KT boundary Essay Example | Topics and Well Written Essays - 500 words

KT boundary - Essay Example This unique layer in terms of its contents and age is believed to have been created sixty five million years ago. Geologists believe this demarcating line to be a clue to the extinction of dinosaurs and the spread of mammals on the earth. The contents of this layer are mainly clay in the bottom and in the upper layer it has got mixtures of minerals like quarts and broken pieces of prismatic crystal substances. The presence of iridium in this layer is very high. Supporting the theory of the mass impact as the presence of it is very less in earth whereas it is abundant in asteroids. The thickness of KT Boundary: Panelists unanimously agree that there is variation in the thickness of the layer. It becomes thinner in Northern America and Canada. But in Italy it is just one centimeter in thickness. The panelists observe that the line gets thinner when it moves from Southern American states into the Northern American states to Canada. The thickness of the layer is three centimeters in America whereas it is only 1 cm thick in Italy owing to the climate impacts on the boundary. KT Boundary and the Extinction of Dinosaurs: The most scientists believe that dinosaurs became extinct because of a single catastrophic event; a massive asteroid impact and gradually the earth witnessed the spread of mammals. The fall of the asteroid led to a kind of situation on the atmosphere where there was no sunlight and thus there was no process of photosynthesis which made a greater crack in the food chain which led to massive extinction. As a result, comparatively bigger animals got extinct whereas mammals and other minor organisms could survive as they were able to hibernate .Scientists are of the opinion that dinosaurs wanted a large area to live in and they could not withstand the impact of asteroid fall and the aftereffects.. In the talk, panelists tell us of crocodiles and turtles who could live underneath the water after the mass impact. Alternate Theory: Melvyn Brag after

A Twiggy Image Essay -- Essays Papers

A Twiggy Image 1. Not merely handled as a precious package, but portrayed as one. Physically, she fit the part. Her hair was bobbed short to her jaw and always slicked down, parted from one side across to the other. It was a soft blonde; perhaps the only soft thing about her as the rest of her body met at sharp angles and was marked with dark lines. The skin appeared silky, unblemished and unwrinkled, still glowing with the youth of seventeen years. The eyes that met yours were large and dark, a very dramatic appeal. The lashes were fake; long and thick layers outlining the sunken pupils. Her lips sat pursed between a perfectly pointed nose and chin. This face graced the cover of Life , Look , Newsweek , Vogue , and Seventeen and filled pages within numerous American magazines and newspapers. The body that supported such a face stood as the foundation for fame and the force driving the photos. Measuring five-feet six inches from her blond head to her trendy shoed toes, she was lanky. At only ninet y-one pounds, the long limbs were nothing but flesh and bone. Knobby knees and jutting elbows made graceful movements angular. Flat. No breasts curved out from her torso and no buttocks rounded from her back. She was shapeless, asexual. Thus, she was distinctive; no one before had looked quite like her. She was the â€Å"It Girl,† who resembled an adolescent boy. She was England's â€Å"Face of ‘66† (Whiteside 87). And when she stepped off of the airplane at JFK International Airport in New York in 1967, Twiggy became a â€Å"universal heroine for teenagers† (Whiteside 54). 2. In 1967, America was hit with its newest trend—Twiggy. She emerged suddenly, appearing with the wink of a darkly lined and thickly lashed eye. Twiggy's impact, how... ...nda Benn. â€Å"This Year's Girl: A Personal/Critical History of Twiggy.† On Fashion . Ed. Shari Benstock and Suzanne Ferriss. New Jersey: Rutgers University Press, 1994. 41-58. Freeman, Jo. â€Å"The Women's Liberation Movement: Its Origins, Structures and Ideas.† 23 April 2003 . Lawson, Twiggy. Twiggy in Black and White: An Autobiography . London: Pocket Books, 1997. Twiggy. Twiggy . London: Hart-Davis, Mac Gibbon, 1975. Whiteside, Thomas. Twiggy and Justin . New York: Farrar, Straus and Giroux, 1968. Williams, Raymond. Keywords: A Vocabulary of Culture and Society . New York: Oxford University Press, 1985. - - -, Marxism and Literature . Oxford: Oxford University Press, 1977. Wolf, Naomi. The Beauty Myth: How Images of Beauty are used Against Women . New York: Doubleday, 1991. 9-19, 179-217.

