The Flu Shot Should Not Be Mandatory Essay -- Influenza Vaccine Papers

Should the Flu Shot Be Mandatory? Vaccines have been proclaim by many populate as one of the miracles of modern medicine. Vaccines ar credited with saving thousands of lives and wiping out many contagious diseases. Recently, there has been a awful debate whether annual influenza vaccines should be requisite. Influenza vaccines should be voluntary because good deal have the function to examine data on vaccinations and make their avow informed decisions. Although people should have the freedom to choose to be vaccinated, the public needs to be educated about the personal, economical, and social benefits of receiving the influenza vaccine. In addition, people who are at a high risk of contracting influenza as well as health care providers should be encouraged to cod an influenza vaccine in order to decrease the major health burden associated with the disease. Influenza, commonly known as the flu, is a viral infection of the respiratory system and i t is characterized by abrupt onset of fever, sore throat, and nonproductive cough. Influenza is spread from person to person by inhalation of the droplets produced when a person septic with influenza coughs or sneezes. In addition, it can also be spread by contact with infected objects such as utensils. Current influenza vaccines are about 70% to 90% effective in preventing influenza in healthy adults. Since the vaccines are made of dead fragments of influenza viruses, they cannot cause influenza. The strains of influenza that leave change every year and therefore, it is necessary to make a new influenza vaccine annually. After vaccination, the bodys immune system produces antib... ...ld not be mandatory and should remain the choice of each individual. However, people at a high risk of influenza as well as health-care providers should consider receiving the vaccine. In addition, programs educating people about the benefits of influenza vaccination shou ld become a priority among health officials. Ultimately, people should trust their own judgment when deciding whether influenza vaccines are right for them. --------------------------------------------------------------------- 1 Essen, G. A., The Socio-Economic Impact of Influenza. http//www.eswi.org/Bulletin_October_1997.cfm 2 Frayha, Husn. Influenza Vaccination A Call for Action http//www.kfshrc.edu.sa/annals/176/97-248R.html 3 Influenza. http//www.caw.ca/whatwedo/health&safety/factsheet/hsfssubstanceno37.asp

Abortion: How Does He Really Feel? :: Essays Papers

Abortion How Does He Really Feel? In the word, End of the Road by Rebecca Paley, she raises an kindle point of why Dr. William Rashbaum does what he does as an stillbirth doctor. This article was published in Mother Jones in the Sep/Oct 2003 issue. The setting of this article is placed close to modern times. Even though abortion was made legal about 30 years ago, the thought of whether or not it is right is still an issue. This article takes an in depth look in status the life of an abortionist named Dr. William Rashbaum. The audience Paley is targeting are probably people that are for and have had abortions. Paley describes Dr.Rashbum as being an unruly, mad, sometimes compassionate, and doing it because its his job type of doctor. She says these things because he doesnt care about what anyone says. Paley interviewed people that know him personally to give credibility of how he really is. She asked a second-trimester abortion provider who trained under Rashbaum what she thought of him. She stated A person who is more concerned with what people think of him than doing the fight thing wouldnt last. He cares more about doing the right thing than what people think of his personality. The main argument that Paley is stating is that Dr.Rashbum feels convicted for what he does but, he is only doing it because its his job. He even admits that it is firmly to do sometime. She makes sure she incorporated plenty of that in her article. Paley also makes this article a little confusing because she jumps back and forth between sides. She tries to justify him by putting little pieces of information that make him not seem so bad. In the next paragraph or two, she makes it seem that he is so faulty for what he is doing. She doesnt do this directly, but indirectly. The tone Paley uses is a tone that is upset about abortions, but also making excuses for him. She should pick one side so it wouldnt be too hard to find her a rgument.

The Multicultural Workplace Essay -- Occupational Issues

The modern American workplace has become paganly diverse as different immigrant communities increased in size. According to the US Department of Immigration, 148,426 immigrants received their residency in 2011 in New York. Because of the increased workplace diversity, businesses have to deal with a variety of cultural awareness and multiple language issues. These are very pressing issues in New York City, the melting pot of cultures from all over the world. Each workplace in New York City has at least one employee of a non-American background or a bilingual employee. While exploring the multinational workplace, which consisted of immigrants from a variety of countries, I was able to distinguish three distinctive themes. The first is immigrants self-consciousness of having an accent. The second is mixing two languages in speech. The third is the problem of building an effective multicultural team.Full-time employed adults spend at least 40% of their time at work and for many adults i t accounts for 100% of their public life. Workplace has become a place of complaisant interaction. Vicky Schultz described the importance of the workplace to individuals growth in her work The Sanitized Workplace as the followingFor virtually people, working isnt just a way to earn a livelihood. Its a way to make friends and form communities and to know themselves and others in a deep way. Workplace is also a source of citizenship, community, and self-understanding.From this perspective, for immigrants learning the language of the host country is a tool to develop a net of useful social contacts. Cristina Rodriguez states that in addition to its role in developing social bonds, the language use assists with preserving a multilingual en... ...ogy.uchicago.edu/people/faculty/LevAriKeysar.pdf6.Rodriguez, Cristina. Language Diversity in the Workplace. www.law.northwestern.edu. Northwestern University School of Law, 2006. Web. 6 May 2012. http//www.law.northwestern.edu/lawreview/v1 00/n4/1689/lr100n4rodriguez.pdf7.Shultz, Vicky. The Sanitized Workplace. Yale L.J., 2003. 2069-70. Print.8.Estlund, Cynthia. Working Together How Workplace Bonds Strengthen a Diverse Democracy. New York, NY Oxford University Press, 2005. 256. Print.9.Keogh, Jack. International Teams Beyond cultural Difference. www.jackkeogh.com. Keogh and Associate Consulting, LLC, n.d. Web. 6 May 2012. http//www.jackkeogh.com/Multicultural team article by JK.pdf10.Masculinity. www.clearlycultural.com. ClearlyCultural.com, 2009. Web. 6 May 2012. http//www.clearlycultural.com/geert-hofstede-cultural-dimensions/masculinity/

Compare the successes of Troy and Boldwood in courting Bathsheba :: essays research papers

Compare the successes of Troy and Boldwood in courting BathshebaBoldwood and Troy two try to court Bathsheba however using different techniques and with varying success.Boldwood is pictured by Hardy to be a nervous, stammering man, but I am yet just able to speak out my feelings I mean meaning, this quote shows him stammering and a hopeless man for women. Hardy has also shown this awkwardness when he pictures Boldwood leaning over a chair, an undignified position and thus shows how he is willing to lose all dignity in order to hold fast Bathsheba.Boldwood is stated to need Bathsheba, his life is a burden without her, and is incredibly desperate to get her. This can be seen by the numerous proposals Boldwood makes as if it seems he cannot catch no for an answer. This can be seen when having been proposed to Bathsheba replies I do not feel what would justify me to in accepting your offer, showing Boldwoods awkwardness is spreadhead to Bathsheba, this quote shows Bathsheba tryi ng to say no, however giving back dignity for dignity however Boldwood will not take it and out pour his emotions in the opening of the sluices.Troy however sees Bathsheba not as someone who he needs, but as another girl to add to the collection. Hardy shows Troy as more of an expert when it comes to courting girls. The reader already knows he is having a relationship with Fanny Robin so his courting Bathsheba conjures up antagonism from the reader.As Troy is more experienced in courting girls he is seen much more confident when talking to Bathsheba. His discourse is much more relaxing than Boldwoods, he jokes by saying that he wishes it was the knot of knots when they are tied together. This shows his not so subtle hint of marriage, which is prophetic irony, and it works as a honourable compliment.This contrasts with Boldwoods dialogue which mainly focus around himself, I cannot live without you, my life is a burden without you, these two statements show he is subject of the dial ogue not her. Troy, however, having been more experienced knows what a woman wants to hear. He thanks Bathsheba for the sight of such a beautiful sight when he sees her face.

Essay --

Since the beginning of time, man has been defined as a carnivore devouring all meets for their cultural, religious and day-after-day lifestyles. But now, people be starting to realize that eating meat is also harmful to the environment and our health. It has been said that becoming a vegetarian would help check cruelty to animals and reduce the refer on the environment. An environmental scientist named Thomas Robbins said we can eliminate world hunger out of society if people were to swan a vegetarian diet. Producing and manufacturing beef pitch to leave our environment to suffer from air and water pollution. Animals tend to take up a lot of resources from farms and countrysides much(prenominal) as water, top soil, and fogy fuels. As our planet begins to degrade from social and environmental issues, cultures around the world need to start thinking about alteration in their diets and lifestyles in order of magnitude for future generations to succeed. It is not if it wil l ever happen, it is when it is going to happen.The first issue of having a meat eating diet is the depletion of reasons natural res... Essay -- Since the beginning of time, man has been defined as a carnivore devouring all meets for their cultural, religious and everyday lifestyles. But now, people are starting to realize that eating meat is also harmful to the environment and our health. It has been said that becoming a vegetarian would help prevent cruelty to animals and reduce the impact on the environment. An environmental scientist named Thomas Robbins said we can eliminate world hunger out of society if people were to maintain a vegetarian diet. Producing and manufacturing beef tend to leave our environment to suffer from air and water pollution. Animals tend to take up a lot of resources from farms and countrysides such as water, top soil, and fossil fuels. As our planet begins to degrade from social and environmental issues, cultures around the world ne ed to start thinking about change in their diets and lifestyles in order for future generations to succeed. It is not if it will ever happen, it is when it is going to happen.The first issue of having a meat eating diet is the depletion of earths natural res...

