Wednesday, November 12, 2014

REFLECTION: The role of peer and tutor feedback

The Role of peer and tutor feedback.

The module ES1102 has far exceeded my expectations, both in terms of the content taught and the execution of the lesson plans. In my opinion, one of the key highlights of this module is the addition of peer feedback as beneficial to the learning experience.

One of the conventional methods of classroom practices is the provision of tutor feedback. The views and wisdom of tutors are highly regarded, and majority of students would usually refrain from challenging or questioning the tutor’s opinions. However, I appreciate how the module recognises the shortcomings of receiving feedback from just the tutor. Opinions and insights from our peers, albeit incorrect at times, can serve as invaluable resources.

In a rapidly globalising society, students from all walks of life converge at one point. My experience in the ES1102 class is no exception. We come from different faculties,  different backgrounds and surely, different cultures. The insights that my peers offer is no doubt those of which value add to my education here in NUS. For example, we were assigned to provide our peers feedback on their blog post. The perspectives offered from both tutor and peers are definitely interesting and noteworthy, instead of just having feedback from the tutor alone.

I do, however, question the reliability and validity of my peers’ feedback at times. In every module, there are definitely black sheep who would not contribute positive or beneficial feedback. The nature of giving feedback to peers is somewhat made mandatory, as the number of feedbacks you provide somewhat contributes to your grade in ES1102. As such, students might provide inadequate feedback which is not useful.

Despite the possibility of the black sheep, I believe that majority of students would genuinely provide good feedback to one another. The role of peer and tutor feedback is definitely a good addition that enhances the overall learning experiences in ES1102.


THANK YOU EVERYONE!

Wednesday, November 5, 2014

Essay assignment for PS1101E

This is an essay assignment for the module PS1101: Introduction to Politics. 


Prompt: In post independent Singapore, there has never been any major street level protest or rebellion against the state, with the result that Singapore has enjoyed a remarkable degree of political stability and social order. What do you think  explains this absence of protests or rebellions?  Discuss by drawing on theories, concepts, or models you have learnt thus far.


Singapore enjoys a relatively high GDP per capital (Ministry of Foreign Affairs, 2012) and is considered one of the best countries to live in (Kekic, 2012) due to various determinants, such as low rates of crime and corruption. Despite these factors, research suggest that Singapore is one of the unhappiest nations globally as Singaporeans are least likely to report feeling positive emotions (Clifton, 2012). An article suggests that conflict will ensue as a result of unhappiness due to various reasons (Peace Pledge Union, n.d.). Given the statistics, there should be conflictual rebellions and protests (R&P) occuring amongst Singaporeans. However, there is relatively absence of R&P in Singapore (Han, 2012). Why is there an absence of R&P in Singapore? I will discuss Karl Marx’s concept of ideological domination to explain the absence of R&P in Singapore, as opposed to Mancur Olson’s game theory and the state’s coercive functions as argued by Charles Tilly.

I contend that ideological domination (ID), which is  further perpetuated by habitual compliance, is the key factor for the absence of R&P in Singapore. Ideological domination is defined as “controlling the minds of the otherwise rebellious subordinate classes by leading [them] into believing in…the legitimacy or naturalness of the prevailing exploitative capitalist system” (Nishizaki(A), n.d.).

