Popular culture

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Our staff of freelance writers includes over 120 experts proficient in popular culture, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your popular culture paper at affordable prices!Popular culture or Pop-culture is the outcome and method of mass marketing on the World's youth. It is a powerful "money making" scheme generated by the Media and doubles as a systematic approach to Globalisation. It's span of influence and control reaches into our cities, streets, cars and homes. It affects our very style of living, it controls our culture.Popular Culture derives from Youth culture or "University Culture" born in the late sixties by the "Baby Boomers" Generation. At that time the World bore witness to a global economic boom and Australia was no exception. The citizens of that time were provided with great access to higher education at no charge, something previous generations were never granted. Previously, only the elite could study at university and this change meant that anyone could study at a University level regardless of their financial situation.The Era surrounding the birth of "University Culture" also rendered events such as The Cold War, accompanied by the implementation of Nuclear power, The Vietnam War and the Vietnam Moratorium, a global oil crisis and acid rain. The University culturists took another "radical" step to implement what was called "Participant Democracy", also known as "Grassroots" democracy. It was the method by which people were able to have more say in political decision making and political agendas than simply filling out a Ballot paper. In essence, participant democracy involves mainly protest movements.The students or those living in "Youth Culture" were primarily concerned with global environmental issues. This also included protest movements on the relationships between industry (especially energy industries) and political powers.With rock music's birth co-inciding with birth of university culture, many musicians participated in protest and equal rights movements. This was the birth of Popular Culture. If a musician produced a composition which portrayed "popular issues", like opposition to the war in Vietnam, then the youth culturists, who were also protesting against the War, would be keenly interested in such a composition. This process was an effective method of raising public issues, but more significantly, this process let musicians, recording companies, film producers and other media, control public issues. In reality, Popular culture works through media relationships, working together to make a profit.The American Popular Culture website (www.wsu.edu, 00-06-01) tells us that there are different forms of popular culture including music, film, television, advertising, sports, fashion, toys, magazines and comic books.One of the most influential types of Media is music. Music provides a powerful media to govern popular culture. The Drake University says "…Popular music provides not only entertainment, but a common space for the personal, social, and political experiences of youth. Focusing on rock, pop and rap (with a nod to country), we'll consider the cultural roles of music and musicians; the means by which music gets to its audiences; and the ways in which music is interpreted and used by listeners in a variety of contexts. We look at particular musical subcultures punk, for example, or techno, Goth, lounge, and so on in order to understand how certain social interests and tastes are served by particular performers, songs, and performances." (www.drake.edu, 00-06-01).This statement is significant because it talks about a "common" space for personal, social and political experiences. This suggest that popular music builds a community of people, whether it be through smaller groups of subcultures or one larger popular culture, it proves that Popular Culture works to unite social groups which leads to growth of Globalisation.To ask whom is affected by popular culture is difficult to answer. It would not be hard to say that no-one is unaffected. To a certain extent, it may be easier to say how much a person is considered to be influenced by popular culture. However, it is difficult to judge the level of popular influence, just because a youth listens to Eminem, for example, does not mean they are a victim of mass-marketing. Someone may genuinely enjoy a popular style of music, not just because its cool. It is also common for the process to work in reverse. Youths may enjoy a certain style of music that soon becomes popular whereby the youths promoted the music.Sub-cultures of Popular culture confuse this issue. One may deconstruct popular music into several different categories, all or some or none of which may be affected by popular culture. A good example of this is "Alternative" music. There is a huge market for people who are not interested in "main stream" music or popular music. So the media provide alternative radio and television stations. Thereby making alternative music and culture, just a different kind of popular music and culture. This kind of music is usually associated with resentment for establishment values which links directly back to 160's from which popular culture derived. Ironically, this resentment could lead back to itself.Popular Culture restricts the availability of media. Why is it that Australia shows mainly American films. India has the biggest film industry in the world but how many Indian films are available in contemporary Australian society? Germany produces some of the worlds highest quality films but again, how many German films are present in our society. Popular culture in Australia promotes mainly American music, American films and American fashion. That is not to say that the American entertainment and fashion industries are poor but are simply just about the only ones available to Australian Society. This is more than Just Globalisation but "Americanisation".Popular culture does have its benefits though. Along with its "Americansied" popular rubbish, it does provide some quality entertainment. There are undoubtedly a great deal of American talented musicians and film makers, who's work is made available through popular influence.Popular Culture is something that is unavoidable. The ongoing effort of mass marketing is not just a passing phase. Popular Culture will drive towards Globalisation and Americanisation. Popular culture creates majority groups and minority groups. Popular Culture has benefits in its own right but is mainly a pounding force in drowning out natural culture, national pride and national talent.Popular Culture Resources for Critical Analysis [Internet] Available at http//www.wsu.edu/~amerstu/pop/tvrguide.html Accessed 0-05-00.The Website provides resources for the critical analysis of popular culture in the United States including the impact of that culture internationally. The site focuses on issues of race, ethnicity, class, gender, sexuality, cultural imperialism and censorship, as shaped and reflected in various mass media. The site proved to be quite useful. The site also sections that introduce and give resources for four main types or elements of popular culture analysis production analysis, textual analysis, audience analysis and historical analysis. The website did not show an credentials and for that reason it may be unreliable.Popular Music [Internet] Available at http//www.drake.edu/swiss/Homepage.find.html Accessed on 14-05-00.This website is provides resources designed in order to understand particular social interests and social traits linked to Popular Culture by an American university. For this reason it is reliable but because of its substance mainly dealing with music it is not greatly useful.Story, John (150) Cultural studies and the study of popular culture theories and methods, Edinburgh, p.14. This book provides a background on the origins of Popular Culture. Being written by a University Professor it could be reliable but because of its age it loses credibility. It did prove useful however in its background information.Please note that this sample paper on popular culture is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on popular culture, we are here to assist you. Your cheap custom college paper on popular culture will be written from scratch, so you do not have to worry about its originality.

