Monday, 3 April 2017

xièxiè, TsinghuaX

Here’s a story: in 2015, I did my first MandarinX course and quite liked it. Last year, I did the second one. And then, when the third instalment was announced, I thought it could be a good idea to refresh a bit of Mandarin in my memory. So I decided to try another basic course, TsinghuaX (TM01x Tsinghua Chinese), and see how it compares with MandarinX.

Now that edX scrapped their free honor code certificates, and I don’t have any spare money to pay for a “verified certificate”, I am doing these courses purely for myself.

Tsinghua Chinese: Start Talking with 1.3 Billion People

Just like MandarinX, TsinghuaX is a six-week course with estimated effort of 4 hours/week. Each of the six lessons contains the following sections:

  • Dialogue (several short videos and quiz)
  • Characters (several short videos and quiz)
  • Listening comprehension (quiz)
  • Tea time with Peter (study tips and cultural notes)
Like in MandarinX, most of the material is also presented by “talking heads” but here we have more diversity. In the Dialogue section, Ms Lǔ (or Lǔ lǎoshī) talks about grammar and vocabulary. Another teacher, Ms Wáng (Wáng lǎoshī), introduces a few Chinese characters. Although the focus of TsinghuaX course is on speaking (Ms Lǔ only uses Pinyin in her presentations), I have to say that I remember more of hanzi from Ms Wáng than from all MandarinX courses. I love the way she explains the origin of the characters. (On the other hand, I like that in MandarinX we are always given hanzi together with Pinyin. Even if it slows down my note-taking, I prefer to have both things.)

Here are the topics of TsinghuaX:

  • Lesson 1: Greetings
  • Lesson 2: Self-introduction
  • Lesson 3: Transportation
  • Lesson 4: Food
  • Lesson 5: Accommodation
  • Lesson 6: Shopping
There is no final exam, but you have to take quizzes (18 in total). To pass, you only have to get 60% right, which is really easy. The quizzes are good fun. For example, you are given the Beijing subway map. The task is to find a certain hanzi in the station names!

I was so inspired by this course that I decided to start yet another blog, just some symbols, where I present one symbol (usually a Chinese character) a day and write a short story about it.

Now back to MandarinX.

Basic Mandarin Chinese – Level 3

Here are the topics of MX103x:

  • Lesson 1: Movies
  • Lesson 2: Talking about studying Chinese
  • Lesson 3: Health / going to hospital
  • Lesson 4: Sports / getting fit
  • Lesson 5: Staying in touch / 21st century telecom
  • Lesson 6: Talking about studying (again!) and dating
Now MX102x had a “Question of the week” section. To do it, one had to set up an account with Prollster. The participation marks for this section were worth 10% of the grade. Like many other students, I found this requirement incredibly annoying (why do we need to register with one more platform?) and have chosen to ignore this section altogether. I’m glad that in MX103x they scrapped this nonsense. Just like in MX101x, each weekly quiz is worth 10% of the final score and the final exam is worth 40%. You need to get at least 80% to pass.

Estella, as always, was super-charming. However, listening to the dialogues, even with my level of understanding Mandarin, I had a distinct feeling that nobody talks like that in real life.

外表不是一切,但是我喜欢比我矮的女生
“Physical appearance isn’t everything, but I do like women who are shorter than me.”
你的身材很好,应该也对运动有兴趣
“Your figure is very good, so you’re probably interested in exercise, too.”
如果我能找到像你这样完美的女生,就太好了
“If I could find a girl like you that’s this perfect, it’d be too good to be true.”

Wednesday, 7 September 2016

the DNA journey

Yesterday, I came across this short film, as usual, looking for something completely different at Film English.

“This should be compulsory”, says one of its protagonists, talking about the DNA test. I am not sure about that. Danish scientists questioned the logic behind these tests (as any scientist would do). In absence of national reference datasets (what is “100% Icelandic”, for example?), the results of comparison do not seem to make much sense.

Still, I think it’s a great, if scientifically flawed, short. I did show it today to my students (all in their early 20s) and saw tears in their eyes. They might have not understood half of the language used in the film but they’ve got the message. Watch it.

Wednesday, 10 August 2016

the romance of science

From Uncle Tungsten by Oliver Sacks:

Scheele was one of Uncle Dave’s great heroes. Not only had he discovered tungstic acid and molybdic acid (from which the new element molybdenum was made), but hydrofluoric acid, hydrogen sulfide, arsine, and prussic acid, and a dozen organic acids, too. All this, Uncle Dave said, he did by himself, with no assistants, no funds, no university position or salary, but working alone, trying to make ends meet as an apothecary in a small provincial Swedish town. He had discovered oxygen, not by a fluke, but by making it in several different ways; he had discovered chlorine; and he had pointed the way to the discovery of manganese, of barium, of a dozen other things.