This essay examines two sources of ID, specifically material benefits and national identity in Singapore. Fostering a strong sense of national identity can be identified through local institutions. This essay discusses national identity as evident in a) schools and b) religion and politics. In primary and secondary schools, Singapore mandates the reciting of the National Pledge (Wei & Saparudin, n.d.). Since the introduction of the Compulsory Education Act in 2003 (Ministry of Education(A), n.d.), every child are required to attend formal education at primary and lower secondary level. Every child would thus learn the National Pledge and made to internalize elements of the Pledge,  such as “build a democratic society” and “achieve happiness, prosperity… for our nation” (Wei & Saparudin, n.d.) for an extended period. Moreover, there is a strong focus on nurturing individuals to care for the family and nation, such as “Civics and Moral Education” and “Character and Citizenship Education” (Ministry of Education(B), n.d.) in mainstream school curriculum. Values from both the National Pledge and school curriculum may become internalized by school students, thus instilling a sense of false consciousness, that is,  the false idea that the capitalist system is legitimate (Nishizaki(A), 2014), in students. As such, the state has successfully led students to believe in the importance of family unity, creating in peace in society and helping Singapore prosper instead of R&P against the capitalist system itself. Emeritus Senior Minister (Tan, n.d.) Goh Chok Tong’s proposition of a “Shared Values” framework in 1991 serve as a key ideology in which various religious faiths adopt. Some of these values include “Nation before community and society above self” and “Consensus, not conflict”, all of which serve as ideological underpinnings for the beliefs of main religious (Christianity, Buddhism, Hinduism and Islam) groups. According to Pew Research (2014), Singapore score highest on the Religious Diversity Index with only 16% of the population without religious affiliation. Clearly, a majority of Singaporeans are exposed to religious teachings underpinned by the ideological framework. Similar to education,  majority of civilians who are devoted followers may internalize the “Shared Values” ideology and develop a false consciousness that the state wants instilled in civilians because of a strong association to religion as part of their social identity. Such false consciousness compels civilians not to R&P against the state.

The provision of material benefits given to Singaporeans by the state is another form of ID. This essay examines the provision of material benefits through state-issued subsidies for low-income individuals. For example, the Community Health Assist Scheme (CHAS) scheme under the Ministry of Health aims to help lower-income Singaporean families cope with rising costs of healthcare (Community Health Assist Scheme, n.d.). Initially, these families may be unhappy and blame the state for their low-income situation. However, the provision of state help through subsidies such as CHAS makes the lower-income individuals become satisfied with the state. This creates false consciousness amongst individuals, making them believe in state legitimacy and impeling them not to R&P against the state.

As conceptualized by Michael Foucault, the continual delivering of national identity and material benefits may result in the phenomenon of habitual compliance amongst Singaporeans to refrain from R&P(Nishizaki(B), 2014). There is constant reiteration of national identity through yearly traditions, such as Singapore’s National Day Parade, and local television productions focusing on family unity and peace (Ministry of Social and Family development, 2014). In the provision of material benefits, such practices are observed in every sector. No matter where we belong or what jobs we do, we still receive the same benefits. This reinforcement of material benefits compels us to believe in the legitimacy of the state and impel us not to R&P. In conclusion, the absence of R&P in Singapore is due to ideological domination that is further perpetuated by habitual compliance through various levels that surround every individual.


Another reason for the absence of R&P in Singapore is due to the coercive functions of the state. State formation, consisting of the extractive, regulative and coercive functions,  occurred as a result of war preparation (Nishizaki(B), 2014). In Singapore, the extractive function is executed through practices such as the yearly payment of income tax (financial resources) and mandated conscription of Singaporean males into National Service (human resources). Successful extraction of resources required the state’s regulation of civilians. Regulatory practices, such as the issuing of identification cards, passports, as well as assigned housing addresses, is evident in Singapore. To deter civilians from R&P against the extractive and regulative functions, the coercive function was introduced to locate and punish non-compliant civilians.

There are two attributes of this coercive function. The first attribute is the formation of states bodies like the judiciary system and the police force. Tilly (1990) contends that the formation of “uniformed salaried, bureaucratic police forces” (p.76) was resultant from the necessity for civilians to ensure timely payment of monetary goods without resistance. These systems serve to maintain order and deter crimes that may result in R&P. Governmental and state bodies, such as the Singapore Police Force and the Singapore Armed Forces (SAF),  exist in Singapore to ensure orderly behavior amongst civilians. Legal sanctions, such as the Penal Code, mandate the criminalization of undesired behaviors such as unlawful assembly resulting in R&P (Attorney General’s Chambers, 2007).

