Final Reflection

All in all, it has been a wonderful and memorable journey with a fantastic group of people in ES2007S Group 7. I am particularly glad that I have come to realize that there is certainly much more to just plain talking and writing in the regime of communication. This is certainly a worthy module to be taken and I am pleased to have the honor of taking it in my final semester as a NUS undergraduate.

Throughout this course, I came to learn more about the other lesser known aspects of communication, the importance of good command of language and the power of brevity along with the 7Cs. This module has also exposed me more into the various inter-cultural beliefs and practices. To top that up, this module 'forced' us to write wonderful resumes and application letters which are so ever essential for final-year students on job hunting sessions. Oh! Let’s not forget about the fact that this module actually allowed me relive the long-forgotten joy of blogging. (With this, I got a feeling that I am going to continue blogging even after this)

Back to reflection, I must say that I love the amount of passion and dedication that all of us have put into this module. Also, I am happy to have made new friends and discovered more things about myself. I love the amount of interaction that this course offers and the way that there is not a single lesson where it was boring and mundane. For this, I think all of us should thank our dear Mr. Brad for his dedication and commitment in the preparation and execution of this entire module.

To end, I will like to wish all good health and results. It has been a BLAST learning and working with all of you.

Adiós.

Reflection on Today's Oral Presentation

Firstly, I must really commend on the tremendous effort by the entire team of KKGS. It was really interesting working with each and everyone and I personally enjoyed the occasional debating over certain issues in the development of this proposal. I also particularly like the fact that everyone is willing to sacrifice for the team in a bid to produce a reasonably good piece of work.

For me, I am also quietly pleased with my presentation this time round as compared to the previous one. I took quite a while memorizing my part for the presentation and was glad that I could remember most of the points that I hope to bring across to NUSEU. I have also managed to overcome a personal challenge of presenting without much reference. I also feel that there is more fluency in my presentation this time given that we have put in quite an amount of planning for the flow of the presentation and the overall structure.

Our group, Team KKGS, wanted to surprise the audience with a “BANG” at the beginning and we eventually found it in the form of “The story of the eagle”. It was tough at the beginning during the first few rehearsals when I could not really bring myself to narrate the story with pure conviction and sincerity. We were even afraid that the audience will find the story boring and will not be convinced. Thus, I was extremely delighted when I saw a couple of interested and excited faces when I narrated this story at the beginning of the presentation.

One unfortunate technical issue was with the video, which malfunctioned a bit during the presentation. This was despite the fact that it was working well in every rehearsal that our team had. Though at full blast, the volume of the video was also not loud enough for everyone to listen comfortably. This was something that we had anticipated and thus Serene took the pain to summarize key points from each interview immediately after the videos.

All in all, as the “Chairperson”, I must thank everyone in Team KKGS again for all the good effort put in.

Arigatou gozaimasu.

Background, Benefits and Problem Statement Draft 2

Background (Part):

Society needs science, and scientists need an informed, thoughtful, and open-minded citizenry (EurekAlert, 2009). This is however not possible without the exhibition of solid scientific communication skills. Assuming that our audience has the full capacity to absorb what is presented to them, the only limitation would then be the scientific researcher's ability to translate his or her ideas across efficiently. With this in mind, we would like to consider some of the communication needs of the scientific research sector.

Firstly, writing scientific reports is one aspect of the communication needs in the scientific research field. Many tertiary students in NUS should be familiar with the numerous lab reports that are required in the various modules. Indeed, scouring through the academic requirements of various science and engineering degrees of tertiary institutions, one will recognize that scientific reports form an integral portion of one's module grade.

In addition, the writing of research proposals and grant applications are also crucial skills that numerous scientists have expressed interest in, as shown from research done by the European Molecular Biology Organization. (University of Copenhagen, 2009). From the job requirements for scientific-related positions as advertised online (Naturejobs, 2010), we can see that the abovementioned scientific writing skills are also in demand at workplaces, and hence relevant even after completing our tertiary studies.

Other than the component of scientific writing, there is also an emphasis on the aspect of scientific presentation skills as mentioned by our interviewee, Prof. Helmer. This is another important part of scientific research where the speaker presents his or her ideas directly to an audience. In the tertiary institution setting, students across the faculties are often expected to give oral and visual presentations together with the submission of their scientific manuscripts.

