NDP 2011 Actual Parade (Term 3)

It was a patriotic day for all Singaporeans, for that day, the nation rose as one in red and white, in order to celebrate the anniversary of the birth of the nation Singapore. It was a happy birthday for kids and a lazy day for adults, for the Singapore government had given a day off in lieu of National Day. The parade was due to begin in the evening, around 6. I was highly excited as this would be the first National Day Parade I fully appreciated, having gone through a simplified version the previous day. I was also interested in the drills of the contingents, for I am from a uniformed group.

However, I was due to find out that my family was invited to my uncle’s house for dinner. It did not prove to be a bad experience, as my uncle is in the Singapore Armed Forces, and was thus, a great treasure trove of knowledge to dig from. My cousin is from Military Band, and coupled with his father’s experience and guidance through the years, he made a good talking partner. While he spoke about and hummed the marching tunes, I carefully scrutinized the drills of the contingents, to find out their mistakes and how not to learn from them. It proved to be an interesting experience, as I was also fascinated by the forms of drills not learned in NPCC, such as flag drills and sword drills. I was also interested in the parade commands, as I aspire to be an outstanding commander, like my seniors before me.

My family left the house around the time at which the parade started, for there was no point in leaving early. However, it caused me to miss the first part of the parade, and I was anxious not miss the march-in. My worries proved naught as we made it in time. It was a parade of many changes, as it was the first parade to have a female Regimental Sergeant-Major, or RSM, who was, in the parade, in a place of importance just lower than the Parade Commander. Also, the march-in tune for the supporting contingents from the traditional “We Are One” to an unknown song (or at least, to me). They proved to be only a small portion of the large number of changes in the parade, for the supporting contingents actually marched up onto the stage! I was most surprised by the interesting twist in the march-off and march-past, for the march-past was literally a march-past. The supporting contingents actually marched off the stage via the steps, and continued marching forward towards the spectator stand, and actually marched among the spectators! This proved that the drill standards were good, for they would be under (literally) close scrutiny of the audience. Also, they marched among the audience via the steps, which was physically demanding, and yet they still had to maintain their excellent drill standards. Such is the high standard and quality of the National Day Parade!

School Based NDP 2011 Celebrations (Term 3)

Due to my involvement in the School Based NDP Parade segment, I was only able to catch the last three performances of the concert. The first of which I caught, was a martial arts performance by another school. It was an excellent performance which included weapons such as flexible wooden poles. However, I was only able to catch half the performance, and did not realise that it was meant to be a story! Still, it was interesting as it exposed us to a big, big world. It showed us how big the world was, and us to the world, is like the ants to us. The world does not revolve around us.

After that, came the Precision Drill Sequence performed by the National Cadet Corps. Their syncronisation and teamwork was ever present in their excellent showcase of precision drills, which involved the throwing and spinning of mock rifles. The NCC participants must have trained hard just for the day, and on top of that, they probably had the School Based NDP Parade to train for as well. They put up an impressive performance, prompting an outburst of applause from the audience after the performance, and their team spirit could also be seen (or rather, heard) from the shout of encouragement from the NCC group at the back of the hall.

Finally, came the performance from the Choir, who sang multiple National Day songs to mark the occasion. After songs such as "Stand up for Singapore", the Choir led the school in singing the National Anthem and reciting the pledge. I feel proud to be a Singaporean!

School Based NDP 2011 Actual Parade (Term 3)

Today was the actual parade. As we donned our uniforms, all of us were extremely nervous, as it was the first parade for many of the participants, and we were all determined to make it a success. Finally, the time came for us to don our white gloves, draw our equipment, and head out to the parade form-up point.

When we arrived at the field, bad news greeted us. We realised that our boots were covered with grass from running on the field! Sadly, we did not any solution and had to carry on the parade with our green boots. Everyone then started forming up, adjusting minor uniform mistakes here and there, while reminding each other of their usual mistakes, and not to make them again.

After a short while which felt like a long time, the school was seated and the parade was ready to begin. The emcees requested for all teachers to be seated at the front, then the parade 2nd in charge marched in the supporting contingents. After that, he handed the parade to the parade commander, who marched in the GOH and flag party. After that, there was a speech about the National Flag.

Then, Reviewing Officer (RO) Dr Hon arrived. The parade saluted to him, then the RO went forth to inspect the parade. After the inspection, it was time for the National Anthem and Pledge. Everyone rose, sang and recited proudly.