Education Acts and Reports Essay

Integration of the various racial and ethnic groups, the central aim of the 1 Malaysia concept, had always been the primary concern of the governments’ education policy since Independence in 1957. In fact the Razak education report of 1956 and the Rahman Talib report of 1960 had delineated clear guidelines and emphasise national integration. Compare and contrast out the aims and provision of Barnes Report (1950), Fenn-Wu Report (1951), the Razak Report (1956) and the Rahman Talib Report (1960). After World War Two, the education system in Malaya was pretty much in shambles, and until Malaya achieved her independence in 1957, much had to be done to map out a new education system for the nation. Efforts began with the introduction of a new, national education system with English as the one and only medium of instruction, but eventually, an education system was formed in which Malay became the main medium of instruction. In 1949, a Central Advisory Committee on Education was set up to aid the government in deciding on the best form of education system, which could be implemented in Malaya, to be the catalyst in fostering national unity. In 1950, the Barnes Committee came out with the Barnes Report, which proposed that all primary vernacular schools maintain one single standard and become national schools using the same syllabus but bilingual languages, which were Malay and English. Secondary schools, however, had to maintain English as their mode of instruction. One year later in 1951, there was the Fenn-Wu Report, which whole-heartedly supported the formation of a national education system, but felt that the Chinese-medium schools should be maintained. Their argument was that the country could still achieve unity although there was diversity in the medium of instruction. It was only in 1952 that the Education Ordinance was passed, based on the Barnes Report. This did not garner good response from the Chinese and Indians, who protested the abolition of their mother tongues as one of the mediums of instruction. Due to the failing economy and shortage of trained teachers for the national schools, however, the Education Ordinance of 1952 was not fully implemented. Three years later in 1955, another committee was formed, this time chaired by Dato’ Abdul Razak Hussein and it was given the task of reviewing the education system of Malaya. The committee received 151 memorandums from individuals, public bodies and associations. After much deliberation, the Razak Committee proposed, one year later, the following: †¢ The education system should comprise two types of primary school – standard primary schools that use Malay as their medium of instruction, and standard-type primary schools that use either Kuo-Yu or Tamil or English as the medium of instruction. Both these schools, however, would rely on a common syllabus. †¢ Both types of primary school should enforce Malay as a compulsory subject. †¢ All National Secondary Schools should use a common syllabus and examination and enforce Malay and English as their compulsory subjects. †¢ All teachers, regardless of which school they would eventually teach at, should be trained with a common syllabus in teachers’ training colleges. In 1960, the Rahman Talib review committee was commissioned to study the Razak Report, with the aim of strengthening its implementation and emphasizing the use of Malay as the medium of instruction. The Rahman Talib Report became the basis for the Education Act 1961, which was subsequently passed by the Parliament. Three main components were maintained: i. A common schooling system for all races; ii. The national language as the main medium of instruction for all level of schooling; and iii. A common national-based school curriculum and examination. The 1996 Education Act was formulated as a continuation modernisation of the 1961 Education Act. Describe the main provision of the 1996 Education Act and their application in the education system and in the schools. The Razak Report can be regarded as the foundation for the development of the National Education System used. The main issues in the National Education were: i) The desire to form one National Education System for all races; ii) To make the Malay language the main medium of instruction; iii) To establish a curriculum orientated towards the local environment through the formulation of a common education syllabus with similar contents; and iv) Strengthen the National Education System for all students in it. The development of the formation of the Education Act was continued in order to resolve several requests voiced by the different races in Malaysia and to improve on suggestions recommended in the Razak Report. This was known as the Rahman Talib Report (1960) and it became the basis for the formation of the 1961 Education Act. Amongst the changes and amendments made to the Razak Report were: primary education