I'm getting a lot of mileage out of my October ish of Discover. There's a book review of "AC/DC: The Savage Tale of the First Standards War". This book details the horrific things Edison (yes, the electricity dude) did, not in the name of science even, but in a desperate publicity campaign for his company.

I was thoroughly outraged because we usually uphold this man as a model of personal perseverance and meticulous scientific practice, but this pushes the envelope way too far. In my print edition, I have photos. Be thankful the online version doesn't. Refer to the review entitled, "Power Failure", from the link here.

Unrelated...

Declarative statement: Bowling is such a Zen activity.
Declarative supplemental statement: The calmer you are, the better you bowl.
Supplemental correlative: The better you bowl, the calmer you become.
Unnecerssary addendum: Just let all that karma flow through you, baby!

Bowling brings the bowler to centre; both physionomically and psychologically. Physically, we line ourselves up with our target. Our muscles click into place and lock-on. Our breathing slows to a halt. The heart slows in sync with our breath. Our thoughts focus until nothing remains other than our target and the line that connects us to it, seen only in the mind's eye.

If the throw is successful, we find perfect peace as we bring ourselves another step closer to perfect control and we prepare for our next throw. If we mess our throw up, most of the time we lose it. We cuss and swear and start blaming everything from our luck to the lane to our lack of skill, and that's the end of the game for us!

How did I do today? 155 for a 3-game average. Not too bad, considering I haven't touched that ball in months. Yeah, bowling lunches can be fun!

Q-tip is still hacking and has started to sneeze a little too. But otherwise she's still behaving quite normally, so I guess we'll have to let her cold run its course. I'm getting better at srynging her meds into her mouth, a much less painful process than making her swallow pills.

Lucy was nice and bought a packet lunch for the 2 of us, which we shared with Amy. And Mel joined us at the table as well. Considering how diverse our schedules are these days, particularly for those of us whose duties are off campus, it's such a morale booster when we do manage to meet and eat. :D

Poor Q-tip is sick. She's developed a bad cough and is bringing up phlegm. We took her to the vet, who isn't jumping to conclusions yet. We're just treating it like a normal sore throat with some antibiotics, antihistamines and cough syrup. But apart from the coughing, she's behaving quite as usual so I guess there's nothing to be too concerned about for now.

After taking Q-tip home, we went to explore Vivo. Can't say it stands out all that much considering wht the hype has been. Yes, it's got an organic design, it's got what might pass for a little busking activity, it's got a cool wading pool on the rooftop garden with a spectacular view of the... Sentosa Gateway. But most of the tenants are the same as any other shopping mall around here. But what was I really expecting, anyway?

1 more mall to do our Christmas shopping in.

Another irate letter to ST Forum:

Nov 4, 2006
Singapore drivers just refuse to give way

OKAY, I give up, I just don't understand, so perhaps a Singaporean driver can answer my question.

I have been driving for 30 years, in about 20 different countries and currently hold six driving licences. In an average year, I have to drive in four to seven different countries, always checking local road laws before doing so. I have now lived in Singapore for six years and have to drive all over the island on business.

So please explain why, when I indicate to move to another lane, even when it is to exit, nine times out of 10, the car in that lane will deliberately accelerate to prevent me from doing so, often causing me to miss my exit.

There has even been a government campaign to promote courteous driving, but it is obvious it has been ignored by the majority.

The other annoyance is that as new driver, I was taught to give way and raise a hand in thanks when given way to. But when I give way here, or let someone in front of me, there is normally a look of total disbelief, and rarely an indication of thanks.

Now driving is becoming more accessible to the next generation of drivers as cars become more affordable, there needs to be a real effort to change this 'I must be first' attitude. It's dangerous, it's immature, it's unnecessary.

Wendy Gorman (Mrs)

Actually, a lot of fluff. Mrs Gorman's beef is that she misses her exit because S'pore drivers don't "give way" to her. Everything else is just distraction.

Is it true that S'pore drivers are as ungracious as all that? As a local bus operator will explain: It's not that Mrs Gorman misses her exit because of inconsiderate drivers. It's because she doesn't change lane early enough that's why. Last minute want to change, wat you wan' the other drivers to do, ah?

Sorry, lah!

Hmm... considering how much driving experience she's chalked up, and she still can't adapt to local driving conditions, it doesn't say much for her learning abilities. OK, I'm being mean now.