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'Jump At de Sun'…By Killing Your KingMACBETH

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"Mama exhorted her children at every opportunity to 'jump at de sun'. We might not land on the sun, but at least we could get off the ground."Zora Neale Hurston (181-160) US NovelistSince the moment they are born till the day they set off on their own, human beings are taught to "think big". Be it parents pushing their six-month old to walk or teachers encouraging their students to apply to university, humans are constantly fed with idea of being successful, which usually in turn leads to riches and fame. And wanting to achieve fame and fortune is a normal part of human nature. It is fuelled by the ambition found in every single person, which develops naturally and is only sped along by encouragement from those around us. Ambition is a great quality which can lead to amazing things; however, many times it results in corrupting one's state of mind. After all, humans are known to be vicious creatures that lunge at all opportunities they get to advance in life. William Shakespeare's Macbeth expresses this idea time and time again. Several characters in the play display their ambitious nature through dialog and actions. Macbeth, who is the main character, is plagued by ambition. He dreams of attaining royalty, but Duncan, the current king stands in his way. Macbeth decides to reach his objective with a quick, gory method murder. Macbeth is a man driven by ambition, which is sparked by those around him and more so by the situations he faces into an unstoppable, corrupted force which ultimately leads him to commit regicide.

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When George Leigh Mallory, a British mountaineer was asked why he wanted to climb Mount Everest, he simply replied, "Because it is there."  The same reason can be applied to Macbeth's reason for committing regicide He could, so he did. Macbeth was a powerful man who wanted more control, and his ambition helped him to achieve it. We wee Macbeth's ambition actively playing out during Act I, Scene II which is very significant in the play as it is the first time we are introduced to Macbeth, and immediately are given a vivid insight into his ambitious nature. The scene begins with the captain dictating Macbeth's battle with Macdonwald. The battle was against Macbeth's odds and the captain describes it "as two spent swimmers, that do cling together / And choke their art." (1., ln. 8-) The captain illustrates how bad their chances were of winning, as two tired swimmers who cling to one another instead of collaborating, can do nothing but drown. This can be seen as Macbeth's relationship with his King they see each other as a way to excel, when they are but doomed to fail. As the battle continued, Macbeth, driven by his ambition to succeed, fought on, and "Disdaining Fortune…" (1., ln. 17) he slaughtered Macdonwald therefore winning the skirmish. The Scene continues, as other Thanes recount how "…that Bellona's bridegroom…" (1., ln. 54) further went on to defeat Norway and Cawdor. For a man who went against nature and is compared to the goddess of war's bridegroom, killing a king would be a trouble-free. Plus, Macbeth was a well-revered Thane who would never be suspected of killing the King. Macbeth dreamed of supremacy, and his ambition caused him to exploit his power and the current state of affairs to help him reach the throne.Macbeth's life is largely dictated by his ambition, which is surfaced by those around him. Many often say that in fact, it was the witches that gave Macbeth the initial idea of reaching for the throne. However, Shakespeare hints that Macbeth had thought of such a scheme before. When the witches reveal their prophecies, Banquo dictates Macbeth's reaction, "Good sir, why do you start, and seem to fear / Things that do sound so fair?" (1., ln. 51-5) and continues "…he seems rapt withal." (1., ln. 57) Macbeth is surprised and somewhat afraid