Mr Smith has the Floor!
These days with our Parliament being televised live, it is clear to see that even in those days at the Senate in DC, things can be as bad.
A simpleton nomination to the Senate sparked a movie that is good to the very end. James Stewart's acting in this greatest of Frank Capra movies was just as great like in It's a wonderful Life!
Nothing much in the plot. The great thing is that following Standing Orders, as long as the Senator refused to give in while he has the floor, the situation can be brought to the ridiculous extreme with the support of the chair!
If you want fun time with old movies, this is surely one of them!
July 10, 2009
The Origins of Nessie
It's Nessie finally!
I knew someday, someone will come up with a film about the Loch Ness monster. They have done it indeed!
The setting is the Great War years in Scotland. A young boy named Angus found a rear blue-coloured oval object on the edge of the loch and brought it home to his store. The egg hatched that night and a mischievous hatchling, that grew 10 times a day, became such a problem that it was moved to the loch. Sightings brought in photographers as well as the army. The boy and his lovable monster then had the adventure of their lifetimes!
Nessie is both male and female and can lay only one egg in its life-time.
The movie, ended much like Jumanji, where another boy, in another era found a blue-coloured oval object by the loch. But that is another story..
I knew someday, someone will come up with a film about the Loch Ness monster. They have done it indeed!
The setting is the Great War years in Scotland. A young boy named Angus found a rear blue-coloured oval object on the edge of the loch and brought it home to his store. The egg hatched that night and a mischievous hatchling, that grew 10 times a day, became such a problem that it was moved to the loch. Sightings brought in photographers as well as the army. The boy and his lovable monster then had the adventure of their lifetimes!
Nessie is both male and female and can lay only one egg in its life-time.
The movie, ended much like Jumanji, where another boy, in another era found a blue-coloured oval object by the loch. But that is another story..
Labels:
m
Bald for Vendetta
V for Vendetta is quite an interesting movie playing on the 5th of November theme-Guy Fawkes.
The setting is the future. To protect themselves against terrorists, the people of London have to give up most of their liberties. It was a police state that they lived in. The government did research using humans and our persona is one of the victims. So, he seeks revenge against the people in power.
Interesting knife play by the persona against heavy firepower of the government functionaries. In the end he managed to blow up Parliament House and Big Ben, giving up his life in the process.
Natalie Portman went bald in this movie and there is no reason for doing so, as far as I can see.
Watchable fare.
The setting is the future. To protect themselves against terrorists, the people of London have to give up most of their liberties. It was a police state that they lived in. The government did research using humans and our persona is one of the victims. So, he seeks revenge against the people in power.
Interesting knife play by the persona against heavy firepower of the government functionaries. In the end he managed to blow up Parliament House and Big Ben, giving up his life in the process.
Natalie Portman went bald in this movie and there is no reason for doing so, as far as I can see.
Watchable fare.
Labels:
Movies
The Mother of Horror Movies!
The Forerunner of Satanic Movies!
Talk about the pioneering efforts in the Satanic cult genre, then it has to be Rosemary's Baby! It may not have the excitement, thrills and spills of and The ExorcistThe Omen but it held well on its own.
Mia Farrow was topless in this Roman Polanski effort and it must be a great event to see her as such since she was already famous from Peyton Place and do not have to do this.
Briefly, the movie centres around a couple who came to live in an apartment and unbeknownst to them, it happens to be a coven for witches and warlocks. Slowly they got the the couple by feeding Rosemary with all kinds of stuff and one night she dreamt she was inseminated by Satan.
The movie ended with the birth of the Satanic baby and we are left to our own devices to think out the ending. Will Rosemary kill off the baby or will she become a convert as well, just like her husband? Slow but watchable fare by today's standards.
Labels:
Movies
An old classic featuring the mesmerizing,magnetic and ever wonderful Judy Garland.
Centering on the world's fair in St Louis in 1903-1904, Meet Me in St. Louis tells a story about love and romance of two sisters, the happenings at a Christmas Ball and how a family kept the Southern traditions by not moving away from wonderful St. Louis.
Lovely songs especially Have Yourself a Merry Christmas. sung by Judy Garland.
Brings you into the mood of the deep South. Lovely ambience. Great while it lasted.
A movie to see again and again.
Centering on the world's fair in St Louis in 1903-1904, Meet Me in St. Louis tells a story about love and romance of two sisters, the happenings at a Christmas Ball and how a family kept the Southern traditions by not moving away from wonderful St. Louis.
Lovely songs especially Have Yourself a Merry Christmas. sung by Judy Garland.
Brings you into the mood of the deep South. Lovely ambience. Great while it lasted.
A movie to see again and again.
Labels:
Movies
A feel good again movie.
27 Dresses is a very relaxed B movie with little magic between James Marsden and Katherine Heighl. Movie paced on quite predictably.
The only gem in this movie is Katherine and all the happenings about are just appendages padded onto the movie.
Katherine needs a great movie to propel her into the big league and 27 Dresses is just not it.
27 Dresses is a very relaxed B movie with little magic between James Marsden and Katherine Heighl. Movie paced on quite predictably.
The only gem in this movie is Katherine and all the happenings about are just appendages padded onto the movie.
Katherine needs a great movie to propel her into the big league and 27 Dresses is just not it.
Labels:
Movies
The Superior Getaway
The Getaway continues to be good after all these years.
I remembered I saw this one in Seremban then in the late 70s.
En route to KL, I actually stopped the journey in Seremban, watched the movie and then took a bus back to KL.
Steve McQueen has always been gung-ho in his acting, the apha male symbol, so to say. I liked Ali Macgraw (she has been given more expressive space here)as she shows some good acting. Her elements really shine and she is no eye-candy here for sure, not like in Love Story.
Compared to the newer version featuring Alec Baldwin and Kim Basinger, I prefer this one even though Kim showed almost all (in graphic form,almost)in the latter version when all Ali had to show was a bare back!
The Sam Peckinpah version wins hands down!
Labels:
Movies
Oil versus Religion
Beautiful story-line and fine acting.