Soon after, it was time for the parade to march off. The Parade Commander requested for permission from the RO, and with the GOH leading the parade, marched past the audience, and marched off. It was a period of pride, as we all put in our best effort in doing we did best, showcasing our best drills.

School Based NDP 2011 Preparation (Term 3)

Today, every Uniformed Group in HCI, sent at least one contingent for the school-based National Day Parade, held a day before the actual National Day itself. Scouts and St John's Ambulance Brigade (SJAB) each sent a supporting contingent, while both the National Police Cadet Corps (NPCC) and the National Cadet Corps (NCC) sent one supporting contingent and one Guard Of Honour (GOH) contingent each.

I was fortunate enough to be selected for the NPCC GOH contingent, which is usually made up of cadets from the Secondary 3 squad. However, they made allowances for a few Secondary 2s who were rather proficient in rifle drills. Even with my rather poor standards, I still managed to make it.

During few weeks before the actual parade, everyone trained hard in order to make the parade a success. We should thank all the UGs for trying hard to listen and follow the parade procedures, while maintaining their drill standards. We should also thank the teachers who came down to help out, especially Mr Yong and Mr Tan, and also the MediaTech people, as well as the seniors. It was after all, a rare chance to show off the prowess of the UGs, and we did not want to lose it.

However, an unfortunate piece of news befell us just before the parade. NEA predicted rain at the time and date of the parade. Still, we were lucky that the prediction turned out to be untrue, otherwise all our efforts would have gone down the drain.

Restorative vs. Retributive Justice (Term 3)

They are both approaches to justice. Even though they both aim to do the right thing, they are fundamentally different. Restorative justice is all about win-win, however, retributive justice is all about: I lose, so you must also lose. Restorative justice is when the offender tries to "repay" what he has done, thus "healing" the healing, while being able to get help himself. Retributive justice is when the offender has to go through a punishment, which is likely to be similar to what he did to the victim. Thus, we can see that restorative justice advocates a win-win situation, while retributive justice stands for a lose-lose situation. Which is probably better?

Retributive Justice (Term 3)

Retributive justice is an approach towards justice. It advocates punishment for the offender. It is meant to allow satisfaction and psychological benefits for the victim, while giving pain to the offender. This concept is present in most cultures, including syariah law, which advocates, "An eye for an eye". While this saying was previously used to mean the punishment should not be more than the offence, it is now used to mean that a person who caused someone to lose an eye, should also lose an eye himself. It is a win-lose situation, where the only gain is satisfaction on the victim's part (and sometimes not even this), and the offender only stands to lose.

Restorative Justice (Term 3)

Restorative justice is an approach to justice, which, I think fulfills not the letter of the law, but the purpose of the law. The purpose of the law is to punish the offender, as well as to prevent the offender from committing the same offence again. Restorative justice includes punishments such as community service, or returning stolen money. The aim of restorative justice is to stop the offender from committing the same offence, as well as to benefit the victim. The most important part of restorative justice is the theme of "healing". The process of restorative justice should ideally help the victim, as well meeting the needs of the offenders (i.e. for stealing). This form of justice serves to benefit both parties, and is a highly effective method to fulfill the law.

Racial Harmony Day Bazaar (Term 3)

It was Racial Harmony Day. My school organised a day full of activities for all students. I was unable to take part, however, due to the fact that I was a bazaar stallholder. From what I was able to find out, the activities included a mass dance, as well as a concert. Of course, there was also a period for the students to try out different kinds of food from the bazaar. I was unable to try most of the food as my stall saw a great influx of customers, all wanting packets of our home-made muah chee. The muah chee was made by me, my mum and my dad, who all stayed up till 2 am in the morning to help make it. I really must thank them for taking the time just to help me make it.

In the morning, all the students in our class helped to shift tables out to form our stall, while the students in charge of decorations put up what they spent time and effort to make. Me and the other stallholders went first, to help Wei Kiat's dad, who had helped make chin chow, and was helping to bring them over. Not long after, my dad arrived with the muah chee we had all spent so much time on. My mum had also taken leave in order to help out at the stall.

The bazaar commenced. Business was rather poor in the beginning. Students walked around, but did not come to buy. My first guess was that $2 for a box was rather expensive. I was right. Not long after, the price was changed. While one box remained at $2, two boxes, however, sold for $3. Steadily, the flow of customers increased. There was no longer a need to shout for customers. Instead, all of us were busily helping to make and pack muah chee! Our muah chee naturally started to run out. Our customers included our level SC, and even the vice-principal! We sold out quite quickly. When I was able to look at my watch, I found out that the time was only 10.40am. We had started at 8.30am! However, sadly to say, the chin chow did not sell as well, and we ended up having to give out free cups.