was free; primary schools became national schools and national-type schools; advanced education was extended to 15 years of age; students advanced to the next standard automatically; Islamic studies for students when there were not less than 15 students; and Moral education was given due attention. After the 1960 Abdul Rahman Talib Report, there come more reports for example  the Hussien Onn Report (1971) and 1979 Mahathir Report. Both these Reports were done to re-examine the Country’s Education Policy which was based on the Razak and Rahman Talib Reports. The 1996 Education Act was formulated as a continuation and modernization of the 1961 Education Act. The aim of the 1996 Education Act was towards strengthening the National Education System for the next generation in line with the needs and aspirations of the country to make Malaysia an international centre for educational excellence. Even though the Education Act 1996 was a new legislation, it reflected a continuity of the wishes and policies of the existing education system. It was formed along the main recommendations of the Razak Report, 1956 which was the basis of the National Education Policy till then. The new Act also continued some of the relevant suggestions from the Education Act 1961. The objective for drafting the laws (Education Act 1996) was to widen the scope and introduce legislation on education. Clause 152 of the Malaysian Constitution has positioned the Malay Language as the National Language to ensure unity of its population. The National Education Philosophy was made a basis of the National Education Act formulated after taking into account the views and aspirations of all sectors. The aim of the Education system in Malaysia was formulated based on the objective found in the National Ideology, National Education Policy and New Economic Policy (NEP). Among the objectives of the Education System in Malaysia are: i) Production of quality education; ii) Production of educated and skilled students; iii) Production of unified community; iv) Social community development; v) Production of quality workforce; vi) Economic production, especially in rural areas; vii) Formation of responsible and commited citizens in a democratic country; viii) Restructuring of socio-economic structure of the population as stated in the New Economic Policy (NEP); and ix) Eradication of poverty. By the Education Act, the concept of the National Education System was improved with the inclusion of all levels of schooling from pre-school to higher education, covering all school categories which is government, government-assisted and public schools. The position of National Language was enhanced with its allocation as the main medium of instruction in the National Education System. This was further strengthened when the language was made a compulsory subject at all schools and educational institutions. The Clauses 152 of the Malaysian Constitution had positioned the Malay Language as a National Language to ensure racial unity. The position of the Malay Language became even more secured when the National Language Act was passed in 1967. Beginning 1970, the medium of instruction in English primary schools were changed to the National Language in stages. Several measures were taken to develop the Malay Language including the establishment of the Dewan Bahasa dan Pustaka (DBP) in 1956, the launch of â€Å"Language Week† and â€Å" Language Month† to encourage the use of the Malay Language and the launce of the â€Å"Bahasa Jiwa Bangsa† slogan in 1960. Other methods included the establishment of secondary schools which used the Malay Language as a medium of instruction, for example in Alam Shah School, Sri Puteri School and Sultan Abdul Halim School. The curriculum for all types and categories of schools were coordinated in line with the country’s need, when the usage of the National Curriculum allocated in the Education Act 1996 became compulsory for all. Students from all types and categories of schools were prepared to sit for examination conducted by the Government and as a result, it simplified the usage of a common evaluation or appraisal method on the achievement of students from schools in the country. Religious Studies were extended to include Muslim students from all categories of schools including public schools and strengthened by making the subject one of the core subjects in schools. With the existence of allocation that allowing the Minister of Education to establish and manage kindergarten, the less fortunate from the rural areas were given a chance to get pre-school education which is considered a good basis when starting primary education. The quality of education programmes at all kindergartens could be improved as it is compulsory for all these kindergarten to use the Pre-school Curriculum Guidelines produced by the Education Ministry. In line with the efforts to culturalize the education of science and