AJC Mid-Year 07PAPER 1

1. To what extent should parents be held responsible for their children's actions?

2. Art has no place in today's modem wodd. Comment.

3. Should the State interfere in what a person wants to do with his body?

4. "The road to hell is';ften paved with good intentions". Discuss.

5. Examine the view that when fighting a war, we should not be concerned aboutprinciples.

6. Freedom of choice - is this always good?

7. Shorrld young people in your country be fearful about the future?

L The need for ethical standard among scientists is greater today. Comment.

9. Shopping is_a national pastjme for Singapore. How far should this trend beencouraged?

10. Small businesses cannot survive in toclay,s world ot big players. Do you agree?

11. Break the rules. How much would you advocate this?

12. To what extent should the problems of a country be the world,s concern?

AJC Mid-Year 07INSERT

ctTrEs

Passage l: Peter Hallwrites ..-.

Freud famously said that after 30 years researching the feminine soul, he'd neveranswered his real question: what does a woman want? We urbanists could likewiseconfess that we've failed to answer our conundrum: what makes cities tick? Why do citieshave brief golden ages, but then languish? Why are Athens or Florence or Vienna nolonger qeative powerhouses? Why have Manchester and Berlin, once workshops of the 5world, given way to Guangzhou and Shanghai? Why do some citjes seem to retain, orregain, their power?

Some of us think the answer ljes in number crunching-as with economist Richard Florida,author of ''fhe Flight of the Creative Class,,'who iound that concentrations of gay peoplecorrelated with urban creativity. The problem js that even jf this approach works io;one city 10at one lime, it may not work for others. The other method is to use history, to ask howprecisely it was that great cities came to be great. Here, the danger js that you may end upwith a series.of unique one-off explanations. The challenge ts to-RnO if tneri,s anyihing thbstories have in common_

And they do. Look at creative cities at their zenith: plato's Athens, Michelangelo,s Florence,Shakespeare's London, Mozart,s Vienna. All were economic lea;ers, cities";t the heart ofvast trading empires, places in frenzied transition, magnets for talented people seekingfame and fortune. Outsiders made these places what thjy were: ntnens;i vJrstn ot green-card holders, the noncitizen Metics; the Jews in .190d Vienna; fo.ergn inists in paris

::":.19 tl"-TT tge. They were a patrons because many had made-monet from rrade,

::_ye as anrsts., tney occupied a speciat marginat position: not at the hean of courfly oranstocratrc estabtishments. yet not entirely shut out either And thus they absorbed andreflected the huge tensions between conaervahve and radrcar rorces thZt ihreateneo todivide these societies.

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It was the same, but with sub e differences, in the great manufacturjng cities.. Considerlvlanchester in 1780, ctasgow in 1850. Detroit in ig.to-, Silicon Vafley in f-S6d n; ;"i"1L:"- ylP:t :']:t""ilJi9 bassage; egalitarian places open to tate'nt, Jt-improving anosen-eoucattng, engaged in learning and innovation through networks that were at oncecompetitive and cooperative. There are astonishing pa..Gls between L;ncashire in the1780s and t790s.and Siticon Va ey in the 1960s anO tne tgZOs. tn Uottr, one innovation 30Droughr ronh another in great chains of creativity. places like these flourished not becauseof physical circumstance, but because their peopre demonstrated

""iejtionat innou"tive

energy.

What are-the 2'tslcentury equivalenls? They are the great global megacity regions

li:"1"9^r"9 llli,o-"."r 19 mr ion people around. cities ritJLondJn. ruew i"ork ind -Hong asKong. here too ts huge innovative power,_charging through the cores of the great centrajcities but also diffusing out into neighboring places ihrough elaborat; networks of

information exchange. This information, generaGd and exchangid and reprocessed, formsthe raw material of the new urban economic drivers. This nelpei to establish lhe advancedservices: finance and business services; command and contror tunctions- uotr-li +ogovernfient and private business; creative and cultural industries like the media, highereducation and health care. And these, in turn, generate a vast array of consuimerservices----entertainment, personal, and hospitality:which simuttaneously cater to the

disposable incomes of affluent residents and to business and leisure tourists.

Ihus, great cities thrive if they do a good job of information processing and knowledgecreation. lncreasingly, there is a winner-takes-all rule: top places and their regions grow atthe expense of smalle. minnows in the pond. Success breeds success, aided by builFinself-reinforcing advantages like a major jnternational airport. One additional factor assertsitself in a world where information is a homogeneous traded commodity: the Englishlanguage. The great English-speaking metropoles, London and New York, increasinglydominate the global information economy, attracting firms, investment, capital and talent.

But cities and their people have surprised us before. The 21st century, experts agree, willbe the Asian century. China, for sure-lndia, most probably-will win back the foremostpositions they occupied in the pasl history of civilization. Thear past record and presentachievement both suggest that they are powerfully placed in the great race to marry artisticcreativity and technological innovation, despite China's language disadvantage. Theirreturn will come through the creative power of their great cjties*Shanghai, Beijing,perhaps l\,4umbai-rapidly rising in the global hierarchy to challenge today's teaders.

Adapted from Peter Hall's'How Cities become Great,'. (Newsweek International)

Passage 2: George Yeo wntes

Economically, the world is breaking up from empires and big natjen- siates to small states,provinces and city-regions. Small states, each with a population of less than i0 rnillion,make up two- thirds of the members of the United Nations. lncreasingly, it is at the level olcity-regions that competition for human talent and ,nvestments takes place. All over theworld, institutions that evolved in response to the needs of an earlier period ofindustrialization are no longer adequate. Smaller, more responsive units of organizationare required. A pattern of competition and cooperation among city-regions will appear, notunlike the pattern in Europe before the age of nation-statea, with internationalorganizations Iike the old Hanseatic League providjng loose coordination.

ln this age of city-regions, Singapore,s experience as a city-state becomes usefulto others.lndeed, we are somewhat surprised by the jnterest in Singapore by big nations such asChina and lndia and by distant places like South Africa, Kazakhsian and the newPalestinian state. Their interest reflects the increasing fragmentation of the world into city-regions, each of a size and scale comparable to that of Singapore and its 3 million people.China, for example, is now divided administratively into aity- regions, each of about 2milljon to 10 million people. These city-regions have considerable autonomy. Each mustsojve probiems ol urban planning, housing, tratsportation, road congestion, education andpolicing while attracting investments and creating jobs.

Singapore, as an independent city-state, has advantages over city-regions that are parts ofnalion-states. The greatest advantage is our ability to control the movement of people intoSingapore. lnstead of indiscriminate urban drift, we select migrants based on talent,income and other criteria. Without this, Singapore would be like many other fast_growingcities in the Third World, with high crime rates, traffic congestion, slums, prostitution, drugaddiction and severe pollution.

ln this new world, a new balance between rights and duties, independence andinterdependence, competition and cooperation wjll have to be found. The ideas ofdemocracy and socialism will have to be reinterpreted East Asia wjll make a majorcontribution to this reinterpretation, not because East Asians are wjser. Almost 1S0 yeirsof war and revolution have brought untold suffeting to the region. yet precisely beiausethe destruction has been so complete, reconstruction has been made much easier.Singapore, like most of the countries of East Asia, is in a relatively youthful phase of

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15

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25

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development. lnstitutions are still flexible. A can-do spirit, sometimes bordering onfoolhardiness. fills the air.

Westeln liberals oflen sneer at Asian forms of democracy which are still relatively young.Westem democracies prioritize individual rights, unlike the Asian model of group solidarityHowever, Western liberals often forget that a democracy without group solidarity canbecome a game where wealth is redistributed from the rich to the poor in the form of aidand from the disorganized citlzens to the organized bureaucracy. Wjthout strong moralunderpinnings supported by the entire community, resentment from the rich and poor alikewill inevitably result. Democracies which see only rights without obligations eventuallydestroy themselves.

Thas is the precise reason for Singapore's version of socialism- ln many ways, Singapore issocialist, especially in its enormous subsidy of housing, health and education. Socialismworks when jt strengthens group responsibility. lt is dysfunctional when it leads toindividual iresponsibility. lnstead of tl^re Westem social security systems similar to that ofthe unbreakable communal iron rice bowls in Maoast China, Singapote deliberately worksour welfare policies through the family. The objective is to strengthen the family net, notweaken it.

Treatment of minorities is another aspect of an evolving Eagt Asian democracy that bears

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watching. ln a winner-take-all, one-man-one-vote situation, minorities will revolt against a 50dominant majority. Other ways must be found to ensure fair minorjty representation.Singapore created Group Representation Constituencies, which forced all major politicalparties to field a multiracial slate of candidates in parliamentary elections. ln lndonesia,pancasila democracy conscjously plays down Javanese dominance. ln the Association ofSoutheast Asian Nations, considerable importance is given to consensus-building.

ln East Asia today, institutions are still plastic. lvlajor experiments in democracy and 55socialism are being conducted. Some will succeed, others will fail. lf Western influence hadnot affected every facet of life in Asia, this enormous transformation would not have beenpossible. ln the same way, the rise of industrial Asia will eventually have far- reachingeffects on the rest of the world, inctuding the West.

Adapted from ceorge yeob "ln Asia and Eisewhere, Smaller Will Be the Better Way to Govern,l( I nt ern ati o n al H e ratd Tri b u ne )

Queslions on Possoge I1. According to paragraph 1, what is the key question that urbanists have failed to answer? Use your

own words as far as possible.

2. ln your own words as far as possible,

a) identify two possible methods from paragraph 2 used to find out why cities thrive.

b) explain the problem with these methods. t3l

3. From paragraph 3, state in your own words as fal as possible three characteristics that creativecities have in common. I3l

trl

4. Explain in your own words as far as possible what the author means by the .special marginalposition" (line 2'l) that outsiders occupy. tlj

5. Why does the author use the word 'astonishing, (line 29) to describe the parallets betweenLancashire and the Silicon Valley? t1l

6. Explain what the author means by 'a winner-takes-alt' (line 46).

baggage (line 27)

drivers (line 39).....

From Passage 2:

bordering (line 32)

plastic (line 55)

I2l

According to paragraph 7, what are the factors that led the author to believe that the 21st century willbe the Asian century? Use youl own words as far as possible. I2l

Queslions on Possoge 2S According to the writer, why should singapore be surprised by the sudden interest from big nations

(tine 11-12|? Iil9 summarize the factors which conhibute to singapore's success. using material from paragraphs 3-7,

write your summary in no more than 120 words. Use your own word; as far as possible.

singapore's success depends on... t8l

10 Give the meaning of each of the io|owing words as ihey are used inthe passage. you may write theanswer jn a word or short phrase.

From Passage 1:

zenith (line 15)

t5l

11. Both althols discuss factors contributing to a cityls success. How far do you agree with their views?How far do you think Singapore is a great city? lllustrate your arguments by referring both to whatyou have read in the articles and to your own experiences.I8l

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AJC Mid-Year 07 Paper 2 Answer SchemeQuestions on Passage I

1. According to paragraph 1, what is the key question that urbanists have failed toanswer? Use your own words as far as possible. [1]

2. ln your own words as far as possible,a) ldentify two possible methods from paragraph 2 used to find out why cities thrive

l2l

Stalisiics ol populalion ) 1mRefer back io lhe past > 1 m

b) Explain the problem with these methods [1]

Finding pasi records ) ornSimiarities between cities would be imposslble lo find ) 0mAllhough it is suiiabe for a cily al lhat period, !!j?) may noi be suitable for olhe6 (0)Too many dislinci reasons/ d ffcjlies would have difi reasons ) (0)

3. From paragraph 3, state in your own words a9 far as possible three characteristicsthat creative dties have in common [3]

Lifted ParaohrasedL3-7 Why do cities have brief golden ages(1/2), but then languish('1l2)?ORWhy do some cities seem to retain (1/2),or regain (1/2), thei. power?

They failed to identify the reasons tor acity's rise (1/2) and fall (1/2).ORThey failed to identify the reasons for acity's ability to maintain (112J ot te-establish theirdominance/success ('112).

Lifted ParaDhrased..number crunching.... use of history....

Analysis of statistic$ or data/ trend ('l)Study/ examination of past events/ history (1)

Lifted Paraohrased...even if this approach works for one cityat one time. it may nol work for others ..

Because it is difficult to find similadtiesbetween citiesORThe results cannot be applied to all citjesORThe methods cannot be used to drawconclusions.

Lifted ParaDhrased {Anv 3\(L16- '18)All were economic leaders, citiesat the heart of vast trading empires, placesin frenzied transition, magnets for talentedpeople seeking fame and fortune.

Each is an economic power ('l), a centreforlrading activities (1). These citiesexperience franiic ('l12) development (1/2)and draw skilled personnel (1) in search ofreoutation and wealth.

Excellent economic stalus (12)Crucial stalus forlrading (O)

Crcalive people 11)Arts people (0)

Lifted Paraphrased

L21-23 : not at the heart ofcourtly or aristocraticestablishments, Yet not entirelyshut out either.

Outsiders seem to occupy a unique peripheral role

among the nobility - socializing within their midst but

not being entirely accepted by them.OROutsiders are not part of the aristocrats (1/2) butwere welcomed bV them anyway (1i2)

4. Explain in your own words what the author means by the 'special marginal position"

(line 21) that outsiders occupy ['1]

X noi aboul physical location

5 Whv does the author use the word 'astonishing' (line 29) to describe the parallels

beMeln Lancashire and the Silicon Valley? [1]

(L46-47) lncreasinglY, there is awinner-takes-all rulei too olacesand their regions glg!{q!]heexpense of smaller minnows inthe pond.

7. Accordrng to paragraph 7, whai are lhe factoB that led the author to believe that the

21e century wtll be the Aslan century? (2m)

Questions on Passage 2

8. According to the writer, why should Singapore be surprised by the sudden interest

I

I ifted ParaDhrased

lrnferredl-CGxbt ahiost two centuries apart (1/2), so they

should be vastly different. Yet they share many

srmilarities. (1/2)

6. Explain what the author means by'a winner-takes-all" (line 46)i2m)

Cities who have managed to get ahead in the race(1/2) \,!ill expand or develop(1i2) ,

leaving no chance to losing crties to calch up/

hinder the gro$4h of others/ monopolise the

Lifted(L54-55)Their PAg! record andpresent achievement bothsuggest that they are PgllglbllYplA!9d in the great race to tr4ryadistic creativitv andtechnoloaical innovation

What they have done prevlously (1/zJ ano now

r112) demonstrates that they have the capablldy

irlzj to orawl comb,ne the merits / origrnal ideas rn

the arts and science (1/2)

,.^- '.i^

nari^nc /li^a 11-12

Lifted Paraphrased

Because even significantly larger nations(1/2) and those who arctaraway \112\ ateobservinq us.

(L11-12) ... bY !!g nations such as

China and lndia and by distant places

like South Africa, Kazakhstan and the

new Palestinian state@rhesurprlseof thew ter

9. Summarize the facto.s which contribute lo Singapore's success

usinl materiattrom paragraphs 3-7, write your summary in no more than 120 words

I8l

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t

Lifted Paraphrase

..independent city-state.. The sove.reign nature of Singapore as opposedto other city-states who are subjected to thesovereiontv of the country.

... our ability to control movement ofpeople into Singapore. (120-21)

w-ave strict immtgration rules

3 lnstead of indiscriminate urbandrift, we select migrants based on

talent, income and other criteria...

And we grant entry only to eligible applicants/based on criteria of ability/ merit

4 ... relatively youthful Phase ofdevelopment (L31)

ln terms of progress, Singapore is still in its

budding period. ,

5 ..flexible (132) And hence, Singapore is willing to acceptchanges

6 ..can-do spirit (132) And remains adventurous/ gung-ho/ willing to ky

7 ....a democracy without grouPsolidarity... (136)

Singapore's success is also attributed to theirpeople working towards a common goal

bond (0)

8 strong moral underpinnings (L38) while being guided by the same set (1/2) ofvalues(1/2) that are firm/ unwavering/unchanging/ firm (1/2)

9 ...Singapore's version ofsocialism... (L41)...works our welfare policies through+h- {.mih, /l 1a\

Singapore has a peculiar brand of socialism(1t2)which strengthens group responsibility ('112)

through strengthening the family net (1/2)

10 ...minorities will revolt (L50)

......ensure fair minoratyreoresentation. (L51)

Singapore ensures stability (1/2) throughensuring that all minority groups participate in

the oolitical svstem. ('112)

Total of 11 marks

10. Give the meaning of the following words as ihey are used in Passage 1 and Passage2 You mav write vour answer in one word or a short phrase. (5m

1t2 0

zenith (P'1, line15) highest maru peaUprime/ mostsuccessful period oftime/ acme/ apex/oinnacle

high poinu furthesutop

baggage (line27) burden /encumbrances

something thatholds you back/obstacle

weight

driver (line39) catalysu impetus/propeller/ propellant(idea of force mustbe there)

force

bordering (P2, line32)

extreme proximity/elmost like/..closeto/ edoino

resembling

plastic (line 55) malleable/ subjectto change/ plianvflexible

'1 1) Both authors discuss factors contributing to a city's success How far do you agree

with their views? How far do you think Singapore is a great city? lllustrate your

arguments by referring both to what you have read in the articles and to your own

experiences.

Question requirements:fl Make a stand for both questions

Cite both

Singapore, as an ind€pendent ciry-state, has advantages

over city-regions thal arc parts ofnalion _ states (Ll9-20)

Economic leadcrs (Ll6)

Our ability to controlthe movement ofpeople into

Singapore (L20-21). lnstead of ind iscriminate urban drift, we select

migrants based on talert, income and ollrer criteria(L2t-22\

2. Citics at the heart ofvast rradin8 empires (1,16-17)

lmplicd: Iow crime rates, little traffic congestion, no

slums, prostitulion and drug addiction arc not serious

problems, no pollulion (23-24)

3. Places in frenzied transition (Ll7)

In a relatively youthful phase ofdevelopment (1,3l -12

Ll7-18Magnets for talented people seeking fame and fortune

lnstitutions are still flexible (L32) ), institutions areOutsiders made thcse places what they were (Ll

. ioutsiders] occupied a special marginal position:not at tho heart of courtly or arislocratic

establishments, yet not entirely shut out either'

. They absorbed and reflected huge t€nsions

belween conservative and radical forces that

threalencd to divide these societies

stillplastic (L55)

6. Manufacturing citiesPlaces without arisiocratic baggage (L27)

A can-do-spirit, somelimes bordering on foolhardiness,

fills the air (32-31)

7. Egalitarian places open to talent (L27) Singapore's version ofsocialism -. enormous subsidy ofhousing, health and

education. (L42). Strengthens goup responsibilify (L47). Works wclfare policies through the family

strengthen the family net (47-48)

8. Sell improving and self-educating (L28). engaged in leaming and innovation through

networks that were at once conpetitive and

coopcrative. l lroir peoplc demonslratcd exceptional

innovative energy

Treatment of minorities:. Ensute fair minority representation through

GRCs (52)

9. Huge innovative power, charging through the corcs olthe great central cities but also diffusing out into the

neighbouring places through elaborate networks of

'nibrmation exchangc (L36-38)

]0 Advanced services: finance and business scrvice,

command and control lunctions both in government

and privatc business;creative and cultoral industries

like the media, higher education and health care. (1,39-

42\

tl Vasl array of consumer s€rvices cntertaiDmenl,

personal and hospitality - which cater to the disposable

incomes ofaffluent residenls and to business and

leisure tourists. (L,l2-44)

t2 Creat cities thrive ifthey do a goodjob olinformationprocessing and knowledge creation. (L45-46)

ll 'fhe Englisb lang.rage. The great English speaking

metropoles increasingly dominate the global

information economy, attracting fi rms, investment,

oapital and tal€nt ((L49-51)

14 Marry artistic creativily and technological innovation(L55-56)

a

Passage 1:RE: 'magnets for talented people" (Line 17)

EV/ EX: Agrees to this being an important factor for success. Student can discuss the

importance of foreign talent in cosmopolitan cities in the world today.But any 'attractive' city may very well attract the'wrong people' and hence lead to theproblems raised by Yeo (L23-24 - high crime rates....). Singapore has done well inpreventing such problems from occurring through their stringent immigration policies

Foreiqn t;lent plays a major role in ensuring Singapore's success Through tilling up ofjobs that the educated Singaporeans do not want (eg. Nursirg or labourers) to plugging

ihe gap left behind by the aging population, Singapore has managed to maintain

ecoiomic development at a sufficient level and till today remains a "magnet for talentedpeople". Our attractiveness, thus, is testament of our success

Other points discussed:l\reritocracyMulticulturismHall (impt of creativity) - lnnovation / eg. Spring Singapore; creative community

Singapore's emphasis on lifelong learning in relation to Hall's view in para 4 ("engage in

learning")

cJc Mid-Year 07 Paper 1

1. How far do you agree that terrorists should be pitied, not hated?

2. An effective government requires a free press.' Do you agree?

3. "Human life and dignity are sacrosanct." Do you agree thatthisprinciple is overemphasised today?

4. Environmental conservation is more important than economicdevelopmeni today. Discuss.

5. " Women do not need equality today. Men do." What are your views?

6. 'Globalisation privileges the rich more than the poor.' How far is thistrue?

7. To what extent should the decision to get marrie'd be an individualchoice?

L Do people rely too much on medical science for the ills of life?

L Should extreme sports be banned?

10. "The stumbling block for young people is their sense of hopelessness.'To what extent is this true with regard to Singaporean youth today?

11. Are museums still important in modern society?

12. Why write?

END OF PAPER

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CJC Mid-Year 07 Paper I (Version 2)l) "Singapore's education system has failed to address the needs of our young

people." How far do you agree with the statement?

. Essays should evaluate the extent to which policies, curriculum, teachingstrategies etc havg catered to what young people require or want out of life orfind necessary or useful in life (these wants must bejustified).

. Weak students who merely list the failings of the education system withoutlinking it to the needs oflhe yonng people will not pass.

r For balance, essays should examine both the successes and failings of theSingapore education system in relation to what the young people require.

2) "lndividuals must do more to reduce environmental danage." Discuss.. Keywords: MUST DO MORE. Answers should analyse the necessity of

individual efforts in conserr'ing the environment.. Answers should evaluate and assess what is cunently being done before

deciding if more shouid be done or what more should be done in the near

future.. Students need to evalllale the extent to which the individual can effect any

change in the conservation of the environment. Students may considerindividuals linking up with olher $oups to increase their influence and

ability to cut down on environmental damage.

. A balanced essay should have a comparative analysis ofthe efforts oftheindividual in relation to the govemment and other environmenlal groups.

For example, through govenment lobbies and not voting for politicalparties that do not support or cncourage envircnmental conservation.

How much influence do parents still have on the lives oftheir children?. Students need to compare and conhast the degree ofcontrol/ sway parents

have on thc lives of their children in ateas such as studies, work, leisure

and character in relation to parents ofthe previous generatiot. Better essays should provide justification lor their stand by citing reasons

such as changing societal values, disintegralion of families, changingnalule of work, mass media influences, inlbrmation technology, alcoholirnd drugs, educational changes etc.

. A weak essay will simply list thc positive,r ncgative things parents do and

avoid the discussion ofparenlal issues in relation 10 changes ovcr time

"Advefiisements aro manipulative and misleading." Discuss.

. Students should evaluate the degree to which advertisements exploitconsumers by playing on their minds and providing inacourate information

. lt is necessary to identiry and evaluate the techniques of persuasive

advertjsing and give specific examples as theirjustification.

r)

4)

IJ

5)

6)

7)

For balance, students should show how advertisements can be honest as wellas inlbrmative of new products and services available or relay impoflantinformation and policies to the masses.

Weak essays will merely list advertisements that are deemed to be misleadingwithout justificalion or analysis or make a simplistic comparison betweenpersuasive and informative advertising.

Are youths loday complacent about the future?. Students should evaluate if the atl.itudes of youths today reflect

overconfidence, smugness and a lack of worry about the challenges of thefuhlre.

. They should compare and contrast youths oftoday with previous generationsof young people in lerms of their attitude / behaviour. Thc 'Future' shouldencompass political, environmental, economic and social scenarios.

. Specific examples oI youth complacency include poor voter turnout, politicaiapathy, lack of community/environmental awareness and social indifference.Examples slrould not only come from Singapore.

. A wearl essay will limit itselfto personal anccdotes.

