I Was Very Excited To Begin My Internship At Paul Hastings,

I was very excited to begin my internship at Paul Hastings, as it was my first real experience in corporate America. I’ve had multiple internships before, but I never felt like I was pushed into a better professional. Upon beginning this internship, I was looking forward to a challenge and that is absolutely what I got. Within my first month at Paul Hastings I had completed more work than I did at my last internship which lasted six months. At Paul Hastings, all though my title was intern, I was a member of the business development team. I learned quickly the work I was doing mattered and that it needed to be done well. The expectation there is extremely high, which is something I should’ve known going into a competitive internship at one†¦show more content†¦I have not increased my attention to detail not only in my internship, but all aspects of my life and am grateful for the stern, honest and constructive advice from my supervisor, that allowed me to significantly improve a weakness of mine. During my internship, I had the opportunity to work on a variety of projects. Most of my time was spent using excel and PowerPoint which provided another opportunity for me to strengthen my weaknesses. On excel I would conduct a lot of secondary research that pertained to the clients of the firm. For example, Barclays, who is a huge client in Paul Hastings financial services market, has over 700 people in relation to Paul Hastings. I went through an excel list of 700 contacts and verified through Google and LinkedIn searches whether they were still with the company or not. Most of my projects on excel were like this. Also on excel I managed the budget for the firm and kept track of how much was spent on each client, and what clients had paid the firm for its services. I tended to do well on budgeting projects and any projects involving excel and numbers. Once I realized the type of projects I was doing poorly on I was able to identify why and began making the necessary changes to imp rove my performance. Any task given to me that involved me having to think and analyze I did very well on. The more mundane and mind numbing projects, were the ones where I would miss multiple little things, which created a poorShow MoreRelatedFundamentals of Hrm263904 Words   |  1056 Pagesbetter study smarter save money From multiple study paths, to self-assessment, to a wealth of interactive visual and audio resources, WileyPLUS gives you everything you need to personalize the teaching and learning experience.  » F i n d o u t h ow t o M A K E I T YO U R S  » www.wileyplus.com ALL THE HELP, RESOURCES, AND PERSONAL SUPPORT YOU AND YOUR STUDENTS NEED! 2-Minute Tutorials and all of the resources you your students need to get started www.wileyplus.com/firstday StudentRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagestrademarks. Where those designations appear in this book, and the publisher was aware of a trademark claim, the designations have been printed in initial caps or all caps. Library of Congress Cataloging-in-Publication Data Robbins, Stephen P. Organizational behavior / Stephen P. Robbins, Timothy A. Judge. — 15th ed. p. cm. Includes indexes. ISBN-13: 978-0-13-283487-2 ISBN-10: 0-13-283487-1 1. Organizational behavior. I. Judge, Tim. II. Title. HD58.7.R62 2012 658.3—dc23 2011038674 10 9 8 7 6

Reparations African Americans Justice Essay Free Essays

The United States authorities should pay reparations to African Americans as a agency of acknowledging their wrong-doing and doing damagess. The amendss African Americans have sustained from White America’s policy of bondage have been agonising and inhumane. Therefore. We will write a custom essay sample on Reparations: African Americans Justice Essay or any similar topic only for you Order Now I am in favour of reparations for African Americans. The consequence of bondage has been an digesting issue within the African American community. Many of us are aware of the injury racism brought to the African American race. conveyed through bondage. racial segregation and favoritism. African Americans suffered many atrociousnesss. but the greatest harm done to them was the devastation of they’re original individuality. African Americans no longer hold a native linguistic communication or any African imposts to link them to Africa. Today. African Americans are connected together because they all portion a common foundation-the awful experience of slavery-and the great attempt to suppress its lingering consequence. ( World Wide Web. AcedemicLibrary. com ) Americans should recognize the magnitude of slavery’s effects on African Americans as a whole. Blacks were brainwashed and stripped of self-esteem and taught to be ashamed of dark colour of their tegument. Many African Americans have effortlessly tried to recommend â€Å"Black Pride† . seeking to re-instill self-worth and being proud of our distinguishable facial and organic structure characteristics. and darker skin colors. African Americans had zilch to get down with after the abolition of bondage in 1865. Slaves were promised a â€Å"mule/ and 40 acres† and they didn’t unrecorded to have it nor did coevalss to follow ; because the American authorities has yet to populate up to its word. The fruit of the slaves’ labour was stolen from the â€Å"land of the free† . The victims of the White people’s African slave trade ne’er experienced such freedom. This race deserves compensation for the mistreatment Pongee Bryant it has suffered and continues to digest. Paying reparations to the posterities of African American slaves would convey about a enormous betterment for the promotion of Black America. ( Douglass. Fredrick. 