Regrets...
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Hmmm.. to be honest, I don't have any regrets to talk about or rather I try not to feel the regrets, since I believe we are where/what we are now is where/what we need to be.
But I have to agree on the mother part though...hahah... I'm a mommy's boy, our relationship were okay, pretty "hierachical", I always have this feeling that my mom's breathing down my neck, even when I'm in my 30s. The liberation came only only when I finally decided to pack up and flew some 10 hrs from home, I want to be in charge of my life, make the mistakes and learn the lessons. Well, mom still nags at me for doing that, but hey, I'm in control now, as long as I don't call her, there's nothing much she can do. Yes, I still love her, and looking forward to the day when I'm done with my business and be back to her side to take care of her. I believe by that time, I'll be immuned to her overbearingness.
So, yup, I have tripped a few times, and learnt my lessons, but still no regrets.
Btw, some of the folks here, especially Missy will know where I am if I say I'm "across the ditch"...make a guess...
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I do wonder sometimes how differently things might have turned out if I'd taken up artistic gymnastics in secondary school.
I used to think that I should have made the jump and joined one of the design courses in England, until I read a scathing review by their own graduates last week.
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i'm not sure what i'm suppose to regret about in life, i've made some horrible decisions but somehow things just kinda work out and the worst decisions tend to actually make things better in the end. i think i'm the type thats pretty content with life, not going to be happy but not going to be unhappy either.
so i guess its only the things i do that hurt people i care about that have cause for regret.
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to ts,
this is a poem i really loved during my jc days,
the road not taken - robert frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.i hope u enjoy it.
its shows the inevitability of choices and regret.
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I saw a girl that ticked all my boxes, but didn't dare approach her. I went halfway home before having enough guts to do what I wanted to do in the first place, but when I ran there and frantically searched she was gone.
Nike was right, just do it.
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i regret not listening to my mum and got married wahahahahahaaa
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I regret being blind and deaf for several times when things came knocking.....
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Originally posted by /cynic:
I saw a girl that ticked all my boxes, but didn't dare approach her. I went halfway home before having enough guts to do what I wanted to do in the first place, but when I ran there and frantically searched she was gone.
Nike was right, just do it.
you could start a blog, send to TNP, STOMP, ask everyone else in the world help u find.I help u think of URL la.
www.girlisaw.com.sg
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Originally posted by CityHermit:
So, yup, I have tripped a few times, and learnt my lessons, but still no regrets.
Btw, some of the folks here, especially Missy will know where I am if I say I'm "across the ditch"...make a guess...
Apart for the mama part.Everything else i did, good or bad, i feel that somehow shaped me as the person I am today.
We shall forget the part abt placing my ciggies in the bag, exposed - i din need the naggin and scoldings to foul my memories.
If I can turn back time, I think I'll still make the same mistakes I did, get involved in the same company I did, and made the same friends....
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Mistakes, yes. Regrets, not for a long time now.
Just about 20 years ago I made it a point to either decide to go 100% into something or forget about it altogether. Since then, if things haven't turned out as planned, I'm not too fussed because I know I made the best possible decision based upon the available information at the time.
Regret, blame and guilt are just about the three most useless aspects of human function around. I don't have time for any of them.
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err yeah. I also don't have much regrets, though I have done lots of wrong things and mistakes bla bla in my life lah.
But u know la, without them, you won't be making the decisions and be who you are now.
So ahh.. while I am not perfect, I'm quite content - so for what its worth, I'm glad for the mistakes.
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regrets are a matter of perspective, and it is normally reserved for the small stuff.
the fact is, even if you could turn back the clock and did what you thought you were supposed to do, the outcome may still not be the one you desired. so why fret over a decision taken otherwise?
i believe things happen for a reason. so, just plug ahead.
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i did not treat ma ex-gf well. i was always moody, whinny, and jealoused over every darn thing.
it's been a long time since we were in contact. she's with someone new for sure - good girls like her don't stay alone for long. i've been with two other girls since her however, both relationships did not last long since i kept thinking of ma ex.
this is one big regret i may never forget or forgive myself .. so guys, treat your partners right!
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I think I'm not old enough to start thinking about my regrets ...
I think I'll save them for when I'm old and grey and in my rocking chair .....
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My one nagging shame has been and always will be Maths. I regret, regret, regret. Had I known how important Maths is in everyday life, I would have paid attention.