Assess the impact ofmodeln methods olltransport on societies.. Students should examine thc ways modern methods of transport like Mass

Rapid Transit, cars, aeroplanes, buscs, even energy-saving modes oftransporthavc changcd societies and weigh both the positive and negative effects ofthese changes.

. Sludents should consider the economic, social, political, cultural andenvironmcntal impact and also its effects on the lifestyles ofindividuals.

. Weak students wiil be purely descriptive of the different modes of transportand their advantages and disadvantages.

With globalization, talent is becoming more mobilc. ls this a positive trend?. Students must show an unde$tanding of global compctition for the best and

the brightest. They should evaluate if such a phenomenon is positive for theindividual and the nations that gain and lose the 'lalent'.

r Examples of negative elfects would be loss of cultue, palriotism and familyvalues. Positive eflects could include the acquisition of new knowledge,expertisc and better opportunities, leaming of new cultures and countricsbecoming m.rre cosmopolilan.

. Good arswe$ would consider the effects ofa reverse bmill drain and assess i1.

Other arguments can be that of the rise of a common intellectual pool, acommon language, a common culture that may result fiom the mobility. Theyshould also give a global perspective and a range ofexamples.

r Weak answers may just iist some consequences of the movement of talentwithout much evaluation

8) Can television promote healthy lifestyles?. Students have to discuss the potential of television to actively or indirectly

encourage a healthy way ofliving.. Students should look at programmes that actively promote healthy living and

representations of healthy or unhealthy living (smoking, drinking, bad eating

habits) in the content of the programmes

. Healthy lifestyles would largely refer to a way of life that leads to physical,

fitness, mental alertness the idea of a sound mind in a sound body through

active participation in areas such as spofis, travel, yoga and dance.

. Weak ossays may just list the vaious types ofhealthy programmes to justifthe stand.

Account for the phcnomenon ofviolence in schools today.

. Students must give an cxplanation/ reasons for the occurrence of violence

in many schools in the world today (E.g America gtur cultuc and easy

accessibility to guns. Japan, Singapore, Korea unhealthy pressure on

young people to stay ahead of the pack which manifests itsclf in lu d

ways).. Good essays will evaluate and explore the underlying causes behind rccent

tends of violence in schools causes by looking at changes in the l'amily'

society and school. lor example they should look at the underlying

reasons behind thc increase in bullying incidents in schools today

. Weak Essays will merely list examples of violencc that maybe narow,

isolated and anecdotal.

10) Will newspapers become obsolele in the near future?

. Students should evaluate if the newspapers will remain viable and suNivc in

coming Yeals.. Studenls should show an unde$tanding that thc newspaper as an industry may

not be economically viablc due to the ioss of advertising rcvenue as they are

curcntly tlueatened by newer forms ol mass media like the internet ncws

websites, sms news updates, l-tc and an emerging younger population thal

want their inlomation fast, accessible and in bite sizes.

o Weak scripts may list the pros and cons of newspapers without linking i1 to

whether newspapers would be phased out in the coming years'

ll)"Singaporc has not done enough to foster entrepreneurship " How far do you

agree with this statement?

. Answers must evaluate the extent to which schemes and policies by

the govemment, govemment-linked bodies, national organizations

and corporations have effectively encouraged or curtailed the growth

of private enterprise (i.e. individuals setting up their own business

ventures and taking risks) in Singapore.

e)

. It is necessary for students to give specific examples of national

initiatives to develop the entepreneu al spirit in Singapore e g'

A*Star, SME funding, MOM policies, educational policies, role ofEDB. Answers must assess whether or not such initiatives have been

successful in developing entrepreneuship.

. Students may evaluate the examples oflocal successful entrepreneurs such

as Oli,"ia Lum, Sim Wong Hoo. Adam Khoo' Ceorge Quek in rheir

justification.. Weak Essays will merely provide a list of local initiatives without

assessing its effectiveness in fostering entrepreneurship'

12) Assess the influence ofpop music on society today

. A requirement would be the evaluation of the exlent and nature of the

effects ofpop music on modem society by considering its impact in any ofthe following rclevart aleas: social, moral, psychological, political'

economic and cultural. Stud€nts should justify the social, political ' effects of pop music by

citing specific eiampies of the impact of pop starc such as Michael

Jackson, Elton John, Bon Jovi, Stephanie Sun'

. Better answers should have a wide range of examples and cover different

countries and cultues in relation to effects on the different segments ofsociety such as children and youth.

o Weak answers will merely list the positive and negative effecfs of pop

music without evaluating the degree ofinfluence'

/( l.

CJC Mid-Yeqr 07 Poper 2

Lewis Thomas writes...

Everyone must have had at least one personal experience with a computer error by this timeBank balances are suddenly reported to have jumped from $379 into the millions, appeals forcharitable contributions are mailed over and over to people with crazy-sounding names atyour address, department storcs send the wrong bills, utility companies write that they'retuming everything off, that sort of thing. lf you manage to get in touch with someone andcomplain, you then get instantaneously typed, guilty letters from the same computer, saying,'Our computer was in error, and an adjustment is being made in your account.'

These are supposed to be the sheerest, blindest accidents. l\,4istakes are not believed to bepart of the normal behaviour of a good machine. lf things go wrong, it must be a personal,

human error, the result of fingering, tampering, a button getting stuck, someone hitting the

wrong key. The computer, at its normal best, is infallible.

I wonder wheiher this can be true. After all, the whole point of computers is that they

represent an extension of the human brain, vastly improved upon but nonetheless human,

superhuman maybe A good computer can think clearly and quickly enough to beat you at

chess, and some of them have even been programmed to write obscure verse They can do

anything we can do, and more besides.

It is not yet known whether a computer has ils own consciousness, and it would be hard to

find out about this. When you walk into a computer laboratory and stand listening, it is easy to

imagine that the faint, distant noises are the sound oi thinking But real thinking, and

dreaming, are other matters.

On the other hand, the evidences of something like an oncorscious, equivalent to ours, are all

around, in every mail. As extensions of the human brain, they have been constructed with the

same property of error, spontaneous, uncontrolled, and rich in possibilities.

lvlistakes are at the very base of human thought, embedded there, feeding the structure like

root nodules. lf we were not provided with the knack of being wrong, we could never get

anything useful done. We think our way along by choosing between right and wrong

alternatives, and the wrong choices have to be made as frequently as the right ones We get

along rn life thrs way. We are built to make mistakes, coded for error'

We learn, as we say, by 'trial and error'. Why do we always say that? Why noi 'trial and

rightness' or'trial and triumph'? The old phrase puts it that way because that is' in real life,

thg way it is done.

A good laboratory, like a good bank or a corporation or govemment' has to run like a

computer. Almost everything is done flawlessly, by the book, and all the numbers add up to

the predicted sums. The days go by. And then, if it is a lucky day, and a lucky laboratory,

somebody makes a mistake; the wrong buffer, something in one of the blanks, a decimal

misplaced in reading counts, the warm room off by a degree and a half' a mouse out of his

box, or just a misreading of the day's protocol. Whatever, when the results come in,

something is obviously screwed up, and then the action can begin.

The misreading is not the important error; it opens the way. The next step is the crucial one lf

/7

'10

15

20

25

30

35

10

the investioator can bring himsell to say, 'But even so, look at thall',then the new finding' 40

;;il;i;, i";"Jt io"r snatctring what is needed' for prosress to be made' is the move

based on the error.

Whenever new kinds of thinking are about to be accomplished' or new varieties of music'

ir]!i" r'r"i i" u" an argument-beforehand With hto sldes debaling in the same mind

;i"r.a-nn;;;s, in;; ia an imiable understandrng thal one is.nghl and the other wrong sooner 45

lifrt""|. tiJir'ing is settled, but there can be n; action at all if there are not the two sides and

;;.-;;;;""1. ir'e hope is in the facultv oi wrongness the tendency towatd error The

i"o*,i,ii" r""p "",""i?ounrtin"

of info';ation to l;nd lightlv on the wrong side represents

the highest of human endowments

It may be that this is a uniqueiy human grft p--"'hap" eu"n "jl?'31:9-li our genetic 50

instru&ions Other creatures do not seem to hlve DNA sequences for making mistakes as a

iJin" p"rt oic"irv ri"ing, certainly not for programmed error as a guide for action

We are at our human finest, dancing with our minds, when therc are more choices than two

iorn"t,r*"tn"* are ten, even twe;ty different ways to go, all but.one, bound to be wrong'

;;i i;; ;il;"t" of selection in such situations can lid us onto totally new ground This 55

,ri"""" i" i"i[J "-ptoiaiion

anc is based on human fa ibility. tf we had only a single center

;;;;r;;;;;;;t of responding onll, wl"en a correct decision was to be made rnstead of

ir," i,,-nf" ot aiterent. credulous, easrly conned clusters of neuro'les thal provlde lor being

irr"iiriii"t"' oi"J "] "v".

rp ir"", down dead ends. out rnto blue sky. a'ong wrong turnings.

#,Hffi; ;; ililonl lw tn" *ul, *e are todav stuck rast 60

The lower animals do not have this splendid freedom They are limited' most of them to

"il"oiui"-.f"ffiOiriiy Cats, for all their good side never make,mrstakes ltrave never seen a

r"jli-t, "r""i"1ll "i

blundering cat dogs are sometimes fallrble' occasron-ally,able to make

"n"i.i"g' ;;"ii;itt"kes, out iney get ihis way bv trying to mrmic their masiers Fish are

n"rr""""i" """,vtni"g

tney oo tnoiv.iuai cells in a tissue-are mindless machines' perfect in 65

their performance, as absoluteiy inhuman as bees

We should have this in mind as we become dependent on more complex computers for the

arfanoement of oul affalrs Cive the comouters iheir heads l say: let them go thelr way lf we

il;i5;;i;'a; ;;:, ,ulning ;ui h""a" td one side and wincins while the.work proceeds' the

.nsqih,lrlies for the fulure of manklnd' ano computerkind are limitless Your average good 70

::;"";J;;.;; ;;r."r"iion" in "n

;nt,"nt which would take a liretime of slide ru'es for anv

; "::t;;i J- *n'rt -""

"""r0 gain from the near infinity of precise' mechine-made

rn,slomoutat,on wnicn is now so easrly withrn our grasp. we would begin the solving of some

;i'":'i"";;"i ;;;i;ti iiot r*-iti"t-"e should we so about orsanizins ourselves for

"*i"f fNins on a planetary scale, now that we have beco-me' as a plain fact of life a single 75

""-i.,,.n"'" w. "ln

ussume. as a working hypothesis. that allthe right ways of do;ng thrs are

;ilr[#L w-h"i ""-"""4,

in"" tor mivrng ahead is a sel of wrong alternatrves much

il'^o. :nrt more interestinq than the short list;t mistaken courses that any of us can think up

;;;i;; w; ";;;,

in iuli in inrin,t" r,"t "nd

when rt is printed out we need the computer to

ffi'#ii;i;il;il,lli""oot, tn" "6*r "av

to go lf it is a brs enoush mistake' we could 80

fhd ourselves on a new level' stunned, out in the clear' ready to move agaln

Adapted from To Et is Human by Lewis Thomas

11

12

13

14

/&

1 . From paragraphs 1 and 2, why would one be surpdsed at the examples of computererror? Use your own words as far as possible. [2m]

2. From paragraphs 3 and 4, how are computers and humans different in the way they'think'? Use your own words as far as possible. [4m]

3. From paragraph 7, Why do we always say'trial and error'and not'trial and rightness'?Use your own words as far as possible. [2m]

4. Explain the paradox (apparent contradiction) in the sentence, 'What is needed, forprogress to be made, is the move based on the error.' (lines 41-42) [2m]

5. Explain the meaning ofthe following phrases in your own words as far as possible.

a) 'We are built to make mistakes, coded for errof (line 28) ll mlb) 'give the computers their heads' (line 68) [1m]

6. Why is making mistakes beneficial to society? Summarise in no more than 130 words,using material from paragraphs 6 to12. Use your own words as far as possible. [6m]

7. From paragraphs 12 and 13, why does the writer draw attention to the 'absolute

infallibility' of 'lower animals' (line 6'1-62)? Use your own words as far as possible. [2m]

8. From paragraph 14, what is needed for mankind to move ahead (line 77)? Use your own

words as far as possible.[3m]

e. ervc u re ' Icd|r 19 vr u rv ruluwl r9 wvr us ds rEy drv ulcu nr urc PdJJdgE r vu 'ldy w rc

your answer in one word or a short phrase.

[5m]

(a) blindest (line 8)(b) embedded (line 24)(c) tendency (line 47)(d) endowments (line 49)(e) stipulated(line50)

10. The writer argues in favour of the benefits of error-making. To what extent should your

society be more tolerant of people making mistakes? Justify your answer with reference to

the ideas in the text and to your own ideas and experience. iTml

tq

\ I

Lifted Possible reDhraselvlistakes are not believed to be part of thenormal behaviour of a qood machine.

Computers are not expected/ lt is typical ofcomDuters to make anv blunders / slips. I1l

If things go wrong, it must be a personal,human error.

lf errors were made, it would be assumedthat it is a result of human incompetence,/miscalculation/ oversioht. IllBonus markThe computer errors described are of anextreme nature. / Computers should beefficient but enors are almost absurd,bizarre in nature. Ill

CJG Mid-Year 07 Paper 2 Answer Scheme

'L From paragraphs I and 2, why, according to the writer, would one be surprisedat the examples of computer eiroi? UsG ygua own words as tai as possible. [21

2. From paragraphs 3 and 4, how are humans and computers different in the waysthey'think'? Use your own words as far as possible. t41

A goodquickly

0m.It is not yet known whether a computer hasits own consciousness, and it would behard to find out...

3. why do we, according to the writer in paragraphand not'trial and rightness'? Use your own words

a) Computers can think more logically /supercede humans while still maintainingthe essence oi human thought. ['l]

b) Computers can also work faster /process ideas faster. [1]

Computers have improved functions. 0m

NB: Answers for a) and b) must bepniasec! in inc COmF,aiai;ve ioiin, ic [' s:logically, fastg!, etc in order to get the fullmark. Answers without the comparative(eg computers are logical and think fast)

7, always say'trial and erro/as tar as possible. t2l

computer can thinkenough to beat you at

clearly andchess,

Possible reohlase

Computers are programmed to respond in

a mechanical manner and lack awareness.t1l

Human beings on the other hand havegenuine cognitive and imaginativecapacities. ['1]

(it is easy to imagine that the faint distantnoises are the sound ofthinking.)But realthinking and dreaming are othermatters

J6

Lifted Possible reohrase

-.because that is, in real life, the way it lsdone.

We use that expression as ii captures mostaccurately what we experience when wetry to accomplish or achieve something. [1]

Unacceptable lift: real lifeReality [1/2m]Part of life IlmlWe don't often get it correcu succeed onour first attempt. OR We become moreproficienU competenV skilled throughexperimentation and unsuccessfulattempts. I1l

Lifted Possible rephrasefor progress to be made It would be expected that to

advance/improve, no mistakes would havebeen made / or one would only moveforward. not back. l1l

the move based on the error lnstead what is implied here is thatadvancements are made only after a faultor blunder has been committed. [1]

4. Explain the paradox (apparent contradiction) in the sentence' '\lvhat is needed;

for progress to be made, is the move based on the error'' (lines 4142) 121

5, Explain in your own words as far as possible what the writer means by the

phrases:

a) "We are built to make mistakes, coded for erlor" (line 28) tl]

Human beings are engineered/ created and predisposed/ biologically programmed to

commit blunders.

Not perfect / imperfect by nature [0m]

b) give the computers their heads (line 68) ttl

-Computers should be given autonomy/ allowed independent functioning/ operations

I, Vocabulary: t51

1m 0.5m 0m

Blrndest (line 8) -Purely by chance/luck.-Entirelyunintentional

-Totally lacking inperception /judgement /reason/foresight- unexpected /unforeseen /unpredictable

accidental

Embedded (line 24) Deeply entrenchedrooted

hidden

2

lnclinationPropensityNaturalleaningSubconsciouslYfavouf

Tendency (line 47)

ciftsNatural capacitiesNatural abilities

Endowments (line49)

Dictated/ sPecified/laid down/ set downas an essential part

Set down explicitly

Stipulated (line 50)

6. Why can making mistakes be

130 words, using materialfrompossible.

beneficial to society? S'ummarise in no more than

paragraphs 6 to l2 Use your own words as far as

t6l

Possible rePhraseerrors are the foundation of human

cognitive activity/ critical reflection [1]l\rlGtirkes are at the very base of human

ihought... (line 24)

We could nol achieve anything or

engage in any productive activity. [1]rt we were not proviOed with the knack

of being wrong, we could never get

anything useful done. (lines 25-26)

We tearn, as we saY, bY'trial and error'

. in real life, the way it is done. (lines

29-31)

We neconre wiserl more informed/ make

better judgements by making errors ['1]

unacceDtable lift: learn

tvtGtaGiire a catatvsv impetus for

chanqe, lest we become too complacenv

mech-anical/ seemingly perfect [1]

Almost everything is doneflawlessly. something screwed up, and

then the action can begin (lines 33-38)

conceptual ground/ have newperspectives/ dlscovenes / lnnovation

and lll

istakes allow us to break newTfre miweading is not the important

error; it opens the way the new

finding... (lines 39-40)ORThe capacity to leap actoss mountains

of rnformatron to land ....highest of

human endowments (lines 49-50)

new perspectives/ discoveries. ['1]

Unacceptable lift: progress' error

io mike advancements based on thesef,at is neeoed, for Progress to be

made, ;s the move based on the error'(lines 41-42)

one Dersoective against theihere has to be an arqument

l1

beforehand ({ine 44)... there can be noaction at all if there are not the twosides, and the argument.. (lines 45-46)

other, it leads paradoxically to a creativetension. [1]

8. the richness of selection in suchsituations can lift us onto totally newground. (lines 55)

Mistakes give us diverse and manifoldoptions ['l]

9. lf we had only a single center in ourbrains, capable of responding onlywhen a correct decision was to bemade, instead of the jumble of different,credulous, easily conned clusters ofneurones that provide for being flung offinto blind alleys, up trees, down deadends, out inio blue sky, along wrongturnings, around bends, we could onlystay the way we are today, stuck fast.(lines 57-60)

without which we become stagnanvintellectually static.[1]

Lifted Possible rephraselndividual cells in a tissue are mindlessmachines, perfect jn their performance, asabsolutely inhuman as bees

-Animals do not make errors because-their actions are biologically/ genetica ypredetermined / diciated bv instinct. I1l

Sometimes there are ten, even tlventydifFerent ways to go, all but one bound tobe wrong, and the richness of selection i;such situations can lift us onto totally newground. This process is called explorationand is based on human fallibiliiv

-Human beings on the other hand have thecapacity for reflective choice which couldresLrlt in making errors.[1]

Acceptable lift: lower animals

7. From paragraphs 12 and 13, why does the writer draw attention to the ,absoluteinfallibility' of 'lower animals' in line 62? Use your own words as far as possible.t21

according to the writer, what is needed for mankind toUse your own words as far as possible. t31

10. The writer argues in favour of the benefits of error-rnakingr To what extent

8. F.om paragraph 14,move ahead (line 77)?

Lifted Possible reohraseA set of wrong aiternatives much longerand more intercsting than the short list ofmistaken courses that any of us can thinkup right now

lvlankind would need to accept theunlimited array of faulty [1] but stimulating/engaging options {llthat the computer cangenerate and pay less attention to therestricted number of errors that humanscan anticipate.

lf it is a big enough mistake, we could findourselves on a new level, stunned, out inthe clear, ready to move again.

lf the relevant computer error issubstantial/ massive enough, [1/2mj itwould elevate us to the next paradigm/plane/ intellectual horizon from whichmankind can progress. I1/2mlUnacceptable lift: level

should your society be more tolerant of people making mistakes? Justify youl

answer with reference to the ideas in the text and to your own ideas andexPerience. [4

More tolerant:'pts in summary are relevant but must be contextualized.*pt of discrim bet good and bad students - diflerentiate bet mere blunders andproductive ertors.*compadson with other more tolerant societies is in order.

Singapore has not tapped the potential of making productive errors - essentiallyintolerant of genuine errors which we either condemn or draw into mainstream culture.-Would encourage entrepreneurship and risk-taking.-Creativity vs conformity (following a template)-Gracious and accepting society - allowing people who may not succeed initially toblossom.-stress levels would be reduced.

EgsEducation - unforgiving and rigid.Employers - intolerant of efforc - employees become risk-averse and timid. Conversely,people who commit less errors become arrogant and complacent.Politics - repressive and uninviting.

- give us a right understanding oi being human - both limitations and potential

Lers talqrq!!-Security and order - there is little margin for error in these times (terroism, crime,political choices etc) - consequencesl-Excellence and efficiency are required in a city that wishes to go global.-Mistakes could be simply due to bad judgment / negligence - for eg, risktaking vsmaking wild decisions.

J+

lJc Mid-Yeor 07 Pqper I

'!. To what extent does the Singapore education system meet the needs of society?

2. Examine the validity of the statement that poverty is the parent of crime (Aristotle)

3. "Technological progress has caused society to regress in other ways " Discuss'

4. Consider the implications of dishonesty

5."Theworkingmotherphenomenoninmodernsocietyistherootcauseofanti-socialbehaviour among young people." Do you agree?

6. "Sport does not build character. lt reveals character'" How far do you agree with this

statement?

7. Would you consider Singapore successful in instilling in her people a sense of

belonging?

8. Should animaltesting be banned?

g. "The weak believe in luck. The strong believe in cause and effect " Discuss

'10. Can the mass media be blamed for all the problems of the modern world?

1 1. Does religion still have a place in our scientiflc world today?

'12. "We continue to only harm the environment " ls this a fair assessment?

IJC Mid-Year 07 Paper I

1. To what extent does the Singapore education system meet the needs of society?

D-E Essav

. Will detine the term "reeds of socie,y". For e9, Singapore needs to nurture good leaders,

forward thinkers and entrepreneurs and she needs to establish an open and inclusive

society and a civil society.. Will define "education system" as formal education system and what it comprises (eg

cufficulum, school structure, teachers, assessment etc).. lvlay be ote"sided discussion highlighting that Singapore education system does meet or

does not meet the needs of society.. Will have limited exarnpres to suppod one's view.

c OR BETTER Essav

. Will discuss how the Singapore education system is ablp to meet the needs of society but

also give a baranced discussio, on how the Singapore education system fails to meet the

needs of society. For example, Singapore's education system seems to adopt a more

didactic approach to National Education which does not encourage the young to speak

their mind and actively participate in forging a civil society.. Will give varied and cunent examples to support the views. For eg, the Social-Emotional

Learning Framework guides the establishment of school programmes for the holistic

development of the child.. Will hiqhlight current trends. For e9, attempts to diversify the education landscape to

address and recognise the varying abilities of differcnt members of society and establish"peaks of excellence".

. Will evatuate whether all needs of society can be met by just an education system (in

relation to Singapore education system) or are there other institutions (eg government and

charity organisations) and processes that need to work hand in hand with the education

system. For example, the family, just as much as the education system, plays a signiflcantpart in the upbringing ofthe young to ensure that we have a clvil society

2. Examine the validity of the statement that poverty is the parent of c.ime (Aristotle).

D-E Essav

. Ctatily whal "pouerty is the parent ot crime" means

. Recognise that the question presents an efretne view, that is to say that povedy is theroot cause for crime and, hence, questions the accuracy of such a statemeni

. Discusses whether poverty is the cause ol crime, without analysing whether poverty is the

root cause (parent) of crime.. Superticiat examples will be given, mainly assuming and glossing over the causal

relationship betvveen poverty and crime, without addressing the complex factors at wo*For eg, a student might explain that a poor person will be forced to steal to feed himself,

without acknowledging that many developed societies have put in a welfare system thatprovides a safety net for ihe impoverished and underprivileged.

C OR BETTER E59av

J6

Will understand and illustrate through examples lhal povedy can resull in differenttypes of crime, ranging from those which are in response to impoverished conditions suchas theft, prostitution and dealjng in drugs and those which are the indirect result of suchcondilions such as family and gang violence resulting from anger and frustration at beingdeprived or marginalised.Wll eyaruale whether poverty is the root cause (parent) of crime. There will be acomparison with other reasons for crimes such as greed, revenge, desire for power, in thename of religion and even for thrills, highlighting examples wfen crimes have taken placedue to other reasons apatT from poverty, such as the NKF Saga corruption (due togreed).Will have a good mix ol global examptes, comparing developed and underdevelopedcountries, to illustrate the arguments crafted. For eg, student might highlight that rn poorercountries like Laos, Vietnam and Thailand, there is a high rate of child and femaleprostitution due to poverty. At the same time, in developed countries like Japan, someteenage girls prostitute themselves not because of pove.ty, but so as to support theirextravagant lfestylesWitl pay attention to the keyword "validity" and "parent" and analyse whether lhestafemena is a realistic description of present society at large orjusl a generalisation.