Theory and Praxis in Aristotle and Heidegger :: Aristotle heidegger Essays

Theory and Praxis in Aristotle and HeideggerABSTRACT The discussion of Heideggers destructive retrieve of Aristotle has been intensified in upstart years by the publication of Heideggers courses in the years surrounding his magnum opus. Heideggers explicit commentary on Aristotle in these courses permits one to read cosmos and Time with Aristotles Nicomachean ethical motive and Metaphysics. My paper analyzes a network of differences between the two thinkers, focusing on the relationship between theory and praxis. From Aristotle to Heidegger, in that location is (1) a shift from the precession of actuality to the priority of possibility. This shift, I argue, is itself the metaphysical ground of (2) a shift from the priority of theory to the priority of praxis. This shift is seen most clearly in the way in which (3) Heideggers view of Theorie is a modification of his poesis. The temporal ground of the reversal is seen in (4) Heideggers notion of transcendence towards the world, an d not towards an eternal being.Heideggers destructive retrieve of Aristotle is getting much attention recently, as the courses he gave in the years surrounding the appearance of Being and Time be gradually becoming available. Heideggers explicit commentary on Aristotle in many of these courses permits one to read Being and Time as a work written in conversation with the Greek master. Contrasting Being and Time with Aristotles Nichomachean Ethics and Metaphysics, my paper analyzes a network of relations and differences between the two thinkers, focussing on the relationship between theory and praxis.Between Aristotle and Heidegger, there is 1) a shift from the priority of actuality in Aristotle, to the priority of possibility in Heidegger. This shift, I argue, is itself the metaphysical ground of 2) a shift from the priority of theory in the one thinker to the priority of praxis in the other. This shift is seen most clearly in the way in which 3) Heideggers notion of Theorie is a m odification of a more original posis. The temporal ground of the reversal is seen in 4) Heideggers notion of transcendence towards the world, and not towards an eternal being.I. From Aristotles Actuality to Heideggers PossibilityFor Heidegger, possibility precedes actuality though humanity beings have a factical structure, the way that we interpret the world is on the basis of possibility. For Aristotle, however, actuality is prior to potentiality (Meta 1049b 4ff). Now Aristotles notion of physical potentiality and what Heidegger calls possibility are not identical.

Education and the Future Essay

Education and let outing entertain always been a challenge to everyone. on that point be always emerging problems in our education system. Thus, a lot of issues and c at oncerns need to be addressed. We be constantly facing challenges with our education system and childrens learning capabilities. Most of us believe that education will equip us with what we need to survive in the real world, it is highly important to light up with the most effective means to educate our children. Education is an important process that a person must experience.Education is necessary mainly because cognition and learning will not be fully achieved without formal education. Education teaches a person legion(predicate) things that atomic number 18 essential in life such(prenominal) as problem solving, critical thinking and decision making. Education is also important to man as it provides man vital training that he needful to knows about his past, present and future (Khan, n. d. ). We learn thro ugh a wide array of processes. For instance, we learn through the formal process of education wherein a learn teaches the students conglomerate concepts, ideas and principles.We also learn through our experiences in life, our observations, and our interaction with others. Our education system is bombarded with dilemmas in rendering quality education to students. There argon many issues that concerning the present quality of education that our students is receiving. The various aspects of education such as teachers and curriculum largely contribute on the quality of education. What are the methods and techniques as healthful as solutions that can be applied in order to improve the opposite aspects of the education system? Every school has its own curriculum that is bonded by the students.Curriculum is the set of courses that is taken by the students (Hewitt, 2006). Curriculum is the list of subjects that a student should take in the whole year. Curriculum is very important in th e whole education process. It is important to have a comprehensive curriculum which includes subjects that are essential in the improvement of the students and render both sanctioned skills and expertness in various aspects. An educational institution must always evaluate their curriculum and adhere on the latest modern trends to equip their students with skills essential in life.The curriculum of the school is anchored on the socioeconomic background of the population than the mental ability. Curriculum is a choice of the organization and its effects will be mat up at the end of the schooling. Curriculum variables played a lot of their role when the student leaves his school (Marjoribanks, 1979). There is a wide array of means to bring in a comprehensive curriculum that is fully developed and offered strong subjects which is the key to a successful education system. First, a planning committee is important in creating or reevaluating a schools curriculum.The planning committee s hould be consisted of school administrators, faculty members, board members, parents and selected students to be able to gain various perspectives from different sectors (McGee, 2008). This will be an effective way of developing a curriculum and to know how it would affect the different population. The school must set objectives for the integration and revolution of subjects and courses offered. Teachers are also an important part of the education system. Teachers are the ones who convey the facts and information to the students.Teachers are meant to teach and guide the students while they are in school. They are the ones who teach the concepts and the things that the students need to know. Teachers are very important in the students overall education as they guide the students in the course of the learning process. Students are not able to fully grasp the concepts and principles all by themselves. Teachers need to explain these things in order to be digested by the students. It is important that the school teachers are conditioned and competent in order to meets the needs of the students.They must be equipped with adequate acquaintance that will enable them to explain and expound on the things that they are didactics. They should also be composed of important virtues such as patience and perseverance that is essential in their line of work. The teachers should also be current and follow the modern trends of teaching as well as use strategies that are adaptive to the modern-day students. One way of refreshing our mentors is to conduct teachers training once in a while. This aims to refresh the minds of the teachers on the subjects that they teach.Teachers are the people, who render knowledge to our children at school, it is important that they are properly and appropriately trained on the various aspects of teaching. By definition, teacher training is a artal preparation of a teacher. Oftentimes, teacher training is a formal course work and practice teach ing which includes lectures and practical applications. Teacher training or the preparatory measures varies in different education systems (Teacher Training, 2009).During the colonial period, teachers are only required of basic knowledge and willingness to take on the before low-waged occupation. Today, there are various requirements needed for a person to be able to teach. Teaching opportunities and qualifications advanced as we give high importance on education. Most countries required a person who went rigorous studies and extensive practice teaching in preparation for the profession (Teacher Training, 2009). Teacher training is important to refresh and update the minds of our mentors for them to catch up on the dynamicity of the modern world.Teacher training is composed of triad important components such as familiarity on the curriculum, attitudes toward the school community and being a vital part of the institution (Velasco, n. d. ). Teachers should be familiar with the school s existing curriculum and they should always adapt on the changes on the teaching strategies and methods to effectively teach a particular lesson. Teachers should also know what lessons should be hierarchically taught to the students to equip them with pertinent knowledge. Teachers are the role models of the students and uphold the highest standard of morality and decency.Teachers should show their best attitude to the community and try to achieve harmonious and oil-bearing relationships with the students, parents and school administrators. Teachers are also a vital part of the educational institution and they should perform their duties very well. They should be able to impart knowledge and information that will be useful for the students in the future. Education and students preparation for the future should not only rely on what the schools could do. Schools could only provide effective teachers, good learning equipment and facilities and area conducive for learning.The motivat ion and willingness to learn will always be the students choice. Students will learn so much if they are willing to learn and help themselves. culture is one way of learning and reinforcing the knowledge and information that is being taught by the teacher. Reading is very important in students educational success. legion(predicate) educational researchers found a strong correlation between schooling and success. Frequently, a good reader most likely passes the exams and do well in school than a student who do not often read.Good readers can easily understand individual sentences and organizational structure of a mend of literature. They most likely comprehend ideas, follow arguments, and detect implications. They also have a rich vocabulary and know a lot of trivial knowledge (The grandeur of Reading, n. d. ). There is no crisis in the world of literature, but most parents and educators lament and pine why children do not frequently read. They are worried about the technology a nd how it manages to capture the hearts of the children and teenagers.The tech-savvy world is suddenly consuming the present generation and leave behind the frayed pages of the book. Before the radio set and television gain popularity, it is well known that reading is the best leisure activity and source of entertainment of people. But due to the advancements of technology and inception of electronic gadgets, the invention of the various technological gadgets marked the dying passion to read. Reading is very important and may be a helpful activity in the students life (Sofsian, 2006). Reading offers a productive approach in enriching a persons vocabulary.It is also commonly observed that children who love to read have high IQs. They are also more creative and intelligent and do well at school. Educational researchers highly recommend that parents inculcate the importance of reading while in an early age. Reading develops the vocabulary and forms a strong emotional bond between pare nts and children. Children who read at an early age are observed with better language skills and learn the variances in phonics much better. Reading largely helps in the persons mental development and exercises the muscles in the eyes.Reading is a helpful activity that involves greater amount of concentration and adds conversational skills to the person. It also stimulates the brain function and enhances knowledge acquisition. The habit of reading helps the person to decipher uncommon words that we may come across (Sofsian, 2006). It has been a challenge nowadays to convince our students to read and focus enough attention and concentration in a page of a book. The world nowadays is full of distraction and entertainment. Reading strengthens concentration, verbal skills and higher-level of thinking.It invigorates the brain and stimulates its activities (Follos & Gantos, 2006). The initiative should always starts on the student itself. despite the efforts of the school and the teacher s in teaching the students, it is for the students to decide whether they will learn something. The preparation for our childrens future rely on each others hands. We all have our roles in preparing our children to face the real world.ReferencesFollos, A. M. G. & Gantos, J. (2006). Reviving Reading School Library Programming, Author Visits, and Books that Rock Westport, CT Libraries Unlimited. Hewitt, T. W. (2006). Understanding and Shaping Curriculum. Thousand Oaks, California Sage Publications, Inc. Khan, M. W. (n. d. ). The Importance of Education. Retrieved exhibit 14, 2009, from http//www. alrisala. org/Articles/mailing_list/importance_of_education. htm. Marjoribanks, K. (1979). Families and Their Learning Environments An Empirical Analysis. London Routledge. McGee, S. (2008). How to Develop a Charter School Curriculum. HowtoDoThings. com. Retrieved March 14, 2009, from http//www. howtodothings.com/education/a4519-how-to-develop-a-charter-school-curriculum. html. Sofsian, D. ( 2006, November 9). The Importance of Reading. Retrieved March 16, 2009, from http//ezinearticles. com/The-Importance-Of-Reading&id=354498 Teacher Training. (2009). The Free Dictionary. Farlex, Inc. Retrieved March 16, 2009, from http//encyclopedia2. thefreedictionary. com/teacher+training. The Importance of Reading. (n. d. ). Retrieved March 16, 2009, from http//esl. fis. edu/parents/advice/read. htm. Velasco, M. A. (n. d. ). Seaching for Meaning in Teacher Training. Analytic Teaching, 16, 112-115.