One heck of a movie. Better ending than No Country for Old Men. Pulsating throughout and went out with a bang when preacher met oilman on the bowling lanes when Daniel Plainsview exclaimed," I am finished" after killing false preacher, Eli.
Beautifully crafted movie and well edited. Daniel Day deserves his second Oscar!
Not a dull moment. Do not miss it!
One heck of a movie. Better ending than No Country for Old Men. Pulsating throughout and went out with a bang when preacher met oilman on the bowling lanes when Daniel Plainsview exclaimed," I am finished" after killing false preacher, Eli.
Beautifully crafted movie and well edited. Daniel Day deserves his second Oscar!
Not a dull moment. Do not miss it!
Labels:
Movies
Shane-Still Engrossing
Yes, I finally watched Shane, touted to be the mother of all cowboy movies. Starring Alan Ladd, Van Heflin and Jean Arthur,it is bit dialogy. A tad slow by today's standards but the story-line is more of a rancher trying to amass land by crowding out the others through brute force. The rancher finally hired a gun-slinger played menacingly by Jack Palance,his hallmark throughout his entire movie-life right up to his demise.
The sub-plot is more of a boy, coming of age played by Brandon De Wilde, much enamoured by Shane which he took as a father figure.
The final scene when Shane guns down Wilson;the Jack Palance character in a saloon is supposed to be the gunfight of all times and this type of action scene was later to be adopted by the spaghetti movies.
Does Shane lives on and will he die as he rode into the sunset as he was also shot in the chest? That is the 64,000 dollar question.
I did have some nostalgia, watching the movie this time around.
The sub-plot is more of a boy, coming of age played by Brandon De Wilde, much enamoured by Shane which he took as a father figure.
The final scene when Shane guns down Wilson;the Jack Palance character in a saloon is supposed to be the gunfight of all times and this type of action scene was later to be adopted by the spaghetti movies.
Does Shane lives on and will he die as he rode into the sunset as he was also shot in the chest? That is the 64,000 dollar question.
I did have some nostalgia, watching the movie this time around.
Labels:
Movies
Calling Tuition Centres! Tuition Centres! Come In!
James S does not minced his words. His comments under Breaking Views in the Malaysian Insider today (10 July) is a mouthful.
Who does he fault for the failure of the policy of teaching Maths and Science in English after 6 years? The systemic failure of government implementation,that's who! As he puts it succinctly,didn't we suffer from the same implementation problems all round from the NEP,MSC and to the PKFZ?
To him, education is not a zero sum game. The aim is always to learn more, to expand the scope of one’s knowledge. It is not about selectively choosing a few bits of trivia to cram into a limited space.
The human mind, especially when at a young age, is infinitely capable of expanding and absorbing knowledge. Unless it is constantly told that it cannot, that there are limits here and more limits there, until it becomes convinced that it really, truly, cannot. Then, it cannot.
Improving one’s knowledge of one language does not automatically lead to decline in another. It’s not like we have only 100 units of capacity to hold language, and giving 50 to one means only 50 left for another. If capacity for knowledge could be measured, then the aim should be to go from 100 to 200, then 300, and on and on.
Many Europeans, especially those from the smaller nations, now speak English, French, German and Spanish or Italian in addition to their own mother tongues. Even here, many Malaysians already speak two or three languages plus 3, 4 or 5 dialects.
In the brouhaha over the latest government reversal of policy on the use of English in teaching Maths and Science (PPSMI), many people are furious because they perceive it as turning away from English.
He disagree with their sentiments. He said he was not celebrating the government’s move, though. It's because he does not know the government’s real motives and, more importantly, what the government will accomplish with its next set of plans in the years to come. After all, they just admitted to having failed miserably.
What he did know is that the government has a track record of coming out with ideas that sound good on paper but fail miserably, followed by the inevitable lame excuse: “It was a good plan/policy but there were weaknesses in implementation”. (Need examples? Think of NEP, MSC, PKFZ, corruption, timber thefts, poaching ….)
Just as success in real estate is about “location, location and location,” and success in the stock market is the tritest of trite “buy low, sell high”, the success of any plan is, obviously, in “the implementation, the implementation, and the implementation”.
So, PPSMI has failed. Why has it failed? Isn’t it obvious? No?
Well, the decline in English has been in progress for some time, at least well over a decade.
Sure, there were still some students who excelled in English. But with shrinking supply and growing demand (globalisation, remember?), many went on to good jobs that paid well. Are government teachers paid well, compared to the high-flying commercial sector?
So, you get teachers who have mediocre command of English, and they teach English. Heard of the blind leading the blind? Who has not heard anecdotal accounts of students complaining to daddy or mummy that the stupid teacher marked them wrong when, in fact, they were correct?
Then, someone decided that, in order to arrest the decline, the brilliant solution is to get teachers of Science and Maths (and not English, mind you) to teach these subjects in English. And just like that, we will suddenly achieve world-class standards in Science, Maths AND English.
Heard the one about the ugly hunchback genius professor who married the gorgeous dumb blonde so that they would have kids as smart as him and as good-looking as her? Well, the offspring could turn out looking like him and dumb (apologies to all blondes, it’s just a cliche) as her!
So, is anyone surprised that PPSMI might actually result in even lower standards of Maths, Science AND English? It was not even a good plan badly implemented. A good plan has to take into account the resources with which the plan is to be implemented. Since the resources needed for PPSMI to work – an adequate supply of Maths & Science teachers who are also fluent in English – were clearly not available, it was just a dumb plan.
For these reasons, he does not mourn the passing of PPSMI.
He said he has neither the time nor the inclination to engage in debate with the ultras who rejoice because the end of PPSMI is a victory, a return to their utopia ideal where all problems disappear when everyone speaks just one language, their mother tongue. They cry “victory” in the battle, let’s see how they fare at the end of the war.
The pressing need to improve English standards remains, obviously.
The government says it will step up efforts. There is time, and it will work this time, says our Education Minister.
Question is, do you trust the government to get it done right this time?
He feels that his faith in the government’s ability ranks about as highly as the standard of English in our schools these days.
So, what to do? Do it yourself. Teach your kids English, or pay to have them taught properly.
As for himself, he is investing in an English tuition centre.
