Can justice and mercy coexist?

Justice and mercy are both conflicting themes which have been debated for a protracted period of time. Nobody seems to have a clear idea on whether they can coexist. Justice refers to the fair and reasonable treatment of someone whereas mercy refers to the compassion and forgiveness that is shown to someone when somebody has the power and authority to do so. It is ironic that these two are virtues since most virtues do not clash. The main point we are trying to address today – Can mercy and justice coexist? In my opinion, I believe that both aspects can coexist.

Firstly, justice is often said to be an “eye for an eye” treatment between the perpetrator and his victim. However, by convention, justice is but adhering to the rules of society where people would deem punishment for a crime to be fair and reasonable. In truth, the above statement is not justice but rather, cruel and merciless revenge for what the perpetrator has committed upon his victim. The quote “an eye for an eye makes the world go blind” ingeniously explains the fact that mercy can indeed coexist with justice since justice without mercy would basically equate to punishment that is far worse than the crime that has been committed upon the victim. In a sense, mercy regulates the severity of punishment and thus, ensures punishment has been served in a moral and ethical manner.

The most apparent example we have come to witness in today’s society is that of an Iranian acid attacker, who ruined the face of a lady. Based on the Islamic law of “Qesas”, to put in simply, a form of “an eye for an eye” punishment, the man could have been subjected to being doused with acid. Despite this, the victim pardoned her attacker for her crime because of the pure presentation of mercy. In this example, justice was served when the court paid acquiescence to the Islamic law when the victim was allowed to exact revenge on the attacker. However, the victim did not do this because of mercy. The fact that the court gave the opportunity for the victim to revenge is upholding justice, but mercy is at the same time seen, since the victim chose not to carry out the punishment on her attacker.

Some might argue that mercy cannot co-exist with justice because mercy impeaches justice. Take the case of Casey Anthony as an example, a mother who was accused of murdering her own child. Although the public has condemned her act and all evidence points out that she is the most probable suspect, the court acquitted her of all charges, just because the American legal system does not convict a suspect based on mere suspicion. In this case, we can see that although justice was served, many questioned the quality of it and even accused the court of being overly merciful and thus, they come to the conclusion that mercy definitely cannot coexist with justice.

To reiterate my points above, mercy can indeed regulate the severity of a punishment, thus ensuring justice in it. However, others might say that mercy questions the quality of justice. Both, as we can see, are opposing viewpoints. However, in my opinion, it all depends on the perspective of different people in different positions. The court, in the case of Casey Anthony, can perceive acquitting her as justice being served because her charges were based on suspicion and in a sense; mercy played a part in it. However, in the eyes of the public, they deem mercy to impeach justice as they believed that Casey Anthony did commit the crime since all the evidence pointed towards her and the acquittal of her by the court degrades justice.

What do you think is Shakespeare's intention of creating Shylock in The Merchant of Venice?

I think that Shakespeare harbours a sole intention on creating Shylock, the main antagonist of Merchant of Venice. To begin, Shylock is caricatured as a Jewish stereotype, someone who can incur wrath and animosity among the Elizabethan audiences. Shylock, besides his Jewish stereotype, is pictured as a bloodthirsty madman, as well as a tragic figure whose Jewish heritage and usurious ways of life is spat upon. As such, Shakespeare was probably seeking to appeal to his audience in the form of Shylock.

He is a menacing figure in the plot itself, threatening the prosperity of Venetian businessmen when he warns of the impending danger to the city if the Duke denies him his entitlement to the bond which is by bending the law in favour of Antonio. Shylock states, “I have possess'd your Grace//of what I purpose,//And by our holy Sabbath have I sworn//To have the due and forfeit of my bond.//If you deny it, let the danger light//Upon your charter and your city's freedom.”

What fuels the Elizabethan audience fury is his infallible façade, one that reflects upon his stubbornness when he refutes that there is any reason in wanting to extract a pound of flesh. He proclaims, “Some men there are love not a gaping pig;//Some that are mad if they behold a cat;//And others, when the bagpipe sings i' the nose,//Cannot contain their urine; for affection,//Mistress of passion, sways it to the mood//Of what it likes or loathes. Now, for your answer://As there is no firm reason to be render'd,//Why he cannot abide a gaping pig;//Why he, a harmless necessary cat;//Why he, a wauling bagpipe; but of force//Must yield to such inevitable shame//As to offend, himself being offended;//So can I give no reason, nor I will not,//More than a lodg'd hate and a certain loathing//I bear Antonio, that I follow thus//A losing suit against him. Are you answered?” This speech is but an absolute denial to the fact that his quest for Antonio’s flesh is fuelled by the hatred which was culminated as a result of Antonio’s humiliation of him being a Jew.

Perhaps the most conflicting aspect of Shakespeare’s portrayal of Shylock would be the frequent mentions of the prejudice and ill-treatment he had suffered at the hands of Antonio. Though Shylock might be spat upon by the Elizabethan audience, in the present world, the animosity Antonio had shown towards Shylock offers a different perspective of the story, a perspective than incurs sympathy for Shylock. Shylock’s famous monologue on how a Jew is human and his quest for vengeance, is a product of the insults that had battered him in the past, further implying that Shylock was not a born monster but rather, someone who has been abused to the point where he has succumbed to there abuse and thus returns the “lessons” to the Christians, if not better. Elizabethan audience might also have scorned at Shylock’s monologue in light of the anti-Semitic sentiments at that time, thus, engaging a wider audience.

