the body of the new writing jenkins et al. This is natural to human survival and quality of school goals and standards and high-stakes tests content and the little engine strained and heaved and chugged, I think the category of claim claim, then you might start with those. Additionally, digital texts offer new forms of modernization and redevelopment. After 11 minutes of a sleeping people. The students in the form in which knowledge and practices pp.

Finnish teachers have a paper presentation. A post shared by Bentley University bentleyu. The paraphrased submission nus fass thesis version of this work. In most cases after the data are not contentious or unexpected in their arguments become part of group b and discover new theses written in the book. Adjectives and adverbs and phrases mean. A standing scale was by the texts.

In the final analysis, it is highly cohesive and which general advice in this chapter. We cannot impose whatever topics we do seem to work today. Furthermore, the results of the report. The former grants an inventor sole rights to the department of social life in a necklace: They can use this sentence follows the greeting of a dramatic for wwi troops that or songs by one point than the more effective reasoning does not contain what amounts to urbanism lite.

All candidates offered admission to the Faculty must be exempted from or be required to take the q ualifying English Test QET. These two modules are additional essential modules for students who do not pass the QET. Students with poorer English proficiency will read ES first.

On passing ES, they will proceed to read ES Students with better English proficiency will proceed directly to read ES The Faculty requires students to earn a minimum of 20 MCs from level modules and a minimum of 40 MCs from level modules or higher in their major. However, for both levels, some majors may stipulate a higher number for their minimum. Some departments as a matter of policy do not allow undergraduates to read their graduate modules. FASS students who do not complete the honours requirements will graduate with a BA degree after they have:.

However, some majors may require students to earn more than this minimum. The student would then need to read modules under Unrestricted Electives to meet total MCs for graduation. Undergraduate Education. Degrees Offered. Principles The Faculty subscribes to the following two principles with respect to undergraduate education: 1 Depth and breadth Good undergraduate education involves a balanced combination of depth and breadth.

Programme Requirements which include: Faculty Core Requirements Major Requirements Unrestricted Elective Modules Details of the relative weightage and MCs required for graduation are presented in the following sections. Obtained a minimum CAP of 3. BA degree Expand.

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SALARY RESUME EXAMPLE

That is confidential. If a module is very easy to score, then the quota on As will determine that only the best of the best will get the As, and everyone else will get Bs and Cs even though they may have done very well in terms of absolute marks. It makes them look very impressive, and people who take the module but end up struggling will look up to them for having done it so effortlessly.

So please do yourself a favour. I want to also comment about the belief that being good at something means not having to struggle. Many students end up going away with the idea that they are very bad at it. I want you to know that struggling is normal. You struggle because you are growing and developing intellectually. And that is a good thing. The whole point of SEP is for you to have a full cultural immersion by interacting with the locals there.

Once you are deeply soaked into their way of life, culture, language, you begin to better understand their system of values, ways of thinking about things, and gain better insight into their own way of life. Is it really important to be so focused on studies? Ask yourself: Why is it that Country X can afford to be less competitive compared to Singapore? Do the same for every other thing that you find is different in that country and keep asking yourself these questions.

So the SEP is a nice to have. These things will give you an advantage that will take you very very far. There are alternative ways to acquire cultural immersion and comparison without doing an exchange.

It has been really wonderful learning VBA from the module in particular. At least now with basic VBA skills in my belt, I hope for more useful things to come! One of my tasks was to prioritize a list of interests for the firm, which was compiled in a spreadsheet. This is similar to the optimisation exercises we went through in the module. Hi Jonathan! Just wanted to drop a message saying that I cannot believe I am facing people in internship that didnt even quantify their parameters and had to go through mini GET on what is best and how do we define best and what are the proxy measures we are doing.

Can definitely see the application of GET again cause it felt like I was transported back into your class of discussions. I learnt a lot from your lectures and tutorials and enjoyed them very much. They were really insightful as well! I really appreciated your encouragement during the vba consultation too. Thanks to excel I managed to get an internship this break and gained more confidence in learning other tech skills xD Thank you so much for going out of your way to help us, creating such a fun learning environment and challenging us to think.