What a gem of a piece! Straight off the gun like Ringo!
More tuition centres will surely sprout out like towgays very soon as parents rushed their children to brush up their English through tuition so as to bridge the already yawning gap between a distintion A English as compared to a mediocre grade.
Mind you,2012 is not too far away!
Who does he fault for the failure of the policy of teaching Maths and Science in English after 6 years? The systemic failure of government implementation,that's who! As he puts it succinctly,didn't we suffer from the same implementation problems all round from the NEP,MSC and to the PKFZ?
To him, education is not a zero sum game. The aim is always to learn more, to expand the scope of one’s knowledge. It is not about selectively choosing a few bits of trivia to cram into a limited space.
The human mind, especially when at a young age, is infinitely capable of expanding and absorbing knowledge. Unless it is constantly told that it cannot, that there are limits here and more limits there, until it becomes convinced that it really, truly, cannot. Then, it cannot.
Improving one’s knowledge of one language does not automatically lead to decline in another. It’s not like we have only 100 units of capacity to hold language, and giving 50 to one means only 50 left for another. If capacity for knowledge could be measured, then the aim should be to go from 100 to 200, then 300, and on and on.
Many Europeans, especially those from the smaller nations, now speak English, French, German and Spanish or Italian in addition to their own mother tongues. Even here, many Malaysians already speak two or three languages plus 3, 4 or 5 dialects.
In the brouhaha over the latest government reversal of policy on the use of English in teaching Maths and Science (PPSMI), many people are furious because they perceive it as turning away from English.
He disagree with their sentiments. He said he was not celebrating the government’s move, though. It's because he does not know the government’s real motives and, more importantly, what the government will accomplish with its next set of plans in the years to come. After all, they just admitted to having failed miserably.
What he did know is that the government has a track record of coming out with ideas that sound good on paper but fail miserably, followed by the inevitable lame excuse: “It was a good plan/policy but there were weaknesses in implementation”. (Need examples? Think of NEP, MSC, PKFZ, corruption, timber thefts, poaching ….)
Just as success in real estate is about “location, location and location,” and success in the stock market is the tritest of trite “buy low, sell high”, the success of any plan is, obviously, in “the implementation, the implementation, and the implementation”.
So, PPSMI has failed. Why has it failed? Isn’t it obvious? No?
Well, the decline in English has been in progress for some time, at least well over a decade.
Sure, there were still some students who excelled in English. But with shrinking supply and growing demand (globalisation, remember?), many went on to good jobs that paid well. Are government teachers paid well, compared to the high-flying commercial sector?
So, you get teachers who have mediocre command of English, and they teach English. Heard of the blind leading the blind? Who has not heard anecdotal accounts of students complaining to daddy or mummy that the stupid teacher marked them wrong when, in fact, they were correct?
Then, someone decided that, in order to arrest the decline, the brilliant solution is to get teachers of Science and Maths (and not English, mind you) to teach these subjects in English. And just like that, we will suddenly achieve world-class standards in Science, Maths AND English.
Heard the one about the ugly hunchback genius professor who married the gorgeous dumb blonde so that they would have kids as smart as him and as good-looking as her? Well, the offspring could turn out looking like him and dumb (apologies to all blondes, it’s just a cliche) as her!
So, is anyone surprised that PPSMI might actually result in even lower standards of Maths, Science AND English? It was not even a good plan badly implemented. A good plan has to take into account the resources with which the plan is to be implemented. Since the resources needed for PPSMI to work – an adequate supply of Maths & Science teachers who are also fluent in English – were clearly not available, it was just a dumb plan.
For these reasons, he does not mourn the passing of PPSMI.
He said he has neither the time nor the inclination to engage in debate with the ultras who rejoice because the end of PPSMI is a victory, a return to their utopia ideal where all problems disappear when everyone speaks just one language, their mother tongue. They cry “victory” in the battle, let’s see how they fare at the end of the war.
The pressing need to improve English standards remains, obviously.
The government says it will step up efforts. There is time, and it will work this time, says our Education Minister.
Question is, do you trust the government to get it done right this time?
He feels that his faith in the government’s ability ranks about as highly as the standard of English in our schools these days.
So, what to do? Do it yourself. Teach your kids English, or pay to have them taught properly.
As for himself, he is investing in an English tuition centre.
What a gem of a piece! Straight off the gun like Ringo!
More tuition centres will surely sprout out like towgays very soon as parents rushed their children to brush up their English through tuition so as to bridge the already yawning gap between a distintion A English as compared to a mediocre grade.
Mind you,2012 is not too far away!
Labels:
Perspectives
Fair Assessment - Genting Credit Ratings
This is a fair affirmation of Genting in terms of its credit ratings.
Bernama reported today that RAM Ratings Services Bhd has reaffirmed Genting Bhd's respective long- and short-term corporate credit ratings at 'AAA' and 'P1'.
In a statement here today, RAM said the long-term rating has a stable outlook.
It said the ratings were supported by sturdy business profile of Genting Highlands resort, the group's main gaming and resort operations in Malaysia, a moderate level of revenue and earnings diversity, robust liquidity profile and financial flexibility.
RAM said, however, the positives were tempered by Genting's weaker financial profile in the near term because of the hefty capital outlay of S$6.59 billion (S$1=RM2.41) for its Resorts World in Singapore, which also exposed it to heightened execution and development risks.
"As with other casino operators, Genting is exposed to regulatory risks in the various jurisdictions that it operates in," it said.
RAM's head of consumer/industrial ratings, Kevin Lim, said Genting has so far been able to manage the risks in relation to its Singapore project.
"Unlike other casinos in the region which are facing delays, Resorts World at Sentosa is on track for its opening in the first quarter of 2010.
"While there has been some upward revision in the development costs, it remains manageable," he said.
Well, we have also heard from Genting officially that the project at Sentosa Island is on steam, well within its budget and will have its soft opening in the first quarter of 2010 as originally planned.
Bernama reported today that RAM Ratings Services Bhd has reaffirmed Genting Bhd's respective long- and short-term corporate credit ratings at 'AAA' and 'P1'.
