Upper Secondary Social Studies Resource

FOR SALE: UPPER SECONDARY SOCIAL STUDIES RESOURCE SOURCE BASED QUESTION BOOKLETS+ UPPER SECONDARY SOCIAL STUDIES RESOURCE ESSAY BOOKLETS

2011-04-02T15:05:00.009+08:00

1) Upper Secondary social studies Resource SBQ Booklets

HOT SALE

SAMPLE OF SOURCE BASED QUESTION BOOKLET

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UPPER SECONDARY SOCIAL STUDIES RESOURCE ESSAY BOOKLET

Social Studies Booklet Model Essay 2

2009-06-11T07:46:00.004+08:00

Social Studies Booklet Model Essay 2

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Factors Contributing to the Rise of venice Chapter 3 Sec 4 textbook and REASONS FOR THE decline of venice

2009-04-23T22:42:00.008+08:00

FACTORS CONTRIBUTING TO THE RISE OF VENICE

span style="font-weight:bold;">a) Good Leadership
1) Diplomatic
2) Enterprising

b) Reforms in the government
-RESPONSIVE

c) Trade Developments and expansion
1) Skilled Diplomacy and adventurous attitude
2)Innovations in maritime technology
3) efficency in managing voyages
4) Overcomming trade competition and gaining trade monopoly

d) Industrial Development
-Efficient Arsenal
-Enterprising manufacturing Industries
-innovative practices

Page4

page3

Page2

Page1

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Reasons for decline of Venice

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Venice SEQ Questions with Idenitification of factors, description and explanation

2009-04-23T22:30:00.007+08:00

Theme : Facing challenqes and Change

On (l) To what extent was good leadership the most important
for the rise of venice? Explain your answer.
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REUPLOAD : Upper Secondary Social Studies Resource Booklet

2009-04-23T22:04:00.005+08:00

With feedback from a majority of uses, many of you have opted for a reupload of our popular social studies resource SEQ booklet. Now here it is
This file is 20mb smaller, and you can select and highlight the words for easy Also, We have received a lot of queries from people on how they could get a hard copy of the book.

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ONLY 10MB FILE GET IT NOW

Cross Posting

2009-02-08T12:33:00.002+08:00

You want more Social Studies Stuff?

Go to

http://geographyelectiveresource.blogspot.com/

There's more than ever!

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GONG XI FA CAI

2009-01-23T23:44:00.003+08:00

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गोवेर्नांस Singapore

2009-01-11T21:44:00.002+08:00

Governance in Singapore Chapter 2 Guiding Principles of governance Mindmap

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2009-01-08T18:39:00.004+08:00

Click HERE for a great site(though not as great as this site) for social studies notes.

If someone gets upset about me ripping their stuff please contact me or big boss and we will take down the links instantly.

To help you readers,i have compiled the http links for PowerPoint slide downloads.

Sri Lankan Conflict
Northern Ireland conflict
Sustaining Development
Rise of Venice
Fall of Venice

And to take some weight off the server host's bandwidth,or in the case that the site dies in the next 30 days,I have taken the initiative to upload the files to my favourite filehost,ifile.it.Just hit on request download ticket,download,and you should get blazing speeds of over 100kbps,depending on your internet connection.Download managers are allowed.

http://ifile.it/rh3sx2m

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RISE OF VENICE- INDUSTRIAL DEVELOPMENT

2009-01-06T22:46:00.003+08:00

RISE OF VENICE- INDUSTRIAL DEVELOPMENT

U WANNA DOWNLOAD THIS MINDMAP?

VERY SIMPLE

GO RIGHT CLICK AND DOWNLOAD

RISE OF VENICE-FINANICAL

2009-01-06T22:40:00.002+08:00

RISE OF VENICE-FINANICAL

IF YOU WANNA DOWNLOAD THIS MINDMAP, GO RIGHT CLICK AND DOWNLOAD

RISE OF VENICE-Factor 1 MIND MAP

2009-01-06T22:27:00.005+08:00

RISE OF VENICE-Factor 1

GEOGRAPHY AND NATURAL RESOURCES

u wanna download my mindmap?

go right click and download

ULTIMATE SOCIAL STUDIES SKILL

2009-01-06T21:07:00.002+08:00

Alright,we all need a break from all that serious stuff,and since I have been added as a contributor to this blog,I guess it's time to abuse my position.i shall now disclose my super special awesome mega slayer super wooper duper magic sunlight yellow flying dragon fried rice techniques on how to totally ACE SS!!!And since I LOVE SS,they should be as reliable as...as....as....something really reliable

1.If social studies ever involves multiple choice questions,the answer is always 3,unless the previous one was already 3,then the answer for the next question would be 2.

2.Answer EVERYTHING with "to a certain extent".Eg. Is Rambo a mega awesome movie?Answer with "to a certain extent". Even though everyone knows Rambo is a totally mega awesome movie!

3.Ramble on incessantly about stuff nobody really cares about.(Stuff in Ireland,Sri lanka...Blah blah blah.)

4.If you do not know the date for a specific event,make it up.The teachers probably don't know it themselves.Who so no life will remember until liddat!?

5.Kiss the government's ass in your conclusion.Use discreetion<---Probably wrong spellling

Alrighty!Now go out there and get your A1s for SS!!!

Mindmap on Conflict in Northern Ireland

2009-01-04T17:11:00.001+08:00

Mindmap on Conflict in Northern Ireland

Northern Ireland-The impact of the Conflict

2009-01-04T11:28:00.003+08:00

Factors involved: Social impact. Economic Impact and Political Impact

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Identify:Social Impact

Describe:

The Protestants and Catholics grow up in an atmosphere of tension and violence.
They each received different education, each praising their own and condemning the deeds of the other.
In addition, most of them live in separate residential areas.
The violence in the country also means that the two groups of people believe that their own people were right and the other party was responsible for the conflict in Northern Ireland

Explain:

Thus young people of northern Ireland could grow up without meeting the other community.
This has led to the lack of understanding between the two groups.
This led to the growth of hatred and prejudices between the two groups of people.
With Increased hostility, violence continued to rise.

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Identify: Economic impact

Describe:

Prior to the conflict, many overseas companies in invested in Northern Ireland.
Tourists came to the country as it was peaceful and attractive.

Explain:

As a result of the conflict. both foreign investments and tourism declined.
People were afraid of their safety and did not want to come to northern Ireland.
Investors were afraid to invest in N. Ireland
This reduced the revenue (income) for northern Ireland, leading to economic slowdown.

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Identify: Political impact

Explain:

Prior to the conflict, the NICRA organized several demonstrations to end discrimination against the Catholics.
The Civil Rights marches pressured the Northern Ireland government to pass anti-discrimination measures in Northern Ireland.

Describe:

As a result of the conflict, the government agreed to abolish (bring to an end to) the unequal voting system.
After Bloody Sunday in 1972, an agreement was reached to introduce power-sharing between the Catholics and Protestants in 1988.
However, this agreement had not been fully implemented as different political parities refused to share power.

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Which of the above is the most important consequence of the conflict?

I think that social segregation is the most important conflict. this is because social segregation leads to many young people in Northern Ireland growing up with hatred and prejudice towards the other community. With the rise of prejudice, there would be no end to in the conflict in Northern Ireland. If the prejudice could be overcome, there would be better understanding among the people. This would reduce violence, leading to grater reconciliation and greater success at both political reforms and the return of investments and tourists.

Chapter 4: Conflict in Multi-Ethnic Societies

2009-01-01T17:10:00.007+08:00

Northern Ireland- CAUSES OF CONFLICT in Northern Ireland

Factors involved: Divided Loyalties, Unequal allocation of housing, Unequal employment opportunities, Lack of voting rights, Education system, Separate Residential areas
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Identify: Divided Loyalties

Describe:

The protestants regard themselves as british and want to remain part of UK(which is dominated by protestants)
They celebrate the battle of Boyne where the protestant King of England defeated the Catholic ex-king of England.
The Catholics want to remain part of the republic of Ireland
They remember the long struggle by the Irish against the British.

Explain:

This meant that the two communities were proud of their own achievement and were not willing to compromise with the other party.
This brought about distrust and misunderstanding, leading to conflict.

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Identify:Unequal allocation of housing

Describe:

City councils providing houses to the people who consist largely of protestants.
Priority was given to Protestants in the provision of houses.
Example, in 1968, 71% of the local houses in Dungannon were given to Protestants although 53% of the people there were Catholics.

Explain:

The Catholics were frustrated as they had to wait for a longer period of time to get their houses.
They thought that the government was biased and hated the government, leading to conflict.

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Identify: Unequal Employment Opportunities

Describe:

The catholics, although academically qualified, were not able to get a job as easily as the Protestants.
Example, There were relatively fewer catholics in the senior positions in public and private sectors.
Example, The number of civil servants was not proportionate to the numbers in the country.

Explain:

Catholics felt that they were discriminated against.
This made them believe that the government was biased and only cared about the protestants.
Thus, they went against the government, leading to conflict.

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Identify: Lack of voting rights

Describe:

Each household was enitiled to 2 votes each whereas the companies were entitled to more votes depending on their size.
Since many big companies were owned by protestants they ended up having more votes than the Catholics.
Since 1969, everyone is entitled to one votes as long as he is a British citizen. Thus, lack of voting rights is no longer an issue.

Explain:

Since more Protestants get to vote, the Catholics were worried that more Protestants would come to power.
The Caholics thought that the government was biased, leading to conflict.

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Identify: Lack of Opportunities for Social Interaction

Describe:

Protestant children attended government schools while Catholic children

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Chapter 4: Conflict in Multi-Ethnic Societies2

2008-12-30T17:03:00.008+08:00

What are the consequences of the Sinhalese-Tamil Conflict?

Factors: Political Consequences, Economic Consequences and Social Consequences
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Identify: Political Consequences

Armed Conflict,

Describe:(Why the factor was important before the conflict

Prior to the violence, in the 1950s demonstrators against the government policies were peacefully carried out.
The Tamils wanted the Tamil areas to be recognized as a federation within the same country; they did not ask for a separate state.
They did not use violence.
In 1976, the newly formed Tamil united Liberation Front asked for a separate, Independent State called Tamil Eelam.

Explain(How the conflict affected the factor)

Since the Sri Lankan Government rejected the proposal, conflict aroused.
many Tamil youths lost hope in the government and formed a militant group, called the Liberation Tigers of Tamil Eelam(LTTE)
They resorted to violence.
Tamils supporting the government were also attacked.
Tamil Politicians who did not support the proposed separate state were also attacked.
Sinhalese used violence against the Tamils too.
Many were killed and others injured.
------------------------------------------------------------------------------------

Foreign Intervention

Describe:

before the conflict, as an independent country, Sri Lanka was making its own decision on both internal and external matters.

Explain:

During the conflict, India tried to be the mediator in response to the July 1983 riots.
In 1987, it sent 20 ships to jaffna to send food and petroleum products to the Sri lankan tamils.
Air-dropped Food and medical supplies in jaffna when the ship were turned back by the Sri lankan navy.
This was in violation of Sri Lankan Airspace.
Provided peacekeeping services in northeastern provinces.
Sri lanka thus saw active involvement of a stronger neighbour in its internal affairs due to the conflict.

Identify:Economic Consequences

Unemployment

Describe: Before the conflict, many job opportunities were available in Sri lanka as the tourism industry was thriving, foreign countries and locals were investing in Sri Lanka

Explain: Due to the July 1983 riots, many factories and companies were burnt.

Many businesses especially by foreigners closed down their companies.
This meant that thousand of factory workers and plantation workers lost their jobs.