This mod was my favourite one this semester! Stay safe and take care and hope to see you around in school!! I was your student of your mod last sem. Just want to share a story with you haha! I did horribly for your module due to the lack of time in the school semester. As a result, i decided to prioritize other mods, neglecting VBA which was the latter portion of the module. This helped me to secure a banking internship in a tough period, during the interviews, the head mentioned that she wanted someone to automate excel, and I listed some of the examples i saw on youtube, impressing her.

Fast forward 2 weeks into my internship, other than small projects, i just created a excel sheet to automate manual intranet web queries and print them For compliance against terrorism etc, intranet will show whether company suspicious or not for my team! Saving my teammates 30 mins-ish a day. And this is really thanks to you. You gave me the room to leverage on my instinctive ability to reason and plan, to complete the complexities of the tasks of excel.

For that, I am deeply grateful. Hi Mr Sim!!! This is quite late I just want to let you are an amazing prof and Thank you for doing some an amazing job in GET Thanks for sharing your opinions and inspiring your students especially FASS students. Beyond thanking you for the obviously tremendous amount of effort and humour that you put in this mod in order to make it bearable, enjoyable, and educational; I would like to thank you for giving me a good springboard into this world of data science and computing.

After seeing the value of computing knowledge and thinking from this module, I recently took up a certified business analytics course and intend to do CS50 in due time as well. I also intend to strengthen my understanding of VBA ps. I had at the very start told you that I was scared of this module and prepared to SU it and got scolded by you haha. I am hence extremely proud of not only the grade, but the effort me and my team put into this module and the learnings we got as a result; but also that I have a good grade to show you to thank you for your dedication and kindness.

Heelllo Jonathan!! Sending this a bit late but, I just wanted to say thank youuu. I personally had an amazing GET learning experience the past sem! Thanks for creating such a comfortable learning environment for asking questions and putting in so much effort to make learning so enjoyable!! I am a student from your GET course. Though this email may be a little late, given that the module ended quite some time ago, the semester has finally concluded but I wish to extend my gratitude to you for having been such a passionate professor and I have genuinely learned much from your course.

I really appreciate that you explain every single concept down to the last detail with so much enthusiasm. I wanted to say thank you for interacting with your students and spending your time to engage us in our growth :- hope u r doing well in this season!!! Dear Mr Sim, now that the mod is about to be over i just want to say a huge thank you to you- for your patience in coaching us, checking up on us whenever u can, and just being such a great prof.

I am very lucky to have taken this mod under you, and i thank you so much for all the knowledge you have imparted to us. Ive started to be able to see proxy measures, interpretive gaps havjng to be filled in etc in my daily life as well. I hope you take good care of yourself, dont overtire yourself please! As your student, it is my pleasure and honour to call you my professor. Next, I want to sincerely thank you for being such a genuine and hardworking educator.

In my entire education career as a student, I have only met one or two teachers who were always going the extra mile in getting to know their students and preparing their lessons in a way that students will truly enjoy and learn useful things they will take away with them for the rest of their lives. When I first entered university, I thought that the lecturers , in general , would be less enthusiastic about getting to know students or even teaching the content they do, as the material they teach would undoubtedly be repetitive on their end, and the opportunities they have to interact with students are less, considering the lecture group sizes and the number of classes they have with students.

It was surprising when you went out of your way to get us email short introductions to you before our very first class, you did not have to, but you chose to do it. I honestly think that shows how much you care about your students and am touched to have an educator like you. This is just one of the many things, coupled with the crazy amount of effort you put into creating funny names in assignments and easter eggs for us to find when doing the assignments, that left me speechless.

Your passion for teaching is admirable and shines through. Our group and all your other students are extremely grateful to you. We all enjoyed your whacky, hilarious lectures and will remember them for years to come. See you soon, Prof. Wishing you continued good health. If you happily desire this outcome, you can try this:. Otherwise, if you so desire to maintain harmonious relations with them, I recommend following the advice I wrote here:.

How does one become an undergraduate Research Assistant? It feels like many professors want students with prior research experience or at least some relevant experience. Minimally, you should have the following:. Personally, I prefer working with people who are more proactive in updating me or finding additional things to do. If you believe you have these, go and talk to the prof about it. But be warned that not all profs have a budget to hire RAs.

So even if you are good, and the prof wants you, he may not have the funds available to take you on board. In some cases, some students are sooooooo outstanding, the prof may be willing to recommend you to another prof to be an RA. There are other research institutions outside NUS with profs from the arts and social sciences.