In a statement here today, RAM said the long-term rating has a stable outlook.
It said the ratings were supported by sturdy business profile of Genting Highlands resort, the group's main gaming and resort operations in Malaysia, a moderate level of revenue and earnings diversity, robust liquidity profile and financial flexibility.
RAM said, however, the positives were tempered by Genting's weaker financial profile in the near term because of the hefty capital outlay of S$6.59 billion (S$1=RM2.41) for its Resorts World in Singapore, which also exposed it to heightened execution and development risks.
"As with other casino operators, Genting is exposed to regulatory risks in the various jurisdictions that it operates in," it said.
RAM's head of consumer/industrial ratings, Kevin Lim, said Genting has so far been able to manage the risks in relation to its Singapore project.
"Unlike other casinos in the region which are facing delays, Resorts World at Sentosa is on track for its opening in the first quarter of 2010.
"While there has been some upward revision in the development costs, it remains manageable," he said.
Well, we have also heard from Genting officially that the project at Sentosa Island is on steam, well within its budget and will have its soft opening in the first quarter of 2010 as originally planned.
Labels:
Stocks
Tongue-in-cheek from the Grand Old Man
Writing for the Malaysia Insider,Debra Chong reports this interview with Tun Mahathir about current events amidst the outcry and fury of the 180% about turn in policy in the teaching of Maths and Science and the explosive controversy of the ex-Selangor MB's palatial mansion.
KUALA LUMPUR, July 10 – Age has not made him any more mellow. Outspoken former prime minister Tun Dr Manathir Mohamad, who turned 84 today, was his usual forthright self in a no-holds barred question-and-answer session here after giving a keynote address at the closed-door forum on the position of Malays and the royal institution from the perspective of 1 Malaysia.
In good spirits, he made light and tongue-in-cheek comments on many issues that are causing a stir among the multiracial, multi-religious Malaysians.
Q: What’s your birthday wish?
A: My birthday wish is very big. It’s not achievable within my lifetime. It is to see a Malaysia where people think they are Malaysians and are not linked to anywhere else.
Q: What was talked about inside the hall?
A: I think the talks were actually a reaction to the situation now, where Malays are accused of being obstacles to the growth of the national economy, obstacles to national unity, obstacles to everything. They feel dissatisfied about these accusations so they spoke at length about what is happening to the country. I feel this is a good development because they have to know the real situation in the country today.
Q: You have been criticising Najib’s English language policy, the move to revert to Malay. Do you think he has been disregarding the people’s wishes or taken the wrong steps?
A: Yes, yes. I’ve said this so many times before. This policy was implemented during the last year I was prime minister and I had very definite reasons, supported by the supreme council of Umno, as to why we should teach science and math in English.
It is not about trying to learn English, it’s not about trying to learn Malay. It’s simply just an acknowledgement of the fact that today’s knowledge comes to us in the English language. Just as in the past, Arabs, when they became Muslims, studied Greek in order to acquire the knowledge of the Greeks and subsequently the Europeans from the dark ages studied Arabic in order to acquire the knowledge of the Arabs.
Today, the knowledge is with people who write in English. And for that reason, we want to learn English to acquire the knowledge, not just to learn English.
Science has got a special language, English, for itself. That’s why it’s very important that we use English in order to study science and math.
Q: Tun, following the scrapping of the PPSMI policy, are you starting to openly criticise the Najib government?
A: Well, I say what I think. I’m not criticising anything. It’s something that will affect the future of our children.
Q: The results of the blog poll showed more than 70 per cent objected to the policy reversal. Will the results be conveyed to the government?
A: Ya. I try to evaluate the public’s views, especially from the parents who visit my blog, lah. Of the 26,000 who responded, 80 per cent do not agree with teaching Maths and Science in the national language or Chinese or Tamil.
Q: Are you suggesting that the supporters of this PPSMI have to give their suggestions to the government to abolish the policy?
A: Yeah, I made the blog poll so we know the public’s real opinions. And certainly after I get the results, if I can’t present it in other ways, then at least I will put it in my blog. Hopefully the government reads my blog.
Q: Tun, has the decision to reverse the policy caused you to reevaluate your opinion of Datuk Seri Najib’s first 100 days in office?
A: Well, it has. For me, that is one of the negative things.
Q: How would you say he’s been doing so far then?
A: Well, there are so many things that I do not agree with. But that is my personal opinion. I’m entitled to have my opinion.
It doesn’t mean that I don’t support the government. But I think the government is doing the wrong things, like wanting to build the third bridge and many other things.
Q: So how would you rate him?
A: I haven’t made a study yet, not a very scientific study. But so far, I think the negatives are more than the positives.
Q: Tun, you said Muhyiddin did not consult you before he scrapped the PPSMI. Do you expect them to consult you every time there is to be a change in policy?
A: No, I don’t expect anything. But it was nice of him to see me and brief me with his officers.
But it was a briefing. Although I did give my opinion, it was not reflected in the announcement that was made. It was just a briefing the day before they officially adopted it. In fact, it’s quite obvious they are not going to change their mind even if they talk with me.
Q: Ah, Tun, how would you rate Najib’s first 100 days performance?
A: Again, you ask the same thing. [Laughs] Well, I’m sorry to say this but more negatives than positives. I saw somebody has made an assessment and almost nothing is positive. I’ve got this printout from the Internet – no freedom of the press, no information, OSA is still there, ISA is still there, everything is wrong. But that’s not my opinion lah.
Q: Can you elaborate on the negatives, which you say are more than the positives? Apart from the third bridge and the reversal of policy.
A: There are a number of things. I said just now about the bridge. The third bridge appears to be suggested without any proper study. If you do that, I’m afraid you will not solve problem of traffic in Johor Baru. At the same time, you might create a problem for ships doing into Pasir Gudang. Things like that.
And also, certain appointments of people who have been found to be corrupt by the party are still holding office in the government. And there are a lot of others.
Q: Tun, you’ve said the NEP is not an obstruction. Do you feel the NEP should be continued?