by the fact that the witches had revealed a thought that he had only discussed with himself. Macbeth's ambition suddenly takes flight and the thought of royalty, immediately causes him to learn more. He asks the witches for more information, but they vanish and Macbeth comments, "Would they had stayed!" (1., ln. 8) showing his sudden interest in the prophecies. After Macbeth is pronounced Thane of Cawdor, making the second prophecy true, Macbeth's ambition explodes. He states in a monologue, "Glamis, and Thane of Cawdor The greatest is behind." (1., ln. 117) Shakespeare uses many such monologues to display Macbeth's eagerness and ambition. Many argue that Macbeth is very indecisive but it is Macbeth's monologues disprove that as he constantly mentions the fact of becoming king, even in the letter he send to Lady Macbeth in which he states, "…what greatness in promised thee [Lady Macbeth]" (1.5, ln. 14) promising her power and riches. This shows that his ambition has already laid down the path for his life, and his indecisiveness are but minor flaws he has to brush off. Macbeth in fact, mentions that, "I have no spur / To prick the sides of my intent, but only / Vaulting Ambition, which o'erleaps the itself / And falls on th' other---" (1.7, ln. 5-7) He actually states himself that his ambition is in fact more powerful than his indecisiveness. Macbeth ambition leads him through life and those around him only but point the way to his ultimate goal.Ambition is often thought to corrupt one's mind leading him to cause death and destruction as John Cowper Powys once said, "Ambition is the grand enemy of all peace."  It certainly directed Macbeth toward the path of evil. Not long after the witches reveal their prophecies, Macbeth says, "My thought, whose murder yet is but fantastical." (1., ln. 1) This shows that he is already thinking of ways to fulfill the last prophecy, and his main choice is murder, as his ambition begins affecting his mind. Later, when Duncan announces Malcolm as Prince of Cumberland, making him heir to the throne, Macbeth feels that he has no choice but to take drastic action if he wants to succeed in reaching the top. He states, "The Prince of Cumberland! That is a step / On which I must fall down or else o'erleap / For in my way it lies. Stars hide your fires; / Let not light see my black and deep desires." (1.4, ln. 48-50) Although Macbeth may have other options he can use to become king, he refuses to accept those, choosing the dark path, a result of his corrupted ambition.Macbeth's decision to kill Duncan is fuelled by his explosive ambition, which after being exposed to certain elements around him, becomes corrupted and relentless. Ambition pushes Macbeth to use his power to an advantage and exploit the opportunities he is presented with. Ambition greatly controls Macbeth's life, and leads him to a state of corruption. In his autobiography, Adolf Hitler stated that, "With a suitcase full of clothes and underwear in my hand and an indomitable will in my heart, I set out for Vienna…I too hope to become 'something.'"  And he achieved that goal, with ambition pressing him forward, and became a well-renowned name. We have seen history play itself out twice first ambition pressing Macbeth to become king and then Hitler to become dictator, both with the use of bloodshed. Now one can only wonder, if future generations will realize how dangerous ambition can be or will history repeat itself yet again… Works CitedMacbeth-related quotes taken from• Shakespeare, William. Macbeth. Middlesex Signet Classic. 18Other quotes taken from • Encarta® Book of Quotations & (P) 1 Microsoft Corporation. All rights reserved. Developed for Microsoft by Bloomsbury Publishing Plc. Please note that this sample paper on 'Jump At de Sun'…By Killing Your KingMACBETH is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on 'Jump At de Sun'…By Killing Your KingMACBETH, we are here to assist you. 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Responding to Part Five of The Wars