1845. Narrative of the life of Fredrick Douglass ) . White Americans have profited from instruction. life experiences. wealths that were handed down by their ascendants. As good. African Americans have been handed down the adversity of race-related issues. poorness. and the unknown history of their yesteryear. African Americans have invariably been inflicted with the societal position of their low-income degree in contrast with that of White Americans. America should be ashamed for their mistreatment of a race that did non inquire or even want to shack in this state. Yet. they still wear their ugly face of racism. and favoritism. and merely seek to segregate African Americans. as if they were at mistake. Americans may reason Blacks shouldn’t be kicking. whining. and to draw themselves up by their boot straps. Well. Martin Luther King one time said â€Å"White America wants us to draw ourselves up from our boot straps. but we don’t have any boots† . ( Shuttlesworth. Fred. 1999. A Fire You Can’t Put Out ) . The U. S. authorities has a moral duty to this race of people to counterbalance. African American’s because they were denied their heritage. faith. household. and civilization. America alleges it is a religious-based state and their religion resides in God. The bible says: â€Å"If a adult male bargain an ox. or a sheep. and kill it. or sell it ; he shall reconstruct five cattle for an ox. and four sheep for a sheep. † This state systematically contradicts itself in the manner it wants to be perceived. If America has any belief in God. they should experience an duty to counterbalance the African American posterities of slave ascendants. ( Exodus 22. Bible ) . Pongee Bryant White Americans may reason that the state did plenty when it passed the Civil Rights Act in 1960. They may besides province America has adequate resources and equal chance for each person of every race to win. However. there is a immense wealth spread in societal position among inkinesss and Whites largely because of subjugation. favoritism and racism toward the modern twenty-four hours modern-day black. Whether anybody wants to acknowledge it. there is still a glass ceiling ( i. e. . a position barrier ) against African Americans. Reparations would convey African Americans justness and economic power in this state. There are legion black reparation organisations which could have the money and administer it equally among African Americans. to integrate black-owned concerns. place ownership. and better instruction selective for immature and old inkinesss. These reparation organisations could besides put money into smaller black-owned concerns. and other industries that would foster the African American race. and guarantee a rapid growing of African American middle-class and beyond. ( Robert J. Brym/ John Lie. Sociology ) The development of African Americans in this state took on many signifiers through decennaries. The centuries of bondage in this state laid the foundation of our current relationship to America. From cotton Fieldss to constructing America’s most important edifices African Americans have helped construct the wealth in this state. Yet. the African American race has endured the most terrorist act from the Ku Klux Klan. lynchings. plantation gaols. constabulary anguish and slaying. and poorness. Slavery was a offense against humanity ; and it still is in being in many other ways and signifiers. America has created a system with. elector favoritism. drugs. and drug sentences to maintain the African Pongee Bryant American adult male enslaved. The authorities should counterbalance the African American race and put an terminal to a ceaseless subjugation rhythm. The authorities of the United States of America was instrumental in holding pressured the German and Nipponese authoritiess into the payments of reparations to the people who suffered and survived the offenses and bequest of bondage endured during World War II. The authorities of the United States has besides already paid reparations to the Japanese-Americans who were detained in concentration cantonments during World War II. America calls herself a just state: a civilised state which respects civil and human rights. encourages chance for and wellbeing of all her people. and can be trusted by other states as a county whom honors her word. Well. America promised African Americans 40 estates and a mule and didn’t live up to her promise. America’s attitude and silence on reparations malodors of lip service. ( X. Malcolm. Biography of Malcolm X ) . America should besides pay reparations to African Americans because they systematically want us to labour for their work and take all the recognition. For case America is at mistake for African American dead and injured work forces who served and were drafted in the Vietnam War. America put immature black work forces on the front-line of a war they had nil to make with nor helped lend to. America wanted a race that was non yet â€Å"capable† of voting but was competent plenty to contend in a war. A race that did non hold the option of imbibing from any fountain. sitting anyplace on a coach. utilizing any bathroom. nevertheless we were fit for contending. The point is America invariably benefits from African Americans. but refuses to counterbalance African Americans for their parts to this state. ( World Wide Web. AcedemicLibrary. com ) . How to cite Reparations: African Americans Justice Essay, Essay examples

A Separate Peace Genes Journey Essay Example For Students