Loss of Foreign Investments from other countries

Describe:
Before the conflict, Sri lanka was seen as one of the role model country for many developing countries.
This attracted a lot of foreign investments into Sri lanka
Sri Lanka's economy was boosted by these foreign investments.

Explain:

Due to the conflict, foreign investors lost confidence in Sri Lanka
They were afraid of losing their investment in Sri Lanka.
They decided to look elsewhere besides Sri lanka for their investments.
The economy thus suffered badly.

Identify: fall in number of tourists

Describe:

Before the conflict, one of the major source of revenue for Sri lanka came from tourism.
Tourism was thus a key player in the growth of the economy.

Explain:

Due to the conflict, countries discouraged their people from travelling to Sri lanka.
Tourists were also hesitant to come to Sri lanka.
Thus there was a drastic fall in tourism industry resulting in unemployment and loss of income from for Sri lanka.
Thus the economy was affected badly.

Social Consequence

identify: Sri Lankan Tamils driven out of their homeland

Describe:

Before the conflict, Sri lankan Tamils mainly resided in the northern and Eastern provinces of Sri lanka.

Explain:

Due to the 1983 riots, many Tamils fled to Tamil nadu in south India.
Up till today, many Sri Lankans still remain as refuges in india.
High Security Zones(HSZ) were also cset up by the Sri Lankan Army to keep the LTTE away.
Many Tamils were displaced when the Sri lankan Army moved to jaffna to take on the LTTE.
Many Tamils were forced to live in refugee camps with poor living conditions.

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Social Studies Skill Inference notes -Political cartoons

2008-12-28T22:05:00.006+08:00

Inference:

What does it mean: To infer means to draw a conclusion about an issue by using information that is available to you and what you already know.

Inferring usually means to interpret the clues/details in the source by applying your contextual knowledge or what you already know about the subject.
Sometimes the question will need you to understand what the underlying message of the source is or the question may require you to give your reasoning why the author/cartoonist reacted in the way shown in the source.

How would I answer a source-based question that deals with the inferential skill?

Steps:

1.) look for clues/details that you can find in the source.
2.) Use your contextual knowledge to interpret the source/or make sense of details in the source.
3.) Draw a conclusion about the source/infer the purpose of the author.

Some examples of inference questions:

What is the source telling you about....?
What is the author's view about....?
What is the cartoonist trying to say......?
Why did the author/cartoonist draw this source?
Why do you think the cartoonist portray the issue the way he does?
Do you think the author of the source supports/opposes...?
Does the source prove that..........?
(These questions require you to do more than just infer the underlying meaning. You need to give the purpose of the author. You have to give the factors that influenced the author/cartoonist.)

What are the common source types you may see when having to answer this SBQ?

Newspaper Articles
Speeches
Oral interviews
Political cartoons
Photographs
Statistics

When you answer the question, remember to:

Look at the issue. Your answer to the question must be kept in line with the issue.
Understand what exactly you need to infer by underlining the key words in the question. As you infer, keep asking yourself if your inference relates to what is asked in the question.
Keep to the point. Do not provide an overview of the source or describe the cartoon or photograph(no marks are given)
When you state the purpose, keep in mind these 4 key words:
W(Word), A(Action),O(outcome/Impact) S(Support)

What to look for in different types of source?

Text: Look for key words,phrases or quotes

Cartoon: Look for symbols (to represent something) and character's features (Caricatures), Size of Characters.tag-lines, Character's comments

Photographs: The photograph may appear to capture reality but it should not always be taken at face value because it should be part of a larger scene/context

Dealing with Political Cartoons

Political cartoons are found in a newspaper across the globe, and they are a powerful vehicle for swaying public opinion and criticising or praising political leaders.
Political cartoons are thought-provoking with the intention of informing the readers about issues. The views presented in the cartoons reflect the opinions of the cartoonists.
In the source, the text is used to describe and add meaning to the cartoon. Texts may contain elements of irony or satire.

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Chapter 4: Conflict in Multi-Ethnic Societies

2008-12-28T10:06:00.008+08:00

SRI LANKA-CAUSES OF CONFLICT IN SRI LANKA

Factors: Citizenship Rights, Sinhala Only Policy, University Admission and Resettlement of population

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Identify the factor:Citizenship Rights

Describe: in 1948, Sri Lanka granted citizenship to only those who were either born in Sri lanka or those fathers and grandfathers were born there. As a result, many Indian Tamils found themselves stateless. Thought India tried to solve the problem, many Indian Tamils continued to remain stateless in the late 1980s.

In 2003, Sri Lanka passed the Grant of Citizenship to persons of Indian origin Bill- Citizenship was given to any person (or descendants ) of Indian origin who lived in Sri Lanka since 1964.

Explain: This meant that they were unhappy as despite contributing to the economy, they were not given citizenship. Thus they supported the Tamil Tigers in the conflict against the government.

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Identify the factor: Sinhala-Only Policy

Describe: Under the British rule , Tamils held the powerful jobs in the government service because of their good command of English. However, based on the 1956 Official language Act, Sinhalese because the language of administration. The Tamils held a peaceful demonstration which was however disrupted by the supporters of Sinhala language.

Since 1957, the government has granted greater recognition to the Tamil language by declaring it a national language, language of administration in the northern and eastern provinces,

Explain: This upset the Tamils as they that they were unable to secure jobs or be promoted. They also concluded that peaceful means might not work and violence might be the answer to the problem.

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Identify the factor: University Admission

Describe: Before 1970, the Tamils were unhappy with the education system as it was based on merit. However, from 1970 onwards, the Tamils have to score higher marks that the Sinhalese to enter the most popular courses in the university.

This system is still in place today.

Explain: This made the Tamils unhappy and resent the government. They felt that the government was biased against them and in the process,deprived them of good job opportunities. They thus supported the Tamil Tigers against the government.

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Identify the factor: Resettlement of the population

Describe: The government implemented a policy to provide land for the poor Sinhalese peasants. These peasants were transferred from the densely populated south-western and central areas into Tamil areas. however, the Buddhist monks and the Sri lanka Army came with the other Sinhalese to the Tamil areas to occupy the lands

Explain: This caused unhappiness because the Tamils now have to compete with the Sinhalese peasants for lands, as well as jobs and sales of their products. They thus resented the government.

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Which one is the most important factor?
Without a proper education , you wouldn't be able to secure a good job in any sectors. Even if the discriminatory policies regarding jobs are lifted, it will be pointless without a good education. Most Tamils were not even able to get a university education they deserve. Furthermore, most university graduates were young and energetic. Thus, they become good recruitment grounds for the Tamils, even if they are not studying in the university due to discrimination. Thus, I think that the discrimination at University admission is the most important that the discrimination at jobs or the Official Language Act.

Which one is the least important factor?
The citizenship rights only affected Tamils in certain districts, this only concerns the Tamils who were brought over from India by the British to work in the tea plantation estates in Sri Lanka. This is different from the other reason which directly affected the Sri lankan Tamils in the northeastern provinces in Sri lanka. the Tamil tigers were using the citizenship issue to their advantage to highlight the discrimination against the Tamils. thus, in my opinion, the citizenship right is not as important a factor as the other factors. The Tamils needed proper education to secure a good job. They also need good support from the government to make a good living in their area. thus the other three factors: Discrimination at Universities, The "Sinhala Only" Policy and the resettlement are equally important.

Our 31st post

2008-12-28T10:02:00.007+08:00

So long has come, and it has already been about 2 weeks since out site started operations.

AND WHOA! We've come a long way since then.

We had already about 300 students coming to our blog; with 50 visits everyday; 30 of them are unique ones.

Thanks you for patiently reading and downloading our notes. Asa gesture of appreciation, we would appreciate if you could help us fill in the polls and view our ads. Thank you and merry Christmas and a happy new year

Chapter 3 Notes Welfare State of Britian

2008-12-27T11:12:00.006+08:00

Chapter 3 Notes

Welfare State of Britain

A welfare state uses a system in which the government uses tax revenue to look after the welfare of its citizens from cradle to grave. Free Social Services such as health and education, old age pensions and financial support for the disabled or unemployed by the government.

Origins: Early 20Th Century: After World WWII, there was a period of high unemployment, poverty. shortage of food, fuel, lack of medical and social services. The government started to act on Beveridge's plans to create a welfare state to look after its citizens for life.

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Aims of British Govt.(Create a welfare state that looked after the welfare of citizens from cradle to grave.)

Measures taken

Nationalised Public Utilities & important industries

Took after the management of public utilities like electricity and gas, port authorities, railway and bus companies, coal mining and steel making industries

Provision of Social Welfare

Create a basket of welfare benefits to ease hardship caused by poverty,sickness or unemployment.
Maternity grants and allowance
Child Benefits
Sickness, injury unemployment,supplement benefit
Retirement,pension
Death Grant
Money came from government and taxes collected from workers and employers.

Impact of Provision of Social Welfare

To ensure that every citizen would have a minumum standard of welfare for a decent life.

Provided health & Medical care

Created the National Health Service (NHS) to provide free medical,dental and even optical treatment for all citizens.
Money came from taxes and workers insurance payments.

Impact of provison of Health and Medical Care

The NHS was set up to provide free healthcare for its people at the point of need.
The people do not have to pay for the medical treatments that they receive when they are attended by doctors at clinics and hospitals.
Initally, the NHS was very popular with the people.
However, the increase in demand went beyond expectations.
In addition, doctors used treatments without much consideration for cost.
By 1951, the NHS was unable to meet expectations of a healthcare system that was "free at the point of service"
Medical treatments were no longer free. NHS had to charge a small fee for medicine given to patients.

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Aims of British government (1980s-Present ) Reform the NHS to meet the needs of the public.

Managing government spending

Cutting back on government spending on welfare benefits.
In order to create a system to make the individual more responsible for his own healthcare & Welfare.

Impact of Measures(Managing government spending)

However.this was difficult as it was impossible to remove free healthcare without losing government support.
reduction of government spending would also mean the inability to provide free healthcare services.
The British government has tried to manage government spending while meeting the people's needs at the same time- BUT NOT VERY SUCCESSFUL as increase in government spending would mean increase in contributions to National Insurance to finance the NHS.

Increasing Efficiency

Privatisation within the NHS-e.g. contracting out non-medical services e.g. laundry , cleaning and catering in hospitals.
To reduce government subsides, save costs and make the NHS more efficient.
With privatisation, patients would have more choices and hospitals would have to improve services to meet the people's needs.

Impact of Increasing efficiency

British citizens were encouraged to take responsibility for their own welfare and health.
Medical treatments were no longer free except for a few group of people.

Providing Quality Service

NHS needed to modernise to meet the demands of the public.
Focus on providing quality service for patients.
Patients were given more information to help them decide their own treatment and care.

Other Improvements

NHS Plan 2000 where changes were made based on feedback from staff and patients.
It also planned to work towards offering patients faster and more convenient services-by letting NHS make use of facilities in private hospitals without having the patient work for it.
NHS Improvement Plan 2004 where patients have the right to choose from 4 different healthcare providers and NHS would pay for the treatment.
Every patient has access to their own personal healthspace on the Internet where they can see their own care records.
NHS Direct-a service to provide medical care over the phone to patients with minor illnesses so that they can save a visit to the doctor.

Impact of Providing Quality Service.

Changes were aimed to deliver quality service by putting the needs of the patients as top priority.
This would also not strain the resources of the NHS.

Visit the NHS websites

1.) Official Homepage: http://www.nhs.uk/

2.) NHS Direct http://www.nhsdirect.nhs.uk/

Chapter 3: Healthcare Services in Singapore (1960-1980)

2008-12-26T09:03:00.003+08:00

Aims of the government during the 1960s (Providing basic health care)

Measures taken to achieve Aims.

