[kropotkindersurprise]

February 28, 2024 - American military veterans burn their uniforms calling for a free Palestine, at a vigil for Aaron Bushnell in Portland, Oregon. [source]

[beningtirta]

What do you think about a neighbo(u)r that behaves like Israel?

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Imagine Israel was a man and he was your neighbour, friend or lover?

Will you feel safe?

[thinkchemically]

500-ish word Teaching Philosophy

Learning Chemistry requires substantial effort on imagination because Chemistry is rather an abstract and conceptual subject in the early level of study. With regards to various types of intelligences explained by Gardner and Hatch (1989), to master Chemistry as a science subject, students not only need to utilize their logical-mathematical intelligence but also the spatial-visual one. Despite the rather common belief that learning, discussing, and understanding Chemistry is all about lexical proficiency of chemical names and rote memorization of chemical properties, I believe that Chemistry is more about imagining why and how molecules and atoms behave in certain way in three dimension.

The challenge for teachers thus mainly lies in the strength variation of spatial-visual intelligence. For instance, Barnett (1958) admitted that students would struggle to understand atomic arrangement and cubic close packing unless provided with appropriate simplified visual model. So, to accommodate this variation, teachers need sorts of visual aids such as drawings as well as molecular model kits, at least in the early stage of learning.

Furthermore, in contrary to traditional definition of learning that perceives teaching as an end itself, teacher should utilize teaching as means to an end and enrich learning experience with giving out contexts to students. Gibbs (2013), in discussing the trends in educational development, highlighted several observable occurring shifts as well as suggested how teachers would need to prompt reflectively to these shifts. Amongst the shifts discussed, in my opinion, there are two shifts that demand more concern in teaching Chemistry, namely the focus shifts from teaching to learning and context-neutral to context-based learning.

From my experience in teaching Chemistry to senior high school students for Olympiads and competitions, the spoon feeding tendency should be discarded. Spoon feeding and teacher-centered based learning might benefit surface learners but rarely leave students with the ability to expand their learning independently (Houghton, 2004). As competition question sets grow and develop throughout the years to become more of real-life problem solving and open-ended, students are in need of skills instead of mere knowledge. The skills include how to break down questions with given specific case and context, interpret unideal data provided, and propose methods of measurement. Therefore, in this case, teacher-centered learning will not provide sufficient training for respective skills. Ideally, teaching should promote higher order of thinking, cultivate those skills, and promote self-driven learning eventually.

Moreover, Chemistry is actually a subject easily relatable to day-to-day context and usage. Giving more examples of how their Chemistry knowledge will and can be used will increase students’ enthusiasm as well as promote visualization for real life practice. For instance, hands-on experience in laboratory and direct exposure to chemical research will boost the context-based learning for students in university level.

In conclusion, the desirable approach to teach Chemistry is to provide more contexts across learning process and facilitate understanding by the aid of visualization in molecular and atomic level. Even as simple as visualizing the trend over a periodic table, horizontally for elements in the same period and vertically for elements in the same group, will help students deconstruct, analyze, and predict their finding scientifically.

 References:

·         Barnett, E. D. B. (1958). Face-centered cube and cubical close packing. J. Chem. Educ. 35(4), 186. DOI: 10.1021/ed035p186

·         Gardner, H., Hatch, T. (1989). Multiple Intelligences Go to School: Educational Implication of the Theory of Multiple Intelligences. Educational Researcher, 18 (8), 4-10. DOI: 10.2307/1176460  

·         Gibbs, G. (2013) Reflections on the changing nature of educational development. International Journal for Academic Development, 18(1), 4-14, DOI: 10.1080/1360144X.2013.751691

·         Houghton, W. (2004). Engineering Subject Centre Guide: Learning and Teaching Theory for Engineering Academics. Retrieved from https://www.heacademy.ac.uk/knowledge-hub/engineering-subject-centre-guide-learning-and-teaching-theory-engineering-academics

[thinkchemically]

Skill that You Can Train

Just about last year I started to feel energised whenever I had a “chance to criticise” a writing piece, both for structure and vocabularies, in an academic environment. I had been aware that I was not an expert in writing and I was not a regular writer myself. Nonetheless, I chose to attend academic writing workshops that my friends would not bother.