A Separate Peace Genes Journey Essay A Separate Peace Genes Journey A Separate Peace Genes JourneyGene Forresters difficult journey towards maturity and the adult world is a main focus of the novel, A Separate Peace, by John Knowles. Genes journey begins the moment he pushes Phineas from the tree and the process continues until he visits the tree fifteen years later. Throughout this time, Gene must become self-aware, face reality and the future, confront his problems, as well as forgive and accept the person that he is. With the jouncing of the limb, Gene realizes his problems and the true person he is inside. Fifteen years later, when revisiting the tree, he finally accepts and forgives himself. This journey is a long and painful one. At the end of this long and winding road filled with ditches, difficulties and problems, Gene emerges a mature adult. Gene jounces the limb and causes Finnys fall and at that moment becomes aware of his inner-self and learns of his true feelings. This revelation comes to him back in his room before he and Finny leave for the tree. It surrounds him with the shock of his true self until he finally reacts by jouncing the limb. Up in the tree, before the two friends are about to make their double-jump, Gene sees Finny in this new light. He realizes that Finny feels no jealousy or hatred towards him and that Finny is indeed perfect in every way. Gene becomes aware that only he is the jealous one. He learns of his animosity and that he really is a savage underneath. Over a long period of time Gene had been denying his feelings of hatred towards Finny, saying that it was normal for him to feel this way. Now all of the feelings come back to him and he sees how terrible he really is. The realization that these feelings are one-sided causes Gene to to fall dramatically in comparison to Finny he paints himself black for these feelings and because Finny doesnt share them, he puts a halo around Finnys head, concludes with the neccessity for Finny to be brought down to his level, and results with Gene jouncing the limb. After the realization of the person he truly is, in his room and up in the tree, Gene must now confront his problems, face reality, and deal with the future. He must learn that communication is very important in a relationship and that he must express himself instead of keeping his feelings inside, as he had always done with Finny. He must learn to listen to himself rather than to others. These were just a few of the many problems there were in his relationship with Finny. He must face reality and acknowledge the fact that he isnt as great as Finny, that he is his own individual person and that Finny isnt as perfect as he thought. Gene must accept the guilt for Finnys difficulties after his injury and must help Finny as a punishment and act of repentence for his deed. Gene does this by  giving a part of himself to Finny as we see with the case of sports throughout the rest of the novel how Gene becomes Finny when it comes to sports. Although the above are all of great importance, the greatest hurdle Gene must overcome is learning to live with what hes done. This painful step is the one which will allow him to completely mature. The final stage of Genes maturation is his self-acceptence and self-forgivness. He has to accept that he isnt perfect and that he, like any other normal being even Finny, has faults. Accepting that his innocence has been lost helps Gene move on into another part of his life and realize that he can never return to the days of his innocent youth again. He can now become a man, enter the war and adult world and leave his youth behind. Forgiving himself is the step which allows Gene to lead a normal life and enter society. He must finally forgive himself completely for his blind act and allow himself tocome in out of the rain. By accepting as well as forgiving the person that he is, Gene enables himself to move on and join the adult world. .u86dbdea0956a61a16763b27fd0c278b5 , .u86dbdea0956a61a16763b27fd0c278b5 .postImageUrl , .u86dbdea0956a61a16763b27fd0c278b5 .centered-text-area { min-height: 80px; position: relative; } .u86dbdea0956a61a16763b27fd0c278b5 , .u86dbdea0956a61a16763b27fd0c278b5:hover , .u86dbdea0956a61a16763b27fd0c278b5:visited , .u86dbdea0956a61a16763b27fd0c278b5:active { border:0!important; } .u86dbdea0956a61a16763b27fd0c278b5 .clearfix:after { content: ""; display: table; clear: both; } .u86dbdea0956a61a16763b27fd0c278b5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u86dbdea0956a61a16763b27fd0c278b5:active , .u86dbdea0956a61a16763b27fd0c278b5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u86dbdea0956a61a16763b27fd0c278b5 .centered-text-area { width: 100%; position: relative ; } .u86dbdea0956a61a16763b27fd0c278b5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u86dbdea0956a61a16763b27fd0c278b5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u86dbdea0956a61a16763b27fd0c278b5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u86dbdea0956a61a16763b27fd0c278b5:hover .ctaButton { background-color: #34495E!important; } .u86dbdea0956a61a16763b27fd0c278b5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u86dbdea0956a61a16763b27fd0c278b5 .u86dbdea0956a61a16763b27fd0c278b5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u86dbdea0956a61a16763b27fd0c278b5:after { content: ""; display: block; clear: both; } READ: Bloom's Taxonomy EssayGenes maturation is long, painful. It is a painful and difficult process that reveals a darker side of Gene that he doesnt neccessarily wish to see. However painful, Gene is made a better person during his maturation through his suffering. Through his pain and awful revalations about himself, Gene matures from an insecure child to a self-knowledgable adult.