The second attribute, according to Tilly (1990), involves “[making] it criminal … for most civilians to bear arms… made it seem normal for armed agents of the state to confront unarmed civilians” (p. 69). Under the Arms Offences Act in Singapore, individuals are required to be licensed for possession of arms whereas only members of certain state institutions, such as the SAF, can carry arms without licenses (Attorney General’s Chambers(B), 2008). As the state established control and monopoly over means of violence, civilians are deterred from R&P due to their lack of means of force as well as fear of legal sanctions. To extend this argument, the concept of an “Iron Cage” by Max Weber is considered. According to Weber the bureaucratization and regulation of the state will control our lives (Nishizaki(B), n.d.). This results in the standardization of compliant behavior across civilians, which may likely lead to the absence of R&P.

However, the coercive functions of Singapore is not sufficient to account for the absence of R&P. According to the assistant commissioner of police Ng Guat Ting (2014), there was a drop in crime rates to 29,668 cases in 2013 from 31,015 cases in 2012 due to an “increased awareness and education of crime” instead of emphasis on physical punishments (Kwara, 2014). Awareness and education, by definition, are neither tools of physical nor legal coercion. Instead, ideological domination is evident as individuals are constantly educated on the causes and consequences of crime. Through this constant reinforcement, individuals may internalize crime as something incompatible with their character and possibly, may refrain from criminal behavior which could result in R&P. Hence, I contend that ID is still the key factor to account for the absence of R&P in Singapore, as opposed to the coercive functions of the state.   

The concept of game theory (Olson, 1965., as cited in Nishizaki(B), 2014) is another factor that explains the absence of R&P. Collective action, through the cooperation of the majority or all of involved citizens, is essential for a R&P to occur. The benefits of successful R&P are in nature non-excludable and non-divisible, so uninvolved citizens can reap the benefits from a successful R&P too. Due to the nature of the benefits, the rationality of people may prevent them from working collectively, thus resulting in the dilemma known as collective action problem. The assumption of humans as rational beings asserts self-centredness and benefit-maximising tendencies as key attributes of rationality. Thus, people may decide, strategically, whether to become involve in collective action to start a rebellion or not. This essay attempts to apply game theory to unhappiness of education system amongst Singapore students.

Singaporean students often complain about the characteristics of Singapore’s education system, such as rote learning, as placing undue emphasis on academic grades just to secure well-paying careers,  instead of on keen interest or passion in knowledge (Lay, 2012; Matthews, 2013). According to game theory, an ideal world would be one in which a majority of students would cooperate and protest for education reforms. However, the rationality of Singaporean students would result in two other scenarios.The first scenario dictates that I, as a student, participate in the collective action (CA) and protest but other students do not. If the CA succeeds, education reforms will occur and every student benefits regardless of participation. The issue of free-rider problem, then, becomes evident. If the CA fails, I may be subjected to legal sanctions whereas uninvolved students will not be affected. In another scenario, other students participate in the CA to protest whereas I do not. If the CA succeeds, I stand to gain despite non-participation. If the CA fails, students who participated suffer sanctions from the state whereas I do not due to non-participation. In considering the above two scenarios as well as the rational nature of humans, every individual would desire for the second scenario, and shun the first scenario. This would finally result in the collective action problem whereby every student do not participate protesting for education reforms, thus resulting in the absence of R&P in Singapore.

In recent times, however, there is CPF protests by bloggers Roy Ngerng and Han Hui Hui (Mokhtar, 2014). According to Opp (2001), a critique of the game theory states that Olson overemphasizes material benefits and neglects social benefits that can result from successful CA and political protests. As such, these series of CPF protest that happened could have been attributed to Han Hui Hui’s motivation by social benefits, such as opportunities to get citizens’ attention (Opp, 2001) in addition to the material benefits of getting back CPF contributions. Moreover, these CPF protests may have actually occurred due to  ID. The protesters champion for the return of CPF funds from the government, instead of protesting against the capitalist system itself. It is noted that these protesters are ultimately operating within the capitalist system to get their material benefits as mentioned earlier. This is indicative of a false consciousness prevalent amongst the protesters. Thus, I contend that ID still serve as a key factor to account for the absence of R&P in Singapore, as opposed to Olson’s game theory. 

