While researching on Gonystylus, I found this!
From: Notes on the Genus Gonystylus Teijsm. et Binnend (Thymelaeaceae) by H. K. Airy Shaw in Kew Bulletin, Vol. 2, No. 1 (1947), pp. 9-16
The late C. F. Symington wrote me in April 1943 (the last communication received before his tragic death) : " There are at least 4, and probably 5, species of Gonystylus in the Malay Peninsula . . . I think Ridley had 4 species in his G. Maingayi." I have been unable to distinguish more than 2 species in the limited Peninsular material at Kew, but I have no doubt that Symington's statement will be found to be correct when work can be resumed on the Kepong and Singapore material (if still extant), or in the field.
It's a small, small world. :)
The last words before death. It's like the story Dr. Benito Tan told us.
Tuesday, December 29, 2009
Friday, December 25, 2009
Dipterocarpy stories
One of the cool things about researching about plants is the interesting stories behind the plants and the botanists behind them that emerge.
Today, I read about the Hopea sangal Korth., a story Prof. Leo Tan told us before for the Natural Heritage of Singapore module. The story of how Joseph Lai and his friends discovered this majestic tree at 46 Halton Road in Changi in November 2002, estimated to be at least 150 years old and shortly after, discovered that their precious tree was illegally chopped down.
The story didn't end there. The property company responsible for such a heinous crime, DTZ Debenham Tie Leung, was fined $8,000 and paid $76,035 to the state as compensation for chopping tree down in gazetted conservation area and for failing to seek NParks’ approval before felling tree respectively.
Dr. Shaun Lam rescued the fruits of the fallen tree and the 20 offsprings were nurtured by NParks.
And the wood of the tree was made into a sculpture and displayed at the Singapore Zoo.
One tree, so many stories.
And then I discovered a dusty book of great repute - Foresters' Manual of Dipterocarps and I took note of the author Colin Fraser Symington's lifespan - 1905-1943. Knowing a little of the history of the book, how the Japanese 'men of science' actually helped to preserve and published these books during the war time, against authority, after the passing of the author, made me all the more curious how the author died.
(I have this fascination with P.O.W.s and things related to war.)
Was he interned in Malaya? Did he die here? What exactly happened.
And it was so sad to find out.
"Symington himself escaped and eventually arrived in Nigeria. There, in a state of depression, he ended his own life in 1943."
Another interesting thing I found is in a letter attached to the book Dipterocarps of Sabah (North Borneo) by W. Meijer and G. H. S. Wood. In a letter addressed to Dr. Hsuan Keng, Lecturer of Botany of the date 6th July 1965 (hey! It was just shortly before Independence!), Dr. Meijer writes that he gives Dr. HS the book and hope for an exchange of his thesis and any further publications he will produce.
Cool. :)
Today, I read about the Hopea sangal Korth., a story Prof. Leo Tan told us before for the Natural Heritage of Singapore module. The story of how Joseph Lai and his friends discovered this majestic tree at 46 Halton Road in Changi in November 2002, estimated to be at least 150 years old and shortly after, discovered that their precious tree was illegally chopped down.
The story didn't end there. The property company responsible for such a heinous crime, DTZ Debenham Tie Leung, was fined $8,000 and paid $76,035 to the state as compensation for chopping tree down in gazetted conservation area and for failing to seek NParks’ approval before felling tree respectively.
Dr. Shaun Lam rescued the fruits of the fallen tree and the 20 offsprings were nurtured by NParks.
And the wood of the tree was made into a sculpture and displayed at the Singapore Zoo.
One tree, so many stories.
And then I discovered a dusty book of great repute - Foresters' Manual of Dipterocarps and I took note of the author Colin Fraser Symington's lifespan - 1905-1943. Knowing a little of the history of the book, how the Japanese 'men of science' actually helped to preserve and published these books during the war time, against authority, after the passing of the author, made me all the more curious how the author died.
(I have this fascination with P.O.W.s and things related to war.)
Was he interned in Malaya? Did he die here? What exactly happened.
And it was so sad to find out.
"Symington himself escaped and eventually arrived in Nigeria. There, in a state of depression, he ended his own life in 1943."
Another interesting thing I found is in a letter attached to the book Dipterocarps of Sabah (North Borneo) by W. Meijer and G. H. S. Wood. In a letter addressed to Dr. Hsuan Keng, Lecturer of Botany of the date 6th July 1965 (hey! It was just shortly before Independence!), Dr. Meijer writes that he gives Dr. HS the book and hope for an exchange of his thesis and any further publications he will produce.
Cool. :)
Wednesday, April 29, 2009
I am gonna graduate!
One of my most important discoveries in University life is also what first intimidated me the most.
I still remember when I discovered the world of journal articles. I was terrified by the vast amount of information about any topic at all, and how they interconnect and add on to one another to a cumulation of knowledge base, from which we derive principles and theories...