Built more health facilities such as hospitals, clinics and outpatient dispensaries.
Introduced Island-Wide inoculation/immunisation programme against diseases such as tuberculosis and smallpox.
School/Health Service- Medical Officers and nurses were routinely sent to schools to examine pupils.
Implemented measures to prevent infectious diseases such as malaria that were caused by littering and improper disposal of rubbish.
Publicity posters to keep Singapore clean
Organised campaigns such as"Keep Singapore Clean" Campaign.

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Aims of the government during the 1970s(Improving Health care Services)

Measures taken to achieve aims

Emphasis on specialization of medical services. The economy had improved considerably and people were wealthier and better-educated, leading to greater demand for better quality medical services.
Dispensaries replaced by polyclinics which provided better health care services.
One stop Health centers which offered services such as outpatient medical care.maternal and child health care.
Located in town centers of housing estates.
Facilities in government hospitals were well-improved,better quality services introduced.

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Aims of the government during the 1980s (Taking Personal responsibility by staying healthy)

Measures taken to achieve aims

SELF-RELIANCE
Government could no longer offer to give generous health subsidies to the public.
Avoid over-reliance of the public on state welfare.
Singaporeans to pay part of their medical expenses and be responsoble for their own health.
Basic health care and services were kept affordable by giving subsidies through medisave and Medishield.
Medisave-Compulsory savings scheme to help Singaporeans pay for their family members' and their hospitalization fees,especially after retirement, derived from the worker's salary.
Medishield-Voluntary scheme designed to help pay medical fees incurred by serious or prolonged illnesses such as cancer and kidney failure. An insurance scheme where members pay a small sum of money through their medisave.

Impact of measures (SELF RELIANCE) during the 1980s

With medisave, the people share the costs of healthcare with the government.
This lightens the government's burden in paying for health care services.
This avoids a situation where people's initiative to work reduces.
Healthcare becomes a shared responsibility.
This the government need not depend on raising taxes to pay for healthcare costs.

MEDICAL CARE FOR LOWER INCOME GROUP

Humanitarian concern for the welfare of people especially in the lower income group.
Class "C" wards for the needy patients:Patients in these wards pay much less for the basic medical care and services.
Medifund Scheme provides assistance to those who are too poor to even afford heavily subsidized charges at public hospitals and specialist outpatient clinics.
Patients have to apply for help at the hospital where they seek treatment.

Impact of measures(MEDICAL CARE FOR LOWER INCOME GROUP)

This ensures that no Singaporean is denied treatment despite belonging to lower income group.
Although these schemes and subsidies are direct help from the government,they ensure that the lower income group takes responsibility for their health and not completely rely on the government for their healthcare costs-- as the lower income group still have to shoulder part of the responsibility to pay for healthcare costs.

RESTRUCTURING OF HOSPITALS

Hospitals would have more freedom to reorganize to meet to the needs of Singaporeans.
The government would be able to reduce the amount of subsidies to hospitals.

Impact of (RESTRUCTURING OF HOSPITALS)

By restructuring hospitals, the government has been able to manage rising healthcare costs.

MEANS TESTING

A way to check whether the patients are able to pay for healthcare.
For example, it would take into consideration of the patient's background, gross income to decide how much subsidies the patient receives.
However, it has not yet been implemented in hospitals yet.

Impact of MEANS TESTING

Resources would be more fairly distributed.

HEALTHY LIFESTYLE

Emphasis on health equation to stay fit- government provides
Information to help people make informed choices on physical activities and diet.
Screening programmes for early detection such as diabetes and heart diseases.

Impact of HEALTHY LIFESTYLE

Made it easier for Singaporeans to maintain health lifestyle and equip them with adequate knowledge to take personal responsibility for their health.

WORKING WITH ORGANISATIONS

Community also provides healthcare support services to meet the needs of the people.
This is because it is impossible for the government to run all healthcare services.
Voluntary welfare organizations and private organizations are given grants to run community hospitals,nursing home and day rehabilitation centers.
Some of the organizations provide specific healthcare support services,For example. National Kidney Foundation (NKF) provides kidney dialysis.Singapore chung Hwa Medical institution provides Chinese traditional medicine.

Impact of WORKING WITH ORGANISATIONS

Made it easier for Singaporeans to maintain healthy lifestyle & equip them with adequate knowledge to take responsibility for their health.
These healthcare services cater to the needs of specific groups of people such as the poor or those who with a particular illness.

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Websites to visit

Ministry of Health , Singapore http://www.moh.gov.sg

Reliability skill Worksheet 3

2008-12-24T18:18:00.003+08:00

Study the sources carefully, and then answer the given question.

You may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. In answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources.

1a) Study Source E

Can we believe what source E says about the pro-baby incentive?
Explain your answer. [7]

Issue: Singapore's Population Policies
----------------------------------------------------------------------------------
Source A: Adapted from Singapore's Population Data by Age Group [1970-2000]

year 0-4 years
1970 235456
1980 185840
1990 223403
2000 213 278
-------------------------------------------------------------------------------------

Source B: Adapted from an article in The Straits Times,2003
It is a long-term trend that as economics around the world improve, people have fewer children. Here, however, the economic downturn has worsened the situation. with more people delaying starting a family until times are better. Mr Chan Soo Sen, who heads a programme to promote marriage and families, commented that many couples delay because families are not a priority. Singaporeans admit that they are pragmatic people who calculate the value of everything,
i ncluding the costs involved in having children.
--------------------------------------------------------------------------
Source C: An adapted comment by a female government servant, who is a mother of 2 boys, published in The New paper, 2004

The government should be more accepting when it comes to new mothers taking no-pay leave. I was passed over for promotion because I asled for 4 months no pay leave, after delivering my second child. It was disappointing and devastating to find out that my boss would not hold the position for me. I had worked extremely hard for it, and proven my ability throughout my years in service. I found out,that by taking no pay leave, promotions and pay increments are withheld. Why am I being penalized for wanting to be a good mother and wishing to spend time with my young children?
----------------------------------------------------------------------------------
Source D: A couple sharing their views on the procreation issue
"There is no urgency or moltivation for us." gymnasium owner, Mr Teong said. "Sometimes, pressure from our families and seeing friends who have become parents sometimes prompt us to think about starting a family, But these are fleeting thoughts. Seeing friends with their children reminds me that I'm getting on in years, but we are too busy with our careers and too comfortable with our lifestyle to make any changes," he added.

His wife highlighted the stressful education system here, and costs as further deterrents. They are both adamant that they don't want their lives to be dictated by anyone. They stress that they will start a family when they are ready.
----------------------------------------------------------------------------------------
Source E: A local professional sharing her perspective on the pro-baby incentives introduced in 2004 and 2005
Couples not too certain about whether or not they want children, are being swayed, due to the government's attractive package to start a family. That being said though,they are quick to add that it's not all about the money. Dr Low Ee Ling, an academic, is concerned that she won't have enough time to spend with her child. What she likes about the package are the longer maternity leave and 5-day work week. She believes that it is important to bring up a child holistically,looking beyond the financial, to encompass spiritual and emotional support as well. The latter two, should be in fact the top priority for the child's well-being.

SS Notes Source based Compare and Contrast

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Compare and Contrast

What it means: To compare and contrast means to look for similarities and differences between the two sources. In order to do this, you need to look for "matching" or common issue in both the sources.

How do we identify similarities and differences?

There are a few steps we need to follow when comparing and contrasting two or more things.

Steps to comparing and contrasting

What factors are important to the purpose of comparison?
Eg. Source type, Provenance, Content, tone, purpose of sources

For each factor, what are the similarities or differences?

Example?

Source type : Is it a text, picture, memoir, newspaper article, cartoon

Content: What is the source all about

Tone: (optimistic/ Pessimistic, Supportive/against, formal/informal,neutral/bias, offensive,defensive,sad/happy
Sensationalizing/downplaying

Purpose: IMPACT of source on the readers/audience
What conclusion can you draw that is significant to the purpose of comparison?

There are two main types of comparison questions

Question type 1
1.) Questions that requires you to point out either the similarities OR differences between the sources

Instruction words

In what ways are they different/similar
How do they differ?
How are they similar?
Contrast..........

Question type 2
2) Questions that require you to point out the similarities AND differences

How different?
How similar?
Compare.......

All 5 skills in one post

2008-12-22T11:38:00.004+08:00

Due to popular demand, we have decided to compile all the 5 SS Skills into one post.

1. Inference Skill

2. Compare and Contrast Skill

3. Reliability Skill (One Source)

4. Reliability Skill (Two Sources)

5. Usefulness Skill

6. Assertion Skill

INFERENCE SKILL:

Steps:

1. One Inference + Evidence

2. Message / Purpose: keeping in mind audience, evidence, outcome (reaction expected from the audience)

Structure

From the source I can infer that …………………………. The evidence is ………………… The message / purpose of the source is to ………………….. (keep in mind the audience and outcome). The evidence of the source is …………

From the source I can infer that………………. The evidence is …………………. The cartoonist is trying to say …………………….. (keep in mind the audience and outcome). The evidence of the source is …………

Bring in tone into the message / purpose, if possible

An example: (4 Exp)

The message of the source is to tell the Westerners that Saddam is a coward who do not dare face problems uprightly. In other words to criticize Saddam for taking hostages. The evidence is the Saddam hiding, looking afraid, behind the POWs legs. The impact is to generate an outcry among Westerners on the actions of the Iraqi leader. This might pressure the Iraqi leader to release the captives in the face of criticisms. (6/6 marks)

An Example: (5NA)

I think the message is that the government wants to reassure Singaporeans that they have taken care of all the worries of Singaporeans as in the picture the lady represents the government and the government shows its reassurance as seen in the cartoon when the lady repeats ‘CHECK! CHECK! CHECK!”.[4]. And finally the government hopes that Singaporeans will take advantage of the benefits and choose to have children as seen in the evidence where in the final part of the cartoon where the lady, representing the government says “ALL IN ORDER… NOW, LET’S HAVE BABIES” [5/5marks].

COMPARISON SKILL (Compare and Contrast)

How to answer Compare and Contrast Questions?

Look at the Issue. Establish what it is focusing on.
Look at the Provenance of the Sources. Get clues from the Provenance:

Eg: place, person/people, event/activity

3. Based on Issue and Provenance, establish Similarity keeping in mind:

Matching Content

Eg of Matching Content:

Issue: Do we need people to keep the world going?

Provenance of Source A: Observation of People of varying heights

Provenance of Source B: Factual Account of Tall people

Similarity?

Both sources talk about the personal traits of people of varying heights

Difference: Source A says that short people are cute and friendly

(personal trait) while / however Source B says that tall

people are serious all the time

False Matching? Source A says that short people are cute and friendly

(personal trait) while / however Source B says that

most tall people have blue eyes (physical characteristic)

Structure

Comparison Skill

Both Source A and B are about……………….………… (Hint: Matching Issue must be stated when making the inference) The evidence from Source A is “……” and the evidence from Source B is “…….”

Source A is about (infer content of Source A) ……………… while Source B is about (infer content of Source B)……………… (Hint: The difference must be on the same issue) The evidence from Source A is “……” and the evidence from Source B is “…….”

The tone of Source A is (explain the tone) ……………… while the tone of Source B is (explain the tone)……………… The evidence from Source A is “……” and the evidence from Source B is “…….” [difference in tone]

The tone of both source A and Source B is ……………. as both the sources tone shows (explain the tone). The evidence from Source A is “…..” and the evidence from Source B is “……………….”[similarity in tone]

The purpose of Source A is to ______ (W) the ____ (A) that ……………………………. The evidence is “………..” (S) is to gain the support / to go against (O)……..