Executive Summary Branding the Nation

Executive Summary Branding the body politic What is being inciter? diary of Vacation Marketing Volume 12 Number 1. 2005 p. 4-13 The former The paper is written by Ying Fan a senior lecturer at Brunel traffic School, Brunel University in London. Dr Fan has held faculty positions at the universities of Lincoln, Hertfordshire and Durham. His research interests surround brand and marketing communications, and cross-cultural management issues. Topic Branding the nation What is being mark?The major topic of the paper is what nation brand is and what the purpose of nation brand is. Research question What is being branded? Is a nation brand a separate entity, or an element in the product brand? What is the direction of the correlation between countries that confound produced knockout brands and those that are strong brands themselves ? order The research method is a literary analysis Material and Structure of the paper On the first page of his paper contact informations, inform ations on the author including a photo of Fan are given.An Abstract sums up the Keywords and gives an overview over the article. All in all the paper of Fan is 9 pages long and is incorporate in the chapters Introduction What is soil Branding? What is being branded? Nation branding and product branding Nation brand image and product-country image Paradoxes The broader mount For a further understanding Fan gives 3 Tables Terms used in the literature Examples of nation branding where he gives 5 examples and explains what is being branded and a table on Comparison between nation branding and product branding .In his paper Fan makes indirect citations which are listed in the references. Here the references are ordered by appearance in the text non alphabetically. The paper is easy to read and understand, it gives a good overview of the topic nation branding. The structure is easy to follow. The paper is anonymously refereed. Finding of the article The author points out that there is no single definition on nation branding but gives a working definition for the paper Nation branding concerns applying branding and marketing communications techniques to promote a nations image. Nation branding can be used in different ways using the nations image to promote sales and exports place branding which is part of tourism marketing political marketing for example the expression axis of evil Nation branding in its true sense uniform Cool Britannia. The author points out that a nation is not a product in the conventional sense . The Nation itself can hardly be changed, the benefits are purely emotional, the Image is complicated and the ownership is unclear. A nation brand is not centered on any specific product, service or cause that can be promoted directly to the customer.But Nation branding concerns a countries whole image, covering political, economic, historical and cultural dimensions. A Nation has not one but multiple images. What image is retrieved depends on the audience , the context and the time. The author finds out that negative national image does not necessarily propel the purchase of products made by that country, by giving the example of Japan and China. The author tries to find out the direction of the correlation between countries that have produced strong brands and those that are strong brands themselves .Nation branding must be distinctive and help the country to position itself against competitors . A difficulty is that an international audience have a different degree of knowledge of a nation and each country has different cultural values, thus decodes the message differently. Nation branding often try to communicate a single image or message to different audiences in different countries . This renders for the author the message meaningless, but to try to be all things to all people will in the opinion of the author inevitably fail .What is the message a nation wants to send, give up a old but unique image in favor of the new image. This can fail like for example Cool Britannia did. Another difficulty in nation branding is that a national identity is truly difficult to define. Furthermore in nation branding, an understanding of the customers existing perception of the nation is very important. A certain image is made over time. Another important aspect of nation branding is the internal audience.The author points out that Nation branding is just one part of a marketing strategy which is part of the business strategy and that often nation branding is overestimated even if it is a healthy tool. It is for example not sufficient for the country to promote its image enthusiastically to other nations if the economic basis for the nation brand is not there or the political situation is unstable. The image problem of a region or nation most often results from political and socio-economic troubles which must be solved, nation branding will not solve a countrys problems but only serves as the final touch .

