马云 以色列大学名誉博士 Jack Ma Israel Tel Aviv University Honorary PhD

At (video) 6:40 mins, Jack Ma said the success of Alibaba is as if aided by someone from “the sky” “成事在天”, even he the founder (together with his 17 students as co-founders) didn’t expect Alibaba to be so big today – will be the “5th Economy” in the world (after USA, China, Japan, EU) in the next 30 years.

Valuable Key Points To Take-away :

  1. Failures or Setbacks are the “Mother” of Success (失败乃成功之母) . He failed 3 times in”Gaokao” (高考 China Entrance Exams to universities), rejected 10 times by Harvard Business School, jobs in hotel and the only applicant rejected by McDonald’s due to his not-so-handsome appearance.
  2. Don’t have to be very smart, excellent academic credential, or very rich. Just have a will to succeed based on a strong vision, make many mistakes yet not discouraged but persevere.
  3. The graduates from top universities (北大, 清华, Harvard etc) should not look down on those from poor universities like he personally experienced the humiliation. The laters don’t have to feel inferior. The formers should not be hired by Alibaba or any big companies but go help the SMEs (Small & Medium Enterprises 中小企业) to grow.
  4. University Education Reform: past 100 years was “Knowledge Education” to students, next 100 years should be “Wisdom Education”, because Machine Learning with AI has ‘Big Data’ knowledge better than humans but not wisdom.
  5. Any great company which hopes to last more than 100 years must have a Mission and Value Creation. Alibaba’s Mission is to enable 2 billion people to buy, sell products anywhere in the world; and Create Jobs for young people, small businesses, women globally.

Jack Ma received the Honorary PhD from Israel Tel Aviv University.

Keywords:

  • IT vs Data Technology (DT)
  • IQ vs EQ vs LQ (Love Quotient)
  • AI assists humans but will not replace us
  • 1st & 2nd World Wars after last 2 Technology Revolutions; “IT 4.0” will lead to “3rd World War” – against Polutions, Energy, Diseases and Poverty.

印尼亿万富翁陈江和

陈江和 Sukanto Tanoto 祖籍 福建兴化(莆田) 人 , 1949年出生在印尼。17岁白手起家,成为世界最大纸浆厂,金鹰集团(RGE Group) 的董事长。现在全家移居新加坡,RGE总部设在新加坡。

他是首位捐建2008奥运会北京"水立方"。

这个访谈可以从他身上学到事业,家庭,人生的智慧:
1. 从无到印尼首富:勤奋 + 聪明 + 眼光;
2. 不排斥比你聪明的职员,“忽悠” (东北话)他们加入团队;
3. 陈家10条家训;
4. 利民,利国,利业。

RGE (APRIL GROUP) :

His speech in English:

In English 2015 Speech (9 series) :

(1/9 Founding History)

  • He studied in Chinese school before 1967, not allowed to study in Indonesia national school because he was a Chinese citizen.
  • Self-Study English using a Chinese-English dictionary by reading “Times” , “Life” magazines.

Coping the 2008 Financial Crisis: (6/9)

  • Move family to Singapore after sending all 4 children there for better education, especially learning Chinese.
  • Crisis is like a cruise: rich or poor, everybody sinks with it.
  • Family morale support during 2008 Financial crisis. The children left a note to papa ready to downgrade to smaller (HDB) flat from their apartment.
  • 危机 = Crisis: Danger together with opportunities.
  • Next opportunity : Palm Oil

Note: Viscose (粘胶) used as the basis of manufacturing rayon fiber (人造纤维) and transparent cellulose film (透明纤维素薄膜) .

Summary : (9/9 Lessons)

  • Moto “TQC” : Time, Quality, Cost.
  • Value: Think – > Act – > Learn from Mistake (don’t think too long, stupid to make same mistake twice)
  • Quality thru people : they make things happen.
  • Care for people : teamwork, harmony
  • 3C Benefits to : 利民 Community 利国 Country 利业 Company
  • 3P : People, Planet (Sustaining) , Profit

文化空心人 Hollow Man

Hollow Man – TS Eliot

人空的时候,唯一能填补的就是金钱,物质物欲。

人生每一个阶段都会有挑战和选择,你需要文化素养,才能面对。

西方今日的文化是自16CE文艺复新以来300年的迅速发展。

春秋战国奠定中国2000年稳定的文化基础。因为过于稳定,才有近150年的剧烈革命。

要了解过去,才知道现在。

学孔子的"知其不可为而为之"。不过,"为"要建立在"知"的基础上。因为"无知"的后果是害人害己。"知识"不只是专业知识,打一份工赚一份薪水,你还是社会一分子。你对于生活,周边的人的关怀也很重要。