Outside school, the requirement of good presentation skills can also be often seen in advertisements for careers in the scientific research field. All in all, scientific communication needs to be underpinned by training and evaluation and they would be best served in the area where the needs originated- the school.

Problem Statement:

The inability to write scientific papers effectively remains a problem for many university students. To identify pedagogical constructs that help undergraduates write well in scientific formats, Jerde and Taper evaluated the effect of the number and type of college composition courses previously taken, science writing experience, and tutorial services and found that the only significant factor influencing scientific writing performance was prior scientific writing experience (Education Resources Information Center, 2009). This suggests that more emphasis should be placed on scientific writing within the undergraduate science curriculum. Thus, the aim of this study is to explore deeper into the communication needs of the scientific research industry and to propose reasonable modifications to the NUS curriculum that would best serve these requirements. 

Benefits

Undoubtedly, there are many rationales for our team to propose the extension of the above research proposal to a full-fledged study in NUS. Through further research, our team can obtain more substantial evidence to draw an informed conclusion about the current communication needs in the scientific research industry. This would then enable us to propose a more holistic recommendation to allow the NUS curriculum to meet these specific needs in the long run.

Background, Benefits and Problem Statement Draft 1

Background:

Society needs science, and scientists need an informed, thoughtful, and open-minded citizenry. [2] This is however not possible without the exhibition of solid scientific communication skills. Assuming that our audience has the full capacity to absorb what is presented to them, the only limitation would then be the scientific researcher's ability to translate his or her ideas across efficiently. With this in mind, we would like to consider some of the communication needs of the scientific research sector.

Firstly, writing scientific reports is one aspect of the communication needs in the scientific research field. Many tertiary students in NUS should be familiar with the numerous lab reports that are required in the various modules. Indeed, scouring through the academic requirements of various sciences and engineering degrees of tertiary institutions, it is not hard to realize that scientific reports form an integral portion of one's module grade.

In addition, the writing of research proposals and grant applications are also crucial skills that a lot of scientists have expressed interest in a research done by the European Molecular Biology Organization (EMBO). [3] The abovementioned scientific writing skills are also in demand after tertiary studies as shown by the similar job requirement for scientific-related positions advertised online. [4]

Other than the component of scientific writing, there is also the emphasis on the aspect of scientific presentation skills as mentioned by our interviewee, Prof. Helmer. This is another important part of scientific research where the speaker presents his or her ideas directly to an audience. In the tertiary institution setting, students across the faculties are often expected to give oral and visual presentations together with the submission of their scientific manuscripts.

Outside school, the requirement of good presentation skills can also be often seen on advertisement for careers in the scientific field. All in all, scientific communication needs to be underpinned by training and evaluation and they would be best served in the area where the needs originated- the school.

Problem Statement:

The inability to write scientific papers effectively remains a problem for many college students. To identify pedagogical constructs that help undergraduates write well in scientific formats, Jerde and Taper evaluated the effect of the number and type of college composition courses previously taken, science writing experience, and tutorial services and found that the only significant factor influencing scientific writing performance was prior scientific writing experience. [5] This suggests that more emphasis should be placed on scientific writing within the undergraduate science curriculum.

According to our interviewee, Prof. Helmer, there are insufficient opportunities for NUS students to hone their scientific writing skills. Hence, the purpose of this study is to determine the feasibility of extending relevant scientific writing modules from the science faculty to all other relevant faculties with similar needs. In addition, this will also lead to the prospect of initiating a compulsory scientific writing module for all the science and engineering freshmen in addition to the current curriculum of the NUS FOS and FOE.

Benefits

Undoubtedly, there are many rationales for our team to propose the extension of the above research proposal to a full-fledged study in NUS. The extension of a possibly compulsory scientific writing module to science and engineering students will most likely raise the level of scientific academic writing of NUS students.

