Requirements For Accounting Of Business Combinations

1. Exclusions of AASB 3 AASB 3 has defined business and business combination in appendix A as: A business is an integrated set of activities and assets that is capable of being conducted and managed for the purpose of providing return in the form of dividends, lower costs or other economic benefits directly to the investors or other owners, members or participants. A business combination is a transaction or other event in which an acquirer obtains control of one or more business. AASB 3 applies to all the general form of business combinations but exclusions are: ïÆ'Ëœ If the business combination results in the formation of the joint venture then such business combinations are exclusions from the scope of AASB 3 ïÆ'Ëœ If the business combination involves business under common control then also such business combinations are exclusions from scope of AASB 3 ïÆ'Ëœ If the acquisition of assets that do not constitute a business then such combinations are exclusions from the scope of AASB 3 2. Requirements for Accounting of Business Combinations AASB 3 has set standard method of accounting for any business combination, which requires application of the acquisition method and involves the following steps: 1) Identifying the acquirer One of the entities in business combination must be identified as acquirer where an acquirer is the entity that obtains the control of acquiree. 2) Determining the acquisition date It is the date at which the acquirer obtains the control of the acquiree thatShow MoreRelatedThe Requirements Of Australian Standards1517 Words   |  7 PagesAccounting for Business Combinations and its relevant issues under the requirements of Australian standards have raised a considerable number of concerns, and therefore remained controversial for both accountants and scholars who have been struggling to deal with the practical – and – theoretical development of the Accounting industry. 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A company successfully selling a particular product at higher price than another company with similar product due to customer satisfaction, location advantages, management and employee relations, etc. A company enjoying these benefits is not necessarily reporting itRead MoreDiscuss the Difficulties Relating to the Recognition and Measurement of Intangibles Generally and of Brands in Particular.1236 Words   |  5 Pagesmeets the three criterions are the first requirements and the difficulties to recognize an intangible asset. Firstly, the identifiable of an asset is that â€Å"it is capable of being separate or divided from the entity and sold, transferred, licensed, rented or exchanged† (IAS38). So as the intangible assets, it also should be separ able from the entity or other rights and obligations. 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Business combinations have implemented the newly created accounting treatment called the â€Å"acquisition method.†    The major changes in the acquisition method involve variations to fair value measurement, goodwill recognition, and non-controlling interests.         Under this method, the parent company reported the netRead MoreDefinition Of Financial Reporting System1283 Words   |  6 PagesEmmanuel Shipstone ACCT Reading 1 The 2003 paper by Schipper discusses the move in the accounting community to abandon the U.S. â€Å"rules based† accounting system in favor of a principles based system. Karen Schipper is an accounting professional that is a member of the FASB. The principles based system allows for the appropriate exercise of professional judgment. The current system is â€Å"rules based† and is based on the stringent guidelines that encourage decisions be made that follow a decision treeRead MoreThe Effect Of International Financial Reporting Standards On Current Tax Planning Strategy Essay821 Words   |  4 Pagesincapability of the IRFS to adequately reflect the different tax regimes in financial statements. Moreover, as the IRS revenue code and different tax laws have grown over a long period with the existing accounting policies as the main set of accounting standards applied in the income tax requirements (Epstein Jermakowicz, 2010). Firms should begin recognizing the effects of specific IFRS standards on their tax compliance and reporting as each change on a financial statement from the IRFS conversion

Charles Bukowski s Poem, A Genius, And Power Of The Human...

â€Å"But there is genius in their hatred, there is enough genius in their hatred to kill you† (Lines 23-24). In Charles Bukowski’s poem, â€Å"A Genius in the Crowd,† he speaks pessimistically about the human brain and disrespects the good that comes from it, yet does not hold back on describing its power. He uses dark, extreme examples to describe hidden truths in today s society. In Emily Dickinson’s poem, â€Å"[The Brain—is wider than the Sky—],† she talks about the power of the human brain, complimenting and respecting it to things thought to be incomparable. Both Dickinson’s and Bukowski’s poems show the strength and power of the human mind, but their views on what the brain accomplishes are far from similar. The power of the brain is something†¦show more content†¦As stated in the literary criticism, â€Å"The Brain Is Wider Than the Sky,† â€Å"The brain is compared with God, and weighing is the metaphor, not containing. The brain is only or exactly (â€Å"just†) â€Å"the weight of God.† Dickinson was raised in a Calvinist household and knew the Bible well, so she probably would have known that one of the Old Testament Hebrew words translated as â€Å"glory† also means â€Å"weight,†.† (Thompson, Evan) The word weight or glory is meant to stand for great beauty. This means that the brain was even above god and that there was even deeper meaning to what Dickinson was saying about the brain. This supports my claim stating that the brain wasn t comparable to that of god s, rather that it was above and beyond. Emily Dickinson is comparing the brain to the great beauty of god. With the word weight, actually meaning glory, we can imply that she is complimenting the brain. Dickinson speaks of the respect that the brain deserves and compliments the usefulness of its abilities, where Bukowski’s is proclaiming the power of its nature of destruction. In Bukowski poem he exclaims his hatred through acts, stating, â€Å"But there is genius in their hatred / there is enough genius in their hatred to kill you.† (Lines 23-24) Bukowski is claiming that the genius is the human brain is derived from hatred and the roots of evil. He elaborates in the next line and claims that the power of their genius is only in their hatred for you andShow MoreRelatedAnalysis of Ginsbergs Howl Essay2804 Words   |  12 PagesWilliam Wordsworths definition of poetry as the spontaneous overflow of powerful feelings is more evident in Allen Ginsbergs Howl than just about any other poem (Wordsworth). Divided into three distinctive sections as well as an additional footnote, the poem utilizes a writing style based on self-symmetry to act as the framework for this overflow. The progression from one section to the next gives an impression of a crumbling society, brought to its knees through years of excessive lifestyle