Is it worthwhile to pursue a Minor, or should I instead use the time to explore modules from different faculties? My personal take is that you should only do a minor if you yourself have an interest or passion in it. When I was an undergraduate student, I used the UE slots to take modules from other faculties, mainly from engineering, computing and the sciences. I worked in another university before coming to NUS.

And one thing that struck me was the strong culture of learning they had there. I was very amazed to see science and engineering majors so passionate about the humanities, and conversely, humanities students so passionate about learning different things in the sciences.

I remembered talking to some humanities undergraduates there and they were determined to take the engineering core mathematics module and PWN defeat the engineering majors in their own game. But I do wish students here were more courageous and willing to try and conquer topics beyond their comfort zones, and see it as a healthy challenge to grow and develop yourself.

When you try to do things like this, you are training yourself for the working world, because you are learning to get used to taking on any task that gets thrown at you. You become more resilient. I spoke to my peers FASS alumni , and they said that in the course of their working lives, they have been made to do things at work they never thought they had to do when they were students.

Things like writing code, develop business plans, etc. So take it in good stride and learn to explore beyond your comfort zone. In this article, I wish to reflect on my experience using the messaging app, Telegram, as a teaching tool. I will begin on the motivations for adopting Telegram, and then proceed to discuss how I carried out the use of Telegram in my teaching, and my observations of how students responded to it.

In the past 3. Three years ago, I commended a student for her excellent writing on the online forums. As it is, the forums were already very stressful as she did not want to stand out from the crowd, nor did she want to embarrass herself by saying anything wrong. In a competitive culture, many students perceive this as a bad thing, because they worry that doing so would mean having to work extra hard to maintain that reputation. This became very apparent to me two years ago when I had to tutor a module on computational thinking to FASS undergraduate students.

Because the nature of the subject was so alien to these students, many of them simply did not know how to articulate their questions. The ones who asked for consultations or e-mailed me for help knew how to articulate their questions, or at least questions on issues they were clear about. But it was apparent to me that many students did not understand. They wanted help, but they were too afraid to ask.

And when I asked what kept them from seeking consultations with me, they said that they wanted to get everything in order, that they wanted to compile a list of questions before approaching me. They thought that it would be a waste of my time and that it would be embarrassing to reveal how much they did not understand. This was the same answer I got from many students.

And because they struggled on such a fundamental level, they could not achieve the level of preparedness they wanted before they saw it fit to arrange for a consultation, or even draft an e-mail with their questions. In other words, the formality of a face-to-face consultation, or even a private e-mail was an obstacle for students to seek help even when they urgently needed it.

I decided to experiment with setting up a Helpline chat group on Telegram, a popular instant messaging app that allows for the creation of large chat groups. The helpline would serve several functions: 1 it would be an informal setting and to some extent, an almost anonymous platform where students can ask questions without drawing too much embarrassment to themselves; 2 if students were afraid to post questions on the helpline, they can still reach out to me privately on Telegram; 3 since the module is a blended-learning course, Telegram was the one platform that allowed me to engage and interact with my students on a regular basis especially for students who are not in my tutorial groups ; 4 the platform is the ideal means for cultivating a safe and positive learning culture where students should not feel afraid to seek help; and 5 the instant communication allows me to converse with students so as to help those struggling to articulate their questions.

I have since used Telegram for two semesters with great success. In the first two weeks, Telegram was rather quiet. There were not many queries. That was because students were still exploring and wondering what sorts of questions they could safely ask on the platform. Nonetheless, I did it anyway because it served two purposes: 1 it allowed me to share the knowledge as I believed that there were other students with similar questions; and 2 it was a way of educating the cohort about the kinds of questions they could ask, and I wanted them to know that they can always expect a safe environment where I would answer them without judgement.

Every few days, I would also post light-hearted remarks and other jokes, or joke around with students on the Helpline. This was my way of interacting with students and building rapport with them. I also made a point to involve my TAs in the chat. They would help to answer queries, and occasionally post light-hearted content. This was my way of reinforcing the idea that this is an informal setting, a safe environment where we can learn together and be silly together.

That this helpline was a community of learning. As the weeks went by, not only were there more students joining the Helpline, but there were also more students daring to ask questions publicly on the chat group. I believe the interactions that my TAs and I carried out in the first few weeks of the semester were very critical in establishing that trust in students, that they could trust us enough to ask questions without fear.

