Re: [ossig] (Fwd) STI News: Firm discovers good IT help hard to find

[Vincent Lee <leehongfay@yahoo.com>]

Hi,

I think a debate would bring more benefits to entire
people in this mailing list if it brings more
contructive suggestions, instead of pure play of words
etc. Hence, I am trying my best to close the this
debate.

> Are you stating that your social circle of friends
> *are* the 
> majority?
> Glad to know that you have a unique bunch of friends
> that respect 
> everyone. But in an earlier post, you mention that
> "grades are too 
> important".
To answer your questions
1) Yes, I have a wide social circle of friends.
2) "grades are too important" was a typo, my mistake,
please accept my apologies.
 
> > I grew up in malaysia, went thru the malaysian
> > education system..... and I have seen many friends
> do
> > the same.
> 
> From your writings, I guessed as much. Which was why
> I hinted that 
> some overseas exposure may generally help broaden
> your thinking. 
> Don't get me wrong, I'm not faltering you or
> anything, but even 
> spending a while in an overseas working environment,
> will give you a 
> different outlook of life. Spending a little time in
> an overseas 
> education system will do the same to you.
> 
> If you notice, the folks like Eng Sin and Meng have
> spent time 
> overseas, and their outlook is different. So open up
> your mind to new 
> ideas Vincent. 

hahha... thanks Colin, spot on...
for more info about my overseas background.. 
http://vlee.net/cv.html
My education background includes:
1) Chinese School (Primary)
2) Chinese School (with Malay medium - secondary
school).
3) Malay School with malay medium - For a few months
when i was doing STPM
4) Malay School with English medium - "A-levels" and
First year university
5) English school with english medium - second, third
year + Masters.

How about yours Colin? Don't have to tell me your
background if you feel uncomfortable about it. And
that's why I said I have enough sample of friends to
draw the conclusion.

My mind has always been opened. 
Anyway, lets not get personal.. I want to be your
friend, not your enemy :-). If there's anything that I
said wrongly, please pardon me.

> > Are you saying that,
> > "students who can memorize a lot, do not have
> > impressive analytical skills"?
> 
> Yes. If you learn by rote, you will have very dismal
> analytical 
> skills. Only if you are taught to analyse (and not
> memorise) will you 
> ever get into the habit of analysis.
> 
> > In my humble opinion,
> > "students who can memorize like sponge, can
> memorize
> > well"
> 
> Yes. If they are sponges, that's all they'll ever
> remain really.
> 
> > "students who do not have analytical skills, do
> not
> > have analytical skills"
> 
> Nope. Analysis is something that happens based on
> practice. If you 
> are taught to not analyse (but memorise), you'd
> never be good at it - 
> or in later years when you come to the workforce,
> you'd have a tough 
> time at learning. 
> 
> But nothing is impossible. Everyone eventually
> learns to analyse.
> 
> > "students who can memorize like sponge, may or may
> not
> > have impressive analytical skills"
> 
> What exactly are you trying to say here? This is of
> course a 
> generalisation, as each individual has his/her own
> skillsets.

What I was trying to say with the three statements
above is that, we cannot draw conclusion by saying
that people who can memorize well do not have
analytical skills. Because the hypothesis statement
could bt proved otherwise.

Colin, thanks for being a wonderful debate opponent.
You are very good.



=====
---------------------------------------------
http://vlee.net/       mailto:vlee@vlee.net
---------------------------------------------

__________________________________________________
Do You Yahoo!?
Everything you'll ever need on one web page
from News and Sport to Email and Music Charts
http://uk.my.yahoo.com

------------------------------------------------------------
To unsubscribe: send mail to ossig-request@mncc.com.my
with "unsubscribe ossig" in the body of the message