Critical Expressive essays

Basic Expressive expositions Vincent Van Gogh was conceived in Brabant, Holland in 1853. His unusual feeling of shading prohibited his entrance to any workmanship school. It was anyway this special impressionism that made his work so well known and important right up 'til the present time. Van Gogh moved to Paris later on in his life to join his sibling Theo. Theo and Van Gogh were in every case dear companions; he generally empowered and roused him. It was in Paris that Van Gogh began to substitute the dim tones for unadulterated essential and optional hues. He likewise started to utilize a procedure known as impasto: paint applied thickly decisively. Following two years in Paris, during which he covered up 200 pictures, Van Gogh moved to Arles in the south of France where he joined Paul Gauguin, one of his dear companions. The strain between the two specialists turned out to be unreasonably solid for them to keep working in a similar nearness as each other. It was because of this that Gauguin later reported to move back to Paris. Some time after the announcement Gauguin wound up being trailed by Van Gogh whom was making signals with a disposable cutter. He came back to the 'yellow house' where he and Van Gogh experienced that following morning to find that Van Gogh had been taken to emergency clinic subsequent to cutting off piece of his ear. After this horrible scene, Van Gogh willfully resigned to a haven for the crazy at StRemydeProvence. Van Gogh kicked the bucket some time later in 1890 in the wake of shooting himself in the chest while painting in the Auvres. The artistic creation I have picked by Vincent Van Gogh is a self-picture painted in 1889. The piece of the work of art is in picture arrangement and comprises of Van Goghs head and chest area. Van Gogh utilizes an unpretentious green out of sight of the representation, which is applied in a curvilinear movement utilizing the strategy impasto. He additionally blended honey bees wax with his oil paints to make the thickness of the artistic creation. In his face and cl... <!

Sister Carrie free essay sample

An investigation of the book Sister Carrie by Theodore Dreiser. A paper which presents a point by point conversation about the book Sister Carrie by Theodore Dreiser. The book tends to the blast of industrialism that blockaded America and the way that industrialism influenced the connections of individuals. The author of this paper presents a diagram of the book and afterward enters a conversation concerning the books importance, subject and effect. The story underscores the outlook of society during a period where machines were taking steps to take over jobs(Rabinbach pg 132). It was a period in which individuals could rapidly ascend to the top in the executives positions however they would put it all out there and get themselves in over their heads monetarily. It didn't take long to find that occupations could be lost at the administration level as individuals mixed in upward movements to endure the mechanical whittling down part of society. We will compose a custom paper test on Sister Carrie or on the other hand any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Carrie was a lady gotten without abilities, or an approach to endure and she did what a great many ladies in her period did(Smith pg 78). She went to men to deal with her.

Food Quality - Preference Impact of Liking Bakery and Pastry

Question: Examine about the Bakery and Pastry. Answer: The agreeability of food fluctuates as indicated by the atmosphere. The proof proposes that there are significant effects of feel and table-setting on food decision and food admission. Changes in acceptability can be related to various degrees of eating areas, table-settings, surrounding temperatures, lighting, and sounds(Garca-Segovia, Harrington, Seo, 2015) Basically, embellishing expands the visual intrigue of the food. Individuals experience nourishments with their eyes before tasting it, and embellishing includes a sprinkle of hues, particularly in monochromatic food sources. Furthermore, embellishing helps in dish recognizable proof as certain dishes can't be distinguished just by looking (Zellner, Loss, Zearfoss, Remolina, 2014). Clarification of tastes with appropriate models: Umami is substantial or brothy taste which explicit to glutamate-rich appetizing groceries, for instance, substantial stocks and aged nourishments. Umami is a mellow and enduring taste related with salivation and a view of cushion on the tongue, incitement of the throat, the back and the top of the mouth. (Fleming, 2013). Nourishments that contain a high measure of L-glutamate, GMP and IMP, for example, angles, meats, shellfishes, mushrooms and aged items like fish sauce, cheddar, shrimp glue, soy sauce have umami taste. Deadness is the loss of capacity to taste nourishments. Deadness may outcome from sensitivities, hypersensitivities, prejudice to specific nourishments, for instance, soy, nuts, egg, shellfish, monosodium glutamate and so on. Mouthfeel is the way a food thing or savor feels the mouth, particular from its own taste. Mouthfeel can be depicted by the case of eating a peach or other succulent organic products. When eating a peach the buyer encounters various sensations, for example, succulence, pleasantness and diverse different surfaces which by and large called mouthfeel. Mouthfeel is a significant piece of wine sampling. Studies have discovered tiny channels answerable for various taste observation at different temperatures in the taste-buds called TRPM5. The response among TRPM5 and nourishments is a lot more grounded in expanded temperature which imparts solid signs to the mind and outcomes in upgraded taste observation. An ideal model is the flavor of dessert. Desserts don't tastes sweet when devoured solidified however possibly tastes sweet when it is liquefied in the mouth (Amerine, Pangborn, Roessler, 2013). Qualities of the accompanying wines and fitting nourishments for matching with them: Red wine gets its shading from the dark grape assortments. Dry red wines regularly contain close about 0.9 g/L of lingering sugar. Meat and sheep dishes are fitting with red wine. White wines have a high corrosiveness esteem and particular fragrances which are suitable with chicken, and prawns. The chief kinds of ros wine are red natural products, blossoms, citrus with wonderful crunchy fragrances most appropriate with light pasta and fish (Davidson, 2014). Rules for tasting wines with food: Coordinating and supplementing the attributes of nourishments to the wine, or differentiating and counterbalancing overwhelming qualities, for instance, better wine with fiery food. Understanding significant perspectives while assessing the liking of a wine with the food is vital.It is additionally basic to look for a parity in the parts of the wine. Taking a significant piece of wine and moving it inside the mouth is alluring before gulping. Next is to attempt the food in little pieces for making a decision about the propriety of the wine with the food. Perceiving the saltiness,acidity, harshness, pleasantness, and umami is fundamental for tasting wine with food (Koone, Harrington, Gozzi, McCarthy, 2014). Models to be noted while looking at the wines for matching with food: Causticity in wine is a decent pair with sweet nourishments with fat substance. Tannic wine is offset well with sweet nourishments. High alcoholic acidic wines require greasy nourishments for matching. Saltyfoods ought not be combined with acidic wines(Harrington Seo, 2015). Contrast among digestifs and aperitifs Digestifs Aperitifs Digestifs are fundamentally mixed refreshments served after a dinner. Aperitifs are additionally mixed refreshments served before any dinner. The fundamental reason for digestifs is to help in absorption. They are typically sweet tasting refreshments with a higher liquor rate. The fundamental reason for aperitifs are to advance craving, that is the reason they are commonly exceptionally dry in nature as opposed to being sweet. Regular decisions of digestifs are cognac, braced wines like sweet sherry, sweet mixers, for example, fernet, refined mixers, home grown mixers, alcohol mixed drinks and so on. Great instances of aperitifs aredry white wine, dry vermouth,champagne,gin,pastis, rak?,fino, drysherry and so forth. Ongoing investigations demonstrated that plate determination, for the most part the shade of the plate impacts the tangible view of food. The shade of the plate influences the view of the customers basically for the characteristics made on visual evaluations. A few investigations have uncovered that comparable dishes served on various shaded plates are as often as possible saw distinctively at both tangible and gluttonous levels. As indicated by an examination, the characteristics of the pastries, for example, the flavor and power of the pleasantness were influenced by the class of pastry as well as influenced relying upon the plates too. The consequences of these investigations clarified that the shoppers have relationship between specific hues and flavors (Piqueras-Fiszman, Giboreau, Spence, 2013). Astringency can be clarified as a dry, folding mouthfeel brought about by some polyphenolic mixes principally tannins. Tannins are found in some red wines (Soares, Brando, Mateus, De Freitas, 2017), teas and a few natural products like persimmon, aronia, sloe berries and so forth. The tannin ties to the salivary organ proteins, making them to total and encourage which bring about the dry sensation and unpleasant sandpapery fillings inside the mouth. Two regular models are witch hazel and calamine salve. Pungencyis the type of a solid, sharp tasteand smellthat is frequently so vigorous that it gets upsetting. Pungencyis the specialized term utilized by analysts to portray the quality of food regularly alluded to ashotnessand fieriness, which is found in specific nourishments, for example,chili peppers, mustard, unequivocally enhanced tomatoes and so on. The auxiliary metabolite capsaicin found in stew peppers is exceptionally sharp in its unadulterated structure (Srinivasan, 2016). Six S in tasting wines: See Twirl Smell Taste Enjoy Shallow References Amerine, M. A., Pangborn, R. M., Roessler, E. B. (2013). Standards of tactile assessment of food. California: Elsevier. Davidson, A. (2014). The Oxford ally to food. New York: Oxford University Press. Fleming, A. (2013). Umami: Why the Fifth Taste Is So Important. The Guardian. Garca-Segovia, P., Harrington, R. J., Seo, H. S. (2015). Impacts of table setting and eating area on food acknowledgment and admission. Food Quality and Preference, 39, 1-7. Harrington, R. J., Seo, H. S. (2015). The Impact of Liking of Wine and Food Items on Perceptions of WineFood Pairing. Diary of Foodservice Business Research, 18(5), 489-501. Koone, R., Harrington, R. J., Gozzi, M., McCarthy, M. (2014). The job of acridity, pleasantness, tannin and customer information on wine and food coordinate discernments. Diary of wine inquire about, 25(3), 158-174. Piqueras-Fiszman, B., Giboreau, A., Spence, C. (2013). ssessing the impact of the shade of the plate on the view of an unpredictable food in an eatery setting. Flavor, 2(1), 24. Soares, S., Brando, E., Mateus, N., De Freitas, V. (2017). Sensorial properties of red wine polyphenols: astringency and harshness. Basic surveys in food science and nourishment, 57(5), 937-948. Srinivasan, K. (2016). Natural exercises of red pepper (Capsicum annuum) and its sharp standard capsaicin: an audit. Basic surveys in food science and nourishment, 56(9), 1488-1500. Zellner, D. A., Loss, C. R., Zearfoss, J., Remolina, S. (2014). It tastes on a par with it looks! The impact of food introduction on enjoying for the kind of food. Hunger, 77, 31-35.