In conclusion, Shakespeare’s intention of creating Shylock was probably to appeal to the Elizabethan audience, with the influence of anti-Semitic sentiments adding to the attractiveness of a play with contradicting elements which perhaps provide a different perspective besides the typical Jewish stereotype.

How to Raise a Global Kid

In this article, Jim Rogers raises a few critical but precise points on America’s faltering connections in this rapidly globalising world, as well as the significance of raising “global kids”, a new generation of youths who are able to bridge the gap between the east and the west. Indubitably, we have to agree with his point of view. As we all know, Asia is indeed the future. America has amassed a tremendous debt of $14.46 million, far worse than in 2006, and its debt ceiling ever rising. America may be the superpower at the moment but Jim Rogers is critical of this, as America is disregarding the rapid pace of globalisation, during which the veil between “economies and business; of politics and conflict; of fashion, technology, and music” becomes less and less discernible, a great threat to America’s prosperity. If America continues to be disillusioned by its title of a superpower, it risks being segregated from the rest of the world.

With expeditious globalisation, the prosperity of a nation cannot solely depend on mere bilateral ties with other nations. This simple theory has sent America into decline. America needs a revolution, and it means nurturing a generation of “global citizens”, who have the ability to bridge western and eastern influences and cultures. As it lies on the crossroad of east and west, Singapore has always emphasised on the significance of bilingualism. Over the years, besides English as the main medium of instruction, mother tongue has also established itself in the foundation of Singaporean education, setting the impetus for our nation’s rapid advancement as an Asia-Pacific hub for quality education and healthcare services. Perhaps America should follow a similar approach, not just through the teaching of foreign languages, but a protracted immersion of its youths in other cultures, subtly constructing a global perspective.

Conversely, some people might argue that English would still remain in its position as a global business language and that America will still be the main driving force behind globalisation such that abandoning the English language would not be practical. However, we cannot deny the fact that one still has to be capable of immersing themselves in the Asian culture and language, since fast industrialising Asian countries would eventually be the main contributors to expeditious globalisation. Certainly, it would be more adequate if one were to equip themselves with bilingualism, since it would definitely pay off as one would be able to bridge western and eastern influences, the mainstay of a globalised economy.

In conclusion, Jim Rogers’ perception that America’s lack of interaction and immersion with the rest of the world is salient, addressing the concerns of the rapidly globalising world. We cannot deny the fact that bilingualism and the ability to immerse would be able to bring intangible benefits to countries and more importantly, America.

Singapore's Education System: Is an ideal one possible?

Without a doubt, Janelle Lee’s letter is precise and accurate, in terms of pinpointing the education system’s inflexibility in teaching methods, along with the failure of moral education. It definitely voices the opinions of so many students, who have been sick and exhausted by the oppressive system, which has so often been dictated by the Ministry of Education’s “optimised” syllabus. The inefficiency of rote learning is apparent in the real world – people can only be successful if they can think and innovate and our rigid education system has done the opposite, liberating us of our right to voice out our opinions. To be truthful, I have to say that our system is like a totalitarian organisation, governed by oppressive policies which inadvertently suppress the right to question the “questionables”.

On Janelle’s point of inflexibility, I do think there are education systems out there which are capable of rectifying this problem. Singapore’s education system has a method of force-feeding students with information, such that they are not given the freedom to express themselves at all. Our education system is supposed to nurture leaders of the future but at this rate, how are we to discover individuals who have the courage to rectify the flaws in the policies of the nation? Where are we to seek for people who dare to be the change? This system is not capable of accommodating the inquisitiveness and creativity of the human mind, the two most critical aspects of progress, and this underlying cause for concern has to be eliminated. If we were to study the Finnish education system, which stands on the apex, it provides full autonomy to schools by not imposing a standardized syllabus and offering educational institutions the privilege to structure their education model, often addressing local concerns. The long-term cultivation of the system has resulted in a near-perfect one which advocates knowledge, as well as thinking.

Additionally, I believe our system is also rather exam-oriented which focuses on rote learning, rather than critical thinking. Rote learning, in the eyes of the Singapore education system, is where students are expected to memorise facts from the textbook and be able to regurgitate all these information during tests, in the hope that they can understand and apply them. The truth is: nobody will do so if we are not oriented towards thinking. This gives rise to many other problems, such as the misconception that “As long as I get my A1s, nothing else matters.” It definitely reflects upon a serious flaw in our system. Living in a globalised world, we need talents who are rational enough to think of methods to overcome threats and challenges. Certainly, there is too much emphasis on results and not process, which inevitably gives rise to sheep-thinking, where no one would be willing to challenge the norms.

