Simone de Beauvoir llamaba mujeres pelota a aquellas que, tras triunfar con grandes dificultades en la sociedad machista, se prestaban a ser utilizadas por esa misma sociedad para reforzar la discriminación; y así, su imagen era rebotada contra las demás mujeres con el siguiente mensaje: «¿Veis? Ella ha triunfado porque vale; si vosotras no lo conseguís no es por impedimentos sexistas, sino porque no valéis lo suficiente.» ¿Fue Marie Curie una mujer pelota?
Thursday, 1 February 2018
Monday, 3 April 2017
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)
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
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
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.
“Physical appearance isn’t everything, but I do like women who are shorter than me.”
“Your figure is very good, so you’re probably interested in exercise, too.”
“If I could find a girl like you that’s this perfect, it’d be too good to be true.”
Wednesday, 7 September 2016
“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
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
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.
Easy peasy, even for those who were absent or asleep 90% of the time. Right?
- Identify the cells A, B and D. What is the name of the process C? (4 points)
- If the cell A has n chromosomes, the cell B has chromosomes and the cell D has chromosomes (2 points).
- Both cells A and B are collectively known as .
And here are some unexpected answers, from three different students.
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.
- Identify the cells A, B and D. What is the name of the process C? (4 points) *
* I'm gonna to write chinese, because I don't how to write in English, you can search internet
- Luan Zi
- Jing Zi
- Shou Jing
I can’t say it is wrong. Just a bit too generic for my liking. Ditto this:
- If the cell A has n chromosomes, the cell B has r chromosomes and the cell D has m chromosomes (2 points).
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.
- Both cells A and B are collectively known as cells .
- 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.* I don't have a calculator to determine this.
Friday, 18 March 2016
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
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?”
“Yes I did, but it seems that I forgot to bring them in.”
“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.”
“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.)
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.
“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
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
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
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.