Capital accumulation, free essay sample

Name two types of market failure. Explain why each may cause market outcomes to be inefficient. Externalities and Market Power. Externalaties are byproducts of a product. Exteranlities can lead to a failure because buyers and sellers do not consider the side effects, which can lead to imbalance in equilibrium based on a societal standpoint. Market Power occurs when there is a single buyer and seller (or small group of them) with the ability to control market prices. This can lead to failure because it keeps prices and quantity away from the equilibrium of supply and demand. 2. What happens to consumer and producer surplus when the sale of a good is taxed? How does the change in consumer and producer surplus compare to the tax revenue? When a product is taxed both consumer and producer surplus drop. This change in surplus is gained in tax revenue, but producers earn less and consumers get less for their value. We will write a custom essay sample on Capital accumulation, or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 3. How do the elasticities of supply and demand affect the deadweight loss of a tax? Why does this effect occur? The elasticities of supply and demand affect deadweight loss in that when: supply/demand is elastic, then the deadweight loss is high. If the supply/demand is inelastic, then the deadweight loss is small. This occurs because taxes change the behavior of buyers/sellers. If tax increases price of buyers, they consume less. If tax reduces profit of producers, then they produce less. 4. What does the domestic price that prevails without international trade tell us about a nation’s comparative advantage? If the domestic price is low, then it says that county can produce that product cheaply, and has a comparative advantage. If it is high, then that country is at a disadvantage compared to other countries. What is the difference between the unilateral and multilateral approaches to achieving free trade? Give an example of each. Unilateral approach is when the country reduces trade restrictions on its own. ‘Isolandia’ removes tariffs on imports. Multilateral approach is when a country reduces it trade restrictions while other countries do the same (through bargaining) ‘Isolandia’ removes tariffs on imports if ‘Seclusia’ also removes theirs. 6. Why do economists use real GDP rather than nominal GDP to gauge economic well-being? Define the GDP deflator. Nominal GDP is GDP (goods and services produced, and their prices) calculated at current prices. Real GDP is GDP calculated at constant prices(goods ands and services produced). We use Real GDP because it reflects changes in production vice changes in prices. The GDP Deflator allows calculating only the prices of goods and services. 7. What is the CPI? Which do you think has a greater effect on the consumer price index: a 10 percent increase in the price of chicken, or a 10 percent increase in the price of caviar? Why? Consumer Price Index, is a measure of the overall cost of goods and services bought by a typical consumer. A 10% increase in chicken will have a greater affect on the CPI because more people typically by chicken than those who buy caviar. 8. Describe the three factors that make the consumer price index an imperfect measure of the cost of living. Then explain how the GDP deflator differs from the CPI. Substition Bias: Consumers substitute towards goods that cost less Introduction of new goods: A new product is introduced allowing more choices. This reduces cost of maintaining same level of economic well being. Unmeasured quality change – if a goods quality goes down, but remains at same price – then the dollar is worth less than previously. If the quality goes up, and price remains the same, then the dollar is worth more than previously. GDP deflator accounts for goods produced domestically, while CPI accounts for all goods purchased. GDP Deflator also accounts for all currently produced goods, while CPI accounts for a fixed set of goods, that may not include new goods or include goods that no longer exist. 9. List and describe the determinants of productivity. Physical Capital: Quality of tools the worker has – better quality, the more production. Human Capital: Knowledge and Skills – education, experience and training. Better training = better efficiency. Natural Resources: Resources made available for input into production. Either renewable or non-renawable. Access to resources reduces costs of importing them – but is not necessary. Technical Knowledge:Refers to societies understanding of how the world works. (Human capital refers to recources expended to transmit this understanding to its workers) 10. Explain how a higher savings rate can lead to a higher standard of living. What might deter a policymaker from trying to raise the rate of saving? Saving now and consuming less now, allows for investments and ability to consume more in the future. Diminishing returns are what might deter a policy maker raising rate of savings. At a low capital, an extra increase in capital increases production. But as you continue to invest capital, the growth of production is at a lesser amount. It continues until a point in where a large increase in capital only gives a minor increase in production.

Second Amendment Essays (2460 words) - Gun Politics, James Madison

Second Amendment The United States of America has taken drastic steps in taking away the American peoples God given rights and Constitutional rights. The United States government is supposed to be a government of the people, by the people, for the people. There are very clear signs of a cancerous growth within our government and the citizens of America need to take preventative measures to ensure the freedom for which our founding fathers fought and died. I am speaking of numerous issues that have arisen in the United States that clearly demonstrate that our government is taking away our rights. I will hopefully be able to show a brief description of the government, as it is today and what it was designed to be. I will also describe our rights and the reasons for keeping those rights, such as the gun control laws that have been passed restricting our rights to bear arms. History serves us well in that it provides us with the facts that show increases in crime, poverty, injustice and overall social unrest is the result of Democracy as defined by our current administration. The fact is that the governments idea of a democracy and our idea of a democracy are two different meanings entirely. I speak about this because it directly affects the way that the United States government has taken away not only your Constitutional rights but also your God given ones. I have quoted below an excerpt from a military manual that I once read that struck me as very profound. In order to understand the true meaning of the word democracy, examine the definition of the word as provided by the 1928 American Military Training Manual and then compare it with the definition of the word Republic, taken from the same manual. Now remember these definitions the next time you see a public official or anyone else for that matter, standing before the camera talking about democracy: Democracy: A government of the masses. Authority is derived through mass meeting or any other form of direct expression. Results in a mobocracy. Attitude toward property is communistic, negating property rights. Attitude towards law is that the will of the majority shall regulate whether it be based upon deliberation or governed by passion, prejudice and impulse without restraint or regard to consequences. Results in demagoguism, license, agitation, discontent, and anarchy. Republic: Authority is derived through the election of public officials best fitted to represent them. Attitude for property is respect for laws and individual rights, and a sensible economic procedure. Attitude toward law is the administration of justice in accord with fixed principles and established evidence, with a strict regard to consequences. A greater number of citizens and extent of territory may be brought within its compass. Avoids the dangerous extreme of either tyranny or mobocracy. Results in statesmanship, liberty, reason, justice, contentment, and progress. (1928 American Military Training Manual) While our government was formed as a republic, we have lost that form and exchanged it for a democracy. The fact that our forefathers had set up a Republic and not a Democracy is a key to understanding the present government. Ours will be a democracy so long as our elected officials will vote which ever way the powerful winds of special interests blow, as long as they do not "administer justice in accordance with fixed principles", those principles being set forth in the Bill of Rights. The vast majority of representatives need to be removed from office and replaced with those that will do a correct and honest job without thought of personal gain. We need to set term limits to keep career politicians out of office and elect citizen politicians who are true patriots to our great nation that are trying to uphold what our forefathers had original set forth in their sacrifices as the god given rights and Constitutional rights. There are few great patriots in positions of power today. The end of the line, and I reiterate, is that we are losing all of our constitutional rights, as well as our God given rights. On a daily basis, the government is trying to take away our Second Amendment rights as well countless other rights. Only a constant vigil will keep those that usurp power and control from doing so. The Second Amendment states, and I quote: "A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed."(Bill of Rights) In the Second Amendment it does

To Kill A Mockingbird Is this novel simply a pessimistic presentation of a deeply flawed and discriminatory society Essay Example