WOMEN’S MOVEMENT IN SAUDI ARABIA an Example of the Topic Government and Law Essays by

WOMEN’S MOVEMENT IN SAUDI ARABIA Gender inequality is present in almost every aspect of human endeavorin education, employment, consumption of goods, political agency, and the ability to acquire property. These are just some of the areas that gender inequality may be observed, but regardless of the venue, it is almost always the female who is disadvantaged. Gender-inequality, hence, is tantamount to discrimination and oppression of women. Efforts to control the practice of discrimination have long been underway. Need essay sample on "WOMENS MOVEMENT IN SAUDI ARABIA" topic? We will write a custom essay sample specifically for you Proceed People Frequently Tell EssayLab specialists: How much do I have to pay someone to make my essay in time? Essay writers suggest: Ask Us To Write My Paper And Get Professional Help Cheap Writing Services Pay For Essay Reviews Cheapest Essay Writing Service Cheap Writing Service Reviews From the time of Khadija, the role of women in Islam has been evolving depending on how the social and religious leaders bestow treatment on them. To delve into the role and status of women in Islam poses great challenge, in that many different perspectives about the subject are fighting for equal consideration. Yet the only possible way to completely understand the lives of Muslim women is through the Quran, the source of Truth for the Muslims, which according to Asmas Barlas, serves as the essential nucleus of their religion (32). This Holy Scripture is both a religious guide for personal piety and the basis for the adherents practical and political behavior (Barlas 32). Quran does not separate religion from the secular. It encompasses all aspect of life, such that within the lines of the Suras is where one can essentially find the delegated place of women in Islam, as pronounced by the Prophet himself. The early Muslim women, for instance, were assigned a special role in which they were responsible for ensuring that their fellows in the society perform their religious duties. For Dr. Hassan al-Turabi, the role of the women of Islam is to discharge collective responsibilities though in many occasions they may be relieved from such tasks of family maintenance, attendance of group prayers and conscription for war if men can sufficiently attend to them. Nonetheless, the relative consideration towards women did not prevent many from actively participating in military services and public affairs, the prophets favourite wife, Sayidah Aishah, being one of these active women (Barlas, 2002). The women of Islam during those earlier days of religious conquest were both visible in the pursuit of public good and religious merits. The wise Prophet himself occasionally intercedes for women in the name of justice. During Jihad, the womens military participation includes bringing water to the thirsty warriors, treating the wounded and carrying them to safety. In some instances, women were even said to engage in the warfare themselves. When it comes to public affairs, they have their voice and were often consulted for further opinion. They were not segregated from such important gatherings as public meetings and festivals (al-Turrabi). Hence, women used to carry out important roles just like men, especially in the building of Islam. The eventual degradation of their statuses, which causes the current gender discrimination and seclusion, may be explained by the fact that the way women are treated now under Islam may not be the way they should be treated in reference to the foundation of Islamic faith. grave inequality that the non-Muslim world is now seeing is due to the intermingling of pre-Islamic ideologies that rest on patriarchy with Islam tenets. (Barlas, 2002). A survey conducted by Naseef Nassar of National Constitutions among Muslims Arab countries today revealed the three types of modern constitutional parameters concerning women (Haddad and Esposito 6). Amongst the traditional nations including Kuwait, UAE, Bahrain, Qatar and Northern Yemen, women are confined to the roles of a wife and a mother, and her identity is said to depend on her familial relations. In the second cohort, composed of Syria, Southern Yemen, Algeria and Iraq, women of Islam must pursue the same traditional wife and motherly roles but they should be treated as educated and cultured individuals. Thus, women can work and become involved in political affairs. The third group from which Morocco and Egypt belongs grants the most liberal position to women, so that they can fulfil the multiple roles of being a wife and a mother as well as an active member of the community. As can be seen in the lifestyles of Muslim women in the third group, they lead dynamic lives as keepe rs of their homes yet with equal opportunities in the political, cultural, and economic realms. This is what social analysts now call the progressive view on the role of women in Islam. (Alarifi Pharaon, 2004). Women encounter inequalities in almost every aspect of their lives, and many of these are reinforced by the social structures and organizations in which they live. Though a great number of women have already proven that they have achieved equality in education there is still a larger group that incessantly encounter roadblocks to quality education. In fact, it may be the case that society is under-investing in the education of women, without realizing that the price for such negligence is slower economic growth, poverty, and poorer quality of life. A consensus among researchers who have studied the relationship between gender-equality in education and economic growth and development states that gender-equal education leads