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Part five concluded the life of a boy who was faced to join the army and eventually lost his life. The first part of this novel discussed the role that a reader played in the novel, which was a historian researcher. As a historical researcher, I was to seek to find out the answer to the question, 'What kind of person was Robert Ross?" When asked about Robert, numerous people have various opinions about his personality. After attempting this novel, in my opinion, I concluded that Robert was a kind of person who was determined in some ways, a person who valued the livings, and respectful to others. These characteristics could be proven in many ways. In part one, chapter twenty, the author suggested a flashback to reveal Robert's determination. When he was a young boy, he made a decision to run twenty-six laps around the block. Although he was extremely exhausted, he still tried his best and eventually collapsed onto the ground. By the end of the novel, he was also determined to save the horses that were left on the train, and yet he had no permission to do so. This was shown when he said, "Then we shall all go together" (Part 5, chp 11) Then, Robert held the responsibility of a hundred an thirty horses, that followed behind him. Robert could also be considered as stubborn when he risked his life to save the horses and the dog. He viewed the animals as an essential part of his life. Robert and the animals ran way from Mickle, who tried to arrest Robert, but eventually ended up in a barn. Robert refused to come out and surrender because he valued the freedom of the horses. He knew the horse would not survive in the war, therefore he chose not to surrender to Mickle. Robert was also presented as a person who valued the living in many ways. Firstly, he tried to save the horses to the best of his ability, which was described above. Then in part three, he realized the value of being alive, which was proven when he was thing, "…here is someone alive. And the word alive was amazing." (Part 3, pg. 127) Also, in part three, when Robert was in the crater and he discovered that chlorine gas surrounded the area, he sacrificed his only gas mask to the troop who was suffering from his wounds. Robert was also shown as a respectful person from the incident at the Wet Goods in part one. He was respectful to Ella, although her job was to be sexually active with customers. He did not perform sexual intercourse with her simply because he believed it was not correct. Due to the above characteristics of Robert Ross, I believed that he was not a bastard, which was mentioned in part one, chapter one. He was actually a very generous man although he failed to overcome much of the circumstances due to his human nature. Both Rodwell and Robert died, due to some form of similar characteristics and their human nature. Both their death was related to animals' survival. They both valued the living animals in ways that others would not. Rodwell could not resist the burning of rats and mice. The narrator also mentioned the suicidal of Rodwell due to his personally love towards animals by stating, "…they'd forced him to watch the killing of a cat….Rodwell wandered into No Man's Land and put a bullet through his ears." (Part 3, pg. 150) Robert also died due to the same cause as Rodwell. Robert was determined to withdraw the horses from the course of the war. His death was obviously due to his human nature and his personal values and morals. In part three, Rodwell gave his sketchbook to Robert, which consisted of various animal drawings, and also Robert, who was the only human drawn in the book. In my opinion, I believed that this was to symbolize the fate of Robert was depended upon or related to animals in some ways. As described above, I believed that both Rodwell's and Robert's human nature and their death were significant in the novel. During the course of the novel, Timothy Findley often included descriptive sexuality content, which was repeated once again in Part five. In chapter four of part five, Robert was sexually harassed by three other men in his cell. The author often chose to describe such sexually scenes in details. For example, "Fingers dipped down through his public hair and seized his penis." (Part 5, pg. 192) I also found this quite annoyed because of the author's choice to place homosexuality in the novel. Findley wrote about homosexuality in several parts of this novel. For example, in part one, he was in the bedroom with Ella and they peered through a hole on the wall, wondered about the noises from the room next door. And they found out that the noises were from the two guys who were performing sexual intercourse very violently.