The purpose of Source B is to ______ (W) the ____ (A) that ……………………………. The evidence is “………..” (S) is to gain the support / to go against (O)……..

Advice: Given the time constraint, you may want to stop at the Tone level.

Reliability Skill: (One Source)

Steps to take to answer the question:

Infer how the Source is Reliable (keep in mind the question asked)
Give evidence to prove that it is reliable
Provide a cross-reference source that supports what the given Source says
Infer why the source is unreliable
Give evidence from the source to show that the content is unreliable
Provide a cross-reference source that shows that the given source cannot be trusted
Make a judgement on whether you can believe the source based on the provenance. That is, evaluate the reliability by assessing the provenance

Structure:

Source E is reliable as it shows that (explain Source E) ………………………. The evidence is “…………………..” Source __ supports Source E as is also shows that ……………………. The evidence is ……………..

Source E is not reliable because (explain Source E) …………………. The evidence is “………… ………” Source __ shows that Source E is not reliable because Source E shows that …………………… The evidence is “……………”

I believe that Source E is reliable because (use the information in the provenance to decide why the Source is reliable: Evaluate the provenance in relation to what has been said in the source) This is your personal opinion

I believe that Source E is not reliable because (use the information in the provenance to decide why the Source is not reliable: Evaluate the provenance in relation to what has been said in the source) This is your personal opinion

Sec 5NA: Last step: Give the purpose: WAOS

Reliability Skill: (Two Sources)

How to answer the question.

[These two sources are different. Which one is wrong]

[If unable to find a ‘wrong’ source, then state that the two sources are expressing different views or opinions]

Step 1: Give the content + Evidence of Source B (in relation

to the question)

Give the Content + Evidence of Source C (in relation

to the question)

Step 2: Proof which ONE is wrong

Give the CR source for Source B (to show if Source B

is reliable or not reliable)

Give the CR source for Source C (to show if Source C

is reliable or not reliable)

Step 3: Purpose of Source B (W_A_O_S)

Purpose of Source C (W_A_O_S)

In proving reliability with 2 sources, (similar to proving reliability with one source) What do you have to do?

Infer Source B + evidence
Infer Source C + evidence
Do CR for Source B to show whether source is more / less reliable
Do CR for Source C to show whether source is more / less reliable
State which Source is more reliable
Give purpose of Source B and Source C

Structure:

Source B is about …………. (infer the source). The evidence is “…………”

Source C is about ………. (infer the source). The evidence is “…………”

(Use the provenance and the content to build up your argument on which is wrong)

Source B is less reliable / more reliable because…. . The evidence is “……”

Source __ shows that Source B is (less reliable / not reliable) as it states. The evidence is “……”.

Source C is less reliable / more reliable because….. The evidence is “……”

Source __ shows that Source C is (less reliable / not reliable) as it states. The evidence is “……”.

Therefore Source __ gives a less reliable view on the North Korean’s intention in the nuclear crisis.

Source _ is less reliable because ……….. while Source _ is more reliable because ………

The purpose of Source B is………

The purpose of Source C is ……….

USEFULNESS SKILL

Structure:

Source D is useful as it shows that ………………………. The evidence is “…………………..” Source __ supports Source D as is also shows that ……………………. The evidence is “ ……………..”

Source D is not useful because …………………. The evidence is “………… ………” Source __ shows that Source D is not reliable because Source __ shows that …………………… The evidence is “……………”

Usefulness for what it reveals about….. (keep in mind the given question)

[7^th mark] [Sec 4EXP]

Usefulness based on tone and purpose [Sec 5NA]

Assertion Skill

Study ALL the sources

Do the sources show that the British Army was to be blamed for the

conflict?

Do the sources show that ...EYA

L1 : Identifies sources that show AND/OR do not show (1-2)

Award 1mark for identifying 1 source that shows OR does not

show.

L2 : Shows OR does not show, using source details

Award 2 marks for reference to 1 source supported by details,

and an additional mark for any further sources supported by details.

L3 : Both elements of L2

Award 4 marks for reference to 1 source from both sides.

Award 5 marks for reference to 2 sources that show and 1 that

does not show, or 1 that shows and 2 that do not show, or 2

sources that show and 2 sources that do not show.

Award 6 marks for reference to 3 sources that show and 1 that

does not show, or 1 that shows and 2 that do not show, or 2

sources that show and 2 sources that do not show.

Award 7 marks for reference to 4 sources that show and 2

sources that do not show.

* There is no value in grouping sources. Sources have to be explained

specifically.

Structure:

Keep in mind: (The choice of Sources that support / do not support the statement made in the question depends on the sources. There is no standard ratio)

Source _ , _ and _ shows that the British Army was to be blamed for the Norhtern Ireland conflict. However, Sources _ and _ show that they were not to be blamed as there were other factors contributing to the conflict.

Source _ shows that (infer the source, keeping in mind that you want to show that the source supports the statement made in the question). The evidence is ………………

Continue this step with the other sources that support the statement made in the question.

Source _ shows that it was …………………. The evidence is………… Therefore, this shows that it was not the British Army that was responsible for the Northern Ireland conflict

Continue this step with the other sources that support the statement made in the question.

Social Studies Practice Chapter 2 Sec 3 Textbook Governance

2008-12-22T08:04:00.003+08:00

Have the ministerial pay hikes caused popular discontentment?

BACKGROUND INFORMATION

Read this carefully. It may hep you answer some of the questions.

In April 2007, the Singapore government announced a salary revision for Ministers and civil servants in the government service. Since 1994, Ministers' and civil servants' salaries have been benchmarked against private sector earnings; they are set at two-thirds of the median pay of the top earners in the banking, law engineering and accountacy, as well as employees of multinational coporations and local manufactures. In this way, public sector salaries move up and down with the labour market. Ministers' wages were last raised in 2000, but were cut in 2001 and 2003 during the economic downturn, although the cuts have since been reversed.

Source A

A singaporean reporter's view of the ministerial pay hikes.

During the parlimentary debate on the pay hikes, some MPs pointed out to that: Just a month ago, the ministry overseeing the needs of the poor in Singapore has refused to heed some MPs' calls to incerase aid to Public Assistance recipients by "tens if dollars" more.

The latter are defined as those with no kin nor any means to support themselves due to age, illness or disability.

Source B

Speech by Minister Teo Chee Hean, the head of the Civil Service

We know that financial rewards cannot and should not be the main moltivation of those in the government service. There are many intrinsic rewards that come from working in the public sector. However, that does not mean that we do not need to pay them market-competitive salaries. We don't want pay to be the reason for people joining u.But we alos don't want pay to be the reason for them not to join us, or to leave after joining us.

Competitve wages have helped us bring in and retain able men and women in government and in the Public Service in Singapore. This policy has served us well. We must maintain this competitive advantage - a clean, effective and efficent Public Service. We need a team of good people to develop the visiion , effective and efficent Public Service. We need a team of good people to devlop the vision, ideas and plans, as well as to see through the execution.

Source C

A Political commentary by prominent writer Catherine Lim

Political leadership is less a salaried job and more a vocation, with all that this implies of selflessness and sacrifice on the part of the leaders, a trust, respect and regard on the part of the people. The ultimate reward for the leaders is a revered place in the nation's history, in the hearts and minds of future generations.

Nevertheless, no Singaporean with any practical sense of real world would want to see a minister denied a salary commensurate with his status and dignity, or living less well than any prosperous Singaporean. But no Singaporean would expect a minster to feel disgrunted if he is paid less than the top lawyer. If the disgruntlement actually causes him to leave his job, then he was not cut out for public office in the first place. Thus, to offer him a matching salary to enable him to stay would be to demean that office.

*Disgrunted : Deiscontented, unhappy or dissatisfied.

Source D

Table published in the Wall Street Journal, July 2000

Annual salaries of heads of government (US$)

Singapore Prime Minister - 1,100,000
Singapore Minister - 819,000
USA President - 200,000
USA Cabinet Secretary - 157,000
UK Prime Minister 171,000
UK Minister - 146,000
Australian Prime Minister - 137,000
Hong Kong Chief Executive - 417,000

Source E

Speech by Low Thia Kiang, an oppostion Member of Parliament

We agree that civil servants should not be expected to make unreasonable financial sacrifices to be in the public sector. However, neither should they be seen being paid unreasonable wages for their contributions. Even in the private sector, no orgamisation can afford to keep paying increasingly high wages just to retain and attract top perforers since resources are inevitably limited. Moreover, in the case of public service, we need a different breed of people to come forward to serve; there is simply no point in offering high remuneration just to entice people to serve if what they are interested in is to make more and more money for himself and his family in pursuit of material interests in life.

How much they are paid is secondary. Pay them well, but don't let pay drive the search for leaders.

Questions

1a) Study Source A

Why do you think that the reporter expressed these views ? Explain your answer. [5]

1b) Study Sources B and C.

How similar are these two sources? Explain your answer. [7]

1c) Study Source D

How far does this source prove that the ministerial pay hikes are not justified? Explain you answer. [6]

1d) Study Source E

How far can you accept this source as evidence on the discontent with the ministerial pay hikes? Explain your answer. [7]

Structured Essay Notes How to approach the question

2008-12-21T19:49:00.003+08:00

How to approach the topic:

Point : Divided Loyalties was one of the causes of the conflict

Description: In Northern Ireland, most protestants regarded themselves as British and wish to see the country as part of the United Kingdom.

Explanation: As a result of this Divided Loyalties, the protestants and catholics grew further apart and less tolerant of each other, resulting in hatred and conflict between the two groups.

Conclusion: Weighing the factors

Restate the 3 factors

Give the reason why it is The Most Important Factor : (MIF)
You need to consider : IMPACT(Short term/ Long term)

However statement:

State that the other two factors also play a part:

factor 2 + factpr 3 + MIF = Effect created

Social Studies STRUCTURE ESSAYS Explaining and Evaluation 2

2008-12-21T18:24:00.003+08:00

Evaluating
(Structured-Essay Question)

Evaluation/Judgment Questions

Questions on evaluation will require to make a judgments and form your own opinions on an issue or a number of factors. This kind of question requires you to be balanced in your views (as far as possible) unless you need to work towards a particular conclusion, given your contextual knowledge.

Question types:

How successful................(analyze consequences)

Was....... still a great power after.....(analyze change and continuity)

How important...........?

"Countries maintain peaceful relations through diplomacy" Do you agree? Explain your answer.

When you are asked a question that requires some form of judgment based on the investigation of both sides of the issue, you will have to look for evidence that deal with both sides of the issue.

Some common errors

Misreading Questions
Inserting irrelevant points/factors
lacking linkage between content and what the question demands
Writing a summary of the factors
Describing the factors but not evaluating them or explaining their significance

Social Studies STRUCTURE ESSAYS Explaining and Evaluation

2008-12-21T18:14:00.003+08:00

Explaining
Structured Essay Question

Explanation Questions

These are questions that will usually ask you "Why" or to explain something.
These questions do not ask you to recall and describe your knowledge, or to ask you questions such as "What happened......"

In these questions, you will have to explain the given factor and make a connection with at least two other factors.

Identify the key words that guide you in how you should approach the question.

Question: Divided Loyalties was the most important factor in causing the conflict between the catholics and Protestants in Northern Ireland.

The questions requires you to make some form of judgement based on the investigation or discussion of several factors. You will need to explain(not describe) the given factor in question and explain other factors that led to a particular outcome.