to better performing economies, which in turn, reinforces gender equality (Alarifi Pharaon, 2004). The nature of the women's citizenship rights in societies in Middle East results because of the4 built-in discrepancy in the different constitutions giving the rights to men and women as well as the different codes that define women. In Saudi Arabia, Muslim women are not permitted to drive although many say that these practices are totally unrelated to the origins of Islam, but based on cultural and traditional customs which have been injected to these societies. These deviations are the result of mans interpretation and applications of the Islamic teachings. Man and woman in Islam are not actually duplicates of one another but the complements. This division of labor allows the shortcomings of one sex which will be compensated by the strengths of the other. It is recognized that both sexes came from one source and therefore, enjoy the same status. There are differences in terms of beliefs as the how women originated and in a way, this has influenced the view of womens role. (Alarifi Pharaon, 2004). In Kay Ebelings The Failure of Feminism, she recounted her experiences as a single mother and the experiences of other contemporaries whom she believes are the victims of the feminist movement that failed. Today I see feminism as a Great Experiment That Failed, and the women in my generation, the perpetrators, are the casualties (Ebeling 2005). Ebelings account is true to some extent. The present condition of the women in her generation does not show any signs that the feminist movement succeeded in liberating women. They became single working mothers who only get a chance in blind dates that only make them realize how far men have gone ahead of them and how they could get away with having children and yet not having to bear the responsibility of childbearing (Ebeling). In conclusion, inaccuracies emerge and are perpetrated if we tend to accept everything without being judicious and vigilant. We appreciate the clarifications set forth by Muslim women and it helps in eliminating our ignorance. Westernized/modernized that we are, we must not consider ourselves superior simply because we embraced the progress made by globalization and technology. In fact, these are very tools we should maximize to widen our understanding and distill, from among the millions of images and information, which is which according to our own personal beliefs and experiences. REFERENCES Alarifi Pharaon, N. (2004). Saudi Women and the Muslim State in the Twenty-First Century. Sex Roles: A Journal of Research. Volume: 51. Plenum Publishing Corporation. Barlas, A. Believing Women in Islam: Unreading Patriarchal Interpretations of the Quran. Texas: Texas University. 2002. Ebeling, K.The Failure of Feminism. 80 Readings in Composition. Ed. David

Education System in Japan and Singapore Essay

Education System in Japan and Singapore Essay Education System in Japan and Singapore Essay Sample Education System in Japan and Singapore Essay Sample In a recent UNESCO report about the education system in the Association of Southeast Asian Nations (ASEAN) members states, it was noted that despite the differences in ideologies, political systems, development priorities, and education systems, members states of the ASEAN community share a common vision (UNESCO, 2014). For ASEAN +6 member states, including, Australia, China, India, Japan, Republic of Korea, New Zealand and Singapore education is the pillar of development that contributes to the community’s competitiveness. Exploration of education systems in the ASEAN community reveals that there are several countries with efficient education systems, including Japan and Singapore. The analysis will provide a better understanding why education system performs better in one national system than in another. In the same context, the comparison also provides tangible evidence and a practical lesson that would help researchers, policy makers, and professionals in the educational r ealm improve the efficiency of education system within their jurisdiction. This research paper compares and contrasts the education system in Singapore and Japan. Firstly, the paper gives a brief overview of the education systems in the two countries; then it discusses the similarities and differences in the next section. Education System in Japan In most scenarios where there has been an international comparison of national educations systems, Japan has emerged as one of the countries with the best education system. The roots of this accomplishment are traced to Japan’s culture and historical development. The Japanese education system has evolved from the dual system to a single-track school system through education reforms that were heavily influenced by the United States education system after the Second World War (NCEE, 2015a). Children at the age of six are registered in grade one of elementary school. School calendar starts in April and runs for three terms that end in March. All Japanese must attend school for 9 years, that is, six and three years at elementary and junior high school respectively. For foreigners, the nine years are not compulsory; hence they may go to local elementary or junior school as they wish (Tokyo International Communication Commitee, 2006). Private schools have created an environment that enrolls foreign students. After junior high school, students may opt to find employment or continue their education in high school and eventually go to university. Special schools and facilities are available for mentally or physically challenged students who may not be able to study at ordinary schools. Education System in Singapore Singapore has grown from a poor