Scheele, Uncle Dave would say, was wholly dedicated to his work, caring nothing for fame or money and sharing his knowledge, whatever he had, with anyone and everyone. I was impressed by Scheele’s generosity, no less than his resourcefulness, by the way in which (in effect) he gave the actual discovery of elements to his students and friends – the discovery of manganese to Johan Gahn, the discovery of molybdenum to Peter Hjelm, and the discovery of tungsten itself to the d’Elhuyar brothers.

Scheele, it was said, never forgot anything if it had to do with chemistry. He never forgot the look, the feel, the smell of a substance, or the way it was transformed in chemical reactions, never forgot anything he read, or was told, about the phenomena of chemistry. He seemed indifferent, or inattentive, to most things else, being wholly dedicated to his single passion, chemistry. It was this pure and passionate absorption in phenomena – noticing everything, forgetting nothing – that constituted Scheele’s special strength.

Scheele epitomized for me the romance of science. There seemed to me an integrity, an essential goodness, about a life in science, a lifelong love affair. I had never given much thought to what I might be when I was “grown up” – growing up was hardly imaginable – but now I knew: I wanted to be a chemist. A chemist like Scheele, an eighteenth-century chemist coming fresh to the field, looking at the whole undiscovered world of natural substances and minerals, analyzing them, plumbing their secrets, finding the wonder of unknown and new metals.

Monday, 20 June 2016

collectively known as cells

There are few things as demotivating as discovering that in the end, in spite of (or maybe thanks to) all your efforts, your students learned absolutely nothing. Some of mine, apparently horrified by the exam study guide I presented them with, sent me a list of their own questions. That surprised me a bit but hey, sure, why not. And so, I have incorporated some of these questions into the exam, in a hope that this class at least would know some of the correct answers. Naturally, I was wrong.

Here’s an illustration.

The following three questions refer to the figure below.
  1. Identify the cells A, B and D. What is the name of the process C? (4 points)
    1.                                  
    2.                                  
    3.                                  
    4.                                  
  2. If the cell A has n chromosomes, the cell B has      chromosomes and the cell D has      chromosomes (2 points).
  3. Both cells A and B are collectively known as                    .
Easy peasy, even for those who were absent or asleep 90% of the time. Right?

And here are some unexpected answers, from three different students.

  1. Identify the cells A, B and D. What is the name of the process C? (4 points) *
    1.              Luan Zi             
    2.                Jing Zi             
    3.              Shou Jing             
    4.                                
    * I'm gonna to write chinese, because I don't how to write in English, you can search internet
Althought it is not in my job description, I did that search and should say that the (Mandarin) Chinese terms are correct. Except the symbol is not even Chinese (it’s just this student’s doodle of cell D), so it doesn’t count.
  1. If the cell A has n chromosomes, the cell B has   r   chromosomes and the cell D has   m   chromosomes (2 points).
I can’t say it is wrong. Just a bit too generic for my liking. Ditto this:
  1. Both cells A and B are collectively known as        cells        .
Here’s another one. I lifted this question from the textbook, but you don’t really need to know anything to solve the problem. Or so I thought.
  1. It takes just 1 minute for a bacterium to add 30 000 nucleotides to one DNA strand undergoing replication. The rate of replication in this bacterium is   5 000   nucleotides per second.
  2. * I don't have a calculator to determine this.

Friday, 18 March 2016

evolve or perish

In my first two-and-a-bit months working as a science teacher, there were only a few things that actually worked. And when I say “worked”, I mean made those incredibly lazy and bored pupils of mine to pay any attention for more than a minute. In case of Evolve or Perish, it worked for a good half an hour with Grade 7. They even might have learned something about geologic periods.

The preparation is minimal: you just have to print out the two pages of the game. Then tell the students to trim and glue them together to make a “board”. That’ll keep them busy for additional ten—fifteen minutes. If you have even more time to spare, you can print out the black-and-white version and then ask them to colour it. Then you’ll need dice and counters. I bought a box of four dice and I don’t know how many counters in a Chinese shop for €1. Three-four players per board work the best.

I didn’t expect that the Grade 11 students, better behaved but even more bored, to enjoy it as much if not more than Grade 7. But here they were, suddenly wide awake, rolling their dice and shouting “¡Ñoss!” when landing on “blast to the past”. What’s more, when they finished, they started from the beginning. One team played two games, another three games. All without me telling them what to do. Marvellous.

Saturday, 12 March 2016

are you organised?

I spent all Thursday evening marking their work. Friday morning, in school, I discover, to my horror, that I can’t find this pile of papers. Next thing I know, a girl (one of my best students) is coming to my class and asks, “Mister, did you correct our work?”