中国的历史经验是,强大后要顾及以大示小,尊重小国,体现人类追求的精神境界。

21 CE全球会面临很多精神价值的重新定位呵讨论。对于年轻华人,你真的要了解这个历史的发展和近代的大变动 也要了解西方这300年的发展和困境。

REFERENCE SOURCE:

联合早报 25/11/2018 周雁冰访谈“人物面对面” ——《郑培凯:别做文化空心人》

活出了自己的骄傲

谁写得这么好,比诗还美, 转了!

伸一伸
微驼的老腰
摸一摸
头上的稀毛
忽然
发现我们真的已变老

半个世纪有多长?
回头看
似乎只是一日一宵

半个世纪有多短?
低头看
孙子、外孙满地跑

爬过山的人
知道山有多高
趟过河的人
知道河水有波涛

跌跌撞撞
走到今天
活着,挺好!

在岗的朋友
把本职做好
退休的朋友
把身体养好
生命只有一次
活着真好!

活在东北
你不要嫌天冷
活在北京
你不要嫌官小

活在重庆
你不要嫌天热
活在上海
你不要嫌钱少

活在乡下
你那里是绿荫环绕
活在内蒙
你有浪漫的蒙古包

这个世界真大
南北都能养老
地域不是问题
请你放开逍遥

说学逗唱
摄影舞蹈
棋琴书画
打球慢跑

到本群聊天吹牛发消息
都是前世有邀
沒有缘分
哪能在一个群体中
说段子逗人笑

珍惜群里的
片片情意
爱护群里的
花花草草

上帝给我们的时间
真的很少

关照彼此感受
让大家心情都好

这个年龄
活着真好
沒辜负阳光
没辜负父老
没给儿女添累
就是活出了自己的骄傲。 (转发)

大型电视纪录片《流着奶和蜜的地方——走进以色列》

中央电视台拍摄制作的首部全面反映犹太文明和以色列国的大型电视纪录片《流着奶和蜜的地方——走进以色列》10集影片,请传给你群和朋友们,请他们有空也可以先观赏更多认识以色列。

1.《走近以色列》第一集 谜一样的国度
http://v.youku.com/v_show/id_XMzgxMTA3Mjky.html?from=y1.2-1-88.3.3-2.1-1-1-2-0

2.《走近以色列》第二集 流淌着奶和蜜的地方
http://v.youku.com/v_show/id_XNjQxNDMwMzA4.html?from=s1.8-1-1.2

3.走近以色列第3集:何时开启和平之门
http://v.youku.com/v_show/id_XNjQxNDMyOTI0.html?from=y1.2-1-88.3.4-1.1-1-1-3-0

4.走近以色列第4集:永远的马萨达
http://v.youku.com/v_show/id_XNjQxNDY1Njky.html?from=s1.8-1-1.2

5.《走近以色列》第五集 烽烟掩盖下的头脑风.
http://v.youku.com/v_show/id_XNjQxNDMxMDQw.html?from=s1.8-1-1.2

6.《走近以色列》第六集 让眼光漂洋过海
http://v.youku.com/v_show/id_XNjQxNDI4ODEy.html?from=s1.8-1-1.2

7.《走近以色列》第七集 圣地西海残壁
http://v.youku.com/v_show/id_XNjQxNDQzOTc2.html?from=s1.8-1-1.2

8.《走近以色列》第八集 盐碱地上的奇迹
http://v.youku.com/v_show/id_XNjQxNDUyMjI0.html?from=y1.2-1-84.3.4-2.1-1-1-3-0

9.《走近以色列》第九集 似是故人远方来
http://v.youku.com/v_show/id_XNjQxNDI4NTI0.html?from=s1.8-1-1.2

10.《走近以色列》第十集 重返伊甸园
http://v.youku.com/v_show/id_XNjQxNDQxNzUy.html?from=s1.8-1-1.2朋友圈的朋友们;向你们推荐中以建交十集大型纪录片去了解一犹太民族的过去和现在。

秀才相当於現在Baccalaureate (A-level)

10世纪的阿拉伯,通过7世纪盛唐的"丝绸之路"输入中国的科技(造纸,印刷,罗盘,火药)和文化,包括教育制度。

古代中国的私塾老师要通过“秀才“考试资格,阿拉伯模仿中国的制度:

Bihaqq al-riwayatt” ” بحق الرواية “. The term incorporates three Arabic words: ‘Bi’ stands as preposition (with); ‘haqq’ (the right) and “Al-riwayatt” (to restate the learning to somebody else). That is to say ancient Moslem graduate was awarded “with the right to restate the learning to somebody else”.