To Kill A Mockingbird Is this novel simply a pessimistic presentation of a deeply flawed and discriminatory society Essay Example To Kill A Mockingbird Is this novel simply a pessimistic presentation of a deeply flawed and discriminatory society Paper To Kill A Mockingbird Is this novel simply a pessimistic presentation of a deeply flawed and discriminatory society Paper Essay Topic: Deep Literature In this essay I will be looking at the different types of prejudices that are used in the novel. These include prejudice against colour, sex, class, outcasts and outsiders. I will be looking at how these prejudices affect the characters in the novel and how their attitudes change. I will also be looking closely at the characters of Atticus Finch and Bob Ewell, who have completely different attitudes towards racism. I interpret the word prejudice as literally meaning pre-judge. When someone is prejudiced against someone then it means that they are judging him or her without knowing them and this is usually down to racism. There are many examples of prejudice in the novel and this gives the idea that Maycomb is a deeply flawed and discriminatory society. The main example of prejudice in the novel revolves around the trial of Tom Robinson, who is a black man that is being tried for a rape crime that he did not commit. The pre-judgment of Tom Robinson by a 12-strong Maycomb jury shows that the community is deeply racist. White people considered blacks to be upstart and the reason for this is that the book is set at the time of depression and whites were worried that, black men could take their jobs. This is one of the reasons that Bob Ewell accuses Tom Robinson of murder. Ewell is deeply racist and when he finds his daughter trying to seduce Tom he automatically accuses the black man. Although this prejudice against Tom Robinson is started by one the man most of the town have no trouble in sticking by the white man and this is why the trial is one of the main areas of racism in the book. This racism against blacks though is not the only area of discrimination in Maycomb society. There is also a strong discrimination against outsiders that starts at a very early age. An example of this is when scout goes to school for the first time and her teacher says, I am from North Alabama, from Winston County. At this point the class murmured apprehensively, should she prove to harbour her share of peculiarities indigenous to that region. By doing this, the class is pre-judging their teacher only a few minutes after meeting her for the first time. The children are showing that even at their early age they consider outsiders to be peculiar. The only reason that I can see for this is that this has been drilled into them from a young age and therefore gives us the idea that the town they live in is deeply flawed and discriminatory The character of Bob Ewell can be seen as the epitome of everything that is wrong with the society of Maycomb. He is described as a little bantam cock that crowed like a rooster on a dung hill. This shows what the people of the town think about him and also how his racist opinion would usually count for nothing. Mr. Ewell is also a redneck, which is made clear when the author says, the back of his neck reddened at the sound of his name. This tells us that Ewell is a racist piece of white trash, like most other rednecks. The character of Bob Ewell rubs off on the rest of his family, whom he treats, with no degree of respect or care. The first example of this comes about when his son, Burris Ewell is at school. The teacher tries to repremand Burris but he says, you ain`t sending me home missus. I was just on the verge of leaving- I done my time for this year. This shows how Bob has not laid down any rules for his children and he doesnt set any rules for his children or care what the get up to. It also gives across the idea that the Ewell family is very dysfunctional and this is one of the many differences between the Ewells and the Fiches. An example of how Ewell has no respect for his family is the way that he drags his daughter Mayella through a rape trial for some personal attention. Ewell describes the rape as rutting and this is a word that is only usually used to describe sex between animals. By using this sort of language Ewell is portraying himself and his family as wild animals and when a wild dog appears later in the novel this can be seen as a portrayal of Ewell. Atticuss children are very different from Ewells but they, like many of the other children in the novel are also prejudiced. Scout is victimized by her brother Jem for not being girlish enough. He says, I declare to the lord you are getting more like a girl everyday! This upsets Scout because she seems to want to be a boy because men obviously have a higher status in the town. Although Scout is being victimized here she shows signs of being racist herself. When she and Jem are building a snowman that is mostly made of mud she exclaims, I aint ever heard of a nigger snowman. By using the word nigger Scout is showing that from a very young age she is using the language that she has obviously picked up from the people around her and by doing this she is giving the idea that the whole town is discriminatory in one way or another. It is clear that it is not only the white people of Maycomb that are prejudiced against anything that dont conform to their ideals, it is the black community as well. Both communities shun Mr. Dolphus Raymond because he is involved in a mixed marriage that goes against both white and black laurels. Jem explains to scout that mixed children belong nowhere and this shows how everyone in Maycomb is strongly opposed to anything that is not traditional or that doesnt occur on a wide-scale. The language that Harper Lee uses in the book is often racist and if it were used today then most people would take offense. She uses words like Nigger and Negro to show that the town is deeply racist because this language is used daily. I think that it is acceptable for Lee to use this type of language in the novel simply because it was what the language was like at the time that the novel is set and it shows what Maycomb is like. While Lee uses racist language to show racism in the novel she also uses empathy on a number of occasions to show peoples situations from other peoples points of view. An example of this is when Jem and Scout are made to spend time with Mrs. Dubose. Atticus says,I wanted you to see something about her-I wanted you to see what real courage is. With the use of empathy Lee shows the reader what Mrs. Dubose is really like. By making his children spend time with Mrs. Dubose Atticus is showing them not to judge a book by its cover. This is one of the many morals that Atticus tries to pass down to his kids throughout the novel. Another moral that he tries to pass down is the one that you have to fight for what is right. When Scout asks Atticus why he is taking on the Tom Robinson rape case he explains that if he didnt then he could not hold my head up in town. By setting this good example to his children Atticus is showing what type of person he is and this person is very different to Bob Ewell. Atticus is a respectable member of Maycombs society who, unlike Ewell is not racist and has a respectable job. Atticus is also well educated and shows us the importance of empathy. He says that you dont know a person Until you climb into its skin and walk around in it. By having the character of Atticus Lee shows us that not all of Maycomb are discriminatory and that it is only parts of the society that have something wrong with them and this can be said about all of society. Although the main plot of the novel is the trial of Tom Robinson the book also contains an interlacing sub-plot that centers on the mysterious character of Boo Radley. Boo is a man that does not conform to what is considered a normal way of life and he is therefore portrayed to the children of Maycomb as a bogeyman. This becomes apparent when Dill has the idea to make Boo Radley come out. This shows how the children wanted to torment him just because he doesnt come outside and conform to everyone elses way of life. This is a form of discrimination because they are tormenting him just because he is different and shows that even though Atticus tries to install good morals into his children they still go of and do things like this. Along with Tom Robinson, Boo Radley can be seen as the Mockingbird of novel. Atticus says that Mockingbirds dont do one thing but make music for us to enjoy and therefore its a sin to kill a Mockingbird. This can be related to both Boo and Tom because the both do nothing wrong and are both tormented and discriminated against. I think that Lee purposely had two Mockingbirds in the novel, to show that it is all of Maycombs society that is prejudiced. The children torment Boo and the adults persecute Tom. This shows that maycombs society is deeply flawed and discriminatory. So in conclusion, I would say that on the outside the novel is a presentation of a deeply flawed and discriminatory society. If you look deeper then you can see that not all of the society carries this prejudice and I think that the different fate of the two Mockingbirds is very significant. Boo shows us that you should not judge a book by its cover while the death of Tom Robinson shows how cruel humans can be to people who are effectively exactly the same as themselves.