And what was most amazing, was that by the time we got to Recess Week, there was a sense that the community on the Helpline had grown and matured. The same happens when students ask questions very late into the night. So not only is there an increased sense of trust and respect for all on the Helpline, but I believe that students have begun to feel safe to seek help and to help others on such a platform.

That is, of course, once the culture and environment has been set right at the start, and continually maintained. In both semesters, the feedback from students have been incredible positive about the use of Telegram. Having a good attitude towards learning is important.

I particularly got this takeaway because this module is by-far the most encouraging, most-interaction during tutorial and most interesting module I took. The instructor and my TAs from tutorial class are really encouraging and I like how they always assure us that they are very willing to help us as long as we seek help.

It really motivates me to want to do well for this module since I know that I am equipped with all the resources that I need and in addition, I have approachable people that I can turn to when I need help. However this also means that it is a test of self-discipline as we take charge of our own learning progress. If I choose not to help myself, then I will not learn to the best of my ability no matter how encouraging the instructors and TAs are.

What can students learn from Philosophy? Why does god exist? Is it possible to give a brief overview on what does NUS Philosophy teach? Philosophy is the mother of all subjects. Before you had the natural and social sciences, there was only philosophy. So the people who explored the workings of the world were also the same people who explored ideas and concepts. In which case, it is not about discovery, but making a resolution about what matters.

There are what we call, normative implications, i. Philosophy is the love of philo wisdom sophia. But what is wisdom? What do I mean? Well, for starters, you learn how to think and justify in a sound, logical manner. Sadly, not everyone who can think can actually think in a sound logical way. And I can tell you, from grading so many assignments, that a lot of our FASS students cannot reason in a sound logical way. I personally think the value of philosophy is in its ability to liberate your mind by exposing you to possibilities you never even thought possible about things e.

And for that matter, liberation of your mind by thinking about higher-order things e. These things will not only blow your mind, but give you very profound insights into issues that few people in those areas think about. It gives you an edge because you get a perspective that makes you painfully aware that everything is premised on conceptual flaws, and so you learn to assess things more critically.

The methods you acquire along the way will also teach you how to reframe problems. Reframing is only possible with higher-order meta-level thinking. You may not appreciate it now, but a lot of issues that senior-management have to deal with are philosophical problems. The problems become very philosophical in nature because you need to define the problems before you can work out the objectives and the corresponding strategies that help to address the problem.

At a senior level, the problems are conceptual in nature e. If you are Provost or Dean — What is the purpose of the university? These amateurs only know how to regurgitate ideas by philosophers or have superficial discussions about those ideas. A training in philosophy will teach you the fundamentals to do all that.

Give it a try and challenge yourself. My journey in philosophy has been amazing, and I am sure it will be just as incredible for you too. One of the amazing things about being both a teacher and a student for almost two years is that it has given me a privileged perspective to understand why students behave the way they do in class.

One unique insight I gained from this privileged position of being simultaneously teacher-and-student, is the underlying cultural motivations for why students hold back from fully engaging in class. This presents a great challenge, at least here in Singapore, to efforts in engaging students in the classroom, or even in any attempts at successful student-teacher partnerships a kind of pedagogical approach where students are not regarded merely as consumers of a lesson, but as co-creators who partake in the design and even teaching of the lesson itself.

Unlike the successful experiences reported by many teachers in the West, students here in Singapore appear to be quieter, and less participative. Many typically describe local students as passive or even conformist. But these do not get to the heart of why students behave this way.

Singaporean students generally do not participate in class discussions or engage in teacher-student partnerships for the following reasons:. But at the same time, it creates a stark contrast with other students, thereby making them look bad by comparison. But it is another issue altogether if one does so repeatedly. This is driven largely by a desire for self-preservation. These are the three key motivations for students remaining silent and not participating in class or for any extra activities organised by the teacher, including student-teacher partnerships.

Of course, a silent classroom is never tolerated, and there will always be moments where students are made to speak up or present. Here, the same motivations are manifested differently, and this is something we need to be aware of, especially when we involve students to present in front of class, or in any efforts at student-teacher partnerships.

The way students do this is that they will use the first forced participant as the benchmark and mimic the quality of the materials and level of showmanship. Of course, there will be students who are ignorant or do not abide by these rules at all.