3. "Technological progress has caused society to regress in other ways." Discuss.

D-E Essav

. Will clariry the term "regress" and "technological progress'.

. Will recognise that "regress" presents a negative view.

. Will rest/ict the discussion to only effects of technological progress on society and notexamrne whether the eflects have led to regression or not

. W;ll provide a one.sided point of viewwhere studenl willexamine onty how technologicalprogress has caused society to regress.

. Will give ,imiled and out-dated examples.

C OR BETTER Essav

Will recogrise that the question already assumes that there is progress in society dueto tec h nol ogical p ro g ressWill explain and evaluale trow technological developments may lead to deterioration orprogress and examine the effects of "technological progress" on society from diferer(perspectives (eg sgcial, political, economic, environmental, medical) For eg,communications technology like the lnternet expands markets for businesses but, becausethere is no central control of the lnternet and limited means of censoring its materials, it isoften exploited by paedophiles who post more than 20000 images of child pornographyonline daily.Will provide a Mde range of examples lo supporl one's views.Will provide a balanced discussio, on how technological progress has led to progressand regression.

4. Consider the implications of dishonesty.

D-E Essav

. Will define "dishonesty".

el

. Will describe the implications of dishonesiy, for eg, how it can destroy ones' relationship,working life and personal life.

. Will provide limited examples, that is, restricting the discussion to a personal perspectiveor providing only examples from Singapore.

C OR BETTER Essav

. Will disc{rss the implicalions of dishonesty on a micro (individual) and macrc (global)perspective. On a micro level, the student would discuss dishonesty, for e.9., in tems ofslealing, in relationships, in workjng life and consider the implications ofthis dishonesty. Ona macro level, the student would discuss dishonesty, for eg, in foreign relations, globalpolitics, global business, international sports arena and the implications of it.

. Will evaluate the ex,ent (scale and duration) ofthe repercussions of dishonesty.

. Will ,llusfrate through current examples the implications of dishonesty, for eg, NKF T.T.Durai's dishonesty has ruined his career, bankrupted him and caused him to be a pariah insociety and, for eg, the doping scandal involving French cyclist Floyd Landis who testedpositive for synthetic testosterone and recent admissions by Lance Armstrong's formerteam-mates that they had taken the used the banned endurance-boosting drug EPO inpreparation for the 1999lour have undermined the credibility of the sport.

. Will explain the impodance of honesty

. Will be able to point out that sometimes the implications of dishonesty may be posftiye.

5. "The working mother phenomenon in modern society is the root cause of anti-socialbehaviour among young people." Do you agree?

D-E Essav

. Will exprai, the phrase "working mother phenomenon".

. Will discuss types of anti-social behaviour ranging frorn the deviant to the criminal (For eg,promiscujty, prostitution, school bullying, vandalism, being inebriated).

. Will have a few outdated examples, ignoring the time frame of the question, i.e. "modernsociety".

. Will recognise that the question presents ar extrcme view since the question reads as"working mother.....root cause of anti-social behaviour... "

. Will discuss how the working mother phenomenon adversely affects the young, wilhoutanatysing whether it is the root cause of anli-social behaviour among the young.

. Will p/ovide limited examples of anti-sociai behaviour among young people.

C OR BETTER Essav

. Will pay atlention to the keyword "root cause" and analyse wfefrrer the sta,emert is anovef-genefalisation.

. Will evaluale and have a good variety of rccent examples evaluating whether workingmother phenomenon is the root cause of antisoaial behaviour among young people.

. Will offer a balanced discussio, by comparing olher causes of anti-social behaviouramong the young with the working mother phenomenon ta delemine the root cause orwhether it is a combination of several faclors. For eg, peer pressure, stress trom schooland society and exposure to the other sources of influence through the mass media-

. Will recognise that there are alternaive caregivers who may be just as effective infulfilling the roles and responsibilities of the mother such that the blame cannot be pinnedon the absence of lhe mother.

J'

. May attempt to highlight that though there are other causes for anti-social behaviour amongthe young, the working molher phenomenon mighl have aggtavated the situation. Fot eg,the mother's absence can result in a child looking for guidance and company elsewhere.

6. "Sport does not build character. lt reveals charactel." How far do you agree with thisstatement?

D-E Essav

. Will attempf to defrne the key phrase "charactel' in terms of qualities that one has such asresilience, determination and diligence.

. Will restricl the discussion and examples Io behaviour and, hence, taits displayedduring the course of engaging in the spor7.

. Will explain the causal relationship between sport and the development and revelation ofcharacter.

. Will fimit discussion to sport not building character but rather revealing character. ln otherwords, the student would not be discussing the other perspectives that sports builds as wellas reveals character or that sport builds character but does not reveal character.

. Will have a limifed range of examples from the same spoti (For eg soccer).

C OR BETTER Essav

. Will point out that "character" in the first sense refers to poiitive traits while "character"

in the second sense may refer to both positive and negative araits.. Will attempl to give a balanced discussion, illustrating how sport also builds character.. WiIt discrss how it is both a nature and nurture issue.. Wlll i ustate argurrents using a good variety of rccent examples in the international

spofting afena.. l,4ay highlight a lotally different perspective that sport, in some cases, does nol

necessariiy build nor reveal character such as in entertainrnent sporis, as in ihe case of thepopular wrestling show, World Wrestling Entertainment, where some of the action is stagedand wrestlers have to take on the role of a hero or villain at difletent times.

7. Would you consider Singapore successful in instilling in her people a sense otbelonging?

D-E Essav. Will laryely describe what Singapore has done to instil in her people a sense of belonging.

. Will have miaimat drscussion on the keyrvord Sr.rccessful"

. Will give limiled and mundane examples such as singing the national anthem and saying

the pledge in schools, or giossing over National Education in schools.. Will have a narrcw scope of discussion, focussing mainly on schools, paying little or no

a{tention to other groups

C or BETTER Essav

. Will discuss what it means to have a sense of belonging, especially to a smallcosmopolitan city like Singapore for instance, (a) Feel passionately about some aspect ofour country (b) Get together, do something for the community lNational Day Rally Speech

20061. Will evaluate the extenf ofsuccess in instilling in her people a sense of belonging

1

. A wide range ol recerl examples to subslantiate their arguments is necessary for themto do weli in this quesfion. (For eg, the overseas Singaporean Unit established in 2006 toreach out to Singaporeans livjng abroad, the National Youth Forum in 2004 and YouthWorkgroups set up by the Ministry of Community Development, Youth and Sports toinvolve young people in issues relating to community involvement, national engagement,opportunities for all and youth entrepreneulship)

. Will go beyond discussing the successes/ llaws of the National Education programme in

schools and look at other ways in which the government instils a sense of belonging toSingapore: recogrr:se that heattware is not just something we do l', sctools; it is alsoabout getting all Singaporeans to engage and padicipate in shaping the character and lifeof our society.

8. Should animal testing be banned?

D-E Essav. Will take an ernotiora, stand, denouncing animal testing as cruel and totally unnecessary,

condemn supporters of animaltesling - rack barance. Will have rimited discussior onwhy animaltesting should be banned - reasons may not

be always sound or welhargued.. Will only put forth reasons against animal testing bul wrl not be able to suggest

atternalives and just insist plainly on banning animal testing.

C or BETTER Essav. Will be objective in their argument, putting forth both the benefils and drawbacks ol

anrmaltesting.. Will recognise that the word "should" reflects lhat a moral dimension ought to be

addressed by evaluating the morality of lhe motive, the ac{ itself and the consequencesthat arise.

. Will d,btr'guish lhe different purposes of testirg (for eg, medicine, cosmetics) and

. Will also be able to give a wide range ol examples of types of animal tesfing (for egiLD50, Draize eye test, skin irritancy test) and evaluafe whether these forms of testing areabsolutely necessary.

. Will discuss some araernatives to animal lesarrg (for eg, in-vitro te6ts, computer software,dalabases of tests already done to avoid duplicalion)and cite some examples of somecompanies which have stafted to adopt these alternative measures (for eg, Body Shop,L'Oreal).

. May divide the animals lnto groups - they may perceive that it is more inhumane to conducttests some animals like chimpanzees and dogs compared to rodents.

9. "The weak believe in luck. The strong believe in cause and eflect." Discuss.

D-E Essav. Will attempt to explore the truth of the statement though will not always be able to pin

down what they consider "weak" and "strong".. Ihe key phrase "cause and effect" may not be properly understood or explained.. Will attempt to bring up a couple of exceptions for balance.

jD

c or BETTER Essav.- w,ri-r oe ,ol" to po int out what the key phrases mean and exptain how they are linked

i.". ;iiirg'l ind "cause and etfeci" rcfet lo lhe idea of independence' self-belief and'o"ing; ";ntrof

of one's own destiny by imposing a rational approach to ?nalysing and

maniging one's circumstances, while "weak" and "luck" rcfer to the idea of helplessness'

uncerLiniy and allowing oneself to be subjected to the vagaries of life'

. Will exptain why suci a claim is made in lhe statement by giving a wide range ofexampies-the ;strong" who have put in efforl and made wellplanned or strategic moves

to attlin sot" form if success will hardly afttibute their success to pure luck (For eg'

winning an election, economic success, having meaningful relationships and leading a

iurririini tit")-uno oy aiscussing the lrane otmind(ie whether they are weak) ofthose

;# ffit ;:D, Totoind Big Sw-eep and participate in game shows.like."Deal or No Deal"

which aie based on luck with no cause and effect present) and evaluating whether there

ii i "",r""t rctationship between one's frame of mind and one's attitude towards

one's ability to control one's circumslances.. Wtiquestio, tne a.sumptions reflected in the slatement lor the countetargumentby

nigf'lijt'ii"g occasions where the slrorg seize the oPpolultilie: aflorded bv

iJniaipiiou" incidents and determine causal factors that would help them succeed in

in"ii "nl""uort"

(For eg, Alexander Fleming's discovery of penicillin when he deduced a

lausal relationship between the rnould that accidentally contaminated a petri dish

ionLining , St+nylo"iccus bacteria culture and the subsequent elimination of the bacteria )

oi "n"n

ir," .rtirni , emselves demonstate a belief in luck (For eg, highly skilled and

successful soccer p-layers who believe in wearing their lucky jersey number')

10. Can the mass media be blamed for all the problems of the modern world?

D-E Essav. Witt attempt to tist some of the problems of the modem world

. Will pay attention lo the keyword "atl" and recognise that the question presents an

extreme view .

. Will address the qu eslion tty comparing a variety of factots with the mass media

. [,4ay nave a few outdated'examples, ignoring the time frame of the question i'e "modern

wo.ld". superticial exampres will be given, mainlf glossing over the disadvantages the mass

media bring about without rnuch analysis

C or BETTER Essav. Witt giue- Oro"a sp eclrum of Problems llte modem world faces

. Will iave a good va riety of recenl examples that refer to lhe different tyPes of mass

media.. Will offer a balanced discussio, by comparing other causes of these problems

Oi""rii"O t" evaluate whether it is a combination of sevenl factors or if the mass

r"Oi" ""n

ttrfv be blamed for the problems and to what extenl they can or should be

blamed.. Witt

"lro be able to provide balance by having examples of problems not caused by the

mass media and show how the mass media help alleviate these problems

. Will be able to rec ognise that sometimes lhere may not be a cleal case of whether or

not the mass mediishould be blamed for the problems (for eg' while we are now more

aware about precautionary measures to take in the face of terrorist threats' the terrorists

have also indiiectly made use ofthe mass media to perpetuate fear')

3l

. May recogrise lh at the mass media may be a convenient scapegoaffor societies to pin

all ihe problems on so that the source of the problems can be kept concealed or they can

absolve themselves from blame.

'11. Does religion still have a place in our scientific world today?

D-E Essav. \ /ill be able to recognise that the science and religion may potentially be conflicting

because of their fundamental assumptions about otigins and reality and the values

that they subscribe to.. Will adopt lhe narrow view that dichotomises science and religion' that is' the scientific

persp""iive is based on empirical evidence and is' hence, objective, whereas religion is

Lased on faith and is thus more subjective, without acknowledging that

subjectivism/relativism is a typicat leature of the scientific word where data are

always subject to manipulation and interpretation. Will confine argument lo mainly a discussion about terron3m. Wilt give rinited exatnpres (For eg, focus mainly on 911 bombings' London bombing on 7

July, draw a simplistic conclusion about the importance of religion from the fact that places

of worship still exist without being able to elaborate the example )

C or BETTER Essav. will recogni"u that the statement assumes thai science has come to dominate the wcid

and there is an imptied assumplion lhal rcligion does not have a place in our world today

because scierce ard religion arc mutually exclusive.. Will be able to point out that religion is able to meet certain needs in our lives that

science may not be abte to (for eg, psychological function; dealinq with death, suffering,

fear, anxiety; makes lhe world comprehensiblel assigning meaning to events and providing

a framework for interpreting events that seem randomly disconnected; provides meaning

and purpose in life; trans;ending the mundane to look beyond everyday events and

attempting to understand them in a metaphysical framework, ior eg, interpreting life cycle

events such as birth, adulthood, marriage, death; helps individuals adjust to changes in

iheir livas; prcvides c framework for the behavioural norms, that is, how one should act and

behave both as an individual and as part of society ). Will be able to.ecognisethat retigion sfirl is a sersdrve issue/ held in high rcgard in

our world today. Willdefinitely be ab,e to point out that religion is a sanctuary and a source

of identity for people living in a world that is undergoing rapid change and, in situations

when that sanctuary and identity are challenged, it leads to conflict that, in extrerne cases'

manifesis itself in acts of terrorism.. Will give a wide range of globat examples lo Provide balance (fot eg, ihe influence

religi6n has over legll systems (e.g. Sharia Law) in l\4uslim counlries, the increasing

nuriber of people embracing Buddhist philosophy as a means of coping with the slress of

modern living and to counler materialistic values, the growth of evangelical Christianity as

people seek-meaning in life and the atternpts to marry science and religion through the

iheory of lntelligent besign. All these have taken place despite the advancements in

science).

12. "We continue to only halm the environmenl'" ls this a fair assessment?

D-E Essav. Will be able to point out that "otly" is an exteme word.. Will clarry and explain in some detail lhe ham we have done io the environment as

well as what we are stit doing to ham the environment ("continue")

. Will provide balance by pointing out what we have done to protect lhe environmentandlor lhe efforts to minimise the harm

. Will provide outdated or a limited range of examples lo illustrate the argument crafted(For eg, may give mundane examples such as the 3Rs - Reduce, Recycle and Reuse,

saving eleckicity/ water at the individual level or discuss deforestation and other forms ofpollution without being able to give details.)

C or BETTER Essav. Will be able lo explain and illuslf,al9 their argument in great detail using recent

exarnples of the harm we have done to the envjronment and the consequences which weare already facing and will face in the future. (Refer to examples in The Straits Times dated27 Juoe -29 June 2007.)

. Will have a good mix ol recent global examples (For eg, global warming and its impact

on the local climate e.g extreme weather patterns such as flooding in Australia and heat

waves in lndia, destruction of habitats due to pollution or the logging and farming industries

which lead to dwindling animal populations and marine life.). Will atso be able to list some ol lhe rccenl efforfs (For eg, Live Earth concert) to save the

Eafth and evaluate the success ofthese measures vis-d-vis the harm done.)

:3

UC Mld-Yeor 07 Pqper 2

Secular Humanism is Hamtul

John Gray writes.....

Of all the myths spawned by the Enlightenmen{, the idea that we live in a secular age is

the most absurd. Throughout much of the wodd, religion is thriving with undiminishedvitality. Where believers are in the minority, as they are in Britain today, traditional faiths

have been replaced by iiberal humanism2, which is now established as the unthinkingcreed of conventional people. Yet liberal humanism is itself very obviously a religion-a 5

shoddy derivative of Christian faith. lf this is not recognised, it is because religion has

been repressed from consciousness in the way that sexuality was repressed in Victorian

tames. Now as then, the result is not that the need disappears, but rather that it returns in

bizaffe and perverse forms. Secular societies may imagine tlFy are post-religious' but

actually they are ruled by repressed religion. 10

Liberal humanism inherits several key Christian beliefs-above all, the belief that

humans are categorically different from all other animals. According to humanists'humans are unique in that, using the power over nature given them by science' they can

create a world better than any that has existed before. ln this view, the earth as simply amass of resources for human use, and the other animals with which we share it have no 15

value in themselves. Those who hold to this view of things see themselves as tough-minded scientific realists, but in fact they are in the grip of one of the worst legacies ofChristianity. The humanist view of the earth as an instrument of human purpose as a

securar rendnron of the biblical myth of Genesis.

The role of hollowed-out versions of Christian myth in humanist thought is particularly 20clear in the case of lvlarxism. Marx's absurd idea of'lhe end of history", in whichcommunism triumphs and destructive conflict then vanishes from the world, istransparently a secular mutation of Christian beliefs. The same is true of FrancisFukuyama's equally preposterous belief in universal salvation through "global democraticcapitalism". ln both cases, what we have is myth masquerading as science. 25

Ihe trouble with secular myths is that they are frequently more harmful than the real

thing. ln traditional Chrislianity, the apocalyptic impulse was restrained by the insight thathuman beings are ineradicably flawed. ln the secular religions that flowed from

Christianity, this insight was lost. The result has been a form of tyranny, new in history,

that commits vast crimes in the pursuit of heaven on ebrth. 30

I The Enlightenment refers to the historical intellectual movenenl it the 18d Century which advocat€d rc!!94 or

rationality as the primary basis of authorit.

'?Liberal or secular humanism is the philosophy tbat rejecrs th€ existence ofa god.

3+

The role of humanist thought in shaping the past century's worst regimes is easilydemonstrable, but it is passed over, or denied, by those who harp on about the crimes ofreligion. Yet the mass murders of the 20th century were not perpetrated by some latter-day version of the Spanish lnquisition3. They were done by atheist regimes in the serviceof Enlightenment ideals of progress. Stalin and l\4ao were not believers in original sin.Even Hitler, who despised Enlightenment values of equality and freedom, shared theEnlightenment faith thal a new world could be created by human will. Each of thesetyrants imagined that the human condition could be transformed through the use ofscience.

The irony of secular culiures is that ihey are ruled by myths. lt is a commonplace thatscience has dlsplaced religion. What is less often noted is that science has become avehicle for needs that are indisputably re{igious. Like religion in the past, though lessefiectively, science offers meaning and hope. ln politics, improvement is fragmentary andreversible. In science, the growth of knowledge is cumulative and now seeminglyunstoppable. Science gives a sensation of progress that politics cannot deliver. lt is aniliusion, but that in no way diminishes its power. We may live in a post-Christian culture,but the idea of providence has not disappeared. People still need to believe that a benignpattern can be glimpsed in the chaos of human evenis.

The need for religion appears to be hard-wired in the human animal. Certainly thebehaviour of secular humanists supports this hypothesis. Atheists are usually just asemotionaliy engaged as believers. Quite commonly, they are more intellectually rigid. Nodoubt there are many reasons for this state of affairs, but I suspect it is the repression ofthe religious irnpulse that explains the obsessive rigidity of secular thouqht.

35

40

45

50

Liberal humanisis repress religious experience-in themselves and others-in much theway that sexuality was repressed in the straiFlaced societies of the past. ln secularcultures, religion is buried in the unconscious, only to reappear-as sex did among theVictorians-in grotesque and illicit forms. lf, as some claim, the Victorians covered pianolegs in a vain effort to exorcise sex from their lives, secular humanists behave similarlywhen they condemn religion as irrational. lt seems not to have occurred to them to askwhere it comes from. History and anthropology show it to be a species-widephenomenon. There is no morc reason to think that we will cease to be religious animalsthan there is to think we will some day be asexual.

l\,4any liberal humanist thinkers were adamant that religion would die out with the advanceof, science. That has not come aboul, and there is not the remotest prospect of ithappening in the foreseeable future. Yet the idea that religion can be eradicated fromhuman life remains an anxiously defended article of faith among secular humanists. Assecular ideology is dumped throughout the world, they are left disoriented and gaM/ping

bU

65

I The Spanish Inquisitjon was a religious tribunal esiablishcd in lll?! by the Spanish monarchyto maintain Calholic

orthodoxy jn Spain. It was notorious for ils use oflorture.

3/

10 lt is this painful inability to reconcile their expectation with the reality around them, I

believe, that accounts for the peculiar rancor and intolerance of many secular thinkers.Unable to account for the irrepressible vitality of religioh, they can react only withpuratanical horror and stigmatise it as irrational. Yet the truth is that if religion is irrational,so is the human animal. As is shown by the behaviour of humanists, this is never more sothan when it imagines itself to be ruled by reason.

Here we have the paradox of secularism. Secular societies believe they have left religionbehind, when all they have done is substitute one set of myths for another- ln effect,liberal humanism has taken Christianity's unhappiest myth*the separation of humansfrom the rest of the natural world-and stripped it of the transcendental content that gaveit meaning. ln so doing, it has left secular cultures such as Britain stuck between ahumanist view of mankind that actually comes from religjon and a more genuinelyscientific view in which it is just one animal species, no more capable of taking charge ofits ciesiiny ihan any other....

Humanism is not an alternative to religious belief, but rather a degenerate and unwittingvercion of it. Among the many varieties of religious life that are thriving among us-Hinduand Buddhist, Jewish and Muslim, along with many new and hybrid traditions-this paleshadow of Christianity is surely an anomaly.

Weighed down with fears and anxieties that the rest of us have never known or have longsince left behind, it survives only as a remnant of a time when .eligion suppressed naturalhuman impulses. We rnay not be far from a time when atheism will be seen as a relic ofrepression, like the frills that may once have been draped over piano legs.

70

1,1

75

80

12

13

85

)[

'1. Accordingtotheauthor,whyisitabsurdtoclaimthat'weliveinasecularage'(linel)? 1l

2. 'the unthinking creed of conventional people' (lines 4-5)What does this reveal about the autho/s attitude towards liberal humanjsm? [2]

3. What does the author intend you to understand by ending the second paragraph wfth threedots (...)?[1]

4.rom paragraph 3, describe the two mutated versions of Christianity and exPlain how they aresimilar. Use your ow, words as taras possible[3]

5.dentify the paradox in paragraph 4 and explain it.[2]

People still need to believe that a borigt pallem can be grimpsed in the chaos of humanevents.' (lines 4748). Explain what the author is saying by bringing out the meaning of thertaLrcrsed words. [2]

xplain the authols criticism of the secular humanists rn paragraih 1A. Use your own worclsas far as possrb/e. [2]

hat is the author implying by using the word 'animal' in the penultimate sentence of paragraPh

10? l2l

9.ive the meaning of the following words as they are used in the passage. You maywrite your answer in one word or a short phrase.

(a) spawned (line 1) ................................ Ill

(b) bizarre (line 9).... . . . ... .. .... ................ nl

(c) categorically (line 12) ........................ .......................................111

8.

(d) legacies (line 17)

(e) vehicle (line 42) .

............................ ..... t1l

t1l

tO. Using material from paragraphs 7 to I of the passage, summalise the author's reasons folasserting that religion is an inherent need of human beings and his argumenl against the

repression of religion. Wriie your summary in no more than 120 words not counting the

opening wods which are printed below. Use yo ur awn wards as fat as possible.