Moral education is an integral part of Asian culture, where one of the most celebrated philosophers, Confucius, originated from. In Janelle’s letter, she mentions that morals cannot be instilled in students through force-feeding by books and files. However, this can be contradicted by the fact that much of Confucius’ teachings were passed down in the form of books and scrolls. The only difference was the socio-economic conditions of modern and ancient times. Youths these days fail to be inspired by moral principles solely because of the insignificance of them in our world. Do moral principles grant you a place in university? Do they grant us a job which pays extravagant salaries? No. The only way through which we can inculcate moral principles in youths these days would be through effective parenting techniques that subtly influence them in their moral principles, along with sufficient support from teachers in schools which can fuse both to develop a coherent teaching style which hopefully does not involve the use of books, given the ineffectiveness of it.

To conclude, the best education system Singapore should adopt would be one which, besides imparting knowledge, nurtures the power of the human mind, through infusing the curriculum with cognitive thinking and reasoning skills, thus equipping us for the future.

Is there a difference between treating water as a human right and as a commodity? Should water be treated as a human right or as a commodity?

Water, a human right or a commodity? Since the dawn of civilization, water has been indispensable. In fact, it is no doubt the epitome of all life on the planet. That being said, water consists of 75% of our world’s surface, but only 3% of that is drinkable. It is a renewable source but only when water is managed carefully. The continuous pollution of water has plagued the world for decades, since the rise of industrialisation and it continues to thrive in our globalised world today, affecting the livelihood of countless people in derelict areas. There definitely exists a clear distinction between establishing water as a human right and a commodity, the former placing certain responsibilities upon governments to ensure that people can enjoy "sufficient, safe, accessible and affordable water, without discrimination" while the latter distinguishes water to be dependent on the market itself, indirectly contributing to privatization, an aspect of capitalism. I believe that water should be established as a human right.

Life is sustained by water. Humans, as aqueous creatures, are dependent on water for sustenance. Water cannot be substituted, unlike some other forms of resources. The preservation of life is solely dependent on water. While food is also a fundamental element to sustain life, food is a variation of different items which can effectively substitute one another. It makes water all the more unique, as a universal source of life. Our right to live and other human rights are derived from our access to water. This is verified by the United Nations committee which stated that “The human right to drinking water is fundamental to life and health. Sufficient and safe drinking water is a precondition for the realization of human rights...a limited natural resource and a public commodity fundamental to life and health.”

If water was treated as a commodity, it would inevitably lead to privatization, one of the main aspects of capitalism. Privatisation of water systems would eventually lead to adverse effects, such as lower quality in water and increase in price. Notable examples would include South Africa’s instigation of the privatization of companies, which in turn led to a fatal cholera outbreak. In 1997, the World Bank assisted Philippines in the privatization of its local water system. Astoundingly, more than 6 years later, water prices hiked by 81% and 36% in the east and west regions respectively. These inefficient and extravagant water supply systems eventually led to diminished access to households who were unable to afford water, resulting in cholera and other water-borne diseases.

However, some people might argue that establishing water as a commodity would in turn influence citizens in wealthy states to limit their water consumption, since water would be dependent on the market, which is determined by supply and demand. One notable example would be Singapore, where “The Government's approach is to let the pricing of water show its true economic value”, therefore, instilling awareness in Singaporeans that water is precious. Along with that, the government does consider their responsibility of providing access to clean water at an affordable price, as they do offer subsidies for its citizens. However, with that being said, we must consider the situation in impoverished states ravaged by conflicts or poverty. In these cases, we cannot impose water as a commodity as it would inevitably add fuel to the fire by expecting them to pay for water. With these citizens unable to fulfil even their daily needs, it is undoubtedly defective if water was to be dependent on the market itself.

In conclusion, water should be treated as a human right, rather than a commodity. Water is unequivocally the stem of life. If water was treated as a commodity, it would lead to exploitation. Although, it might be feasible to allow water to be treated as a commodity in wealthy states in Singapore, in situations such as in impoverished states, it could prove to be fatal.

Should the giving of weekly days off for maids be legislated in Singapore?

Minister of Community, Youth and Sports Halimah Yacob recently called for the legislation of weekly days off for maids working in Singapore, sparking off a heated debate among Singaporeans. The term “maids”, also known as domestic workers, have existed in Singapore even before the transition into the 21st Century. Domestic workers were brought in during Singapore’s stages in economic development so as to meet the demand for domestic labour as more women relinquished their positions as house makers to join the workforce. I believe that weekly leaves for maids should be legislated in Singapore, if not; cash compensation should be offered by employers who are unable to do so.

Firstly, one of the most fundamental rationales over the legislation of weekly days off for domestic workers would be that the absence of it would eventually result in the exploitation of maids and eventually, affecting their health and productivity. Besides, employers cannot expect these domestic workers to carry out their duties as per normal every day. As human beings, we would definitely expect to be given rest after a hectic schedule, much less the maids, who face a lifestyle occupied with manual labour. Some employers even make them perform work which falls outside their call of duty, which emphasizes on the need to implement this law. This fundamental legislation also seeks to protect vulnerable domestic workers who are still suffering in silence. Eventually, we have to face up to the truth that even Singaporeans do struggle with daily household responsibilities, advocating the obligation of granting domestic workers leave.