and illiterate history to one of the powerhouses in Asia (Ministry of Education [MOE], 2015; NCEE, 2015b). Singapore’s population of 4.7 million people enjoys healthy living standards that are comparable to most of the developed economies in the region. This achievement can be attributed to Prime Minister Lee Kuan Yew, who understood that education is the central turbine of development and competitiveness of Singapore (NCEE, 2015b). In addition, education was used as a unifying platform for the clashing religious and ethnic groups. The Education System in Singapore is managed by the Singapore Ministry of Education, which is mandated to the administration and development of both public and private school (MOE, 2015). Unlike private schools, public schools receive their primary funding from the government. Typically, education spending in Singapore constitutes approximately 20 percent of the national budget. For instance, the national education bu dget in 2015 was $12.1 billion Singaporean dollars as compared to the $11.5 billion dollars in 2014 (MOE, 2015). As of this writing, there were over 360 primary, secondary and post-secondary schools supported by over 33,000 education officers (MOE, 2015). The core trait of Singaporean education is a bilingual advantage. While English is the primary language of communication, all students are expected to learn the official mother tongue. The bilingual policy enables students to access Asian cultures and become globally competitive (MOE, 2015). Teachers, school leaders, and allied educators are at the core of Singapore’s education system. Teachers are nurtured and motivated to grow and reach their professional and individual best. In alignment with their interests and aspirations, and to engrave the qualities specified in the Singaporean Teacher Growth Model, teachers in Singapore undertake comprehensive pre-service training at the National Institute of Education (MOE, 2015). Comparison and Contrast of Education System in Japan and Singapore As for September 2014, 73.2 percent of Japan’s GDP originated from the service sector and 25.6 percent from industry (NCEE, 2015a). Similarly, 70.6 percent of Singapore’s GDP originated from the service industry while 29.4 percent originating from the industry sector (NCEE, 2015b). Observably, the two countries rely on industry and service sector that require highly skilled labor and knowledgeable human resources. These can only be achieved through quality education or a high-performing education system. As noted by UNESCO (2014), both Japan and Singapore are highly industrialized countries in Asia and the Pacific region. Additionally, both countries have higher-performing education systems than countries such as Cambodia, Bangladesh, Papua New Guinea, and Nepal. Japan and Singapore have ratified the Convention on the Rights of the Child, globally committing themselves to offering free primary education to all children (UNESCO, 2014). The rights have been incorporated i nto the national legislation of Singapore and Japan. Despite this achievement, Singapore and Japan had not accepted or ratified the 1960 Convention against Discrimination in Education (CADE). To have a clear picture of the similarities and differences of the two education systems, several aspects of education management and policy frameworks are use compared and contrasted within the education system in Japan and Singapore. In addition, some emerging trends, including educational structure, financial and legal commitment to education, teacher policies and sector management, are highlighted. Financial and Legal Commitment to Education The fundamental principles for Japanese education system are engraved in the Constitution passed in 1946 and the Fundamental Law of Education of 1947, which was revised in 2006 (UNESCO-IBE, 2011a). The Japanese Constitution defines the right to receive education. As outlined in Article 26, Japanese are obligated to provide all girls and boys with basic education as defined by the law. In addition, the law states that the compulsory education shall be free. In addition, provisions relating to educational administration, school system as well as financial support are included in the Japanese School Education Law (UNESCO-IBE, 2011a). On the contrary, the legal framework of Education System in Singapore is outlined in the 1985 edition of the Education Act and the 1990 edition of the School Regulations (UNESCO-IBE, 2011b). The Compulsory Education Act was passed by the Singaporean Parliament in 2000, but compulsory education was realized from January 2013. The Private Education Act No. 21 of 2009 deals with the accreditation and regulation of private education entities in Singapore. Financial allocation to education is one of the indicators of government commitment to education. On average, Singapore, Japan, and other ASEAN countries allocate 14.7 percent of their national expenditure on education. Between 2007 and 2010 Japan and Singapore allocated 9 percent and 10 percent of their government expenditure to education respectively. In reference to expenditure on public education as a percentage of GDP, Japan spent slightly more than Singapore in the same period, as indicated in Figure 3 below. Education Structure The starting age and length of mandatory education vary slightly in the two countries. Formal education in Japan and Singapore starts at the age of 6. Both countries have 12 years of formal education divided into primary, lower secondary and upper secondary levels. Japan has 6+3+3 structure, which is also used in Thailand, Cambodia and Indonesia (UNESCO-IBE, 2011a). By contrast, Singapore shares the 6+4+2 structure with Philippines. Japan and Singapore’s mainstream education