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Originally posted by jetta:
My one nagging shame has been and always will be Maths. I regret, regret, regret. Had I known how important Maths is in everyday life, I would have paid attention.
Et tu, jetta?
My maths is so koyak, it's embarrassing! 
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Originally posted by jetta:
My one nagging shame has been and always will be Maths. I regret, regret, regret. Had I known how important Maths is in everyday life, I would have paid attention.
Ehh, the way maths was shoved down kids' throats, it's not surprising that we hated it in school.
In JC, my maths teacher and I always butted heads, and he went as far as suggesting that I drop maths. I enjoyed seeing the look on his face when I told him that I'd done my doctoral thesis on Item Response Theory, which is a helluva lot more advanced than the crap he was trying to peddle to me. He just about had a heart attack.
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Originally posted by Gedanken:
Ehh, the way maths was shoved down kids' throats, it's not surprising that we hated it in school.
In JC, my maths teacher and I always butted heads, and he went as far as suggesting that I drop maths. I enjoyed seeing the look on his face when I told him that I'd done my doctoral thesis on Item Response Theory, which is a helluva lot more advanced than the crap he was trying to peddle to me. He just about had a heart attack.
Actually, my maths teachers were gentle. It was my Mandarin teachers who were horrors!
It was my dad who shoved maths down my throat when I was 5 or 6. He was way too liberal with the cane then. I mean, seriously, WTF does a 5 or 6-year old know about 6 x 7?!
And erm... what is Item Response Theory?!!
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Originally posted by Fatum:
I think I'm not old enough to start thinking about my regrets ...
I think I'll save them for when I'm old and grey and in my rocking chair .....
but by then it'll be atad too late to do something abt it, to make it less of a regret?you'll turn into a sour old person if you're gonna think abt regrets when old and greying and in a rocking chair!
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Originally posted by Rhonda:
And erm... what is Item Response Theory?!!
It's quite simple, really. IRT is an alternative to Classical Test Theory which is how most tests are currently scored. The problem with Classical Test Theory is that a person's ability level is determined by the difficulty of the questions he answers correctly, but the difficulty of the questions is conversely based upon how many people that get the answers right. It's a vicious cycle that never gives you a real answer of either the person's level of ability or the item difficulty. Also, classically-designed exams ask a whole lot of questions that are either too easy or too diffcult for examinees, and that's just a waste of time.
Item Response Theory takes the data and generates a mathematical model that simultaneously estimates both ability levels and item difficulty, repeatedly changing the parameter estimates and comparing it to the data till you get a proper fit between the mathematical model and the data itself. The result is a measure of the difficulty of each item in the exam, extrapolated to a model of the distribution of ability levels across the general population.
The repetition part's always been a bugger, but with the amount of computing power that we have available now, it's become fairly easy. The model above only takes into account two parameters, namely item difficulty and ability levels. You can also throw in other parameters such as the probability of getting an answer correct purely by guessing.
Anyway, put IRT together with Computerised Adaptive Testing and you have a examination system that only asks you the questions most appropriate to your ability level. It starts with a mid-level-difficulty question, and if you get that right, the next item's difficulty goes up to the three-quarter mark, while it goes to the first-quarter mark if you get it wrong. The difference between the level of the question asked and the level of the next question keeps halving until there's less than a 1-percentile difference. The SAT and the US Military's ASVAB tests are based upon such a system.
In my thesis, I ran simulations of an adaptive model on exam data and correlated it to the actual results, and found that in 20 questions, I had a .97 correlation with the actual results that were based upon asking 100 questions, and with 25 questions, the correlation was .99. The upshot of this is that exams can be significantly shortened, and with everybody being asked different questions, students stealing exam papers will not be a problem.
And to think I hated maths.
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Originally posted by Gedanken:
It's quite simple, really. IRT is an alternative to Classical Test Theory which is how most tests are currently scored. The problem with Classical Test Theory is that a person's ability level is determined by the difficulty of the questions he answers correctly, but the difficulty of the questions is conversely based upon how many people that get the answers right. It's a vicious cycle that never gives you a real answer of either the person's level of ability or the item difficulty. Also, classically-designed exams ask a whole lot of questions that are either too easy or too diffcult for examinees, and that's just a waste of time.
