Sunday, January 26, 2020

Balanced And Well Rounded Education Education Essay

Balanced And Well Rounded Education Education Essay According to the mission of Singapore Education, the purpose of Singapore Education is to provide our children with a balanced and well-rounded education, develop them to their full potential, and nurture them into good citizens, conscious of their responsibilities to family, society and country. (http://www.moe.gov.sg/about/yearbooks/2005/pdf/mission-vision.pdf) Eventually, they would become the future leader who would make the right decision for their nation in future. Thus, the Desired Outcomes of Educations (DOE) is being introduced at 3 key stages, namely primary, secondary and post-secondary. It acts as a checklist or common purposes for the educators to help students strive towards the mission of Singapore education. To better achieve the desired outcomes of education, Teach less, learn more (TLLM) comes into picture in 2005. At the National Day Rally in 2004, Prime Minister Lee Hsien Loong called on our teachers to teach less, so that our students could learn more. (http://www.moe.gov.sg/about/yearbooks/2005/teach.html). This policy is focusing on improving the quality of interaction between teachers and students. The aim of this policy is to drive Singapore education to a direction where teachers only act as a facilitator, nurturing students to become self-directed learners and individuals who are capable of think independently. Teach Less, Learn More is a call to re-examine the fundamentals of teaching and learning why we teach, what we teach and how we teach. (http://www3.moe.edu.sg/corporate/contactonline/2005/Issue13/glossary/glossary.htm#ttml) TLLM reminds teachers that their responsibility is to stimulate the students passion in learning so that students are willing to take up challenges that come to them. Disseminating the information to the students should not be the only way to teach. Teachers should always check for the understanding of students by relating them with the materials. Other than that, teachers should help students learn that they are taught to live the tests of their lives, not to learn that their lives are full of tests. The TTLM initiative also calls on teachers to focus on the whole child instead of the subject. Teachers should put more emphasis on the teaching of good values and attitudes to the students, not their grades. In addition, teachers need to help students learn that the learning process is far more important than the results or the end product. Before jumping into the answers, teachers should treasure the teachable moment by throwing the questions to the students. Let them think and encourage curiosity. TLLM urges teachers to engage student more in learning and depend less on drill, practice and rote learning. Teachers should do more guiding, facilitating and modelling and do less telling so that students could take ownership of their own learning. Every student is different. Therefore teacher should apply various differentiated pedagogies to suit students learning. Student should be accessed more qualitatively over a period of time, and less quantitatively through one-off and summative examinations. Lastly, teachers should promote the spirit of innovation and enterprise among students. I come across one journal that was published in 2005 mentioned that in response to the TLLM policy, MOE was going to provide more time and space to teachers to do the right things for the students. To date, MOE has really made some moves to provide teachers more time; such as assigning a Co-curricular Programme Executives to each school, hiring more new teachers and introduced the adjunct teachers programme. However, we still see teachers rushing for syllabuses and busy preparing students for all sorts of exams. Not to mention the large class sizes and the accompanying heavy marking load, how could teachers stay fit physically and mentally with so many workloads? I do believe that most of the teachers would like to make their lessons livelier and have more flexibility in choosing the materials and teaching methods. I also believe that teachers do not wish their students go for tuitions. Euphemistically, the textbooks, syllabuses and teachers handbooks are said to guide teachers in teaching. As a matter of fact, these materials confine teachers way of teaching. Time allocated to each subject in school is just enough for teachers to run through the concepts and basics due to the tight syllabus. Eventually students would need to sit for the standardized tests, which decide their future. To score high for the standardized test, frequent and repeated practices based on the concepts and basics taught are inevitable. And this is the main reason for the increase of tuition centers in Singapore. A lot of parents have the habit of paving the way that would grant successfulness for their children. These include house moving and become school volunteers to get their children admitted into a good school; send their children to enrichment classes and tuitions in hope that their children could pass standardized test with flying colours. Eventually, their children could get admitted into the university, studying a popular subject which promise good prospect. For most of the students, they bow to the reality at a very young age. Since young, under the influence of the media, friends, community, teacher, school and parents, they got the impression that only by doing well academically; they could have a bright future. If they find the subject or what was taught is not