Leadership in organizations

Administration in associations Administration is the capacity of an individual in control to impact the quirks of his/her youngsters in positioning, in a positive way to urge them to follow his/her bearings. Powerful administration is fundamental in any association for progress to be a propensity. Great administration resembles a dark smith’s fire.Advertising We will compose a custom article test on Leadership in associations explicitly for you for just $16.05 $11/page Learn More It changes potential into reality with little trade off, and this is a need in any association that is to make due for years to come. Initiative depends on development, to bring new systems appropriate to the consistently changing association condition. The earth has a push impact if the reaction to the improvements is lacking. Associations will in general lurch if not flop all in all (Northouse, 4). A decent pioneer is magnetic. In all circumstances, great pioneers cause others to feel great about them by drawing out the best. Dut y is likewise a basic attribute. This is on the grounds that greatness isn't in a presentation however the structure of a propensity for unadulterated achievement. Correspondence is essential to a pioneer since it permits all organs of an association to perform at ideal levels and investigate rapidly if there should be an occurrence of underachievement. All levels in an association need to communicate viably to make progress. Data stream ought not be hampered by rank forced hindrances for this will in general separate water the enhancements correspondence brings. Capability is likewise imperative. An effective pioneer accomplishes this by arranging, finishing to the last mentioned, and accomplishing without bargain his arrangement of objectives. A decent pioneer is a decent audience. The capacity to set great objectives originates from the capacity to get input whether fortunate or unfortunate from the effectors. Positive reaction is basic to this boost for a pioneer to be phenomena l (Bose, 164). The board strategies have created authority hypotheses for associations. A few hypotheses are advocates to this reality. Quality hypothesis is one of the initiative speculations that were usually being used, previously. This hypothesis has a superman quality portraying the pioneer. The pioneer has qualities practically identical to none inside the association. The imperfection of this hypothesis is in expressing that pioneers are a result of legacy yet not of nature. The second normal hypothesis is the social hypothesis. This expresses chiefs are a result of the earth and not result of legacy. This recognizes the earth as a molding element of an individual’s characteristics. It likewise acknowledges that great chiefs learn and impeccable what they learn.Advertising Looking for paper on business financial matters? We should check whether we can support you! Get your first paper with 15% OFF Learn More Participative hypothesis is the third normal hypothesis. This hypothesis includes everyone in the association. Choices are a result of accord surprisingly inside the association. Its column is that dynamic support builds yield levels above board. This hypothesis likewise restrains rivalry as it encourages bunch work inside the components of the association. A few refinements of this hypothesis are accessible, yet the best disadvantage is that dynamic is incredibly moderate. The fourth regular hypothesis is situational administration. This expresses the best choices are components of current conditions. It characterizes a powerful pioneer as one un-limited by regular methodology, however one ready to flip between numerous choices subject to the interesting circumstance. Situational initiative is touchy to the pioneer and authoritative individuals (Winkler, 75). All these are constituents of a powerful and responsive pioneer in an association. Along these lines, they support great initiative and accomplishment of hierarchical objectives. Bose, D C. Standards of Management and Administration. New Delhi: Prentice-Hall of India, 2002. Print. Northouse, Peter G. Initiative: Theory and Practice. Thousand Oaks: Sage Publications, 2010. Print. Winkler, Ingo. Contemporary Leadership Theories: Enhancing the Understanding of the Complexity, Subjectivity and Dynamic of Leadership. Berlin: Physica-Verlag, 2010. Print.Advertising We will compose a custom paper test on Leadership in associations explicitly for you for just $16.05 $11/page Learn More

How to Choose Best FSU Essay Samples

How to Choose Best FSU Essay SamplesWhen it comes to selecting the right essays, one thing you must make sure of is that you have read through all of the available essay samples and kept an eye out for the best ones. I know that most of us may get a little overwhelmed when it comes to picking out the best ones, but with a little bit of effort and patience, you will find that it is not that difficult to pick out the ones that will be accepted.In fact, if you want to be able to write better essays, it is important that you read through the entire list of essay samples and pick out those that look very interesting. This way, you can compare them and pick out the ones that you think will be effective in getting you the grades that you are after.So what exactly should you look for in essays and essay samples? Here are some of the factors that you should take into consideration.- Make sure that you are looking at the overall style of the essay samples that you are considering, since that c an help you choose the best ones. There are a lot of different styles that are available.- Once you have decided on the type of essay that you want to write, make sure that you try to match it up to the different topic areas that you want to cover. For example, if you are planning to write about political issues, then it is important that you choose a topic that is relevant to your subject.- Take a look at how the writer used words and how he or she presented his or her thoughts. You do not want to use very large words that are difficult to understand.- Be sure that you try to use different types of formats that are easy to understand. This way, you will be able to read and understand the paper that you are writing.- Last but not least, remember to look for something that will help you add some special touch to your essay. This is the final touch that you need to get a good grade from it.

Colleges Vs. Universities

As students get into the swing of the school year, many will be taking a look not only at their current studies, but their upcoming college plans as well. The thought of going to college and furthering one's education raises many questions, concerns and a lot of confusion. What is best for me? What is the difference between a college and a university?A university versus a college is usually considered to be a matter of size. Universities are large and colleges are small, right? Generally, the answer is yes. Most universities do have larger enrollments than colleges because they are a collection of colleges placed on one campus that include both undergraduate and graduate programs, with a wide array of courses. Seniors in high school look for schools that offer a variety of courses because they are not sure what kind of job they want. They are also looking for a nice campus, good academics and good social aspects. Until recently, universities were institutions that offered extensive m asters and doctoral programs which added to the perception that universities were academically better.The presumption, however, that universities are somehow academically better than colleges is not accurate - especially for undergraduates who may be treated as a low priority by faculty members. The institution's faculty may treat graduate students as a higher priority.Don't assume that all universities are large disciplinary institutions. In all but three states (New York, Massachusetts, and New Jersey), any college can rename itself a university regardless of size or academic offerings.College-bound students should never view a college as inferior to a university. On the contrary, many of the very best undergraduate environments are colleges, for example, Swarthmore, Williams, and Haverford. v

Do you understand me OR Are you understanding me

... and the correct question is: Do you understand me? Understand is an example of a stative verb. Stative verbs are verbs that do not take the continuous form (-ing). As always in English, some stative verbs are action verbs depending on the contextual meaning of that verb. This guide to stative and action verbs helps explain the differences between these two verb types and provides clues to helping you decide whether a verb is stative or active.

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How Voltaire utilizes Candide, Pangloss,and Martin to...

Blind optimism has concealed the eyes of human beings from the defects of the world since the age of Enlightenment. Defying the archaic thinking of society, Voltaire searched for practical and useful knowledge to explain the world he lived in. Voltaire mocked philosophers, such as Leibniz ,who believed in the â€Å"best of all possible worlds† ,and presupposed that all things happen for a reason rather than convincing himself that good and bad are one and the same( 12). The term blind optimism refers to naievty, or having a tendency to expect the best of all possible outcomes and never accepting conclusions in a negative way. In the novel Candide, Voltaire strikes his major characters with atrocious events to challenge the unquestionable†¦show more content†¦The syphilis disease causes Pangloss to lose an eye ,and an ear. Pangloss then tries to justify his loss by stating that without him capturing syphilis, people would not â€Å"have had chocolate†(21) to th is day.Pangloss trying to conceal a serious sexually transmitted disease by presenting the argument that people got chocolate from the new world, shows the absurdity of the logic that is going through Pangloss’s brain. Pangloss is shown to talk without thinking, thus he interprets syphilis as acceptable, because the world received a luxury item in return. Pangloss evokes laughable pity to the reader ,because it is absurd of Pangloss to generate all horrible events happening in his world as favorable affairs; such as him being â€Å"hanged, dissected, [and]whipped†(123). At the end of the novella, Pangloss admits his philosophy of blind optimism can’t explain the â€Å"dreadful suffering† he has faced, and confesses he â€Å"didn’t believe it at all†. Therefore, Voltaire exemplifies through Pangloss’ many disasters that the belief of blind optimism is not only unrealistic, but it is ,as in Pangloss’ case, an attempt to protect blissful ignorance by closing one eye to the rough side of things and as seen affects not only Pangloss , but also Candide by making him just as ignorant, and naive to the world. Although Voltaire makes blind optimism seem ridiculous, by juxtaposing Pangloss’s optimism to Martin’s blind pessimism, Voltaire doesnt castigate