A: For me, we need an opposition party. If there is none, we may do wrong and there is no one to reprimand us because there is no one in our party to reprimand. So for me, I don’t care if it is DAP, PAS or any other party as long as they are the opposition party and they reprimand. Not all their criticism are constructive or have a good basis but you still need to be reprimanded. If not, we will still do the wrong things.
Q: I meant the NEP, not DAP.
A: For me, we’ve had the NEP for 38 years. During that time, the economic growth for Malaysia was among the best among developing nations. And we found that foreign investors were willing to come in even with the NEP. So to make a decision that the NEP is an obstacle to the economic growth of the country is inaccurate.
The real obstacles are the many other countries which have started welcoming foreign direct investments and they have lower costs. The other thing that is causing us to have problems with economic growth is the world financial and economic crisis. Those are the causes, not the NEP.
Q: How do you see the position of Malays in Malaysia in the next 10 years?
A: In the next 10 years to come? [Laughter] How am I to tell? [More pronounced laughter] Up to the Malays themselves. If they want what’s good, they will get what’s good.
But they must act. If they just accept, then something not good may happen, maybe in five years. In the time of, Tun Abdullah, everything was spoilt, but the Malays never said anything. Umno, MCA, MIC, Gerakan, PPP spoilt, the government was spoilt, the treasury was spoilt. I never heard the Malays complain. Sometimes, they didn’t even know what was going on. We vote, we support, that was all.
Q: How are the Malays to take control if there’s no NEP?
A: Ya lah. They should have but the Malays themselves should have used the NEP but we found there were many abuses. We gave AP, they sold AP; we gave contracts, they sold the contracts; we gave licences, they sold the licences. That’s the fault of the Malays, they must correct that. Even with the NEP, they don’t know how to use it, then until when...[cut off]
Q: So it’s not the NEP that’s wrong?
A: Not the NEP’s fault. It’s our fault.
Q: Tun, earlier you spoke of Najib’s negatives. What are the positives?
A: Well, he has been meeting more people. Secondly, he does not sleep. [Much laughter]
Q: Morally-speaking, do you think that Datuk Seri Khir Toyo’s million-ringgit mansion has tarnished Umno’s image?
A: Yes, I think so. He has to explain where he got the money. Don’t just say RM3 million. I think it’s much more than that. I, too, have a house. My house in the Mines cost me RM1 million. His is how many times grander than mine.
What a laugh! Still his cheeky self in spite of being 84 today!
KUALA LUMPUR, July 10 – Age has not made him any more mellow. Outspoken former prime minister Tun Dr Manathir Mohamad, who turned 84 today, was his usual forthright self in a no-holds barred question-and-answer session here after giving a keynote address at the closed-door forum on the position of Malays and the royal institution from the perspective of 1 Malaysia.
In good spirits, he made light and tongue-in-cheek comments on many issues that are causing a stir among the multiracial, multi-religious Malaysians.
Q: What’s your birthday wish?
A: My birthday wish is very big. It’s not achievable within my lifetime. It is to see a Malaysia where people think they are Malaysians and are not linked to anywhere else.
Q: What was talked about inside the hall?
A: I think the talks were actually a reaction to the situation now, where Malays are accused of being obstacles to the growth of the national economy, obstacles to national unity, obstacles to everything. They feel dissatisfied about these accusations so they spoke at length about what is happening to the country. I feel this is a good development because they have to know the real situation in the country today.
Q: You have been criticising Najib’s English language policy, the move to revert to Malay. Do you think he has been disregarding the people’s wishes or taken the wrong steps?
A: Yes, yes. I’ve said this so many times before. This policy was implemented during the last year I was prime minister and I had very definite reasons, supported by the supreme council of Umno, as to why we should teach science and math in English.
It is not about trying to learn English, it’s not about trying to learn Malay. It’s simply just an acknowledgement of the fact that today’s knowledge comes to us in the English language. Just as in the past, Arabs, when they became Muslims, studied Greek in order to acquire the knowledge of the Greeks and subsequently the Europeans from the dark ages studied Arabic in order to acquire the knowledge of the Arabs.
Today, the knowledge is with people who write in English. And for that reason, we want to learn English to acquire the knowledge, not just to learn English.
Science has got a special language, English, for itself. That’s why it’s very important that we use English in order to study science and math.
Q: Tun, following the scrapping of the PPSMI policy, are you starting to openly criticise the Najib government?
A: Well, I say what I think. I’m not criticising anything. It’s something that will affect the future of our children.
Q: The results of the blog poll showed more than 70 per cent objected to the policy reversal. Will the results be conveyed to the government?
A: Ya. I try to evaluate the public’s views, especially from the parents who visit my blog, lah. Of the 26,000 who responded, 80 per cent do not agree with teaching Maths and Science in the national language or Chinese or Tamil.
Q: Are you suggesting that the supporters of this PPSMI have to give their suggestions to the government to abolish the policy?
A: Yeah, I made the blog poll so we know the public’s real opinions. And certainly after I get the results, if I can’t present it in other ways, then at least I will put it in my blog. Hopefully the government reads my blog.
Q: Tun, has the decision to reverse the policy caused you to reevaluate your opinion of Datuk Seri Najib’s first 100 days in office?
A: Well, it has. For me, that is one of the negative things.
Q: How would you say he’s been doing so far then?
A: Well, there are so many things that I do not agree with. But that is my personal opinion. I’m entitled to have my opinion.
It doesn’t mean that I don’t support the government. But I think the government is doing the wrong things, like wanting to build the third bridge and many other things.
Q: So how would you rate him?
A: I haven’t made a study yet, not a very scientific study. But so far, I think the negatives are more than the positives.
Q: Tun, you said Muhyiddin did not consult you before he scrapped the PPSMI. Do you expect them to consult you every time there is to be a change in policy?
A: No, I don’t expect anything. But it was nice of him to see me and brief me with his officers.
But it was a briefing. Although I did give my opinion, it was not reflected in the announcement that was made. It was just a briefing the day before they officially adopted it. In fact, it’s quite obvious they are not going to change their mind even if they talk with me.
Q: Ah, Tun, how would you rate Najib’s first 100 days performance?