systems are equipped with facilities to provide support to students with special education needs. The years of free and mandatory education in Japan and Singapore are 9 and 6 respectively. Despite a variance in the duration, both countries have legal provisions for compulsory education at the fundamental level of education. It should be noted that upper secondary education in Japan is provided free of charge, however, it is not mandatory. Arguably, compulsory education accounts for the high literacy levels in the two countries. In reference to pre-school, children aged between 4 and 6 are enrolled in Singaporean kindergartens (UNESCO-IBE, 2011b). Similarly, kindergartens in Japan enroll children aged 3-5 years (UNESCO-IBE, 2011a). Kindergartens are structured in three years: nursery, kindergarten 1 and kindergarten 2. The primary school level in Singapore consists of the foundation stage (Primary 1-4) and the orientation stage (primary 5-6). The standard subjects at the primary level include English, science, and mathematics. Science is taught from primary three (MOE, 2015). Before leaving the primary education level, students take the Primary School Leaving Examination (PSLE) as depicted in Figure 2 above. In Singapore, students are admitted in secondary schools based on their PSLE performance. For example, students who performed extremely well in the PSLE can take Special course, whereas others are placed in either Normal or Express course (UNESCO-IBE, 2011b). Students who completed secondary education su ccessfully and have the pre-requisite qualification may join centralized institutes and junior colleges. Management and Administration of Education System In Singapore, education policies are formulated and implemented by the Ministry of Education (MOE). The Ministry has control over the development and administration of public or government-aided primary and secondary schools as well as junior colleges (UNESCO-IBE, 2011b). MOE also supervises private schools in the country. Conversely, education system in Japan is managed and administered by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). MEXT was formerly known as the Ministry of Education, Science, Sports and Culture (UNESCO-IBE, 2011a). MEXT advances education and promotes long-term learning. In addition, MEXT encourages sport, cultural and academic activities as well as progress in science and technology. Further, MEXT carries out religious administrative affairs. In Singapore, students with moderate or special educational needs get support from the National Council of Social Service Funds and the MOE through customized special education institutions (MOE, 2015). The aim of such institutions is to ensure that students have the values and skills they need to lead normal lives and contribute to the society as its independent members. The scenario is similar in Japan, where support comes primarily from the Ministry of Education. Singapore’s education system recognizes talent in students in both academic and non-academic domains. For example, Specialized Independent Schools in Singapore offer customized programs to develop students in diverse pathways, including sports, art, science and mathematics (MOE, 2015). These institutions develop a complete school approach to developing a nurturing environment that enables the student to discover and develop their interests and strengths for meaningful life and work. In both education systems, public-private partnerships (PPP) are strongly encouraged in the development of Technical and Vocational Education and Training (TVET) and can take place in various forms and levels (UNESCO, 2014). At the national level, PPPs can be established through an official meeting on issues such as the motivation of employer investment. At the school level, PPPs can be institutionalized through a discussion regarding how to improve workplace experiences. In Japan, PPPs are strongly encouraged because they promote skills training in the country. In Singapore, PPPs are encouraged because they leverage knowledge, skills and expertise of technology industry leaders. In addition, PPPs are encouraged because they establish networks with the private sector. They include Joint Centers of Technologies and Industry (IBT) schemes (UNESCO, 2014). TVET is provided in Japan by the Ministry or Education, Culture, Sports, Science and Technology (MEXT) and Ministry of Health, Labor, and Welfare (MHLW). By contrast, TVET is provided in Singapore by the Ministry of Manpower (MOM) and the Ministry or Education (MOE). As far as education system performance in concerned, both Japan and Singapore have engaged the private sector in provision and funding of education (UNESCO, 2012). The private sector involvement in national education takes various forms including private funding (donations and fees), community schools, private tutoring, publicly funded and privately managed schools, and full free private schools among others. It is worth highlighting that most basic education in Singapore and Japan is publicly offered by public schools or the government. While, the respective governments of the two countries offer free and compulsory education for the first 9 years of basic education, the role of the private sector played in primary education insignificant. However, this observation does not imply that the private sector, including communities and families, has no role. In fact, the private sector is of great importance in these countries. Private expenses on education include uniform, tuition fee, p rivate tutoring and textbooks. Teacher Policies and Standards The locus of teacher employment in Japan, including their selection, management and remuneration, rests with the regional government. By