Essay about 1492 - 1024 Words

1492 In the year of 1492, the man who brought tragedy to the Americas was seen as a hero to us, but little did we know what he really did. Every elementary kid learned that Christopher Columbus found America in an honorable way. We also have a national holiday just for him. They never told us though how he was looking for the Indies and thought he was in China. In reality he was lost and had no clue he was in America. They also did not show us how he actually treated the people on the islands when he met them. He was cruel to them just because they could not understand him and he took away their land just because he wanted to. Christopher Columbus was a really bad man, but was taught to us as a good man. What really happened in the year†¦show more content†¦The people on the island had no clue what a sword was so they would cut themselves when they would touch the blade. Christopher Columbus thought it was going to be easy if needed to fight with them. They had no way of pro tecting themselves. He and his men ended up killing these poor people little by little. Even when they tried to help them out by directing them to find gold or help them when they got hurt. On his trip when he arrived in Hispaniola the Taino people living on the island welcomed and were gentle with him and his men. When Columbus left the island he left forty of his men and those men raped and fought the Tainos after they helped them out.2 On his second trip Columbus set up a permanent colony and again his men raped, stole gold ornaments and food that provoked war with the Tainos. The Spanish killed tens of thousands out of population and the ones who did survive the Spanish ended up chopping off their hands if they did not provide their allotment.3 At the end the Spanish wiped out the islands either by killing the people or they left to surrounding countries. When Columbus first saw the people on the island he thought of them as servants. He wanted to bring back home with him six of them to show they could learn their language and that they would want to become Christians. In other islands he did kidnap some. On one voyage he took ten to twenty-five of American Indians. Not all of them arrivedShow MoreRelatedThe Columbian Exchange : 14921248 Words   |  5 Pages1. Columbian Exchange: 1492 †¢ The Atlantic world connected people, animals, and plants between Europe, Africa, and the Americas. Europe brought many diseases that the Native Americans were not immune to to the Americas and took finished goods to Africa. Africa was a major slave trader and exporter of raw materials. The Americas also exported plants to Europe that helped health. 2. Jamestown: 1607 †¢ Englishmen went there in search of gold, but when they found little to none they did not realize thatRead MoreCritical Analysis : Before 1492 1419 Words   |  6 Pageslife could have been if even the slightest bit of history was changed is interesting. What if Africa discovered America? In the text, â€Å"Before 1492†, it states that other continents may have treated the Native Americans the same way if they came to America. Within Blaut’s text in Chapter 2, he focuses on how the same things that occurred in Europe before 1492 were happening in other continents within the Eastern Hemisphere. They were experiencing protocapitalist and the feudal class structure. WithRead MoreAnalysis Of 1492 : Conquest Of Paradise730 Words   |  3 Pageswritten on the long ago events, indicate that the assessment of Columbus as well as many other things in world history associated with his voyage is once again under historical reappraisal. Although overly stylized in its visual imagery, the movie, 1492: Conquest of Paradise, does effectively dramatize some of the controversial aspects concerning the age of European overseas expansion. Christopher Columbus did not make only one voyage to the Western Hemisphere, but four. A considerable portionRead MoreMuslim Spain (711-1492)8971 Words   |  36 PagesOver a thousand years ago, Europe experienced one of its greatest periods of cultural enlightenment.Islam in Spain has had a fundamental presence in the culture and history of the nation. The religion was present inmodern Spanish soil from 711 until 1492 under the rule of the Arabs and Moors of al-Andalus.Islamic Spain was a multi-cultural mix of the people of three great monotheistic religions: Muslims,Christians, and Jews.For more than three centuries in Medieval Spain, Muslims, Jews and ChristiansRead MoreEuropeans and the New World: 1492 to 1600901 Words   |  4 PagesChapter 2: Europeans and the New World, 1492 – 1600 When humans entered the Iberian Peninsula almost 32000 years ago, the first civilization of Spain was formed. Since then, the country has traveled from an era of prehistoric Iberia to the Middle Ages to a rise as an empire and a member of the European Union . The main reason why Spain grew so much in power during the fifteenth century is because of a series of events that took place around that time. The first in such a series of eventsRead MoreReligion in America, 1492-17902224 Words   |  9 PagesReligion in the New World exploded into the land with the colonization of thousands of immigrants. It played an important role in the development of thought in the West. Religion was one of the first concepts to spark the desires of people from other countries to emigrate to the new lands. While many religions blossomed on the American shores of the Atlantic, a basic structure held for most of them, being predominantly derived from Puritanism. Jamestown, the first permanent English settlement, showedRead MoreAnalysis Of Hello Columbus : America Was No Paradise In 14921746 Words   |  7 Pages In the article Hello Columbus: America was No Paradise in 1492, by Robert Royal, Royal argued that Native Americans, along with Columbus, are portrayed wrongly in society today, from schools to media. To start, Royal’s first points out that America was not â€Å"discovered† by Columbus as was taught in grade school, it was filled with thriving Native American tribes. As he wrote, â€Å"Hundreds, perhaps thousands, of different indigenous groups lived here at the time of Columbus s arrival, and historiansRead MoreMajor Turning Points in U.S. History (1492-1820)1366 Words   |  6 PagesMajor Turning Points in U.S. History (1492-1820) Throughout documented United States history, immense changes in social, political, and economic establishments have been brought about by perplexing people or conditions. Often, these changes mark a turning point in the progress of civilization as new ideas are formed, new governments raised, or new discoveries put to use in the interest of progress. Whether these pivotal moments in history may be triggered due to a single nonconforming individualRead MoreReligion in Latin America; the Age of Discovery and Conquest (1492-1597)1058 Words   |  5 PagesReligion played a big role in shaping the values, attitudes, and conduct of the Spanish during the Age of Discovery and Conquest (1492-1579). The colonial church provided control and a standard of conduct and living for the new world. In fact, the colonial church had even more power in Spanish America then it did in Spain. Why this is important though, is because it limited the possibility of rebellion and opposition. As long as the ch urch was in place, there was Spanish order, and as long as thereRead MoreThe History of he United States from the Viewpoint of the People: 1492-Present 1345 Words   |  6 Pagesâ€Å"What we learn about the past doesn’t give us absolute truth about the present, but it may cause us to look deeper than the glib statements made by political leaders, and the ‘experts’ quoted in the press,† states author Howard Zinn (684). Throughout this book, Zinn portrays to the readers the history of the United States from the viewpoint of the people, not just from the rich, but also from the destitute. As Zinn informed, the book is skeptical of governments and their attempts to entrap ordinary