A: Again, you ask the same thing. [Laughs] Well, I’m sorry to say this but more negatives than positives. I saw somebody has made an assessment and almost nothing is positive. I’ve got this printout from the Internet – no freedom of the press, no information, OSA is still there, ISA is still there, everything is wrong. But that’s not my opinion lah.
Q: Can you elaborate on the negatives, which you say are more than the positives? Apart from the third bridge and the reversal of policy.
A: There are a number of things. I said just now about the bridge. The third bridge appears to be suggested without any proper study. If you do that, I’m afraid you will not solve problem of traffic in Johor Baru. At the same time, you might create a problem for ships doing into Pasir Gudang. Things like that.
And also, certain appointments of people who have been found to be corrupt by the party are still holding office in the government. And there are a lot of others.
Q: Tun, you’ve said the NEP is not an obstruction. Do you feel the NEP should be continued?
A: For me, we need an opposition party. If there is none, we may do wrong and there is no one to reprimand us because there is no one in our party to reprimand. So for me, I don’t care if it is DAP, PAS or any other party as long as they are the opposition party and they reprimand. Not all their criticism are constructive or have a good basis but you still need to be reprimanded. If not, we will still do the wrong things.
Q: I meant the NEP, not DAP.
A: For me, we’ve had the NEP for 38 years. During that time, the economic growth for Malaysia was among the best among developing nations. And we found that foreign investors were willing to come in even with the NEP. So to make a decision that the NEP is an obstacle to the economic growth of the country is inaccurate.
The real obstacles are the many other countries which have started welcoming foreign direct investments and they have lower costs. The other thing that is causing us to have problems with economic growth is the world financial and economic crisis. Those are the causes, not the NEP.
Q: How do you see the position of Malays in Malaysia in the next 10 years?
A: In the next 10 years to come? [Laughter] How am I to tell? [More pronounced laughter] Up to the Malays themselves. If they want what’s good, they will get what’s good.
But they must act. If they just accept, then something not good may happen, maybe in five years. In the time of, Tun Abdullah, everything was spoilt, but the Malays never said anything. Umno, MCA, MIC, Gerakan, PPP spoilt, the government was spoilt, the treasury was spoilt. I never heard the Malays complain. Sometimes, they didn’t even know what was going on. We vote, we support, that was all.
Q: How are the Malays to take control if there’s no NEP?
A: Ya lah. They should have but the Malays themselves should have used the NEP but we found there were many abuses. We gave AP, they sold AP; we gave contracts, they sold the contracts; we gave licences, they sold the licences. That’s the fault of the Malays, they must correct that. Even with the NEP, they don’t know how to use it, then until when...[cut off]
Q: So it’s not the NEP that’s wrong?
A: Not the NEP’s fault. It’s our fault.
Q: Tun, earlier you spoke of Najib’s negatives. What are the positives?
A: Well, he has been meeting more people. Secondly, he does not sleep. [Much laughter]
Q: Morally-speaking, do you think that Datuk Seri Khir Toyo’s million-ringgit mansion has tarnished Umno’s image?
A: Yes, I think so. He has to explain where he got the money. Don’t just say RM3 million. I think it’s much more than that. I, too, have a house. My house in the Mines cost me RM1 million. His is how many times grander than mine.
What a laugh! Still his cheeky self in spite of being 84 today!
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A Nugget from Nuff-nang
Wah! Jemsen got his maiden cheque of his LIFE!
Click on the cheque to see the details.
So proud of him. Congratulations!
I never won anything at his age.
So much has changed.
Click on the cheque to see the details.
So proud of him. Congratulations!
I never won anything at his age.
So much has changed.
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Perspectives
English Controversy
John Lee is giving a piece of his mind on the government's 180% about turn on the policy of teaching Science and Maths in English. I have taken this from the online newspaper,Malaysian Insider today (10 July). Read on........
The government is selling its move to end the use of English in science and maths classes as a wise decision, for our own good. But that is exactly how it sold the decision to implement the policy of using English in the classroom six years ago. Not coincidentally, in both cases, the government has rushed to a decision, without much apparent forethought. This ad hoc style of policymaking is a horrible basis for running the country, and it is ruining a whole generation of young minds.
I was part of the very first cohort to undergo the switch to English. When I went to Form One from Year Six, we switched over to English in the classroom for science and maths. But our teachers were never entirely comfortable in using English, and had to resort to slipping into Malay to explain something every once in a while.
No wonder: in explaining the decision to go back to Malay, the government tells us that not even 20 per cent of science and maths teachers are capable of using English in the classroom. Well, pardon my French, but in America we have a term for that: “No shit, Sherlock.” Hasn’t this been obvious all along? Hasn’t this information always been out there? Did the government need to wait six years to find out its teachers cannot teach in English?
Now the government is taking measures to rectify our poor command of English by revamping the English curriculum. This is far too little, far too late. Isn’t the problem of poor English exactly what the government was trying to solve six years ago, when it announced this policy it is now rolling back? Why did the government not hire more teachers and revamp the curriculum six years ago, when that is exactly what everyone was telling them to do?
The government’s six-year experiment in failure is completely inexcusable. The government knew its teachers were not capable of teaching in English, but instead of retraining them to teach in English, it forced them into doing it in spite of their clear inability to teach properly —and it continued to do this for six irresponsible years. And this policy was not necessarily doomed to failure; after all, when you have capable teachers in the classroom, as the mission schools of yesteryear did, pupils readily learned the subject matter even if it was in English — my father and his whole generation are a testament to the viability of the policy.
The government has nobody else to blame but itself for this abject failure. And now instead of addressing the obvious problem — the problem of teachers’ fluency in English — the government is dropping that problem altogether. Surely the goal should be to ensure that at some point we have science and maths teachers capable of using English? If our own teachers cannot pass an English exam, why should any of their students pass their English exams?
The government’s constant, poorly-thought-out flip-flopping on this issue is ridiculous, and it is wasting the minds of thousands of Malaysian schoolchildren as they go back and forth between English and Malay. In a few years time, when some new education minister figures out that maybe we can retrain teachers to use English effectively, and then orders a complete changeover again, another generation of students will suffer. This flip-flopping is ridiculous and harmful.