I was shocked that every time I searched for a journal article of a certain topic, I keep yielding up papers of some sort of relevance. It appeared inexhaustible. And I worry that the reports I write will not be comprehensive or complete.
In fact, recently, when I found articles that are helpful to my thesis, which I already submitted, my heart strangely sank and I was sadden that I was not able to add such good stuff into my thesis.
That's when I get lost among the trees when the whole forest is before me.
Yes! I took very long to realize research is built upon research and that the basic unit of research is the journal article.
And it fascinated me as much as it intimidated me.
One thing I would miss after I graduate, is the library services. The ability to find almost any publication with a few clicks of the mouse and to be able to request for those that are rare and hard to find. Yes, I would miss this. :)
I still remember when I discovered the world of journal articles. I was terrified by the vast amount of information about any topic at all, and how they interconnect and add on to one another to a cumulation of knowledge base, from which we derive principles and theories...
I was shocked that every time I searched for a journal article of a certain topic, I keep yielding up papers of some sort of relevance. It appeared inexhaustible. And I worry that the reports I write will not be comprehensive or complete.
In fact, recently, when I found articles that are helpful to my thesis, which I already submitted, my heart strangely sank and I was sadden that I was not able to add such good stuff into my thesis.
That's when I get lost among the trees when the whole forest is before me.
Yes! I took very long to realize research is built upon research and that the basic unit of research is the journal article.
And it fascinated me as much as it intimidated me.
One thing I would miss after I graduate, is the library services. The ability to find almost any publication with a few clicks of the mouse and to be able to request for those that are rare and hard to find. Yes, I would miss this. :)
The funny thing is that one of the best skills I've learned in University is how to photocopy to near perfection.
I've learned how to adjust the settings, how to flip the book in the most efficient manner and how to zap in a manner that leaves no black marks or cut-off sentences.
I somehow take pride over this skill. It's also something I enjoy doing.
*sigh* I didn't come to University to learn how to photocopy.
I've learned how to adjust the settings, how to flip the book in the most efficient manner and how to zap in a manner that leaves no black marks or cut-off sentences.
I somehow take pride over this skill. It's also something I enjoy doing.
*sigh* I didn't come to University to learn how to photocopy.
Tuesday, March 24, 2009
How to write the Discussion? R. A. Day (How to write and publish a scientitic paper)
"Men are never so likely to settle a question rightly as when they discuss it freely." - Thomas Babington, Lord Macaulay
Components
1. Try to present the principles, relationships, and generalizations shown by the Results.
2. Point out any exceptions or any lack of correlation, and define unsettle points.
3. Show how your results and interpretations agree (or contrast) with previously published work.
4. Don't be shy; discuss the theoretical implications of your work, as well as any possible practical applications.
5. State your conclusion, as clearly as possible.
6. Summarize your evidence for each conclusion.
"Seldom will you be able to illuminate the whole truth; more often, the best you can do is shine a spotlight on one area of the truth."
"When you describe the meaning of your little bit of truth, do it simply. I believe that the simplest statements evoke the most wisdom; verbose language and fancy technical words are used to convey shallow though."
Components
1. Try to present the principles, relationships, and generalizations shown by the Results.
2. Point out any exceptions or any lack of correlation, and define unsettle points.
3. Show how your results and interpretations agree (or contrast) with previously published work.
4. Don't be shy; discuss the theoretical implications of your work, as well as any possible practical applications.
5. State your conclusion, as clearly as possible.
6. Summarize your evidence for each conclusion.
"Seldom will you be able to illuminate the whole truth; more often, the best you can do is shine a spotlight on one area of the truth."
"When you describe the meaning of your little bit of truth, do it simply. I believe that the simplest statements evoke the most wisdom; verbose language and fancy technical words are used to convey shallow though."
How to write a thesis? R. A. Day
"the candidate has been through a process of maturation, discipline, and scholarship. The "ticket out" is a satisfactory thesis."
Friday, December 12, 2008
I am reading the book "The Dominance Factor" by Carla Hannaford.
As I read, I had flashbacks of my learning experiences growing up.
What Carla said was that people normally revert to their basal dominant way of learning when taking in new things or when under stressed. Taking me for example, I am a gestalt (right brainer) and left-eyed, while my hand, ear and feet are right-side dominant. What this means is that under stress or when learning something new, my left brain (logic side) will tend to shut down, so will my dominant right hand, right ear and right feet, leaving me clumsy, verbally challenged and unable to pay attention. But, my left eye being connected to the right brain and my right brain, continues functioning just fine!
I was very comforted by this news, because I do find doing Math and English extremely tough growing up, especially when I'm stressed. I cannot take it when people get agitated trying to teach me something new, so I fear and anticipate that moment. Sometimes, I'd rather not ask how to do something, in fear of that moment when I'm left cold sweating, unable to express myself, unable to comprehend even more due to fear.