Damn.

“Yes I did, but it seems that I forgot to bring them in.”
“Oh.”
“Don’t worry, you did well.”
“How much did I get?”

It’s my turn now to say “Oh” (silently). Think, teacher, think.

“You did everything correct apart from one question.”
“Which one?”
“The one nobody answered correctly, by some reason.”
“Which one was that?”
“I’m trying to remember. I’ll let you know when we have a class.” (We have a class with them today. the last period.)
“OK.”

Later, a boy is coming to my class when I am about to go. Another of my best pupils. After his grade, no doubt.

“Mister, mister, did you have time to check my work?”

I’ve been teaching here for two months and they still don’t know my name. We have a conversation very much like above.

“Sorry, I have to go now. See you in the afternoon.”

In the afternoon, I finally remember the one question nobody had right. I tell kids what was the correct answer. Also, that I bring their papers on Monday.

“Mister... are you organised?” the clever boy asks.

I want to tell him that no, not really. But my inner teacher doesn’t want to give him such a simple answer.

“Of course I am organised. Look at me. All depends on the adverb that you place before ‘organised’. A person can be well organised or poorly organised. Still ‘organised’. You guys are well organised.”
“I am not very well organised”, says another student.
“Yes you are. You always bring your homework in.”
“You have to see my room. It’s a mess.”

I recall our university lecturer in physical chemistry, some 30 years ago. Once he told us that instead of saying “mess” it is more polite to say “high entropy”. For example, “you have high entropy in your department”. I tell the kids that the bedroom mess is a consequence of the Second Law of Thermodynamics. You simply can’t organise your homework without increasing entropy around you. They don’t understand the entropy bit but seem to like the idea.

“Bye, mister.”
“Good bye. See you Monday.”

At home, no sign of the papers. I check my bag again. Of course, they were there all along. I am so organised, I don’t need any adverbs.

Wednesday, 30 December 2015

some groups of people don’t use their language properly

From Mapping Applied Linguistics: A Guide for Students and Practitioners by Christopher J. Hall, Patrick H. Smith, and Rachel Wicaksono:

You can substitute several adjectives here for variations on the same myth. Among the most common: some ways of using your language are more beautiful, more complex, more pleasant, more efficient, more logical, more civilized... Many such beliefs arise naturally because of mistrust of ‘the Other’, but in large part language judgements follow from the notion of a ‘standard’ form of the language against which all other varieties can be measured — and found wanting. But in what sense do standard languages exist? They certainly seem to exist in forms of discourse such as newspaper editorials, national language policies and school textbooks. Standard forms of language are appealed to, often when people feel that their national or regional identities or interests are being threatened. Despite the social power of the belief, standard languages don’t exist in the minds of individual speakers; rather, groups of speakers share different degrees of awareness of a set of conventions about what is acceptable, prestigious and desirable. Written language has played perhaps the most important role in ‘fixing’ these conventions as the basis for how others should write and speak.
An extension of this dead end is the belief that some languages are better than others, for example that some are harder or easier to learn, some are closer to God(s), some are more beautiful, more complex, more pleasant, more efficient, more logical, more civilized, etc. Descriptive linguistics and sociolinguistics are useful here to expose the patent nonsense of such beliefs, by comparing the same linguistic unit in different languages or dialects. This allows us to see how the same or a similar element of phonology, for example, can have different linguistic value in different languages, without requiring or entailing any measurement of efficiency, complexity, logic or aesthetics. The /l/ and /r/ sounds of English and many other languages are not differentiated by Chinese speakers, for example, just as the tonal features of Chinese can seem indistinguishable to speakers of atonal languages, such as English. And the ‘illogical’ double negative of many English dialects (‘I ain’t got none’) is part of the ‘standard’ versions of French and Spanish.

Tuesday, 8 December 2015

lol my thesis

What, lol my thesis blog wasn’t updated for a month? That sucks. According to its creator, Angela Frankel,

Initially intended as a means of procrastination from my own thesis, this blog has documented some of the stress, hilarity, and chaos associated with undergraduate (and some post-graduate) theses.
In fact it serves to illustrate that most of the theses out there are simply not worth the paper they are printed on, or maybe even the disk space they occupy. They would be totally disposable if not for lol my thesis. Just think about that before adding “M.Sc.” or “Ph.D.” to your name. (What if I modify my CV by replacing “Ph.D.” with “Ph.D.LOL”? I don’t think anybody would notice.) Could it be that it’s not updated any longer because at long last people have realised that? I seriously doubt it.

Here are some of my favourites.

Friday, 25 September 2015

academia is a weird thing

This is one of the best writings on research academia I’ve ever read.