Paper on Critically Examining the Educational Policy of Malaysia Free Essays

string(111) " Policy matters in education with wider ramifications are referred to Cabinet before final decisions are made\." Malaysia is one of the world’s fastest growing economic regions, a rapidly growing nation in the heart of South East Asia. Within a span of two decades, it has succeeded in bringing about socioeconomic transformation of the society; from its architecture to its lifestyle, the Malaysian character speaks of a comfortable coexistence of its ethnic, cultural as well as religious diversity that continues to be a part of this country’s charm and practical reality. Malaysia’s Vision 2020 steers the nation towards becoming a fully developed and industrialized country, a democratic society that is strong in religious and spiritual values, a society that is liberal and tolerant, scientific and progressive, innovative and forward looking. We will write a custom essay sample on Paper on Critically Examining the Educational Policy of Malaysia or any similar topic only for you Order Now This goal is reflected in the mission of the Ministry of Education, that is: â€Å"To develop a world class quality education system which will realize the full potential of the individual and fulfill the aspiration of the Malaysian nation.† Education has provided a solid platform for country’s political as well as economic stability with a view to establishing Malaysia as a regional center for academic excellence and turning education into a top quality export commodity. The Malaysian education system has equipped its young people with a level of competence and skills which has put them on par with the top students in some of the world’s best universities, and at 93%, Malaysia’s literacy rate is one of the highest in the world. The paper aims at critically examining the educational policy of the Ministry of Education Malaysia, with description of social, governmental and economic environments in which the policy was developed. Effectiveness of the policy will be evaluated and problems related to it will be further highlighted, with comparison to the one of the models from class lecture, i.e. the incremental model of public policy. The foundation for the development of the national education system rests on the National Philosophy of Education, which states that: Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. Malaysia being a multi-relligious country, spiritual, religious and moral characteristics of the individuals are highly emphasized and encouraged, which is clear from the national philosophy as well. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving high level of personal well-being as well as able to contribute to the harmony and betterment of the family, the society and the nation at large. One of the most significant reforms initiated in recent years is the formulation of new legislation on education, which will affect the process of educational reforms from pre-school to higher education. The Education Act 1996 replacing the old one of 1961 aims at consolidating the national system of education and widen the scope of education in the country. All categories of schools, with the exception of international ones will be incorporated under the national system of education, which is characterized by the use of a common medium of instruction, a nationally excepted curriculum and common public exams. It will also cover such areas as upgrading and enhancing of pre-school education, teacher education, special education, private and technical education. It gives the education greater prominence, ensuring relevance and quality in the system of education. The Ministry of Education is directly responsible for the organization, management and development of the education in the country and has a centralized system of educational administration headed by the Minister of Education. Hi is assisted by two Deputy Ministers of Education. The secretary-general of Education is responsible for the administrative matters, and the Director-General of Education is concerned with professional matters, and both are directly responsible to the Minister of Education. â€Å"The Ministry was restructured in 1995† and under this new structure there are six principal Departments, such as Pre-school, Primary and Secondary Education Department, Department of Higher Education which coordinates governance and policy formulation of public universities and higher education institutions in the country; Technical Education Department which is responsible for conducting research, planning and implementing technical and vocational programs; Department of Private Education which monitors and regulates the development of private education in the country; Department of Special Education; and Department of Islamic Education which supervises the Islamic and Moral Education at all public primary and secondary schools. Besides these six Departments, there are several Divisions, agencies and statutory bodies within the Ministry of Education that are responsible for professional and administrative matters that are not handled by the six Departments. They can be classified under two broad categories, namely Professional and Administrative Divisions. Under Professional Divisions are: Educational Planning and Research Division, which undertakes macro educational planning, and monitors the implementation of educational policies and programs; Educational Technology Division, which upgrades the quality of the teaching-learning process by providing educational media and technological services to support educational programs; Examinations Syndicate responsible for organizing, administrating and conducting all public examinations for schools; and Federal Inspectorate of Schools, providing professional supervision on the teaching-learning process of teachers and supervisory management to school principals. Under Administrative Divisions, there are Organizational Development and Services Division, which oversees the implementation of the terms and conditions of the education service; Scholarship Division; Management Services Division responsible for handling general administrative matters for the Ministry of Education; Financial Division; Information Systems Division and International Relations Division. The administrative structure is organized at four hierarchical levels, namely, national, state, district and school. A system of committees is established in the Ministry of Education to facilitate inter-division and intra-division decision-making. The Minister chairs the Education Planning Committee, which is the highest decision-making body at the federal level concerned with educational policy adoption, adjustment and implementation. Policy matters in education with wider ramifications are referred to Cabinet before final decisions are made. You read "Paper on Critically Examining the Educational Policy of Malaysia" in category "Papers" b) State Education Department (SED) Those educational policies and plans made at the federal level are implemented at the state level through the State Education Department. It supervises the implementation of education policies, monitor national education programs, project and activities, as well as providing feedback to the central agencies for general planning. District Education Offices are set up in almost all states, except Perlis, Malacca and the Federal Territories, in order to support the state level administrative system. It basically provides the linkage between schools and the SED. At the level of school, the Headmasters/Principals, assisted by two or three Senior Assistants are responsible for providing professional as well as administrative leadership in schools. The Parent-Teacher Associations (PTA) foster better cooperation between the school and the community. Malaysia provides 11 years of free schooling. Education is the responsibility of the Federal Government, and 20,4% of the annual National Budget is allocated for education. The national education system encompasses education beginning from pre-school to higher education. Primary and secondary education is free but not compulsory. Excellence has been achieved through a carefully designed system that allows flexibility and room for individual approaches. This is really apparent at the pre-school and again at tertiary level. However primary and secondary education is highly structured, with a curriculum which enables the sound acquisition of fundamental knowledge and skills. The admission age to the first year of primary education is six. Most schools in the country are government or government-aided schools. The school year starts in January and ends in November. Students sit for common exams at the end off primary, lower secondary, upper secondary and sixth form levels. The primary level covers a period of between five to seven years, the lower secondary three years, followed by two years at the upper secondary and another two years at the post secondary level. Tertiary education in both the academic and professional fields id provided by universities colleges and other public and private institutions of higher education as shown in Chart 1. Pre-school education id part of the national education system under the Education Act, 1996. The aim of pre-school education is to provide a firm foundation for formal education at the later stage. They are run by government agencies, non-governmental organizations (NGO’s) as well as private institutions. Children generally begin their pre-school level between four and five years of age. Within the broad guidelines set by the Ministry of Education, a high degree of flexibility prevails in terms of teaching approaches and medium of instruction. The curriculum guidelines set by the Ministry of Education enables pre-school children to acquire sufficient basic communication, social and other positive skills in preparation for primary schooling. Primary school begins at six years of age, and may be completed within five to seven years. Education at this level aims to provide the child with a firm foundation in the basic skills of reading, writing and arithmetic, as well as emphasizing thinking skills and values across the curriculum. Eventhough education at this level is not compulsory, more than 99 percent of this age group are enrolled in primary schools nationwide. Taking into consideration the multi-ethnic nature of its population, Malaysia has set up two categories of schools: the National and National-type schools. In the national schools the medium of instruction is the Malay language, whereas the medium of instruction in the national type schools is either Chinese or Tamil languages. In both types of schools the Malay language is compulsory, and English is also taught as second language in addition to Chinese, Tamil and other indigenous languages. The curriculum used at this level id the Integrated Curriculum for Primary Schools (ICPS) which consists of three main areas, namely, Communication, Man and his Environment, and Self Development. Two assessment examinations at year three and six are used to evaluate student performance. Outstanding students at year three can opt to go straight into year five. Secondary school offers a comprehensive education program. It aims to promote the general development of students by helping them to acquire knowledge, insight and skills from wide range of arts and sciences as well as vocational and technical subjects that provide a practical bias and hands-on approach to learning. Basically, the ultimate goal is to develop a strong foundation for life-long education as students are introduced to the beginnings of specialization. The medium of instruction is the Malay language, English, Tamil and Chinese are also widely taught as second language. Following the Lower Secondary Assessment examination (PMR) at year three, students move into more specialized fields of study at the upper secondary level, based on choice and aptitude of the students, and are reevaluated at year five through the Malaysian Certificate of Education (SPM) assessment examination. Some secondary schools offer the Malaysian Higher School Certificate (STPM) program which qualifies students for entry into the national universities, colleges and teacher training institutions. Co-curricular programs are regarded as integral part of the school curriculum, and there are basically three types of co-curricular activities, namely, uniformed bodies, clubs and sports. Some co-curricular programs and activities are partly financed by government agencies and the private sector, and implemented at school, district, state and national levels. Various co-curricular programs are organized to develop character, discipline and leadership qualities of the students. Some of these programs are: School Youth Cadet Corp., School Fire Brigade Corp., and other leadership courses. The Youth is highly encouraged to indulge in various Entrepreneurial Programs, writing, speaking and debating competitions as well as cultural activities to create cultural awareness and literary appreciation among the students. Cultural exchange programs are held to promote closer ties and foster better relationship between students of different countries regionally and internationally. Special education provides educational opportunities for pupils with special needs, such as the spastic, handicapped, visually impaired, hearing impaired as well as those with learning disabilities. Currently there are 2883 schools in the country which are equipped with both teaching staff and facilities to help integrate these children within the general school system. However, those needing more intensive care and attention attend 31 special schools. The Education Act 1996 provides for special provision of special education in special schools or in regular primary and secondary schools. As a policy, the duration of schooling for children with special needs in a formal system should not be less than that accorded to pupils in regular primary and secondary schools. To ensure effective implementation of special education programs, the Special Teacher’s Training College conducts courses for teachers of the visually and hearing impaired students. By the way of shedding light on the policies adopted by the Ministry of Education of Malaysia, it would be expedient to evaluate their effectiveness, and give some solutions for future improvements. During the Sixth Plan period, i.e. 1991-95, the overall thrust of education was on expanding capacity and increasing access to all levels of education, strengthening the delivery system and improving the quality of education. Consequently, it resulted in increases in enrollment at all levels of education. Recognizing the importance of pre-school education efforts were taken by the Ministry to increase facilities and improve quality of pre-school education. Efforts by both the public and private sectors including non-governmental organizations, resulted in an increase in pre-school centers from about 6,960 in 1990 to 10,350 in 1995. Correspondingly, the number of children in the 5-6 age category enrolled increased from 328,800 in 1990 to 420,600 in 1995, representing an increase of 27,9 per cent.10 Establishment of pre-school centers in the rural areas was very much emphasized, â€Å"of the total pre-school centers established by the Government, 80% were in rural areas, which benefited about 204,100 rural children.11 In primary education the main focus was on expanding capacity, improving existing facilities, and the quality of teaching and learning materials. In order to instill interest in science from an early age, the old existing syllabus were revised and some new ones were introduced. In order to accommodate increases in enrollment, reduce overcrowding, a total of 9,530 additional classrooms were constructed. With hostel facilities provided in rural and remote areas, students were able to gain access to a more conducive learning environment. In order to attract qualified and experienced teachers to serve in the rural and remote areas, an incentives were introduced for those those willing to teach in rural areas. Efforts were also undertaken to provide greater access to education for disabled children and those with learning difficulties. Despite efforts to improve the overall academic performance of primary school students, gaps in student’s achievements between rural and urban schools still remained. Enrollment at the secondary level in Government and Government aided schools increased by 23.1 per cent from about 1.3 million in 1990 to about 1.6 million in 199512 as shown in Table 1. With the gradual implementation of the policy in the Sixth Plan, the transition rate from lower to upper secondary level improved from 68 per cent in 1990 to 83 per cent in 1995, while the participation rate at the upper secondary level increased from 50. Per cent in 1990 to 63.7 per cent in 1995.13 Due to increasing enrollment in urban schools and to reduce overcrowding, a total of 5,20 additional classrooms was planned for construction. However, only 75% or 3,960 classrooms were completed. Despite improvement measures bring undertaken, there were still concerns regarding student achievement and the proportion of students who chose science subjects at the upper secondary level. In order to meet the manpower requirements of a rapidly growing economy, tertiary education was directed at increasing enrollment at the degree, diploma and certificate levels, particularly in science, medicine, engineering and other technical related courses.. Efforts were undertaken to increase intake into local public institutions of higher learning by expanding physical facilities of existing campuses and establishing new universities. Opportunities for Bumiputera to pursue studies at the tertiary level were expanded at the Institut Teknologi MARA (ITM) where enrollment increased from 27.500 in 1990 to 35.480 in 1995. Enrollment at the degree, diploma and certificate levels increased by 52.7 per cent from 100.590 in 1990 to 153.610 in 1995. In 1995 an estimated 50.600 Malaysian students or 20 per cent of students in tertiary education were enrolled in various institutions overseas.14 How to cite Paper on Critically Examining the Educational Policy of Malaysia, Papers Paper on Critically Examining the Educational Policy of Malaysia Free Essays string(111) " Policy matters in education with wider ramifications are referred to Cabinet before final decisions are made\." Malaysia is one of the world’s fastest growing economic regions, a rapidly growing nation in the heart of South East Asia. Within a span of two decades, it has succeeded in bringing about socioeconomic transformation of the society; from its architecture to its lifestyle, the Malaysian character speaks of a comfortable coexistence of its ethnic, cultural as well as religious diversity that continues to be a part of this country’s charm and practical reality. Malaysia’s Vision 2020 steers the nation towards becoming a fully developed and industrialized country, a democratic society that is strong in religious and spiritual values, a society that is liberal and tolerant, scientific and progressive, innovative and forward looking. We will write a custom essay sample on Paper on Critically Examining the Educational Policy of Malaysia or any similar topic only for you Order Now This goal is reflected in the mission of the Ministry of Education, that is: â€Å"To develop a world class quality education system which will realize the full potential of the individual and fulfill the aspiration of the Malaysian nation.