According to the author, one reason for human beings' inherent need for religion is... [7]

li

11

ohn Gray is confident lhat rellgion is a natural and healthy expression of Man s deepest needsHow convincing are his arguments? ls your generation becoming more or less religious and doyou regard this as broadiy beneficial or harmful?l8l

,r,

lJC2 Mid.Year Paoer 2 2OO7

Suqqested Answe.s

Question 1:According to the author, why is it absurd to claim that'we live in a secular age'(line 1)?(1m +% m bonus)

Question 2'the unthinking creed of conventional people' (lines 4-5)What does this reveal about the author's attitude towards liberal humanism? (2m)

From the oassaoe Suooested answersThroughout much of the world. religion isthrivinq with u nd im in ishedJilqliq

ln mosl couniries, religion is glg.lgllgviqorously/ flourishinq/Drosoering (%

m)

Note: grow ONLY (0m)

and continues to exisgstill existspurposef ullv/meaninqfullvORhas !b9Jig9!Ilg[9!g!!lb9:49!to survive.(%n)

Bonus:

undiminished unabated (% m)

the unthinkinq creed of conventionalpeople

The unretlectiveideoloqv/doctrine/svstem ot beliefs ofconformists/individuals lacking inoriqinalitv. ('lm)(Note: without thought -0m)

Nole: candidates must get ALL 3 poinGto obtain 1 mark. For I or 2 points,award % mark only.

The writer's attitude towards liberalhumanism is one ofdisdain/ contempt (1m)disapproval (% m)

Note: mockerv/sarcasm (% m)

From the Dassage Suooested answers

The humanist view of the earth as an

instrument of hunan purpose is a secularrendition of the biblical myth ofGenesis....(line 19)

Since Genesis is ihe fi6t chapter of the

E!!!g (% m bonus), the author wants us to

understand there are other instances in

!!qqj!b which illusirate man'smanipulation of the earth. (1m)

OR

Any sensible answers to the effect of 'more

to follow' (% m)

OR

The writer intended the reader to deducethe implications/draw his own conclusionfor his comparison between liberalhLrmanisrn and chistianitv. i'1m)

Question 3What does thethree dots (...)?

author intend you to understand(1m+ % m bonus)

by ending the second paragraph with

3, describe the two mutated versions of Christianity and explain how

(2m) IJse your own wotds as far as possrbre.

Question 4From paragraphthey are similar.

Marx's absurd idea of "the end of history' ,

in which communism-t umPhs anddestructive conflict then ygqisbglfromthe world, is transparently a secularmutation of Christian beliefs. (line 20-23)

The same is true of Francis Fukuyama'seouallv Dreoosterous belief in universalgalyelig! through "global democraticcapitalism". (line 23-25)

The success ofMarxism/collectivtsm/soclallsm wll bnngabout the di9epp93l3!99".1b!d (% m) ofdevastating/damaginq/harmf uldiscord/struqqle/clash/tension/difference(%n)

Note: for'destructive confliet',award (% m) only if the two words aresimultaneously paraphrased

Fukuyama's theory that the equalopportunity and freedom inherent in aninternational market-based /Laissez-

E3!r9-es9!94y (% m) will 93yq!!9Ih9!9wotld. (% m)

Notei lor'universal salvation', if only'salvation' is present, award 0m.

From the

4a

ln both cases, what we have is Eylb I ln both situations they are fiction/untruthsmasque.adinq as science. (line 25) I (% m) disquised/masked as obiective

facls. (% mJ

Question 5ldentify the paradox in paragraph 4 and explain it. (2m + %m bonus)

(a) % m bonus for explaining technique. Aparadox

- an apparentlv self-contradictorystatement /idea which isnonetheless true/logical on closerexamination

(b) % m for identifying the correct paradoxfrom the text

'. . secular myths ..harmfulthan the Jeal

oELurdr rEr9rerr \lrE zol

(c) Being essentially stories, myths arenot taken seriously by those who considerthem mere fictional creations- However,the inaccuracies and distortionsinherent in myths can be more damagingthan the truth. (2m)

9! "'d' d,c wulu,y

or unrelated to spiritual and religiousaffairs and it therefore seemscontradictory to combine lhe word with"religion" in describing liberal humanism.However, liberal humanism - though asecular school of thought - can arguablybe considered a 'religion' because itsadherents resemble religious followers in

. unqLrestioning faith, blindobedience, dogmatism, intellectual

belief in imposing man's will onnature (para 2)

assertion of man's right to exploitnatu.e (para 2)expectations of paradise andredemption, albeit in this world.

are frequently morethins. (lines 26-27)

From fhe Dassaoe

... a torm of tyranny...crimes in lhe pursuit of(line 30)

Any 1 of the above(2m)

The word "heaven' with its implications ofhappiness and moral perfection seemsantitheticalto "tyranny" which is associatedwith misery, coercaon and cruelty.However, it is indeed a historicalparadox that diclalors have committedgreat atrocities in an attempt to imposetheir utopian vision on the world/tocreate their vision of an ideaupertectworld (2 m)

Note:. Answers should be assessed

holistibally. lf marks are awarded for part {c),

dpjgl!award marks for part {b)

that commits vastheaven on eadh

Question 6'People still need to believe that a h9 g!_831re!! can be gtt4pgggl in the 9tA9! ofhuman events.'(lines 47-48). (2n)Explain what the author is saying by bringing out the meaning of the italicjzed words.

Question 7Explain the author's criticism of the secular humanists in paragraph 10. lJse your ownurords as lar as possible. (2m\

From the oassaoe Suooested answers'People still need to believe that a I Humans stillwish to believe that they can

b9!ig!]j!9!!can be qlimpsed L see/disceln/perceive (% m) ain the gl!e99 of human events.' I benevolenUkindlyffavourable/constructive/hope(lines 47-48) I (% m) design/purpose/trend (% m) behind the

confusion/utter disorder (% m) of humanincidents/circumstances.

From the oassaoe Suooested answersIt is this painful inability to reconcile thei-expectalion with the reality around them, I

believe, that accounts for the peculiarrancour and intolerance of many secularthinkels

They are just preiudiced against religionbecause they cannot explain/accept thefact that (understand why) religious fervourcannot be held bacldremains unabated.(1m)

4,

lJnable to account for the irrepressible ] They attack the supposed absurdity ofvitality of religion, they can react only with I religion and delude themselves mostpuritanical horror and stigmatise it as ] especially when they think that they areirrational. (lines 68-71) I governed by/directed by/ grounded in

logic/good sense while (1m)... this is never more so than when it

irmagrnes {self to be ruled by I

reason.(lines 72-73)(include this so that we can explain/justifyto our students the paft on deludingthemselves)

Question IWhat is the author implying by using the word'animal'in the penultimate sentence ofparagraph '10? (2m)

Ouestion 9

Yet the truth is thai if religion is irrational,so is the human animal...(line 72)

By using the word 'animal'to describe thehuman, the author iS sayrng that humansare similar io animals (% m): that thevare ruled bv instinct (% m). He isimplyins that it is_bs!!gli!g!!!gt_!el!elthan reason ('lm) that explains mankind'sneed for religion.

Word in contexl 1 mark Y, metk 0myths spa@ed bythe Enlightenment(line 1)

Y2 m + LJJIspread startedmultiplied began

broughtabout

Nole:generated (1m)

Any one of the% m answerssuggested

causedspurredpropelledignitedtriggered

it returns in biareand perverselorms ...(l;ne 9)

/'m + Lmvery oddextremely peculiar

strangeunusual

Note:

Any one of the7, m answerssuggested

extraordinary/special

1r

weird (1m)

humans arecategoicallydifferent from ... (line12\

undoubtedlyindisputablyundeniablyirrefutably

certainlYsurelydefinitelyabsolutely

clearlyobviously

One of the worstlegacies ofChristianity (line 17)

A situation that exists as aresult of things thathappened at an earliertime generation/belief/movementConsequences left behindby a previousgeneration/belieflMovement

heritaqesScience has becomea vehicle fotneeds ... (line 42)

mediummeanschannel

transportercariertoolplatformvectormodelransmitter

Question 10Using materialfrom paragraphs 7 io I of the passage, summarise the author's reasons

that religion is an inherent need of human beings, and his argument against repressing

religion.

Wdte your summary in no rnore than 120 words not counting the opening words whichare printed below. Use your own words as tar as possible. [7]

According to the author, one reason for human beings' inherent need for religion is...

4+

Ptno.

From passage paraphrase

1 The need for religion appears to be

IAlglgilgd in the human animal.(line 49)

that it is inqrained in our nature. [1]

2 ...the behaviout ol seculat humanistssupoorts this hvpothesis. (line 50)

This theory/thesis/notion/concepgideaI%ml is dgEelell1blggEeelaDle l%mlby the actlons of the secu/arh u m anists/at h e i st s...

who are inflexible in theirthinkinqrwhose flame ol l-ejerenceabout the world is tixed lll

:th&re morelllelllplgelvJglt!(line 5'1)

IY,mlunc;mpromisinq/unvieldinq/i4fl exible

[7,m] nature of the secular/wo dlY

thoughLtu/orldview.

nsi h. this actually describes/makesclear/accentuates lhe-etpla-as tne glsglglyeiqiCjq ot

secular thought. (line 53)

h{ieties that are non-rcligious, lheneed for belief is submerqed/concealedI%ml in the innerieiit's uuc66-scio,rslpsvc tre lzml

r:lecutir cuttures, rerglon is hgligdin the unconscious, (lines 55-56)

FoweverJhis suppression of religion has

the ironic effect ot revivinq/.esurrectinqt%ml it in variousunnatu ratta bnoroa!lb4E!9Cld!9!9l9Cr/,mPnd 1ig1P1 1%m1 manners

,,ilu to reappear.. in qrotesque and''rriJit tor i'(ti-*s so-sz)

NB: 3 points here

Lut as tne pqlsin-ggfsg! [%m] from our

daily experience is fq!!!g, l%mllflas some claim, the Victorianscovered piano legs in a y3!-q-gfigd to

9&!9!g9j9! from their lives, (line

iecunliunaniststameisls act in the

[%rn] manner when theycriticise/denouncefaith/belief/reliqion J%ml

"eiulaihtimantsfs behave similarlv

when they condemn leliqion as

!IIe!!g!4i. (iines 58-59)

provenlesiiblishedrdemonslrated [7'm]th=t thJ nee-dior r€ilgton rs a thorouqhlv/fullv/human excerience OR somelhinq

@rpsr!9!999 t'l'tl

Moreover, hisforY andanthropology/academic siudies haveEigory and antnolology 9b9! it to

be a sPecies-wide Phenomenon(lines 60-6'1)

itrerefore, the need for religlon ls as

inteqral to our beinq human as oursexualitv. [1]

we will cease to be religiousenimals than there is to think we wlll

6mE diy be asexual. (lines 61-62)

ihere s no rnore reason to thlnk that

w-hilemany/,bera,humsnisf s/atheists-

were resolved/unswervinqlunwavillnqtzmt iilfr6ii betief tnat religion would'k^-;-- -vlin.r l%ml with the rise of the

Manv libera! humanist th,hkers were

ada;ant lhat reliqion would llgiq!h the advance of science

lines 63-64

4t'

scientific wotldview.

their exoectation has not been

materialised/fulfilled [%m] and it may,

;;fi;;6-b;;tin time to come [%m]

-ha@493p991, and th.ere

is not the remotest ProsPe9! ot lt

Maximum 7 marks ('l ma* for each point)

Question 11

-l*o'n'n-ii"v i" "onria"nt that religion is a natural and healthy expressron oJ Man s

0""""i "i"i..-n"* "onvincing are his arguments? (R1) ls your generation becomlng

more or less reliqious (nzt ano oo you req'aiJinis us o'ouoti o"nlti";"1 o' 62fl-nful? (R3)

BAND DESCRIPTOR9

1-3c

T{OTE:'1 . On the Question: 'How convincing are his arguments?'

iiualnis muit suostantiate their stand with evidence from

experiences

(R1),the passage and their own

friThose scriots with only a restatemenl ot the writer s maln ideas lMut

"nvl"o." itt"*pt to tel;te to the students gene@lion

ldentify at least one point from the passage to begin the discussion

Tendstomerelvbeareferenceoftheviewsofthewriterbywayofrestahngthenuestion or summattzing or restating of the texl

ivlisinierpreiaiion of ihe idea3 taised in lhs question or

ln addition to the above,

Evaluation is attempted but not always

limited develoPment

Exolanallon shows adequate level of

thorough in suppod and illustration

convincing. Tends to be superficial' with

understanding of the issues, though not

ln addiiion,u".Jii;uin",no

"no "lear evatuahon. by devetoping ideas to logical conclusrons

J,,itri "Jt"i" irJljttion personal rnsght anJ apt rllustratron Greater

;il;:I;" ;;;;;;aluation or poinls an-d treatment or content

A verv good understanding of the issues' with thorough support and apt

illustration.

2. On the Question: 'do you regard this as broadly beneficial or harmful?' (R3),

Students need to provide a balanced discussion of why being more or less religioushas both benefrcial and harmful consequences.

3. lvlarkers should not be expected to infer on behalf of the students

4 RcsponGes should be backed by good ond relevant exampleg

5. cood scripts should discuss if there is a need for religion beyq!!llhc-99!l!9!L.q]lSinqaoore

4+

JJC Mid-Year 07 Paper I

1. "The world is addicted to violence." Discuss the truth of this statement'

2. Consider the effects of your country's move to establish a more cosmopolitan

environment.

3. History is a tool for politicians to achieve their ends. Do you agree?

4. "The purpose of education is to make civilised men of us all" ls this view still

relevant today?

5. The benefits of environmental conservation do not justify its cost Discuss

6. "Good governance is the only reason why Singapore has succeeded " Discuss

7. "Technological advancement has worsened the problem of poverty " Do you

agree?

B. "competition is inevitable in our increasingly connected world " How far do you

agree with this view?

9. "Access to new media has empowered individuais, but weakened

establishments." ls this a fair statement?

ro. Freedom and responsibility are inseparable. Discuss.

'!1. Ac'tion packed movies have undenieble appeal but qu-'stioneb!e'.'slue Discuss'

12. Can discrimination ever have desirable consequences?

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Passage I Ruth Hubbard says...

This century has wilnessed holocausts of ethnic, racial, and religious exlerminalionin many parts of our planet, perpetuated by peoples of widely djfferent cultural andpolitical affiliations and beliefs. lt is beyond comprehension that educaled personscan come forward to argue, as though in complele innocence and ignorance of ourrecent history, that nothing could be more interesting and worthwhile than to sort outlhe "racial" or "elhnic components of our species so as to ascedain our root idenlity.And where to look for that identity if not in our genes?

Every decade or so, a new prophet promises lo decode the currently advertisedRosetta Stonel that will enable each of us to not only know who we tauly are, but touse that knowledge for our individual and collective benefit And, of course, noperiod has inspired more hope and determination than the present, now that largesums of money have gone into spelling out-"sequencinq"-the molecularcomposition of the "genes" which are part of that long string of'bases" curled upwithin the nucleus of each of the cells in our bodies. To make good on this, effort hasbeen rendered all the more urgent by the fact that some of the scjentists pioneeringthe lask have suggested that the very volume and complexity of the new informationmake it virtually impossible to interpret- So, what to do?

Why not use the intormation to tackle the meaning of'Jace," the question that hasbedevilled Europeans and both European and African Americans for a very longtime? And belter yet, why not use it to tackle the relationship of race to health, aquestion that haunts us in more recent times? Let us disregard the differences rnincome, family slructure, education, rales of employmenl and incarceration, andsuch Let s gel down to the basics-our essential nature: our DNA (or "genes"). lt wecould establish "racial" gene cluslers and if we could use these to predict disease,and so prevent il, wouldn't we all be better off?

Severalthings are wrong wilh this plan. For one thing, lhe manifestations of inhefltebconditions can vary considerably and unpredictably from one person to anolher and,indeed, in the same person at different times. This is so because many factors, bothwithin and oulside ourselves, affecl lhe ways we develop and function This is true ofour biological characteristics as well as our psychological and social ones. Evenconditions such as cystic fibrosis or sickle cell anemia, which foilow predictablepatterns of inheritance, can exhibit a wide range of symptoms that differ in thetrseverily in different people or, indeed, in the same person at different times

When it comes to the more common and prevalent health conditions or diseases,such as the various cancers or the vascular conditions that can lead to hearl atlacksor strokes, genes do nol predict the facl or tjme of their occurrence or their severitywith any degree of accuracy. For these sc{ts of conditions, a person's lifecircumstances, beginning al birth are betler predictors than their genes are This rsnot to say thal "genes" aren t involved DNA is involved in everylhing that goes on rnour bodLes by virtue of the fact thal DNA specifies the composilion of proteins anddifferenl proteins are continuously being synthesized and participate in all ourbiologica{ functions. In fact, that's why DNA is important But the relationshrpsbelween our DNA and our proleins are neither simple nor one on one and they

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rThe Rosella Slone ls an ancient stone wilh iexis engraved to honour lhe Egyplian pharaoh ti is commontyused as an idiomalic lerm lo suggesl a discovery ihal provdes knowledge ior lhe solvrng of a puzzle

36

3

change over lime. That is what makes genelic predictions problemalic andrrnreliable 45

Furthermore, different degrees of disabiliiy are associated with different mutationsand the degree of disability is different for different people as also for the sameperson al different times. Stranger yet, a mutation that elicits severe symploms in

one person may elic'l no symptoms at all in others. No one yet understands why thisis so except to assume that the relevant genes and proteins engage in multiple 50interactions wlth other things going on within the organism as well as outside it.

The complexilies that emerge upon closer examination of such relatively wellunderstood patterns of gene function make a mockery of the prelense thal we canuse the worldwide distribution of the genes of human populations to shape ourunderstanding of our hislory or lo guide social policy. 55

Adapled from Ruth Hubbard, "Race and genes'

Passage 2 Moore & wilson says...

Let's begin our slory with a pop quiz on genetic science. We have a group of follrmen. lf you were able to look jusl at their genetic code, their DNA, which of thesemen have the most genetic differences? I have no question, given what we knowabout human genetics, that the tall person and the short person aIe gignificantlymore different than lhe black man and the white man of a similar height

The human qenome project is one in which scientists around the wodd are kying tomap the location and function of every gene in the human body. The viewpoint ofmost geneticists today is that."race" has no real meaning in science. Trying to mixgenetics with race is inappropiale, it cannol be done. Race is'something we do toeach other: it has nothing to do with what our DNA does to us

lndeedp it's based genetically, but it's a very small part of us*How small? While eachcellin the human body has 100,000 genes, only about six genes control skin color _-

six out of 100,0001 What's more, everyone reading this article shares the same sixgenes, including lhe genes for dark skinl What that means may shock some people;that each of us has the potentialto produce skin as black as an African native. Thatis why geneticists say race, like beauty, is only skin deep. lf yoLl expect that thereexlsts pure races, lhat is totally absurd Think of what people would look like withoutskin. When you do that, you see we're all alike, we're prirnates.

So now that this information is out. peopie might accepl rt people mrght not But you

can'i era6e what you've learned throughout your whole life. Like what about racialdifferences in sports? lsn't that genetic? Sorne people say black athleies have agenetic trait called 'fast-iwitch muscles " which allow thern to run, iump, and shoolbel1er than whites. But science tells us that lots of athletes have fast-lwilch muscles,while nol all black people are good at sports. Why are Latinos good at soccer? Dowe ever talk about their 'soccer" genes? ls there a "martial arts" gene for Asians? A

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"golf'gene for whites? What about Tiger Woods? Did he gei his abilities from his

black falher or his Asian mother? And that's exactly the problem with trying to deilnepeople by race; there are no clear scientific categories that truly separate humans by

the color of their skin. Bul that doesn't mean some people don't try

E So. f race rsn't based on scLence, what is it? The best evidence is lhat race is not in 30' our q"nes, rl's rn our heads, something we made r.lp a long lime ago ln the dayswhen humans could see lhat the earth was flat, they could also see that people

looked different. And though we now accepl that our eyes deceived us aboLlt theglobe, the belief in racial differences has been tough to change

a Essentially, race rs like the dots on the screen. ln science, race means nothing The 35- dols mean nolhrng until we create the meaning, as we've done over human history'Race isn't science. Race isn'l biological So it is helpful to go back and use scienceto uncover the fact that there's no scientific basis for all the racial differeaces that wemake such a big deal over. But we can't deny the fact that, even though a social

construci, it has become a parl of our lives, our everyday lives And il stands in the 40way of our being able to achieve all that we need to individually, collectively' or as anation

r The solutron to race relatlons may be to form relationships with one anolher. lt is' absolulely recognized thal this partlcular friendship is diffictllt to create People have

a whole pile of history that makes it difficult to create these kinds of relationships. Do 45we throw up our hands and say it's dfficull, it won't happen? I think not

Adapted frcm Pam Moorc & Pete Wilson, "What is Race?"

6o

Questions on Passage 1

Fram Paragraph 1:

1 Explain how it is ironic for "educaled persons lo wanl "lo sort oul the tacial' or'ethniccomponents of our species so as 1o ascertain our rool identily " (lines 3 - 6)

121

From Paragraph 2:2 What does lhe author mean when she says "a new prophel promises 10 decode ihe

currenlly adverlised Rosetta Stone..."? (lines I - 9)

t2l

From Paragraphs 4 6:3 The wriier suggesis reasons why the knowledge of genetics cannot be relied on io predicl

diseases.Summaflse the reasons provided from paragraphs 4 - 6 of Passage 1 in no more than120 words, not counling ihe opening words given below Useyourown words as far as

The ftrsl reason why genes shauld not be used ta predicl health isthal[8] l

Frcm Paragraph 7:

4 ldenlify the writeis attilude and explain how il is €onveyed jn the phrase "make a

mockery of the prelense..." (line 53)

t2l

Questions on Passage 2From Paragraphs l &2:

5 . Explain ihe writers' inlention in using ihe Pop Quiz.

I2l

From Paragraph 5:6 'Why are Latinos good at soccer? ...A 'golf' gene for whiies?" (lines 24 - 27) Explain the

' writers'inlention in lhe use of rhelolicalquestionsI2l

Hom Paragl apn o7 . ldentify and explain the figuralive language in this paragraph

t3l "

From Paragraph 7:

8 Why does the author feel thal il is djfficuli to create relationships wiih one anoth_or ofdiffering race? Use yo,r oW,? words as far as poss/b/e.

t1l

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9 Question on Passages 1 and 2Give the meaning ofthe following words as lhey are used in Passage 1 and Passage 2

You may write your answer in one word or a shorl phrase.

exlerminalion (line 1) ............... .

bedevrlled (line 19) ......

Faam Passage 2;

map (line 7)

absutd (l'ne I7) ...........

essentially (line 35) .........-................-.-..........t51

10 Ruih Hubbard argues thal it is unreliable to depend on genes to predict our illnesses.Moore and Wilson discuss how our race is not delermined by genes.

ln your opinion, is there a value foa the study of genes? Using relevanl argumenls fromlhe passages as well as your own experiences, justiry your view. I8l

(L

JJc Mad-Year07 P2 answer schemeQuestions from Passage 1

r. Explain how I is ronic for "educaled persons" to wanl "to sorl out ihe tacial or 'ethnic' components ofour species so as to ascea6in our root idenlity " (lines 3 6) l2l

thal nothing could be more interesting andwonhwhile rtJn ro son oul lhe ldcdl' or''eihnic components ol our species so as loasceriain our root idenlity

2 Whal does lhe author mean when sheadverl'sed Roselta Slone.. "? (lines 8 - 9)

- qars!!I!!9q4!&{9d

it .,s expeciea- i,lit eoucated pe"o* -,ll be *ltinformed/most knowledgeable about histoicalevents and lraqedies arisinq fronr genetic/racialdeterminism/ discrimination to wanl toprcvenu.void tha qdnF IragFo,er lo n happeningagain/makinq the same mistakes. (1)

" Onty

says a new prophel promises lo decode the currentlyI2l*1

Lifted

(scientlsts pioneering the task)

who promises to clecode(spelingaut sequencing")

lhe curently advertised Rosetta Stone(the vety valune and canplexty ot the newjnfornatian rnake it vitlualy impossible lo interyret)

Jusl as a new prophei provides guiclance io makesense of a difficult probl8m, (1)

.so new generations ot scientisrs hav€ emergedlo decipher/make sense otlshare theirunderstanding otsolve the puzzleoflinterpreUtranslate the gene poou genericsiudies (1) ''ln bonus for answets lhat points to the averhyped nature of the pronise

Paraphrased/lnfer€.t

FromParagraphs4-63 The wnter suggesls that there are reasons why knowledge of genetics cannol be relled on to predict

Summarise the reasons provided trom paragraphs 4 - 6 ol Passage'l in no more than 120 words.nol counUng the opening words given below. Use your awn words asfar as possible. t8l

The tu, teason why genes should nol be used to predict heallh is that.