In your answer, send strong signals to the examiner that you are explaining the importance of the factors by using words such as because, thus, as a result, therefore

You will have to identify and explain other factors that contributed to the tensions between the catholics and the Protestants (2 Other factors)

Apologies

2008-12-21T18:09:00.003+08:00

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BONDING SINGAPORE Chapter 5 Notes Sec 3 textbook

2008-12-19T12:18:00.003+08:00

Notes page 1

Notes page 2

Mindmap on Measures to foster social cohesion ins Singapore

Inclusive notes:

Building a national Identity (I)

- policy of multi-racialism

-Policy of multi-racialism promotes equality among races

-No special rights for any racial/religious groups.

-Equal opportunities for all.

-Favouring one racial/religious group is forbidden by constitution.

-Since everyone is seen as a valued member, this fosters a sense of national identity.

Building A national Identity (II)

-Common Practices

-Common practices are actions that singaporeans carry out together.

Example: Singing the national Anthem, saying the pledge and attending flag raising ceramony.

These practices help to foster natonal identity by inculcating loyality & national pride towards Singapore.

These practices help Singaporeans to see themselves as one people.

Builiding a national Identity (III)

Bilingualism

-Policy of Bilingualism was introduced in 1966

-All pupils have to learn English and mother tongue

-English is seen as a neutral language linking various ethnic groups. The use of english has helped to improve communication among Singaporeans

-Mother Tongue is used to impart Moral values and traditions of each race.

-The policy of Bilingualism helps to foster national Identity between the various racial/religious groups.

Safeguarding Interests of Minority groups (I)

Through Minority Representation

-President council of minority rights(PCMR)

-All new laws must be approved by PCMR

-This ensure no racial/religious groups is disadvantaged by the laws passed.

-Group Representation Consituency

-GRCs ensures that any team contesting in general Election must comprise a member from a minority group( Malay, Indian or Eurasian)

-This ensures that minority group is represented in the government.

-Needs and concers of minority group are reflected in government.

Safeguarding Interests of Minority groups (II)

Through Self-help Groups

-CDAC, Mendaki, SINDA & Eurasian Association help members of their own community to get aids in studies and training of their own jobs.

-Provide Moral support to members of their own cimmunity.

-Help Singaporeans to cope and compete with one another on equal footing.

-Minority groups can improve their economic and social positions in society.

-Joint projects - e.g. Joint Tuiton Program help youths from different ethnic groups interact with one another.

-This helps to prevent Bias & Prejudices from forming, thus reducing conflict and tension.

Developing Common Space(I)

-Activites organised by grassroots organisations

-Create common space through wide range of programs and activities to cater to the needs & interests of singaporeans.

Example. Home visits/home stay with family of another ethnic group.

This helps the people to gain better understanding of cultures and customs of other races.

This helps to build strong friendships over time and reduces mistrust between racial/religious groups.

Developing Common space (II)

Opportunities from Educational Institutions

- All schools are open to every singaporean, regardless of race, language or religion.

-Students of different race and religion study together.

-Daily Interaction during lessons and activities provide opportunities for students.

-CCAs also help promote closer bonds among youths. These activities provide opportunities for students from various races to work together.This helps to promote teamwork.

Developing Common Space (III)

Common Living Space through Public Housing

-In 1989, Ethnic Integration Policy was introduced in public housing.

-Limits are placed on the proportion of races in every neighbourhood and block.

-This ensures an even distribution of different races in all housing estates.

-This provides opportunities for various races to interact , reducing distrust and misunderstanding among races.

Developing Common Space(IV)

Activities organised by IRCCS and HCs

-IRCC(Inter-Racial Confidence circles) and Harmony Circles (HCs)

-IRCCs were introduced in 2002 to foster greater inter-racial understanding.

-Activities such as visits to places of worship create opportunities for singaporeans to appreciate the differences and develop string bonds between ethnic groups.

-At Workplaces, such activities are carried out by HCs.

-These activities help to build confidence and friendship among people.

Developing Common Space (V)

Shared Experience through National Service (NS)

-NS was introduced in 1967.

-All able-bodied men are required to serve in defence of the country.

-Shared experiences (example, Military training) help to strengthen the bonds among ben regardless of race or religion.

STRUCTURED ESSAY QUESTIONS ON BONDING SINGAPORE( PRACTICE)

1.) Here are 3 measures to foster social cohesion in Singapore. Common Practices, Shared experience through NS and Self-help groups. Which measure do you think is the most effective. Explain your answer. (13 marks)

2.) How far do you agree that the most important measure to foster a national identity is through the policy of multi-racialism.

Explain your answer. (12 marks)

Working with Sources- Evaluating usefulness Worksheet

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All sources can be useful. When we receive information from sources, we many need to determine how useful information is to us. To do this, we need to know what the information is used for. then, we can ask some questions to help us determine the usefulness of the source.

Provenance/origin

-WHO made the statement?

Does the author/speaker have any motive for making the statement? What outcome is he/she trying to achieve?

How does it make the source useful or not?

Cross Reference

Who else can I find the Information from?

Content

What information does the source provide about the issue?

----------------------------------------------------------------------------------

Study Source A. How useful is the Source A in helping you understand the factors that help to develop a sense of belonging among Singaporeans? Explain your answer.

Source A

A comment by Mayor Amy Khor South West District, on what would make Singaporeans care about Singapore.

The job of making Singaporeans feel and realize that they love the nation never really ends. Just as flim-makers use camera and audio techniques to create the mood- be it horror, tension serenity, anger or pain- We need to create the mood by having more collective rituals: National Day Celebrations, Special commerative events, National Song Contests and the like, to prompt this sense of belonging, if not necessary love.

What is the information used for? (What is the issue?)

Reliability Skill Chart

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reliability skill chart

Structured Essay Revision Practice

2008-12-18T08:51:00.003+08:00

Chapter 2-Governance in Singapore

1.) The vehicle Quota System (VQS) is the most important measure in keeping traffic flow smooth in singapore. How far do you agree with the statement?

Explain your answer. [12]

2.) Here are three guiding principles of governance in Singapore:

Leadership is Key

Anticipating change and staying Relevant

reward for Work and Work for Reward

Which do you think is the most important prniciple? Explain your answer. [13]

3.) To what extent is ageing population the most important reason why there was a need to promote population growth from the 1980s? Explain your answer. [12]

4.) Here are three strategies the government used to promote population growth after the 1980s.

Graduate Mothers Scheme

Three or more if you can afford it

Pro-Family Measures(2004)

Which do you think is the most effective? Explain your answer.[13]

5.) "Government support is the most important approach in managing the ageing population in singapore". How far do you agree with the statement? Explain your answer. [12]

Chapter 4-Conflict in Multi-ethnic Societies

6.) "The Sinhala Only policy was the most important cause of the conflict between the sinhalese and Tamils in Sri lanka". How far do you agree with the statement? Explain your answer. [12]

7.) Here are the three causes of conflict between the Sinhalese and tamils in Sri Lanka:

Citizenship rights

university Admission

Resettlement of poor Sinhalese Peasants

Which do you think is the most important cause of the conflict? Explain your answer.[13]

8.) To what extent is armed conflict the most important consequence of the conflict between the Sinhalese and tamils in Sri Lanka? Explain you answer. [12]

9.) Here are the three causes of conflict between the Protestants and Catholics in Nothern Ireland:

Divided Loyalties

Unequal Allocation of housing

Lack of voting rights

Which do you think is the most impt cause of the conflict? Explain your answer. [13]

10.) "Economic slowdown is the most serious consequence of the conflict between the Protestants and Catholics in Northern Ireland". How far do you agree with the statement? Explain you answer.

Chapter 5-Bonding Singapore

11.) Here are three challenges that could affect harmony in multi-ethnic Singapore:

Perceptions of dfferent racial groups

Perceptions of different religious group

External Influences

Which do you think is the most serious challenge? Explain your answer. [13]

12.) "Building a national Identity is the most important measure to manage ethnic diveristy in Singapore". How far do you agree with this statement? Explain your answer. [12]

Upper Secondary Social Studies Resource Source Based Booklet

2008-12-16T18:26:00.004+08:00

http://www.mediafire.com/?g1mjmjhmjyo

This book above contains Source-Based Questions and Model answers from the various schools preliminary papers in Singapore. It therefore serves as a guide as to what are the type of questions that could appear in exam papers. Hence this book is highly recommended.

Download :

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NOTE FOR DOWNLOADS:
THIS FILE IS 76 MB IN SIZE AND IS 100 PAGES IN TOTAL . PLEASE BE PATIENT WHEN DOWNLOADING IT.

IF YOU WISH TO HAVE THIS BOOK FOR HARD COPY, PLEASE DO NOT HESITATE TO SEND AN EMAIL TO MY INBOX FOR AN ENQUIRY. A FEE MAY BE CHARGED.

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Also, We have received a lot of queries from people on how they could get a hard copy of this post (:

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Any queries add us on it and we will answer asap =D

Upper Secondary Social Studies Resource Structured Essays Booklet

2008-12-16T17:51:00.003+08:00

http://www.mediafire.com/?zkyzznmtmmy

Social Studies Structured Essays Booklet
An essential guide to Structured Essays, this book is a must have. It contains examination questions from other school's

prelim papers together supplied with model answers. This book would also definitely te

ach

you how to write essays that would WOW you're teacher instantly.Have fun reading it

NOTE FOR DOWNLOADS:
THIS FILE IS 90 MB IN SIZE AND IS 69 PAGES IN TOTAL . PLEASE BE PATIENT WHEN

DOWNLOADING IT.
IF YOU WISH TO HAVE THIS BOOK FOR HARD COPY, PLEASE DO NOT HESITATE TO

SEND AN EMAIL TO MY INBOX FOR AN ENQUIRY. A FEE MAY BE CHARGED.
sgstudents@in.com

SPAM AND MALWARE WOULD NOT BE TOLERATED. THANK YOU AND HAVE A NICE DAY
LINK TO FILE AGAIN

http://www.mediafire.com/?zkyzznmtmmy

Examples of the content inside:

Social Studies Skill Practice reliability 2

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Social Studies Skill Practice Reliability Topic: Globalisation

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Social Studies Skill Practice Reliability Topic: Globalisation

INSTRUCTIONS: PRINT OUT THE DOCUMENT AND PRACTICE ON YOUR SS.

REMEMBER! PRACTICE MAKES PERFECT.

Victoria School Prelim Paper 2 SS 2008

2008-12-16T16:29:00.003+08:00

Structured Essays Page 5

Page 4

Page 3 Sources

Page 2 BACKGROUND INFORMATION

PAge 1 is the questions

Section A (source Based Questions Case study)

Question 1 is compulsory for all candidates

Study the background information and the sources carefully. and then answer all the questions.

You may use any of the sources to help you answer the questions. In addition to those you are told to use. In answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources.

1a) Study source A.

What is the message of the cartoon? Explain your answer, using details of the cartoon. [5]

1b) Study Source B and C.

How far would the Iraqi Foreign Minister in Source B have agreed with Assistant Secretary of State in Source C? Explain your answer. [6]

1c) Study Source D

How useful is this source as evidence about kuwait's role in the conflict with Iraq?

Explain your answer. [7]

1d) Study Source E.