† Education has provided a solid platform for country’s political as well as economic stability with a view to establishing Malaysia as a regional center for academic excellence and turning education into a top quality export commodity. The Malaysian education system has equipped its young people with a level of competence and skills which has put them on par with the top students in some of the world’s best universities, and at 93%, Malaysia’s literacy rate is one of the highest in the world. The paper aims at critically examining the educational policy of the Ministry of Education Malaysia, with description of social, governmental and economic environments in which the policy was developed. Effectiveness of the policy will be evaluated and problems related to it will be further highlighted, with comparison to the one of the models from class lecture, i.e. the incremental model of public policy. The foundation for the development of the national education system rests on the National Philosophy of Education, which states that: Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. Malaysia being a multi-relligious country, spiritual, religious and moral characteristics of the individuals are highly emphasized and encouraged, which is clear from the national philosophy as well. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving high level of personal well-being as well as able to contribute to the harmony and betterment of the family, the society and the nation at large. One of the most significant reforms initiated in recent years is the formulation of new legislation on education, which will affect the process of educational reforms from pre-school to higher education. The Education Act 1996 replacing the old one of 1961 aims at consolidating the national system of education and widen the scope of education in the country. All categories of schools, with the exception of international ones will be incorporated under the national system of education, which is characterized by the use of a common medium of instruction, a nationally excepted curriculum and common public exams. It will also cover such areas as upgrading and enhancing of pre-school education, teacher education, special education, private and technical education. It gives the education greater prominence, ensuring relevance and quality in the system of education. The Ministry of Education is directly responsible for the organization, management and development of the education in the country and has a centralized system of educational administration headed by the Minister of Education. Hi is assisted by two Deputy Ministers of Education. The secretary-general of Education is responsible for the administrative matters, and the Director-General of Education is concerned with professional matters, and both are directly responsible to the Minister of Education. â€Å"The Ministry was restructured in 1995† and under this new structure there are six principal Departments, such as Pre-school, Primary and Secondary Education Department, Department of Higher Education which coordinates governance and policy formulation of public universities and higher education institutions in the country; Technical Education Department which is responsible for conducting research, planning and implementing technical and vocational programs; Department of Private Education which monitors and regulates the development of private education in the country; Department of Special Education; and Department of Islamic Education which supervises the Islamic and Moral Education at all public primary and secondary schools. Besides these six Departments, there are several Divisions, agencies and statutory bodies within the Ministry of Education that are responsible for professional and administrative matters that are not handled by the six Departments. They can be classified under two broad categories, namely Professional and Administrative Divisions. Under Professional Divisions are: Educational Planning and Research Division, which undertakes macro educational planning, and monitors the implementation of educational policies and programs; Educational Technology Division, which upgrades the quality of the teaching-learning process by providing educational media and technological services to support educational programs; Examinations Syndicate responsible for organizing, administrating and conducting all public examinations for schools; and Federal Inspectorate of Schools, providing professional supervision on the teaching-learning process of teachers and supervisory management to school principals. Under Administrative Divisions, there are Organizational Development and Services Division, which oversees the implementation of the terms and conditions of the education service; Scholarship Division; Management Services Division responsible for handling general administrative matters for the Ministry of Education; Financial Division; Information Systems Division and International Relations Division. The administrative structure is organized at four hierarchical levels, namely, national, state, district and school. A system of committees is established in the Ministry of Education to facilitate inter-division and intra-division decision-making. The Minister chairs the Education Planning Committee, which is the highest decision-making body at the federal level concerned with educational policy adoption, adjustment and implementation. Policy matters in education with wider ramifications are referred to Cabinet before final decisions are made. You read "Paper on Critically Examining the Educational Policy of Malaysia" in category "Essay examples" b) State Education Department (SED) Those educational policies and plans made at the federal level are implemented at the state level through the State Education Department. It supervises the implementation of education policies, monitor national education programs, project and activities, as well as providing feedback to the central agencies for general planning. District Education Offices are set up in almost all states, except Perlis, Malacca and the Federal Territories, in order to support the state level administrative system. It basically provides the linkage between schools and the SED. At the level of school, the Headmasters/Principals, assisted by two or three Senior Assistants are responsible for providing professional as well as administrative leadership in schools. The Parent-Teacher Associations (PTA) foster better cooperation between the school and the community. Malaysia provides 11 years of free schooling. Education is the responsibility of the Federal Government, and 20,4% of the annual National Budget is allocated for education. The national education system encompasses education beginning from pre-school to higher education. Primary and secondary education is free but not compulsory. Excellence has been achieved through a carefully designed system that allows flexibility and room for individual approaches. This is really apparent at the pre-school and again at tertiary level. However primary and secondary education is highly structured, with a curriculum which enables the sound acquisition of fundamental knowledge and skills. The admission age to the first year of primary education is six. Most schools in the country are government or government-aided schools. The school year starts in January and ends in November. Students sit for common exams at the end off primary, lower secondary, upper secondary and sixth form levels. The primary level covers a period of between five to seven years, the lower secondary three years, followed by two years at the upper secondary and another two years at the post secondary level. Tertiary education in both the academic and professional fields id provided by universities colleges and other public and private institutions of higher education as shown in Chart 1. Pre-school education id part of the national education system under the Education Act, 1996. The aim of pre-school education is to provide a firm foundation for formal education at the later stage. They are run by government agencies, non-governmental organizations (NGO’s) as well as private institutions. Children generally begin their pre-school level between four and five years of age. Within the broad guidelines set by the Ministry of Education, a high degree of flexibility prevails in terms of teaching approaches and medium of instruction. The curriculum guidelines set by the Ministry of Education enables pre-school children to acquire sufficient basic communication, social and other positive skills in preparation for primary schooling. Primary school begins at six years of age, and may be completed within five to seven years. Education at this level aims to provide the child with a firm foundation in the basic skills of reading, writing and arithmetic, as well as emphasizing thinking skills and values across the curriculum. Eventhough education at this level is not compulsory, more than 99 percent of this age group are enrolled in primary schools nationwide. Taking into consideration the multi-ethnic nature of its population, Malaysia has set up two categories of schools: the National and National-type schools. In the national schools the medium of instruction is the Malay language, whereas the medium of instruction in the national type schools is either Chinese or Tamil languages. In both types of schools the Malay language is compulsory, and English is also taught as second language in addition to Chinese, Tamil and other indigenous languages. The curriculum used at this level id the Integrated Curriculum for Primary Schools (ICPS) which consists of three main areas, namely, Communication, Man and his Environment, and Self Development. Two assessment examinations at year three and six are used to evaluate student performance. Outstanding students at year three can opt to go straight into year five. Secondary school offers a comprehensive education program. It aims to promote the general development of students by helping them to acquire knowledge, insight and skills from wide range of arts and sciences as well as vocational and technical subjects that provide a practical bias and hands-on approach to learning. Basically, the ultimate goal is to develop a strong foundation for life-long education as students are introduced to the beginnings of specialization. The medium of instruction is the Malay language, English, Tamil and Chinese are also widely taught as second language. Following the Lower Secondary Assessment examination (PMR) at year three, students move into more specialized fields of study at the upper secondary level, based on choice and aptitude of the students, and are reevaluated at year five through the Malaysian Certificate of Education (SPM) assessment examination. Some secondary schools offer the Malaysian Higher School Certificate (STPM) program which qualifies students for entry into the national universities, colleges and teacher training institutions. Co-curricular programs are regarded as integral part of the school curriculum, and there are basically three types of co-curricular activities, namely, uniformed bodies, clubs and sports. Some co-curricular programs and activities are partly financed by government agencies and the private sector, and implemented at school, district, state and national levels. Various co-curricular programs are organized to develop character, discipline and leadership qualities of the students. Some of these programs are: School Youth Cadet Corp., School Fire Brigade Corp., and other leadership courses. The Youth is highly encouraged to indulge in various Entrepreneurial Programs, writing, speaking and debating competitions as well as cultural activities to create cultural awareness and literary appreciation among the students. Cultural exchange programs are held to promote closer ties and foster better relationship between students of different countries regionally and internationally. Special education provides educational opportunities for pupils with special needs, such as the spastic, handicapped, visually impaired, hearing impaired as well as those with learning disabilities. Currently there are 2883 schools in the country which are equipped with both teaching staff and facilities to help integrate these children within the general school system. However, those needing more intensive care and attention attend 31 special schools. The Education Act 1996 provides for special provision of special education in special schools or in regular primary and secondary schools. As a policy, the duration of schooling for children with special needs in a formal system should not be less than that accorded to pupils in regular primary and secondary schools. To ensure effective implementation of special education programs, the Special Teacher’s Training College conducts courses for teachers of the visually and hearing impaired students. By the way of shedding light on the policies adopted by the Ministry of Education of Malaysia, it would be expedient to evaluate their effectiveness, and give some solutions for future improvements. During the Sixth Plan period, i.e. 1991-95, the overall thrust of education was on expanding capacity and increasing access to all levels of education, strengthening the delivery system and improving the quality of education. Consequently, it resulted in increases in enrollment at all levels of education. Recognizing the importance of pre-school education efforts were taken by the Ministry to increase facilities and improve quality of pre-school education. Efforts by both the public and private sectors including non-governmental organizations, resulted in an increase in pre-school centers from about 6,960 in 1990 to 10,350 in 1995. Correspondingly, the number of children in the 5-6 age category enrolled increased from 328,800 in 1990 to 420,600 in 1995, representing an increase of 27,9 per cent.10 Establishment of pre-school centers in the rural areas was very much emphasized, â€Å"of the total pre-school centers established by the Government, 80% were in rural areas, which benefited about 204,100 rural children.11 In primary education the main focus was on expanding capacity, improving existing facilities, and the quality of teaching and learning materials. In order to instill interest in science from an early age, the old existing syllabus were revised and some new ones were introduced. In order to accommodate increases in enrollment, reduce overcrowding, a total of 9,530 additional classrooms were constructed. With hostel facilities provided in rural and remote areas, students were able to gain access to a more conducive learning environment. In order to attract qualified and experienced teachers to serve in the rural and remote areas, an incentives were introduced for those those willing to teach in rural areas. Efforts were also undertaken to provide greater access to education for disabled children and those with learning difficulties. Despite efforts to improve the overall academic performance of primary school students, gaps in student’s achievements between rural and urban schools still remained. Enrollment at the secondary level in Government and Government aided schools increased by 23.1 per cent from about 1.3 million in 1990 to about 1.6 million in 199512 as shown in Table 1. With the gradual implementation of the policy in the Sixth Plan, the transition rate from lower to upper secondary level improved from 68 per cent in 1990 to 83 per cent in 1995, while the participation rate at the upper secondary level increased from 50. Per cent in 1990 to 63.7 per cent in 1995.13 Due to increasing enrollment in urban schools and to reduce overcrowding, a total of 5,20 additional classrooms was planned for construction. However, only 75% or 3,960 classrooms were completed. Despite improvement measures bring undertaken, there were still concerns regarding student achievement and the proportion of students who chose science subjects at the upper secondary level. In order to meet the manpower requirements of a rapidly growing economy, tertiary education was directed at increasing enrollment at the degree, diploma and certificate levels, particularly in science, medicine, engineering and other technical related courses.. Efforts were undertaken to increase intake into local public institutions of higher learning by expanding physical facilities of existing campuses and establishing new universities. Opportunities for Bumiputera to pursue studies at the tertiary level were expanded at the Institut Teknologi MARA (ITM) where enrollment increased from 27.500 in 1990 to 35.480 in 1995. Enrollment at the degree, diploma and certificate levels increased by 52.7 per cent from 100.590 in 1990 to 153.610 in 1995. In 1995 an estimated 50.600 Malaysian students or 20 per cent of students in tertiary education were enrolled in various institutions overseas.14 In order to meet the objective of education and skill training programs, which is to produce an adequate number of skilled and quality workforce to meet the manpower requirements of the country as well as produce citizens who are disciplined and possess high moral values and good work ethics, the following measures were suggested:  · to increase the capacity of existing institutions and establishing new ones, particularly in science, engineering and other technical fields;  · strengthen the delivery system through the provision of qualified and experienced teachers and instructors, as well as greater utilization of up to date technologies and computers so as to improve the overall quality;  · improve the management and implementation of education and training programs through enhancing managerial capability as well as strengthening the monitoring and evaluating system;  · strengthen research and development (RD) within the existing institutions of higher learning as well s collaborating with local and foreign RD institutions;  · increase science and technical manpower, particularly in RD;  · provide appropriate incentives to increase enrollment in the science stream.  · improve educational facilities in rural areas so as to reduce dropouts from the schools, while at the same time helping the children to perform better;  · inculcate positive values and right attitudes as well as innovativeness, communication and analytical skills among students and trainees;  · encourage reemployment of retired teachers to overcome the problems with shortages in critical subjects;  · encourage more private sector investment in education and training to complement public sector efforts.15 As far as the future development of pre-school education is concerned, the Government targets at participation of at least 65 per cent of children in the age of 5-6. A comprehensive policy will be formulated for the development of pre-school education, covering major aspects such as curriculum, physical facilities and teacher training, in addition to further improvements of coordination and quality of pre-school education in the public and private sectors. In this respect the latter will be encouraged to provide more pre-school facilities. Furthermore, greater parental involvement in their children’s education will be encouraged to increase awareness of parents on the importance of pre-school education in their children’s development. New syllabus and teaching methods with emphasis to practical experience will be further developed. As far as secondary education is concerned, the enrollment at the secondary level in Government and Government-aided schools is expected to increase by 25 per cent from about 1.6 million in 1995 to 2.0 million in the year 2000. The increase will be more significant at the upper secondary level with the extension of basic education from nine to 11 years. A total of 9,770 new classrooms will be built in order to accommodate the increase in enrollment and reduce overcrowding.16 Teaching method which are simple, practical and interesting will continue to be used in order to increase student’s interest as well as improve their performance. Appropriate incentives will be provided to science students so as to increase enrollment in the science stream. Taking into account the latest technological development, the use of computers in secondary schools will be extensively promoted to build a strong foundation for a computer literate society. Extensive monitoring and evaluation of student’s performance at all levels will be undertaken, in addition to development of new teaching and learning approaches so as to enhance student’s academic performance. How to cite Paper on Critically Examining the Educational Policy of Malaysia, Essay examples