17 Questions You Should Never Ask at a Job Interview

17 Questions You Should Never Ask at a Job Interview We all hate that moment when the interviewer turns to us and says: â€Å"Do you have any questions for us?† Next time you find yourself in the hot seat, make sure to avoid these questions. You’ll be glad you did. SEE ALSO:  The 6 Hardest Interview Questions of 20161. What does your company do?Try Google. Ideally, before the interview.2. What will my salary be?It never pays to talk money in the interview stage. Save it for when you get the offer.3. Will I have to work long hours?This is as good as saying, â€Å"I can’t be bothered trying very hard.†4. How long before I accumulate vacation time?Save it for the HR orientation.5. How soon before I can get promoted?Focus on getting the job you’re interviewing for and doing it well. Then worry about your next move.6. When will I be eligible for a raise?Again, focus on getting the job. And save the money talk for your first review.7. Will I have my own office?Why bother asking this one, really? You eithe r will or you won’t.8. Will I get along with my coworkers?No interviewer is going to answer â€Å"no,† nor could they possibly have any idea. This just makes you look emotionally immature and slightly deranged. Try asking about the work culture instead.9. Will I have an expense account?Not if you don’t get the job!10. [insert personal question]Just don’t.11. Can I make personal calls?If you have to ask, it sounds like you’re not planning on doing any actual work.12. I heard [insert salacious detail] about the CEO. Is that true?Skip the rumor mill and stick to being respectful.13. Do you monitor internet usage or screen emails?This suggests you have something to hide.14. Do you do background checks?They probably do. Don’t act suspicious!15. Can I arrive early/leave late?This is just a no-brainer. Even if you can work fast enough to get it done in less than 8 hours, it’s not interview appropriate.16. How’d I do?Just don’t. 17. Did I get the job?Even if they were ready to hire you on the spot, this question will likely make them change their minds.Of course, not asking questions is almost worse than asking any of the above. Try to come up with a few safe ones that will assert your intelligence and valuable qualities and prepare them well in advance.

Week 3 - Marketing discussion questions Essay Example | Topics and Well Written Essays - 500 words

Week 3 - Marketing discussion questions - Essay Example In case of Industrial Buying, this person is called Purchase Manager. A common day example can be mothers of a teenager who give permission to their kids for buying toys of their own choice. The primary concern for such type of buyer is price. They are usually not impressed by the qualities of product as compared to other products. External factors greatly affect such kind of buying decisions. The primary tool for marketers facing such type of buyers is the price-comparison list of competitors and the independent list of features of product. b) The Expert: sometimes the consumer is not fully aware of the qualities or features of the product and they rely on expert advice for purchase of such products. For example IT consultants usually analyze the type of organization and then help the overall purchase of IT solution for the organizations. As a common day example, products such as pampers are bought by mothers who know exactly what type and quality of pampers will perform the required function for her baby. Internal factors need to be considered in marketing products to experts. To market your product to such buyers, always show the expert what your product can do. What benefits it can give to the consumer. Show him the best features of your product. c) The User: when you have to market your product to end user, always show them how the product can solve their real world problems. Marketing is very crucial in such cases. Understand their need and then market the product to make them sure that your product can fulfill their need and provide them with the desired benefits (Changingminds, 2007). 2. Amanda’s own confection offers different valentine’s chocolates such as cupid bad, hearts cello bag, and they are usually priced as $1.1 per oz. (Amandasown, 2007). Fannie May offers boxes fill with different shapes of chocolates and are priced at approximately $1.625 per oz. (Fanniemay, 2007). Then we also have Rivera Chocolates who

Ketobemidone Research Paper Example | Topics and Well Written Essays - 1500 words

Ketobemidone - Research Paper Example This paper explores the synonyms of Ketobemidone, its chemical structure, its discovery and synthesis, physical and chemical properties as well as its uses. Various Names for the Compound Ketobemidone is a compound with numerous names. The compound is also using other multiple synonyms such as: 1-[4-(3-Hydroxyphenyl)-1-methylpiperidin-4-yl]-1-propanone; Cetobemidone; Ethyl 4-(3-hydroxyphenyl)-1-methylpiperidin-4-yl ketone; Cliradon; Cliradone; Cetobemidon; Cymidon; Hoechst 10720; Ciba 7115; Ketobemidonum; 1-[4-(m-Hydroxyphenyl)-1-methyl-4-piperidyl]-1-propanone; 1-Propanone, 1-[4-(3-hydroxyphenyl)-1-methyl-4-piperidinyl]-;1-Propanone, 1-[4-(m-hydroxyphenyl)-1-methyl-4-piperidyl]-; NSC 117863; or A 21 Lundbeck1. The Chemical Structure of Ketobemidone The chemical structure of the compound is: How Ketobemidone Was Discovered and Synthesized â€Å"The history of synthetic drugs with morphine-like effect is relatively short, dating back only to 1939, when Eisleb produced the now famous 1-methyl-4-phenylpiperidine-4-carboxylic acid ethyl ester.†2 Eisleb together with his colleagues first synthesized Ketobemidone in 1942 at I.G. Farbenindustrie’s laboratory at Hoechst amidst World War II. However, for many years, research had been on-going to find synthetic substances with the same structure as morphine. Small, Eddy together with their co-workers at the United States Public Health service3 worked tirelessly to find these synthetic substances with morphine-like structure. The experiments were founded on the supposition that morphine’s analgesic effect was intrinsic in dibenzofuran, phenanthrene, dibenzofuran as well as carbazole nucleus, which were identified as components of morphine. Earlier attempts were however futile with no development of any synthetic compound with desirable analgesic effect. Organic chemistry experiments rarely yield expected results and products obtained usually come by chance. The analgesic activity of 4-phenylpiperidine s was discovered by chance in 1940s in the course of research by scientists to find antispasmodic characteristics on analogues of cocaine.4 The main focus of Eisleb and Schaumann was to find an alternative compound for atropine. The researchers discovered that the compounds had high levels of analgesic properties apart from their spasmolytic properties. Carboxylic acid exhibited the best outcomes and was later sold in Germany as dolantin, which was wrongly assumed to be non-addictive. As research intensified, several other compounds with structures like morphine were developed including methadone, which was discovered in Germany during the Second World War.5 The initial study of ketobemidone became available in print in 1946 after which it took short duration before being introduced in clinical medicine. In 1954, the Economic and Social Council urged governments to stop producing and trading on ketobemidone arguing that it is a dangerous drug.6 Ketobemidone is synthesized by alkylat ion of (3-methoxyphenyl) acetonitrile with bis (2-chloroethyl) methylamine, which is then reacted with ethylmagnesiumbromide. The resulting product is then O-demethylated with hydrobromic acid to form ketobemidone. â€Å"1-Methyl-4-(m-methoxy)phenyl-4-cyanopiperidine on reaction with ethyl magnesium bromide forms ketone intermediate, which on demethylation with hydrobromic acid affords ketobemidone.†7 Physical and Chemical Characteristics of Ketobemidone Physical Properties