going to help give them promising future, even though they know that is their strength or they have passion on that, they would not pursue them. Students rather give up their passions than face failures. Civic and moral education (CME) is supposed to be the subject that helps students develops their characters and values. Good values, attitudes and characters could also be taught in other subjects; but character development and values education are not their emphasis. Recently, MOE has just completed revising the CME materials, which claim to be more interesting and could engage students more. However, a lot of people do not see the importance of the CME subject; probably because of it is not examinable. Many mother tongue teachers have experienced their CME classes being hijacked by the math and science teachers to rush for syllabuses or to prepare students for exams. The hijacking becomes more frequent especially when the exam period is approaching. School leaders are aware of that but turn a blind eye to it. This indirectly acknowledges that the schools are still more prone to grades-centric instead of values-centric. Thus, it is not surprising that students would have the percept ion that CME is the least important subject and they are less likely learn the subject by heart. Singapore is a country that adopts a highly centralised education system and a strong top-down approach in policy-making. (Catherine Chua Richard, 2007) Changes made at the national level often may be difficult to put into practice at the school level. TLLM is one of them. Catherine Chua and Richard (2007) did a study by comparing the science curriculum between two top schools and two mid-level schools. The top schools appear to exercise more flexibility in their curriculum by introducing a more diverse programme. They are placing greater emphasis on research-based and higher order thinking skills, acquiring beyond the basic knowledge. This is in line with the MOEs initiative. The middle category schools are also embarking on introducing and reinforcing some incentive programmes in their schools, especially for those less able students. However, an important observation shows that there was no corresponding decrease in the number of topics taught in class. On the contrary, the numbe r of periods allocated for the science lessons increased in 2005. They also found that the programmes offered by the top schools are more intensive and research oriented than those offered in the middle category schools. By introducing more intensive programme and increase the number of periods, both top schools and middle level schools actually did not put TLLM into practices. These schools rather play safe by teaching more, and add more to the curriculum. This can has negative impacts on the school climate, as teachers will have less time to prepare, teach and interact with their students. Sooner or later, teachers would develop resistance towards government initiatives. (Catherine Chua Richard, 2007) PSLE test is the ultimate test for all the primary students. This test focus on the end result rather than the process of learning. From time to time, different initiatives, including TLLM are being introduced by MOE to better achieve the purposes of Singapore Education. However, PSLE tests on the whole remain untouched. School principals, teachers, parents and students know that no matter what the changes that will take place, at the end, it is the examination that matters. Thus, when MOE first introduced TLLM, many of the principals and teachers would just take that as another initiative that will come and go. In 2009, MOE announced that semester exams for Primary 1 2 would no longer exist. But later announced that mini test would be in place so that teachers could provide regular feedback on pupils learning to parents. So that is a good change or a bad change? Mini tests are still TEST. They could be the replicas of semester test and could end up having few of them throughout the semester. Students stress over exam is still there and hardly reduced. After six years of study, students still need to sit for the PSLE test. This also means that the pace of preparing the PSLE test would be increased once students step into Primary 3 seeing that the time given has been shortened by 2 years. The aims of education policy are to ensure that students not only master scholastic knowledge, but that they are equipped with the knowledge needed to perform well in the globalised economy (Seaton, 2002). In Singapore Education, the decision-making in curriculum policy always lie in the hands of the government. Thus, we can say that Singapore educational policies are the mirrors of the social, economic and political needs of a society. (Catherine Chua Richard, 2007) From the TLLM policy, we can see that Singapore government would like to mould the future leaders in becoming a confident person, a self-directed learner, an active contributor and a concerned citizen. Although TLLM encourages teachers to teach less so that student could learn more, what students actually learn are still very much depends on what would be assessed finally. We still see some schools hesitating to put TLLM into practice. Thus, I would like to comment that TLLM would be just another MOEs attempt to change the direction of education in Singapore school if MOE still continue its traditional reluctance to let go or downgrade the position of the examination system. Education in Singapore is not education but just a huge examination preparation exercise, namely, the high stakes examination system.