Cultural and Relationship Values Analysis free essay sample

Baderman Island Resorts has decided that it is a good time to implement a new employee handbook. Please be sure to read this memo in its entirety to understand why the handbook has been changed. Baderman Island Resort continues to grow in popularity and brings all types of travelers to the island. Because of this, the Boardman Management Group thinks that having a well-developed employee handbook will be beneficial for current and future employees. Also, The Boardman Management Group understands how important it is that every employee understand the organization’s specific goals, cultural values. As well as understanding the significance of each member of the organization to providing the finest customer service to our guests. Baderman Island Resorts will be changing to follow a more compliance-based cultural system. Boardman Management Group feels that this change will allow for increased growth, success and profitability. This new system is not meant to discourage the employees from continuing to take the initiative to be self-motivating and to continue to provide quality customer service. We will write a custom essay sample on Cultural and Relationship Values Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The internet blog section will continue to remain so employees can make suggestions and offer ideas. This new handbook will still encourage anindividual-based culture. Employees are responsible for their own job performance and for making sure that they follow the policies and procedures. Although there will indeed be times when a team-based culture will be necessary in order to complete certain duties accurately and successfully. The mission and vision statement for all employees is the quality customer service, an extraordinary vacation experience where the guests’ needs and desires are met above and beyond, and to guarantee the guests will not be disappointed. There has been a change to the mission and vision statement that discusses the future additions and attractions that are the process of developmental stages which will show the future and current guests that the Baderman Island Resort will be the place to visit in the future. The first thing that will be covered in the new employee handbook will be employer rights. This will include health and safety, diversity, affirmative action and due process procedures. There will also be coverage of the employee rights as well. This will include the same items covered in the employer rights. The final use of the employee handbook will be as a training, reference, and compliance tool to help the organization stay organized and focused on the goals and objectives of the company. Employees will be able to stay knowledgeable on the policies and procedures, and to remind the employees of the employer’s responsibilities and their rights. My hope is that this memo has been informative towards the new employee handbook and the direction that Baderman Island Resorts is heading towards. I believe that the new employee handbook will be an excellent tool for the employees to prevent confusion and questions that the employees may have. Employee Handbook for Baderman Island Resort Mission and Vision of Baderman Island Resort The mission and vision statement for all employees is the quality customer service, an extraordinary vacation experience where the guests’ needs and desires are met above and beyond, and to guarantee the guests will not be disappointed. Cultural Values of Baderman Island Resort Baderman Island Resort has the belief that in order to continue to succeed in the current market that the organization will need to become a morecompliance-based culture. To ensure that all laws are followed to make sure that the integrity of the company and employees is followed. Employee Rights Baderman Island Resort is an Equal Opportunity Employer (EEOC). The company’s philosophy is to recognize individual attributes and values that each employee brings to the job with respect and acknowledgement. By recognizing these principles it will allow the company to successfully reach its goals of providing excellent customer services and ultimately corporate profitability. Employer Rights Baderman Island Resort has contracted with an employment law firm to provide legal advice and to handle any employee/employer disputes and EEOC issues. Baderman also has the responsibility to ensure a safe and healthy work place for all employees. However in the event that an employee is injured on the job or becomes ill, workers compensation and FMLA leave are offered as well.