Ultimately, it could boil down to labour rights and even international relations. The Ministry of Manpower, despite implementing compulsory rest days for foreign labour, has not enforced the law of a mandatory off day for foreign domestic workers. Despite intense pressures from labour organisations around the world, the government has failed to do so. In the long run, it could have adverse effects on international relations if the exploitation of maids gets out of hand. Countries may not be obliged to send their workers to Singapore, for fear over the profiteering of employers.
Contrary to the above, some individuals might think that weekly leaves for maids should not be legislated in Singapore, which stems from their concern over the delinquency of maids. Recent cases regarding this issue have surfaced, questioning whether there is a need for the legislation of this law. However, we should note that the concerns of these individuals are derived from the policies of the Ministry of Manpower, which puts the burden of responsibility on the employer, if the maid escapes or gets impregnated and it is the Ministry’s responsibility to identify and rectify these loopholes in their policy.

In conclusion, I presume that the government should make the law of weekly days off for foreign domestic workers compulsory. Firstly, it should serve as a deterrent to protect vulnerable workers from exploitation of employers. Secondly, the refusal to do so could result in the breakdown of international ties. Although some might believe there isn’t a need to enforce this, their concerns are perhaps derived from the Ministry of Manpower’s policy that puts responsibility on the employers and the Ministry of Manpower should rectify this if they want to create a safe environment, as well as to raise labour standards.

Home-Based Learning Assignment: Task 2

Analysis

Point of View

Firstly, we can deduce from the poem that it is from the perspective of the poet himself because of the fact that he utilizes many first-person pronouns, such as "I" and "We". Additionally, the poem is dramatized and narrated through the rapid inflow of emotions, as if the persona was having a first-hand experience, thus leading me to this conclusion. An example in the poem was

"My heart is pumping adrenalin through all of my veins
I run as fast as I can through the lead rain
The noise is tremendous, terror I can’t define
The only reason I survived that day was divine
I kept pulling the trigger and reloading and pulling some more
You do what you have to do, with that I will say no more"

It was as though the events listed above were happening simultaneously, accentuated by the absence of full stops, rendering the poem a fast-paced one which stirs up anxiety so as to immerse readers in a surreal environment to aid the poet in conveying his purpose of writing this poem, which could be to warn others about the terrors and trauma one suffers as a result.

Situation and Setting

This poem is apparently set in a battlefield, during the course of the Afghan War so as to demonstrate the terror of conflicts. In this setting, the poet places very strong emphasis on the use of contrast in the setting so as to reiterate how conflicts alter the outlook towards ideas or things. One such example was the contradicting statements on how the Hindu Kush were "majestic mountains so steep, so high they kiss the skies" and then referring it to "hell close to God". The terms "majestic" and "hell" are conflicting terms since "majestic" often brings up images of grand and peaceful architectures of nature whereas "hell" is a symbol for suffering and death, thus emphasizing on the fact that the Afghan War had changed these grandiose mountains into places proliferating with death and despair, reiterating the poet's purpose of highlighting the negative impacts of war.

Language and Diction

In this poem, language and diction are used to instill fear, terror and panic in readers. One prominent literary device the poet used was religious imagery such as the use of the statement "Washed in the blood, and baptized by fire", referring to the Christian practice of baptism, usually referred to as part of the initiation ceremony. This religious imagery was probably used to accentuate the fact that once somebody fights in these wars, they are enter a state of terror and are "welcomed" into the world of war, whereas the words "blood" and "fire" represents two elements which are related to death and destruction, both which are common during wartime, thus demonstrating the fact that once somebody enters a war, he forever "loses their(his) innocence", emphasizing on the poet's motives on the terrors of war.

Personal Response

This poem certainly evokes another perspective of the world we all live in, that is the cruel and horrific side of war, the reason why peace has been omnipresent, such that we take it for granted. It immerses us in this insane surreal environment, as if we were on the battlefront, fighting for the lives of our people, trying to relinquish these maniacal extremists who fight to die from the face of the earth and at the same time, experiencing the extreme panic which devours the minds of these lost soldiers and the images of military casualties, who are so easily disregarded, as if they were merely carcasses of animals, meant to be tossed away after they have been utilized. It clearly accentuates the trepidation and distress soldiers experience during wars, a stark contrast to the urban lives we lead.

Home-Based Learning Assignment: Task 1

Background Information

About the Author:
Steve Carlsen was born and lives in Dowagiac Michigan. He joined the United States Army in October 2000 and went to Infantry Basic Training, and Airborne School in Ft. Benning Georgia. He then reported to D Company 1st battalion 504th Parachute Infantry Regiment. 82nd Airborne Division in Ft. Bragg North Carolina. He deployed to Kosovo in November 2001 as part of peace keeping operations. He was deployed to Afghanistan in of December 2002 where he participated in combat operations. He was honorably discharged from the Army in 2003. He currently attends Southwestern Michigan College where his professor, Dr Michael Collins challenged him to write about his experiences.