CONCLUSION
This essay examines the absence of R&P in Singapore due to ideological domination, coercive functions of the state and game theory. Key ideas in each concept are discussed, and critiques in game theory and the coercive functions of the state are highlighted. However,  I assert that ideological domination is the key reason for the absence of R&P because it can account for the critiques of  the other two concepts.



Reference

Clifton, J. Latin Americans most positive in the world. Gallup, 2012. Web. 1 Nov. 2014. http://www.gallup.com/poll/159254/latin-americans-positive-world.aspx#1 
Community Health Assist Scheme. What is CHAS? n.d. Web. 31 October 2014. http://www.chas.sg/content.aspx?id=303
Han, K. Waging Protest culture in Singapore – wait, what? Waging Nonviolence, 2012. Web. 1 Nov. 2014. http://wagingnonviolence.org/feature/protest-culture-in-singapore-wait-what/
Kekic, L. The lottery of life. The Economist, 2012. Web. 1 Nov. 2014. http://www.economist.com/news/21566430-where-be-born-2013-lottery-life
Kwara, M. Singapore’s crime rate falls to 30-year low. Yahoo News, 2014. Web. 7 Nov. 2014. https://sg.news.yahoo.com/singapore-s-crime-rate-falls-to-30-year-low-105825797.html
Lay, B. The problem with Singapore’s education system.  Yahoo News, 2012. Web. 7 Nov. 2014. https://sg.news.yahoo.com/blogs/the-flipside/lack-drive-due-singapore-education-system-015701542.html
Matthews, D. Singapore: no sleep for the lion city’s universities. Yahoo News, 2013. Web. 7 Nov. 2014. http://www.timeshighereducation.co.uk/features/no-sleep-for-singapores-universities/2009064.fullarticle
Ministry of  Social and Family Development. Empowering families through family matters! 2014. Web. 1 Nov. 2014. http://app.msf.gov.sg/Policies/Strong-and-Stable-Families/Supporting-Families/Family-Matters
Ministry of Education(A). Compulsory Education. n.d. Web. 31 October 2014. http://www.moe.gov.sg/initiatives/compulsory-education/
Ministry of Foreign Affairs. Straits times: Singapore is 3rd richest country: Forbes. 2012. Web. 1 Nov. 2014. http://www.mfa.gov.sg/content/mfa/media_centre/singapore_headlines/2012/201202/news_20120226.html
Mokhtar, F. Protesters disrupt performances at YMCA carnival. Channel NewsAsia, 2014. Web. 8 Nov. 2014. http://www.channelnewsasia.com/news/singapore/protesters-disrupt/1385170.html
Nishizaki, Y(A).  PS1101E/GEK1003, Lecture Slide (Rebellions and revolutions against the modern capitalist state), #4, 31 October 2014.
Nishizaki, Y(B). PS1101E/GEK1003, Lecture Slide (The modern state: Historical origin and evolution), #2, 31 October 2014.
Opp, K. (2001). Collective Political Action. Analyze & Kritik. Retrieved 8 Nov. 2014 from http://www.analyse-und-kritik.net/2001-1/AK_Opp_2001.pdf
Peace Pledge Union.  Learn Peace. n.d. Web. 1 nov. 2014. http://www.ppu.org.uk/learn/conflict/st_conflict1.html
Pew Research. Global Religious Diversity. 2014. Web. 31 October 2014. http://www.pewforum.org/2014/04/04/global-religious-diversity/
Tan, E. Singapore shared values. Singapore Infopedia, n.d. Web. 31 October 2014.  http://eresources.nlb.gov.sg/infopedia/articles/SIP_542_2004-12-18.html
Tilly, C. (1990). Coercion, Capital and European Sttes, AD 990 – 1990. USA: Basil Blackwell.
Wei, Z., & Saparudin, K. National Pledge. Singapore Infopedia, n.d. Web. 31 October 2014. http://eresources.nlb.gov.sg/infopedia/articles/SIP_84_2004-12-13.html


Reflection: Presentation

It was such a nerve wrecking experience to be standing out there alone to present today during ES1102!