How far does this source prove that the United States was responsible for the outbreak of the Iraq-Kuwait War? Explain your answer. [7]

SS NOTES ON RELIABILITY

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SS NOTES ON RELIABILITY

Social Studies Notes Chapt 1 Sec 4 textbook

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Social Studies Notes

Se 4 Textbook

Ch 1: Managing Peace and Security:

Regional and International Conflicts

MIDDLE-EAST

Made up of parts of: northern Africa, south-west Asia, south-east Europe

Largest population: Arabs

Smallest group: Turks, Kurds

Main Religion: Islam

Other Religions: Christianity, Judaism

Richest countries: Saudi Arabia, Kuwait (oil reserves)

Gulf States: oil-producing countries around Persian Gulf

OPEC: aim : to stabilize oil prices

How? Control amount of oil that its members can produce

Suez Canal: *strategic waterway that links Europe to Middle East and Asia

*important trade route for transporting goods and oil to other parts of the

World

Historical Relationship between Iraq and Kuwait

Iraq and Kuwait: former British colonies

Kuwait independence?: 1961

Problem: Iraq claimed sovereignty over Kuwait and sent troops to claim Kuwait in 1961

1963: Kuwait paid large sums of money to Iraq yet Iraq used military power to threaten

Kuwait over border disputes

1980s: Iran-Iraq War: Kuwait provided Iraq with a loan

Why? Due to national self-interest

Why Relationship Worsened?

1. Economic Problems in Iraq

*Iraq inflicted massive losses after Iran-Iraq War.

*post-war reconstruction required US$23 billion

2. Oil Production

* oil prices dropped due to over-production

*OPEC: set a quota

*Kuwait and UAE (united Arab Emirates ignored quota and produced oil above given

limit)

*RESULT: a. Iraq list revenue

b. Iraq angered by Kuwait and UAE actions

3. Dispute over Territory

*Iraq and Kuwait inherited borders from Britain

PROBLEM: borders not well-defined

*Rumaila Oilfield: ISSUE: oil drilling (slant drilling)

*Bubiyan and Warbah Islands: ISSUE: Iraq did not accept Kuwait’s ownership of

these 2 islands

Mediation?

Arab League: *to get Kuwait to produce oil according to OPEC quotas

*called for dialogue between Iraq and Kuwait to discuss outstanding

territorial issues

RESULT: mediation failed because Iraq and Kuwait could not agree on

territorial demands

OUTCOME: 2 August 1990: Iraq invaded Kuwait

Why Iraq invaded Kuwait?

1. Official Reason

* to free Kuwait from its ruling power

2. Saddam Hussein Leadership

*situation in Iraq shaky: a) Prices of basic necessities increased sharply

b) strong Iraqi army could turn against Saddam Hussein

3. Misreading US position

*Saddam thought that Americans were sympathetic to Iraq’s situation

Reaction to Invasion

1. Fear of Iraqi dominance

* with invasion of Kuwait, Iraq was closer to the Saudi Arabia border. Therefore it

would have access to cast amounts of oil

RESULT: a) increasing tension and suspicion in the region

b) creating problems for the world economy

2. Arab solution

*Arab League condemned Iraqi action

*League unable to effectively deal with the crisis

3. American Response

*the American response came in response to Saudi request

*Operation Desert Storm: a coalition: to defend Saudi Arabia and get Iraq out of

Kuwait

4. International Response

*US condemned Iraqi’s actions

*UN Security Council demanded immediate Iraqi withdrawal from Kuwait

*Economic and Military sanctions were placed on Iraq

Was the use of force the only way to get Iraq out of Kuwait?

1. Iraq response to diplomatic attempts

*Arab leaders called for resolution to conflict

* Iraq agreed to withdraw from Kuwait but refused to allow ruling government back

into power

*Saddam grew unhappy with Arab League’s vote to condemn his actions

RESULT: a) Saddam annexed Kuwait

b) took Westerners in Kuwait as hostages

BUT: as the western coalition troops grew, Saddam was willing to discuss withdrawal

from Kuwait, but with conditions

*Americans refused to accept these pre-conditions

*UN gave Iraq deadline: 11 Jan 1991

RESULT: all diplomatic attempts failed

2. Impact of Economic sanctions

*Full impact could only be felt after a year or so

*US felt this was too long to wait for a response from Iraq (to get out of Kuwait)

*Furthermore the impact would be strong only if all UN members adhered to it

RESULT: UN Security Council voted that there was a need to use force on Iraq

3. Outbreak of War

* Military operations known as Operation Desert Storm began after Iraq failed to keep

to the 15 January 1991 deadline

Destruction in Iraq? Air command and control capability, air force, communication

centres.

*War officially ended when coalition forces regained Kuwait City, calling for a ceasefire.

What was the impact of the conflict?

1. Impact on Kuwait

*More than a 1000 Kuwaitis dies and many others tortured

*Iraqis occupied homes of Kuwaitis who were forced to flee from Kuwait

*Iraqi soldiers looted homes, Museums, hospitals and shops

RESULTt: Kuwait not only had to sacrifice its citizens, its economy was badly affected

with 950 oil well damaged

2. Impact on Iraq

Destruction of Iraqi military capability

The coalition forces had destroyed almost one-third of the Iraqi war machine (prior to invasion, Iraq was one of the undisputed military powers in the Middle East)

Iraqi air force was unable to provide cover for its air troops against the coalition force’s state-of-the-art weapons.

RESULT: *coalition forces able to successfully carry out a sustained bombing campaign

*Iraqi remaining troops suffered a loss of morale

*Highway of Death: as many troops were killed in their fleeing vehicles during

the allied bombing

Political instability in Iraq

*Rise of a group (Kurds) going against Saddam Hussein as they believed that Saddam’s

power would have weakened and that the coalition forces would help them

*Kurds were brutally put down by the Iraqi military

RESULT: many Kurds were massacred

Almost 1 million Kurdish refugees fled Iraq

UN passed a resolution condemning Iraqi’s handling of the Kurdish situation

Peacekeepers sent to northern Iraq to provide safe areas for the Kurds

Suffering of Iraqis

*The Operation Desert Storm caused destruction of a large part of Iraqi infrastructure

*Daily activities were disrupted

*Diseases spread due to lack of electric supply and water contamination

3. Regional and International Impact

Environmental Catastrophe

*Iraq dumped millions of barrels of oil into Persian Gulf, causing an environmental

catastrophe: threatened marine life, oil slick in Persian Gulf

Displacement of foreign workers

*Foreign workers fled Kuwait when war broke out

RESULT: sudden loss of income

Great suffering for their families

Was the UN successful in maintaining international peace and stability?

SUCCESS:

UN able to gather ints resources to deter aggression

Reasons: Support of 5 permanent members of the Security Council

US involvement was a crucial reason

UN was able to easily form a coalition force

Reason: conflict affected the interests of the countries that helped UN

Gulf War was resolved in a relatively short period of time

Reason: Since the aggressor involved was known, a failure in diplomacy

paved the way for an attack

What is transnational terrorism?

*Terms:

Terrorism: a threat to all states and the people

Terrorists: can strike at anytime / anywhere

Transnational Terrorism: *unlawful use of force

*indiscriminate violence done by internationally-linked

groups

*an act committed against people and properties in many

different parts of the world

OUTCOME: Collective action needed by nations in the world to work

together to manage common enemy

IS terrorism a new phenomenon?

*In the past terrorist acts were:

a. carried out by state agents or non-state organiseations

b. small-scale operations

What was the significance of the September 11 attacks?

*victims: international community and were indiscriminate targets

*well-trained and skilled terrorists able to coordinated simultaneous mass attacks

* its attacks can bring on psychological and emotional impact to the world: Eg: Sept 11,

2001 attack in US

What is Al-Qaeda?

*An organization

*members: a network of Arab volunteers

*practices: Global Terrorism

*Origins arise from Osama: was rejected by Saudis when he offered to liberate occupied

Kuwait

RESULT: Osama carried out anti-state activities

*Al-Qaeda wants to establish a global Islamic caliphate (Islamic form of government representing the political unity and leadership of the Muslim world.

Why is Al-Qaeda significant?

a. Al-Qaeda is the epitome of the new form of transnational terrorist organization.

b. Al-Qaeda has many groups associated with it.

c. It is a resilient organisation

Al-Qaeda’s Ideology:

It is rejected by Muslims and Islam as it is based on the misuse and misinterpretation of religious concepts.

What is the impact of terrorism?

1. Economic impact

USA

* Sept 11 attack resulted in a loss of lives, property (amounting to US$40billion)

*airline industry was badly affected

Outcome: US government had to provide economic help to the airline industry

Bali

*Tourism was badly affected: tourist arrivala fell by more than 50% immediately

*Government spending on security increased

2. Social Impact

*creates suspicion and tension among the various ethnic and religious groups

Outcome: Community Engagement Programme: to ensure that Singaporeans are

better equipped to maintain social cohesion and harmony

AIMS: *bring together Singaporeans from different communities to

strengthen inter-communal bonds

*to come up with response plans to help deal with potential

communal tensions

3. Political impact

*Government tightened security: border security

RESULT: slowed down immigration clearance

Often, measures and laws infringe on individual freedon and personal

Privacy

Can transnational terrorism be managed?

*It is a global threat that required a concerted global effort to manage

ASEAN’s efforts to manage terrorism

*ASEAN governments counter global terrorism through joint police and intelligence

measures

*ASEAN pledged to enhance information and intelligence exchange on terrorists and

terrorist activities

*RESULT: Success in disrupting terrorist activities in member soil

International efforts to combat terrorism

*UN passed resolutions: an aim was to get all member countries to freeze the financial

assets pf terrorists and their supporters

*Counter-Terrorism Committee: **to monitor member countries adherence to resolutions

as well as to strengthen the counter-terrorism

capacity of UN member states

* * provide technical help to countries that require help

in implementing the resolutions

Have the CTC measures been effective?

*more than 4000 terrorist suspects have been arrested

Why is it difficult to get rid of transnational terrorism?

*terrorists are able to evade security restrictions imposed by governments as well as

terrorists’ ability to continually recruit new operatives.

*terrorists able to recruit and influence people to their cause

Nurturing an environment that censures terrorism

*society must take a firm stand against the idea of terrorism

Conclusion

Countries have to work together at the regional and international level to contain the threat of transnational terrorism

All religions advocate peace and harmony. It is the terrorists who miuse and distort religious teachings to justify their acts of violence.

Social Studies Notes Chapter 2 Sustaining Economic Development in a Globalising World

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Ch 2: Sustaining Economic Development in a Globalising World

What is Globalisation?