There are viable compromises which the government should have pursued before rushing headlong into a 100 per cent English policy — compromises which the government can still pursue instead of rushing blindly back into a 100 per cent Malay/mother tongue policy. The most obvious one is to teach in the mother tongue at the primary level, and teach in English at the secondary level, which is what many expected the government to do. This split makes sense, since students should be capable of learning in English after six years of exposure in primary school.
The problem with this is that it does not go far enough, because it is still a one-size-fits-all policy. For quite a while, including in this column, I have been suggesting that the government allow individual schools to decide whether and when to implement the mother tongue or English as the medium of instruction. After all, in some urban areas, everyone, from the teachers to the students, is capable of using English, so if they want to, why not just let them do it right from Year One? (We already have all the textbooks and supplementary materials necessary for this anyway!) Meanwhile, in some rural areas, the English instruction might be so hopeless that the students still cannot use English in the classroom — so why force it on them when they enter secondary school? Letting the schools decide is vital, because it personalises the education system to the needs of individual communities.
We don’t expect everyone to buy the same kind of car, eat the same kind of food, or live in the same kind of house. So why do we expect everyone to learn at exactly the same pace, in exactly the same language? In a country as diverse as ours, it is ridiculous for the government to enforce a strict, no-exceptions regulation on something as important as learning.
I was not aware until yesterday that the Opposition (DAP) is putting forward this idea of autonomy: they want urban schools to be given a choice about which languages to use. I believe this is the best possible compromise at this point, and the one that makes the most sense.
The government has been completely reckless and irresponsible in its policy-making here. When so many of our teachers were plainly incapable of using English, they rammed through the policy of teaching in English. Now, millions of ringgit and six years later, the government finally acknowledges that it did not properly prepare teachers to teach in English, and completely undoes the policy, without a thought for the affected students. This is irresponsibility of the highest order, and it has been completely pointless. If the government wants to salvage the situation now, there is still a chance for it to do the right thing: don’t just focus on improving the English curriculum. Focus on training our teachers properly, and focus on giving our schools the freedom they need to teach.
The government is selling its move to end the use of English in science and maths classes as a wise decision, for our own good. But that is exactly how it sold the decision to implement the policy of using English in the classroom six years ago. Not coincidentally, in both cases, the government has rushed to a decision, without much apparent forethought. This ad hoc style of policymaking is a horrible basis for running the country, and it is ruining a whole generation of young minds.
I was part of the very first cohort to undergo the switch to English. When I went to Form One from Year Six, we switched over to English in the classroom for science and maths. But our teachers were never entirely comfortable in using English, and had to resort to slipping into Malay to explain something every once in a while.
No wonder: in explaining the decision to go back to Malay, the government tells us that not even 20 per cent of science and maths teachers are capable of using English in the classroom. Well, pardon my French, but in America we have a term for that: “No shit, Sherlock.” Hasn’t this been obvious all along? Hasn’t this information always been out there? Did the government need to wait six years to find out its teachers cannot teach in English?
Now the government is taking measures to rectify our poor command of English by revamping the English curriculum. This is far too little, far too late. Isn’t the problem of poor English exactly what the government was trying to solve six years ago, when it announced this policy it is now rolling back? Why did the government not hire more teachers and revamp the curriculum six years ago, when that is exactly what everyone was telling them to do?
The government’s six-year experiment in failure is completely inexcusable. The government knew its teachers were not capable of teaching in English, but instead of retraining them to teach in English, it forced them into doing it in spite of their clear inability to teach properly —and it continued to do this for six irresponsible years. And this policy was not necessarily doomed to failure; after all, when you have capable teachers in the classroom, as the mission schools of yesteryear did, pupils readily learned the subject matter even if it was in English — my father and his whole generation are a testament to the viability of the policy.
The government has nobody else to blame but itself for this abject failure. And now instead of addressing the obvious problem — the problem of teachers’ fluency in English — the government is dropping that problem altogether. Surely the goal should be to ensure that at some point we have science and maths teachers capable of using English? If our own teachers cannot pass an English exam, why should any of their students pass their English exams?
The government’s constant, poorly-thought-out flip-flopping on this issue is ridiculous, and it is wasting the minds of thousands of Malaysian schoolchildren as they go back and forth between English and Malay. In a few years time, when some new education minister figures out that maybe we can retrain teachers to use English effectively, and then orders a complete changeover again, another generation of students will suffer. This flip-flopping is ridiculous and harmful.
There are viable compromises which the government should have pursued before rushing headlong into a 100 per cent English policy — compromises which the government can still pursue instead of rushing blindly back into a 100 per cent Malay/mother tongue policy. The most obvious one is to teach in the mother tongue at the primary level, and teach in English at the secondary level, which is what many expected the government to do. This split makes sense, since students should be capable of learning in English after six years of exposure in primary school.
The problem with this is that it does not go far enough, because it is still a one-size-fits-all policy. For quite a while, including in this column, I have been suggesting that the government allow individual schools to decide whether and when to implement the mother tongue or English as the medium of instruction. After all, in some urban areas, everyone, from the teachers to the students, is capable of using English, so if they want to, why not just let them do it right from Year One? (We already have all the textbooks and supplementary materials necessary for this anyway!) Meanwhile, in some rural areas, the English instruction might be so hopeless that the students still cannot use English in the classroom — so why force it on them when they enter secondary school? Letting the schools decide is vital, because it personalises the education system to the needs of individual communities.
We don’t expect everyone to buy the same kind of car, eat the same kind of food, or live in the same kind of house. So why do we expect everyone to learn at exactly the same pace, in exactly the same language? In a country as diverse as ours, it is ridiculous for the government to enforce a strict, no-exceptions regulation on something as important as learning.
I was not aware until yesterday that the Opposition (DAP) is putting forward this idea of autonomy: they want urban schools to be given a choice about which languages to use. I believe this is the best possible compromise at this point, and the one that makes the most sense.