This week, I resigned from my position at Duke University with no intent to solicit employment in state-funded academic research positions in any foreseeable future. Many reasons have motivated this choice, starting with personal ones: I will soon be a father and want to be spending time with my son at home.

Other reasons have to do with research academia itself. Throughout the years, I have been discovering more and more of the inner workings of academia and how modern scientific research is done and I have acquired a certain degree of discouragement in face of what appears to be an abandonment by my research community of the search for knowledge. I found scientists to be more preoccupied by their own survival in a very competitive research environment than by the development of a true understanding of the world.

Sunday, 20 September 2015

zàijiàn, MX101x

After finishing the Spanish MOOCs, I thought I may try starting another language course at edX. I was in for a disappointment here. No languages apart from English and Spanish! Then — hey, what’s that? Starting, wait a minute, yesterday?

I have to say that learning basic Mandarin was not on my wish list, let alone to-do list. On the other hand, why not.

Now I’m sure you’ve came across many misguided opinions that rank Chinese among the hardest languages to learn. Take orthography. For instance, in Finnish, each phoneme (sound) corresponds to exactly one grapheme (letter), and each grapheme represents exactly one phoneme. On the opposite side of the spectrum, we find Chinese with no correspondence between graphemes and phonemes whatsoever. English and French fall somewhere in between. From this, one may conclude that Finnish must be easier language to master, compared to Chinese. Now let’s see, how many native speakers of Finnish versus Chinese are there? That’s right, 5.5 million vs 1.2 billion. Granted, one more Chinese speaker won’t make much difference, but why don’t give it a shot?

MX101x is a six-week course with estimated effort of 4 hours/week. Each of the six lessons contains the following sections:

  • Introduction
  • Vocabulary
  • Supplementary Vocabulary
  • Grammar and Sentence Patterns
  • Dialogue
  • Quiz (Homework)
  • Dictation & Cultural Notes
Each section, apart from the quiz, contains one or two videos. In addition, there is Workbook (four or five pages of exercises for each week; you are supposed to print it out) and Textbook (which is basically a transcript of the video lessons on Vocabulary, Supplementary Vocabulary, Grammar and Dialogues). Both Workbook and Textbook is available in both traditional and simplified Chinese. Well I don’t have a printer and to print out all of this elsewhere is too much a bother. Instead, for the first time in any edX course I did so far, I was taking notes. Which, I think, was useful because I’ve got to practice writing down the Han characters. On top of that (or shall I say on bottom of that?) there is Before You Start... section which explains tones, Pinyin, numbers, and traditional and simplified characters.

MX101x Chinese Language: Learn Basic Mandarin

  • Overview / syllabus
  • Before you start: tones, Hanyu Pinyin, Chinese numbers, traditional and simplified Han characters
  • Lesson 1: greetings; introducing yourself; countries and continents
  • Lesson 2: arrival to Taiwan
  • Lesson 3: checking in a hotel; things that can go wrong in a hotel and how to deal with them
  • Lesson 4: talking about food
  • Lesson 5: getting around; transportation
  • Lesson 6: intonation and tone; small talk; making friends; joking
  • Final exam

As you can see, the topics range from mundane/boring (how to say “the air conditioner in my room does not work”) to exciting and perhaps too subtle for this basic course (small talk). Vocab, grammar points and cultural notes are presented by a “talking head” of the course’s charming instructor, Estella Y. M. Chen. Most of the dialogues feature the very same Estella and an American tourist called Calwin. So if you expect some visuals of China, Taiwan and other places where they speak Mandarin, you’d better look elsewhere.

Some of the dialogues used the words which were not given in the vocab sections. This is all right, you don’t have to know all of them. But, while I was trying to figure out the meaning of those extra words, I made an important discovery. Google Translate works much better translating Chinese to English than, say, Russian or Spanish. Also, there is a number of ways of entering Chinese, including Pinyin and handwriting. Could it be that there are more Chinese-speaking programmers employed by Google?

Grading is working like this: each weekly quiz is worth 10% of the final score and the final exam is worth 40%. You need to get at least 80% to pass and earn a certificate.

100 = 10 × 6 quizzes + 40 for final exam

I found the quizzes far too easy. You have 10 (ten!) attempts for each multiple-choice question. You can pass all of them just by brute force. In the final exam, you are only given two attempts: that’s more like it.

“But can you speak any Mandarin now?”, you may ask. Alas, the answer is “no”. My vocabulary is still restricted to a few polite expressions and those Chinese words that everybody knows. One has to practise daily, which I find impossible without looming deadlines. However I started to understand how the language works, and as such the mission of MX101x is accomplished. I am looking forward to further instalments of MandarinX series.