Process by which people, their ideas and their activities in different parts of the world become interconnected or integrated

Key Driving Forces of Globalisation

Developments in Transportation and Communications

TRANSPORTATION

*In 19th century: widespread use of steam engines

*In 20th century: ocean-going vessels, commercial jet aircrafts, containerism

Significance: greatly increased the movement of goods and people from one

place to another

*Efficient and integrated transportation infrastructure to facilitate movement:

airports, seaports, railways, highways

COMMUNICATION

*Faster and more convenient communication via: telephone, electronic mail,

fax, video conferencing

*Satellite technology: allows for simultaneous transmitting and receiving of information

*Optical Fibre systems: transmit large capacity of information at very high speed

*Internet: consumers can access information more conveniently and efficiently

Significance of advances in communication technology: Transnational Corporations (TNCs) can easily coordinate and control their worldwide activities

Transnational Corporations (TNCs)

* large global firms

*operate in a number of countries

*have production of service facilities outside their country of origin

Why do TNCs set up their operations in different locations around the world?

source for new markets

lower cost of production

How are worldwide operations controlled and coordinated? By the HQ in the

country of origin

Process to arrive at the final product?

source for component from around the world

assemble final product in another country

Significance: economies around the world become more integrated

Impact of Globalisation

1. Economic Impact

Globalisation has led to:

Improvement in Standard of Living

increase in income levels

more revenue earned due to increased investments in a country

Revenue earned used for: education, housing, health, defence and transportation

Increase in lifestyle choices (ie: instead of buying local products, now have the choice to buy the same product made in other countries)

Significance: people enjoy benefits, have a higher standard of living and a better quality of life

Increased Competition among Nations

Investment and Market

TNCs: With globalization, countries face intense competition as governments compete with one another to attract the TNCs

Eg: Singapore’s port faces competition from Malaysia’s port at Tanjong Pelepas

Investors invest in a country:

where productions costs are low

incentives are offered to foreign investors

Result: The country ends up having well-developed industrial infrastructure

The country poses a strong challenge to other countries in the region

When will investors not want to invest in a country?

poor infrastructure

political instability

Talent

The workforce has had more opportunities to find employment in a nother country due to globalisation

c. Widening Income Gap between the Rich and the Poor

Globalisation has brought about: rapid development in many countries as well as led to spread of poverty in other countries

Developed countries: own manufacturing activities so = rapid income growth

The rich in these countries continue to prosper because of better opportunities

TNCs: draw investments, skilled people, resources away from poor areas and relocate them in other regions that benefit them

Developing countries: face trade barriers from developed countries

Unable to produce higher quality goods

The poor and lowly-skilled workers in these countries: face economic uncertainties such as retrenchment

Result: increasing tension between rich and poor

2. Social Impact

Increased Awareness of Foreign Culture

People have become aware of different cultures

HOW? Surfing the Internet, traveling, watching foreign movies

Loss of Local Culture

Global brands dominate consumer market in developing countries

TNCs: have created a homogenous culture across the world

Globalisation: led to spread of pop culture

Result: influenced the youths, resulting in loss of local culture

Reaction to Globalisation: people are uncomfortable with advancement of foreign culture as it is seen as the foreign culture beliefs, cultures and languages is being forced upon the rest of the world

3. Environmental Impact

Natural Resources in developing countries as timber, oil and metals used up quickly

Developing countries more concerned with profits and markets

Result: Takes a toll on the natural environment

Problem with developing countries? Unable to implement and enforce environmental regulations

Environmental Degradation

Deforestation and Related Problems

Deforestation:

* taking place at a rapid rate

* to make way for development of industries, agriculture, housing and

transportation

*for economic activities such as forestry, mining and cattle ranching

*to plant cash crops, build factories, transport facilities (Indonesia)

Problems:

* soil erosion

*extinction of flora and fauna

* increase in flooding

*haze (a result of burning forest fast as it is the cheapest and easiest way)

Effect of haze: not only caused environmental but also health problems and losses in terms of tourism

Global Warming

*Causes of global warming? Movement of goods via aeroplanes and ships, other modes of transportation

How? Production of large quantities of greenhouse gases (fumes) such as carbon dioxide and nitrogen oxides leads to an increase in the average global temperature

c. Environmental Management

*increased awareness of environmental management

*with a well-preserved environment future generation are able to use the resources to

generate income

Result: ability to continue to enjoy high standards of living

*Energy use will increase by more than half over the next 25 years

*China and India: will take up much of the energy increase due to rapid development

and large-scale industrialization

How to ensure a sustainable source of energy supply?

*Conservation

*Alternative energy soures: wind, solar, geothermal

But alternative sources of energy are costly to arrive at.

Singapore’s Strategies to Maximize Opportunities and Overcome Challenges in a Globalizing World

How are the strategies carried out?

a. Diversifying the Economy

Areas?

*Research and Development

Manufacturing Hub

Education Hub

Tourism Hub

Singapore’s goal: centre for technology-intensive, high-value added manufacturing

Activities egs: chemical engineering, pharmaceuticals

Singapore’s direction? Life Sciences, attract TNCs (high value-added manufacturing)

Life Sciences: How to ensure development? *Need for Research and Development,

so set up A*STAR

*Research institutes set up

TNCs:

*generates jobs

*affirms S’pore’s position as a manufacturing hub

Education:

*International Universities have set up branches in S’pore

Significance? Singapore will be able to create a strong university sector that attracts

Talent

Tourism: (Service Industry)

*need to keep up with competition in the region

*Tourist destination – building of IRs: Significance: Singapore will become a choice tourist destination in SEA and generate economic benefits

b. Nurturing Growth of Small and Medium Enterprises (SMEs)

SMEs: *important providers of jobs

*Supplies TNCs with components in the manufacturing industries

Result: enhances Singapore’s attractiveness as

a. regional manufacturing hub

b. service hub

Problems with SMEs: a. unable to cooperate with big corporations which have more

resources

b. lack expertise in using advanced technology to keep

operations up-to-date

c. shortage of skilled professionals to manage the company

(because family-run)

d. lack capital to venture into overseas markets

(because small domestic market)

Solution: *Loan schemes where banks provide assistance

*Training: regular seminars and workshops organized for members to

enhance their capacity

*Tax Exemption for new companies

c. Venturing Abroad

Regionalisation: invest in countries with abundant land and lower labour costs and

new markets

Country that is investing provides capital and expertise to develop

Industrial parks in host countries

Benefit: promotes development in the region

Eg: Suzhou Industrial Park

International Tech Park in Bangalore, India

SingTel Groups: ventured abroad (in the region)

Expanded into overseas markets

Investments in over 20 countries

Benefit; Ensures Singapore’s long-term growth

Singapore has International Investments as well

Overall Benefit: ensures Singapore’s economic growth is maintained

Possible Negative Impact?

With Singaporeans relocating overseas, studying abroad and choosing to live

there and work there, may result in Singaporeans becoming less emotionally

rooted to Singapore

d. Expanding Market Reach Through Economic Cooperation

*Singapore’s domestic market is small

*local companies have to sell their goods to a larger market to establish trade ties

How to expand market reach?

1. sign Free Trade Agreements (FTA) with other countries

Benefit: brings closer economic collaboration by legally binding countries

2. setting up Special Economic Zones (SEZ)

Benefits: *less stringent economic laws than those in other parts of the country

* uses tax and business incentives to attract foreign investments

e. Managing Resources Efficiently

*Singapore lacks natural resources

*Have to take care of natural environment so future generations can continue to

enjoy clean and green environment

How to manage resources efficiently?

Developing People

HOW?

Promoting local Entrepreneurship and Technopreneurship

*Local entrepreneurs should take risks in their business ventures and come up with

new products to compete with foreign countries

How to promote entrepreneurship?

Amend bankruptcy laws: Why? entrepreneurs who have failed can start a business again

Recognising local entrepreneurs who have struggled and succeeded

Promoting Continuous Learning Among the Workforce

*Singapore Workforce Development Agency (WDA) ensures that workforce remains competitive

*Skills upgrading provided for workers by WDA: for new job demands and changing

work environment

*Skills Development Fund (SFD) provides financial assistance to employers to train

and upgrade skills of their workers

Attracting Foreign Talent

Why? *to meet manpower needs

*knowledge-based economy

*brings with it overseas business contacts

*creates more business opportunities and jobs in Singapore

*make up for the lack of local expertise who have specialized skilled

(craftsmen, artists)

Managing the Environment

*Environmental preservation is crucial to sustainable development

Managing Limited Land Resources

*to allow for high standard facilities for housing, transportation, recreation, commerce, defence and education

Benefit: *Singapore enjoys a good quality of life

*Ensures Singapore’s sustained growth in globalising world

*Land reserved to preserve natural sites

*Land allocated for waste disposal

Cooperation with Regional and International Organisations

Regional Level:

*Singapore cooperated with ASEAN on haze issue: Singapore hosted the ASEAN

Ministerial Meeting on Haze in 1997 to discuss matters to combat the problems

International Level:

Singapore worked with other countries to work on global environmental problems

Eg: signed agreement to phase out use of ozone-depleting substances like CFCs

Public Education

* people must be educated on understanding environmental protection

*adopt environmental friendly ways

*have a sense of responsibility

*take personal interest in keeping surroundings clean

*students encouraged in taking part in recycling and waste minimization programmes

*shoppers encouraged: reduce excessive use of plastic bags eg: BYOBD programme

Social Studies Notes Chapter 6 Managing Peace and Security

2008-12-15T07:30:00.003+08:00

Social Studies Notes (Sec 3 textbook)

Ch 6: Managing Peace and Security:

Deterrence and Diplomacy

Why do conflicts occur among countries?

*to protect national interest

*fight over territory, compete over scarce resources, do not share the same ideological beliefs

Competing Territory

Due to its importance in terms of defence and national pride

To extend control by taking over territories which do not belong to the country that attacks

Conflict over Border

China was unhappy that India had inherited the border areas, Aksai Chin Plateau and the North-East-Frontier Agency when India gained independence from the British

Problem: Difficult to have a clear border between India and China because much of their frontier lies in the inaccessible Himalayas

1958: China announced that it had built a road on the Aksai Chin plateau

Indian government was angry as it felt that the road built had violated its territorial rights

1959: fighting broke out in the Aksai Chin Plateau and the North-East-Frontier Agency

Result: China occupied territories

Indian government demanded return of territories

1962: War broke out between India and China

Outcome: Territorial conflict not resolved but India and China signed an agreement in

2005 to deal with the matter in a reasonable manner

Conflict over scarce resources

when resources are necessary for survival and economic growth, those with less resources may use force to gain more

1970: Britain and Iceland: conflict over fishing grounds

Iceland depended on fishing industry for its survival

Iceland felt that its national interest was threatened

Conflict over ideological differences

Conflict arises because of: difference in values and beliefs

North Korea (Communism) fought South Korea (Democracy) due to different

ideological beliefs

Other parties involved were: USA, Soviet Union, China and UN

How do countries manage conflicts?

*Criticise each other openly

*Reduce trade with the conflicting country as a form of protest

*Resolve conflicts through peaceful negotiations

*Seek help from regional (ASEAN) and international (UN) organizations to resolve conflict

*Start a war

*Display the strength of their military force through military exercises as a warning to

other countries

* Cut diplomatic ties with each other

*Protest to the other country through their representatives

How does Singapore manage conflict and ensure national security?

Deterrence: measures taken by countries to prevent and protect themselves from

Threats

Measures to deter aggressors:

*Carrying out military exercises

*Sharing information among countries

*Installing CCTV cameras at train stations

*Maintaining military installations

Why is deterrence necessary?

*to provide security for the people

* to give investors the confidence that it is worth to invest in the country

*when British withdrew its military force from Singapore in 1966, the Singapore

government decided to build its own army

How is deterrence practiced?

A Citizen Armed Forces

*the government built a citizen armed force in order to ensure that there would be a peaceful environment to develop the economy

*1967: NS introduced

*NS: bonded men, developing in them a sense of loyalty, patriotism and a shared

destiny for Singapore

3rd Generation Singapore Armed Forces

*SAF: keeps up with advances in info-communication technology

*3rd Generation Armed Forces: ^maximizes defensive capabilities through modern

technology

^equip soldiers to fight decisively in war and respond

flexibly in peacetime

Aim: to create an intelligent defence force – to help

destroy the enemy quickly

Singapore’s Defence Industry

*SAF: self-reliant in essential defence weapons and equipment

*Defence Science and Technology Agency:

a. provide cost-effective and modern technology to SAF and Ministry of Defence

b. buys and upgrades weapons

c. develops new weapon systems for the SAF’s use

d. conducts defence-related R&D

*defence industry improves the capability and effectiveness of the SAF

RESULT: Singapore has overcome its constraints through its own innovations

Total Defence

*Total Defence preparedness deters potential aggressors as they will have to face

the entire nation and not just the armed forces

Civil Defence: civil emergencies, role of SCDF

Economic Defence: role of Singapore Workforce Development Agency

Social Defence: Community Development Council, Inter-Racial Confidence Circel

Psychological Defence: having the will and mental strength to overcome challenges

Multi-agency coordination on security

*National Security Coordination Secretariat (NSCC): meets regularly to plan national

security strategies and policies

*NSCC: works together with commercial and private parties to effectively combat any

form of major terror threats

Result: prevents, protects and effectively responds to any security

Military co-operation with other countries

*Singapore actively fosters friendly ties with the armed forces of other countries

Bilateral military agreements and exercises

*allowing Signapore to train in the countries the agreement was signed with

*Singapore conducts regular military training with neighbouring countries

Multi-lateral military agreements and exercises

*Five Power Defence Arrangements (FPDA):

^conducts exercises each year ot enhance their cooperation and coordination

^members could consult one another on the appropriate measures to be taken to

deter aggressor

What is diplomacy?