Paper on Critically Examining the Educational Policy of Malaysia

Malaysia is whiz of the worlds fastest exploitation economic regions, a rapidly growing solid ground in the heart of South East Asia. Within a span of devil decades, it has succeeded in bringing just about socioeconomic transformation of the rescript from its computer architecture to its lifestyle, the Malaysian character speaks of a comfortable coexistence of its ethnic, cultural as salubrious as religious diversity that continues to be a e selectt of this countrys view and serviceable reality.Malaysias Vision 2020 steers the nation towards becoming a fully developed and industrialized country, a democratic society that is strong in religious and sacred value, a society that is liberal and tolerant, scientific and progressive, innovative and forward looking. This goal is reflected in the mission of the Ministry of fosterage, that is To develop a world socio-economic class quality pedagogy corpse which bequeath realize the full potential of the individual and fulfill the aspiration of the Malaysian nation. information has willd a solid platform for countrys political as advantageously as economic stability with a view to establishing Malaysia as a regional center for academic excellence and turning facts of life into a cover version quality export commodity. The Malaysian program line administration has equipped its young people with a train of competence and skills which has put them on par with the crimp students in just about of the worlds best universities, and at 93%, Malaysias literacy rate is one of the blueest in the world.The paper aims at critically examining the directional policy of the Ministry of bringing up Malaysia, with interpretation of social, governmental and economic environments in which the policy was developed. Effectiveness of the policy will be evaluated and problems related to it will be tho highlighted, with comparison to the one of the models from class lecture, i.e. the incremental model of unexclusi ve policy.The foundation for the development of the internal topic carcass rests on the National Philosophy of development, which states that bringing up in Malaysia is an on-going causal agent towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who ar intellectually, spiritually, emotionally and materially balanced and harmonious, found on a firm belief in and devotion to God.Malaysia being a multi-relligious country, spiritual, religious and moral characteristics of the individuals are highly emphasized and further, which is clear from the field philosophical remains as hale. Such an effort is designed to produce Malaysian citizens who are associationable and competent, who possess high moral standards, and who are amenable and back toothdid of achieving high level of personal closely-being as intimately as able to contribute to the harmony and betterment of the family, the society and the nation at large.virtuoso of the well-nigh significant reforms initiated in recent social classs is the formulation of new legislation on pedagogy, which will affect the process of preceptal reforms from pre- rail to higher(prenominal) reproduction. The Education form 1996 replacing the old one of 1961 aims at consolidating the national system of education and widen the scope of education in the country. All categories of schools, with the exception of planetary ones will be incorporated beneath the national system of education, which is characterized by the use of a uncouth medium of instruction, a nationally excepted curriculum and common public exams. It will as well cover such areas as upgrading and enhancing of pre-school education, teacher education, superfluous education, hush-hush and technical foul education. It ordains the education greater prominence, ensuring relevance and quality in the system of education.The Ministry of Education is forthwith liable for the organization, management and development of the education in the country and has a centralized system of educational administration headed by the government minister of Education. Hi is assisted by twain Deputy Ministers of Education. The secretary- planetary of Education is responsible for the administrative matters, and the Director-General of Education is concerned with pro matters, and two are directly responsible to the Minister of Education.The Ministry was restructured in 1995 and under this new structure there are six principal subdivisions, such as Pre-school, primary coil and Secondary Education segment, Department of Higher Education which coordinates governance and policy formulation of public universities and higher education institutions in the country Technical Education Department which is responsible for conducting seek, homework and implementing technical and vocational programs Department of Private Education which monitors and regulates the developmen t of clubby education in the country Department of Special Education and Department of Muslim Education which supervises the Islamic and Moral Education at all public primary and secondhand schools.Besides these six Departments, there are several(prenominal) sectionalizations, agencies and statutory bodies within the Ministry of Education that are responsible for professional and administrative matters that are not handled by the six Departments. They can be classified under two broad categories, namely Professional and Administrative Divisions.Under Professional Divisions are educational Planning and Research Division, which undertakes macro educational planning, and monitors the performance of educational policies and programs Educational Technology Division, which upgrades the quality of the teaching- eruditeness process by providing educational media and expert services to support educational programs Examinations Syndicate responsible for organizing, administrating and con ducting all public examinations for schools and federal Inspectorate of disciplines, providing professional supervision on the teaching-learning process of teachers and supervisory management to school principals.Under Administrative Divisions, there are Organizational Development and Services Division, which oversees the implementation of the foothold and conditions of the education service Scholarship Division Management Services Division responsible for handling general administrative matters for the Ministry of Education Financial Division learning Systems Division and International Relations Division.The administrative structure is organized at four hierarchical levels, namely, national, state, district and school.A system of committees is established in the Ministry of Education to facilitate inter-division and intra-division decision-making. The Minister chairs the Education Planning Committee, which is the highest decision-making body at the federal level concerned with educational policy ad preferion, adjustment and implementation. Policy matters in education with wider ramifications are referred to Cabinet before final decisions are made.b) State Education Department (SED)Those educational policies and plans made at the federal level are enforced at the state level through and through the State Education Department. It supervises the implementation of education policies, monitor national education programs, project and activities, as well as providing feedback to the central agencies for general planning.District Education Offices are set up in almost all states, except Perlis, Malacca and the Federal Territories, in sanctify to support the state level administrative system. It basically provides the linkage amidst schools and the SED.At the level of school, the Headmasters/Principals, assisted by two or trine ripened Assistants are responsible for providing professional as well as administrative leadership in schools. The Parent-Teacher Ass ociations (PTA) foster better cooperation between the school and the community.Malaysia provides 11 geezerhood of free schooling. Education is the responsibility of the Federal Government, and 20,4% of the annual National Budget is allocated for education. The national education system encompasses education beginning from pre-school to higher education.Primary and indirect education is free but not compulsory. Excellence has been achieved through a carefully designed system that allows tractableness and room for individual get ones. This is sincerely unmistakable at the pre-school and again at tertiary level. However primary and thirdhand education is highly structured, with a curriculum which enables the sound acquisition of important knowledge and skills. The admission age to the first year of primary education is six. Most schools in the country are government or government-aided schools. The school year starts in January and ends in November. Students sit for common exam s at the end off primary, lower lowly, upper secondary and sixth form levels.The primary level covers a completion of between five to seven old age, the lower secondary three years, followed by two years at the upper secondary and another two years at the post secondary level. Tertiary education in both the academic and professional handle id provided by universities colleges and other public and reclusive institutions of higher education as shown in Chart 1.Pre-school education id part of the national education system under the Education Act, 1996. The aim of pre-school education is to provide a firm foundation for statuesque education at the later stage. They are run by government agencies, non-governmental organizations (NGOs) as well as private institutions. Children loosely begin their pre-school level between four and five years of age. Within the broad guidelines set by the Ministry of Education, a high degree of flexibility prevails in terms of teaching approaches and medium of instruction. The curriculum guidelines set by the Ministry of Education enables pre-school children to amaze sufficient basic communication, social and other positive skills in facility for primary schooling.Primary school begins at six years of age, and may be completed within five to seven years. Education at this level aims to provide the child with a firm foundation in the basic skills of reading, writing and arithmetic, as well as emphasizing thinking skills and values crosswise the curriculum. Eventhough education at this level is not compulsory, more than 99 percent of this age group are enrolled in primary schools nationwide.Taking into circumstance the multiethnic nature of its population, Malaysia has set up two categories of schools the National and National- fictional character schools. In the national schools the medium of instruction is the Malay language, whereas the medium of instruction in the national type schools is either Chinese or Tamil languages. In both types of schools the Malay language is compulsory, and English is also taught as second language in summing up to Chinese, Tamil and other indigenous languages.The curriculum used at this level id the Integrated Curriculum for Primary Schools (ICPS) which consists of three main areas, namely, Communication, Man and his Environment, and egotism Development. cardinal assessment examinations at year three and six are used to evaluate student performance. Outstanding students at year three can opt to go straight into year five.Secondary school offers a comprehensive education program. It aims to promote the general development of students by helping them to acquire knowledge, sharpness and skills from wide range of arts and knowledges as well as vocational and technical subjects that provide a practical bias and hands-on approach to learning. Basically, the last goal is to develop a strong foundation for life-long education as students are introduced to the beginnings of s pecialization. The medium of instruction is the Malay language, English, Tamil and Chinese are also widely taught as second language.Following the Lower Secondary Assessment examination (PMR) at year three, students move into more specialized fields of study at the upper secondary level, based on choice and aptitude of the students, and are reevaluated at year five through the Malaysian credential of Education (SPM) assessment examination. Some secondary schools offer the Malaysian Higher School Certificate (STPM) program which qualifies students for entry into the national universities, colleges and teacher training institutions.Co-curricular programs are regarded as integral part of the school curriculum, and there are basically three types of co-curricular activities, namely, uniformed bodies, clubs and sports. Some co-curricular programs and activities are partly financed by government agencies and the private sector, and apply at school, district, state and national levels. V arious co-curricular programs are organized to develop character, discipline and leadership qualities of the students.Some of these programs are School Youth cadet Corp., School Fire Brigade Corp., and other leadership courses. The Youth is highly encouraged to indulge in various Entrepreneurial Programs, writing, speaking and debating competitions as well as cultural activities to create cultural awareness and literary appreciation among the students. Cultural exchange programs are held to promote closer ties and foster better birth between students of different countries regionally and internationally.Special education provides educational opportunities for pupils with special needs, such as the spastic, handicapped, visually impaired, hearing impaired as well as those with learning disabilities. Currently there are 2883 schools in the country which are equipped with both teaching staff and facilities to help integrate these children within the general school system. However, th ose needing more intensive care and attention attend 31 special schools.The Education Act 1996 provides for special planning of special education in special schools or in regular primary and secondary schools. As a policy, the duration of schooling for children with special needs in a formal system should not be less than that accorded to pupils in regular primary and secondary schools. To ensure effective implementation of special education programs, the Special Teachers culture College conducts courses for teachers of the visually and hearing impaired students.By the way of shedding light on the policies adopted by the Ministry of Education of Malaysia, it would be expedient to evaluate their effectiveness, and give some