Setting the Parameters for Regarding Homosexuality To Whose Doors Should One Lay the Blame To

Striving for liberty and the right to live their own lives, people have started a lot of revolutions, among them the sexual one. However, the social prejudices of all sorts are still taking their toll on people, making them subdivide the mankind into â€Å"norm† and â€Å"deviation†. Among the latter, the homosexuals take one of the chief places.Advertising We will write a custom essay sample on Setting the Parameters for Regarding Homosexuality: To Whose Doors Should One Lay the Blame To? specifically for you for only $16.05 $11/page Learn More In spite of the fact that numerous scientific papers have already stated that homosexuality is another form of sexual behavior, most people still tend to subdivide the ones surrounding them into â€Å"the normal† and â€Å"the pervert†, considering homosexuals belonging to the latter. Thus, at present heterosexuals set the code of conduct with sexual minorities. Introduction Because of the fact that the opinion of the majority still plays a great part in the life of most people, the life of sexual minorities is shaped according to the principles of the heterosexual part of the population. Although it cannot be denied that people’s sexual behavior depends on their own character in most cases, struggling with the society for the rest of one’s life is not the alternative which most sexual minorities choose. Thus, despite their natural inclinations, they are forced to shape their behavior and their needs according to the ideas of the people of different sexual orientation. It goes without saying that imposing sexual minorities with the behavior which is absolutely unnatural to them results in further psychological disorders, neuroses and even depressions. Thus, it must be admitted that the situation needs consideration urgently. Being different from the others often takes too much forces to live a full life and not to be afraid of mockery and scornful g lances. Fighting for the Place under the Sun: The Heterosexuals One of the standards which the heterosexual people impose on the sexual minorities is monogamy. Since it is natural for heterosexual people to be tied by a conjugal knot, it appears unnatural for them to lead the lifestyle which homosexuality presupposes, with its ideas of free love and with the lack of care for the hearth and home. Thus, Klesse (2006) notes, Although polyamory is not essentially linked to any particular sexual identity, a significant part of the UK polyamory scene seems to consist of bisexuals or – as one of my interview partners put it – ‘heteroflexibles’. It is not surprising, therefore, that polyamory emerged as one of the most significant discourses on nonmonogamy used by bisexual-identified participants in my study. (566)Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Marking thus t hat it would be a mistake to correlate certain type of sexual identity to certain pattern of sexual behavior, Klesse (2006) suggested that homosexuals are ore inclined to being polygamic, mainly because of the circumstances which they appear in due to their orientation. Another proof that being different from the others triggers a great amount of problems, this statement sheds some light on the dramatic state of homosexuals. Neglected and scorned at, they seek every single opportunity to become happy again, which leads them to creating numerous bonds with various partners. Thus, it can be supposed that the polygamy of homosexuals has been dictated by the desperate state which they are in and the manner in which the society teats them. Therefore, it can be supposed that the problem of polyamory among homosexuals is what troubles the society most. Trying to correct the behavior of homosexuals in a more conformist way, heterosexuals encounter the wall of misunderstanding and protest, w hich is quite understandable. Being forced to change their idea of love, sexual minorities are literally made to protect their â€Å"domain†. As Kipnis (2003) marked, It is our culture alone that has dedicated itself to allying the turbulence of romance and the rationality of the long-term couple, convinced that both love and sex are obtainable from one person over the course of decades, that desire will manage to sustain itself for 30 or 40 or 50 years and that the supposed fate of social stability is tied to sustaining a fleeting experience beyond its given life span. (157) Considering Kipnis’s arguments, the following conclusion can be drawn: the people of heterosexual orientation shape the life, both social and personal, of sexual minorities in such a way that they could not behave in their natural way. Made to regard the rules which have been designed to fit the others, not them, sexual minorities must feel quite uncomfortable and probably desire to change the sit uation. According to the order which has been set for the heterosexuals, monogamy fully answers the needs and wants of this social layer. Helping people to flock in families, this structure allows the approach which will crate the integrated system of relations and will provide close bonds for the future. Another important issue of the life of the so-called â€Å"ordinary† people is their children. In contrast to homosexuals, who cannot have children, heterosexual couples concentrate on creating the sufficient life conditions for their future offsprings, which makes the family ever closer and more intertwined into a single entity with its own rules, traditions and structure.Advertising We will write a custom essay sample on Setting the Parameters for Regarding Homosexuality: To Whose Doors Should One Lay the Blame To? specifically for you for only $16.05 $11/page Learn More With such support as the basis for the family, heterosexuals can be more certain about their lives, their future and their goals. With the support of the society, heterosexuals feel more positive about their state of affairs and are more likely to take active part in the social life. Thus, they are less exposed to the danger of stress or depression, and are apt to maintain more or less constant mood. One more important subject which must be touched upon is the issue of venereal diseases. Since heterosexuals tend to have only one partner, their risk of catching a venereal disease can be driven to minimum, whereas homosexuals are in the constant danger of catching a contagious disease which is extremely hard to cure. Thus, it is a well-known fact that the number of people with HIV is growing among homosexuals, mainly because of their tendency to form short-term relationships and take the idea of venereal disease danger rather light-mindedly. Because of the abovemntioned liability to venereal diseases, homosexual relationships are considered as potentially dangerous by heterosexuals, which makes the latter intrude into the life of the people whom they consider different and thus â€Å"abnormal†. Showing the latter’s idea of what sexual life must be, heterosexuals make gays succumb to the idea of monogamy which is unnatural for the latter. Such situation causes great stress for the people whose will is being suppressed, which results in numerous complicacies in personal and social life. Such situation actually makes gays choose between being contented with their personal life or with the social one, making the combination of both impossible. Thus, it can be considered that, creating a single pattern for sexual behavior, heterosexuals convince the world that, contrasted to the lifestyle suggested by them, the one which homosexuals lead is completely wrong, vicious and absolutely unacceptable. With help of such powerful armor as rumors and prejudice, heterosexuals create an impression of lecherous life, indulging into lust. Even though the striking contrast between the two types of sexual orientation could lead people to the idea of their coexistence, the inertness of the social point of view inevitably leads to the idea that sexual minority cannot have their point.Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Struggling for Happiness: Those Considered â€Å"the Reverse† Despite the oppression which homosexuals encounter in the modern society, it has to be admitted that gays have already gained certain rights, among them the right to be considered as normal people. In spite of the fact that some people still cannot embrace the idea of homosexuality as another type of norm, the reaction of the society towards the homosexual love has greatly changed in terms of the way people perceive the idea. As Johnson (2004) marked, it was peculiar that people took the idea of homosexuality as a norm for granted, almost unconsciously. A solid proof for that is the fact that people accept the idea of homosexualism as a type of love, yet they can never associate it with themselves: When speaking about homosexuality, every person expressed the belief that ‘gay men and lesbians’ experience love exactly in the same way as heterosexuals: ‘love is love’, they often said. Such a belief relies on a series of changes in the construction of sexuality, but also draws upon the specific construction of an imagined universal essence of love (103) Thus, it has to be admitted that the idea of homosexuality as something that has the full right to exist has never occurred to any of heterosexuals. People only accepted it as something inevitable, something that came into the ordinary life without permission and crashed the usual model of thinking. That does nit signify, however, the lack of tolerance – it is rather the signal of the unwillingness to understand the viewpoint of the opponent. Therefore, there is no doubt that in the heterosexual background with its long-established morals and the patriarchal structure, gays and lesbians with their ideas of free love and the desire to live their life the way they want to look in the most unattractive and dissolute way. Not being able to tell sanctimony from genuine indignation, those who are still unsure about thei r position concerning homosexuals take the viewpoint of the people who seem the most righteous. However, taking the approach which involves the idea of love as it is, pure and sacrificial, it would be possible to incorporate the ideas of homosexual love and the concept of platonic love, which will lead to the conclusion that love in its pure, unleashed shape, has nothing to do with people’s prejudice and morality: In particular, love can be separated from morality and moral expectations. For the generations who have been allowed sexual freedom there is no reason to suppose that love cannot be immediate or fulfilled. ‘Galling in love’ has never, for those of us who live in the contemporary West, been erased. (Evans 2002, 105) Thus, rising love to the heavens above, it is possible to understand that in its every manifestation can be considered as something magnificent and incredible. A gift from up above, it does not follow the conventional models of behavior and w ill never restrict itself to any rules – at least among those established by people. With such vision of love, it can be admitted that the society is ready to fold homosexuals in their arms. However, being realistic, it is necessary to admit that the current state of affairs is far from being ideal, and the idealistic thoughts concerning the freedom to love and the freedom to choose can be left way behind – at least, at the present stage of the mankind development. Although the social tolerance towards homosexuals has progressed greatly, one still can feel the impact of the distrust which heterosexuals used to have for homosexuals. It is obvious now that the opinion of the most conservative heterosexuals is still considered as the cornerstone for nourishing distrust towards the latter. It seems that the reframing of homosexuals’ minds is still in progress, despite the convincing proofs that such sexual orientation id no deviation, but another possible variant of loving. Applying their ideas to the examples from Bible and making accent on Christianity as the glue which holds the social morals together. Though the reasons which are given by the opponents of the â€Å"peace theory† cannot hold water, the antagonists of homosexual relationships are more than persistent tin their attempts to take the lost sheep to the pastor: â€Å"In some cases God gives grace to be celibate. But since marriage is a good gift, and God’s pleasure is toward Christian marriage, former homosexuals whose mind and hearts are renewed will find pleasure in the same thing that God does. (Welch, 2000, p. 35-36). Such claims raise serious doubts whether the mankind is mature enough to accept the changes which the world is undergoing at the moment. Although the issue of homosexualism has existed since the times immemorial, starting from the Ancient Greece and Rome, the people of XXI century seem to be inclined to believe that this is the phenomenon which mu st be eliminated. Such state of affairs can signal only about the immaturity of the mankind and its unwillingness to think in the way different from the conventional one. Supposing that there could be another way of loving than the one which they have been practicing seems unbearable for them. Thus, it seems that the thing which needs changing indeed is our own world picture. Setting the Standard of Being a Man: The Influence of the Heterosexuals In site of the fact that heterosexuals position monogamy as the best way to arrange one’s personal life, there is one big â€Å"but† about the theories of the opponents of polygamy. Namely, this is adultery. No matter what individuals might say, statistic shows that the level of adultery among the spouses hits potentially dangerous mark. Thus, the hypocritical accusations of homosexuals concerning their frivolity can be considered too far-fetched. As Kipnis said, Adulterers aren’t just †playing around.† Thes e are our home-grown closet social theorists, because adultery is not just a referendum on the sustainability of monogamy; it is a veiled philosophical discussion about the social contract itself. The question on the table is this: †How much renunciation of desire does society demand of us, versus the degree of gratification it provides?† Clearly, the adulterer’s answer, following a long line of venerable social critics, would be, †Too much.† (Kipnis 158) In other words, it can be considered that the accusations of heterosexuals sound no longer solid, and their protestations of the saint lifestyle are no longer trustworthy – or, at least, no more trustworthy than the ones of homosexuals. Another thing which is worth considerations is the foundation of their own lives which is shattered into pieces as the abovementioned theory is sounded. Although some people could consider such approach as an attempt to accuse the conservative morals, to cast a shadow on the settled idea of love and marriage, it is obvious that Kipnis is merely trying to give equal rights and chances to both the representatives of the traditional sexual orientation as well as gays and lesbians. Anyway, it is clear now that both opponents have the right to live a full life. Evaluating the Situation: The Way One Must Love Despite the attempts to blaze their own trail to follow, gays are highly subjected to the outer influence, which results in numerous restrictions and living the life of someone lese. It goes without saying that something has to be done to improve the situation, yet the necessity to coexist with the society which makes these people swallow the objections as they are supposed to twin off the only correct road. We, the people and the public, are therefore now allowed into the worlds of minor royalty and successful entertainers. Moreover, we are invited to assume that our lives are their lives, in the sense that we all, rich and poor, share the common goals of a successful partnership (generally, but not exclusively, heterosexual), a ‘beautiful home’ and photogenic children. (Evans 2002, p.106) Therefore, the primary goal of the modern society would be not to inflict the wrath and curse on those who do not look like us and behave in different mode, but to try to conceive what these people are longing to. With a more humane approach heterosexuals will be able to understand the woes and miseries of the homosexuals. It has to be admitted that the rights of all people must be recognized, no matter who these people are and what lifestyle they lead. Differentiation of people, no matter what it is based on, the color of skin, the sexual orientation or the specific hobby, will still remain discrimination, which must be taken into consideration as well. Despite the fact that homosexuality is rather an inborn specific trait of one’s soul, there is certain evidence that some people can resort to homosexual relati ons as a result of a childhood trauma, as Welch (2000) admitted, which means that choosing the correct approach to people could determine their future life. Because of the fact that most people consider homosexuality as a form of psychological deviation, gays and lesbians become assured that they need certain treatment, and that their idea of love is shameful and dangerous; thus, the environment for depression and stress can be easily created. Being under such pressure for several years, these people will not be able to handle the situation on their own, and it is only the help of a qualified specialist that can provide them with the comfort which they lack so much. On the one hand, sexual freedom has suggested that each person can make choices on his/her own, creating the most comfortable environment fro hi-/herself, both in the public and personal life. However, it seems that the sexual orientation is not the thing which requires detailed discussions; thus the most reasonable way out would be not to advertise one’s sexual orientation. No matter how hard it could be, as long as the situation does not harm one’s mental or physical health, such intimate issues are preferable to keep to oneself, otherwise various conflicts are highly probable. It is quite understood that personal comfort could be achieved only when being completely open to the people around; yet it is important to distinguish the ones who are worth trusting in and the ones who are not. Excessive sincerity has never been the most precious quality; at certain period, it can be considered rather stupidity. That does not mean though that one must lead the life of a hermit. Enjoying the life as it is, with every breath taken, it is still possible not to expose one’s sexual preferences to the others. Appreciating the other people’s feelings is of great importance, either. Conclusion According to the analysis of the contemporary state of homosexuals, it can be concluded that the sexual minorities are maltreated quite often. Due to the prejudice which people believe most when mentioning gays and lesbians, it can be stated that even modern people are apt to believe the widespread and absurd myths about sexual minorities. Thus, trusting in the false information, people keep distanced from sexual minorities and make the latter follow the life pattern designed for heterosexuals. Because of the peculiarities of relationships between homosexual couples, the rules and laws of heterosexual communication cannot be applied to them. Thus, they suffer when seeing that they are unable to find the beloved man or to socialize with the rest of the world. Becoming socially isolated, these people start degrading, which adds you the feeling of distrust of the heterosexual part of the mankind. One of the chief differences between the two types is the way of searching for the partner. Preferring the patriarchal style of keeping the family, heterosexuals have established the rules which homosexuals cannot fit into. Thus, searching for another means of finding their beloved, they are forced to choose unconventional and often forbidden paths. Thus, unless the communication between the two opponents begins, no possible improvements can occur. It is only the mutual understanding which will lead the people out of the dark into the sunlight of the brand new day, when both the heterosexuals and the homosexuals will be able to find a common language and not to scorn each other anymore. It must be kept in mind that once the humane approach is applied, numerous difficulties will dissolve at once. However, like every other revolution, this change will take some time. Thus, all what people can do is to become a bit more tolerant and sympathetic. Perhaps, things will change then. Reference List Evans, M., (2002) Love: An Unromantic Discussion. Oxford: Polity. Johnson, P., (2004) ‘Haunting Heterosexuality: The Homo/Het Binary and Intimate Love, Sexualities, 7( 2): 183-200. Kipnis, L., (2003) Against Love: A Treatise on the Tyranny of Two in Suzanne LaFont (ed.) Constructing Sexualities: Readings in Sexuality, Gender and Culture: 156-161. Klesse, C. (2006) Polyamory and its ‘Others’: Contesting the Terms of Non Monogamy Sexualities, 9 (5): 565-583 Welch, E. T. (2000) Homosexuality. Speaking the Truth in Love. This essay on Setting the Parameters for Regarding Homosexuality: To Whose Doors Should One Lay the Blame To? was written and submitted by user Anaya Caldwell to help you with your own studies. 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What To Do When You Want To Practice For Your AP Psychology Essay Sample Test