I'm usually known to be cool under pressure. Unemotional, even. But there's a good reason for my tight control over myself. I make the absolute worst decisions when I lose it, and things get silly after that.

I haven't lost it for a long while now, but today I discovered that I have major trust issues and when I sense a lack of support, my entire facade crumbles. I say major trust issues because when I take charge of my own initiatives, I always picture myself leading the charge while my whole army is wandering off the battlefield somewhere behind me. A Quixotic image, I suppose.

So when I designated tonight as movie nite for the Dept, perhaps I had already deemed it to be a lost cause even before I announced it. Originally, only a small handful expressed interest, but by today, even those looking forward to it informed me to go "enjoy myself," and by this afternoon I lost my famous control and peevishly cancelled the whole thing, vowing to never ever set myself up for such disappointment again.

But it turned out that I had misread Mel's RSVP: that she and Wayne were still keen though Linc was unavailable. It was a very badly worded SMS, considering my mood when I received it. I thought all 3 were cancelling on me, leaving um... just me and Anne to enjoy a Dept movie nite. Not quite the critical mass I was hoping for.

When I got back on campus in the evening, Mel and Anne were still there and Wayne was on his way back from wherever he had gone. And like the army of "Deadites" facing off against Bruce Campbell, movie nite refused to die too.

So there were 4 of us, plus Vince who dropped in for a while. Pretty decent of Mel, Wayne and Vince who've watched the movie before to spend the evening with me anyway. And Anne, I think, had a blast as the only first-timer watching "Army of Darkness".

And now, stuffed with Mel's hi-class biccies, Orville Redenbacher's microwave popcorn and Coke, we're thinking maybe we'll have another screening of another movie, hopefully sometime soon. We'll see...

Whoever sat for today's paper has made history. This was the last General Paper being offered at 'AO' level, so congratulations to y'all. Funny that the group I invigilated didn't seem too impressed when I announced this fact at the end of the paper. Go figure.

There. Didn't I always say that GP application questions aren't always gonna be "which passage is more relevant/reflective/representative of your society"? Just because we had one (or two?) exemplar questions from the Syndicate doesn't mean that they are all going to be like that forever.

After all, the AQ is meant to be a thinking, and sometimes critical thinking, question. No model answer to emulate, no template to follow, just you and your wits appreciating the problem set before you and dealing with it logically and reasonably as best you can.

This morning's paper was an open ended one on an issue that any normal teenager would angst about. It's an issue that lurks in their hearts and occasionally causes teenage outrage particularly when an authority gets involved. A gift question, so to speak. But because it didn't appear to follow the standard pattern of questioning that they've trained for, not a few students fed back that they "didn't know what the question wanted".

I hope those weren't my students...!

Big meeting at HQ for all KI tutors. The Ministry people arranged for a formal presentation to us from 3 uni profs speaking about concepts of knowledge as viewed primarily through eastern and western perspectives. Our speakers were profs in math, soci-sci and philo. High octane brains there!

I realized how western-centric we are in the way we think and view the world. Math, for example, as we understand it, seems to have come from a Euclidean tradition (Greek mathematician, Euclid, wrote the book on it, describing the work of mathematicians before him) in all its abstract purity. It's all clinical in its conceptulizations of points and vectors and angles and other numerical relationships, all logically presented in ascending order of complexity. It's just like the way we teach it!

Whereas Eastern mathematics has more to do with practical and pragmatic problem-solving (refer to the jiuzhang suanshu) in which the problems have more to do with human relationships and transactions rather than just pure numbers alone. This seems like a very strange way to go about trying to count things, particularly (as Prof Pang explained) since the solutions to the problems were simply provided in the book without a working.

And yet, while the Eastern tradition appears so alien in nature, the way we calculate today has more to do with Eastern counting frames (later bastardized into the venerable abacus), than the way the Greeks did it using algorithmic tables (like our modern log tables) to count 1+1=2. Whoa. There's a revelation!

Also fascinating was the presentation of an ancient Indian philosopher, Sankara whose ideas of reality as a tripartite notion (mind-body-atman) seems to me to parallel Plato's cave analogy and even the Judaeo-Christian belief in a triune God, though the parallel is more convenient than it is accurate.

The mind boggles.

Well, JC2s taking the GP exam tomorrow, this is what you've worked on for nearly 2 years now. 05S7D, 05A6, 05S6A, I've only taught each of your groups for 1 year, perhaps less, but I hope it's enough.