Saturday, January 18, 2020

Research Paper: Marjane Satrapi Essay

Beset with the unthinkable, the Islamic Revolution defines turbulent times for many Iranians (Tehran). Numerous females including Satrapi were robbed of their social rights due to westernizing and secular efforts (Tehran). In turn, the Islamic Revolution undermined the younger Satrapi’s ability to come to terms with her own identity; nevertheless, she now writes to share her experience with oppression and her later journey towards cultural integration. It is a historical dispute that woman did not have their share of say in the revolutionaries’ political agenda (Mouri). In the months following the Revolution, obligatory hijabs were decreed (Mouri). Girls of every age rank were forced to wear a veil. Several active Iranian female revolutionists discharged into the street protesting what soon became the law of the land. Their male comrades did not offer support believing that the time was not appropriate. Instead, they simply encouraged solidarity with the new government in order to display a united front before their international enemies (Kar). Consequently, wearing hijab became mandatory, and the lack of it was disciplinary (Kar). Satrapi was 10 at the time, experiencing her first instances of Iran’s social and political transformations. (Kutschera). The compulsory hijab eventually assumed a government-sponsored and aggressive position (Kar). Various female and liberal minded organizations were marginalized and stripped of their supremacy. The regime suppressed these crowds through methods such as coercion, enticements, deportation, and brutal force. Years later, Satrapi was spared the oppression of an Islamic regime at the peak of its worst (Leith). Her lack of unwavering obedience and expressive nature would have caused her immense trouble with government. Thus, afraid she’d be a victim of the regime’s repression and prejudice, her parents sent her to Vienna (Kutschera). Unfortunately, she was challenged with preconceived notions held by Europeans (Leith). While attending a boarding school ran by nuns, Marjane was expelled for calling the chief mother a prostitute when she claimed that Iranians were â€Å"uneducated† (Hattenstone). Marjane’s life eventually plummeted leading her to homelessness, bronchitis, and drug abuse (Hattenstone). Defeated, she escaped the havoc by   home, ultimately surrendering herself to the lifestyle she once rejected (Hattenstone). Unfortunately, the hijab and restricted style options weren’t Satrapi’s mere concern. Upon her arrival home, Satrapi dealt with more prejudice than she had originally anticipated. She was known as the Western Iranian, which made her cultural transition in Iran especially difficult. Her later diagnosis with depression fostered even more mayhem within her life resulting in suicidal attempts. Her early 20’s were indeed tempestuous times as she struggled to establish and integrate herself into foreign customs. The end of the Islamic Revolution didn’t necessarily mean that the essence of corruption and repression were eradicated. In fact, the bitterness lingered for another 30 years shaping a void for many Iranian women. The marriage age for females was lowered to nine, and they lacked the rights to obtain divorce. Meanwhile, their male counterparts were able to assume full custody of their children, obtain unilateral divorce, and have as many wives as they desired. In all, females received a lot of harsh treatment if they failed abide by the restrictive nature of Islamic rule. For a female foreigner like Satrapi, simply bearing a different style of clothing or thought was enough to galvanize unwanted attention. It was remarkably problematic having to assimilate into a culture she had to escape from in the first place. In the end, Satrapi realized that although Iran is her home, the social oppression outweighed that one factor. She eventually returned to Europe to pursue an art degree and take on the next chapter of her life, Persepolis. Persepolis was written in efforts to share her experience regarding the Islamic regime. It is often a misconception that Iranians were religious fanatics versus being traditional, and for that, Satrapi wrote to bring light and understanding into the situation. She wanted to clarify that what people saw in the news didn’t bear the whole picture. Her other renowned writing projects such as Chickens and Plums and Persepolis II also entail political elements along with personal experiences. It is ultimately her way of preserving an evolutionary truth that could have succumbed had she not taken the time to share. Consequently, Satrapi’s story is now one of the most popular books known for embodying a realistic coming of age story during the Islamic Revolution. She undertakes a realistic portrayal of how private life and public life can be drastically assailed by political upheaval.