Who was responsible for the origins of the Cold War Essay Example for Free

Who was responsible for the origins of the Cold War Essay The breakup of Union of Soviet Socialist Republics (USSR) brought an end to the Cold War with victory for the capitalist countries principally United States. The Cold War did not involve direct confrontation between the two rivals, Soviet Union and United States, and it has always been difficult to claim who was really responsible for setting up the Cold War in motion. Historians on both sides have blamed the other side for starting the Cold War reflecting the antagonisms on both sides. Now that the Cold War has been declared over, we can perhaps look dispassionately on who was responsible for the origin of the Civil War. From a historical perspective the question, who was responsible for the origin of the Cold War is important for historical accuracy. As [MacDonald, 1995] points out that historical accounts and their relative plausibility directly influence social science theories and helps us learn from historical examples and utilize them as illustration and evidence. These questions are the subject of this essay to find who started the Cold War. My thesis is that: 1. The conflicting ideologies of Anglo-American Capitalism and Soviet Communism were the most important cause of the Cold War 2. United States and its Western European Allies were the originator of the Cold War and 3. USSR was forced to match the US measures and to build its own sphere of influence to counter-balance those measures to protect Soviet Union. The theses seems to be biased in favor of Soviet Union but when we analyze the relationship between pre-war Russia and United States and Britain we find that the 2nd World War only brought Russia and United States into an alliance to counter the common enemy, Germany. The lessons Russia learnt from the 2nd World War, with more than 20 million deaths can logically be expected to result in a desire to secure its borders by having friendly countries as buffers. After the end of the 2nd World War the Soviet Union was in no position to enter into competition with United States that had come out of the War relatively unscathed. The development of post War era indicate that the responsibility of originating the Cold War can be put on the shoulders of United States and Britain. The mistakes and misunderstanding generated by both sides only intensified the Cold War that kept the entire World divided into the two camps and has left problems in its wake that are haunting various regions of the world to this day. Economic and strategic rivalries often create disagreement even among allies but the ideological philosophies of both sides Soviet Communism on one side and Anglo-American Capitalism on the other, and the determination on both sides to ensure that their ideologies were protected and flourished only intensified the Cold War. United States and Britain were strong advocates of capitalistic, free-trading liberal democracy and many advocated turning the whole world into their form of capitalist economies. The Soviet Union policy makers also dreamed of seeing Marxist-Leninism spread throughout the world. After the destruction of the 2nd World War, with their economy and infrastructure devastated and more than 20 million dead, Soviet Union would have been more than happy to protect communism at home and was not in a position to export it. United States however was still strong and had come out of the War even stronger, and was in a position to strengthen its sphere of influence. The responsibility of originating the Cold War thus fell in the lap of United States and Britain and Soviet Union was not much far behind as discussed below. It is also important to recognize that due to the vast differences in the operating systems of the Soviet Union and United States, the Cold War was inevitable and tracing its origin to prevent a future Cold War is not the lesson we can possibly learn from the history. Even the end of the Cold War has not meant peace and tranquility for the world, and it seems that until one power can have total supremacy with subjugation to the desire of the almighty superpower, wars of one kind or other will continue.

Napoleon Essay -- essays research papers

In the early 19th century a man by the name of Napoleon Bonaparte led a Coup D’etat that created a new government in France. This new government started out with a tribunal leadership, which Napoleon was first consul, and later changed to an empire with Napoleon as emperor. Some people believe that he made the revolution better and expanded the revolution but this is not true. The facts, when closely looked at, prove that Napoleon effectively destroyed the revolution by telling the people of his country one thing while he was actually planning on doing something totally different. He deceived people so well that he is still convincing people today that he was a defender of the revolution. With this pack of deception Napoleon set the people of France back into the 18th century by killing off a great number of the young population in his wars. He led the people of France to believe that he was spreading the revolution throughout Europe but the truth is that he believed that in order to be a great leader he would have to invade and conquer many foreign lands. He controlled what the people wrote and read through the media. It all started with a coup against the government that he was fighting for. The Coup D’etat, led by Napoleon, took place at the perfect time because the Jacobins were losing power and there were many people being executed for allegedly being monarchists. In the courts a person was not able to speak in their defense so if the prosecutor made a good enough argument the charged would be executed by the guillotine. There were many innocent people who were executed, and many more who were afraid. After the coup a referendum was held in 1802 that made Napoleon First Consul for life. This was his first step in turning France back into a monarchy. The next step was in 1804 when a second referendum was held that made him Emperor. The people really had no choice. They could have an Emperor and essentially turn back into a monarchy or return to the governmental insatiability that they had been living in for about 10 years before Napoleon came into the spotlight. The electorate, whom were the people that owned land and were the only citizens who were allowed to vote, overwhelmingly voted in favor of making Napoleon Emperor. Napoleon after all was the lesser of the two evils. After the vote Napoleon granted general... ...rong. With the whole of Europe joining coalitions to fight against this emperor, they must have known what Napoleon was really fighting for. He wanted to take over Europe and when he won a number of victories he thought that he could take over the world. He thought too big too fast and underestimated things like harsh winters and the ability of his opponents to get stronger. The setting up a fake legislature to make the people think that he was working in their interests was a good way of getting people on his side. In some countries peasant and working classes relished the thought of Napoleon leading their country. After he took power the people started to feel oppressed and became unhappy when relatives of Napoleon’s became their Kings. The thing that topped it off was the fact that the Code Napoleon did not allow changes for the different countries. These facts prove without a doubt that Napoleon lied to his people so they would support him. While he was doing this lying he managed to kill off most of a generation of French, which left France behind in the Industrial Revolution, and turn the Republic that the revolution had fought for back into a Monarchy. V