And if you're reading this entry at this late hour, maybe it's time to switch off your comp and get some sleep. Don't forget to wake up with a fresh mind tomorrow! For what it's worth, have a good paper, y'all!

The visual image of yours truly in Speedos is a pathetic attempt at sensationalism and really is scraping the bottom of the barrel for something creative to say. It's been like that all week and, as is obvious, there've been several days on which I've given up trying to say anything at all.

Re-reading my past entries, it's like I'm having some kind of identity crisis. Am I writing a diary? review column? news commentary? edu-torial? I don't know any more. It's something I have to sort out and soon. Whatever.

Anyway, we had a big staff meeting today. It was a mass reflection exercise of the various aspects of college life from management, staff and student perspectives. We carried it out in a "speed-dating" format: 5-6 of us staff gathered around one of several small tables, all pouring our hearts out on a topic specific to our table. A half-hour of for-the-record soul-searching, garment-rending, sitting-in-ashes discussion later, and we're off to another table, trading partners and a new topic to verbally dissect.

Don't know how the other table discussions went, but I ended up discussing student leadership at a couple of my tables.

The general consensus seems to be that students don't move, or do anything else for that matter, unless and until a Teacher has to not only tell them to do it, but also HOW to do it. It seems like we're raising up people who are good at carrying out orders (and those orders have to be very specific) and little else. Sure, there is a tiny handful who try to go beyond their programming to do something on their own accord, but for the vast majority it's more like input-output, stimulus-response, which can be quite draining and fruitless for everyone.

I think part of the reason is that our culture still does not encourage enough risk-taking, and the other part is that we don't appreciate students' efforts enough.

For reason #1, we staff have an idea of what is the "right" way to do things and how to go about meeting our desired objectives. We apply our standards to what the students are proposing and then we take over, running roughshod over their proposals, critiquing every minute detail and then take over both responsibility and execution of the project from the students (like we don't already have enough to do). No wonder we are stressed out and overworked, while the students have no confidence in themselves.

Reason #2 ties into reason #1. As staff, we haven't learned to say, "thank you," nicely to our students. Instead, during post-mortems for events we launch into salvos of "why didn't ___ work?" "what went wrong with ___?" "why didn't you do __?" focusing on the negatives and worrying that praise will swell their heads and they'll get complacent next time.

I'm not saying that we should celebrate mediocrity, though. What I am saying is that our attitude should be more appreciative of the work that has been done, while the students themselves look for how things can improve through their own observations of their own performance so that "doing better next time" is is a natural part of the process rather than an imposition from on-high. And, senior students should teach their juniors so that lessons learnt in one generation are not lost to the next.

Sometimes, we staff are so pressed for time -- particularly as the JC curriculum has a mayfly life-cycle of effectively only 18 months -- that we expect instant perfection. Of a developing student leader, that's asking a bit much.

Nice day, today. JY joined us for bicycling at ECP. At least we're making an effort to start our "healthy lifestyle" routine again. That's been dead for quite a while already, now I think about it. Well, good. I seriously need to get back in shape. Then maybe during the December break I can wear my thong Speedos with pride once again!

Hmm... now, where are we going for our vacation this year...?

Looks like one way or another, I'm pitching in whatever I can spare into next year's drama effort. Even if drama doesn't come under my portfolio. I love being a drama queen too much, I guess. And thanks, Drama Club for the unexpected card. It is nice to be appreciated!

Met with Mel and Tina this afternoon to finalize the small sticking points of our collaboration. Not much to iron out, actually, other than a couple of admin details. The rest of the afternoon we just yakked about inconsequentials over tea and some gu niang pastries in the lobby cafe of the Intercontinental. The pastries, I left to the 2 gu niang, though they were nice enough to let me have the things that didn't appeal to them.

All I ordered was a pot of Earl Grey to keep me company and happily scoffed the cast-offs. And there were still some left-overs by the time we finished.

Celebrated Jen's belated at 1827. Each of us ordered a set dinner and though the original idea was to mix and match dishes, we ended up just focusing on what we ordered for ourselves instead. 2 reasons: 1) the food was excellent, and 2) the portions were too small to share equitably.

We also met tonight because our friend, Lawrence, was back in town visiting, and he brought his friend, Aaron, with him. It's Aaron's first trip to Singapore, so we tried to advise him on the must-do things while he's here. Too bad he's on such a short trip. He's on business for this organization called Compassion, exploring the ground here for church organizations who are keen on helping them raise funds for needy children.

