#Thanks again for the precious feedback!! T.T

[elitadream]

I literally gasped out loud when I saw your newest Bowser!! Sinister, strong, everything that the angst side of me could possibly want to face off against Mario. Just know that some of us, like the last anon said, are checking your blog multiple times per day just because of the amazing things you put out!!

Omg, WUT?? 😭✨️

This had me blinking and staring off into space for a few seconds. Like- knowing that some people are actively stalking my blog is insane to me. 😱💘 It's also a huge moral boost because I'm that type of person who feels very unsure in general and needs to have most things spelled out to me for confirmation, so to be told directly helps me better understand the way y'all view my work. 🙇‍♀️🙏 Thank you so much for the wonderful comment!!

While I love the lighter and more comical side we often see of Bowser, I kept leaning towards something dark and dramatic for my own version, so I merely caved in and went ahead with it. x3 I'm glad you like him!! There will be more very soon. 😉

[rainydaywoes]

NUS Module Review (GEM) - GET1050 GER1000 GEQ1000

Hi! So here’s my first module review on the various General Education Modules (GEM) that I’ve taken so far :) currently I’m only a year two undergraduate at FASS in NUS, and I’ve only taken the ones allocated to me – GER1000, GEQ1000 and GET1050. (I have also taken GET1029 as a UE but since it is also philosophy introductory module, I’ll cover that in another review!)

As you may already know, all NUS students are required to clear the five pillars of GEM which are meant to enrich the student with different forms of thinking, knowledge and abilities beyond one’s own specialisation. The five pillars being Human Cultures (GEH), Asking Questions (GEQ), Quantitative Reasoning (GER), Singapore studies (GES) and Thinking and Expression (GET). *note that for Residential Colleges there might be replacement modules instead

Generally, all NUS undergraduates are allocated GER and GEQ and can choose from various modules from different faculties/majors to make up for the other pillars. For FASS students, however, we are allocated with GET1050 (previously GET1031A) which is computational reasoning. 

For this review I’ll talk about what the module is about, the components that made up the grading and any relevant tips if I have any :) I wish to say that these are all my personal opinions and if you have any further questions, don’t hesitate to contact me!

 GER1000 Quantitative Reasoning

GER1000 is a compulsory stats module for all NUS undergraduates. The module has a flipped classroom style which means that all lectures are based online. Students are required to watch and learn from the videos (which are pretty lengthy) before attempting the tutorial questions and online quizzes. The lecturers for the videos change accordingly to the topic and I had some difficulty understanding some of the videos due to their accents. Thankfully, there are slides and speakers’ notes provided so that helped for reference.

Tutorials are once every two weeks and I would suggest for one to attempt and complete the assigned tutorial work as tutorial participation and attendance make the final grade. In addition to online quizzes and tutorials participation/attendance, there is also a group project and final examination. For the group project, students are to choose from the various case studies provided and provide data analysis and present it in a ~10 mins presentation with Q&A. And, for those wondering, your groupmates are allocated so it all depends on your luck :/ For the final paper, it is a closed-book examination but there will be ample time for you to complete it as (if I remember correctly), it is 2 hours long with only 30+ MCQ.

Tip: Do take note that on NUSmods (which is a website NUS students generally use to view available modules/ lectures and tutorial slots/ plan their timetable in general) the module code for students taking it in hall is GER1000H. This “H” refers to hall, and NUSmods will show you the tutorial slots available within hall. Generally, I would advise students to go for tutorial slots within hall compound as it is definitely more convenient.

Also, ask around from your seniors if they have any past year papers for you to practise with for the final examination, except from some that are out of syllabus, the questions styles are usually repeated.

Generally, the bellcurve is pretty steep and many FASS students around me s/u this. However, don’t give up so easily! The group project and final exam can really help one do well as well :)

Taken in: AY2018/19 Sem 1

Final Grade: B

 GEQ1000 Asking Questions

GEQ1000 is also a compulsory module for most NUS undergraduates. I’m not too sure on this but I think some of my friends from RC took some replacement modules instead of this. This module is a CS/U module which means it’s pass-fail by nature so it’ll contribute to one’s completed module credits but not one’s Cumulative Average Point (CAP). This is also quite a low-effort module so I would suggest for one to maximise this. Personally, I overloaded with another module so I could take advantage of this.