What To Do When You Want To Practice For Your AP Psychology Essay Sample TestThere are many ways to practice for your AP Psychology Essay Sample Test. We've seen the person sitting in front of a mirror and making little notes on what they see or think about. We've even seen people marking up the whiteboard for pictures or diagrams.And we've even heard people talking about the AP Psychology Essay Sample Test, discussing how difficult it is and how they're afraid to take it. But sometimes people don't know where to start when they want to test their understanding of the AP Psychology Essay Sample Test.First, take some time to think about how much time you have available to do the actual assignment for the Sample. With so many resources available, it may be tempting to just try to get the Sample Test done early to avoid getting behind.In most cases, however, you will want to try to finish the Sample early to give yourself time to review and prepare for the Sample. With enough preparatio n time, you'll know what to expect and you'll be prepared for the Sample.Of course, even though it may seem like you're rushing to get the Sample done early, the fact is that you need to set aside some time for the Online Test. This will also give you time to review what you learned from the Sample and get back to practicing for the Online Sample. If you're taking the Sample at a time when you can study with the class, then this time off should be a full day to get the Online Sample done.While you're studying for the Online Sample, remember that you're probably going to use some tools and techniques from the Sample as well. This is one of the reasons why it's important to review what you've learned about those tools and techniques from the Sample as you're studying for the Online Sample.Hopefully by now you've at least gotten a feel for the Online Exam and how it's different from the Sample. And, hopefully, you've gotten a better idea of where to find resources for the Online Exam a nd how you'll need to plan to study for it.