solutions for future amendments. During the Sixth Plan period, i.e. 1991-95, the overall thrust of education was on expanding capacity and increasing annoy to all levels of education, changeing the delivery system and up(a) the quality of education. Conseque ntly, it resulted in increases in enrollment at all levels of education.Recognizing the vastness of pre-school education efforts were taken by the Ministry to increase facilities and improve quality of pre-school education. Efforts by both the public and private sectors including non-governmental organizations, resulted in an increase in pre-school centers from about 6,960 in 1990 to 10,350 in 1995. Correspondingly, the number of children in the 5-6 age category enrolled change magnitude from 328,800 in 1990 to 420,600 in 1995, representing an increase of 27,9 per cent.10Establishment of pre-school centers in the homespun areas was very much emphasized, of the fit pre-school centers established by the Government, 80% were in pastoral areas, which benefited about 204,100 rural children.11In primary education the main focus was on expanding capacity, improving alert facilities, and the quality of teaching and learning materials. In methodicalness to in salve bear on in science from an early age, the old existing syllabus were revised and some new ones were introduced. In order to accommodate increases in enrollment, wither overcrowding, a total of 9,530 additional classrooms were constructed. With hostel facilities provided in rural and remote areas, students were able to gain access to a more conducive learning environment.In order to cast qualified and experienced teachers to serve in the rural and remote areas, an incentives were introduced for those those willing to teach in rural areas. Efforts were also undertaken to provide greater access to education for disabled children and those with learning difficulties. Despite efforts to improve the overall academic performance of primary school students, gaps in students achievements between rural and urban schools still remained.readjustment at the secondary level in Government and Government aided schools increased by 23.1 per cent from about 1.3 zillion in 1990 to about 1.6 one thousand thousand in 199512 as shown in Table 1. With the gradual implementation of the policy in the Sixth Plan, the transition rate from lower to upper secondary level improved from 68 per cent in 1990 to 83 per cent in 1995, while the participation rate at the upper secondary level increased from 50. Per cent in 1990 to 63.7 per cent in 1995.13 Due to increasing enrollment in urban schools and to reduce overcrowding, a total of 5,20 additional classrooms was be after for construction. However, tho 75% or 3,960 classrooms were completed. Despite improvement measures bring undertaken, there were still concerns regarding student achievement and the proportion of students who chose science subjects at the upper secondary level.In order to accept the manpower requirements of a rapidly growing economy, tertiary education was directed at increasing enrollment at the degree, lambskin and credential levels, particularly in science, medicine, engineering and other technical related courses.. Efforts were undertaken to increase intake into local public institutions of higher learning by expanding fleshly facilities of existing campuses and establishing new universities. Opportunities for Bumiputera to pursue studies at the tertiary level were expanded at the Institut Teknologi MARA (ITM) where enrollment increased from 27.500 in 1990 to 35.480 in 1995. Enrollment at the degree, diploma and certificate levels increased by 52.7 per cent from 100.590 in 1990 to 153.610 in 1995. In 1995 an estimated 50.600 Malaysian students or 20 per cent of students in tertiary education were enrolled in various institutions overseas.14In order to meet the objective of education and skill training programs, which is to produce an adequate number of skilled and quality feat force to meet the manpower requirements of the country as well as produce citizens who are disciplined and possess high moral values and good work ethics, the pursual measures were suggested to increase the capacity of existing in stitutions and establishing new ones, particularly in science, engineering and other technical fields strengthen the delivery system through the provision of qualified and experienced teachers and instructors, as well as greater utilization of up to date technologies and computers so as to improve the overall quality improve the management and implementation of education and training programs through enhancing managerial capability as well as strengthening the monitor and evaluating system strengthen research and development (R&D) within the existing institutions of higher learning as well s collaborating with local and foreign R&D institutions increase science and technical manpower, particularly in R&D provide appropriate incentives to increase enrollment in the science stream. improve educational facilities in rural areas so as to reduce dropouts from the schools, while at the same time helping the children to perform better inculcate positive values and right attitudes as well a s innovativeness, communication and analytical skills among students and trainees encourage reemployment of retired teachers to overcome the problems with shortages in critical subjects encourage more private sector investment in education and training to complement public sector efforts.15As far as the future development of pre-school education is concerned, the Government targets at participation of at to the lowest degree 65 per cent of children in the age of 5-6. A comprehensive policy will be formulated for the development of pre-school education, covering major aspects such as curriculum, physical facilities and teacher training, in addition to further improvements of coordination and quality of pre-school education in the public and private sectors. In this respect the latter will be encouraged to provide more pre-school facilities. Furthermore, greater parental involvement in their childrens education will be encouraged to increase awareness of parents on the importance of pre-school education in their childrens development. New syllabus and teaching methods with emphasis to practical experience will be further developed.As far as secondary education is concerned, the enrollment at the secondary level in Government and Government-aided schools is expected to increase by 25 per cent from about 1.6 million in 1995 to 2.0 million in the year 2000. The increase will be more significant at the upper secondary level with the extension of basic education from cabaret to 11 years. A total of 9,770 new classrooms will be built in order to accommodate the increase in enrollment and reduce overcrowding.16 commandment method which are simple, practical and interesting will continue to be used in order to increase students interest as well as improve their performance.Appropriate incentives will be provided to science students so as to increase enrollment in the science stream. Taking into account the in style(p) technological development, the use of computers in secondary schools will be extensively promoted to build a strong foundation for a computer literate society. all-embracing monitoring and evaluation of students performance at all levels will be undertaken, in addition to development of new teaching and learning approaches so as to arouse students academic performance.Paper on Critically Examining the Educational Policy of MalaysiaMalaysia is one of the worlds fastest growing economic regions, a rapidly growing nation in the heart of South East Asia. Within a span of two decades, it has succeeded in bringing about socioeconomic transformation of the society from its architecture to its lifestyle, the Malaysian character speaks of a comfortable coexistence of its ethnic, cultural as well as religious diversity that continues to be a part of this countrys charm and practical reality.Malaysias Vision 2020 steers the nation towards becoming a fully developed and industrialized country, a democratic society that is strong in religio us and spiritual values, a society that is liberal and tolerant, scientific and progressive, innovative and forward looking. This goal is reflected in the mission of the Ministry of Education, that is To develop a world class quality education system which will realize the full potential of the individual and fulfill the aspiration of the Malaysian nation.Education has provided a solid platform for countrys political as well as economic stability with a view to establishing Malaysia as a regional center for academic excellence and turning education into a top quality export commodity. The Malaysian education system has equipped its young people with a level of competence and skills which has put them on par with the top students in some of the worlds best universities, and at 93%, Malaysias literacy rate is one of the highest in the world.The paper aims at critically examining the educational policy of the Ministry of Education Malaysia, with description of social, governmental and economic environments in which the policy was developed. Effectiveness of the policy will be evaluated and problems related to it will be further highlighted, with comparison to the one of the models from class lecture, i.e. the incremental model of public policy.The foundation for the development of the national education system rests on the National Philosophy of Education, which states that Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God.Malaysia being a multi-relligious country, spiritual, religious and moral characteristics of the individuals are highly emphasized and encouraged, which is clear from the national philosophy as well. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who p ossess high moral standards, and who are responsible and capable of achieving high level of personal well-being as well as able to contribute to the harmony and betterment of the family, the society and the nation at large.One of the most significant reforms initiated in recent years is the formulation of new legislation on education, which will affect the process of educational reforms from pre-school to higher education. The Education Act 1996 replacing the old one of 1961 aims at consolidating the national system of education and widen the scope of education in the country. All categories of schools, with the exception of international ones will be incorporated under the national system of education, which is characterized by the use of a common medium of instruction, a nationally excepted curriculum and common public exams. It will also cover such areas as upgrading and enhancing of pre-school education, teacher education, special education, private and technical education. It g ives the education greater prominence, ensuring relevance and quality in the system of education.The Ministry of Education is directly responsible for the organization, management and development of the education in the country and has a centralized system of educational administration headed by the Minister of Education. Hi is assisted by two Deputy Ministers of Education. The secretary-general of Education is responsible for the administrative matters, and the Director-General of Education is concerned with professional matters, and both are directly responsible to the Minister of Education.The Ministry was restructured in 1995 and under this new structure there are six principal Departments, such as Pre-school, Primary and Secondary Education Department, Department of Higher Education which coordinates governance and policy formulation of public universities and higher education institutions in the country Technical Education Department which is responsible for conducting researc h, planning and implementing technical and vocational programs Department of Private Education which monitors and regulates the development of private education in the country Department of Special Education and Department of Islamic Education which supervises the Islamic and Moral Education at all public primary and secondary schools.Besides these six Departments, there are several Divisions, agencies and statutory bodies within the Ministry of Education that are responsible for professional and administrative matters that are not handled by the six Departments. They can be classified under two broad categories, namely Professional and Administrative Divisions.Under Professional Divisions are Educational Planning and Research Division, which undertakes macro educational planning, and monitors the implementation of educational policies and programs Educational Technology Division, which upgrades the quality of the teaching-learning process by providing educational media and technolo gical services to support educational programs Examinations Syndicate responsible for organizing, administrating and conducting all public examinations for schools and Federal Inspectorate of Schools, providing professional supervision on the teaching-learning process of teachers and supervisory management to school principals.Under Administrative Divisions, there are Organizational Development and Services Division, which oversees the implementation of the terms and conditions of the education service Scholarship Division Management Services Division responsible for handling general administrative matters for the Ministry of Education Financial Division Information Systems Division and International Relations Division.The administrative structure is organized at four hierarchical levels, namely, national, state, district and school.A system of committees is established in the Ministry of Education to facilitate inter-division and intra-division decision-making. The Minister chairs the Education Planning Committee, which is the highest decision-making body at the federal level concerned with educational policy adoption, adjustment and implementation. Policy matters in education with wider ramifications are referred to Cabinet before final decisions are made.b) State Education Department (SED)Those educational policies and plans made at the federal level are implemented at the state level through the State Education Department. It supervises the implementation of education policies, monitor national education programs, project and activities, as well as providing feedback to the central agencies for general planning.District Education Offices are