I'm not sure we gave Aaron a proper Singapore experience, though. 1827 serves Thai-fusion cuisine, and the dessert Adrian brought was from an Italian pastry shop. A bit atas, rather than heartland, which I think he would actually prefer. Anyway, there was talk of taking him to red-light district Geylang for durians, but our dinner ended pretty late and the riverside stroll around Boat Quay left us too tired to indulge ourselves in this horrific 'Welcome to Singapore' initiation ceremony.

Well, guys, have a fruitful meeting tomorrow, and maybe we'll see you again in December!

Just been unexpectedly reunited with a long lost pal. Dan, the Man, whom I thought was supposed to return to TO after his wedding in '01 (or was it '02?) stayed on here after all, had a kid, and DIDN'T tell me! For the last 5 years or so, I thought there was this gulf of Pacific Ocean between us, when in fact, he hadn't gone anywhere.

I've known him since he was in his pimply teens -- a lanky, affable chap -- in his 20's he started hitting the gym and bulking up, and today he's responsibly married, employed and paternal. In fact, it was this afternoon's invigilators' meeting at CJ that I bumped into him, as a fellow invigilator, and currently teaching math at a top-ranked college in Bishan.

Wow. Hopefully, we're now both a lot more mature these days. Let's not have another incident in which we nearly get run over by a train again, ok?

Mimi and Q-tip anticipate a treat! 

Brekkie is served, courtesy of Rocky Master's at the Expo. PIE!

Steaming pie insides. There really is a moist, hot beef stew in here! 

Took the dogs, Q-tip and Mimi, to Tanjong Beach for a swim. Keeping our fingers crossed worked. The haze was below 50, and all things considered, it was quite a nice day. We went early, so the beach wasn't crowded, though not too far from where we had spread our mat, some kids were playing some kind of game with a frisbee. They weren't very good at either throwing or catching, but they were making happy teenager noises, livening up the place a little. And, no, in case you were wondering, they didn't bother us with their noise. We could still nap through their game.

Lunchtime found us at the Colbar. Dog-friendly place, not too far a detour from Sentosa and quite reasonably priced. Uncle looked exceptionally cheerful today, and took my order with a smile. Service culture seems to be spreading. The Colbar makes good sausages, I found out. Short, fat pork sausages, crackling, crispy skin holding together a juicy, fragrant mince of pig meat. Gorgeous.

Had to spoil my day of brainless activity by catching "The Prestige" after dinner. This head-scratcher of a movie made me work to figure out what was going on. 2 rival magicians each holding a massive grudge against the other obsessively try to outdo each other's tricks, sabotage each other's performances and steal each other's ideas. Hard to decide who to root for because both are equally driven and vicious in their game of escalating revenge.

But the plot is just a distraction from what we are led to really want to see: how a magic trick called "The Transported Man" works. And as any good feat of magic, the answer is right there in plain sight, though the audience will always overlook it.

But as we begin to unravel the 2 magicians' secrets, we have to ask ourselves if learning how their tricks work was worth it, or if we were better off not knowing. At the lengths that magicians go to create their illusions, the audience would rather marvel at the deception rather than believe the painful, obvious truth.

Curiosity compels us to ask, "how did he do it?" But in this movie, curiosity really does kill the cat. There is such a thing as too much info.

And now a report on education in the UK!

This week has been a gold mine for the release of annual studies on Education as it is implemented around the world! And yet, all these reports do is to just add statistical credibility to what we already know about education systems in general via casual observation, experience and common sense.

Britain's annual Nuffield Review now tells us that kids don't appreciate what they're studying because neither curricula learning objectives nor the manner in which they are being taught match their aspirations. Moreover, there is so much emphasis on tests and exams that kids are just studying to pass exams instead of finding real value in applying their lessons to real-life.

Further compounding the kids' misery is the number of new policy initiatives stemming from their government's continuous tweaking of their education system. So schools are just struggling along, trying to follow all the different policies as best they can, though the results show no value-addedness in any real sense.

And the school environment is still too competitive between the various institutions -- and therefore by inference, between students -- to be able to create for them a more holistic, cooperative learning experience that they can benefit more from.

Wow. Poor Brit kids.

As usual, you can download the ST summary here.
The full Nuffield Review 05-06 doesn't look like it's been uploaded yet, but it should be soon. Give it a day or two. You should be able to find it on their homepage, along with several other articles on UK education.