All in all, it was an enjoyable experience, and I look forward to next year's Racial Harmony Day.

Future School Initiative (Term 3)

The Future School@Hwa Chong sounds good on paper. "FutureSchools@Singapore will equip our students holistically with the essential skills to be effective workers and citizens in the globalised and digital workplace of the future." Really? Does the Infocomm Development Authority (IDA) really think so? Please, if the students cannot control themselves to not play games when they are supposed to be working, are they really going to become "effective workers and citizens"?

Today, in level assembly, someone mentioned the creation of a gaming centre in school. His intention was to prevent any "illegal" gaming in school. Thus shows the strong desire or need to play games, even in school. The right way to tackle the problem should be to completely eradicate the playing of games in school, by somehow making the students understand that NO games are to be allowed, by somehow letting them know that it is time for lesson. Make them understand that, they cannot play, as if they are in the toilet, or in similar circumstances. Not that they not allowed to play, but that they cannot play.

The other problem with this initiative is that many students are accustomed to having a teacher teach. If this is so, they can ask questions, make clear a theory, or do things not done easily on a computer. I feel that I learn better when looking at a whiteboard than at a computer screen. I have asked around, and that is the general consensus of the class population.

There are the distractions, as well as the limitations. Thus, I feel that the FutureSchool@Singapore program, has been quite a failure, or at least in Hwa Chong, or maybe just in my class.

Racial Harmony Day (Term 3)

Due to Racial Harmony Day, our school organised a performance from Wild R!ce, entitled "Ha Ha Harmony". It was an entertaining, interesting and engaging performance. It was humorous and lively and I felt that it was rather entertaining.

The play was basically about three students, one each from the major races of Singapore. They each exhibited what most people perceived as the shortcomings of the each race. The three of them were supposed to be punished for racist behavior, and they were forced into choir, the least populated CCA in their school, and help prepare for the Racial Harmony Day performance, which was due soon. The teacher herself was of a different race, and was appalled by their racism. The teacher told them stories about role models who interacted with and even helped those of other races, and these stories actually inspired the three students to work together to produce a wonderful performance for the finale.

I feel that the most memorable part of the performance was when they said, "Have a Happy Racial Harmony Day everyday!" They were trying to tell us that everyday should be a Racial Harmony Day, and we should not treat our peers of different races nicely just for Racial Harmony Day, but instead do it everyday. This is especially important as Singapore is a multiracial society, and we rely on our multi-raciality to survive.

Should a charge be pursued after decades if it is a serious crime which was committed?

For minor crimes, most states have a “statute of limitations” that prohibits bringing charges when a certain period of time has elapsed since the crime. When it comes to serious crimes, is it right for the justice system to pursue criminal charges several decades after the crime is said to have occurred?

The aim of the justice system is to bring people who have done wrong to justice, and properly punish them for what they have done. I feel all criminals, even those who committed small crimes, should bear the consequences for what they did. If those who committed small crimes should have charges pursued against them, then those who have committed serious crimes should be more so.

Even so, there could a chance, albeit a small one, that they regret what they have done, and are already repenting. Thus, since charging them and punishing them is to help them realise their mistakes, would the pursuing of charges be redundant? Still, it is almost impossible to be sure whether a person is remorseful or repentant about whatever he has done. Even if he or she shows signs of remorse, he or she could jolly well be acting. As such, it would be very difficult to decide based on this factor.

Still, I feel that, most of all, these serious crimes have affected people in some way or other. Thus, I feel that the charges should pursued as they truly deserve it.

Classification Essay

The Classification essay is generally used to break a group of things down so they are easily identified. This aids clarification of the subject, and makes it more distinguishable. It also helps in contrasting concepts.

Classification essays are used when there is a lot of information to be presented, and the essay helps to make the report clearer and easier to understand by further separating the information into different categories to aid in painting a clearer picture of what we are trying to say.

Thus is a Classification essay.

Comparative Analysis Essay

Comparative Analysis essays basically compare two items, or people, or even concepts and issues. Comparative Analysis essays serve to point out similarities and differences in these things, and they compare multiple aspects, like the pros and cons of both of them, the consequences and effects, factors and so on.