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In the previous responses, I had several questions that I wondered about. At the end of part one, I asked the question, "Will Robert ever survive the horrors of the war?" I believed that he did not survive the horrors of the war. Although it may seem like he did survive the horrors physically, because he did not die due to the harsh conditions or got shot by the enemies, yet his emotional feelings were destroyed by the end of the novel.In the second response, I asked the question, "How would Robert's parents react once they realize the condition their son was facing as a soldier?" And "Does Robert play a significant role in the war?" Robert's parents never found out about the terrible conditions of the war that their son was facing, though they found out that their son died at the end of the novel. Mrs. Ross was horrified by the news of her son, and eventually went blind. And Mister Ross was able to face the reality of his son's death much better when compared with Mrs. Ross. The question whether or not Robert played a significant role in the war, in my personal opinion, I believed that many would say he did not have played an important role in the war, though I think he did. If it was not for his ammunition, the troops in the front line would not have survived. In the third response, I asked the question, "What do the animals symbolize in the novel?" Numerous animal motifs were suggested in the novel, though I believed I could only relate them to the harsh conditions of the war and the thoughts and feeling that Robert Ross experienced during his days in the war. After reading this novel, I thought that it was quite interesting in how a person may be overthrown by the harsh circumstances of their surroundings. The horror of World War I Robert had to face was described in the novel was the circumstances he was forced to face upon. I was astonished by the harsh conditions of the war and especially of the trenches. I believed that this book suggested that, "In this world gone mad, Robert Ross performed a last desperate act to declare his commitment to life in the midst of death." (From the back of the book cover) He used his last breathe to say, "The dog. The dog," (Part 5, pg. 213) this statement shown his commitment to life yet he was facing death. Although he knew he was about to die, he was still concern about the dog that was stuck in the fire. I enjoyed only some parts of the novel, for example, the action and battles during the war. Although as I have mentioned before, I was annoyed with the way Findley wrote about homosexuality. By the end of the novel, I was left with two questions. I wondered about the circumstances or situation that Timothy Findley wrote the novel under. And the life of Robert Ross in the war also made me wondered if what Robert experienced was much like most of the other soldiers experience in the war. Please note that this sample paper on Responding to Part Five of The Wars is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Responding to Part Five of The Wars, we are here to assist you. Your persuasive essay on Responding to Part Five of The Wars will be written from scratch, so you do not have to worry about its originality.

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Reparations for Slavery

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This paper touches on points made between four lawyers in the discussion on how it would be possible to get reparations for slavery. Is reparations for Blacks plausible? Does statement in their discussion have credence in the court of law, or is it merely just outcome over process? Views coming from Robert H. Bork (author of The Tempting America) and Stanley Fish (author of the trouble with Principle), will also be covered to agree or disagree with statements made in the Harper articles. These four lawyers (Willie Gary, Alexander Pires, Richard Scruggs, Dennis Sweet) have come together to discuss to find a way to get reparation for African Americans for not only just slavery but also the affects slavery had on the Black population. Their first legal strategy is to file the case a simple lawsuit. After the war, former slaves were promised forty acres and a mule, and we never got it(Gary 57), and because of this they are trying to file this as a breach of contract case. The issue of statue of limitations arose but was quickly refuted by Sweet, Is an injustice no longer an injustice so long as you get away with it for a long time?(Sweet 58); which shows that Sweet is a lawyer who favors outcome over process. Im sure that Fish, being pro outcome, would be in support of Sweet and use the idea of his neutral principle to give him leverage on this issueWhich brings me to the thoughts of Stanley fish and his views on neutral principal. In his article he goes on talking about the myth of the neutral principle, and its impossibility for anyone to be absolutely neutral. For you to be neutral you need to be able to lay the groundwork of what the words equal signify. How can anyone make the decision of seeing if it would be fair to distribute goods equally irrespective of the accomplishments of those who receive them, or would it be fair to reward each according to his efforts(Fish )? This paradox clearly shows that you may achieve being fair by choosing either outcome, but by going to one side of the issue, you are being unfair to the other side, thus further implicating the myth of the neutral principle. It is because of the groundwork needed that one may use the idea of neutral principle in order to gain leverage or support for their cause, using this idea to support higher and deeper than the support provided by its own substantive thrust(40). These Lawyers arsenal for reparations will consist of the idea of fairness towards the Black community. Many politicians and judges use this concept to clarify that they made the right moral decision. Not one person can be truly impartial, the lives we lead have constructed certain bias in which we are comprised of and to attempt to become impartial is to deny our past and ourselves. Though judges try hard to work with the system and be impartial, it unrealistic for judges to use their morality in order to decide on an outcome in a court trial. Contrary to Borks views, Fish is all for putting the ends before the means.