technology, technical education were improved in secondary technical schools and polytechnic institutions. The Education Act 1996, made it easier for the status of vocational schools to be upgraded to that of technical schools, while polytechnic institutions can conduct co-operative programmes with any institutions, agencies or industrial organizations to manage technical or vocational courses or training programmes, including exchange programmes. Polytechnic institutions are allowed to conduct twinning programmes for diploma and degree courses with Higher Education Institutions either locally or internationally. Teachers’ training was strengthened with the allocation that allowed the Ministry of Education to organize Teachers’ Education Programmes at certificate, diploma and degree levels in pairs. Private education was developed in a more systematic manner with specific allocations. Attention was also given to vocational education for this particular group of students. However, intensive vocational training, for example for blind students was given after they left school. The most important component in the special mixed education was the resource teachers who were responsible not only for teaching handicapped students but also assisting the normal teachers, build and prepare teaching and learning materials as well as provide counseling service for the students. Realising that Malaysia is a multi-racial country, and based on political discussions conducted by previous leaders, the Education Act 1996 took into consideration the rights of all races by maintaining the status quo of national type of primary schools and 60 private Chinese schools. Apart from that, the United Examination carried out by these schools as well as the conforming schools and mission schools, the Board of Supervisor was also maintained. The Education Act 1996 also allocated for the teaching of languages or natives living in the country if it is deemed acceptable and practical. Religious classes like bible classes do not have to be registered under the 1996 Education Act. The Malaysia Qualification Agency (MQA) was established on the 1st of November 2007 with the enactment of the Malaysia Qualification Agency Act (Act 679). As a result MQA takes on the role of LAN as well as playing a more comprehensive role as stated in the Act. What are the main features of the Malaysia Qualification Agency? In what ways is the Agency playing a bigger role than the defunct National Accreditation Board (LAN)? Please refer to the MQA website for more information http://www. mqa. gov. my. The National Accreditation Board or Lembaga Akreditasi Negara (LAN) was established in 1996 under the Parliament Act and was the national quality assurance agency for private higher educational institutions. Meanwhile, the quality assurance divisions under the Ministry of Higher Education supervised the quality of public universities, polytechnics and public community colleges. On 1st of November 2007, a new agency Malaysian Qualification Agency (MQA) was established under a new education legislation the Malaysian Qualification Act 2007. This new Malaysian Qualification Agency replace the following agency: * Lembaga Akreditasi Negara (established under Act 556), for private higher educational institutions * The Quality Assurance Division of MOHE, for public universities * The Quality Assurance Division of MOHE, for polytechnics & community colleges MQA comes under the responsibility of the Ministry of Higher Education (MOHE). MQA acted as a national body to implement the national framework known as the Malaysian Qualifications Framework (MQF), to accredit higher educational qualifications, to regulate the quality of higher education providers, to establish and maintain the Malaysian Qualification Register. The establishment of a new entity which merges National Accreditation Board (LAN) and the Quality Assurance Division, Ministry of Higher Education (QAD) was approved by the Government on 21st December 2005. This entity is responsible for quality assurance of higher education for both the public and the private sectors. The main role of the MQA is to implement the Malaysian Qualification Framework (MQF) as a basis for quality assurance of higher education and as the reference point for the criteria and standards for national qualifications. The MQA is responsible for monitoring and overseeing the quality assurance practices and accreditation of national higher education. With the vision to be a credible and internationally recognized higher education quality assurance body and the mission to inspire the confidence of its stakeholders through best practices, the MQA is set to chart new boundaries in higher education quality assurance. The MQA Act is designed to promote the dynamic growth of higher education and the portability of Malaysian qualifications. It should inspire the confidence of parents, students, employers, both