. ihe manitestatons of inheited conditionscan vary consiclerably and unpredictably

inheiled diseasessigns/symptoms thai differ/fluctuateloVnoticeably/signincantly and randomly/erratically/ capriciouslySecondly. varying levels of affiction/ ailmeni j 1

are linkecu related lo various chanqes/ l

educated persons can come iorward lo argueas though rn "o.pr"t" rnno""t "" unjagnorance of our recent hrstory

Howeve. these educated people are actually theones most obsessed/ fixatpd the sortinq ofdifierences within the human species/carrying outthe segregation which may lead to hislory repeaung

Different desrees oi nisabrl'tyassociaied wdh differenl murations

63

irom one person to another in thesame pe6on al dit{erenttimes.

.degree of disability is difterent fordifferent people as also for the same

lhis is so because many factors, bothwithin and outside ourselves atfect lheways we clevelop and function

OR

relevanl genes and proterns engage lnmultiple interactions wilh othe. thingsgoing on withjn the organism as well as

Even cond tions .which follow predictablepatterns of inheritance, can exhibit awide range of symptoms that difler inseverity n dirierent people or indeed. inthe same person aldrfferenl timesWhen ii comes to the more common andprevaleni he;nh conditions or diseases.genes do nol predict lhe fact or time of

These varialbns occur ev€n for knowninherited diseases/ illnesses lhat follow a setof highly ascertainable/ foreseeable

The siudy of genes ls nol abte toforesee/foreteluanticipate the onseuinception of widespread/prevailing itlnessesOR

.cannot foretell when or why an ilness may

rity with any degree of ihe level of riskdanger/howserious the condition may be wilh

a person s life circumstances are '9!9!4!!!racJ4l9!!!$!.ln tact, a mo€ accurate indicator ofour heatthG the condition of life itself...knowing that the way our genes areassociared wilh/linked to our biotogicat

better prediclore than their oenes areBut the relationships between our DNAaQd our proteins are neither s'mple nor

indirecv not_ | srraishtrgrward/mqlli-E!9!9q-co,1pl9l

.e!d l|qyj!?ltgg 9I9IIUI9 - I and tlrgtabte/do noistaykemaiionsrmt'An) S our al tO pan s dbare

",'un,opn t

4 lde,rilv Ine w teic dtl lLde a-d e{Darn how,t rs convFvFd rn rne pl-rasepretense (line 53)

-he .o"1o e\ le" mdhe arnoct<oy. _ ot te

"make a mockery of the12)

. ihat we can use the worl.lwi.lFlhe genes of human populationsunclerstanding of our history

Paraphrased/lnferedThe wiler made use of wordsconnotations/degradation like

.to suggest ihe possible repercussiom/negativeconsequences re. rh'n9 from gprerr derelmrr.smt%)

BD!h raLlats ate lurther oppendant on \hF 1

Vaiations that behryeenindividuals/people and between instances/occasions within the same individual.

..due to lhe numerous/ large number ofinternal and external influences/determinants/contributors lhai have aneftecl on how we lrve our lrves/rnilLence ho*

6ry

Paragraphs 1 and 2:

5. Explain lhe wrilers rntenlion in using lhe Pop Quiz t2l

Race is somelhing we do to each other; il hasnothinq to do with what our DNA does to us

LifteclWhy arc Latinos sood ai soccertD;we ever iark

The wrilers want to engage/ altract the attention

The walers' intenlion is to debunU discreclit theatlachmenl of genes to lhe concepl of raceORThe wrilerc want to rejnforce their pornt that racehacl nothang to clo with DNA/genesOR

6 Why are Lalinos good al soccer? A golfinlention in the use of rhetoricalquesiions.

qene for whites?' (lines 24 27) Explain the wriiersI2l+1

about lheir'soccei genes? lS lhere a "ma'1ialarls" gene lor Asians? A 'golr gene ior wiites?What about Tlger lryoods? Did he get hrs abilitiesfrom his black father or his Asian moiher?

And thats exactly lhe problem with lrying.todenne people by racei ihere are no ctearsctentafac categories that truly separale humansby the cololr ofiheir skln

. .lhat abilities/skills/talents have nothing to do

7 ldenlify afd explain the ngurative language in;his pa.agraph l3l+1

Paraphrasedllnterrecl'Race !s like th€ dols on the screen (1)

'1m borl6 far answets idenffytng the use ofsimiles an.l analoqv here.

f ',""rr. "r^,"*". ,Questions from Passage 2

The pop quiz suggesls thai there are moreconsiderable/ noteworthy genetic differencesoetween pFop e rulh differenLes inf earures/appearances (%)

. than there are genetic diflerences betweenpeople trom different racial groups (%)

' Answets lhat atlenpl b ad.Jress the concept ofhaving nore/less genetic .Jiflerences wlhoulbringing n lhe conplele conparison betweenappearance an.J nce wil be given %n; answerswith no attempt lo nake any forms of conpatison

The tall person and lhe short person aresigniticantly more different in iheir geneUcs

...1han the black and lhe white man of a similarheighl

The wnlers are making a poinu reinforcinglemphasizins/ pe6uadinq readers (1)"1n bonus lat answerc lhal explah lhe function ofrhetorical queslion as slylistic lool ta pose aquestion wnh an obvious answet

ldenlifv simile

ts'

The dots mean nothing uniil we create themeaning, as weve done over human history

n science race means nothing too

6. Vocabulary:

Jusl //(e dots on the screen makes no senseuness we interpreuinfer what is happenrng.

Just like dols have no meaning unless lhey arejoined to torm a piclure. (1)

so race remains a meaningless concep,baseless hypothesis uniil we inject meaninginto itOR. renders itselfto possible socialconskuctsOR

rd' e has no -eanrng as rt,i a (on(Fpl we l-aJF

8 Why does I he author feel that il is difi cull to create relationsh ips with one andihe r of diffed ng race ?

Use you a$/n words as far as possib/e I1l

LiftedPeople have a whole pile of history

lhat makes 1l difncult lo create these kinds of

FromPassageslA2.

...negative/ unpleasant predispositions/preconceived notions/ prior negativeexperi€nces towardspeople of anothe. race 1%)

' The idea of past experiences being many andnegatNe musl be ponrayed fot a lull nark

KillingSlaughler

Spoilt

Cursed

Bugged

Paraphrased/lnferredll is be;usemany (%)

peopie have a lot of/

(holocausts of ethnic, ncial and re giousexternination perpetualed by peoples of widelydifferenl cu ural and polttical affilalions and beliefs

I5l

0ma ,o/ocarsts ot elhnic, racialand religlous extermination(N)

'To get .l af sanething

Geti'ng rid ofEnding of

b the quesllon ihai hasbedevilled Europeans for avery ong lime? (uquestion lhat haurrs r's in

'To be extrenely puzzled

Baffled

4

Eradication

EliminalionComplete/Total destruclionGetting rid of complelely

a liyins to map the /ocatjonand functton oi every gene(v)

'fo arcnge and detine in

DenneCharl

ldentify/show the position of

ldeniiiyShow

ExplainAff?ngeDrait

Draw

MatchLink

d. No such lhing as race? Hassc ence suddenly gore ,rad?

thai is tolally absurd (Adj)

'Obvlous/y serse/ess

CGzyObviously/Ulierly senseless/illogical/ untrue/ incongruoLrsContrary to allreasons

llad

Laughable Slrange

Laughably/

SillySiupid

So... what is ;f? Essentially(Adv) race is like the dols on

'A necessary andn d ispe n sa ble crit e r ia n

Basically

ChieflylMainly

Crucially

OverallLargelyl$ostly

ObviouslyEspeci?1ry

7. Application Queslion:

Ruth Hut'barcl argues that it is unreliable to depend on genes to predict our illnesses. Moore andWilson cliscuss how our race is not d€te.mined by senes.

tn your opinion, is there a value for the study of genes? Using relevant arguments from thepassases as well as your own experiences, justify your view. I8l

Sludenls need lo argue either in favour for the study ofgenes or against it by evalualing or discussing lhebenefits lhat could be derived irom il, or the deleteious effecls that could possibly stem from it Ihey needlo reier lo sonre ot the argumenls made by both aulhors and make clear their oM view and describesome of the experiences or evidence that they could draw on to suppodlhemThe ldeas from the passages that studenis could discuss include:

1

There are those who leelthai we should delve inlalhe sllrdy oi genes in order

3

5

This plan has cerlain drawbacksfrom person io pe.son due loescerl.ined d!e io oenes alone

Firslly. the symptoms of disease can devialevarying faclors or cond(ions lt cannot be

because genes do nol p.ediclof dlseases with any degree of

Geneiic siudies are prob ematic and unreliablethe facl or time oi thei. occurrence or severity

cenes do pray aj?4 in 9!jrq!q!!9!e!!r999!99!r -n addition. there cannot be a constanl pattern of disabiliiy as.ribed lo any one

rson or time as lhe condiUons tend io fluctuale beyond any measure ol

0l

These complexit'es and complications thus show thal we cannoistudy ofgenes lo comprehend his]ojj- or to shape social pollc

Posgible Value of Gene Benefits)

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lVedicalBenefitsGene study woLrld reap ce'lain b€nefils in the medical sector for instance, in termsof genelic tesiing ior disease prcvention Genes ideniiJied as those responsible forcerlain diseases such as hearl drsease or breast cancer can be located within theDNA sirands ot individuals cluring genetic lesling Thls helps lo wam people of theirnpending health risks and allows lhem to take concrele measures lo avoid ordelay developing the diseases

Economic ProoressThe study of genetics prornises lo create new markeis and jobs especEllyperlaining to the research andjevelopnrent irduslry. ln Singapore, the biomedicalsector has been emphasised so as to make Singapore a biomedical hub This inturn would generate g.ealer rcvenue for Singapore as medicaltourism would be

Slimulates Discussion on EthicsGiven lhe conhversjal nalure ol qene sludy, lhis would stirnulaie and create apiattorm for invigo€ting debales or discussions on the pros and cons of uUlisinggene siudy to determine,or ireat cedain nredical conditions. ln Singapore lheBidelhics Advisory Commitlee was sel up lo ponder over such elhical issues Thisalso acts as a sprlngboard tor fudher discussion amongst lhe citizenry

Eradicates RacismGene study would clarit misconceptions aboui racaal difierences as

'l shows us

lhat we are biologically akin to one another. This is especially important in acountry like Singapore. amidst the modern socieiy we live in where raciaJdiff€rences have led to 9olatile situalions in the world.

Prevenlion of PsvcholoqicalDisordersGenelic tesling has also promised 1o help identfy cetuin genes which purpodedlycause psychological behaviours such as addiction lt would h€lp to idenlify iichildren have cerlain genelic predispositions to abuse drugs and alcohol

1

The sludy ofqenes re.ders race differences 1o be irrelevanl or minuscule

2Race is a socialconsiruci miherthan a biologicaldifference

3Genetic sludy actually shows us thal we are more alike biologically than wethink.ll is difficull to eradicale social noms on how rac€l difierences are.ooted inour oenetic make uD

6t

,l Fosters Sense of BelonainoPeople are cu.renily using DNA tesling lo irace their ancestry lhus enabling themto develop a sens€ of identit and fosler deeper lies wilh their racial groups. Thisalso calses socal perceptrons of €cial difterences lo abate as results oftenindicate lhai each person has an ancestry coniaining ot various races rather lhan

Harmful Effects of Gene Study

Economic ConslrarntsWith genetic iesting becoming more prevalenl, health insurers maygenelic tesling lo bar cena n individuals who have been idenlited togeneswh (h may caLse dspdse from pur'h"5i g insu anreln addltion, geneiic lesting is expensive and may nol be accuratemerely based on prediciions

Breeds PreludiceAlthough racism may be eradicated due to gene study, il may erstwhile resull in anew form ot prejudicei genetic discrimination in which people are discriminaledagainst due to the genes they have. fhis wouid be again, a new form of adanqerous social construct which may prove io be haza.dous io social stab ity.ln addilion gene siucly may link susceptibildes lo certain dlseases or undesnablegenelic dispositions wilh certain races, which may result in even fudher

PsVcholoqical ParanoiaGene Sludy may resull rn psvcholoqical pamnoia asor defeatist mindsels after rcceiving negalive resultslead io an ovecdependency on genetic iests.

Ethical Conside.ationsThere may be abuse of geneiiciesling which would lead eihicalconcems such as ifparenls were to choose designer babEs based on genelic folmulalions o.compositions Ihis may also iuelracialdilierences as parenlswould also be able lochoose the skin colour of lheir offspring or genetically determine oihercha.acterislics closeJy associaled to race

people may develop fala islicin genetic lesting. This may

6f

Ml Mid-Yeor 07 Poper I

1 "Punishment always the right solution to stop crime." To what extent do you agree?

2 Can the education system ever meet the needs of the young?

3 "Science is for the mind, literature is for lhe soul." How valid is this?

4 How necessary is adversity in nation building?

5 "The basic things are lie best th'ngs in life." How far do you agree?

6 We have more information but less knowledge. How true is this of the Singaporean society?

7 Discriminalion starts trom the privileged ;n our "*i"ty.

Do you agree?

I Old isgold How true is this?

I The worst kind of crime is crimes against the environment Comment.

10 There is heavier responsibility on the media to censor than ever before. Discuss.

'11 Maierialism is the new reliqion. Comment.

12 Do the arts today represent reality?

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Ml Mid-Year 07 Paper 2ln todays world, mulli-elhnic slates are the norm The tradilional nalion stale, where adlslinct national group corresponds to a lerritorial unit, has become an endangeredspecies Globalisation and the increasing movement of people across borders lhreafen lokrll ofi the nation-slate once and for all However, some ml,'ths resist reality, and majorilyor dominant clritures in countries around ihe world still seek to impose their identities onolher groups with whom lhey share a lerr ory

Altempts to impose uniculturalism in muiti ethnic environments often come at the expenseoJ minorily righls. To avoid marginalisation, minorilies oflen inlensitr/ their efforts topreserve and protecl lheir idenlilies The hardening of opposing forces assimilalion on

the one hand and preseruation of minority dentity on the olher can cause increasedintolerance and, in the worsl case, armed eihnic conflict. ln such cases and in order loprevent escalalion, lhe proteclion and promolion of minorty rights is essential

Even though the evenis of the twentieth cenlury have lalrght us to think ofthe term ethniccontlict as one word, lhe two concepls do not have to go hand in hand Thal is, elhnicconflict is not inevitable in mulli elhnic slates Jusi like a mosaic arl piece; where aplethora of individual tiles ot contrasting textures and colours are inskumental 1o iheoverall composition.

Good governance plays a vital role in involving minorities in socielies and protecting theirrights and interests. Through recognilion, dialogue, and participation, alllhe cilizens ol adiverse society can form a greater understanding of one anothefs concerns. The mediaand educalion have imporlanl roles lo play in this regard, as do political representalivesand communiiy leaders.

Although no counlry has a perfect record on minority righls, a couniry like Finland forexample, has worked hard 10 iinplemeni legislaUon in order lo promote good ethnrcrelalions among its populaiion The Swedish'speaking Finns are lhe largesl minorily in

Finland al 5 71 per cent of the population. The status of the Swedish speaking Finns isexceptional compared to thai of other naiional minoriiies, due lo the fact thai Swedish isin addiiion lo Finnish, an offcial language of Finland. ln recent years, the government hdsredoubled its efforls lo sellle the queslion of land ownership by the Sami, lhe indigenouspeople of Finland. Finnish, Swedish or lhe Sami language is laught as the mother tongueof lhe student, and under lhe new legislation, children who reside in Finl?nd permanenlly,lhus including immigrant children, have bolh the duly and the right to go to comprehensive-, hool

Other posttive actions taken by states include: legislalive measures that inlroduce highermaximum penalties for Fcially motivated crimes; lhe use of ethnic monitoring to ascertainthe number of persons of particular ethnic and nalional origin in various kinds olemploymenl and lhe setling of targels to increase the employment ol persons ot minorilyorigins in fields where they were under-represented; the eslablishmenl of new advisorybodies on maiters relevanl to combating racism and lntoleralce, including the launchingand implemenlalion public awareness campaigns intended to prevent racial discriminalionand increase tolerance, and the establishment of human rights institutions andombudspersons lor ethnic and racial eqlrality.

State aulhorilies need 1o ensure that minorities enjoy the lundamental righl io equality,bolh in wriflen legislalion and in society at large. The roles of local government, civicorganisaiions and NGOS are imporlant in this respect Police, prosecutors and iudgesneed to be of what conslitutes racial discriminalion and racially motivatedcr rnes and in some cases, changing the composition of police forces to better reflecl lhemultFethnic communities lhey serve may be appropriale lt is also incurnbent upon

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minonlies to rnlegrale themselves inlo lherr communilies. Other recommendations incllldemon(orrnq hale sp-ei h. promo|ng ampowermenl rhrough eclurdlion. and ensur,ngadequate housing and access 10 heallh care.

During the Warsaw meeting, experts emphasised thal regional cooperation remained keyto combaling discrimination of minorities. Special attenlion was paid to the rapidproliferalion of hate speech, hale crime, and hate sites on lhe lnlemet. Experts agreedthat many counlries in the region ofien did not acknowledge thal racial discriminalionexisted and seemed to consider il only a problem in lhe United States and South Africa.The World Conference, experts said, should help ensure lhal internaiional and regionalminorily rights instrumenls were publicised and understood by disseminating information;n relevanl languages and conducting public educalion campaigns

ll is when staies lack the foundation for protecling minorjly rights or governments aclivelyencourage intolerance for minority groups thal conflict-ridden environmenls ensue Astensions involving nalional minority issues iniensify, disenchantment with one'sgovernmenl can evolve inlo conflict siiuations ln the pasl ten years alone, ethnic conflictshave plagued a handful of countries such as Rwanda and Burundi, the former Republic ofYugoslavia and more recenlly, lndonesia, East Timor and Fti. lt is tragedies like these lhatcompel the inlernational community to encourage a dialogue between minorities andqove.nmenls within all societies.

Almosi three years afler former President Suharlo's dictalorship collapsed, lndonesia'sproblems with its minority communiiies are growing despite lhe benefits brought bydemocracy The new governmenl faces separaiisi activities in the provinces of Aceh andlrian Jaya, East Timor has yei to recover from its vote for independence, and ethnicviolence has recently erupted in ihe lndonesian section of Borneo. Human rights groupseslimate that between 3,000 and 4,000 people died in separalists and ethnic violence lasiyear in lndonesia and thal more than one million people are now homeless because ofthese conflicis Although there have been new effods 10 devolve power 1o lndonesia'sreqions, ihe Governmeni has yel 1o implement pro'minority policies, which means theremay be more trouble ahead

The proteclion of minorily ights and the prevention of elhnic conflict was also diseussedat the Oclober 2000 Regional Seminar of Experts for Africa, held in Addis Ababa,Elhiopia. The Seminar agreed thal greater atlention must be paid to the economicproblems that give rise lo outbursts of ethnic conflicts in Africa. lt turther recognised lhatlhe realisalion of economic, social and cultural rights and the right to development is ofcrucial relevance to the preven$on of ethnic conflicts in Africa or any other region. lttherefore encouraged "full parlicipalion in political life ior all, non-discriminalory treatmentof all regions and ethnic groups within a country, and respect for the rights of minorities."

Ultimately, implementing policies ior minorfties should be done 10 iosler long-term stabilityand not just to appease the international community. Through dialogue, all parlies canshare their concerns and work toward iinding a common ground As the HighCommissioner on National lvlinorilies for The Organizalion for Securily and Co-operationin Europe {OSCE) has said, "Accommodating minorily interesls should not be interpretedas political correclness or pandering to special inleresls groups Nor should it bediminished lhrough tokenism or shori term concessions lnstead there should be agenuine commitment to protecl the idenlily of national minorilies and create condilions forthe promolion of that identity." The rnain objective is to prevenl conflicts in multi ethnrcsiales before lhey happen. As the Secrelary-General lo the World Conference hasrepeatedly said, "At both lhe human and lhe financial level, a cullure of prevention is morebeneficial than a cullure oi reaclion". All slates as well as the

'nternalional communiiy can

work together 10 increase dialogue among parlies and creale an inclusive approach to

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Ml lvlid-Year 07 Paper 2'1 Whal are the faciors thal put'the traditional nalion-siate' (line 1) at risk? Use your own

words as far as possible. [1]

2. Explain why the aulhor believes'the protection and promolion of minority rrghts isessential' (line i2) Use your own words as far as possible l2l

3. ldentify the metaphor used to describe multi ethnic societies What is the writefsintenijon in using it? Use your own words as far as possible. [3]

4. From paragraph 4, what ingredienls are necessary in'a diverse society' in forming agrealer understanding of one another's concerns' (line 19 20)? Use your own words asfar as possible. [11

5. How has democracy an lndonesia failed to resolve the'problems with ils minoritycommunities (line 69)? Use your own words as far as possible. [3]

6. Whal does lhe word 'outbursts' (line 81) suggesl aboLrt the ethnic conflicts in Africa? I1l

7. Explain why "a cullure of prevention is more beneficialthan a cultuae of reaclion" (line96-97). Use your own words as far as possible. [2]

B. Give the meaning of the following words as they are used in the passage. You maywflte the answer jn a word or a shorl phrase.ascertain (line 35)fundamenlal (line 43)ensue (line 61)devolvA (line 75)pandering (line 91) [5]

I Summarise the measures taken by the states to protect minoriiy rights. Using materialfrom paragraphs 6 8. write your summary in no more than 120 words, not qounting theopening words which are given below. Use your words as far as possible.

Thg stdte\ protect nlinorit!" tights h),... l8l

10 ln hrs conclLrsion, the wnter stales thal ,l rs 'mporlant

for staies to make a comrnitment toequal treatment of all persons regardless of their racial or ethnic origin .

Using arguments from the passage, what are some of the challenges governments todayface in observing such a commitmenl? How can lhese chalienges be overcome?

/3

Ml Mid-Year 07 Paper 2 Answer Scheme

From Paragraph 'lQuestion 1

What are the factors that put'the tradjtional nation-state, (line 1) at risk? Usewords as far as possible.

Possible ParaDhrase

your ownI1l

From Paragraph 2Question 2Explain why the author believes.the protectron and promotlon of mtnonty rights isessential' (line 12). Use your own words as far as possible. I2l

The opening up of geographical/nationalboundaries and markets worldwide (1/2)and

the growing numbers/ migration ofpeople/individuals travelling to othercountries ('1l2) have caused the t.aditionalnation state to be at risk of becoming extinct

Possible Paraphrase

They are esseniial because:

+il ensures minorities are treated fair,y orfavourably (1/2) ORnot torcibly set" aside/ be isolated fromsociety 11/2)

Note: "discriminated, againsl / ,'ostracised /''sligmatised" not acceplable+it ensures greater accommodatingbehaviour and willjngness to acceptdifferences (1/2)

+it deters the use of weapons during racial

From the Text-to avoid marginalisation, minoritiesoften intensify their efforts to preserveand protect their identity The hardeningof opposing forces assjmilation on theone band and preservation of minorityideniily on the other - can causeincreased intolerance and, in the worstcase, armed ethnic conflict. ln suchcases and in order to preventescalation. lhe prolectton and promol,onof minofity nqhts becomes essenttal

to avoid marginalisatioi .

"increased intolerance,,

] -"armed ethnic conflict,'c]2007 Mll€nnra nsritulcPU2 GP MY E:AMiN"ON

From the Text- Globalisation and

-the increasing movement of peopleacross borders threaten to kill off thenation state once and for all.

1+

{o prevent escalation...

disputes/clashes (1/2)

+it puls a stop to growing tension (1/2)

Note: Answers should be phrasedsitive manner

From Paragraph 3Question 3ldentify the meiaphor used to describe multi ethnic societies. What is the writer'sintention in using it? Use your own words as far as possible. I3l

Take for example a mosaic art prece

-where a plethora of individual tiles ofcontrasting textures and colours areinstrumental to the overall composition.