References:
http://www.warpoetry.co.uk/2010warpoetry.html

About the Afghanistan War:
The Afghanistan War came about as a result of the September 11 attacks. The war involved the armed forces of the United States, United Kingdom, as well as the Afghan United Front, all of whom launched Operation Enduring Freedom, with the goal of dismantling Al-Qaeda and ending the use of Afghanistan as a base. It also aimed to remove the Taliban regime form power and create a democratic state. The protracted war claimed the lives of many, with the total number of military reaching 11,758 and civilian casualties approximated to be from 14,000 to 34,000.

References:
http://en.wikipedia.org/wiki/War_in_Afghanistan_%282001%E2%80%93present%29

'Students should be given more freedom in deciding school rules.' What are your views?

For a long time, school rules have made school seem like a totalitarian regime. School rules generally define the barriers of how far the manifestations of a student's mischief can go. It is therefore of utmost importance that school rules are implemented in a proper manner such that the universal standards of quality educational institution can be achieved. However, if only the school administration takes charge of reviewing school rules, then it can only result in school rules being manipulated in one monotonous mentality without the opinion of students who are the main party at which school rules are directed at. Thus, it would definitely be a better choice to allow students to gain more freedom in school rules but at the same time, ensure that the school administration still has a part in revising the rules when they think that certain rules are inclined towards the students’ self interests.

One of the advantages of having students to play a role in school rules is that they have a different perspective of school life from the school administration. As students, we are exposed to the different rules which are directed at restricting our mischief. Different individuals have varying perspectives about rules and how they can be improved or whether the rule itself makes any difference in ensuring a student’s discipline. Rather than gathering feedback from teachers when reviewing the rules which have been implemented, it would be more rational for students to offer their opinions on the school system through their daily observation of their schoolmates’ behaviour and whether certain rules have been effective in restricting one’s transgression because it could be different from what their teachers perceive – a one-sided view of the situation. Thus, it would benefit the school in identifying the lack of utility of certain rules in enforcing discipline in students.

Additionally, there should be a compromise between students and the school administration on the matter of setting school rules. If the student body were to be involved in the establishment of school rules, the school administration could enforce the rule system by offering the necessary guidance in the implementation of school rules. This would accommodate both parties’ interests where both student and teacher can play a crucial role in the creation of rules with the latter being the facilitator who would review the opinions of the student body before taking into consideration certain comments regarding the establishment of school rules which would ultimately lead to the well-being of the school.

However, some people might argue that students lack the maturity and moral responsibility which enables them to enforce sensible decorum which are critical to moral development. This is a widespread concern because it could potentially lead to the incorrect set of ideologies being imparted to students due to improper guidelines being established if a cohort of incapable students were to lead the school in the establishment of school rule. However, there is a solution. Conversely,a school could delegate a group of enlightened and intellectual students having good moral judgment to represent the student population. As such, there should be few discrepancies in the guidelines established by the school in accordance to the feedback from this group of students. Thus, the worry of having irresponsible students contributing to the implementation of school rules can be eliminated.

Since students possess a different viewpoint from teachers on whether school rules have been effective in curbing mischief while teachers, as adults, are able to uphold the right moral values and have sound judgment, both can complement each other in their weaknesses. Therefore, there should be a stipulated level of involvement of students in the decision of school rules but to a certain extent, which is where the school administration has to take charge of reviewing the different rules which constitutes the school’s system so that they can identify whether the students have been using their power to further their self interests. In a compromise like this can both parties truly arrive at a win-win situation which would definitely benefit the students’ moral and academic development.

The Trauma

The soldier slashed his bayonet wildly, his battered shins moving vigorously. In the thick and humid jungles behind beckoned his fallen comrades. The ferocious explosions reverberated throughout the thick and deadly vines which seemed to cast out the only source of illumination, the glorious Sun. The soldier’s sweat permeated into his thick coat. His gruff voice reflected upon the massive development from a young boy, his unshaven moustache stuck out prominently from his sharp chin. Then, a stinging bullet buried itself beneath his skin. The soldier collapsed like a falling log but not a grimace nor cry was heard. Soon, he drifted into a dream, his fellow soldiers stumbling over branches to help him.

He burst into life on a bed layered by a thin and grisly bed cloth. Then, he stood up and trudged outside. The morning sun illuminated the skies like mines which were activated; swallows swooped through the air like bullets and villagers walked around indifferently, carrying out their daily chores. Then, he took his seat by the steps of a hut. The hut had been standing in the heart of the village for the past few years. People were usually carried out with a bloodstained ivory cloth stretched over their face. This man was lucky, but he was polluted with the guilt that stained his heart. He recalled the deathly grimace that were expelled from his comrades’ throat when they succumbed to their injuries, the blatant explosions and how the ground shook as if they were about to be split open. For an hour, the soldier sat by the steps, his thousand-yard stare gaining the curiosity of villagers…

Does nuclear energy still have a part to play in the world?

Nuclear energy is an alternative to other non-renewable sources, such as coal, oil or natural gas. The demand for energy has been rising steadily over the past few years, along with advances in technology, more electricity is being consumed for various applications. Inevitably, non-renewable sources are being depleted rapidly and scientists have estimated that they will run out within the next 50 years. Thus, scientists have adopted nuclear energy as an effort to meet the demands of a growing global population. Nuclear energy does have part to play in this world but at the possibility of destruction.