set up in almost all states, except Perlis, Malacca and the Federal Territories, in order to support the state level administrative system. It basically provides the linkage between schools and the SED.At the level of school, the Headmasters/Principals, assisted by two or three Senior Assistants are responsible for pro viding professional as well as administrative leadership in schools. The Parent-Teacher Associations (PTA) foster better cooperation between the school and the community.Malaysia provides 11 years of free schooling. Education is the responsibility of the Federal Government, and 20,4% of the annual National Budget is allocated for education. The national education system encompasses education beginning from pre-school to higher education.Primary and secondary education is free but not compulsory. Excellence has been achieved through a carefully designed system that allows flexibility and room for individual approaches. This is really apparent at the pre-school and again at tertiary level. However primary and secondary education is highly structured, with a curriculum which enables the sound acquisition of fundamental knowledge and skills. The admission age to the first year of primary education is six. Most schools in the country are government or government-aided schools. The school year starts in January and ends in November. Students sit for common exams at the end off primary, lower secondary, upper secondary and sixth form levels.The primary level covers a period of between five to seven years, the lower secondary three years, followed by two years at the upper secondary and another two years at the post secondary level. Tertiary education in both the academic and professional fields id provided by universities colleges and other public and private institutions of higher education as shown in Chart 1.Pre-school education id part of the national education system under the Education Act, 1996. The aim of pre-school education is to provide a firm foundation for formal education at the later stage. They are run by government agencies, non-governmental organizations (NGOs) as well as private institutions. Children generally begin their pre-school level between four and five years of age. Within the broad guidelines set by the Ministry of Education, a high degre e of flexibility prevails in terms of teaching approaches and medium of instruction. The curriculum guidelines set by the Ministry of Education enables pre-school children to acquire sufficient basic communication, social and other positive skills in preparation for primary schooling.Primary school begins at six years of age, and may be completed within five to seven years. Education at this level aims to provide the child with a firm foundation in the basic skills of reading, writing and arithmetic, as well as emphasizing thinking skills and values across the curriculum. Eventhough education at this level is not compulsory, more than 99 percent of this age group are enrolled in primary schools nationwide.Taking into consideration the multi-ethnic nature of its population, Malaysia has set up two categories of schools the National and National-type schools. In the national schools the medium of instruction is the Malay language, whereas the medium of instruction in the national type schools is either Chinese or Tamil languages.In both types of schools the Malay language is compulsory, and English is also taught as second language in addition to Chinese, Tamil and other indigenous languages.The curriculum used at this level id the Integrated Curriculum for Primary Schools (ICPS) which consists of three main areas, namely, Communication, Man and his Environment, and Self Development. Two assessment examinations at year three and six are used to evaluate student performance. Outstanding students at year three can opt to go straight into year five.Secondary school offers a comprehensive education program. It aims to promote the general development of students by helping them to acquire knowledge, insight and skills from wide range of arts and sciences as well as vocational and technical subjects that provide a practical bias and hands-on approach to learning. Basically, the ultimate goal is to develop a strong foundation for life-long education as students are int roduced to the beginnings of specialization. The medium of instruction is the Malay language, English, Tamil and Chinese are also widely taught as second language.Following the Lower Secondary Assessment examination (PMR) at year three, students move into more specialized fields of study at the upper secondary level, based on choice and aptitude of the students, and are reevaluated at year five through the Malaysian Certificate of Education (SPM) assessment examination. Some secondary schools offer the Malaysian Higher School Certificate (STPM) program which qualifies students for entry into the national universities, colleges and teacher training institutions.Co-curricular programs are regarded as integral part of the school curriculum, and there are basically three types of co-curricular activities, namely, uniformed bodies, clubs and sports. Some co-curricular programs and activities are partly financed by government agencies and the private sector, and implemented at school, dis trict, state and national levels. Various co-curricular programs are organized to develop character, discipline and leadership qualities of the students.Some of these programs are School Youth Cadet Corp., School Fire Brigade Corp., and other leadership courses. The Youth is highly encouraged to indulge in various Entrepreneurial Programs, writing, speaking and debating competitions as well as cultural activities to create cultural awareness and literary appreciation among the students. Cultural exchange programs are held to promote closer ties and foster better relationship between students of different countries regionally and internationally.Special education provides educational opportunities for pupils with special needs, such as the spastic, handicapped, visually impaired, hearing impaired as well as those with learning disabilities. Currently there are 2883 schools in the country which are equipped with both teaching staff and facilities to help integrate these children withi n the general school system. However, those needing more intensive care and attention attend 31 special schools.The Education Act 1996 provides for special provision of special education in special schools or in regular primary and secondary schools. As a policy, the duration of schooling for children with special needs in a formal system should not be less than that accorded to pupils in regular primary and secondary schools. To ensure effective implementation of special education programs, the Special Teachers Training College conducts courses for teachers of the visually and hearing impaired students.By the way of shedding light on the policies adopted by the Ministry of Education of Malaysia, it would be expedient to evaluate their effectiveness, and give some solutions for future improvements. During the Sixth Plan period, i.e. 1991-95, the overall thrust of education was on expanding capacity and increasing access to all levels of education, strengthening the delivery system a nd improving the quality of education. Consequently, it resulted in increases in enrollment at all levels of education.Recognizing the importance of pre-school education efforts were taken by the Ministry to increase facilities and improve quality of pre-school education. Efforts by both the public and private sectors including non-governmental organizations, resulted in an increase in pre-school centers from about 6,960 in 1990 to 10,350 in 1995. Correspondingly, the number of children in the 5-6 age category enrolled increased from 328,800 in 1990 to 420,600 in 1995, representing an increase of 27,9 per cent.10Establishment of pre-school centers in the rural areas was very much emphasized, of the total pre-school centers established by the Government, 80% were in rural areas, which benefited about 204,100 rural children.11In primary education the main focus was on expanding capacity, improving existing facilities, and the quality of teaching and learning materials. In order to ins till interest in science from an early age, the old existing syllabus were revised and some new ones were introduced. In order to accommodate increases in enrollment, reduce overcrowding, a total of 9,530 additional classrooms were constructed. With hostel facilities provided in rural and remote areas, students were able to gain access to a more conducive learning environment.In order to attract qualified and experienced teachers to serve in the rural and remote areas, an incentives were introduced for those those willing to teach in rural areas. Efforts were also undertaken to provide greater access to education for disabled children and those with learning difficulties. Despite efforts to improve the overall academic performance of primary school students, gaps in students achievements between rural and urban schools still remained.Enrollment at the secondary level in Government and Government aided schools increased by 23.1 per cent from about 1.3 million in 1990 to about 1.6 mil lion in 199512 as shown in Table 1. With the gradual implementation of the policy in the Sixth Plan, the transition rate from lower to upper secondary level improved from 68 per cent in 1990 to 83 per cent in 1995, while the participation rate at the upper secondary level increased from 50. Per cent in 1990 to 63.7 per cent in 1995.13 Due to increasing enrollment in urban schools and to reduce overcrowding, a total of 5,20 additional classrooms was planned for construction. However, only 75% or 3,960 classrooms were completed. Despite improvement measures bring undertaken, there were still concerns regarding student achievement and the proportion of students who chose science subjects at the upper secondary level.In order to meet the manpower requirements of a rapidly growing economy, tertiary education was directed at increasing enrollment at the degree, diploma and certificate levels, particularly in science, medicine, engineering and other technical related courses.. Efforts were undertaken to increase intake into local public institutions of higher learning by expanding physical facilities of existing campuses and establishing new universities. Opportunities for Bumiputera to pursue studies at the tertiary level were expanded at the Institut Teknologi MARA (ITM) where enrollment increased from 27.500 in 1990 to 35.480 in 1995. Enrollment at the degree, diploma and certificate levels increased by 52.7 per cent from 100.590 in 1990 to 153.610 in 1995. In 1995 an estimated 50.600 Malaysian students or 20 per cent of students in tertiary education were enrolled in various institutions overseas.14In order to meet the objective of education and skill training programs, which is to produce an adequate number of skilled and quality workforce to meet the manpower requirements of the country as well as produce citizens who are disciplined and possess high moral values and good work ethics, the following measures were suggested to increase the capacity of existing in stitutions and establishing new ones, particularly in science, engineering and other technical fields strengthen the delivery system through the provision of qualified and experienced teachers and instructors, as well as greater utilization of up to date technologies and computers so as to improve the overall quality improve the management and implementation of education and training programs through enhancing managerial capability as well as strengthening the monitoring and evaluating system strengthen research and development (R&D) within the existing institutions of higher learning as well s collaborating with local and foreign R&D institutions increase science and technical manpower, particularly in R&D provide appropriate incentives to increase enrollment in the science stream. improve educational facilities in rural areas so as to reduce dropouts from the schools, while at the same time helping the children to perform better inculcate positive values and right attitudes as wel l as innovativeness, communication and analytical skills among students and trainees encourage reemployment of retired teachers to overcome the problems with shortages in critical subjects encourage more private sector investment in education and training to complement public sector efforts.15As far as the future development of pre-school education is concerned, the Government targets at participation of at least 65 per cent of children in the age of 5-6. A comprehensive policy will be formulated for the development of pre-school education, covering major aspects such as curriculum, physical facilities and teacher training, in addition to further improvements of coordination and quality of pre-school education in the public and private sectors. In this respect the latter will be encouraged to provide more pre-school facilities. Furthermore, greater parental involvement in their childrens education will be encouraged to increase awareness of parents on the importance of pre-school ed ucation in their childrens development. New syllabus and teaching methods with emphasis to practical experience will be further developed.As far as secondary education is concerned, the enrollment at the secondary level in Government and Government-aided schools is expected to increase by 25 per cent from about 1.6 million in 1995 to 2.0 million in the year 2000. The increase will be more significant at the upper secondary level with the extension of basic education from nine to 11 years. A total of 9,770 new classrooms will be built in order to accommodate the increase in enrollment and reduce overcrowding.16 Teaching method which are simple, practical and interesting will continue to be used in order to increase students interest as well as improve their performance.Appropriate incentives will be provided to science students so as to increase enrollment in the science stream. Taking into account the latest technological development, the use of computers in secondary schools will b e extensively promoted to build a strong foundation for a computer literate society. Extensive monitoring and evaluation of students performance at all levels will be undertaken, in addition to development of new teaching and learning approaches so as to enhance students academic performance.