Flhnrc conflict t5 not aevttdble tn ;altt-elhnic states

Possible Paraphrase-The metaphor is the mosaic art piece {1/2)

-just like lhe mosaic art piece is made up ofmany different components (1/2)

so a.e the different races integral to thenat'on (1/2) because they come together toform a cohesive society (1/2)

OR/can co-exist harmoniouslyeach indivjdual or racia, group is integral{l/2) to the existing social makeup/fabric(1/2) of the nation

OR

A vibrant sociely is made up of differentracial groups and ind,viduals (l/2) who arecohesively integrated (1/2)

From the Text

From Paragraph 4Question 4From Paragraph 4, what ingredients are necessary in ,a diverse society, in forming ,a

greater understanding of one anotheis concerns (line 1 9 20)? Use your own words asfar as possible. ljl02007 Miennia isrillr€Pll2 cP [lY ExamnatDo

-The writeis intention is to OeUunt/retute {11the general perception that there wi,l alwaysbe conflicts in multi-racial/cultural states

7d

(From Line 19 - 20):

Through recognition, dialogue, andparticipation, all the citizens of a diversesociety can form a greater understandingof one anotheis concerns.

Note: Any of 2 of the 3 ints.From the Text

From Paragraph 10Question 5How has democracycommunities' (line 69)?

Possible Para hraseThe ingredients arel

-acknowledgement of rights (1/2) OR

open discussion/communication (1/2) OR

-involvementprocesses (1/2)

politica l/social/civil

in lndonesia faiJed toUse your own words

separatistAceh and

from its voie for

resolve the 'problemsas far as possible.

with its minorityI3l

...the new government facesactivities in the provinces oflrian Jaya...

..has yet to recoverindependence..

ethnic violence hasthe lndonesian section

rec@nt'y erupted inof Borneo

From Paragraph 1,1

Question 6What d-ogs the word oLrtbursts (line 8 l ) suggest about the ethnic confljcts in Afflca?Nole: Bonus mark to be given (it applicable).

I11

From the Text Pa hrase

-suggests in unplanned/ sudden/unexpectedreactive/spontaneous (1/2) AND

toto

many /numeaous /widespread/prevaJent'112) multi racial clashes

From Paragraph 12Question 702007 NirllenDi. nslituroPtr2 GP MY Fr3nin:iion

From the Text Possible ParaDhrasethe recently estabrished democrattcstate/state authority contjnues toencounter problems/troubles with groupswanting autonomy/self-rule (.1 )

-continues to be plagued bystrife/struggles/confJicts despite a majorityagreement for self rule (1)

-fresh racial fights and .iots have brokenout in Borneo (1)Note: 1/2 mark awarded lo response wlthmention on 'additional ethnic confticts'

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Exp,ain why a culture of prevention is more beneficial96 97) Use your own words as far as possible.

From lhe TextLine 96 971

.. at both the human and the financiallevel, a culture of prevention is morebeneficial than a culture of reaction

than a culture of reaction" (line

t2l

Question 8Give the meaning of the following words as they areyour answer in one word or a short phrase

Possible Paraphrase-A prevenlive culture is more humanerespecting the rights of individuals. (1)

.. as well as making more economtcsense in terms of cost-savings whenbloodshed and damage are minimised (1)

used in the passage. You may write

t5t

Word/phrase l mark th matk 0 markascertain (line 35) -determine

-establish-coniirm-make sure

ensure

fundamental (line 43)basicelemental

-foundational

-underlyinq

ensue (line 61)

devolve ([ne 75)

-follow-arise-happensimtr9qE!9ly_949l-decentralise-delegatekansfer

hand topass to

-entrust-qive to

pandering (line 91) acceding toothers' wishes forself gain orbenefits

-accommodating-speciallycstering

-acceding-qivinq in

FromParagraph6-8Question ISummarise the measures taken by the states to protect minority rights

O2007 Millennia rnsllulePU2 GP MY Fxaminal on

From the Text

Using material from paragraphs 6 - B, write your summary in no more lhan 120 words,not counting the opening words which a're given below. Use your words as far aspossible. IBI

The stales prctect mino ty rights by ...

Possible Paraohrasel.legislative measures that introducehigher maximum penalties for raciallymotivated crimes (line 34 35)

2.-the use of ethnic monitoring toascertain the number of persons ofpari.cJlar ethnic and naIonal origin invarious kinds of employment (line 35-37)

3.-the setting of targets to increase theemployment of persons of minorityorigins in fields where they were underrepresented (line 37-38)

4.{he establishment of new advisorybodies on matters relevant to combatingracism and jntolerance (line 38 39)

5 -the establishment of human rightsinstitutions and ombudspersons forethnic and racial equaltly (line 41-42)

6. the roles of locaf government, civicorgan'zations and NGOs a.e important inthis respect: (line 44-45)

+more aware ofwhat constitutes racialdiscrimination (line 46)

+changing the composition of policeforces to better reflect the multFethniccommunities (line 47)

+monitoing hate speech (line 50)

+promoling empowerment througheducation (line 50)

-by passing harsher laws/punishment (1/2)on offences relating to or against ethnicity(1t2\

-to delermine in order to keep track theratio/makeup of different races in numerousjobs (1)

to establish bigger quotas (1/2) in differentprofessions where certain racial groups arelagging/iacking in numbers ('112)

{he setting up of organisations (1/2) todeal/resolve with issues relating to ethnicdiscrimination and prejudice/bigotry (1/2)

-and oflicial organisations/committees tohandle issues relating to civil liberties (1/2)and to appoint advocates to ensure fairtreatment for all (1/2)

{he functions of state authorities, non-profitbodies are signjficant in:

+gaining heightened knowledge of thefactors leading to ethnjc stigmatisation/segregation

+altering the makeup of the police forces tomirror/improve the representation of themulti-racial groups in society

+supervisinq incidences of racist remarks(1t2)

+encouraging people io fight for their rightsthrough formal learning (1/2)

O2007 Millennla risirule

18

LQuestion 10

From Paragraph I

'Globalisation and lhe increasingmovemenl of people across borderslhreaien to kill off the nation state onceand for all.'

+makinq sure there is sufficientaccommodation and availability of medicalservices (1/2)

' working logelher wilh ne,gl-'bour'rgcountries (1/2)

+rnaking sure that global measures for thepreservation of rights of people who do notbelong to the majority were promoted widely(1t2)

+presented in different languages so thatthey can be comprehended easily (1/2)

+carrying out planned activities (1/2) to instilawareness of minority rights amongst themasses (1/2)

Note: Any -6 pornts ltsted under 6) wrll be

+ensurinq adequate housinq andto health care (line 50 51)

+regional cooperation (line 52)

+ensure that international and regionalminority rights instruments werepublicised (line 57,58)

+understood by disseminatinginformation in relevant languages (lines8-59)

I conducting public education campdrqns(line 59)

qqc-gplgd

Application Questionln his conclusion, the writer states that 'it is important for states to make a commitment toequai treatment of all persons regardlpss of their racial or ethnic origjn'.

Using argurnents from the passage, what are some of the cha,lenges governments todayface in observing such a commjtment? How can these qhallenges be overcome?

ln your answer, give your own views and the experiences which have helpecl you to formthem igl

Possible ResponseChallenges governments face:

Globalisation has made il very difficult to instilJoyalty in people. I\Iovement across borders meanslhat people who make up ihe human capitalessenlial for a country's growth, may not stay. Th;sis a problem for many developing nations andthose lhat face constraints such as limhedresources like tn Singapore.

How to overcome these challenges:

11 is importanl 1o make a country a warm andinviting place io live in ln this way. not only do werelain our precious human capital, we also attracte.nq -q3! lSlglglf tatenls who blng in much

PL12 CP MY Eraoinatoi

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From Paragraph 2:

"The hardenang of opposing forces -assimilaiion on the one hand andpreservalion of minorily identity on theoiher - can cause increased intoleranceand in the worsi case, armed conflict.

needed experlise.

The Singapore governmenl achieves lhis by:

Offering atlractive remuneration packageswhich come with benetits for spouses andchildren as well

- Oflering benefils such as workfare bonus 10look afler the welfare of its people

- Acting as an example in promoting a moregracious and compassionate sociely thaldoes nol discriminate againsl any race,religion, language or gender E g TheSingapore governmeni has even recenllyallowed for ihe hiring of homosexuals in thecivil service

Challenges governmenls tqce:

ln couniries like Australla and UK, all potentialimmjqranls musl lake a lesl lo a\cerlain lheIproficiency in English. ln some countries, poteniial,mmigranls are even lesled on lhetr htstory.

This is to ensure lhal foreigners are nol excludedfrom mains{ream society and are successfullyassimilaied

However. torcigners slill do end up somewhatisolaled lrom ma,nsteam socrely tn some pla(essuch as London and Paris, migrant communities orforeigners are seen by the roadsides or trainsialions, selling pjrated wares, or at the park,speaking lo each other in their nalive tongues evenlhough they are proficient in English or French

Howlo overcome these challenges:

"..the protection and promolion d minority rightsbecome essenlial.'

The governments have put in pjace a system ofaffirmalive action to assimilate or reduce lhemarg;na|salion ol migrant communrttes orforeigaers.

E g. ln Canada, miqrants are provided with fieeEnglish classes. Hiring of foreigners is made easyas long as there is proper documenlalion.

ln Singapore, each major race is protected in the.onslilulion Speeches tn parl'dment can bp g,venin any of the four malbr tanguages according to thespeakers' preference. Every beljever is allowed to

actise his/her relioion

PU2 GP MY EXAMINAIiON

jD

E g. Some roads are closed,for Thaipusam andChinoav Drocessions

.Although no counlry has a perfecl record

on minorily rights, a counlry like Finlandhas worked hard .. to promote goodethnic relalions amonq its population.

Challenges governments face:

As the aulhor has rightly pointed out that thecorrmlnenl ro equal kealmenl of all pe,sons is anarduous one as reflecied in the phrase 'nocountry". Such a view is a reasonable one and it isindeed one ol lhe grealesl challenges governments

ln the example about Finland provided, it is evidentthal governmenls need to do more than merelya1lempl to inlegrale different races and ethniciiieslogelher. There is a lol more that has to be donesimultaneously such as the proteclion of lhe rightsof each ethnic group in order 1o achieve equilabletreatmenl for all.

E.g. The Ame.ican slory tells us that, despiteefforts lo provide lor equal treatment for all, thecohscientious application and observation of sucha commilment can be difficul{ to follow.

How to overcome these challenges:

I As seen trom the passage that it is necessaryfor governments to make a qenirine effort toimplemenl legislalion that provides recognitionto the ethnic groups involved and nol justacknowledge the presence of majorily groups,just like what the Finns did

. lmportant markers of elhnic groups includelanguage, access lo educalion andemploymenl, privacy are some examples offaclors lo consider when allowing for equaltrealmeot.

Challenges governments lace:

. The author, again righlly highlighied thallegislative measures are just part of the'package' ihat would pave the way for grealerrespF(l lo be shown to all elhnrc Aroups rn asocieiy.

From Paragraph 6

"including ihe launching andimplemenlalion of public awarenesscampaigns jnlended to prevent racialdiscriminalion and increased

. The challenges governmenls loday face arethe manifold programmes that have to workhard ir hand so ac 1o d, hteve d maximLrmlevel ol elhnic tolerance and equal lrealmenltor ali, which includes both hard' measuressuch as passing of laws and soft measuresslrch as education programmes ihat promole9t9919r!!99rqe!q!94!Jslgleryc

G]2007 Nf i r-cnnia rnsr,ruleP!2 CP MY Eian nal oi

paragraph

f/

Suchpolilical eflorl and

measures require much

How to overcome these challenges:

Governments need lo ensure or be more aware ofthe elfectiveness of ihe measures that they haveproposed. This can be achieved by making surelhat lhere is reasonable represenlation of lhedifferenl elhnic groups and conducl regular checksand reviews of existing laws This would aid inmaking sure lhal measures are relevant and9[ec!v9 as far as possible.Challenges governmentsFrom Paragraph 7

Siates aulhorities need io ensure thatminorities erljoy the fundamenlal right loequaliiy, both ,n wrillen leg'slation and insociety at large.

From Paragraph I

EnsLrring disseminalion of information ofminorily rights

Hale crimes are hard lo eliminate, especially ifthe police force is made up of the majorily.Law enforcement could be difficull becauseracism mighl exisl wilhin the police force ilselt.

New governmenl may face diflicultiespromoting empowermenl through educationand also ensuring adequate healih care. Newgovernments may iace financial slrains andmay nol have enough processes in place tocarry oul their plans.

How to overcome these challenges:

Educatinq the public lhrouoi) public awarenessprogrammes and campaiqns

Chailenges gov;fiments facei

This maybe difflcult as developing countries andcoufllries currenlly in slrife may nol have thefaciliiies to disseminate lhis informalion. Facilitiessuch as inlernet and also €dio maybe under theconirol of ruling parlies lhal may not want suchinformation

How to overcome these challenges:Use the media effecl ir{ely

O2o07 Min€nn a luslituleP(.r2 GP [iY Examrnation

From Paragraph

&1

From Paragraph 10".. lndonesia s problems with its minoritycommunities are growing despite thebenefits brought by democracy...

'' between 3,000 and 4,000 people diedin separatisls and elhnic violence lastyear in lndonesia....more lhan one millionpeople are now homeless...

"..lhe Government has yet 10 implementpro-minority policies, which means iheremay be more trouble ahead...'

Challenges Faced by Governments TodayDespile lhe fact thal democracy is praclised insome nations, the issues of €thic violence amongstthe minorilies are still teelhing problems wailing tobe resolved. These riols and ouibursts of violence"resulled rn innolenl lo\s ol lves and ddmagp irproperty

The Governmenls have lo dealwiih interesl groupsand aclivisls who have a differenl polilical agendathat go against the stale authorilies

These challenges can be overcome by:Elecling a strong Governmenl thal is keen loimplement pro-minority policies and otherlegislative measures lo prevent further racialconflicts.

Example:ln the mid-1980s, children were caughl in lheelhno-national and religious civil war in Beirui, thecapitalot Lebanon, whose population is aboul twoihirds Muslim and one fourth Chrislian; wilh eachfaction fotther divided into sects In 2005. in view ofglobal p.essure, lensions receded in Lebanon andthe Syrian occupalion forces were forced lowilhdraw. The new governmenl proclaimed ilscommitment io help mainlain peace and provides{rong representation for all elhic and religiousfactions.

Challenges Faced by Government TodayAs mentioned in the passage, there will be moreunforeseen consequences it minority riqhts and fair

From Paragraph 11"...greater atlenlion musi be paid to theeconomic problems that give rise tooutbursts of ethnic conflicls in Africa. "

''...economic, social and cultural rightsand the righl lo development is o{ crucialrdevance 1o lhe prevention of elhnicconflicls in Africa or any other reqion . "

''...encouraged full participation inpolitical life for all, non-discriminalorylreatmenl of all regions and elhic groupswithin a counlry, and respecl for the righlsof minoriiies

treatmenl are not addressed

r!t19 rt!91!I99rEe1!Sl!l!q9!

lnfesled wilh elhnic disharmony and tensions, il willbe hard tor ihe Governmenls to sleer ils economy

A sluqqish economy and hioh rales ofunemployment among lhe minority would resirll insudden, uncontrolled and fatal racial riots wherelhe authorilies cannol avert

Other underlying faclors such as marginalisationand abuse of righls againsl the minoriiies willfurther. hasien lhe siale of racial discord in thecounlry

These challenges can be overcome by:Prolecting ihe economic, social and culluralinteresls of lhese minoriiies by working closely wilhthe non

PU2 GP MY Eraminalioi

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The aclive involvement of the M3Os can help loprcmole their shared interesls and ideals in orderlo influence the policies of state governmenls.

Example:NGOS such as Amnesty lnternational, Save theChildren and Global Youlh Connect work with thegovemmeni to regulate certain issues sUCh ashuman rights; and lhis is evidenl in autocralicgovernments where NGOS work hand in hand withthe authorities 10 reduce the repression of minorityracial in ihe communilies.

ll is questionable if any one counlry can".. encouraged'full participation in political lite forall, non discriminatory lrealment of all regions andelhic groups within a counlry, and respect for therights of minorilies..." it is indeed a challenqe forthe governmenis today lo exercise equalily andmeritocracy in its policies for all ils peopleregardless of race and .eligion.

Example:However, in my opinion, Singapore has done it witha pariicipaiory state policy where everySingaporean is given a chance to voice out his/herconcerns. There are many channels o{communication for differenl ethnic groups tocontribute their opinions.

For inslance, minisler visils, meel the resident'gatherings and dialogue sessions are great meanslo get 'up close and personal' wilh the governmentofficials

Singapore's nalional pledge encapsulates iheessence of respect and sovereignty of rights given10 every Singaporean so that future generationsare given the liberty lo actualise their dreams.

The close monitoring and heavy involvemenl of theGovernment in the economy, social sectors, mediaand education "ensure lhe inlerests ofSingaporeans

Chatlenges Faced by covernment TodayFrom Paragraph 12, we know it is hard for thegovernments oi loday io find a common groundand commitment to ensure the minority interesisare protected as there might be a clash ofinternational agenda wilh lhe global communily

It coud qe an easy way out io focus on short term

02007 Mr reniia nsllulet,u2 cP MY Eramination 11

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From Paragraph 12'' implemeniing policies should be done10 foster long ierm stabilily and not just toappease the internalional community... "

gains than to solve the key issues of concern toprolecl the culiural uniqueness of these minorities,allowino them to flourish rn lhe fulure.

These political blind spots will eventually result inelhnic violence on a massive scale.

Example:On Seplember 11, 2001 the Al Qaeda terrorislnetwork aliacked ihe United Siates to venl anger o{its exlremist lslamic members against the West

This lerrorist allack and global calaslrophe is asiern warning thal ethnicity, racial conflicts andaggressron are isslres Ihal are nol drsaop-arinqand becoming less imporlant. ln fact, thegovernmenls in the world such as the G8 nalionsshould promole more dialoque and policies toresolve lhese issues.

These challenges can be overcome by:Promote an inclusive culture a culture ofprevention lhan culture of reaclion where ce.tainmeasures dre laken rnlo prio'consideratio'

New policies and mandate should be established lobring a revived notion of ethnicity sensilivily in lheform of racial campaigns and public educationwhere schools, media and the family funclion aspositive p,atformslo dissemidaie information.

Nevertheless, not all countries can apply the sameold slralegles for racial harmony; certain policieshave to be reviewed and localised for ilseffecliveness to lake place.

ClosureWqshall always learn frdm history and reflecl uponour roles as an individual member of the society welive in

ll is disturbing lo know how elhnic conflicls,mpact hve5 (eq Cenocide in Rwandd :n

drove more than 1.7M refugees fromhomeland and lhe roving lslamic radicalsslaughtered 2M in Sudan).

tg94their

Though these chailenges ale not easily overcome,lhere is a need lo minimfse lhese elhnic sirile iobring back world peace and order in the future.

'' all parties can share lheir concernsand work loward finding a commonground...'

"accommodaling minority interests shouldnot be interpreled as polilical correctness'or pandering to special inleresi groups.Nor should it be diminished throuqhlokenismconcessions...there should be a genuinecommitmenl io protect the identily oinational minorities and creale conditionsfor the promotion of thal idenlity "

".. a culture of prevention is morebeneficial lhan a culture ol reaction..allsiales as well as the internationalcommunily can work logether to increasedialogue among parlies and creaie aninclusive approach 10 national identity .'

PLr2 CP lL,lY Examnalon12

t3'

Grade Descriptors

79

O Systemalic returenc€ 10 the requirements of lhequestion with evidence oia balanced lrealment.

Q Evaluation is very sensible, well-supported anddeveloped io its logical conclusion.

fl Explanation includes elaboralion and refercnce topersonal insights and interpretaiion.

E High degrce ofcoherence & organisation.

4-6

I Covers basic requirements ofthe question but notnecessatly a balanced lreatment.

O Evaluation is not always convincing and tends tobe superficial wiih limlled development of ideas.

O Explanation is not as through as lhat in an A

D Coherence & organisation are not as sharp orsystemalic as thal in an ? script.

c1-3

O Fails to address the given requirements of the

O Explanation demonstrates limiled relevance anddevelopmenl ot ideas.

B Evaluaton is non-€xistent. Ihe answer is d meresummary or restatement ot lhe text ratherthanan evaluation ot it.

O lnconsislency in the argument is evident.Coherence is in question.

O Higher incidence of misinlerpretation of the te)d.There is evidence of inaccuracies.

c)2007 [4illennia rnstilutePU2 GP rVlY Examinalion

13

8b

NJC l\titl-Year 07 Paper 1

1 "Discrimination in any form will always persis{, regardless of measures taken to counter ii"Discuss the slatement with reference to one form of discrimination

2 More needs to be done in Singapore to promote inlerest in ihe Arts Comment

3 Discuss the impoiance of marriage in today's sociely.

4 How important is il for young people to be aware ol current affairs?

5 Teachers will never be replaced bylechnology Doyou agree?

6 The lnternet has proven to be more a curse lhan a t,lesslng. Do you agree?

7 The developmenl of a counlry depends on its leaders, not ils citizens. ls this a fair comment?

8 How far do you agree thal lhe mass media needs lo be conlrolled?

- 9 "ln our counlry, lhe role of the domeslic helper has extended beyond mere housekeeping."Analyse the view Presented.

10 All competition is detrimentallo genuine education. Discuss.

1l Good sporlsmanship is no longer a realily Discuss.

'!2 Which is more wodh saving: a foresi or a starving child?

O Nar o..1 Junror Colleg€ 2007

8J

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NJC Mid-Year 07 Paper 2Passaqe AWhen we talk about evil in lhe comfortable herd, lhe ethical core of the whole issueis whal psychologisls would call passivity in groups o. the bystander etfecl.

The byslander effecl is watching some evil lake place, bul since we are watchingwith others who are watching, and no one seems !o be doing an],'thing aboul lhe evil,we go on walching and doing nothing about il lnstead of consulting our own feelingsaboul what we do, we iake our cue from lhe olher byslanders. They are not doinganyihing. Therefore, we also do nothing lf something needed lo be done, somebodywould have done il

No wonder we lake so naturally to waitinq around tor the word. Our childhoods werespent in groups. Theae we stood, smaller lhan the o1he6, to see what was coming.We have 10 be bystanders while oLlr parents figure out how 10 load the car'Sometimes the leaders ol the group were involved in evil, not elsewhere bul againslus, but lhe family leaders were what car ed lhe day. Whaiever simple orders ofpapal bulls, whatever bealings or blessings, come down from our parents are seenby us children not as just or unjusl but as reality, the way it is, the way it's done, theway il always willbe.

Should one judge one's parents? I feel disloyal because akeady by the age of ien I

have lhese two moral values: staying sober and keeping promises. My parents havefailed in carrying ou1 these lwo vir{ues But I myself am really living at Slage ll-loyalty lo my particular tribal group, to my parenis. So I leave ofl any furlher mentionof the picnic. I will delav commilling myself lo judgment. I will hang around somemore and see how lhings develop. I slop planning whal to pul on rny wriling pad I

had ihoughl lwould write something beautiful, but something else goi in the way ofil so I stop

PeoplF who have bpen possve gFnerally havenl gol a qood sens; or tme lheydon't distinguish behteen what is happening to them now, at this very minuie, whathas always been happening lo them, and probably will happen again in the fulureSince they are out of the loop of planning lheir own lives, their minds don't categorizetime segmenls in the way minds must il they want to feel and be aciive. "l will do thisnow, that later": lhat is the conversation of an active personalily, not someone whodoesn't expect lo lake control. As children, most of us spend years hovedng, happily

or not. at the circumference of people in authority over us.

Pulling oneself inlo wakefulness when others look dazed does not come natllrallyFor one thing, passiviiy is in the shorl ietm a thousand limes more practrcal lhanslepping forward to takeaction. One attracls attention from lhe enemy ifone moves:if one freezes, lhe enemles in your line of sighl conlinue killing whalever orwhomever they have begun to kill and do not suddenly swing their atienlion to you Alesson oflhe most ancieni part of our brain is to slay slill and nothing will get you

One needs learning from another part of the brain td overcome natural passivily. Oneneeds a molivalion more passionale than self-interested Practicaliiy. When a womanis being knifed to dealh the praclicalthing ior those watching is todo nolhing. One ofthe most difficull lessons children learn is how to make their minds shout at lhepasc've psyLmlogral mu<cles inlide rhem

Thal is how children have to live. lf lhey don't develop oul of the bystanding habitihey become adult byslanders

A.tapledlrcn Evil n the Conlatlable Her.i bv CaratBlv

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Passaqe Bl\,4oral drifl is a particular and fascinaling kild ot bystander effect, a plain fear of beingdisliked if we stand apart tlom group flow Let us say lhal eight people are discussingslavery One pelson is sirongly againsl it FoLlr are strongly in lavour. Three supposeit is OK. or maybe not: they are backya.disls; ihey have no feel for the subjeclbecause il hasn t come up in their own lives, and they have poor imaginations, beingself-cenlered like N,4acbeth. The three who suppose that slavery is OK make nomenlal image of enslaving someone, or of being enslaved themselves.