So, having equipped myself with keywords, tips and practices during those workshops, I felt like challenged to exercise what I had already learned. And interestingly, these past couple of months, I am reaching out more friends and friends of friends helping for the necessity of having eloquent, academic writings.

If you ask me why I like helping people to identify loopholes in their writing and to adorn their writing with bits of touch up, I would say, firstly, I find myself meticulous and curious about words. Can this phrase be explained in a simpler and more tacit way? I googled and browsed for common phrases and difficult phrases in thesaurus and dictionaries. Somehow all the dreading vocabularies I was absorbing for my GRE general tests now come to play their role.

To be honest, editing is an exhaustive job. Superior focus and meticulousness are required. The actual work appears to be embracing that every word and phrase and paragraph is your responsibility. Are they understandable? Are they well-structured? Are they exactly implying the author’s original ideas? So, unless you enjoy the excitement of being responsible for the ‘authority’ of a writing piece, you can hard have a long breath to embrace wordiness.

Actually, my first encounter to editing and proofreading was when I was involved in a long-hung biography project (in the end I was regarded as ‘an assistant editor’ of that biography). I worked closely with a professional editor (journalist, fiction writer, translator in one), Yusi A. Pareanom. I absorbed many basic principles and practical tips in writing and editing from him. I also had co-edited a book, an anthology about the discourse of environmental and renewable energy issues surrounding Indonesia. What is more? I like to buy books an newspapers (not claiming I read a lot and I can read quick).

But editing and proofreading in English takes a whole different set of skills and vocabulary richness. Right? In this regard, I hardly believe IELTS or TOEFL scores can well reflect one’s writing and editing ability. Nevertheless, I believe that writing (quick and efficient) can be learned. It is a communication skill after all. As human muscles and brain have their capacity to be trained, you can train them. Some tips for Indonesian to write English (and prepare for the proficiency tests) had been written by me in ‘neighbouring blog’.

Till today I had helped several Indonesian students mostly those pursuing their master degrees, from a range of backgrounds, from chemistry and mechanical engineering to economics and law. I am very grateful that I can also learn from their piece of research works, their masterpiece. In one hand, I contribute in assisting them to articulate their findings, in more concise and structured manner. On the other hand, I expand my knowledge about various disciplines in the context on current Indonesia. I am reading about my home country from a different perspective every single time.

I would say having a proofreading as a side activity is quite a taxing yet fulfilling experience. It demands rigorous time management skill and also commitment to delivery. In the last, here, I would like to remind myself that I need to read more and produce more writings for the betterment of myself and also my countrymen. 

[thinkchemically]

I may die anytime

At night I often thought about dying. What it means to die. Why it matters. People are working really really hard to achieve what they dream of. They leave the office late. They study until late. They choose to exert extra push on themselves, sacrificing time for hobbies, friends, and families. Although those sorts of 'leisure' time can be considered unnecessary, I would only ask myself about why God makes day and night and more importantly why He created time. If you think every second matters for your dream, go ahead. It's actually the way you should see it, in my opinion. Having a tight grip on your dream is a must. Do not daydream and boast around. Do it, make it real. Same goes to those who dream of having happy family and good 'ending' in this life. Go for it, allocate time to build on it. For me, questions about time, dreams, and productivity should reflect our way of thinking on "who created this World, why so, what for?" I believe God had made a story for me to go through. I glorify Him above all my weaknesses and wrong doings, and admit I need His help, pardon, and guidance. I am merely a sort of animal living with limited faculty on myself (I recently started to nurture and develop my self-control) who dreams of a good ending. Nevertheless, the good ending is totally based on His grace and mercy upon me--who decides my final abode--right? So, here I am, given another chance to dive in Chemistry and Physics worlds, within a 4-year PhD programme. Before, making a leap to this voyage, He has equipped me with 4 years of post-graduation experiences, even a sip of master degree from a recognised university. He made me befriended with lovable, cheerful, devout, hardworking companies. He reminded about the love for parents, siblings, and friends with my being 'grounded' at home for about 7 months. Thanks God! Lastly, please help me to always remember You, to be thankful to You, and perform my finest act to serve Your Will and finish my life quest with a good ending. Don't leave me astray, even worse grouped with those who will receive Your Wrath. Amen.