Prior to the presentation, I practiced 2-3 times for the presentation. I thought it wasn't bad but I practiced in front of my friends. However, when I went up it was SO DIFFERENT. Unfamiliar eyes fixated upon you and it made me nervous.

Some feedback I got from my classmates were as follows:

1. Concrete information was presented, and terms used were technical. (IMO, constructive)
2. The presentation was short and sweet. (constructive)
3. There was good flow, from the beginning until the end. (constructive)
4. Spoke too fast, and audience might have not been able to digest information (things to improve on)
5. The font of the presentation slides were incompatible for viewing (things to improve on)
6. Use of cue cards


In my opinion, I guess the weaknesses highlight in my presentation is mainly due to the speed of my delivery, use of cue cards and the presentation slide. The use of cue cards, as well as the speed of delivery could have been better dealt with if I had practiced more prior to the actual presentation. In future presentation, I would practice more so as to gain more confidence in my delivery. As for the presentation slide, I guess I would check on the appearance of the slides just before the presentation and ensure its visibility with the audience.

SEAN'S FINAL DRAFT

Sean’s Final Draft
There is an increasing awareness of the need to successfully rehabilitate and reintegrate ex-offenders into Singapore’s society. For example, the Yellow Ribbon Project aims to improve the effectiveness of rehabilitation and reintegration programmes through the combined efforts of community and government organizations, such as Singapore Prison Service (SPS). However, these programmes are insufficient to help ex-offenders overcome what is known as the digital divide. The digital divide is defined as “
the differing amount of information between those who have access to the Internet…and those who do not have access” (Internet World Stats, 2014). In the context of ex-offenders, the digital divide refers to their access, or lack thereof, to the internet, especially social media. According to Vogel (2008) prison settings restrain the inmates’ access to a myriad of information and communications technology (ICTs), via means such as smart phones or internet access, for both security and safety reasons. As a result, prison inmates, after being released, often suffer from a lack of ICT skills and (from) digital illiteracy, which refers to “the inability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills” (Visser, 2012). These ICT skills encompasses various forms, including the ability to understand social media, building knowledge on the range of currently existing social media platforms, and the usage of social media. For example, an ex-offender may not know how to use Google search or Facebook after release from prison due to long term incarceration. For this reason, the SPS should implement a virtual campus to build up ICT skills in ex-offenders in Singapore  as they face poor assimilation in our techonlogically-driven society upon release due to their low ICT skills that result from a lack of internet access and social media during incarceration.


Identification and description of the problem
Having either low, or no ICT skills as a result of limited access to the internet, especially social media, will contribute to a host of problems that may impede reintegration of ex-offenders into society. One problem resulting from having low to no ICT skills reduces employment opportunities for ex-offenders. Firstly, limited ICT skills will impede ex-offenders from utilizing ICT, such as social networking sites, to effectively connect with potential employers. From the business firm American Technology Research Inc., it is postulated that an increasing number of entrepreneurs use Skype as one of their primary means to conduct interviews and facilitate business communication (Lin, 2006). Placing the usage of Skype into the context of ex-offenders, a potential challenge an ex-offender might face is being unable to attend a job interview via Skype in Singapore because he or she does not know how to use Skype. In another article by eLearning industry, findings reveal that eLearning is one of the top training methods used to train both employers and employees within corporate sectors (eLearning Industry, 2014). eLearning is a form of learning that uses “electronic technologies to access educational curriculum outside of a traditional classroom” (eLearningNC, 2014). Methods of eLearning utilize online forums, Facebook or even Twitter. Ex-offenders, upon release from long-term incarceration, might find it difficult to cope with the concept of eLearning as they have not learnt about it during imprisonment.