On the micro scale, continuous writing on the scientific level is definitely useful and will assist students in expressing original thoughts and ideas. This is especially so when some students may find it easier to elaborate on their ideas through writing rather than talking and presenting. This may also assist in contribution of original scientific content or the analysis of original ideas, possibly leading to exploration of novel approaches to the ancient scientific conundrums. In addition, the implementation of a compulsory scientific writing module may encourage students to explore their topics of interest more fully in depth with the chance of further developing their researching or investigative skills. [6]

Also, some of the key processes involved in scientific writing such as literature reviews and patent searching may also enhance one’s ability to synthesize information and logically presenting information in a scientific and professional manner. There is also an unavoidable need for the student to organize their thoughts in a logical format. In addition, NUS students will then have the opportunity to practice writing with proper grammatical structure and following a designated scientific structured format.

On the macro scale, NUS will be able to increase the employability and marketability of its Science and Engineering undergraduates when the students are more adept in this arena of scientific writing. With the allocation of compulsory scientific writing modules, students will also be able to gain valuable writing skills for future writing tasks applicable in various industries and business sectors. This includes completing formal written business proposal for the scientific industry, applying for research grants and writing scientific publications. Such a proposed initiative in NUS will also lend huge support to the government's cause to develop more local research talents.

Evaluating Intercultural Behavior

This particular incident took place a couple of years ago when I was doing my overseas vacation internship in Beijing, China. During one of the weekend afternoons, I was brought to the Beijing Zoo by my internship mentor and a colleague. The whole unpleasant incident started after my zoo visit when I realized that the sole of my shoe had come off. Then, my mentor suggested buying a new pair from a wholesale clothes and accessories market opposite to the zoo. Unexpectedly, this particular visit to the “Dong Wu Yuan” (the name of the shopping place) became the most memorable incident of my entire internship.

At the start, I was told by my colleagues that this shopping place is always very crowded during the weekends as it is a favourite with the locals for the cheap bargains. He also mentioned that one needs to be able to bargain well in order to get good deals. True to his words, the place was very messy like a “war-zone” and noisy with people actively promoting their sale items. I soon found a pair of sneakers to my liking and began to haggle with a lady shopkeeper over the price. Realizing that I was not as eloquent at bargaining as her, I stopped arguing with her over the price and asked to try the shoes first. However, upon trying the shoes, I found the material to be very stiff and uncomfortable and then decided to leave the shop. To my utmost horror, the shopkeeper then pulled me back into the shop by tugging at the strap of my bag. I was shocked at her demeanor and continued to walk away. Suddenly, two fellow shopkeepers came forward and stopped me from leaving. Fortunately, my colleagues spotted me in this fix and came forward to confront these unruly shopkeepers. These shopkeepers then claimed that I had “discussed” the price with them and hence it was only right that I pay for the shoes. However, I maintained that I did not confirm that I was going to take that pair of shoes as they were uncomfortable. Those shopkeepers then continued to hurl nasty words at me and my colleagues and even claimed that we have no money to pay for the shoes. They continued to pull us back and scold us ferociously for reasons out of this world. It was only when my mentor called up the local authorities to report on this matter that the shopkeepers stopped following us and retreated back to their shop (grumbling along the way).

After we got back to our residences, my mentor explained that this was an incident of “overboard forced selling”, and he added that those shopkeepers were pretending to be very fierce to scare me as a foreigner into buying something that I don’t want. Then, he added that it was fortunate that I didn’t retaliate when they pulled my bag as it could give them more opportunities to “hold against” us. Then, he also apologized for not warning me earlier that most locals will usually try on the items after agreeing on the sale price. Thus, when I asked to try the shoes, they probably thought that the deal was confirmed. However, we agreed that this doesn’t mean that I cannot refuse to buy the item and it certainly does not warrant for the "physical attacks" at our bags and T-shirts.

All in all, I have come to understand that cultural differences are part and parcel of mankind in the numerous global living spaces and knowledge will (in most cases) enable us to effectively embrace this interesting social phenomenon everywhere.

An Application Letter (Draft 1)

This application letter is for the following position at the Ministry of Health (MOH) Singapore:

Job Title: Health Policy Analyst (Healthcare Infrastructure Delivery)

Job Description: You will plan and develop healthcare facilities for the two public sector healthcare clusters, including obtaining the necessary approvals, securing the sites, overseeing project implementation and budget utilization to ensure timely delivery of adequate cost-effective facilities to meet future healthcare needs.