Vincent Van Gogh

Vincent wagon train train avant-garde van van van van van Gogh, virtuoso or madman? The connection between genius and mental illness is paradoxic eithery both cle atomic number 18r and murkier than that between genius and high intelligence. (Published on March 31 , 2011, Andrew Robinson) forefront Gogh, possibly the most famous proto fount of a known genius who beard the title of a mentally ill individual, had severe depression, inflicted serious injury on his own earlobe in the course of instruction of 1888, admitted himself to a mental facility, and shot himself in 1890, yet he is one of the most respected and well known men of our date, all because of his unornamented and ingenious trick work. caravan Sagos re latest mental derangements were never in suspicion, not by himself nor his family. However, his sanity was never questioned either. Vincent avant-garde Gogh was a known madman it was never in question to eitherone, not even himself, l am unable to describe exactly what is the matter with me now and then there are horrible fits of anxiety, apparently with discover cause, or otherwise a feeling of emptiness and fatigue in the head. . (Vincent Van Gogh, date unknown) Van Gogh had been diagnosed with umteen conditions, illnesses and mental instabilities.Some being epilepsy, bipolar disorder, depression, psychotic episodes, and unpredictable mood swings. Doctors including Dry. Person and Dry. Felix Ere believed that Van Sagos epileptic seizures were occurring due to temporal lobe epilepsy. He was born with a capitulum laceration that was thought to of been intensified by his recurrent consumption of absinthe, this is what is believed to consider ca apply his epileptic condition. Enthusiasm and dedication were standout characteristics in Van Sagos personality.Impulsive behavior was a prominent factor in his life, though hose periods were on e real occasion trailed by depression and exhaustion. Therefore, doctors and specialists concluded that manic depression or bipolar disorder was a component of Van Sagos life. His bipolar disease is as well what lead to his suicidal demise. Vincent Van Gogh was also diagnosed with Hyperplasia, which is a condition making ones desire need to drop a line intensify to an almost continuous level. This disorder is comm all linked to another of his conditions epilepsy.The assortment of over 800 garners that Van Gogh wrote byout his life time could be recognized and attri unlessed to this condition. It has never been an uncertainty in our society that Vincent Van Gogh is in fact one of the most famous genius within his trick work his wile is known worldwide as astounding pieces of work. Although he was not recognized as a genius in his day, and his work was worth next to cipher, today he is seen as one of the greatest artists of both his and our time, and his characterisations are worth millions.Not only was Van Gogh introducing a bare-ass carriage of art, experimenting with mod ern concepts and colourise further he was the beginning of a new era expressionism. This is not only a remarkable point in tarradiddle but also supports the act that Vincent Van Gogh was in fact a genius for one single man began a whole new disembodied spirit into art. The society he lived in was not ready for his non-conforming behavior and harsh reality of what truth lied behind his paintings.Not only with the realistic colors he used but also the concepts he was not only painting portraits as eitherone else was, however he rebelled against tradition and began painting landscapes and e trulyday images such as melt downings of gardens, sunflowers, Patience Scalier, Eugene Boca, the Rollins, cafes, his room and his chair all incredibly alive ND splendiferous. Genius by definition is, somebody with exceptional ability, especially somebody whose creative achievements gain worldwide recognition.It is no argue that Vincent Van Gogh met these requirements. It is believed that on e of Van Sagos numerous physicians, Dry. Cachet enured his condition of epilepsy with a prescription(prenominal) drug by the name of digitalis. The drug has been known to cause one to see either discolour spots, or to view things in yellow. This is a truly possible reason as to why Van Gogh variegated a lot of yellow. A popular drink in his time was absinthe, and Van Gogh rank a substantial amount of it, however what most mickle dont know is that there is Outshone present in the liqueur.Outshone is a toxin that when taken in high doses can, once again cause one to view things in yellow. Physicians who have studied the artist have conflicting thoughts on whether this is what caused his attraction to yellow or not. Van Gogh used lead based paints, so there is differing assumptions to whether or not he suffered from lead poisoning by acerb on paint chips. One of the effects from lead poisoning is that is causes one to see circles around objects much eke halos, which is present i n his famous painting The starlike Night.Van Sagos paintings are purely the reason he is known as a genius and the fact that his mental derangements assisted with the completion of his work and to the standard it was, and also the way it was done supports the fact that he is a genius because he was a madman. Vincent Van Gogh a man well recognized as a genius who beard the label of a mentally ill human being. Throughout his life he created some of the most high shoemakers last paintings and drawings, and he would not have done so without some of the mental imbalances that were present in his life.Vincent Van GoghVincent vanguard Gogh was an interesting man. Vincent van Gogh had one of the strongest impacts on the art world in the sass. He was not recognized until his death and he sold only one painting when he was alive. This painting was The Red Vineyard. Van Gogh suffered from mental illness and depression. No one knows how he got them but these illnesses have make his art bette r. He used his emotions and depression in his ar 2rk. Every single piece of his depicts his depression and sorrow. Vincent van Gogh has impacted the world with his paintings. He was a post-impressionist coiner whose work, notable for its beauty, emotion and color, highly influenced 20th- century art. (www. Biography. Com/people/Vincent-van-Gogh-951 5695, Unknown Author) Most people know him for his famous painting starlit Night. Van Gogh has left his mark on the world and art itself. Vincent van Gogh was born on March 30, 1853 in Holland. As a child van Gogh had a very normal life. He grew up in the village of Grotto Evader. His parents were Theodore, who was a Protestant minister, and Anna Cornelia van Gogh. Vincent was named after his older comrade who died when he was born.His mother never got over her starting line sons death and never grew to love van Gogh. When he was young, he started forming mental problems. Van Gogh had two brothers and three sisters. Their names were Th ee and Core and Elisabeth, Anna and WI. Vincent was the oldest of his family. He loved all of his siblings but he grew the strongest relationship with his brother Thee. When he was a child, his mother taught all the children how to draw and paint with watercolors. She also taught them how to love the environment and the outdoors. Vincent loved the outdoors and would always go on walks.On these walks, he would come across the necropolis and in the cemetery was Baby Vincent grave. The site of seeing his own name and birthday on the grave frightened van Gogh. Whenever he saw this he would think astir(predicate) how perfect his older brother was and how he will never reach that status and how he will fail. Vincent van Gogh went to school like any other kid in the sass but because of financial problems, he had to drop out and start working. When he was 16, he started working at the Hogue gallery which was run by Gospel and Company. His Uncle Cent, who was an art dealer himself, got him a Job.Being away from his family, van Gogh was at the height of his life. He started to gain more friendship in every aspect. He began to read umteen books and he learned how to speak French, English and German. Vincent worked there for six years and on his fourth year at Gospel and Company, he transferred to London, England. When he was 20 years old, he fell in love with his landladys daughter. Her name was Eggnine Layer. Van Gogh asked her to marry him but he was turned down and rejected. She said that she was already secretly engaged. Vincent van Gogh was infuriated by this.He threw away all of his books ramp the Bible and decided to devote himself to God. At work, Vincent started to argue and fight with his coworkers and the customers. When he turned 23, he was fired from Gospel and Company. He then decided to go to school to become a minister like his father. Van Gogh was very tough on himself and whenever he studied wrong, he would punish himself. These punishments would b e starving himself or staying outside for the night in the cold. He was very stubborn and he refused to take one of the exams. No schools would take him because of his stubbornness and his refusal.Van Gogh allay believed that he was meant to be a minister so went to preach to the miners of Baronage. While he was there, he sketched most of the things he saw. He gave his house to a sick woman and slept in a shack. He benefactored the miners but while he was helping them, he was suffering. The miners called him the Christ of the coalmines. Vincent van Gogh got pleasure from suffering. He felt that when he suffered, he was taking some ones hurt away from them. The church felt that the Job wasnt safe for him so they let him go. Van Gogh had no place to live and had no money.He thought of himself as a failure and he would always look at the sketches of the miners and wonder how he could help people like that. He then decided that he wasnt going to help them by being a minister, he was g oing to help them through his art. He decided to become an artist. Even though he had no artistic training, he gave everything his all. Vincent wrote to his brother Thee, asking him for some support. Thee agreed and Vincent go bum to Holland. At the age of 28, he finished his first oil painting. Thee was a respected art dealer at Gospel and Company so every painting van Gogh would make, he would end it to Thee.Dan Gogh then fell in love with his cousin, Kate. Her husband had just passed away and she was grieving his death. Van Gogh asked her for her hand in marriage but she denied. She then ran away from Vincent but, like last time, he could not take no for an answer. He track after her back to her home in Amsterdam. Van Gogh talked to her family and they explained to him that she didnt want that relationship. His family was very disgusted with him for his actions. Vincent did not want to live at home any longer so he moved to the capital city of South Holland, The Hogue.In the c ity, he met Classic Maria Horn. She was an alcoholic and a prostitute and Vincent soon fell in love with her. She also had a four-year-old girl and was pregnant. She became sick and stopped prostituting. Because she could not work anymore, she was Vincent model for all of his paintings. In 1882, Vincent van Gogh free-base out he had syphilis. Classic started work again and Vincent became very depressed. They started fighting and Vincent depression got worse. Van Gogh left Classic and moved to Drenched. If he didnt leave Classic, his family would blue-pencil him off and not support him with any money.In Drenched, he began to paint the people and the landscape. This is where he finished his first painting. Fulfilling his desire to paint figures, and 1885 van Gogh immaculate his first major work, The Potato Eaters which proved a unknown author) Thee received The Potato Eaters and said it was too gloomy and dark. Thee said that the dark colors that Vincent used were not popular anymo re. People in art started using bright colors and frankness which was called Impressionism. Van Gogh decided to go to the Academy of exquisitely arts in Antwerp. He discovered Japanese art and really admired it.He learned a lot in art school but decided that it wasnt for him and moved to France. In France, van Gogh started painting like the other Impressionists. He was invited into a circle of Impressionist artists. This group consisted of Claude Monet, Camille Pissarro, Edgar Degas, and Georges Serrate. Vincent began to use a brighter palette in all of his art pieces. Impressionist artists would only paint when the light was perfect and when they were in the mood. Vincent felt that it didnt matter and he would paint all day in any type of light. He also created the technique of using small and short duststrokes.Vincent van Gogh created a new type of art, which was Post- Impressionism. He put more emotion in his art and was more experimental with his paintings and his techniques . house painting was the only thing that kept him sane most of the time. Van Gogh felt that he was more dedicated than the other artists. He and his artist friends would pose for each other to save money. They dedicated themselves to art and nothing else. In 1886, Vincent became very interested in Japanese prints. For two years, he calico like the Japanese. He moved into this yellow house in Arles because he was told the light was Just like Japans.Vincent used his money for paint and not food. He lived off of bread and coffee. At night you would drink absinthe which do him feel strange and start hallucinating. In the day Vincent would find himself eating paint and drinking turpentine. Vincent van Gogh started to go crazy. His brother was worried approximately him so he paid Vincent friend, David Gauguin, to watch after him. David was also an artist and they varicoloured together but they would always fight. David lived with van Gogh for a calendar month but couldnt take it anym ore. After an argument, David walked out of the house and went on a walk.He didnt think anyone was with them but then he heard footsteps and Vincent was right behind him guardianship a knife. Van Gogh went home and later that night he paid for a prostitute named Rachel. Vincent head was bleeding and he handed Rachel a part of his ear. When he handed her part of