Comparative Analysis essays are often used when making decisions, such as deciding on where to build a house, to buy a new computer or upgrade, or even simple decisions like whether apple or orange juice is better.

Transition words and phrases like "however", "but", and "on the other hand are used to show the comparison between the two things.

Thus is the Comparative Analysis essay.

Process Analysis Essay

A process analysis essay explains a series of chronological steps or events to carry out an operation. Process analysis essays generally help readers to complete a task by listing steps, then explaining them to the reader.

Process analysis essays are generally used when explaining a detailed process which we want the reader to be able to follow and thus complete a task.

Process analysis essays are generally used when we want someone to be able to follow a set of instructions and be able to complete a task. For example, in cookbooks, there are step-by-step instructions, and at every instruction, there are reasons why we do one thing, or do another.

Thus is a Process analysis essay.

Causal Analysis Essay

Causal Analysis essays are also known as Cause-And-Effect essays.

Causal Analysis essays are generally used to explain the causes of a particular event, then go further to find out the consequences and effects of the event/incident.

They are generally used to determine the particular roots of the problem, and also whatever that might, or already have stemmed from it.

They are generally used in research papers, and studies, as these often address problems such as global warming, or in a recent case, nuclear fallout in Japan, as they would want to find out the root causes of these issues, then figure out possible problems that may result from this incident.

Thus is a Causal Analysis essay.

Definition Essay

The purpose of a definition essay is to explain what a specific term means.

Some terms can be easily and directly defined, such as apple, or chair. Other terms however, are very subjective, like love, hate, or friendship. These terms are highly subjective, and as such, largely depends on the each person's point of view and perspective, like if someone is defining love from the scientific point of view and if someone is defining it from the view of someone love-sick, there would probably be a difference.

Definition essays are used in areas where a clear, concise definition of a complex or abstract term is required, and they help to aid in these areas.

Feature Article

A feature article is one where the human interest factor is very high.

Such articles are highly in-depth. They generally go beyond the news. Opinions are formed due to issues existing currently. Thus, these feature articles are sparked by an event/events.

Firstly, a feature article provides background information. There is research involved, and analysis is an important part too.

Point of view and authenticity is also important here, as the article needs to be credible.

Implications and consequences are also present, with postulations and likely scenarios suggested.

There should also be a thesis.

The title of the feature article should capture the issue, the thesis, and should be short and catchy.

Hard News Story

Hard News Stories

They usually start with a headline with the S-V-C structure, meaning it takes on a Subject-Verb-Complement structure, which helps to attract readers.There is the presence of a hook, and
the questions of who and what are answered.

This is followed by a summary lead, which expands on the headline and provide details. It also answers the questions of where, when, and how/why.

Then there are the main body paragraphs. They provide more details and elaboration on the 5W1H questions, as well as eyewitness accounts, interviews, as well as statistics, relevant events and background information.

Lastly, comes the final paragraph/ending. It connects articles to other pieces of news. There are also some quotes, relevant information, and in the case of crimes, contact information.

Tabloids

Tabloids are generally highly opinionated and consist of gossip and highly scandalous "news" about high profile people.

Although there may be some facts within the tabloid article, they are usually twisted to sound either positive or negative.

An example of a tabloid is The New Paper. After taking a look through it, I realised that it was completely useless. Some people may not agree as it has a Sports section, but it appears to be the only useful section. Although this may sound bad, there are worse examples not found in Singapore. In fact, they are so scandalous that some of their websites are banned in Singapore.

A tabloid article headline usually phrases the event in question in a way that gets people to wonder whether it is true, and gets the people to read on. Thus, this how a tabloid article attracts viewers.

As Singaporeans are highly conservative, many readers are often left wondering whether the article is true.

Broadsheet Newspapers

Broadsheet newspapers are typified by long vertical pages, which are about 22 inches/559 millimetres or more. They generally contain factual information on events around the world.

Headline news are generally put on the front page, with large headlines to attract the viewers' attention. Such an example, The Straits Times, has hot topics like the General Election on the front cover. As the General Election is currently implanted in people's minds, people would want to pick it up and read it.

The Straits Times, a good example of a broadsheet newspaper, is separated into different segments, such as the current local, world and Asian news, then they are followed by the softer news articles, which are more focused on opinions rather than hard facts.

Due to many broadsheet newspapers becoming more opinionated and more tabloids becoming more factual, it is getting harder to differentiate between the two.