[thinkchemically]

A new start

Hi all! After twenty something of posts, I decided to dedicate this blog to be a place where I share my personal life experiences--my past and present--on my way to obtain a doctoral degree (hopefully before age of 30). My story will start from the time I fell in love to Chemistry, the most abstract subject in high school time which some of you avoided to take or to fret to excel in, moving forward to the insights of ups and downs I encountered in life. To be honest, what I write here is meant for me to ponder upon, to be reminded again and again, and to be grateful for the lessons I learned at a young age. One way to see it would be the author was not strong, brave, hard working, and willing enough. While another would be it was meant how it was to be. You can judge me, feel free to comment and advise. But I can hardly judge you because everyone human being is dealing with their own conflicts. So, enjoy my stories!

[thinkchemically]

A thinker should be equipped with writing skills. So I start writing (again).

[thinkchemically]

Your (research) questions show how much effort you have put.

[thinkchemically]

Nature sustains by building up and breaking down. But, human produces things that do not break down.

Jeremy Irons

[thinkchemically]

But success can breed complacency. Modern scientists are doing too much trusting and not enough verifying—to the detriment of the whole of science, and of humanity.

The Economist

[thinkchemically]

Net of Chemistries. @ Rice University

[thinkchemically]

Here's a step-by-step guide for preparing yourself for grad school.

[thinkchemically]

For ya! PhD (and Master) Survival Tips

[thinkchemically]

The-Awesomest-7-Year-Postdoc or: How I Learned to Stop Worrying and Love the Tenure-track-faculty-life | Guest Blog, Scientific American Blog Network

Scary myths and scary data abound about life as a tenure-track faculty at an

[thinkchemically]

Hmm... No!

[thinkchemically]

The planet's immunological system will respond and eliminate humans by not sustaining them in the dramatically altered environment that they created.

Kurt Vonnegut

[thinkchemically]

The Twelve Principles of Green Chemistry

Prevention It is better to prevent waste than to treat or clean up waste after it has been created.

Atom Economy Synthetic methods should be designed to maximize the incorporation of all materials used in the process into the final product.

Less Hazardous Chemical Syntheses Wherever practicable, synthetic methods should be designed to use and generate substances that possess little or no toxicity to human health and the environment.

Designing Safer Chemicals Chemical products should be designed to affect their desired function while minimizing their toxicity.

Safer Solvents and Auxiliaries The use of auxiliary substances (e.g., solvents, separation agents, etc.) should be made unnecessary wherever possible and innocuous when used.

Design for Energy Efficiency Energy requirements of chemical processes should be recognized for their environmental and economic impacts and should be minimized. If possible, synthetic methods should be conducted at ambient temperature and pressure.

Use of Renewable Feedstocks A raw material or feedstock should be renewable rather than depleting whenever technically and economically practicable.

Reduce Derivatives Unnecessary derivatization (use of blocking groups, protection/ deprotection, temporary modification of physical/chemical processes) should be minimized or avoided if possible, because such steps require additional reagents and can generate waste.

Catalysis Catalytic reagents (as selective as possible) are superior to stoichiometric reagents.

Design for Degradation Chemical products should be designed so that at the end of their function they break down into innocuous degradation products and do not persist in the environment.

Real-time analysis for Pollution Prevention Analytical methodologies need to be further developed to allow for real-time, in-process monitoring and control prior to the formation of hazardous substances.

Inherently Safer Chemistry for Accident Prevention Substances and the form of a substance used in a chemical process should be chosen to minimize the potential for chemical accidents, including releases, explosions, and fires.