Whereas, I think I'm pretty fine un-stressed. In fact I do have some moments of stellar in my educational career. Rare occasions when my poem/essay/chinese essay get selected to be paste on the board. That time we won the Rangoli competition and I led the team. Running competitions, I was never the best, but pretty much above average. Getting published in Straits Times were mainly expressing in words moments of disbelief, wonder or anguish.
In fact, blogging to me, is my forte, because it's my joy to deal with this emotional side of me and translate it to words. When people tell me I'm being too open or things to that effect, I can't imagine being less real or honest, unless something is at stake, because possibly one reason why I blog is that it's an outlet of emotional expression.
So what Carla strongly advocates is that, there is no smart or stupid student, but students whose learning and dominant style fit the current education system and students whose learning and dominant style don't.
I can feel her conviction in this:
We are still leaning too heavily on algorithmic (linear, mathematical, rule-oriented) learning, still expecting students to learn primarily through rote memorization, all the way up through college. Why? Memory and linear skills are easy to test and quantify. That's why! These kinds of tests give objective comparisons. But what do they measure? Facts and linear skills are useful acquisitions, but are they the most important part of a person's education? Shouldn't we be more concerned about thinking, creativity, application of knowledge to real life situations. The emphasis on low-level skills and memory testing fosters an emphasis on low-level thought processing - teaching to tests. Consequently, practice in high level thinking can be and often is shortchanged. As Herman Epstein has observed, "More than half the population in the United States never reach the Piaget stage of formal reasoning. We have knowers but few thinkers!"
The stress of constant testing diminishes the ability to see problem solving in a larger context. It turns education into a numbers game where competition, rather than cooperation, is encouraged and information is not moved to applicability or creative thought. If we can advance to an education that balances memory and thinking, and honors each person's learning style, agile learners with valuable thinking tools can emerge. Or to put it more cerebrally, as Bob Samples does: "We discovered that if the right hemisphere functions are celebrated, the development of left hemisphere qualities becomes inevitable."
I badly need to train up my left brain and allow those connections between the left and right to form. And this is ideally done in a stress-free environment. Let's watch and see!
As I read, I had flashbacks of my learning experiences growing up.
What Carla said was that people normally revert to their basal dominant way of learning when taking in new things or when under stressed. Taking me for example, I am a gestalt (right brainer) and left-eyed, while my hand, ear and feet are right-side dominant. What this means is that under stress or when learning something new, my left brain (logic side) will tend to shut down, so will my dominant right hand, right ear and right feet, leaving me clumsy, verbally challenged and unable to pay attention. But, my left eye being connected to the right brain and my right brain, continues functioning just fine!
I was very comforted by this news, because I do find doing Math and English extremely tough growing up, especially when I'm stressed. I cannot take it when people get agitated trying to teach me something new, so I fear and anticipate that moment. Sometimes, I'd rather not ask how to do something, in fear of that moment when I'm left cold sweating, unable to express myself, unable to comprehend even more due to fear.
Whereas, I think I'm pretty fine un-stressed. In fact I do have some moments of stellar in my educational career. Rare occasions when my poem/essay/chinese essay get selected to be paste on the board. That time we won the Rangoli competition and I led the team. Running competitions, I was never the best, but pretty much above average. Getting published in Straits Times were mainly expressing in words moments of disbelief, wonder or anguish.
In fact, blogging to me, is my forte, because it's my joy to deal with this emotional side of me and translate it to words. When people tell me I'm being too open or things to that effect, I can't imagine being less real or honest, unless something is at stake, because possibly one reason why I blog is that it's an outlet of emotional expression.
So what Carla strongly advocates is that, there is no smart or stupid student, but students whose learning and dominant style fit the current education system and students whose learning and dominant style don't.
I can feel her conviction in this:
We are still leaning too heavily on algorithmic (linear, mathematical, rule-oriented) learning, still expecting students to learn primarily through rote memorization, all the way up through college. Why? Memory and linear skills are easy to test and quantify. That's why! These kinds of tests give objective comparisons. But what do they measure? Facts and linear skills are useful acquisitions, but are they the most important part of a person's education? Shouldn't we be more concerned about thinking, creativity, application of knowledge to real life situations. The emphasis on low-level skills and memory testing fosters an emphasis on low-level thought processing - teaching to tests. Consequently, practice in high level thinking can be and often is shortchanged. As Herman Epstein has observed, "More than half the population in the United States never reach the Piaget stage of formal reasoning. We have knowers but few thinkers!"
The stress of constant testing diminishes the ability to see problem solving in a larger context. It turns education into a numbers game where competition, rather than cooperation, is encouraged and information is not moved to applicability or creative thought. If we can advance to an education that balances memory and thinking, and honors each person's learning style, agile learners with valuable thinking tools can emerge. Or to put it more cerebrally, as Bob Samples does: "We discovered that if the right hemisphere functions are celebrated, the development of left hemisphere qualities becomes inevitable."
I badly need to train up my left brain and allow those connections between the left and right to form. And this is ideally done in a stress-free environment. Let's watch and see!
Subscribe to:
Posts (Atom)