Finally, ICT can evolve significantly during the period when offenders are serving their sentence prior to release. As ICT progressively becomes sophisticated, ex-offenders may not be sufficiently proficient to acquire the necessary skills needed to master ICTs. In the past, we could only communicate with others over long distances through mobile phones. Presently, our computers are equipped with capabilities to make calls or host conference video calls with many people at once. The complex and ever-changing nature of ICT itself may pose challenges for ex-offenders upon release. As a result, ex-offenders may experience further inequality upon release. This inequality may result in feelings of isolation accompanied by feelings of low self-worth and frustration, which lead to poor reintegration into society, and possibly, increase the likelihood of re-offending (Willis & Grace, 2009).

Solution
A solution to bridge the digital divide between ex-offenders and society is the implementation of a Virtual Campus (VC) within Singapore’s correctional settings. The VC is a “safe, web-based IT platform that aims to provide education, training and employment opportunities” (Kendall & Hughes, 2011) for offenders under incarceration, so that they can better reintegrate into our technologically-driven society upon release. One approach through the use of VC is the specialized training of ICT skills so as to increase employability of current offenders. For example, the VC can provide offenders opportunities to attend various courses such as data entry workshops provided by G-Technology computer centre taught by an online tutor via Facebook or Linkedin. To further improve, perhaps learning platforms suh as the Integrated Virtual Learning Environment (IVLE) in NUS can collaborate with these social media to provide courses to offenders. Upon completion of these courses, offenders can be taught to create online resumes using Google Documents (or LinkedIn) to record these milestones. Equipped with the online resumes, ex-offenders can use it to acquire employment upon release. To improve on the VC, the idea of a secured social media and networking outlet should be implemented. Social networking tools, such as Facebook or Skype, can be taught to offenders so as to improve their ease of reintegration into society upon release.

In evaluating the establisment of  the VC, it helps promote active interaction amongst offenders. Also, the VC promotes continuing support to offenders through community organizations. Upon release from incarceration, these offenders can then continue their learning or even acquire employment opportunities with these organizations (Kendall & Hughes, 2011). In addition, VC may even include diploma and certificate courses for offenders to complete during incarceration so that they will be better prepared for a literate workforce upon release.

In conclusion, the suggestion of a VC to help facilitate ease of reintegration of ex-offenders into the local community is important. Ex-offenders face a myriad of challenges upon release, such as stigmatization from the community as well as the lack of employment opportunities which may impede their reintegration into society. Therefore, providing the necessary ICT skills to ex-offenders serves as an essential safeguard for helping them reintegrate into society as well as reduces the likelihood of these ex-offenders reoffending[BB1] .

References
eLearning Industry. (2014). Top 10 e-learning statistics that you need to know. Retrieved from http://elearningindustry.com/top-10-e-learning-statistics-for-2014-you-need-to-know
eLearningNC. (2014). What is eLearning? Retrieved from http://www.elearningnc.gov/about_elearning/what_is_elearning/
G-TEC Education Computer Centre. (2014). Diploma and certificate courses. In Home. Retrieved from http://gteceducation.com.sg/site/diploma_certification
Grace, R. C., & Willis, G. M. (2009). Assessment of community reintegration planning for sex offenders. Criminal Justice and Behavior, 36(5), 494-512. 
Internet World Stats. (2014). The digital divide, ICT and the 50 x 15 initiative. Retrieved from http://www.internetworldstats.com/links10.htm
Kendall, A., & Hughes, J. (2011). The Alliance for digital incluson. In Working with the virtual campus action research  ‘champions’ programme. Retrieved from https://www.wlv.ac.uk/pdf/sed-res-hughes-workingwithvirtualcampus.pdf
Lin, A. (2006). Business technology statistics. Entrepreneur. Retrieved fromhttp://www.entrepreneur.com/article/81966.
Visser, M. (2012). What is digital literacy? In Digital Literacy Definition. Retrieved from http://connect.ala.org/node/181197  

Yellow Ribbon Project Singapore. (2014). Who we are. In About Us. Retrieved from http://www.yellowribbon.org.sg/about-us/yellow-ribbon-singapore.html