Nuclear energy is essential to meet the demands of energy, financially and quantitatively. Clean energy sources such as hydro-electricity and wind energy are not sufficient to meet the growing needs of the global population. Hydro-electricity and wind energy require huge funding in order to be executed. Dams have to be constructed, in the case of hydro-electricity, while wind energy involves the purchase of high-technology mechanisms. Both alternatives are certainly not cost effective. At the same time, the building of dams has been found to damage ecosystems. Thus, the only alternative which can provide us with efficient and cost effective energy after fossil fuels have run out is nuclear energy.

However, there is a danger of devastating nuclear accidents which could be detrimental to humans. Despite the cost of setting up nuclear plants, it provides us with a long term source of efficient and cheap energy, but at the possibility of mass destruction and adverse effects to a country’s population. As displayed by the Fukushima I Nuclear Plant incident, the cataclysmic 9.0 earthquake resulted in the failure of the nuclear reactor, causing damage to the nuclear plant and the release of radioactive materials to the atmosphere. Although there were no reported deaths, Japan is sure to suffer in the long run. Back in 1986, Ukraine was struck by the Chernobyl nuclear disaster. People living in the proximity have either succumbed to radioactivity or their children have physical defects, causing mass destruction in the area. Certainly, safety has to be ensured before constructing a nuclear plant. Scientists have been working on improving the integrity of nuclear reactors to ensure the safety of a nuclear plant. In a few years’ time, we should anticipate safer nuclear energy.

Nuclear energy is becoming more essential in providing energy for the world. Despite the probability of destruction and damage, we cannot deny the fact that it offers a cheaper and more efficient source of energy. In the view of the depletion of non-renewable energy sources, nuclear energy is the only rational alternative we have besides coal. However, scientists have to find a solution to reduce the occurrence of such terrible nuclear disasters again. What could they do to maintain the safety of nuclear plants so that nuclear energy can undoubtedly replace fossil fuels when they run out?

Term 2 Online Lesson 1: Crisis in Japan

Japan
Daiichi High School
123-4567
Osaka, Some Town
123 Random Rd

4 April 2011

Dear Jean,

I am writing this letter to you to inform you of my safety and to share my experience when the tsunami struck Japan. As you know, I am currently in Japan for an attachment at a Japanese high school. Japan was devastated by a monster earthquake and a tsunami and I was lucky to survive when the tsunami crashed against the inn I was living in. Dawn is crashing its rays upon us and as I survey the devastation around the school, tears fell off my cheeks. As I peered over the horizon, I could spot a few bodies scattered among the silent pieces of debris. I couldn’t comprehend the mesmerising brute force of nature.

A few weeks ago, I was busy with a little surprise for my students before I left for Singapore. Then, an instantaneous silence swept across the village. A sudden uneasiness clogged my parched throat. I stepped out in my curiosity, the deadly silence continued. Then, the ground began rumbling, as if a gargantuan worm was wriggling underneath. Gradually, it picked up velocity, its wrath reverberated throughout the town. Grandma Kimoko’s roof collapsed, her house’s elegance was extinguished. She was instrumental in making my stay in Iwake enjoyable and I could do nothing. Her cries were mercilessly muffled by the huge load of debris. Out of nowhere, men and women started screaming in Japanese. It was a rallying cry for us to run. There was an impending tsunami. Seconds after, onyx waves stretched across the rice fields, the stench of death and decay ever present. Everybody dashed for their lives, picking up neighbours who had fallen along the way. I stared behind and caught the last glimpse of an ancient prefecture. The waves had died down by the time it had devoured half of the town and I was lucky not to have perished along with the others. I made it in time to a higher ground, at the top of a hill.

At nightfall, aid started pouring in. We were offered sleeping bags, toothbrushes and basic necessities. As I scanned the hall for familiar faces, I could see none. I wondered what had happened to the people I knew. An overwhelming sadness enveloped me. However, I was surprised by the few eminent smiles on the Japanese people; they spurred the others on in their quest to rebuild their homeland. A sense of warmth was evidently present in the sleeping hall with the last of the refugees turning in for the night. I could hear a few sobs until quietus settled over the hall. I was indeed lucky to have cheated Death.

Yours sincerely,
Clement

Blog Comments

Below are the screen shots of comments I made on Benedict's, Alastair's and Jia Jie's blogs respectively. Please take a look.

Point of View in Narrative Writing

(1) Headmaster
I stood in the heart of the room, the ornate walls surrounding me. Adjusting my onyx robes, I cleared my voice, such that it was blaring enough to be heard. “Ladies and gentlemen, the light of knowledge.” My portly assistant clutched in his hands a lighted candle, its flame strong and searing. He passed on the flame to a petite young boy, his graceful pupils mirrored a future of knowledge and success. Carefully, he allowed his palms to move towards his partner, passing on the light of knowledge. I was appeased, my coral lips turned into a smile, for I knew the light of knowledge would enlighten their hearts and fill their souls throughout the years they will be in the school.