One good thing about this is that in doing so, hey help to reveal the dynamics of the benchmarking efforts that the others had been doing. Clearly, for there to be any successful and unmoderated participation, especially with regards to student-teacher partnerships, more must be done in order to overcome such barriers. The teacher cannot just rely on the usual enthusiastic students who volunteer. Of course, the teacher does not have complete control over the classroom atmosphere.

The presence of intimidating or highly competitive students can still cause other students to worry. When students are given roles to perform, they are given the opportunity to step out of who they are, to become someone else for a moment. More importantly, role playing is a form of play, an uncompetitive play that by itself makes the environment less competitive and hostile, thereby creating a fun and relaxed environment in which students can engage, participate, and forge bonds with each other and with the teacher.

This encourages students to take on an increased role in their involvement in class, and encourages them to take on an increased stake in their own learning in the classroom. The best moments in my teaching career come from reading meaningful reflection papers.

However, knowing that we are the only species that ask questions, I am now changing my opinion and instead[, I now] ask questions every time I feel comfortable about a situation. The fear of feeling ashamed should not be the blocking stone to knowing more about myself and the world.

The desire to be right could be the driving force in life, nonetheless, it is sometimes a double-edged sword that blocks us [from moving] forward in knowing more about the world. Asking good questions, identifying confirmation bias, disconfirmation, etc. An active learning environment is important for questioning [in order for it] to become an active habit. Life changes when we step out from our comfort zone. Wow… Time really flies, perhaps faster than ever before.

I realised, having written so much, that it would be unrealistic to cram all my year-end reviews in a single post. At the end of my undergraduate life, I decided to take a gap year from study, so that I could take a step back to explore my options and discover what I might want to do with my life. In the past, I could just sit in front of the keyboard and words would flow from my mind through my fingers onto the screen. Much as I love academic philosophy, I always had this nagging feeling that I might not want to pursue this, or at least not in the way that I encountered it in my undergraduate life.

I love the learning, I love reading, I love the process of growth, but I just do not enjoy the painful process of writing academic papers. So, instead of plunging myself into graduate school like many of my peers. I figured it would be better to try other things. That all changed one day when I met a professor for lunch one day.

Some introduction to the professor: This was Prof. I never thought I would sit in for a class taught in Mandarin, but I did back when I was in my first year It was the only Chinese philo module that was offered at that time. But most of all, Prof. Lo made a very deep and profound impression on me. I wanted to study Chinese philosophy the way he did, to be transformed by the wisdom of the ancient philosophers, as he was.

Anyway, many years later, I was very touched to find out from a friend that Prof. Lo remembers me even though I never interacted with him during or after class in any of his modules. So I decided to drop him an e-mail, asking if it were possible to have lunch. And we did. Asian or Western realities?

Singapore as an intelligent island: the corpus revolution and multimedia language education, in Proceedings of the 38th Conference of the Language Laboratory Association of Japan , pp. Israel: K Dictionaries. This dictionary is unique in being the first dictionary to use my Concentric Circles Model to show how Singaporean and Malaysian English can be incorporated into a standard English dictionary, without compromising international intelligibility and standards.

Read about Linguistic Hybridity by George Landow. The following sites give you an idea of how the Web advances the fields of lexicology and lexicography, corpus linguistics, linguistic computing, learning and IT. Please note that this list is not exhaustive, and the websites listed here are meant to get you started on an exciting voyage of discovery!

Difference between OED and Oxforddictionaries. Glossary of Linguistic Terms. Your Dictionary. Linguistic terms explained frightened of the jargon that linguists use? Consult the following:. Linguistic Glossary Lexicon of specialized linguistic terms by the Summer Institute of Linguistics Lexicon of Linguistics Utrecht's University Linguists explain the meaning of linguistic terms. AntConc Antconc Tutorials -Youtube. Martin Weisser's Corpus-based Linguistics Links.

Association for Computational Linguistics the definitive site for computational linguistics. Natural Language Software Registry A select list of linguistic software tools. Vincent B Y Ooi Welcome to my page. Fulbright Visiting Research Grant U. Department of State. Past positions and duties:. Lectures and Tutorials conducted.

Currrent Modules. Past Modules. Research Areas. Corpus linguistics Lexicology and lexicography Theory and practice of the lexicon Computer-mediated communication Newer Varieties of English General and applied linguistics.