Thursday, January 9, 2020

The Idiots Guide to Topics for an Expository Essay

The Idiot's Guide to Topics for an Expository Essay What the In-Crowd Won't Tell You About Topics for an Expository Essay People today like to collect and display things which have sentimental value or distinctive appeal. Topics can even include recycling and various items that are recyclable. When you're assigned to compose an expository essay, the very first thing you should know is the way to write it. Quite simply, everything would be determined by verifiable fact an expository essay. Unlike in the majority of other kinds of essay, you don't will need to generate a point or prove your opinion on the subject-matter is accurate. Locate the trustworthy information for the essay topic you are likely to work on. A comparison essay will concentrate on similarities as a contrast paper will concentrate on the differences. The length may vary from essay to essay. Finally let's look at comparison essays. It is possible to always have a look at expository essay examples and have a better comprehension of how the entire writing process is about. What You Should Do to Find Out About Topics for an Expository Essay Before You're Left Behind Your essay is supposed to concentrate on why schools insist their students learn a foreign language and the way it can really help in an individual's overall improvement. In the end, a student can provide short suggestions on the best way to win the game. Explain why you especially delight in a specific teacher. Typically, your teacher will request that you compose an expository essay to prove that you've done your research on a subject. Actually, giving a sample in your essay may be a practical learning experience, and whenever your teacher grades you, you will know precisely where you went wrong which prospective employers aren't going to inform you about. Some ideas, naturally, can be borrowed, but due credit has to be given. The duration of the essay however varies dependent on the topic and a tutor's requirements. Writing is among the most effective modes of self-expression, and it is likewise a remarkably effective method to help your students sort out all their ideas and feelings. The Debate Over Topics for an Expository Essay Look closely at your language as it ought to be eerror-free Imagine your essay is a precious stone and create all its faces shine using an easily readable and authentic language. Quite simply, it's a guide on the best way to do something. From its name, you can guess you should have a very clear picture of a particular thing so as to offer your reader with a crystal clear and concis e explanation. By way of example, perhaps you've chosen to communicate about a renowned battle. It is possible to also bring the part of globalization into play over here. An introduction is easily the most significant part your bit of writing. To begin with, a quick explanation of the game needs to be written. You might have to present the advantages and disadvantages of such a move, then draw a conclusion accordingly. In summary, the primary focus is to explain the facts. Then the next step is going to be to find out more about the expository essay structure. From that point, it is easy to produce the argument that she'll shape future generations. Keep in mind that, regardless of the idea, it has to harken back to your thesis statement. From that point, you're prepared to draft your thesis and introduction. What a thesis cannot be is your private belief. The Topics for an Expository Essay Chronicles Starting off with a substantial occurrence, discovery, or study will supply you with more points in factual research also. Therefore, if you'd like to have nontrivial expository essay topic that demands thorough research, choose something which refers to a technological region of study. Choose the one that you liek to compose an ideal expository essay! A prosperous process essay is going to be detailed enough so a reader will have all the info necessary to finish the endeavor. Still, with other expository speech topics, deciding to demonstrate the details with respect to a spatial order may be your ideal choice. Now it's time for picking a significant area of your research. Yes, selecting a topic isn't uncomplicated. Thus, the topic you select plays a critical function.

Wednesday, January 1, 2020

Long Story of The Amazon Company Success Free Essay Example, 2750 words

John Bezos is a member of the Bilderberg Group. Consequently, he attended a conference organized by the group dubbed the Swiss 2011 Bilderberg Conference, which took place in St. Moritz, Switzerland (Byers 2006, pp. 46). The character traits of Jeffry include the following: he carries an attitude of not giving up and he is a visionary. He has never gloated over his immense success, he always aspires for more; he has never focused all his attention on short term profits; he always stands by his word; he has a strong faith in the concept of low pricing, and he believes in building trust. Furthermore, Bezos is well known for his sharp and intelligent style of leadership, a quality that has seen him successfully set up Amazon. com, a successful contender to a well-established giant like Barnes Noble (Byers 2006, pp. 47). Jeffrey Bezos set-up Amazon. com Company in 1994. This was after discovering that Internet usage had been growing at a pace of 2300 percent every year. Working from an office whose size was less than 400-square feet in Seattle, Bezos launched the Amazon. com Company on the Internet in July of 1995.We will write a custom essay sample on Long Story of The Amazon Company Success or any topic specifically for you Only $17.96 $11.86/page Among the most prominent developments were: In May 1997 the company held its first public offering of common stock totalling 3 million. The money generated from this undertaking was spent in settling existing debts, while the remainder was invested (Spector 2000).