contrast, in Singapore, similar responsibilities rest with the central government. Irrespective of the level of devolution, both private and public sector plays a critical roles in the financing and provision of education. Typically, entrance to teacher training institutes requires graduation from the 12th grade (MOE, 2015; UNESCO, 2014). In both Singapore and Japan, entry to teacher training requires preschool, primary and secondary qualification. These qualifications are bundled with teacher-training certifications. Primary teachers undergo a two-year teacher training course whereas secondary teachers take three to four years of training. In Japan, secondary and elementary school teachers are trained at junior colleges and universities accredited by MEXT. In fact, the majority of elementary school teachers in Japan are graduates of four-year based programs at national universities (UNESCO-IBE, 2011a). Similarly, teachers in the corresponding levels in Singapore undertake university degree programs (MOE, 2015; UNESCO-IBE, 2011b). In Japan and Singapore, the duration of pre-service training is four years, which implies that teachers in these countries are highly qualified to teach students and achieve desirable educational outcomes for these students. The practice is consistent with the OECD average of PISA rankings (NCEE, 2015a). Unlike Singapore, in Japan teachers take a national entrance examination. Both countries have minimal teachers standards often enforced through regular licensure renewal or entrance examinations. Teachers in both countries benefit from professional support in terms of training workshops, peer consultations, support from inspectors and advisors and study opportunities for teachers (UNESCO, 2014; UNESCO-IBE, 2011a; UNESCO-IBE, 2011b). Rewards and incentives for teachers in these high performing education systems include salary increase, promotion and certificate of recognition (SIREP, 2010). Programme for International Student Assessment (PISA) Clearly, the approach is effective and generates results in international assessments such as OECD’s Programme for International Student Assessment (PISA). Figure 4 below represents Singapore’s mean score compared to the United States and the OECD average for science, mathematics, and reading. Figure 5 is an illustration of Japan’s PISA means score in relation to the United States and OECD’s average. An analysis Figure 4 and Figure 5 indicates that Singapore has a better PISA mean score than Japan and the OECD average in reading, mathematics and science. According to OECD (2014), Japan remains one of the most attractive economies for foreign students. In 2012, 3.3 percent of foreign students were employed in Japanese tertiary institutions, which was a 0.1 percent growth from 2000. OECD (2014) noted that 3.3 percent was the largest percentage among all destination countries. Interestingly, 94 percent of foreign students came from Asia. In fact, 81 percent came from neighboring countries. This is a reflection of the education performance and popularity of the Japanese education system in the region. However, in the 2014 World Economic Forum Global Competitiveness Rank, Japan was ranked at position six as compared to Singapore, which emerged at position 2 (NCEE, 2015a). In reference to INSEAD Global Innovation Rank 2014, Singapore emerged at position seven, whereas Japan was positioned at number 21. In summary, these rankings reflect the growth of Singapore’s education system in the last several years. For more than a decade, Japan and Singapore have been at the peak of global leagues of tables that outline children’s abilities in mathematics, reading and science. This has led to the significant development in Asia and attention from the West. This paper compared and contrasted education systems of Japan and Singapore. The analysis indicates that Japan has a relatively better education system than Singapore in various aspects. For instance, the number of years of free and obligatory education in Singapore and Japan are 6 and 9 respectively. This is a reflection of both financial and legal commitment of the respective governments in the education sector. In addition, Japan is one the most attractive destinations for foreign students. Contrastingly, only 1 percent of Japanese student at the tertiary level were registered overseas in 2011. Furthermore, Japan has one of the largest fractions of tertiary educated adults and the uppermost literacy proficiency level amid OECD count ries. It is evident from the research that improving education goes beyond making children attend classes. Effective education systems also involve ensuring that that the youth are well prepared for the world beyond their books and school grounds. It is in this regard that Singapore education system considers bilingual capability as a competitive advantage for their students in the region as well as in the ever increasingly globalized world. In other words, education is about providing avenues or platforms where the youth can find decent jobs, earn sufficient income, and contribute to their societies or communities as they fulfill their potential. In summary, a one-size-fits-all framework for developing an efficient education system is not feasible, but this paper provided an overview of the education system in Japan and Singapore with the hope that it may improve the understanding of the subject areas as well as strengthen education systems in other regions on the basis of experien ces and success of Singapore and Japan.

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Individual Management Enhancement Essay Example | Topics and Well Written Essays - 1000 words

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