local and international in the standards of qualifications and quality of their delivery. The MQA Act 2007 comprises the following 16 parts: Part I: Preliminary definitions Part II: Malaysian Qualification Agency Part III: Malaysian Qualification Council Part IV: Provisions Relating to Employees Part V: Financial Provisions Part VI: Malaysian Qualification Framework Part VII: Provisional Accreditation Part VIII: Evaluation of other Qualifications Part X: Institutional Audit Part XI: National Qualification Register Part XII: Appeals Part XIII: Enforcement and Investigation Part XIV: Offences and Penalties Part XV: Miscellaneous Part XVI: Repeal, Savings and Transitional The 16 parts of MQA Act include the provision for: * The establishment of MQA as the agency with overarching responsibility for assuring the quality of all post secondary programmes and qualifications provided by higher education providers in the country. * The establishment of the Malaysian Qualification Framework (MQF). * Provisional accreditation as the initial process towards accreditation. * Accreditation that takes into consideration the diversity of higher education in Malaysia : local program under MQF, foreign programmes including collaborative arrangements, distance and e-learning, professional programmes and skill qualifications. * Registration of qualifications from self-accrediting institutions. * Recognition of prior learning and experience and credit transfers. * The Malaysian Qualifications Register (MQR) as the national reference point for all qualification that have been accredited. As a quality assurance body, the functions of MQA are: * To implement MQF as a reference point for Malaysian qualification. * To develop standards and criteria and all other relevant instruments as national references for the conferment of awards with the cooperation of stakeholders. * To quality assure higher education institutions and programmes. * To accredits courses that fulfill the set criteria and standards. * To facilitate the recognition and articulation of qualifications. * To maintain the Malaysian Qualification Register (MQR). The establishment of the MQA and the implementation of the MQF will benefit national higher education and the development of human capital. In the Quality Assurance System, MQA has developed a code of practice on criteria and standards for higher education in Malaysia. This code of practice is benchmarked against international good practices and nationally accepted by stakeholders through various consultations. The code provides a guideline of general requirements in the following areas: * Vision, mission and learning outcomes. * Curriculum design and delivery. * Student selection and support services. * Assessment of students * Academic staff * Educational resources * Program monitoring and review. * Leadership, governance and administration. * Continuous quality improvement. In general, MQA quality assures programmes through two distinct processes: * Provisional Accreditation – this is initial process which will help higher education providers to achieve the accreditation by enhancing the standard and quality set in the provisional accreditation evaluation. * Accreditation – this is a formal recognition that the certificates, diplomas or degrees awarded by higher education institutions are in accordance with the set standards. The MQA Act 2007 also provides for the conferment of a self accrediting status to mature higher education institutions that have well established internal quality assurance mechanisms. To be so conferred, the higher education institution needs to undergo an institutional audit, and if successful, all qualifications it offers will be automatically registered in the MQR. The processes above are further supported by continuous monitoring to ensure the programmes offered by the institution are always quality assured. Further, nine criteria have been benchmarked as international best practice, which forms the basis of the accreditation assessment. Accreditation will be the highest status in quality assessment done by MQA. It will be the guarantee given by MQA to all stakeholders of higher education which include students, parents, employers, etc. that programmes accredited by MQA are quality programmes. Once the courses of study are accredited, the accreditation status will remain for as long as the institution can meet the framework requirements and QA standard and criteria as well as institutional mission under the MQA’s Institutional Audit. RUJUKAN Akta Pendidikan 1961. (1984). International Law Book Service. Kuala Lumpur Akta Pendidikan 1996. (1998). International Law Book Service. Kuala Lumpur Federation of Malaya. (1951). Report of the Committee on Malay Education. Kuala Lumpur: Government Press. Tie Fatt Hee (2000). Undang-undang Pendidikan di Malaysia. Kuala Lumpur: Fajar Bakti.

Lasting Effects Slavery Has Had on African American...