The government has been completely reckless and irresponsible in its policy-making here. When so many of our teachers were plainly incapable of using English, they rammed through the policy of teaching in English. Now, millions of ringgit and six years later, the government finally acknowledges that it did not properly prepare teachers to teach in English, and completely undoes the policy, without a thought for the affected students. This is irresponsibility of the highest order, and it has been completely pointless. If the government wants to salvage the situation now, there is still a chance for it to do the right thing: don’t just focus on improving the English curriculum. Focus on training our teachers properly, and focus on giving our schools the freedom they need to teach.
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Perspectives
Guinea Pigs Again!
Tan Tian Yan wrote this piece in the SinChew(10 July) on the implications of the move to scrap English as the medium of instruction in the teaching of Science and Mathematics and the swtich-over to Bahasa beginning 2012.
Do read on.
This sharp turn seems to be a bit overdone!
Indeed, many people want to restore the policy of teaching science and maths in the students’ mother tongues, especially in primary schools.
Muhyiddin’s announcement was shocking enough. Not only will the medium of teaching for science and maths in primary schools be reverted to the students’ mother tongues, even secondary schools will now have to teach these subjects in Bahasa Malaysia.
The broth might be a bit tasteless, so the cook thought of bringing it back to the kitchen to add some salt.
Oh Lord! The cook poured the entire packet of salt into the broth!
The cook stared at you, saying, “I thought you complained it was tasteless? Well, if you can’t eat this, someone else will!”
But, how many people have a passion for such salty stuff? Do they represent the majority of Malaysians? How about those who prefer less salty broth?
The controversial policy of teaching science and maths in English has been implemented for six years, and now we get this kind of ending!
All I have to say is that all our input has been wasted.
From Mahathir’s unwavering stand, to Abdullah’s hesitation. And when this thing comes to Muhyiddin’s hand, we see a 180-degree turn.
As a matter of fact, there are three schools of thoughts on the teaching of science and maths in English, and these three schools of thoughts represent the three major segments in the Malaysian society.
1. Keep the policy of teaching science and maths in English. Those holding this kind of opinion are mainly English-speaking families from the major ethnic groups in the country. They are used to the English language and will naturally put English in priority.
2. Teaching science and maths in students’ mother tongues in primary schools, but English in secondary schools. Those who tend to think this way are the middle class from all ethnic groups in the country as well as families speaking their mother tongues in daily life.
They feel that the effects of teaching science and maths will be more pronounced were it done in the students’ mother tongues during the primary school level. In addition, this will also preserve the integrity of their mother tongue education. However, secondary school students should switch to English when learning these subjects in preparation for tertiary education in the future.
3. Teaching science and maths in students’ mother tongues in primary schools, and Bahasa in secondary schools. Those who advocate this school of thought are chiefly Malay educationists and nationalists whose major consideration is the status of the national language.
Muhyiddin’s decision goes perfectly well with the third school of thought, and the liking of the Malay educationists and nationalists.
These people are a dominant force in the traditional Malay society as well as avid supporters of Umno. Mahathir’s decision to implement the policy of teaching science and maths in English has incited them, and dragged them away from Umno, allowing PAS and PKR to creep in and steal their support.
The policy of teaching of science and maths is indeed an educational issue which has unfortunately evolved into a tacky political one. Umno must never allow its traditional support base to drop into the embrace of its rivals. Policy-wise, Umno must steer itself towards these people.
That said, Muhyiddin’s decision has frustrated those from the first two segments.
Meanwhile, this also means all the resources invested over the years will now have to go down the drain, with a generation of students made the guinea pigs! — mysinchew
Do read on.
This sharp turn seems to be a bit overdone!
Indeed, many people want to restore the policy of teaching science and maths in the students’ mother tongues, especially in primary schools.
Muhyiddin’s announcement was shocking enough. Not only will the medium of teaching for science and maths in primary schools be reverted to the students’ mother tongues, even secondary schools will now have to teach these subjects in Bahasa Malaysia.
The broth might be a bit tasteless, so the cook thought of bringing it back to the kitchen to add some salt.
Oh Lord! The cook poured the entire packet of salt into the broth!
The cook stared at you, saying, “I thought you complained it was tasteless? Well, if you can’t eat this, someone else will!”
But, how many people have a passion for such salty stuff? Do they represent the majority of Malaysians? How about those who prefer less salty broth?
The controversial policy of teaching science and maths in English has been implemented for six years, and now we get this kind of ending!
All I have to say is that all our input has been wasted.
From Mahathir’s unwavering stand, to Abdullah’s hesitation. And when this thing comes to Muhyiddin’s hand, we see a 180-degree turn.
As a matter of fact, there are three schools of thoughts on the teaching of science and maths in English, and these three schools of thoughts represent the three major segments in the Malaysian society.
1. Keep the policy of teaching science and maths in English. Those holding this kind of opinion are mainly English-speaking families from the major ethnic groups in the country. They are used to the English language and will naturally put English in priority.
2. Teaching science and maths in students’ mother tongues in primary schools, but English in secondary schools. Those who tend to think this way are the middle class from all ethnic groups in the country as well as families speaking their mother tongues in daily life.
They feel that the effects of teaching science and maths will be more pronounced were it done in the students’ mother tongues during the primary school level. In addition, this will also preserve the integrity of their mother tongue education. However, secondary school students should switch to English when learning these subjects in preparation for tertiary education in the future.
3. Teaching science and maths in students’ mother tongues in primary schools, and Bahasa in secondary schools. Those who advocate this school of thought are chiefly Malay educationists and nationalists whose major consideration is the status of the national language.
Muhyiddin’s decision goes perfectly well with the third school of thought, and the liking of the Malay educationists and nationalists.
These people are a dominant force in the traditional Malay society as well as avid supporters of Umno. Mahathir’s decision to implement the policy of teaching science and maths in English has incited them, and dragged them away from Umno, allowing PAS and PKR to creep in and steal their support.
The policy of teaching of science and maths is indeed an educational issue which has unfortunately evolved into a tacky political one. Umno must never allow its traditional support base to drop into the embrace of its rivals. Policy-wise, Umno must steer itself towards these people.
That said, Muhyiddin’s decision has frustrated those from the first two segments.
Meanwhile, this also means all the resources invested over the years will now have to go down the drain, with a generation of students made the guinea pigs! — mysinchew
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