Ageism in the Workplace – Essay

FYS 1101-41 Intro to Social Justice and Diversity Ageism in the Workplace When it comes to age, the first thoughts that come to mind are the young, old, and in between. Through differentiating among the three, society has formed ageism. Ageism is a type of discrimination based on the stereotypes associated with age groups. Relating to judgments of lifestyles, personalities, and abilities based on age, ageism functions to strip individuals of their rights. It has been, and continues to be, a rising issue in the corporate world.Ageism can impact any individual, especially in the workplace, where individuals can be at a disadvantage for a variety of reasons. Considering the fact that this type of discrimination affects people of all ages, ageism is most easily discussed when divided into three groups: * Young age (16-24 years) * Middle age (25-49 years) * Older age (50- over State Pension Age) The ideas and beliefs of young adults are often discriminated against because societal norms h ave put forth the notion that their ideas are less important because they have less experience.Governments also manifest ageism by putting age requirements on job eligibility. For example, in Massachusetts, all teens under the age of 18 must complete a work permit application and obtain a work permit before starting a new job. The state has also put a limit on the number of hours permitted to work each week. With this restriction, society segregates old people from young people. Also, the idea that eighteen is the quintessential age to begin working is simply a fabricated standard based on the general behavior and maturity of 18 years olds.Even though it is not clearly visible, ageism is still present and is continuing to affect the working class. On the other hand, many jobs want to set a specific image, aiming to hire young and attractive employees to better appeal to customers. For example, the retail store, Abercrombie and Fitch specifically looks to hire young, attractive emplo yees who will represent the style found in the stores. Meanwhile younger age groups are sometimes paid less even though they are performing similar jobs to older age groups. Some employers take advantage of the fact that younger ge groups are inexperienced by paying them minimum wage and sometimes even less. As young adults are new to the workplace, they accept this type of treatment because of their need for money. In society today, younger aged people are becoming more and more independent and no longer want to rely on their parents for support. Sometimes the case is that parents do not want to support them. Because of this, they need all the money they can to survive. When applying for certain jobs, young adults can have all the necessary requirements that fit the job aside from the required age.Young adults may be as responsible and may value the desire for further advancement in their job as much as middle and older aged groups, yet they are automatically denied positions based on the simple number that is age. Young adults are just as, if not more, capable than their elders in that they are more energetic and physically strong, enabling them to work more hours and complete the task just as any of the other age groups. The bulk of the workforce falls under the middle-aged category.One’s professional peak is said to occur through their 30s and 40s. This being said, we can conclude that the middle age group is least affected by age discrimination. The stereotype is that they are more qualified for the job because they are more experienced, focused and ambitious towards their desired career while still being physically capable of benefiting the job. Within the age limits of this group, it can be said that gender also leads to ageism when women are perceived as becoming older workers at an earlier age than men.Society has created a norm that perceives the older age group as the weak and incompetent. In Older Employees: New Roles for Valued Resources, à ¢â‚¬Å"age stereotypes depict older people as frail and fragile, as having lost the vitality and energy necessary to make a full fledge commitment to their careers† (Rosen, B. , & Jerdee, T. , 1985). In the work field, managers assume that older employees are less motivated to improve their job skills compared to younger employees; therefore managers are less likely to hire them.On the contrary, many employers look to hire older people because they feel that older people are more experienced in the work place, which means that no additional training is necessary. Furthermore, employers rarely increase older people’s pay because they are less likely to switch careers. The younger groups have more opportunity to further their careers and hence, need motivation to stay loyal to their employer. Although there have been vast improvements in medicine and increases in life span, the elderly are considered to be frail and more apt to get injured or fall victim to illness.This id ea affects the working culture because this view towards older people has not changed, â€Å"This way of thinking-and acting- has been expressed in discriminatory practices such as (a) limiting or excluding older workers from substantive job responsibilities and activities, (b) removing older employees from the workforce through negative performance evaluations or through encouraging their retirement; (c) implementing insensitive, poorly conceived policies; (d) limiting older workers’ access to job-related education, career development opportunities, or employee benefits; and (e) refusing to hire or promote older workers† (Hedge J. Borman W. & Lammlein S, 2006). Generally, the idea is that â€Å"older people [are treated] less favorably than others, perhaps because of an idea that such people have outlived the useful part of their lives and that society should somehow allocate its resources to those that have something left to contribute. Older people may be segregate d and regarded as a burden or a drain on the resources of the community†, generating ageism to come into effect (Malcolm, 2007). Older workers face ageist attitudes and age discrimination. Ageism plays a harmful role in the workplace.Discrimination of age is illegal under both the Federal Age Discrimination in Employment Act, and the California Fair Employment and Housing Act. However, these laws are geared towards the elderly and offer no protection for young workers. The law of â€Å"The Age of Discrimination in Employment Act of 1967† protects individuals who are forty years of age or older from employment discrimination based on age. Not only is ageism evident in the workforce, but also it is also present in the government. There is no law whatsoever protecting young age groups. Some might say that these instances of unfairness occurring in the workplace seem acceptable.However, discriminating against someone based on how old and young they are is never justifiable. It is not ones age that determines their capability and qualifications but their competence. â€Å"Competence, not age, should determine whether a person should keep a job. To do otherwise, is to squander one of our nations most precious resources and to hasten the day of the end of those who are denied the experience that would keep them vitally and for a long time alive. †(Rosen, B. , & Jerdee, T. H. (1985). pg. 49) Age should not be a factor in the work force for many reasons.The young, the middle-aged, and the elderly all need their place in the job market. It is unfair to discriminate against those who are fully capable of completing the task efficiently entirely based on age. If employers continue to follow these trends, we will run into many problems. As the baby boom generation gets older, there will be an increase in the older working group. There is no way to prevent this and because baby boomers make up a large percentage of the population, it could create economi c issues if we don’t find ways to accommodate the needs of the elderly.Otherwise, we will have fewer workers and less wisdom to guide future generations. â€Å"The use of older workers can help organizations meet their growing and changing company objectives in a global economy while providing meaningful work rolls for middle-aged and older Americans. † (Hedge J. , Borman W. & Lammlein S, 2006). On the other side of the spectrum, young people are very valuable to the corporate world. We need the fresh ideas of young adults who are excited about starting new careers and motivated to advance their knowledge.It is also important that we encourage the independence of young people by trusting them to be responsible instead of doubting their abilities. Hedge, J. W. , Borman, W. C. , & Lammlein, S. E. (2006). The Aging workforce: realities, myths, and implications for organizations. Washington, DC: American Psychological Association. Rosen, B. , & Jerdee, T. H. (1985). Older employees: new roles for valued resources. USA: Dow Jones-Erwin. Sargeant, M. (2007). Age discrimination in employment. Retrieved from http://site. ebrary. com/lib/emmanuel/docDetail. action? docID=10209153