Despite the fact that this would completely contradict Borks view of Process over outcome and the judicial systems strict adherence of the law. Throughout every court preceding, judges play a crucial roles; Bork believe that there are two types of judges. One who adheres to the theories of constitutional laws sought out by original understanding and the ones who dont, referred to as the revisionist theorist. His main quarrel with judges is their ability to, at any given court trial, make decisions on the outcome based on their own moral philosophy instead of referring to our Constitution. When the constitution was written it took into consideration moral philosophy and should be a guideline that all judges follow. One of the many flaws that Bork points out is that a moral philosophy necessarily rests upon a belief that not only is there a single correct moral theory, but in todays circumstances, all people of good will and moderate intelligence must accept the theory(Bork 6). Professional philosophers throughout time have deliberated over issues pertaining to law and morality, with the great minds of our planets history each giving their two cents and still not coming to even remotely close to agreeing; what makes a single judge possess the audacity to express his moral opinion as the one great mind to rule over all others. Even if there is a Judge as conceded enough to think that his word and moral belief will always be the correct one and is correct in assuming that; the impossibility of the public in themselves to agree on that judges decision is great. In every occasion in the short live years of our nations history the basic model is to place all disagreements to a vote. Democracy is how our country is labeled in all aspects except for that of a judges moral interjection. Bork further elaborates by discussing that even by the unimaginable chance that both the judge is correct morally and everyone agrees on it, "there would be no need for constitutional judges since legislation would embody the principal of that morality(7); basically meaning that if there is such a theory, it would be put into the Constitution and would not need any further amending on behalf of judges. Either way you look at it, whether you have both the judge with his neutral principles and public behind his position, or have neither; it leads you to the same conclusion of not needing judges decisions based on moral philosophy and their idea of neutral principal. Though Bork may not agree with Garys first legal strategy, there may be a slim chance he may with the second, mainly because it involves pushing the judgment on congress and not the judges. The nd part of their game plan is to get a law suit against many huge corporations that Blacks help build, and those that denied blacks civil liberties from slavery days to the present day; while at the same time sue local, state, and federal governments. The idea is to get a national audience, which in turn will get a public outcry that can affect the way a judge is going to rule. It can make him not want to rule, it can make him hold and then perhaps Congress will step and you can talk settlement(Gary 64). This way Borks view on philosophical morality being push into laws by judges, will not be affected. How ever this would contradict his view on laws being undermined by moral philosophy. He is convinced that law is being seduced by politics and is thereby losing its integrity as a discipline(Bork 15). If this case is presented and reparations for thousand of Blacks are awarded, the basic meaning of the law(in this aspect) will be wiped away, and every group from all time periods that have been discriminated against will be in demand for their slice of the pie. What was originally a plan to help African American would then become a legal nightmare. To sum up, Reparation in the form of money seem to be a ridiculous idea, though the lawyers are also trying to push for governmental programs to be initiated; but even then this is an absurd idea mainly because then every one else in our country will be looking for their fair share. With the exception of Pires who actually suggest to work pro bono, all of the other lawyers in the article are bloodsuckers waiting to take a bite out of cash cow. The opinions expressed by the Harper article for the most part do not have credence in the court room, but leave much in term of outcome. It is through this outcome that new laws have will continue to be forged despite those who disagree with it. Fortunately, the Harper Articles did give me insight and more understanding of the various philosophical issue in reading Bork along side Fish, in that it forced me to put apply certain value and ideas to an actual court case, and I came out understanding more side of an issue than just one narrow one. Please note that this sample paper on Reparations for Slavery is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Reparations for Slavery, we are here to assist you. Your cheap custom college paper on Reparations for Slavery will be written from scratch, so you do not have to worry about its originality.

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Contradiction of Malaysian and the United States Education