11世纪 欧洲最早的大学 Sorbonne (巴黎大学) , Oxford, Cambridge 抄袭阿拉伯的制度 Bihaqq al-riwayatt = Latin 谐音 Baccalaureaute (Bachelor).


The Arabic Origin of ‘Baccalaureate’ and ‘Bachelor’ By: Abdul-Settar Abdul-Latif

When Oxford and Cambridge Universities were erected as two cradles of sublime learning, the scholastic masters at the time wondered as to the title of the degree the two centres would bestow their graduates maintaining the latter’s rights.

Modern research points to the year 1167 as the date at which Oxford became a stadium generale (A place of study). The research tells that studies at Oxford were suspended nearly in 1209 and accordingly three thousand scholars dispersed, some to Reading, some to Cambridge, some to Paris.

By the end of the twelfth century, Cambridge was to come a town of importance, but it is not still early in the thirteenth century that genuine history records the presence there of a concourse of clerks. In order to be out of their bafflement, there was no harm, the masters believed, from borrowing from the experiences of other peoples who had earlier established their own institutes and centres of learning. Thus Oxford and Cambridge masters tended their faces to the universities of the Moslems’ Orient in order to check, and learn what degree the Islamic universities awarded their graduates.

The famous institute of learning at the time was Al-Ma’moon’s Bait Al-Hikma (The House of Wisdom) which later came to be known as Al-Mustensiriyah University in Abbassaid Baghdad at the early decades of the ninth century. Bait Al-Hikma was founded by Caliph Al-Ma’moon (Haroon Al-Rasheed’s second son) whose tenure ranged from 813 to 833.

The research testifies that Baghdad, as a centre of learning, preceded both Oxford and Cambridge by at least three or four hundred years in defining the prerequisites of learning and education. Also, the research proved that Ancient Al-Mustensiriyah awarded any Moslem student that was graduated a certain license legally, technically, and professionally covering him to “restate what its holder had learnt in the university on the hand of his referred-to Moslem scholars in order to re-teach others elsewhere who could not afford to come to Baghdad to study, for one reason or another”. This is the crux of what was written in the license. But Arabic language is synoptic.

In the license was written a brief term annexed to the holder’s name. It honoured him the legal and professional right to behave within the limits of its privileges. The term can be literary transcribed into English as it is pronounced in Arabic. It is “Bihaqq al-riwayatt” ” بحق الرواية “. The term incorporates three Arabic words: ‘Bi’ stands as preposition (with); ‘haqq’ (the right) and “Al-riwayatt” (to restate the learning to somebody else). That is to say ancient Moslem graduate was awarded “with the right to restate the learning to somebody else”.

And this is the true meaning of “Bachelor” or “Baccalaureate” used in almost European languages. Now the term with its preposition “Bihaqq Al-riwayatt” later was taken as a title of the degree itself by European scholars, students and translators who frequented the nearest parts of the Ancient Islamic Empire to, Christendom; these parts were Cordova, Toledo, Castello in Spain and Sicily in Italy as well as Malta as the main Arab centres of learning and rendition at medieval ages.

“Bihaqq Al-riwayatt” thus was exposed to many alterations and modification related to the different new linguistic region the term reached and resided. The above mentioned variations of the term- “Baccalaureate and Bachelor” are in use. This fact is unknown to many people of well-established scholarship.

For instance, The Random House Dictionary of the English Language sets queer etymology for these two variations. While (Bacca + laures), according to The Random, means “laurel berry”, (Bachelor), again according to The Random, is taken from a vulgar Latin word spelled as (baccalaris) that descends from (bacca), itself a variation of a Latin word for (cow=vacca). One wonders what the connection between (dairy farm) or (cows) and (a university degree). The story of the trip the Arabic word took to reach Europe was the topic of an article entitled “Did the Arab Invent the University?” published in The Times Higher Education Supplement, No. 185 (May 2, 1975), p. 11. by R. Y. Ebied & M. J. L. Young

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