Importance of Technology for an English Class Essay

I am a true believer that technology has become part of our daily life, especially when it comes to teaching a Lingua Franca just like the English Language. It is a tool that we as teachers cannot keep isolated; it is there to contribute in the teaching and learning process. However, when talking about teaching English fully online, it may have its advantages as well as its disadvantages. First, I would like to highlight some of the advantages students and teachers may encounter or face when dealing with this type of device. For example, often students work full or part time jobs while going to college so their time is valuable. So these students make some decisions in choosing classes online because these classes give flexibility, so this is convenient for students when not having enough time . In addition, a student can usually take the course any time during the day or week. They can also take the class based on their schedules. Many students work on their course during the middle of the night or early in the morning. The flexibility of the course makes it possible for a person to complete the course, while attending college courses in person might be impossible due to their work schedules. Another great advantage of English online courses is that almost any type of skills can be found online. Distance learning courses are often available from a number of colleges. A person can simply use the Google to find a class. Furthermore, many students enjoy classes on line because they avoid facing the instructor and feel free to ask questions and get answers back almost immediately Online courses are convenient for most undergraduate and graduate students who can study when they want and they can finish writing or researching assignments based on their own personal schedules. The fact is as I mentioned above online courses offer flexibility and convenience that are often vital to students who work and have families. Second, teachers teaching English online have the great advantage of using helpful tools by just clicking on , tools that may help us to keep students interested, motivated and eager to learn. On line teachers have access to so many things that sometimes are not seen in a regular classroom. In many cases, online avoid monotony and the environment is completely different to what we see every single day. I have heard many experiences from teachers and students about teaching online and some of them are good, just a few exceptions . As I mentioned at the beginning, teaching online also has its negative side, for example the lack of supervision, the cost of online courses, which are often expensive. Another disadvantage of online courses is the complete lack of supervision. If a person is not motivated to finish what they start, then it is probably not a good idea to take an online course. While there may be deadlines and expectations from the online course instructor, there is no one there to remind him/her to do the assignments or to take the tests. Besides, a student or teacher who does not have computer or internet skills cannot expect to do well with an online course. A student or teacher taking or giving an online course must have access to a computer. These are two requirements that need to be considered before taking an online course. A large disadvantage in taking online courses is whether they are accepted by other colleges. It is important to check out whether the course will be accepted by others? Who actually offers the course? Does a college offer this course? Another important disadvantage of taking an online course is found in students who have the tendency to procrastinate. Do they procrastinate when it comes to completing their writing assignments? Do they finish their goals? If the answer is yes, then it is probably not a wise idea for them to take an online course. Teaching English online is a great tool for teachers and students who have good skills at computers and internet. For example in our case if we do not have a good command on this , we cannot waste our students` time trying to understand or learn how to use certain tools. That is why we should be prepared for the new modalities in teaching, we have to get updated in order to go at the same speed of our students`. The teaching online demands from teachers and students to have a good computer equipment, as well as good headphones, microphones, etc. for a good development of the class. Finally, everything is possible in teaching it is just a matter of a good preparation to break down the barriers of this century.

Hush and Just Do It

Hush and Just Do It You can’t build a reputation on what you are going to do. ~Henry Ford Recently, I had a young family member tell me that his grades were down because he hadnt adapted this special way of studying, and that next semester, hed have better grades because of this new-found method of learning. In a nice but firm way, I told him that I didnt want to hear what he was going to do. I only wanted to see what hed done once he accomplished it.   Social media abounds with promises and plans on how someone is going to create, be better, make great strides. In my experience, we lose the energy surrounding those goals Derek Sivers, in a 2010 TED Talk, suggests we keep our goals to ourselves. https://www.ted.com/talks/derek_sivers_keep_your_goals_to_yourself Tests done since 1933 show that people who talk about their intentions are less likely to make them happen. Announcing your plans to others satisfies your self-identity just enough that you’re less motivated to do the hard work needed. Theres somewhat of a myth, a common suggestion, that if you tell people what you are going to do  that it makes you more accountable. Ive never seen that proven. Sure, we have our writers groups and critique groups, but do they make you follow through? Not really. You are the only person who can make yourself follow through. And its nobody elses fault that you dont. A journalist with Forbes, Jamie Farrell, curiously wondered what would happen if she quit talking about herself and what she planned to do. For one day, I decided to stop talking and start doing.   And here’s what I found: First, I found that I was lonely.   I was so accustomed to my ego being stroked And Im not giving you permission to blame social media, either. What Id love for you to do is talk less about the doing  and just do more. On this, our last newsletter in 2017, in a year I did so much less than I have in over a decade, I am making 2018 about DOING. Not talking about doing, but following through. And I look forward to hearing from you when you have all those new announcements to make about what you DID. Happy New Year!

IEP Goals for Progress Monitoring

IEP Goals for Progress Monitoring IEP Goals are the cornerstone of the IEP, and the IEP is the foundation of a childs special education program. The 2008 reauthorization of the IDEA has a strong emphasis on data collection-the part of IEP reporting also known as Progress Monitoring. Since IEP goals no longer need to be split into measurable objectives, the goal itself should: Clearly describe the condition under which the data is collectedDescribe what behavior you want the child to learn/increase/master.Be measurableDefine what level of performance is expected of the child for success.Delineate the frequency of data collection Regular data collection will be part of your weekly routine. Writing goals that clearly define what it is that the child will learn/do and how you will measure it will be essential. Describe the Condition Under Which the Data Is Collected Where do you want the behavior/skill to be exhibited? In most cases, that will be in the classroom. It can also be face to face with staff. Some skills need to be measured in more naturalistic settings, such as when in the community, or when at the grocery store especially if the purpose is for the skill to be generalized to the community, and community-based instruction is part of the program. Describe What Behavior You Want the Child to Learn The kinds of goals you write for a child will depend on the level and kind of the childs disability. Children with serious behavior problems, children on the Autistic Spectrum, or children with severe cognitive difficulty will need goals to address some of the social or life skills that should appear as needs on the childs evaluation report ER. Be Measurable. Be sure you define the behavior or academic skill in a way that is measurable.Example of a poorly written definition: John will improve his reading skills.Example of a well-written definition: When reading a 100-word passage at Fountas Pinnell Level H, John will increase his reading accuracy to 90%. Define What Level of Performance is Expected of the Child   If your goal is measurable, defining the level of performance should be easy and go hand in hand. If you are measuring reading accuracy, your level of performance will be the percentage of words read correctly. If you are measuring a replacement behavior, you need to define the frequency of the replacement behavior for success. Example: When transitioning between the classroom and lunch or specials, Mark will stand quietly in line 80% of weekly transitions, 3 of 4 consecutive weekly trials. Delineate the Frequency of Data Collection It is important to collect data for each goal on a regular, minimally weekly basis. Be sure that you dont over-commit. Thats why I dont write 3 of 4 weekly trials. I write 3 of 4 consecutive trials because some weeks you may not be able to collect data - if the flu goes through the class, or you have a field trip that takes a lot of time in preparation, away from instructional time. Examples Math SkillWhen given a worksheet with 10 addition problems with sums from 5 to 20, Jonathan will correctly answer 80 percent or 8 of 10 in three out of four consecutive trials (probes.)Literacy SkillWhen given a 100 plus word passage at reading level H (Fountas and Pinnell) Luanne will read with 92% accuracy in 3 of 4 consecutive trials.Life SkillsWhen given a mop, a bucket, and a ten-step task analysis, Robert will mop the hall floor independently (see Prompting) 3 out of 4 consecutive trials.