*the way countries manage or conduct relations with one another

Aim: a. promote common interests

b. resolve conflicting interests in a peaceful manner

c. help each other in times of need

Why is diplomacy necessary?

*sense of inter-connectedness among countries

*provides countries opportunity to pursue mutual interest

*helps countries resolve conflicts, differences, disagreements peacefully

How is diplomacy practiced?

*through, bilateral, regional and international relations

Bilateral Relations

*one country establishes relationship with another country

*promote political, economic, cultural ties with Maysia and Indonesia

*Singapore provides medical aid

*Trading relationship with: Japan, USA, Germany

RESULT: allowed Singapore to acquire advanced technological skills from these

developed countries

ASEAN

Aims:

Promote economic, social and cultural development of the region

Protect peace and stability of the region

Provide opportunities for member countries to discuss and resolve the differences peacefully

ASEAN’s INITIATIVE

ASEAN Free Trade Area (AFTA)

It aims to remove import taxes among Southeast Asian countries.

AFTA’s long-term aim is to

integrate Asian economies into a single production base

create a regional market of 500 million people

remove all import taxes among member countries by 2015

ASEAN Regional Forum (ARF)

Through ARF, ASEAN aims to provide an avenue for countries in the region to discuss security issues and resolve conflicts peacefully

Singapore and ASEAN

ASEAN provides Singapore with an avenue to discuss their differences with neighbouring countries peacefully

Through ASEAN, Singapore provides:

Education and Professional Exchange

Economic Cooperation and Assistance

Environmental Collaboration

UNITED NATIONS

It is an international organisation to preserve world peace and prevent another major war.

Singapore and the UN

Membership allowed

Singapore to be recognized as a sovereign state

Singapore to gain the help of experts in its industrial planning and development from the period of its independence to the late 1970s

UN Peacekeeping Operations

UN peacekeepers are soldiers and military officers, civilian police officers and civilian personnel, deployed from many countries

Social Studies Assertion Skill (Fifth Skill)

2008-12-14T11:50:00.003+08:00

ASSERTION SKILL

Study ALL the sources
Do the sources show that the British Army was to be blamed for the
conflict?
Do the sources show that ...EYA
L1 : Identifies sources that show AND/OR do not show (1-2)
Award 1mark for identifying 1 source that shows OR does not
show.
L2 : Shows OR does not show, using source details
Award 2 marks for reference to 1 source supported by details,
and an additional mark for any further sources supported by details.
L3 : Both elements of L2
Award 4 marks for reference to 1 source from both sides.
Award 5 marks for reference to 2 sources that show and 1 that
does not show, or 1 that shows and 2 that do not show, or 2
sources that show and 2 sources that do not show.
Award 6 marks for reference to 3 sources that show and 1 that
does not show, or 1 that shows and 2 that do not show, or 2
sources that show and 2 sources that do not show.
Award 7 marks for reference to 4 sources that show and 2
sources that do not show.

* There is no value in grouping sources. Sources have to be explained
specifically.

Structure:

Keep in mind: (The choice of Sources that support / do not support the statement made in the question depends on the sources. There is no standard ratio)

Source _ , _ and _ shows that the British Army was to be blamed for the Norhtern Ireland conflict. However, Sources _ and _ show that they were not to be blamed as there were other factors contributing to the conflict.

Source _ shows that (infer the source, keeping in mind that you want to show that the source supports the statement made in the question). The evidence is ………………
Continue this step with the other sources that support the statement made in the question.

Source _ shows that it was …………………. The evidence is………… Therefore, this shows that it was not the British Army that was responsible for the Northern Ireland conflict
Continue this step with the other sources that support the statement made in the question.

Social Studies Usefulness Skill (Fourth Skill)

2008-12-14T11:48:00.003+08:00

USEFULNESS SKILL

Structure:

Source D is useful as it shows that ………………………. The evidence is “…………………..” Source __ supports Source D as is also shows that ……………………. The evidence is “ ……………..”

Source D is not useful because …………………. The evidence is “………… ………” Source __ shows that Source D is not reliable because Source __ shows that …………………… The evidence is “……………”

Usefulness for what it reveals about….. (keep in mind the given question)
[7th mark] [Sec 4EXP]

Usefulness based on tone and purpose [Sec 5NA]

Social Studies Reliability Skill (Third Skill)

2008-12-14T11:44:00.003+08:00

RELIABILITY SKILL : (One Source)

Steps to take to answer the question:

Infer how the Source is Reliable (keep in mind the question asked)
Give evidence to prove that it is reliable
Provide a cross-reference source that supports what the given Source says
Infer why the source is unreliable
Give evidence from the source to show that the content is unreliable
Provide a cross-reference source that shows that the given source cannot be trusted
Make a judgement on whether you can believe the source based on the provenance. That is, evaluate the reliability by assessing the provenance

Structure:

Source E is reliable as it shows that (explain Source E) ………………………. The evidence is “…………………..” Source __ supports Source E as is also shows that ……………………. The evidence is ……………..

Source E is not reliable because (explain Source E) …………………. The evidence is “………… ………” Source __ shows that Source E is not reliable because Source E shows that …………………… The evidence is “……………”

I believe that Source E is reliable because (use the information in the provenance to decide why the Source is reliable: Evaluate the provenance in relation to what has been said in the source) This is your personal opinion

OR

I believe that Source E is not reliable because (use the information in the provenance to decide why the Source is not reliable: Evaluate the provenance in relation to what has been said in the source) This is your personal opinion

Sec 5NA: Last step: Give the purpose: WAOS

RELIABILITY SKILL : (Two Sources)

How to answer the question.
[These two sources are different. Which one is wrong]
[If unable to find a ‘wrong’ source, then state that the two sources are expressing different views or opinions]

Step 1: Give the content + Evidence of Source B (in relation
to the question)
Give the Content + Evidence of Source C (in relation
to the question)

Step 2: Proof which ONE is wrong
Give the CR source for Source B (to show if Source B
is reliable or not reliable)
Give the CR source for Source C (to show if Source C
is reliable or not reliable)

Step 3: Purpose of Source B (W_A_O_S)
Purpose of Source C (W_A_O_S)

OR

In proving reliability with 2 sources, (similar to proving reliability with one source) What do you have to do?

Infer Source B + evidence
Infer Source C + evidence
Do CR for Source B to show whether source is more / less reliable
Do CR for Source C to show whether source is more / less reliable
State which Source is more reliable
Give purpose of Source B and Source C

Structure:

Source B is about …………. (infer the source). The evidence is “…………”

Source C is about ………. (infer the source). The evidence is “…………”

(Use the provenance and the content to build up your argument on which is wrong)

Source B is less reliable / more reliable because…. . The evidence is “……”
Source __ shows that Source B is (less reliable / not reliable) as it states. The evidence is “……”.

Source C is less reliable / more reliable because….. The evidence is “……”
Source __ shows that Source C is (less reliable / not reliable) as it states. The evidence is “……”.

Therefore Source __ gives a less reliable view on the North Korean’s intention in the nuclear crisis.

Source _ is less reliable because ……….. while Source _ is more reliable because ………

OR

The purpose of Source B is………
The purpose of Source C is ……….

Social Studies Comparison Skill (Second Skill)

2008-12-14T11:42:00.004+08:00

COMPARISON SKILL (Compare and Contrast)

How to answer Compare and Contrast Questions?

Look at the Issue. Establish what it is focusing on.
Look at the Provenance of the Sources. Get clues from the Provenance:
Eg: place, person/people, event/activity
3. Based on Issue and Provenance, establish Similarity keeping in mind:
Matching Content

Eg of Matching Content:

Issue: Do we need people to keep the world going?

Provenance of Source A: Observation of People of varying heights
Provenance of Source B: Factual Account of Tall people

Similarity?

Both sources talk about the personal traits of people of varying heights

Difference: Source A says that short people are cute and friendly
(personal trait) while / however Source B says that tall
people are serious all the time

False Matching? Source A says that short people are cute and friendly
(personal trait) while / however Source B says that
most tall people have blue eyes (physical characteristic)

Structure

Comparison Skill

Both Source A and B are about……………….………… (Hint: Matching Issue must be stated when making the inference) The evidence from Source A is “……” and the evidence from Source B is “…….”

Source A is about (infer content of Source A) ……………… while Source B is about (infer content of Source B)……………… (Hint: The difference must be on the same issue) The evidence from Source A is “……” and the evidence from Source B is “…….”

The tone of Source A is (explain the tone) ……………… while the tone of Source B is (explain the tone)……………… The evidence from Source A is “……” and the evidence from Source B is “…….” [difference in tone]

OR

The tone of both source A and Source B is ……………. as both the sources tone shows (explain the tone). The evidence from Source A is “…..” and the evidence from Source B is “……………….”[similarity in tone]

The purpose of Source A is to ______ (W) the ____ (A) that ……………………………. The evidence is “………..” (S) is to gain the support / to go against (O)……..

The purpose of Source B is to ______ (W) the ____ (A) that ……………………………. The evidence is “………..” (S) is to gain the support / to go against (O)……..

Advice: Given the time constraint, you may want to stop at the Tone level.

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Social Studies Inference Skill (First Skill)

2008-12-14T11:31:00.003+08:00

INFERENCE SKILL:

Steps:

One Inference + Evidence
Message / Purpose: keeping in mind audience, evidence, outcome (reaction expected from the audience)

Structure

From the source I can infer that …………………………. The evidence is ………………… The message / purpose of the source is to ………………….. (keep in mind the audience and outcome). The evidence of the source is …………

OR

From the source I can infer that………………. The evidence is …………………. The cartoonist is trying to say …………………….. (keep in mind the audience and outcome). The evidence of the source is …………

Bring in tone into the message / purpose, if possible

An example: (4 Exp)
The message of the source is to tell the Westerners that Saddam is a coward who do not dare face problems uprightly. In other words to criticize Saddam for taking hostages. The evidence is the Saddam hiding, looking afraid, behind the POWs legs. The impact is to generate an outcry among Westerners on the actions of the Iraqi leader. This might pressure the Iraqi leader to release the captives in the face of criticisms. (6/6 marks)

An Example: (5NA)

I think the message is that the government wants to reassure Singaporeans that they have taken care of all the worries of Singaporeans as in the picture the lady represents the government and the government shows its reassurance as seen in the cartoon when the lady repeats ‘CHECK! CHECK! CHECK!”.[4]. And finally the government hopes that Singaporeans will take advantage of the benefits and choose to have children as seen in the evidence where in the final part of the cartoon where the lady, representing the government says “ALL IN ORDER… NOW, LET’S HAVE BABIES” [5/5marks].

Social Studies skills

2008-12-14T11:10:00.004+08:00

The posting here is about Social studies, sentence construction on how to write a proper answer in social studies.

Read my posts above.

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First post

2008-12-14T11:07:00.001+08:00

This blog will be posting resources for Upper Secondary O Level Social studies.

I created this blog because I was troubled by the attitude singapore students gave to Upper secondary social studies.

Hence I created this resource to help students cope and hopefully, have a better perception of the subject.

:)

Also, We have received a lot of queries from people on how they could get a hard copy of this post (:

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Any queries add us on it and we will answer asap =D