Such has been my life this week. Nothing more exciting than reading the papers, print periodicals, online journals... If I'm not careful, I might actually become a teacher one day! Grumblegrumble...

Happy students don't necessarily do well in math, according to a study by the Brookings Institution's Brown Centre on Education Policy.

"Real student engagement is not about keeping students happy, boosting their self-esteem, or convincing them that what they are learning is relevant; it's about acquiring new knowledge and skills and pursuing the activities that contribute to that attainment," the report said.

Instead, the Center's Director (the aptly-named Mr Loveless) suggests in the report that an over-emphasis on trying to make students happy in class could actually distract the students from their core learning objectives.

The report bases its conclusions on math test scores taken from around the world and a correlating questionnaire relating to students' confidence in, enjoyment of, etc. the subject. American children claim to be very confident in math and enjoy math a lot, but still score below the International Average in their tests.

The results shouldn't be surprising, though. You can give a kid the best, most comfortable, most entertaining environment to learn in hoping to enhance the kid's motivation in a subject, but if the kid enjoys the environment too much and doesn't study, the result is still a foregone conclusion.

So, regardless of how entertained or how bored you are in class, there is only 1 secret to academic success: study hard. No two ways about it. Sorry.

Read a summary of the report ("koped" from ST) here.

The full report (a large 1mb .pdf file) here. Check out page 12 onwards for its findings on the happiness factor, and page 18-20 for a direct comparison between American and Singaporean student responses.

Former Speaker of the House, Newt Gingrich, is proposing some radical changes in Education in the US:

I've advocated, for example, paying kids in the 7th through 12th grade the equivalent of what they would make working at McDonald's if they take math and science and get a B or better. Overnight you would change the culture of poor neighborhoods in America. We ought to be honest and say math and science are harder. They're extraordinarily valuable to the country as national security and economic matters. Cultures get what they pay for. We currently pay for rock stars, movie stars, and football and basketball players. Shouldn't being a child prodigy in math be at least as important as being a child prodigy in basketball? Also, I'd allow anyone with substantive knowledge to participate. If you're a retired Ph.D. in physics and you'd like to come in one hour a day to teach physics, I'd let you. No union dues. No credentialing. And I'd argue that if you let everyone in the country who knows physics teach physics, with no credentialing, you'd have a better outcome. Finally, there's no reason to believe that an 1820 school model has any relevance to the 21st century. It's terrific only if you think kids today are going to work in a textile mill. School should mimic reality, not defy it. Almost everyone you know who wants to learn either learns part-time or by immersing themselves for three to five days. They don't go and sit for one hour a day ad nauseam.

Discover, October 2006.

These few days and over the next couple of weeks, we staff are all stressed out worrying about our kids' performance in the end-of-year exams. We worry if they are motivated enough to study their materials, and if they really do value their learning enough to do their best in their tests. This annual hand-wringing ritual is a time-honoured tradition, but that's probably what Gingrich is suggesting putting an end to.

The school Gingrich envisions turns secondary school students into state employees, being paid to study. Their main subjects are math and science and they don't sit in school all day for a year. Instead, they have a much reduced time table, are paid for their time on condition of their maintaining good results, and by "part-time" I guess he means that for the rest of the day the kids are actually off-campus applying themselves in the real-world on some corporate attachment or apprenticeship programme.

This idea pretty much opens up Education to market forces. It's practical and pragmatic. It's so crazy out-of-the-box it just might work to raise the level of competency in not only math and science but also in entrepreneurial and corporate survival skills.

It also means the end of a centrally controlled education system, but let's be realistic: it's the free market, not the bureaucracy that rules the 21st century.

So far, the ideas look good on paper. Wonder what it would be like to actually live under this new system though?

All the movies are about sex and violence. Time for censors to act

I turned to the cinema pages of the Life! Section in the Straits Times last Saturday and noted the sort of movies being shown in town. (Why? Did you actually intend to go watch a movie? Or do you have fun conducting meaningless surveys)?

The main themes focussed on violence, crime, death and sex. Here are some of the movies:

. The Black Dahlia - about Hollywood's most infamous sex murders; (it's got Scarlett Johansson in it!)