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No two countries have exactly the same structures in their education systems, let alone Malaysia and the United States. In fact, both countries apply different methods in almost every aspect of the general structures of systems. Because each executes a different system, both countries are also facing different education issues. To begin, each country's education system is controlled by different authorities. Presently, the Malaysian education system is fully governed by the Ministry of Education. All states' Departments of Education are placed under this ministry which indicates that each state must follow the guidelines set by the federal government. Because of this centralized administration, every school in Malaysia uses the same curriculum for each level. On the contrary, no national education system or national curriculum exists in the United States. The federal government does not control what is going on in the schools. Even though each state has its own Department of Education, unlike Malaysia, most of the control of American schools rests in the hands of local school districts. They set up guidelines only for schools within their districts. All in all, the difference in the education authority in both countries leads to differences in their day-to-day operations.As a result of the difference in authorization, both countries operate different types of schools. In Malaysia, in particular, there are two levels, primary and secondary school. Primary school goes from Standard One to Standard Six and attending kindergarten is not compulsory. Secondary school is divided into two parts, lower secondary from Form One to Form Three and upper secondary from Form Four to Form Five. Completing this, secondary school graduates can choose to study in several institutions such as universities, colleges, and matriculation centers, or continue another two years in secondary school. There are three standardized tests to be taken and passed, one in Standard Six, Form Three, and Form Five in order to graduate from high school and continue to university. On the other hand, in the United States, school districts are divided into elementary schools, middle schools or junior high schools, and high schools. Elementary schools contain First through Fifth or Sixth Graders including kindergarteners. Middle schools contain Grade Six to Grade Eight, while junior high schools contain Grade Seven to Grade Nine. Following that, students go to high school until Twelfth Grade. Unlike Malaysia, most American school districts typically do not require any examination to graduate from high school. Having passed all of the required courses, a student is then considered a high school graduate. This shows that the United States education is more relaxed compared to Malaysia's. Education courses provided is another difference between Malaysia and the United States. For instance, the level of upper secondary schools in Malaysia and high schools in the United States are approximately the same, yet the courses offered are dissimilar. All students in upper secondary schools in Malaysia are required to take Malay, English, mathematics, science, history, and Islamic Education (for the Muslims). Then, students can choose other elective subjects on one condition; they must take nine subjects at minimum and twelve at maximum including the core subjects. Usually, they enroll in subjects of a discipline that they are interested in such as business, pure science, social science, accountancy, and literature. American high school students, conversely, are required to take English, mathematics, science, and social studies. They may also be required to take a foreign language and/or physical education. Additional courses such as art, music, home economics, and industrial arts are also offered. A course is just one or two semesters long, whereas in Malaysian upper secondary schools, subjects take the whole two years to be completed. Apparently, the difference in courses makes the students in both countries different in terms of their study development.

College papers on Contradiction of Malaysian and the United States Education

Recently, meritocracy has been a hot education issue in Malaysia. People have been debating whether to apply this system in admitting students to the federal universities or to continue using the quota system. The quota system admits students based on race. For instance, at least ten percent bumiputera students must be admitted. The meritocracy system, instead, selects students based on their qualifications without giving preference to personal backgrounds. Today, the meritocracy system has been launched and is still in the trial period. Only time can tell what will happen in the future. Another hot topic concerns the medium language used in schools. Earlier this year, there was a proposal to change the medium language from Malay to English. Since then, so many opinions either opposing or favoring this issue have been expressed that the government has finally decided to implement this transformation in stages. To begin, only two subjects, Mathematics and Science, apart from English are to use English as the medium language. However, schools still have not started this transformation because of the possibilities of other problems that may arise such as lack of English knowledge among teachers and problems regarding textbooks. Currently, the Ministry of Education has announced the start of this program in 2003 but, there may be other changes prospectively.In the United States, however, education issues definitely differ from the issues in Malaysia. One of the hottest topics discussed for the past few years concerns year-round schooling. At present, most schools in the United States operate ten months per year with a two month summer break. Should year-round schooling be applied, schools will operate perennially with the inclusion of short breaks between certain periods. People have been debating whether this system will increase the students' performance in school or vice versa. Some feel that year-round schooling can maintain continuity in studying. Others believe that students will be less committed when they have to study during hot summers. Obviously, each stand holds to a variety of reasons and evidences to support the suggestion. Until now, this topic has just been discussed and no final conclusion has yet been made. Another controversial, widely-discussed issue is the voucher system, a system that allows parents to apply taxpayer money to private school tuition. The Bush administration has strongly supported the idea of vouchers though Congressional opposition has provided potent evidence to oppose it. Teaching unions protest its practice in public education because of the separation between private and public schools. So far, only three states have approved the voucher program, Ohio, Wisconsin, and Florida. These issues clearly emphasize that Malaysia and the United States are confronting with different problems in education. To conclude, we can clearly state that the education systems in both countries differ in many aspects: the general structures, curriculum and tests, types of schools and even issues in education. Basically, the education system in Malaysia is thoroughly structured by the federal government; hence, standardization is an important element. Schools in the United States, in contrast, have more freedom to organize their own education system. Thus, most of the issues arise because of the dissimilarities between the systems. However, apart from all these differences, both countries share something in common; each possesses the same goal – to educate. Please note that this sample paper on Contradiction of Malaysian and the United States Education is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Contradiction of Malaysian and the United States Education, we are here to assist you. Your persuasive essay on Contradiction of Malaysian and the United States Education will be written from scratch, so you do not have to worry about its originality.

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