Thal's the ambience of the room. The one anlislavery person makes a sirongobjection 10 slavery. People defend slavery. Others shrug. The anlaslavery person

speaks again The others keep giving one another more and more eye contact and

less and less eye conlacl lo lhis inilaling speaker Nothing makes a stronglyopinionaled speaker yield so well as being denied eye contaci. Afler len minutes oran hour or a week or two weeks, the sometime sirong dissenter says, "Well, I

suppose there are some lnstances wherc slavery mighl be all righl, of coutse"

lvloral drift is not just bovine behaviour at a public meeiing bul a lhreat to iusticeN4oral drifl has laken place when a strong person of universal morals lloals over to aposition oI cultural relativism or lo a less pronounced objection 1o the evil in questionlncidenlally, much of the "mellowing out" that forly and f'fly-year'olds smilinglyobserve in one another is simply moral drifl The conscienlious d;ssenter has gotient'red and lefl the huslings

Moral drift is a dynamic of people lalking to olher people on issues requiringconviction. For years lthought of gtoups as being venues in which one got all firedup aboul some project ln fact, groups tend toward more gentleness lhan firing Theydamp things down io a mossy agreeableness. That is why very great poems, likevery great short stories, are nol wriiien in groups.

As with any human proclivity, some people are rnore vulnerable 10 herding in groupsthan others. A marvellous and readable expert in this field is Dr Alice Miller, who hasgiven us scholarly and poignant podraits of Adolf Hitler and his father of howpsychological abuse of children gives them a poor self image thal they attempl lorepair or replace with love of a charismaiic leader. Anothet wise counsellor aboutherd menlality, especially as il operales in our commercial world today, is TomeKitwood. He slates lhat because modern people spend such a significant share oftheir lives working in large organizations, they scarcely can recover {rom thepsychological effects in lhe time left ihem afler retirement. His is a grim viewAccepling a low-level moral code during the day is bound 10 infillrale one's off limejudgmenl as well

The gloomiest social insight is the facl that although the ways in which we spoil ourpersonalities by herding slarP us in the face, we ignore lhem. These obsewations arecorroboraled by the social work theory ihat some undesiaable behaviour, such asacting aulhorilarian arorlnd one's workplace and one's home, comes nol of present

bad feelings bui oI yeaGin, year oul habit Such behaviour will not respond, iheretorelo ordinary psychotherapies: one needs 10 exert 'character" lhat is, willpower lodrop the bullying habil. Such characler or willpower, however, is a quality typicallyurldeveloped or attophied by life in the "low levetjustice struclure" oflhe herd

How, precisely, does the herd make moral m'stakes? l-Jow can we spot the group

dynamic as il siaris up? For il we can spol a bad dynamic, we can stop it by showing

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A.iapledfron Evlnt Ih," Canlodable Herd by CanlBly

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NJC Mid-Year 07 Paper 2Questions on Passage A

1. Using materials from paragraphs 5 to 7, summarise in about 100 words(excluding the words provided),:

- the characteristics of passivityhow and why people fall into passivityhow passivity can be overcome

Use your own words as far as possible. Crcdit wi be given lot goodorganisation.

One ol lhe "haracleflsliLs ol passrvrly rs

tel

Questions on Passage BFrom paragraph 22 lnfer how the example on slavery illustrates lhat "moral drift is a 'lhreat to

justice .

t3l

from paragraph 33a What does 'smilingly" imply about the attitude of the forty- and fifty-year olds?

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3b. Explain such an attitude.

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4 Wilh reference to lines 16- 17, how does "float' illustraie the image of "moral

dtill"212)

From paragraph 45 Explain the f'guralive language in the sentence: They damp things down to a

mossy aqreeableness (line 23-24\

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From paragraph 56 Why are some people more vulnerable 1o herding? Use your own words as far

as possible.

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From Paragraph 77. . Based on lhe writer's closing remarks, whal can you infer about his attitude to lhe

issLre of the herd mentality? Use your own words as far as possible

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Questions on Passage A & Passage BB Give the meaning of the following words and phrases as they are used in

Passage 1 and Passage 2 You may write youa answer in one word or a shoriphrase

fo

core (A, line 1)

naturally (A, line 9)

proc[vrly (8. line 26)

qloomrest {8. line 37)

atrophied(8,tine144)............................. ... .. ..t51

9. Passage A and Passage B explore the 'bystander effect' from the psychologicaland sociological perspectives respectively. With reference to both passages,

discuss the extent to which the 'bystander effect' is observed in today's world?Suggest how yolrr society can possibly dealwith this concern.Support your answer with examples from your personal experience.

tel

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NJC Mid-Year 07 Paper 2 Answer Scheme ,

1 Using malerials from paragraphs 5 to 7, summarise in about 100 words(excluding the words Provided),:

ihe characteristics of Passivily- how and why people fall into passivity- how passivrty can be overcome

Use your own words as lar as possible.Credit wrll be given for good organisatron. [9 m + 1 bonus]

One of the characieristics of "passivlty" is .

g!9Eq9rE!i.ci 9I P9 "l(a) haven't got a good sense ottime/

their minds don t categorise time segments in

the way rninds must if Ihey want 10 feel and beactive. (1)

(b) lhey don't distinguish between what ishappening to them now, at thisvery minute,

(c)what has always been happening lo them,

\1t2i

(d) and probably will happen again in the

oneself into waketrlness whendazed does not come naturally

They are aimless/They lack/ are devoid of alutute l1l2(e) lthey do not] plan their own lives / don'l

ltow & 1ry!yj99p!9 tun into "{f)spend years hoverang at the

umose and aooalin life

" and how it can be oveacome:They haie been, a long time, being overly

circumference of people in authority over us(1)

relianv too dependenl on those in power/leaderc/ those who are rn positions ofleadershlp

(s)oth

l)Pulling It is not one s instinct to be aler, observanU

sharp/ want to be dissocrate themselves from

in lheir society.

9]!9I! :!!tql]).i,4rp l(h) Passivity is in the short term a thousandtimes more praclicalthan stepping forward torafearor ()

i 5 nc.u,al, tarate/ e{lramely easy/,e./1. i;(

1i)A lesson ofthe most ancient pari ol ourbrain is to stay slill and nothing willget you(1)

useful/ pragnaticfat lhe byslander etfeci to

We have been physiologrally wired/proqrammed io be unresponsive / remain1on' hdrarV -,l nvolved/ drsengeged esoeLidllr'when danger is in sight (infe_rr9!)

To be able to get beyond the stage/state ofbeing nonchalanU indifferent requjres

l) One needs learning from anolher parl ofthe brain to overcome natural passivity (1)

They lack temporalreasonrng skills / Theirlemporal orientation is lacking/ poor

A lift of the word tine is acceptable, provideclthe cancept is elaboratecl on a lillle more e g.''does nal have a strang canceploftime, orthesequence of events

''poortinle managemen! A ,.They are Lrnable to differentiate lheoccurrences taking place al that instance

From habitual occurrences

Occurrences that might take place sometime

QI

T) one antislavery person makes a slrongobjection lo slaveryORPeople deiend slavery Olhers shrug /The

antis avery person sp€ks again.(1)

,21 I ne olner\ k.ep qrv,nq l'ss and lFss eyecontact io lhis irritaling speake(1)

3) Nothing makes a strongly opinionatedspeakeryield sowellas being denied eyecontaci (1/2)

4) Well, I suppose ihere are some instanceswhere slavery mghl be all right ofcourse"l(1/2)

(k)One needs a motivation more passDnatelhan self interesied practicalrty (1)

Passage B

Fro.n paragraph 22 lnier howihe example on slavery

Fiom the

From paragraph 3

rs srmply moraldrifi.

Exolain such an attilude Jlml

ilLslrales lndr -mo dldtttl rs a l"real to juqlr( e [^ml

merely ihat of fulfrlling one s personalinclinations and desires

Someone may feel exiremely passionatelyagainst an apparent social iniusiice

While ihe rest ot the group is supportive oitheaction / ihat apparent injusuce /Even as thatlone dissenter allempts io argue his caseagainsl the iniusticeconceot: one aoainst maFe e' pelences be ng gnored by l_e Iesrll isbecause ol this experience ot belng turned a

deaf ear to/ neglectedConceot: Beino iqnoredl Not qiven attention

spufied/ stirred by a more noble desire than

that he willeventually surrender and shed/ lose

One also has lo be rnspired/ stimulaied/

his moral convictions.Concept: S!trendeling

He will a so eventually be brainwashed lntobeing able lojusiify why that apparenl socialinjustice might al trmes be all rightconcept: Justify tnq

Suggesled ar!9!9I

Much of the mellowing out that forty-andfifty year-olds smilingly observe rn one another

abolri !!931!4q99!!!ltq forty and,f i11v-vear olds? 1m

Suggested answerCynical, disengaged, disenchanted, resigned

Note: Given lhal a smile can convey a mnge af,aftitudes/ emobons, please allow far as manysersib/e arswe/s as lhere arc. The 1 nark

Fe4!qP.a!!Perhaps lhey r€cognrse/are a\rvare that lheyare shirking therr responsibilily (1/2)

lo speak oul against what they know isrighvshould be done (1/2)...

' ne mi/\ wtt be g^ pr onty il n" c o'onal'en ' p.soniot, sLppois tne o'ir '/ " 'd

Wiih reference io llnes 16 17,howdoes tloat ilustrate lhe image of moral dtII"? 12m)

l-From thqle$qsg f - , ,suqsesle! answer

f3

Just as somethrnq liqhunot anchored to the seabed floats to the sudaceof the waler(1 m)

So, a sirong person of universal morals is expected to be anchored/groundecJ/ rooied in firm moral values otherwise hd will drift /As whenmoral drifl sets in. he loses his moralanchor. and hence loses his moral

Explain the iigurative language in the sentence "They damp lhings down to a rnossyagreeableness'[2m]

From paragraph 5

6 Why are some people more vulnerable to herding? Use your own words as far aspo\sible. [2m]

_ Frol! the passage- _psyclro ogicalabuse oi children grves ihem apoor seli image that they atiempi to repair orreplace with love of a charismaiic leader.

Suggested answer _,

The first reason might be because oftraumailcchildhood expeiences where they werementalLy toriured/ shaken which resulled rn

them losingi confidence in ihemselves. that theynow try to re-assert themselves by hoping towin the affeclrons/ approval of someone they

From paragraph

Suoaested answerThey damp things down to a mossyagreeableness

Nate: The emphasis is not an damp . . dowF'as a phrasalverb Whal is being emphasised isthe assaciatian belween "damp and "moss",gjven lhal noss grcws in damp areas

Moss grows in damp/ mots| soft condtlians(1/2), in an uncontrallable OR shape/essmanner (12)

Being in a graup is likened to a dampcondition as il promoles an exlremelyconducive envjronment for hreedng passivepadicipants, by smalhering ones personalityand opinions. (1/2)

The bystander effect takes place and becomeswidespread when a person s conviclion is nolE\/en suppo4 and lhq petson gt-dudlly latethis canvicttcn, aclopling lhe mindset ofthemajority, regardless of whether it is morallyacceptable a r ath e r,u ise OR

ln addition, just like nosswhich has nodefinite lorm or shape, people wha agree arenol abaolutely ceftain aboul what they are

agreeing with.

o/2)

OR any other sensjble answe"r.

(Because modern people spend such asignifcant share oflheir lives working in largeorganizaiions,) they scarcely can recoverfrom the psychological effects in the timeleft them after retirement.

The second reason might be"that peoplenowadays, as a resull of staying loo long in aparticular job. find il difflcult, when lhey stopwork, to pul away the mentalstless/pressureexerted on them dLrrlng their career

From Paragraph 7

7. Based on the wriiels closing remarks, what can youof the herd mentahty? Use your own wods as fal as

infer aboul his attitude to the issueposslble. [1m]

Suqqesled answer- From the passl(any sensible answerwill be accepled)

- To encouraqe the readers io avoid beingpassive, and to lake action when necessary

To convey a moral message (didactic)- Stop ihe bad practices by exposlng ihe bad

- Ends on a hopeful noie that the reader will beinspired to stand up for whal is righl

PassageA&PassageB

8 Give the meaning of the following words and phrases as they are used in Passage 1 and

Passaqe 2. You may wrile your answer in one word or a shorl phrase [5m]

Passage A and Passage B explore the'bystander effect from the psychologicalandsocioloqical perspectives respeciively With relerence to bolh passages, drscuss theexieni to whrch the bystander effect is observed in ioday s world? Suggest how your

society can poss bly deal wrth thrs concern Support your answer with examples fromyour persona experience 19 ml

%m, 0m

Core

Naturally lnstinctrvely

Proclivity Tendency, rnclnation

Gloomiest pessimistic

(Passage B, 144

1 Candidate should discuss one idea from Passage A.2. Candidate should discuss one idea from Passage B.3 Explain how their society can address ihe bystander effeci, using personal experience as

supporla. Good answers would discuss new ways of addressing this concern

Nole: Given the phrasing of the question, it would be undesirable for the student to propose asoluiion as part of their d iscussion for R 1 & R2.

7/

PAPER I

l. 'Today's technology is d;viding us as much as uniting us-' Comment

2- Are harsh punishments the besl answer to rising crirne?

3. To what extent are the values of teenagers in Singapore loday shaped by tbe

mass media?

4. 'ln .ealify, the United Nations has limited value.' Discuss.

- 5. 'Work is more fun lhan fun.' (Noel Coward). Do you agree?

" 6. 'Educalion is the only effective instrumenl in bringing about changes in

society.' Is this true?

7. 'The envircnment must be sacriliced for economic developm€nl ' Do you agree?

8. 'Enjoyable, but ultimately of littte practical use ' Consider the value of the

performing arts in Singapore today in the light ofthis commenl.

PJC Mid-Year 07

9. How concemed should we be about world poverty?

lO.'There is nothing good in war except its ending.' Do you agree?

ll. Has competition resulted in a less compassionale and caring society? Discuss

this with reference 10 your coun1ry.

12. 'Obsessivc behaviour is very much a part ofmod€m life.' Discuss

?l

PJC Mid Year 07 Paper 2PASSAGIi A

Anne Nloir and David lessel lvrilc...

lll 'l'here is now solid and consislenl cvidence liom scientisls all over the \a()rld that

thc bra;ns of girls and bo)s in the womb are struclurall) dialcrent and thal thesc

dillcrences come about as thc resuk olchemical subslances known as hormones Mnlchormoncs chielly lestosleronc {rgan;se the dcvcloping brain into a male paftern

\\'hich leads l(J malc behaviour. Abscncc of male hormones pcimhs the brain lo pcrsisl

ils ltmal€ pallcm, rcsuliing in lemalc bchaviour. The wide diffcrences in the amounts

of tesioslerone fiooding the growing brain account lbr lhe .ercal lariet) of sexuxl

dilferences humans display. l'his variel' is turlher;ncreased by thc fact thal hormones

conlinue lo be prod ced by thc body througboul lifc, and exen their influcnce on our

behaviour. nolably al pubeny. In the extremes. young men \!ill be pushed lo*ardsliolcnce, and loung \lomcn to$'ards irrational and disruplive swings of mood and

behaviolrr- More commonlv- nrcn become more confidcni. sho\v grealer conccnlratioD

and channel their aggrcssion into molivalion and ambition. whilc women are slimulalcdto dcsire to form and maintain closer and richcr relationships. ln old age, as the

honnonal springs begin to dry. lhc brain difierences bcgin 1o lose their sharp focus:

\lomen tend to bc more assertive and aggidsiive as lhe female hormones losc theirpo\rer lo neutralizc the teslosterone prcscnl in all women. Mcn, in lurn. become lcss

aggressiee as their leslosterone loses its power to neutralize their orvn nalllmll)occLrr.ing female hormoDes: as they conlcmplale the garden lhcy lvonder why lhei'\raslcd so mllcb time climbing up the laddeFof stlccess .

I2l Dcspite this incontrovefliblc.esearch. there is slill the fear thal lhe hard won ballle

tor \\omen s ighls rlill be lost iIthc concept ol'innale scxual dii]erences is conceded.

lhis l'€ar leads some 1o deny thc \,alidily of all lhc thousands of clinical and

sociological sludies as bcing all biased. thc lainted work- in tacl. ol 'conditionedscicnlisls. Others advocalc lhe slippression altogcther of such rescltrch- for fear ot lhe

\, 'n\.qucnce lhr r{.men , \lalu.

lllThcrc Jre still \\rde\pread anempls to destroy lhe sexual slercot] pe throughpro!re,si\e ellu(dtron. childrin rre rc.luilcd lo r.od ahout prin.e tet.lalrng dragons

lhcy are asked to rvrile stories beginning 'Nadinc put on the boxing gloves and slcppcd

into the ring...'and 10 look al piclure books displaying female fire-fighlcrs- Al work.posilive discrimination is employed, dcliberatel) givingjobs to pre-determincd quolas

ot women. \rho sometimes may be lcss well qualilied or proficient, in ordcr 10

compcnsate tor the apparenl unlairness of a male_dominated slstcm. and to give

examplcs ofsuccessfirl role-modcls which will encourage olher llolnen !o compete and

-.n;-e ro fl.i s rlh in il

[,{] All this wcll intentioned aclivity is based upon thc false prenise that men and

wonren rre the same. Once their essontial differences arc understood and accepted _

bearing in nind the substanlial number of men and \lomen who are 'excePlions lhaiprove thc rulc' and clearly do not confbrn lo thcse generalised descriptions of se\ual

dilltrencc \!c can begin to clear the air of tho ahosphere ol sexual ridicule and

recrimination. Wc'n1en need no longcr hold men responsible for their supposcd 'lailure'and men need no1 fcar or deride the cffons of women to bcal them at thcir own game.

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I-iberated try honeslr- ralher than imprisoDod by selldcception. men and \\'omen Nillha\'e the coniidencc 1() slrike their own balance betwcen love and ambilion, lcndcrness

and striving, and lcarn 10 cnioy and give proper'valuc lo their nalural selves.

PASSAGE B

Salzman wriles...

[]l llowevermuchNc strive as individuals and as a society to be gcndcr neutral. il is

vinually ;mpossible lo be gender blind. Male and fcmale are tundamonlal calegories

for human beings in dealing with one anolher. ln cvcr.,'place and cullurc. people

immcdialcly identily olhers as male or female on firsl coDtacl Some sociologisls would

sa) wc havs lo know a person s scx in order 10 know how lo inleracl wilh him or her.

Any parent who has broughl a baby in gcnder neulral clolhing lo a playground knowstha{ anong the questions hc or she will hear is. "ls lhat a boy or a girl?' Only once that

has bc€n eslablished does lhc slranget begin lo inlcracl t\'ith the baby. At leasl one

sludy has sho\lD that parenls and olhers tend to smile morc at female babies ll may

rvcll bc that $,e cannol cvcn seille on a facial cxpression lil, we have ascenained whatturks bcncath the diaper.

[2] Whar does diflcr from place to place and from one era to anolher are the perccived

Dormal characteristics of "maleness" and "fcmaleness." and how lhose affcclindividuals. their relationships and society at large. Over the Iast quarlcr cenlury, therc

have been seisnic social-psychological shilts takiDg place behveen the sexes. These

shifts are b a largc extent drivcn by the d)namic inlcraction of sciencc. lechnolog).and economics, and are maenified-by the increasingly omnipresenl nledia ln one Nay

or anolher. mosl major socielies today have to come to grips rvith big changes in the

bcha!iour ofmen and women

[]l In thc Wes1. there havc been lierce debales, still raginS. aboul which gcnder

behaliours are ;nnate and which are socially dclennined. Whal s nature ard rvhal s

nudurc ir the sexes iislill open lo discussion and research, bul t!'hat is cenain is tbal

r\e e. Jnom) doe\ nol mulh carc. it rerr:rrd. pcoplc uho , rn prudu(c rnd , nn\umc and

it care\ n^rhrno aboul $hellrer'h() bullon rheir j x kcl' on the n"hr,'r lhc lell a,n lhc\play? Can they pay?

[4] The growing economic porver ol womcn owes much to the shifl from land

dependenl agra.ian economies through faclory-dcpcndent manufacturing econonics to

inrclligence-ilependcnr service economies. The more women becoinc iully qualilied

economic pafiicipants in their own right. ralher lhan mere depcndanls ol mcn. the rnore

we all have lo face fuDdamcnlal questions about marriage. procrcalion. the role offamil) and thc changing fbrce of 'rhc tribe. '

Ii] ln our new \\,orld, lil'e expeclanc]'is srerdill rrsing in mo{ ul the de!el'neiln.r orr.. rnd thal r.o. h.. ir' imlr(t un rn"rridge i"J froc'calion Fe pl( drc no long.rorer thc hill at fofly. past it at filiy- old al s;xt) and gonc at seventv wc now have a

\'asllv grcaler range of oplions in mosl arcas of lite and a longer lile in which toe\periencc tben1. so lhere is less nrsh 1(l gel nanied early and is more challcngitg 10

stay marricd for a 'ifelime.

Lalc parenthood. sccond families and cvcn third families are

far fioln unusual as couplcs sepa.ate and form ncw pairings And more olien lhcse da)'s

45

)o

t0

25

l5

.10

F7

lhan in the past, women are the ones with the wandering eyes.

[6] Shifts in g"ender behaviour are rarely greeted with unanimous approval. Okay make 40

thal "n€ver." The people with more financial,.social and political power (mostly men)tend to resist the shift of power by those with less (mostly women). The vehemence ofmale resistance varies from culture lo culture, from the extr€mes ofAfghanistan underthe Taliban to the rearguard actions of male-solidarity movements in the Uniled Stat€s.

In lhe short term, it is clear that cultures that resist the rise in femate power are los;ng 45

oi.r1 io those cultures thal accept it because the cultures that accept it are progressing

faster on most fronts - health, economy, security and technology, lo name just a few.Only history will tell what the longer t€rm consequences may be.

From paragraph I

I State in your own words. one negative and one positive example that hormonal eflbcts have

t21

2 Whal is the writer's intention in commenting thal,"-..as they contemplale the Sarden fhey

wonder why they wasted so much time climbing up lhe ladder of success." (lines 19 - 20)Explain your answer fully.

trl

From paragraph 2

3 Why do wonen want to protecl their riShts through "...lhe suppression altogether of such

research''? (line 25)

t21

From paragraph 34 What does the word, "deliberatety" (line 3l), tell us about the attitude ofwomen's rights

_ advocales? Explain the reason for this.

12)

5 In your own words, €xplain why in progressive education the 3 examples are often cited?

trl

- From Passage BFrom Paragraph 46 Why is lhe phrase. "the tribe" (line 3l) in quotation marks? '

- tll

7 lAing material from paragraphs I to 5, in about I50 words, accounl for the cbanges in the

- status ofwomen and state lhe probleins arising from these changes. Use your own words as

tar as possible.

IIUI

Questions from both Passages' 8 Give the meaning oflh€ following words as they are used in the passages.

You may write your answer in one word or a short phrase.

- From Passag€ A

...............................t11

(b) premise (line 36)...

From Passage B

(c) ascertained (line I0)............... ......111

trl

(e) unanimous (line 40)..... Ill

9 Passage A acknowledges that men and women are naturally difterent but cautions thal these

differences should not be the reason for gender discrimination. Passage B $ates lhat societyhas to bear the consequences arising from i1s reluclance to accord women equal status \4ilh

DrawinS information and ideas from the passages, ass€ss the place of wom€n in Singapore

today. You should rely on your own knowledge and experience tojustify your answer.

Iql

/at

PJC ['rid-Yerr 07 Paper 2 ANSWER SCIIEME

Qucstions frorn Passagc A

Fron Parrgraph IL Stalc in )our own words. one negalive

elGcls on adolescents.

Notei Ans}r'ers need not be gender specificexanrples are shown.

and one positive example of homonal(2 marks)

as long as I negative nnd I posiiivc

) What is lhe wrilcr's inlention in commenling that, "garden lhey \ronder why they waslcd so mnch timcsuccoss'-(line l9-20)? I-xplain your answcr tulll.