Racial Inequalities in the Criminal Justice System Essay

Racial Inequalities in the Criminal Justice System - Essay Example This essay discusses that the legal system of the United States favored the white part of the population from the very beginning. Indeed, originally all African slaves were not considered to be people in the full meaning of this word, but rather animate property that belonged to their masters. After they have been granted freedom, the governments of the states approved various laws that came to be known as Jim Crow laws which reinforced the segregation of races. Only the second half of the twentieth century witnessed the end of segregation. Prior to that time it often happened that Black citizens would be lynched and the police would not press any charges. As the study highlights the history of crimes committed and the sentencing handed down by judges has often been deemed racist. There is a question of the influx of police in poorer neighborhoods flooding the areas and arresting people for minor crimes. On a personal level, there is a staunch support for treatment for the mentally ill as opposed to incarceration. It was found that there is a number of â€Å"socioeconomic status variables (education, employment, public assistance, residential stability, and household composition)† that should be taken into account while considering the disparities in the legal system of the United States. As for the judicial system in general, it is rather obvious that there is a clear disproportion of judges that belong to different races.

Econ 101 Model Building Exercise Research Paper

Econ 101 Model Building Exercise - Research Paper Example This means that economic recession cues may actually enhance interest in products that make people more attractive and presentable, despite the fact that recessions dampen interest in majority of product segments. By identifying why and how economic depressions and recessions affect the psychology of women, this model should enrich developing links between consumer behavior, economic conditions, and gender relationships psychology. Civi (2013) establishes that economic recessions can be associated reliably with increased consumer spending on traditional inferior goods, for example foregoing salmon for tuna due to budgetary constraints, as well as morale boosters like films. Whereas his research identifies increased spending on beauty and personal care products, the suggestion made is that this spending could be a third economic recession indicator, which has deep roots in human ancestral psychology. Ratner et al (2014), in turn, note that the economic recession of 2007/2008 saw a down-turn in spending for most consumer products and real estate consistent with other economic declines, while people were less likely to go on vacation to instead spending time at home. However, even with the predictable decline in consumer spending during the last recession, beauty and personal care products fared unusually well. Lopaciuk and Loboda (2013) supports this conclusion, showing that while the rest of the economy suffere d record sales decline, cosmetic companies like L’Oreal experienced a 5.3% sales growth, using this evidence as proof of the ‘lipstick effect’. This idea, it is noted, has been subject to discussion and debate in recent economic downturns, especially in the Great Depression during which sales in cosmetics grew dramatically. While consumer spending has always tended to decline in the midst of economic downturns and recessions, there is compelling evidence that economic recessions are linked to increased consumer spending on

Are Both Alien and Sedition Act and Hartford Convention No Longer Rele Coursework

Are Both Alien and Sedition Act and Hartford Convention No Longer Relevant - Coursework Example The Alien and Sedition Acts were signed into law by President John Adams in 1798. The Alien Act was approved on July 6, 1798. The Alien Act which was an Act Respecting Alien Enemies had three sections while the Sedition Act also is known as An Act in Addition to the Act, Entitled "An Act for the Punishment of Certain Crimes against the United States had four sections.It was very apparent during those times that Federalists composed more than half of the Members of the Congress. With this advantage, they enacted laws that aim to place limitations and restrictions on the rights of immigrants in the United States. The Alien Act was viewed to be a way of threatening the Irish immigrants.In general, this act increased the residency requirement for American citizenship. It was initially five years and was increased to fourteen years. Aside from this, the President was given the authorization to imprison or deport aliens who were proven to be "dangerous to the peace and safety of the United States". The Act also defined the role of the courts and marshals to apprehend convene and remove aliens who were considered to be threats to the safety and peace of the United States.The Sedition Act aimed to silence and to limit the freedom of speech and freedom of the press. With the majority of the Congress in the hands of the Federalists, this was also viewed as their tactic to confine and contain the power and strength of the Republicans. This Act stated that any persons who gather together with the goal of challenging, questioning or opposing the implementation of the law of the United States were to subject to imprisonment of not less than six months and not exceeding five years with an additional fine of five thousand dollars.  

Corruption as a Consequence of Colonialism - as portrayed in Achebe’s T

Corruption as a Consequence of Colonialism - as portrayed in Achebe’s The African Trilogy All quotations are taken from the 1988 Picador edition of Chinua Achebe’s The African Trilogy " He has put a knife on all the things that held us together and we have fallen apart" (Things Fall Apart, 145) The things that held the Igbo tribe together were their close bonds of clan kinship, unified allegiance to their gods, and their democratic society. These were the very things that the English set out to attack, to ‘put a knife on’. Once they began this process, Igbo society was never to be the same again. Chinua Achebe’s The African Trilogy, while an excellent piece of literature in its own right, can also be read as an excellent historical account of this process. This essay concerns the responses of Achebe’s fictional characters to the very real actions taken by the British in their efforts to ‘pacify’ Nigeria, focusing on one aspect of this effort - the policy of creating ‘Warrant Chiefs’ and the subsequent era of corruption. The instigation of Warrant Chiefs in Nigeria was a matter of necessity for the British and a source of bewilderment for the Nigerians. The British could not have governed in any other way - English officials demanded high salaries and frequent leave, and were emotionally and psychologically ill-equipped to deal with this new culture. The colonial budget could only afford a limited number of them. The success of colonization depended to a large exten...

Paper on Critically Examining the Educational Policy of Malaysia

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. 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. 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 (R&D) within the existing institutions of higher learning as well s collaborating with local and foreign R&D institutions;  · increase science and technical manpower, particularly in R&D;  · 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. Paper on Critically Examining the Educational Policy of Malaysia 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. 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. 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 (R&D) within the existing institutions of higher learning as well s collaborating with local and foreign R&D institutions;  · increase science and technical manpower, particularly in R&D;  · 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.