Job Requirement: Good Honours Degree, strong analytical and interpersonal skills, resourceful and good organizational skills.

-----------------------------------------------------------------------------------------------------

Kenny Mok Chew Seng
38 Cashew Avenue
Singapore 671888
Phone: (65) 9731 0895
mokchewseng@gmail.com

6th Feb 2010

Ministry of Health
College of Medicine Building
16 College Road,
Singapore 169854

Dear Hiring Manager,

I am applying for the position of Health Policy Analyst (Healthcare Infrastructure Delivery), which I happened to chance upon during the NUS Career Fair 2010. I believe that this position is a good fit with my education, experience and career interests and I will be most delighted to join your team at the Ministry of Health.

I am currently a fourth year Bioengineering undergraduate in the National University of Singapore (NUS). Prior to joining NUS, I graduated from Hwa Chong Junior College with the Distinguished Scholar Award for my excellent GCE A Levels results. Recently, I also led a group of six as the project leader and  my team emerged as the runner-up for a Biomedical Engineering Design competition to design a wrist prosthesis. We also won the Prestigious Director Award, which highlighted my capability in bringing about group cohesion and overseeing successful project implementation.

I am actively involved in co-curriculum activities in NUS and is currently the Chairperson of the NUS Students’ Union Computer-Based Learning Centre (NUSSU CBLC). Previously, I was also the Vice-Chairperson and Marketing Manager of NUSSU CBLC, in charge of liaising with various corporate sponsors for our club projects. During my freshman year, I was also the Publicity Head of NUS Bioengineering Club and served as the bridge between the school administration and the students. All these university assignments and projects have helped to forge my interpersonal and project management skills and have also given me invaluable experience in dealing with national and school authorities.

My previous working experience included working in Wallenius Wilhelmsen, an international ship services company, as a customer service officer in summer 2007. My job scope included liaising with the purchasers of global shipping vessels and our logistics and service department. During this stint, I managed to develop my communication skills while mingling with personnel from worldwide suppliers and port operators.  During summer 2008, I also did an overseas internship in Tsinghua University (Beijing) as a research assistant. I was involved in the optimization of the existing Fluorescence Molecular Tomographic (FMT) systems with the implementation of evaluation tests and the analysis of scientific data. More recently, I was an Engineering Intern in a public-listed company, KS Energy Services and was actively involved in the management of a few key regional oil & gas supply projects. Through this attachment, I learnt about procurement of lead items, budgetary planning as well as project pipeline management in order to fulfill deadline objectives. I believe these skill sets will enable me to fulfill the requirements of a health policy analyst at MOH.

All in all, I believe that I will be an asset to your organization as I have the tenacity to work cordially in a team and also to work independently when the occasion calls for it. I am inquisitive, creative and love to solve intriguing problems. I also particularly enjoy and have vast experience interacting with people from all walks of life. I will love to arrange a meeting with you to discuss further on my career aspirations and also to learn more about this opportunity. Please feel free to contact me anytime at your own convenience.   

Thank you for your time and consideration. I look forward to talking to you.

Yours Sincerely,
Kenny Mok

A probable solution to this interpersonal conflict

Hi all,

Thank you so much for all your responses.

To sum it all up, I think person A can try to call for an emergency meeting with all the committee members to sort things out. He or she can first set the background of the meeting by acknowledging the current situation in the club and invite the rest of the committee to have a truthful and “non-withholding” discussion. This is also where A can share his honest feelings about this situation and let his co-workers understand his plight and concern. The success of this meeting will then depend very heavily on the tone and the setting which A will have to effectively manage and "tread meticulously".

In addition, I agree that A can quickly call for an emergency club election to elect for a suitable stand-in vice-chairperson. This will greatly relieve some of the heavy workload that a leader of club has to bear. In this sense, perhaps A would then have more time to join in for some of the social activities of the committee to build a stronger rapport between committee members.

Also, to probe further, there could be some lapses in successful delegation on A’s part during his or her helm. He or she must understand that while one can delegate some responsibility, the leader cannot give up on the ultimate accountability. There must be continuous support being provided. Then, A should also ensure the successes of the club’s activities through ongoing communication and monitoring with the provision of suitable resources and credit.