During the colonial period early American settlers came up with the idea to bring African natives overseas to America and use them as slaves. The white man was higher up than the black man in society at the time because of the color of his skin. Americans consider this the biggest blight on our history. The shame of this period in our history still continues today for many whites, but many blacks still feel angry and oppressed. With the election of our first black president, we are really showing how anything is possible here in America and that it doesn’t matter what color or ethnicity you are. Slavery finally came to an end in 1865. By this time slaves were escaping and fleeing north where many people were against slavery. African†¦show more content†¦One of the most historical cases in African American history is Brown v. Board of Education in 1954. Basically this case is a consolidation of several different cases from Kansas, South Carolina, Virginia, and Delaware . Several black children sought admission to public schools that required or permitted segregation based on race. The plaintiffs alleged that segregation was unconstitutional under the Equal Protection Clause of the 14th Amendment. In all but one case, a three judge federal district court cited Plessy v. Ferguson (an earlier civil rights case that segregated races on trains) in denying relief under the â€Å"separate but equal doctrine.† On appeal to the Supreme Court, the plaintiffs contended that segregated schools were not and could not be made equal and that they were therefore deprived of equal protection of the laws. This case broke the first segregation barrier in African American history. The base issue of the case was that: is the race-based segregation of children into â€Å"separate but equal† public schools constitutional? The final ruling of this case was: No. The race-based segregation of children into â€Å"separate but equal† public schools viola tes the equal protection clause of the 14th amendment and is unconstitutional. This made lead way for the future black and civil rights activists such as Martin Luther King Jr. and Rosa parks. SlaveryShow MoreRelatedFor Years, The United States Has Stood As A Role Model1181 Words   |  5 PagesFor years, the United States has stood as a role model or maybe even more like a â€Å"big brother† to the other smaller less powerful countries. Why shouldn’t we be considered as such? United States is a strong, well-developed country that fights hard for what they want. United States has a democracy and a group of strong, dedicated citizens standing behind it. We fights to get laws made, fight for people’s rights, and fight to continue becoming a better country. United States may have this powerfulRead MoreAfrican Americans and the Prison System2784 Words   |  12 PagesAfrican Americans in Prison Is the criminal Justice system replacing slavery as a Means of Oppression? Table of Contents Intro ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K..1 Part 1 : SLAVERY I. The History of Oppression and African Americans ¡K ¡K ¡K ¡K ¡K ¡K ¡K ¡K.. III. The lasting effects of slavery: continuous oppression ¡K ¡K ¡K ¡K ¡K ¡K ¡K a. The lost sense of culture and cultural pride: Feeling of inferiority b. No economic foundationRead MoreThe History Of Minstrel Shows Took America By Storm998 Words   |  4 PagesIn the 1800s, minstrel shows took America by storm. These shows demonstrated characteristics of African-Americans that confirmed stereotypes that many whites believed at the time. Several characteristics were over exaggerated through characters. One character in particular, Zip Coon, was an extremely dehumanizing stereotype. At first, Zip Coon was an arrogant individual who would try to be high class but was too ignorant. Ultimately, Zip Coon combined with Jim Crow to create the â€Å"coon† stereotypeRead MoreGeorge Reid Andrews Afro Latin America1584 Words   |  7 Pagesbut it has not as yet been focused that this subject has far greater impact in Central and Latin America, thus the greater impact of blacks in Central and Latin America would be the main theme or argument of this paper. This book, Afro-Latin America by George Reid, is the first attempt to focus o n this side of the African Diaspora. With remarkable skill George Reid Andrews has woven the history of people who came from Africa to South America – broadly speaking. He traces their path from slavery to freedomRead MoreThe Legacies of Slavery and Reparations Essay1000 Words   |  4 PagesThe Legacies of Slavery and Reparations Reparations? 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When most people think about an abused woman, many see the woman with a black eye not realizing that abuse is more than physicalRead MoreThe Age of Exploration Brought Many Changes to the World Essay example1675 Words   |  7 PagesSugar was not originally grown in the Caribbean and cows are not indigenous to the United States. Before the Age of Exploration, a period lasting for centuries with long-extending effects, Europeans had not truly begun to explore Asia, Africa, and the Americas. Even with the fearless adventures of the Vikings, Polynesians, and Ming Chinese, no extreme, lasting difference was created. Once people began exploring outside of their own worlds, great social, political, and economic change was usheredRead MoreEffects Of European Exploration On The World1252 Words   |  6 PagesEffects Of European Exploration By the late 1400’s into the 1500’s, European countries began to expand into the rest of the world. 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In fact historically †the Moors--who believed that Europeans were inherently inferior, and that they were closer to animals -- also introduced Europe to Universities(or higher level learni ng) and even the concept of â€Å"zero†(as cited in Douglas, 2009).† Now, that’s not to say Europeans areRead MoreSlavery And Its Impact On The United States Essay1628 Words   |  7 PagesOver the past 35 years a great change has occurred in the study of slavery and its impact on the settling of the â€Å"New World.† From a footnote in American history of little consequence until the cotton fields of the antebellum South, it has evolved into a study that now sees the institution as the most significant element in the colonization and exploitation of this hemisphere by Europeans. It also acknowledges the participation of Africans and the Amerindians in this process and furthermore sees