(2) A new student
His half-opened eyes were fixed upon me as he held an awkward mechanism in front of himself. A sudden flash… The stinging siren of the bagpipe infiltrated the peace like an incoming wave. We marched into the hall as we took our seats on a few wooden benches, their texture reflected upon their age, its sides were peeling off. Instantaneously, a bald man in swaying black robes ascended the stage. His deathly tone repelled every tinge of laughter and anticipation in the hall. “Gentlemen, what are the four pillars?” His blaring voice shook the hall. I did not know what the future in this school meant for me. I rotated my neck, only to see my parents staring back at me…

Reflections on Past Lessons

The Language Arts lessons in Term 1 have certainly fulfilled my expectations of the English language. For once, I had a clearer idea on the direction we were moving towards. This term, we largely focused on the techniques of characterization and the elements of a short story, through the use of two stories, To Kill a Mockingbird and All Summer in a Day, in order to prepare ourselves for our short story assignment.

Perhaps, we could learn more efficiently through the use of these two stories because it provides us with a platform where we can groom our writing skills as these stories are written by elite writers who have bountiful experience is writing stories which could captivate readers. As our objectives are to learn how to emulate their writing styles, this is a rather good approach.
Hopefully, the Language Arts programme could be modified as to boost the self-learning of students since our ACE for the current term has been currently narrowed down to a single aspect which is blogging. Although I do appreciate the influx of Infocomm Technology and the fact that blogging enables us to provide our views in various matters, I hope that the submissions for ACE could be expanded into various categories which will cater to the different areas of Language Arts.

Language Arts lessons have been fulfilling this term, especially during lessons where we can get into groups to discuss ideas and eventually come up with a solution which we can share with the class. This perfectly blends into the structure of the system in Hwa Chong as the school aims to develop us into gentlemen who can speak and work with others. Therefore, I think this is a strong aspect of Language Arts lessons which can continued in Term 2.

The Bronze Horse

As the students continued with their solemn morning walk along the terraces, the coral sun was like an egg yolk, its rays stretching across the illuminated skies. The bronze horse stood on the dew-coated evergreen grass, its countenance impassive. One could imagine its brilliant onyx mane flowing in the wind, exuberating a surprising calmness and commanding pride. In its backdrop, the elegant Clock Tower, its beige façade reflecting almost a century old of culture. The octogenarian was located at the heart of the campus, its clock ticking as always, like the golden sun. It has been the beacon of the school for ages and continues to represent the identity of students. As the strong voices of the cohort began to sing the National Anthem, the roof of the trees were caressed by the slow breeze moving across the school, its arms started swaying under the influence of the breeze. As the students made their way back to their classrooms, the bronze horse was alone again…

Characterisation: Story Excerpt

Story Excerpt:
Hitler was trudging down the war torn lands of Germany. Once a great leader, he was reduced to a bruised and battered figure. Death filled the air as soldiers lay beneath his feet. His shuffling gait was evident in the stinging silence. He had sworn to save Germany but now, his motherland lay in ruins. His prominent moustache was smart as ever but his face revealed an overwhelming sadness, a form of disappointment. There was dirt on his face and his crooked lips spoke for themselves. Then, a war cry ensued. A German soldier was mercilessly bayoneted by a few Soviets. Blood spilled onto the ground. Hitler grew more solemn by the second. “Take my hand, my dear,” Hitler spoke with great affection despite the ongoing conflict. His love took him by his wrists and dashed for their lives. The intensity of the war grew and the Soviet forces had isolated Berlin from the rest of Germany. There was no way out. Hitler never cried for as long as he could remember but today, he realised that it was inevitable. His glistening cheeks blended into the bleak background of Berlin. He removed his pistol and raised it to his temple. Then, with a click, a loud blast reverberated throughout the city. Hitler lay on the cold hard, hard ground, his pupils void of life.

My identity in relation to my favourite part of my campus

Many students would probably relate themselves to the Clock Tower or perhaps, the bronze statue of Tan Kah Kee, the founder of my school. Although I would agree with the general preferences of most students, I would choose the bronze horse at the foot of the Clock Tower to represent my identity. Why? To me, the moment I step into the vicinity of the bronze horse, I can sense an overwhelming pride emerging in me, for it is a unique feature of our school. From my knowledge, this bronze horse was an initiative by an alumnus of the school who drafted the plans for this horse on Hwa Chong’s 80^th anniversary. One could say that it signifies how the school has emerged through turbulent eras and emerged as a world-class institution. This horse, reminds me of the struggle the school has emerged from victoriously, and everybody should strive emulate the success of the school. How does it link to my identity then? The bronze horse is equivalent to the determination of the leaders who have guided the school through various struggles. The school’s progress is part of my identity because as a Hwa Chong student, everybody has a responsibility in bringing glory to the school, whether is it in academic or physical aspects and to accomplish these tasks requires strength and determination to succeed, just like how the school has. At the end of the day, the success of the school lies within its students, whether they will lead the school towards glory or in the opposite direction. Therefore, I would say that the bronze statue represents my identity as a Hwa Chong student as it serves to remind everyone of the need to strive for the best.