. Dead man's shoes - about revenge; (dunno, not on my must-watch list)

. Silk - about spirits; (the critics ravaged this one)

. Death Note - about death; (duh)

. The Departed - a crime drama; (based on the critically-acclaimed HK movie, "Infernal Affairs")

. Wet hot sake - about sex, sleaze and sensuality; (if you insist on watching this movie in THAT cinema, please remember to keep your umbrella handy)

. My Summer of Love - more sex and sleaze. (do some research before passing such judgement, please)

The other movies are about inconsequential events. These are time-wasters and sad to watch:

. Talladega Nights - about brainless and crazy people with fast cars; (talk about Cinéma Vérité)!

. World Trade Centre - a disaster; (well, it was a bit long and draggy)

. Rob -B-Hood - no theme. (gambling gangsters having to care for a baby and being reformed by the experience. Gross.)

These movies do not provide any wholesome and meaningful lessons in life. (Since when did we ever rely on Hollywood to teach us the ways of enlightenment)? The more a person watches them, the more he would be made to feel that life is hopeless and meaningless. (The more we read your article the more we are made to feel that you judge books by their covers).

Movie directors are happily ripping off the public by giving (Giving? Where do you get your free tickets from?) us worthless movies that harm us. It is useless to bar only children and those below 18 from watching these movies as the tasteless pictures in the media continue to defile good sense and morals. (We do too bar adults who are succeptible to being morally corrupted by watching movies! It's called, "being selective because cinema tix for ordinary folks are so bloody expensive!").

Where are our educators? (I'm off-duty). Why are they silent on this sad state of affairs? (You haven't been reading my blog). What does our conscience tell us about such movies being screened in public? (That we can exercise personal judgement and discretion in the choices we make for ourselves)? Do we have a conscience at all? (Flawed logic: appealing to authority).

One may argue that we have a choice not to watch these shows. (Exactament!) But if it [is] Hobson's choice everyday with such low quality movies, where is the freedom for one to choose a wholesome and good movie when none is available? (Um, you tend to set your bar a teensy bit high).

What about the public's right to see good movies? (Bad movies are more fun to review). And why do we create for ourselves a famine of morally enriching shows? (We create? What was the last morally uplifting movie you produced)?

A movie that is worthwhile watching would give hope to the viewer about the meaning of life and its purpose. (There's a Monty Python movie with that title).

A good movie should result in stirring a person's mind and heart to do good for society. (People programmed to do good by watching movies. I dunno, that seems a tad worrisome. "A Clockwork Orange" anyone?) It should focus on wholesome family values of love and care, and respect for the elders and the government. (Wow! There's a concept for a new Peter Jackson fantasy movie)!

How should we rate a movie for its value? We should not give ratings to reflect its popularity based on violence, crime and sex, but instead focus on good values such as kindness, gentleness, love, peace, goodness, faithfulness, self-control and joy. (We don't appreciate good values unless we see them against a suitable counterfoil. Good stories are about conflict. Or you could just watch Sesame Street every day instead).

Unfortunately, none of these good values can be found in the movies mentioned above. (One only finds what one looks for, Grasshopper).

Movies that espouse the desirable values are rare. These are 'Chariots of Fire' (It's now become the standard musical sountrack for every slo-mo running sequence) and 'Akeelah and the Bee' (and how we do value kids who can spel difikult wudz). I particularly enjoy watching Jack Neo's portrayal of our primary school system in 'I not stupid'. (Guess you could identify with the characters of the pushy parents).

Yet if it remains only a portrayal of our country's meritocratic education system, it alone would not be able to help us make further progress. (Boy, you don't ask for much, do you)?

It is not enough just to point out society's ills. The movie's director should have concluded the show with lessons on corrective measures for the public. (I've got your "corrective measures" for irrelevance right here! Now, bend over!)

I would like the Board of Film Censors to critically review and evaluate the quality of the movies currently being screened in public. (You would like to be appointed Head Censor).

The guiding principle of the authority should always be driven by good and responsible values that promote hope, compassion and love. (If you look closely enough, you'll find that such values are key factors in conflict resolution in most narratives, regardless of genre and subject material).

And it should not be influenced by the public's lust for sex (but we're not having enough babies as it is), violence (movies don't make us violent; other people who are jerks make us violent) and death ("lust for death" sounds a bit oxymoronic) that leads to a sense of hopelessness for the viewer. (You're right. You'd better stay at home, a safe distance from any cinema).

George Lim Heng Chye

Online Forum letter in the ST, 17/10/06.