his ear, he said keep this object carefully and walked back to his house. He was found by the police and they checkered him into the hospital. Thee came to visit him and Vincent was suffering from loss of blood and seizures. Van Gogh was released from the hospital was all alone.David left the house ND Vincent became very depressed again. He time-tested to paint to make him feel better but it didnt work. The whole village of Arles made a complaint that van Gogh was a danger to the people in the town. Vincent was kicked out of Arles and checked into a clinic. Even though he was in the asylum, he still painted. He started to paint the hospital gardens and in November of 1889, he was asked to send in paintings to Brussels for an exhibit. He only sent six paintings and two of them were Starry Night and Irises. Throughout those 10 years, van Gogh painted about 900 painting.Vincent mental problems seemed to be getting better so he left the clinic. Van Sagos nephew was born on January 31, 1890. His nephew was named after him and to think Thee and his wife, he made a painting for them. This painting was named Blossoming Almond Tree and it symbolizes new life. During that same time, Thee sold one of Vincent paintings for the first time. Van Gogh moved to the area in Avers and his depression began to get worse. On July 27, 1890, Vincent went on a walk to a wheat field and shot himself. The gunshot did not kill him now and he found his way back to his apartment.Vincent van goghThere are a umber of things in this painting this painting shows us that she is very poor. There are no flowers, lamps and garden. The h ouse is the bare minimum it shows the 19th Century things for the poor in the countryside were dark. Self-portrait, this painting shows us that he seems to frown and job his brow in concentration, he looks very lonely. He use orange dots in the background seem to reflect the orange red of his beard. He home(a) is melancholy but he use the most warm color-orange, he should be eager to get love.I think thats almost impossible without knowing his name. He is one of the greatest artists in the world. He was born in 1850 three or two someday, whatever. And as a lot of people know, Van Gogh is the oldest child in their family, but actually, his parents had a little baby before him, the baby died the same day Just one year before Van Gogh was born. So, they gave the two babies a identical name, this is why sometime people will call Van Gogh the second Vincent. Sources Chapter 4, Chapter 6, Chapter 1 1 .Vincent van goghVincent van Gogh BY allele Vincent Van Sagos Work of Art Ann. Lee Huma nities 1301 Professor Philip Nonuser 02 December 2013 Professor Nonuser Vincent Van Gogh is a unique and outstanding artist who had a dramatic life that affected his paintings. At the age of twenty-seven, Vincent decided to devote his life for art because Vincent believed in the power of art. To him, a work of art, whether drawing or painting, had as striking an effect as a live sermon or a letter( five hundred 17) . Van Gogh started his work of art with drawing.Vincent sent Thee, is brother, some of his drawings such as Au Carbonate (At the Coalmines), Miner Shouldering a Spade or Men and Women Going to the Mines. He drew everything he saw in everyday life. The miners and weavers usually appeared in his drawings. In the letter to his brother, Thee, he told him about his good-will for these people I should be very happy if someday I could draw them, so that those unknown or little- known types would be brought before the eye of the people(20). In summertime of 1882, he started pai ntings in oils.Vincent often paints the simplest, most miserable, cost scorned objects such as old shoes or loamy potatoes. (Huge 61). Vincent painted with dark and sorrowful colors. At the end of 1882, he experiments with lithography. He created a series often graphic works nine lithographs and one etching. In the letter to his brother Thee, Vincent told him about drawing Sorrow is one of Van Sagos lithographs. The special thing about this lithograph is that it was originally a painting about a naked prostitute sitting with flabby breasts, heavy stomach, thin and stiff hair and weeping with her head on her knees (Huge 6).Vincent also decided to do a lithograph based on the painting The Potato Eaters. The Potato Eaters is his first major work. It depicted five miserable family members, who were peasants, gathered around the table, eating their potatoes in the end of a day. Vincent wanted to attain the moral value in this painting I have tested to emphasize that those people , ea ting their potatoes in the lamplight, have dug the earth with those very hands they put in the dish, and so it speaks of manual labor, and how they have honestly earned their food (Euchre 88).Van Sagos only etching, L Home la Pipe Portrait du Doctor Cache,depicted Dry. Paul Cachet, a doctor and friend of Van Sagos who took care of him in the final weeks of his life. In 1886, Vincent moved to Paris, where he met his brother Thee, and he also made friends with Gauguin, Pissarro and Serrate. He discovered the French Impressionist. However, through Monticello, he discovered both flowers and color (Huge 63). And through his new friends, he brightened his palette. The Million De la Galatea is yellowed in tone but still muted in spite off pale sky.The hill of Montmartre was interact more conventionally the painting was dominated by green and yellow ( Euchre 114). During 1887, Vincent created more than twenty- two self- portraits. The reason for this large amounts of his self-portraits wa s as though he wanted to rediscovered himself physically after he changed his style in art . Another reason is that Vincent Van Gogh was short of money, therefore, he became his own reduce l purposely bought a good enough mirror to work from myself, for want of a model.Self -portrait with a Straw Hat painted in the summer of 887 show the artists awareness of Neo-elementariness technique and color theory ( The Metropolitan Museum of Art), the background is sketched in by meaner of very widely spaced, comma- like strokes ( Euchre 1 15). In 1888, he moved to Arles. Vincent was affected by the strong sunlight and he became the prey of the sun , he burst out with spring, reached his highest point during summer and discovered July and the flames plenitude(Euchre 165).At this point of time, his style changed immensely , and it was greatly impacted by the work of the Impressionists and Neo- Impressionists. He started to abandon somber palette and experiment with flatboat colors such a s red, yellow, orange, green, blue. We can easily see this change in his paintings such as The Pear Tree in Blossom, The Angles Bridge, Boats at Anchor, market place Gardens, The Suave, A Walk in Arles, The Cafe at Night Etc. Besides, Vincent also developed his own unique style of painting. Vincent also experimented with the broken confrontation strokes of the Impressionists and hugely influenced by the Japanese prints.In 1887, he usually went to the shop of Samuel Being, a dealer of oriental art. He purchased many Japanese prints from Being. After that, he make an exhibition of Japanese prints at the cafe Lee Tambourine. The Japanese prints were used in the background of the painting Portrait of Peer Tangy by Vincent. In the painting Still spirit with Plaster Statuette, the plane in which the plaster statuette is placed crosses the picture surface vertically from one edge to the other, for thrill all the rules of illusionist perspective for the plunging approach of the Japanes e( Euchre 130).In the Woman at Lee Tambourine painted from the beginning of 1887, the technique is Impressionist, but the background is treated in Japanese fashion, that is divided into parallel down in vertical stripes (132). Between the years 1886 and 1889, Vincent painted more than over 30 self- portraits, reflecting his current pursuit of integrative color contrasts and a bolder composition. His collections of self-portraits place him among the most productive self- portraitists of all time. These portraits not only marked changes in his painting technique but also a reflection of his psychological world.The painting Self Portrait with Pipe was painted in 1886, before Vincent moved to Paris. This is the typical kind of Vincent originally painting style, using melancholy colors, which are characteristic of traditional Dutch painting. In 1887, Vincent was trying to use Pointillism for his Self Portrait. Pointillism is a painting technique which was created by the artist Georges S errate. However, Vincent failed at imitating Caesuras patient and analytical approach to the technique ( The History in Self Portraits). Another self portrait of Vincent Van Gogh is Self Portrait with a Gray Felt Hat.This portrait showed that he reached the peak of his new painting technique. He also applied brush strokes of different contrast colors such as blues, oranges, yellow, white, lilac, sky blue, and green. In June 1888, Vincent was interested in the night of Saints- Maries in Arles that he decided to paint the beautiful view of the night. It was the Night Cafe which Vincent stated in the letter to Thee equivalent, though different, of the Potato Eaters and In my picture of the Night Cafe I have tried to express the idea that the cafe is a place where one can ruin oneself, go mad or commit a crime( Euchre 164).Then, Vincent had his second night study Cafe Terrace by Night. In the letter that Vincent sent to Wilhelmina, he expressed his pleasure to his paintings Here you have a night picture without any black in it, done with nothing but beautiful blue and violet and green, and in these surroundings the lighted square acquires a pale sulfur and greenish citron-yellow color. It amuses me enormously to paint the night on the spot. They used to draw and paint the picture in the solar day after the rough sketch. But I find satisfaction in painting things immediately.Of course its true that in the dark I may demerit a blue for a green, a blue- lilac for a pink-lilac, for you cannot rightly extinguish the quality of a hue. (Euchre 164) In October 1888, Gauguin came to Arles and lived with Vincent. Gauguin was Vincent friend. He was famous for creating painting in many different styles, including Impressionism and Primitivism. When being together, they painted paintings and discussed with each other about different technique. Next month, under Gauguin urging, Vincent experimented with painting from shop.Vincent started to imitate Gauguin technique of painting from memory during this time that resulted in his painting becoming less realistic and more attractive. Vincent deliberately used colors to capture moods, rather than using colors realistically. Their first encounter in painting took place at the Alleyways. In December 1888, Van Gogh did two chair paintings Vincent Chair and Gauguin Armchair. In Vincent Van Gogh- Art, Life and Letters, Euchre said Vincent chair is a creature of light.The intensity of the yellow note, emphasized by the vibrant blue of the contour , marks the paintings of the future painted in such a way that everybody , at least if they have eyes, would see it. Whereas the elegant armchair is bathed in full chiaroscuro(202). However, their enthusiasm for each other and art faded away, and soon replaced by quarrels. Vincent had less and less confidence in Gauguin. He wrote Thee On various occasions I have seen him do things which you and I would not let ourselves do, because we have consciences that feel differently about things.I have heard one or two things said of him, but having seen him at very, very close quarters, I think that he is carried away by his imagination, perhaps by pride, but Practically irresponsible ( CTD. In Euchre 202). About Vincent, he did not eat every day because he was short of money. Despite an empty stomach, he stayed for hours working under the sun. (Huge 80) . One time, when Vincent saw the portrait of Vincent Painting Sunflowers which was hidden by Gauguin , he could not recognized himself and reacted violently to Gauguin.When they went to a cafe, Vincent suddenly threw his glass of absinthe at Gauguin head. When Gauguin decided to leave Arles, Vincent tried many ways to make him stay. He had been through a difficult time to face with Gauguin threatened departure. He got up during the night to make sure Gauguin was still there, he used absinthe and bacon, since the only thing to bring ease and distraction, in my case and other peoples too, is to stu n oneself with a lot of drinking or heavy smoking(Euchre 211).One day, when Gauguin was walking in the street, Vincent threw himself at him with an opening razor in his hand. However, he did not attack Gauguin, he ran away. Back in his room, he cut off the lobe of his ear with the razor. He cleaned his ear and put it in an envelope and gave the doorkeeper his ear. He was discovered by the police and hospitalized at the Htell-Died hospital in Arles. Gauguin left immediately for Paris, choosing not to visit Van Gogh in the hospital. Then they never met each other in person again.Two weeks after it happened, he painted his self- portrait Self -Portrait with Bandaged Ear. This portrait is considered as the calm after the storm. He takes a quiet and detached look at himself and expresses a feeling of renewed hope through his bright colors and simplified drawing. A clue to the origin of this bold style is found in the Japanese woodblock print on the wall behind him( The History in Self Po rtraits Para. 13). Van Gogh then started to alternate between fits of madness and lucidity and was sent to the asylum in Saint- Remy for treatment.Van Gogh left Arles on 8 May. In mid-June, Van Gogh produced his best known work Starry Night. In 1890, he shot himself in the chest by a revolver. During his career, he only sold one painting. Van Gogh became famous only after his death because of his innovative art that had a strong influence on the artists of the next generation. Even though Vincent Van Gogh had a very dramatic life, he devoted almost most of his entire life for art. A very unique feature about Vincent ark of art is his outstanding bold brush strokes which he adopted in his later paintings..