Item Response Theory takes the data and generates a mathematical model that simultaneously estimates both ability levels and item difficulty, repeatedly changing the parameter estimates and comparing it to the data till you get a proper fit between the mathematical model and the data itself. The result is a measure of the difficulty of each item in the exam, extrapolated to a model of the distribution of ability levels across the general population.
The repetition part's always been a bugger, but with the amount of computing power that we have available now, it's become fairly easy. The model above only takes into account two parameters, namely item difficulty and ability levels. You can also throw in other parameters such as the probability of getting an answer correct purely by guessing.
Anyway, put IRT together with Computerised Adaptive Testing and you have a examination system that only asks you the questions most appropriate to your ability level. It starts with a mid-level-difficulty question, and if you get that right, the next item's difficulty goes up to the three-quarter mark, while it goes to the first-quarter mark if you get it wrong. The difference between the level of the question asked and the level of the next question keeps halving until there's less than a 1-percentile difference. The SAT and the US Military's ASVAB tests are based upon such a system.
In my thesis, I ran simulations of an adaptive model on exam data and correlated it to the actual results, and found that in 20 questions, I had a .97 correlation with the actual results that were based upon asking 100 questions, and with 25 questions, the correlation was .99. The upshot of this is that exams can be significantly shortened, and with everybody being asked different questions, students stealing exam papers will not be a problem.
And to think I hated maths.
Thats the system employed in GRE too. but it's only possible with electronic/ interactive testing
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They tested a paper version back in the 60's or 70's, but the exam booklet was so complicated that using it was a test in itself.
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Originally posted by Gedanken:
It's quite simple, really. IRT is an alternative to Classical Test Theory which is how most tests are currently scored. The problem with Classical Test Theory is that a person's ability level is determined by the difficulty of the questions he answers correctly, but the difficulty of the questions is conversely based upon how many people that get the answers right. It's a vicious cycle that never gives you a real answer of either the person's level of ability or the item difficulty. Also, classically-designed exams ask a whole lot of questions that are either too easy or too diffcult for examinees, and that's just a waste of time.
Item Response Theory takes the data and generates a mathematical model that simultaneously estimates both ability levels and item difficulty, repeatedly changing the parameter estimates and comparing it to the data till you get a proper fit between the mathematical model and the data itself. The result is a measure of the difficulty of each item in the exam, extrapolated to a model of the distribution of ability levels across the general population.
The repetition part's always been a bugger, but with the amount of computing power that we have available now, it's become fairly easy. The model above only takes into account two parameters, namely item difficulty and ability levels. You can also throw in other parameters such as the probability of getting an answer correct purely by guessing.
Anyway, put IRT together with Computerised Adaptive Testing and you have a examination system that only asks you the questions most appropriate to your ability level. It starts with a mid-level-difficulty question, and if you get that right, the next item's difficulty goes up to the three-quarter mark, while it goes to the first-quarter mark if you get it wrong. The difference between the level of the question asked and the level of the next question keeps halving until there's less than a 1-percentile difference. The SAT and the US Military's ASVAB tests are based upon such a system.
In my thesis, I ran simulations of an adaptive model on exam data and correlated it to the actual results, and found that in 20 questions, I had a .97 correlation with the actual results that were based upon asking 100 questions, and with 25 questions, the correlation was .99. The upshot of this is that exams can be significantly shortened, and with everybody being asked different questions, students stealing exam papers will not be a problem.
And to think I hated maths.
and u call tat really simple???!!! o.Oi went poly instead of jc of i dun wanna take maths!!!!!
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Originally posted by Gedanken:
They tested a paper version back in the 60's or 70's, but the exam booklet was so complicated that using it was a test in itself.
yupz precisely. and it'll be super thick too i imagine.
but then again, how do you account for gaps in knowledge in terms of the person just happened to not know certain things at a certain lvl? like for example I could do advanced multi-variable partial differential equations, but couldn't do simple differentiate equations?
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That's where the parameter of getting less than 1 percentile difference comes in. If there are gaps, the questions will keep going until a stable measure is reached. That being the case, the examinee might get the first question wrong and be bumped into the lower half, but by virtue of getting more difficult questions correct move to the upper half later.
Of course, the caveat here is that the actual content of the test needs to be carefully constructed in such a way that the items in fact measure a continuum of levels on a clearly-defined ability.