Similar to GER, GEQ1000 is also a flipped classroom style with online lectures. The module consists of lectures that spanned across the various majors. There was philosophy, user-design, computational thinking, economics, physics and engineering. The module introduces various methods of questioning, thinking and solving problems based on the differing approaches of the various disciplines. Students are encouraged to watch the lecture videos before going for the tutorials, which are once every two weeks. Tutorial participation and attendance contribute to your final grade. However, because there are SO many components and subcomponents, I didn’t really bother with active tutorial participation that much (on top of that, I had an 8am tutorial so I wasn’t really in the mood…)

Other than tutorial participation and attendance, there is online forum posting, online quizzes, wallet-designing assignment, origami folding exercise to be handed in during one of the tutorials and a final reflection paper. As this is a CS/U module, most people do not put in a lot of effort. And, there is really no need to if you’re tactical about sharing your precious time studying for your other modules. I’ve heard that some people would forgo e.g. the wallet designing assignment because they calculated and decided they can pass even without it.

Personally, I did not really think the tutorials were that interesting or critical in my understanding of the module. However, I genuinely enjoyed myself learning about the various topics that I wouldn’t usually be exposed to due to my faculty and major. So I guess, I’m thankful for knowing more about game theory/ pancake flipping and many more other theories which I haven’t come across before this.

Tip: Add “H” behind the module code to search for tutorial slots within your hall in NUSmods for your own convenience :)

Taken in: AY2018/19 Sem 2

Final Grade: S

 GET1050 Computational Reasoning

The “GET” pillar is usually not allocated and students are free to choose a module of their choice to clear this pillar EXCEPT FASS students. As the name suggests, this module is about using computational methods of thinking to solve issues. And the million dollar question comes up – does it involve coding? – yes, yes it does and teaches us VBA (s a v e  m e  T.T). In case you’re panicking and shaking in your pants, don’t worry. Even though this sounds pretty much a nightmare for most arts students, this module (which is revised from the earlier GET1031A Computational Thinking) is catered for FASS students and designed by a philosophy lecturer. Even though I practically struggled through it, I can really tell the effort made to simplify what might be very daunting to arts students.

This module is very new – in fact, my batch is the first to take it. This also means that a lot of calibrating and adjustments were made to the grading components, assignments and even the lecture videos. One really remarkable point I have to make is that I really, genuinely appreciate the effort that the lecturer puts into this module and understanding the concerns of students. Jonathan, the lecturer, encourages all the 800 students enrolled in the module to send an introductory email to him for him to get to know us better. On top of that, students are required to do a pre-module survey for him to understand our level of ability regarding coding and whatnot. (He shared that most students replied that we had ZERO knowledge of it, which is sadly the truth) Moreover, he also had weekly clinic sessions to address queries face-to-face and a telegram group for the ease of communication among the students, TA, and himself. This is a true testament of a lecturer who tries his best at understanding the needs and issues of the students venturing on the unchartered terrain of computing/coding :’) very admirable

Not going to lie, this module was very helpful and really considered the general beginner status of many FASS students. This module also has online lecture videos and tutorials once every two weeks. The lecture videos were very helpful and the learning curve is pretty gradual. However, many students feedbacked that there was just too much work to be put into this supposedly level 1 module. The components included online quizzes, tutorial attendance and participation, forum posts, survey participation bonus, a group project with four checkpoints (aka submissions) and a final paper. PHEW…even writing it all down was serious business.

Generally, I was alright with most of the components. Online quizzes were once every two weeks, deadlines were also adjusted if Jonathan needed more time to produce and upload the lecture videos. Tutorials were very interesting and helpful in applying whatever we learnt in lectures to real-life situations that revealed moral/ethical issues regarding the mere use of computational thinking. Forum posts were kinda irritating as there PRE as well as POST forum posts that were graded very critically. But what really ticked me off was that the percentages for the various checkpoints were just too little for the amount of effort my groupmates and I had put in. Students are to choose from two datasets and provided with a dilemma to come up with various criteria/components to find the balance between maximising utility and fairness. In particular, for the final checkpoint, it was only 10% of the final grade, with 5% for the analysis and the other 5% for the presentation. However, the lecturer encouraged students to include skit, song, meme, VBA etc to score well. This was honestly – too much effort. My groupmates included certain elements to make our presentation more interesting but on hindsight, I don’t think I could be bothered with that 5%... Also, groupmates are allocated so it really depends on your luck again :’)

Despite it all, I really believe that I learn quite a lot from this module that is so unlike any other. Honestly, we are so used to believing that machines do not make any mistakes or that it is superior to mankind. But this module really brought about interesting ways of thinking about stereotypes, our prejudices, moral and ethical concerns regarding the dilemma of balancing fairness and maximising utility that machinery might not take into consideration. It also brings to light the importance of ARTS in a STEM-oriented world and the value of our disciplines in understanding and solving problems of the real world. I can still remember profoundly what Jonathan mentioned in the last tutorial – that he had a friend who missed out on a great career opportunity because he was not trained in coding :( and that he hopes that none of us would have to face this issue in the future.

Taken in: AY2019/20 Sem 1

Final Grade: B+