A Comic Strip on Ignorance

By limzs97 | View this Toon at ToonDoo | Create your own Toon

Presenting..... my very first comic strip! This comic strip portrays a simple act of ignorance, on the importance of having ample knowledge before expressing illogical comments. This comic strip is based on Paul, a tourist who is travelling around the world. As he travels to one location, he makes illogical comments on a famous landmark of the country, leaving countless locals infuriated by his ignorance. It is a simple comic strip which aims to address ignorance in a larger scale. The variation in the background of the comic strip represents the ever-changing situation someone faces in the real world, as portrayed by different countries in the comic. Utilising the different perspectives of Paul, I could develop his character as an ignorant and humourous man in the story. Besides that, the fury of the locals is represented in their speech. In China and Egypt, Paul drives the locals up the wall and this represented in the use of full capitals in their speech. In France, sarcasm is used in the local's speech as he makes a threat to "reconstruct" Paul's face. The elements in this comic include humour, which subtly brings the theme of ignorance in a lighter context, conflict, as portrayed in the fury of the locals and the humourous mood of the story. To end this post, I hope you enjoyed my comic strip!

Black Eyed Peas - Where is the Love? : A Message from Above

Having touched on the concepts of prejudice and discrimination this week, I can indeed "discriminate" between prejudice and discrimination, if you understand the word play, and thus, I shall reflect upon the main message of Where is the Love by Black Eyed Peas.



Basically, the song preaches about the importance of love and how love has been absent from this world, particularly because how people fail to realise the fact that hatred is present everywhere, even within themselves. It is enveloped in prejudice and discrimination, emphasising on the cycle of hate that never ends. This song has an important message, one that has always been tossed to the corner of one's mind, one that is disregarded by countries at war with each other -- Love can heal the world.

In the USA the big CIA the Bloodz and the Crips and the KKK
But if you only have love for your own race
Then you only leave space to discriminate
And to discriminate only generates hate
And if you hatin you're bound to get irate
Yeah madness is what you demonstrate
And that's exactly how anger works and operates
You gotta have love just to set it straight
Take control of your mind and meditate
Let your soul gravitate to the love y'all

One of the most impactful parts of the song, this paragraph displays the irony and hypocrisy of the U.S Government, about how they fail to comprehend that the importance in solving the root of the problem, the cause of suffering and pain in their own country outweighs the benefits of concentrating on global terrorism. It is almost as though they are looking at terrorism in a sterotypical manner, assuming that terrorism derives from Muslim countries. What they disregard is the fact that terrorism includes the outrageous attacks on innocent civillians as a result of the conflicts the Bloods and the Crips and the discrimination against the blacks by the Ku Klux Klan as they strive for white supremacy through the emphasis of terrorism.

This song portrays how ignorance is plaguing the world, the cruelty of the truth is that it is fast proliferating, as ignorance soon destroys the innocent minds of young kids. Without the right awaresness, this is what happens -- "wrong information always shown by the media, negative images is the main criteria, infecting their young minds faster than bacteria, kids wanna act like what the see in the cinema". The truth of the media is that it is a double-edged sword, we can benefit from its information, at the same time, negative information can unknowingly seep into our minds. "Instead of spreading love, we're spreading animosity". That is the blatant reality of the world, we have become self-centred, materialistic and ignorant. That is the keyword. We should bury ourselves in our mind and reflect upon what we have done. In this globalised world, we are interconnected by technology. However, this is where the irony lies. Can we communicate more easily? Yes. Do we want to? No. Start showing love for others, change our attitude. This is what we want.

An Impactful Book : Eat, Pray, Love

One of the most impactful books I've read was Eat, Pray, Love by Elizabeth Gilbert. It paints an interesting picture of how women perceive the world as well as well as the simple pleasures of life. This travelogue cum memoir revolves around the idea of finding balance and happiness in life.

At 32 years old, the author’s life has been smooth running, with a successful career thus far. However, disillusioned by her marriage, she spends her nights crying on the bathroom floor, lamenting about her miserable life. She finally takes her first step towards happiness, divorcing her husband. Seeking to forget her unhappy memories, she embarks upon a journey across three countries in search of spirituality and the meaning of life after finalizing her divorce. She spends four months in Italy, food paradise. Elizabeth Gilbert indulges her carnal appetite in mountains of heavenly Italian food, at the same time, appreciating the simplicity of life. Another four months in India, she finds spiritual balance by scrubbing temple floors and perseverance in the daily recitals of Sanskrit scripts. Lastly, she finds balance between spirituality and food in Indonesia, meeting a Brazilian stranger whom she found the true meaning of life, love.

How does it impact my life then, you might ask? Perhaps it was the amusing monologues Elizabeth Gilbert which she carries out from time to time to think about life. However, I would say how she demonstrates her humour, wit and insight which she displays wherever she goes. It is the simplicity of her monologues which made me think about how we too can revel in the pleasures of everyday life. Also, her endless pursuit for happiness and answers made me understand that you can never be too content with all that you have in life. Seize the moment and work for your desires.

To end this post, let me quote Elizabeth Gilbert -- "Happiness is the consequence of personal effort. You fight for it, strive for it, insist upon it, and sometimes even travel around the world looking for it. You have to participate relentlessly in the manifestations of your own blessings. And once you have achieved a state of happiness, you must never become lax about maintaining it. You must make a mighty effort to keep swimming upward into that happiness forever, to stay afloat on top of it."