....as they confemplale thcclimbing up the ladder of

( 3 marks)

(a) (inlcnl;on)'-inferred To show lhat lhe diffcrences in malebehaviour a1 lhe trvo different stagcs oftheir lives (I/2n) are a tesuh ol hormonal

changes.(l/2In)

LNegativea) In the cxtr€mes, youog menlvill be pushed to ardsviolencc.(lines 10- I l) OR

Beyond normal limits- young mcnwill becomc aggrcssive/resorl to theuse of force OR

b) young rlomen l0wardsirralional and disruptive swingsol mood and behaviour.(lincs I 1

12)

Young women will become illogicaland lcmperamenlal/cmotional.

(l-)

Positiiec) More commonly, men bccome

more confidenti show greaterconcentralion and channel lheiraggreosion into motivntioo andaInbil;on-(lines l2-l 3) OR

Men bccome rnore sure ofthemselves/self-assu[ed, display strongcrpowers of attenlion and direct theirenergy from bad/viol€nl behaviour 1()

malerialist ic pursu ils/ach ieve menl s-

(Notei Award /, mrrk for general

stalements like achieving thcir goals/

achieling success 'ilhout spccificreference 1o material success/pursuil)OR

d) while rvomen arc stimulatcd todcsirc to fbrm and maintain closer andricher rclafionships.(lines ll-11)

On the othcr hand, womcn are inspired1() forge slronger bonds with onc anolher.

(ln)

(b). .lhe),lvasled so much lime clinbin wh"n !!.f I9S ]S!!C.M d !9!!!9

/o3

the ladder ol'success'.

Mcn in turn. bccome

aggressivc...femaler9)

horm,,nc\.(line I 7

their time scnsibly(l/2m) and instead

wcnl all ou1./spen{ all their tine chasingaflcr/lrl'ing lo acbieve materialgoals/tD/ing to rcitch for higher posilionsin lheir careerc. (l/2m)ln their old age. they mellow and

become lcss ambitious.(l m)

From Prragrapb 2

,. \ h) do t{om(n $anl lo prolecr lhcrr IrLhl\ lhrough ...lhc suppre'.ron dllu8elher(2 marks)

(Nole: The correcl anslvers are in (;) and (ii).llowever if thcy only make a general

slalcment as in (iii).only Z mark to be award€d).

trom I'aragrat'h J

4. Whal does the \i'ord, "deliberately" (line 31), lell us aboul lhe attitudc ofrvornen'sr ighls

"dlocales? Explain the reason for lhis

ofsuch research "l (line 25)

ciied?

(2 marks)

ovcrly eager/ anxious/ biased/ forceful/'deliherrrel-\"

Al lvork. posilive...giving jobs to p.e_

delemined quotas of \\'omen, whosomelimes ...in order to

compensate...unfairness of a mal€-dominaled system...(lines 30' i3)

5. In your o\\n words. c\plain \\,h)' ;n progress;ve education the I eramples are oftcn

detcrmined/ adamant in addressing theissuc ofqender ineoualitv (lm

I mark

1l is to Pul an end lo the

Total marks i1 {i)-{ii) and lrri} crvcn: 2L(t __(i)...lhey still lear thal thc hard-wonbattlc...(linc 2l )

lhey have ioughl so hard lo achievegcnder equalily/ women's libemtion.

(ln)(ii)fbr women s rights r}ill be lost . (line22\

Gi --ro, ra. .rt rh" .o*.q,,.tt*s r*women s slalus {lines 25 26)

And are afraid that these enlitlemcnts willbe laken a\a,ay lrom thcm. '

(ln)Afraid tbat it will allcl thc position oIwomcn in society. (l/2\

Reason for havins such an attitudeso as 10 ensure \\,omen have an equal

footing with/arc on par wilh men (l/2m)in the .iob/labour market/ workforce /employmenr.(l/2m)Nole: Reference 1o iob market must bc

neralization/fi xed idea or ;m fixated

/of

...princesses slaying dragons...Nadinepur on $e boxing gloles.-.picture booksdisplaying female fire-figh1crs.(lines 28 -

nolion lhal women/ females are thcinferior/weaker scx. (lrn)

Questions fronl Passage B

From Paragraph {

6. why is the phrasc, "the 1ribe" (line ll) in quolalion marks ?

(lmark+lmarkbonu9

7. Using material fron paragraphs 1

changes in the slalus oflroDlen andyour own words as far as possiblc.

to 5. in about 150

the problems arising

'words, account lbr thefroln thesc changes. Use

(10 Inarks)

11 is bccause womeo are described ininferredan unusual . fashion/negativelyportayed. (lm)

(Bonns)Explain charrcterislics of "the tribe"

As membcrc of a tribe, they belongto a social group of people with thesame belieflt/customs (l/2m) andadhere lo rules & regulations lhal arcrigidly structured for then.(1/2m)

LtfiReasons fot the chonges in fie status of

a)...*,e strive as individuals and as a

societ) to be gender-rentral...(paral.line l)

ln today's social conlexl, as pcrsons andas a group. we are making tremcndouseflo /rllempl to accept bolh s€xes

wilhoul Drciudice/discrimination..b)What do€s differ from place to place

and liom one era lo another arc fhepcrccived normil rharaclerislics of"mrleness" and "temaleness"...(para 2,lines l2-l3l

How men and women are vieNed is

dependent upon the place and lime inquestion-/ Over time and in differentplaces or locations. lhe stalus and/gr thcperception ofwomen has changed-

c)...lhere have bcen seismic social-psychological shifts...(para 2, lines 14-

I5)

Radical changes in society and lhemindsels ofpcople are apparent.

d) ...driven by thc dynanric intcracljon ofscience, Iechnolog). and cconomics. and

are magnified by thc increasingly

9!!r!]!!!!!'n441Isq?.!!!!]!:L7I

These changes have been influenced byscience. lechnology and econom;cs and

made more imporlanl lhan the), really are

bv the Dowerlul mcdia.

/at-

Questions from bolh passages

8. Cive the meaning oflhe following words as thcy are used

You may write your answer ilr one lvord or a slort phrase

From Prssag( A

in the passages.

(s rnarks)

asserlive(line16)

r6)

confidentlyaggressivc.decisive

selFassurcd,firm,bold,lorcelul.confiden1, possess;ng a strong

p'.-;iitlin. assumplion.hypothesis.postulation

lirom Passage B

e) ...the economy does nol much care;it rcu'ards...Can thc) pa)'? (para I, lincs21,25) OR

-lhe gro\\ing economic porver of\!omen,. servicc cconomies.(pam 4- lines26 )t3) ,Prcble ms ari si!8:lM! l!!!ese chdnees:

f)The morc women become frllyqualificrl crononic prrticipants...facefundamental queslioDs about marriage,procreation,the rolc of family and thecbanging force of thc tribe. (para 4,

lines 28 3l)

Economic consideralion transcends lhe

supposed dillerence between men and

women. / Nowadays men and women are

treated in lhe same wa) in our consumer-orienled socicly.

(same pojnt economic consideralion)

A. t"".* b4"." c"ittlir'iy employed.the basic issues of marriagc, childbinhand the function of tamil), will become

conc€rns that need addressing.

g)ln our nelv world. life crpectancy issteadily increasing...impaclmarriagc and procreation. (para 5, Iincs

Due to the bnger lifespan ioday, \\'omen

are marrying laler, thus aflectingconceplion and childbinh.

h)...and is morc challenging to slaymarried for a lifetimc. (pa.a 5. lines 16

i7)

ll is more difficuh for womcn to reDrarn

married lhroughout lhcir lite.

i) Lite parenthood. second

familics...lar from unllsualcouples . new pairings.(para 5, lines 17

38)

They are hcsitaot in starling rheir famil'esearll /do not wish 10 start their fanilicsearly/divorces/ multiple maniages arc

j) And moreonrs ]rilh thelines l8-39)

often ...women are the*andering c)es. (para 5.

Nowadays. \\,omen arc more Prone toinfi delily/rnfaithlilncss.

concept,idca-idcology,rolion,claim.

/rt

irgrained.inslincti!e

innate (linc 2l)

Lrnanimous (line10)

1o agree,

consensus- uniledin opinion

no objeclion,unopposcd.indispulable.

cstablished. verified, madcclear. bc surc- made/makesure. lo bc sure/verv sure

inborn. inhercn{. natural.born wilh

group, unequivocal,doubtless. llithouldoubt-all in lavour

9. Passagc A acknowledgcs thal men and woincn are naturally differ€nt bul cautions

thal these differences should nol be the reasons for gender discrimination Passage

B stales that society has lo bcar thc consequences arising from its reluctance toaccord women equal slatus wilh men,

Drawing infbrmalion and

Singapore loday.You should rcly on )our

in complete agrccment,lolal agreement by all in a

ideas from the passages. assess thc place of llonen in

orvn knorvledge and experience lo jusliry ). our answor.

(9 marks)

Candidates a.e to suppon lheir evalration wilh reasons and iustifications Weaker

Onswers ma) shorv evidence of over generalizalion instead ofconcrete support and

ease otunderslanding

Band A (7-9 mark)

Points are taken from bolhpassages;lhere are

slslematic rcferences lothc lcxts,

"Bolh aspects of lhcqueslion are covered.Atlempl is made to presenlideas systcmatically-

Evaluales the kcyarguments thoroughly-

Brings in ;nteresling

elaborating on these. Ableto jusl ify some (economic,

Band R (,t-gJnarks

Examincs points lrom bolh

Passages..

Ans!vers the queslion.

Lvaluales relevanl'orgunrcnls to so*. e,*tcnt

bul discussion is

supgrficial.

Explanaljon is oflenlimiled or not l;nked 1() thcmaiD arguments well.

,e,?!4! 11-3 l!r{k )

Examines points from onlyone passage.

Answers the qnestion\\.ilhoLrl referring 1o idcas

in the texts. Answers onlYone pafl otthe question.

Mcrely summarises theideas ofthe wriler wilhoutadding their owncontributions.

General discussion !vi1hou1

relelring lo their socicty.

lirical. educational clc.)

/al

achievemenls otwomenin their society clearly.

Sho$,s high dcgree of

organizalion.

Coherence and

orgarizalion are nol as

shary or sl,slemalic as thelop band.

Inconsistency in theargulnent. Coherence is inquestion.

Possiblc Points from Passaee At ftt"r" i" nJ solid and consist€nt eridcnce from scientisti...structurallydiffcrert.,-(p:rra l). {For example. wonen are cxempled from NS and caning

I \4 omen *".t "o t,"tge' hold Incn re\ponsible lur ihrirsupposed'failure'..(para 4). (They are unable lo succccd in their career because

of.sexLral discrimination and unequal distribution of domestic responsibiliries).. Lib(raled b] ttun."tl-*it" p.op". talue lo lhcir nalural selve\' {para J)'

( In order ibr local women to cnjoy equal righls with men. there must be an honesl

atlempt by all members of society b remove all misconceplions aboul women

being the inferior gender and to embrace/celebrat the unique slrcnglhs/qual;ties ofhoth men and somen )

llo*ever, {his must not be the basis 1br society to givc unfair lrcatmenl lo rfomen'

Possilrle Points fr. ...1ft"." ttut. U""n scismic sfl(ial-p\]chologi.al shilh laking plac( botscen

lhe sexcs. (para 2) ( Since indcpetdencc, Singapore has $'ilnessed major changes

women significanrly. It will bc difticull for SingapoJe lo progress if womcn were

rlenied thJ opponunities to fully parlicipate in lhe economic devclopmenl of the

counlry. In a globalised economy- it is crucial to have a level playing field tbr

marriage.procreation, the role of &q4X.4ql\"-j!?'Citlg lqrce of ':t!9

/0p

tribc"(para 1).have changed.rhroughout lile-

{ I he traditional roics ot women as child bearers and homemakers

Social expectations srch as eariy malriages. staying marriedstigma ofdivorces and rcnrarriages etc have changed dlamalicailyno longcr expected to bc srbserlienl as they are economically

Some Doints to consider aborlt ihe Droeress nrade bY local rr omen:

I Pol!l!s4.!44qp49d

a Grcalcr involvement ol women in polilics. For example, in the GE 2006

many women candidales lronr both lhe ruling and opposition polilical parties,

stood 1br election logether rvilh thcir male counlcryans. Some womcn likeSylvia l-im holds important posilion like Secrelary Ceneral of the party

(Workcrs Pany) $at shc bclongsa Women are appointed to high political posilions such as Minisler of State,

Parliamentary Sccretary and as aDbassador aparl from be;ng Mcmbers ofParliamenl. Examples include Ms.Lim II\\'ee Hrra (MOS, Min ofl'inancc and

T.anspon). Pro{l Chan )'leng Chee (Singapore's Ambassador lo the Uniled

Slalcs). Mrs. Yu Foo Yee Shoon ( MOS, N{ in.ol'Comn un ity Developmcnt.

Youlh and Sporls). woncn MPs like Madam llalimah Yacob. Indranec Raiah and Dr. Alny

Khor are making their voices heard lhrough their political pa(icipalion and

are well respeclcd in the socielY.

E. &ry!!a!ry",!rraq!Successl'u' womcn entreprcncurs are a common feature in Singapore loday

l heir contribulions 10 tbe economic success of Singapore arc by no means

lrivial. Some er(anrpl;s include olivia Lum (Hyllux). Jannie Tay (Hour Glass).

l-ina I an-l-eo (The Link Croup) elc.Thcrc are women who are spearhcading big ecoDomic corporalions. fore\drnplc Ho t lring r lcmasck Iloldindsr. c5\o,rIl( Plolcrsor lv) \r rKKlluspirdlr ( lairc ( h;dng (Ban\rn lree HoldrnS.r (lc l\e1 pl;,1 moior role'rn rhc c.ono'nr, L'c\clofmenl uf lhc.uunln.Woncn coostitule a high percentage ofthe rvorklorce and are no longer seen

as passive contribulors to the econom). ln the pas1. local women lvcrc mainlyperforming household chores and werc no1 regarded wilh imponance ;n terms

oftheir cconomic coDtributions to the counln'. "

l:. .rq!ry "'a r,rr""ri."l

a Women are no longer associalcd \\'ilh jobs ihat are trad;tionally "female"dominated like nursing and leaching.They can be lbund in all areas of rvork like. enginecring. law. archilcciure,

neurosurgcrv etc thal *€rc once male enclaves. They have also made lhcirmark rs commcrcial airlinc pilots (fbr example in Jetstar). fighler pilots c1c

Edlrcationally, woncn are exccliing in all liclds of sludy and lhcre is a high

number o1 f!rnalc siudents in all the teniarv insl;tulions in Singapore Th€

number of wonen :rchieving Poslgraduale qualificalions is also increasing

More women arc better educaicd today as compared to their predecessors

Some impedimenls that arc hinderinE local women from makins Droercss:

il. Culture and Tradilion. Some Singaporeans ot Mala). Chinese and lndian origins arc still clinging

to thcir age-old cultural and lmdilional beliels and practices Girls are seen

as less imponanl than bols (lbr cg. they are considered lo bc fl1 tordomeslic chores only) and as such are given lcss priorilics and

opportunilies gencrally. Prolcssional women have also bccn known to

resign from their jobs alier marriagc to look aflcr the childrcn and lheir" husbands as expecled by their cultures and tradjtions Unless these beliefs.

valoes and praclices are changcd, women today ma) slill have to sufler the

fale thal lhei pred€ccssors vrenl through

,. Minrtsq!

Dcspite 1he lacl thal Singaporc is economically affluent and progrcssing.

somc people slill hold on to thc mindset that \lomen are nol men's equal

and can ncver be.(Sadl). some e(fucalcd women. may also subscribe 1() lhis

think;ng). Singaporeans ofall generalions- regardless ofrace. language and

rcligion need lo lotalll ch"angc their mindscls to accepling womeD as equal

. nnlcrntordrie\ u' nrcn llllr pcr.(pri^r car cnhance $, rrrcn ' Tdnr. pali^n

in all domains ol lifc. Curentl). no iroman is appoinled as lirll lime

Minister in lhe Cabincl.

Religion can also be a barrier lo womcn achieving thc same rights as men

Ftrltr!rion of nropres\ midc hv local $,,m(n:

L Although thcre ,s equalil) for bolh scxes to exc€l in all domains. in realily

nary women are denied lhc opporlurities 10 showcase their talents and

abilitics. For exaDple in lhe political arena. no women have been appoinled

as Cabinel Minister. 1el alone Prime Minisler or President Employing womcn

as pilols is mrc and f-ar in bcl$'een.Rt'fardle\\ oJ hcr cdy.arr. nalcareer r.lirc!c-nenl. r r\onran. un n nrarriag(

is slill stereotyped lo be the homemaker. Singapore can slill be considered a

parriarchal socicly $here the lraditional perccpl;on aboul the role of lvomen

as homcmakers prc!ails.Ho\\evcr- the undcrcurrenls of change are palpable

loda].Fi.\ed mindsels/prejudices of emplol(rrs regardiig the contributions lhai

$omen can make due to lheir dual roles as emplolces ard molhers posc a

hindrance to lheir progres(lhc ironl'is thc country needs them to procreatc

for long lcrm survival bul the mindsel ofenploycrs is exlrenrely resislanl to

changc).

,'/b

RJC Mid-Yeat 07 eaper't

Answer one question from this Paper.

Answers should be between 500 and 800 words in length.

1. Are high salaries for government officials ever justifiable?

2. "sinqapore needs more scientists than artists." Do you agree?

3. "The lnternei is the best thing that has happened to democracy in recentyears-" Discuss.

4. "Future wars will be fought over the control of natural resources-" Comment

5. "Beauty pageants are degrading to women." How far do you agree?

6. ls marriage still relevant in today's society?

7. ls it everjustifiable to infringe intellectual property rights?

8. What can we learn from the study of Mathematics?

L ls capital punishment compatible with a truly enlightened society?

.10. Do you agree that genetic moditlcation brings about more problems than

solutions?

11. "There is much more we can do to protect the rights of the migranl workers in

Singapore." How far is this true?

12. "The winners in globalisation benefit solely at the expense of the losers "

Discuss.

End of Paper

///

Passage I

Jim Hatt wrdes abaut the rise of soft paternalism in America

'1 When lhe government tells you that you can't smoke martuana or that you

must wear a helmet when you ride your motorcycle even if you happen to like

the feeling of the wind in yoLlr hair, it is being paternalistic lt is largely treatingyou the way a parent taeats a child, restricting your liberty for what it deems to

6" your o*n good. Paternalistic laws aren't very popLllar in this counlry' We 5

hew to the principle that, children and the mentally ill apart' an individual is a

better iudqe of what's good for him than the state is and that people should be

free to do what they wish as long as their aclions don't harm others

2 But what if it could be shown that even highly competenl, well-informed people

fail to make choices in their best inlerest? And what if the governmenl could 10

somehow step in and nudge them in the right direction withoui interfering with

their liberty, or al leasl not very mLlch? Welcome to the new world of 'softpaternalism." The old "hard" palernalism says, We know what's best for you,

and we'll force yoLl to do it ln contrast, sofl paternalism says' You know what s

best for you, and we'll help you to do it, 15

3 ln some states with casino gambling, like Michigan' compulsive gamblers have

the option of putting their names on a blacklist or "self exclusion" list, thal bars

them from casinos. Once on the list, lhey are banned for life lf they violale theban, they risk being arrested and having their winnings confiscated.

4 The voluntary gambling blacklist is an example of what's called a self binding 20

scheme. lt is a way of restrucluring the external wodd so lhat when fulture

temptations arise, you will have no choice but to do what you ve jLldged to be

. besi for yoLr. The classic case is that of Ulysses, who ordered his men to iie

him to the mast of his ship sb that he could hear the song of the Sirens ihoutbeing lured to his destruclion. As a freely chosen hedge againsl weakness of 25

the;ill, self-binding would seem to enlarge individual liberty, not reduce il So

what is there lo object to"in a programme like Michiqan's?

5 Plenty, say libertarian critics To begin with, they don't like soJt palernalrsm

when it involves the state's coercive power' they are much happier with private

self-binding schemes, like alcoholism clinics and Weight Watchers clubs What 30

bothers th;m is the way soft paternalism relies for its justification on the notion

that each of us conlains multiple selves - and thal one of those selves is

worth more than the olhers.

6 The short-run self eares only about the present lt is perfeclly happy to indulge

loday and offload the costa onto fulure selves. For example' recent shjdies 35

show thai teenage smokers are aware of lhe aisk of getting lung cancer as

adLrlts, but they simply don t mind making the future seli suffer for the pleasure

of the moment. The prudenl resolutions oi the long'run self are continually

rgnored

7 Bui why, sorne sceptics ask, should the government side with your pnrdent 40

long-run self against yoLrr hedonistic short run self? lf the goal is to promote

/'Z

freedom, there is an interesiing argument favouring the former. A distinclivequality of humans is that we do not simply have desires, we also have feelingsaboul our desires. Take the unhappy heaoin addict: he gives himself aninjection because he desires the drug, but he also has a desire to be rid of thisdesire.

So why can l soft paterndlsm be lerl to thF prtvale seclor. as sone hbenarlansprefer? The problem is that private self binding schemes are easjly subvertedwhen someone can make a quick buck off your weakness of will. OneMichigan man who signed up for a casino s private self-blacklisting programmefound the owners all loo accommodaling when he had a change of heart.Within half an hour, I was back in, he said.

Besides sofl paternalism, there are certainly rrore exalted ways to achievemastery over unwelcome impulses. Exislenlialist thinker Jean-PaulSarlre usedto insrst thal each of us is free Io redefine his characler lhrough an act ofradical choice. For the religiously incJined, an access to divine grace might be

what is needed lo stiffen the will

Bui what if you are one of those people who rely on more mundaneslratagems, like self bindang? The general problem you face is lhis: For a given

uphill goai and a given strength of will, does there exist a paih, howevercircuiloLrs, that will get you to the top of the hill? By adding a new path hereand there, state soft palernalism makes it more likely that the answer will be'yes'.

so|]rce New Yark Times. 3 Dec 2006

45

50

10

//3

Passage 2

Daniel B Klein w es aboutthe morcl consequences of paternalism

1 Picture a man gobbling a second helping ot chocolale cake, or chain-smokinga pack of ciqarettes, or injecting heroin into his veins ls aggression or violencebelng done to an innocent person?

2 ln a sense, yes. A fleeting, short{erm self ihat enjoys chocolate, nicotine, orheroin is working his will on an enduring self that pays the cost. ll makes senseto describe ourselves as a bundle of multiple selves that overlap, intermingleand sometimes conflict

3 Atthough you may not think of yourseF in the plural, the idea of multiple selvesis really familiar Some people recognize a dark self - a Mr. Hyde - that lurkswithin, and act stralegically lo defeat him. lf such personal tactics areinsufficient in subduing the Mr. Hydes that lurk, perhaps the government canlend a helping hand. Afler all, subduing bad guys is what the government is allabout This reasoning underlies numerous palernalistic laws worldwide

4 Laws help us not lo overuse a huge variety of substances, kom heroin 1(l

penicillin Other laws protect us from buying on impulse, from not saving for our

old age, and lrom murdering ourselves. Allthese laws are offered as a seTvice

to the erstwhile partaker. Yes, people sometimes do things they regret You'd

be ridiculous to say that yoLl never make mastakes, that you never do things to

excess. Bul does that mean the government should step in and protect us from

ourselves?

5 One good reason to rgect paternallsm is that pubhc oflicrals, do not rn fact'know better whether an activity is detrimental to our enduring self Passing

blanket restrictions on behaviour rides aoughshod on individuality Somepeople drink too much, or gamble too much, but many others do not Anotherreason to reject paternalism is that it sels a nefarious precedent. Up to what

point does the government get to play nanny? Where does it end? Sometimesil is the government that seems to suffer addiction to power and it is the one

thal needs to show reslraint Furthermore, the justification of "il's for their owngood is bound to be abused. lt will be Llsed to justify all manner of specialinterest plLrnder, such as excessive licensing laws.

6 But the chief reasons for rejecting palernalism do not deny irrationality in the" private individual, nor even wisdom and benevolence in government slewards

The chief reasons to reject palernalism are its moral and spiritual

consequences..

7 Paternalism is demeaning to the Indlvidu;l because it demeans his exlstence.It makes existence a happening rather than a wilful aciion; it makes the story

arbitrary and alien, rather than purposive and personalised The autonomousindividual admits his inconsistencies, his conkadiciions, his bedevilling

impulses, but insists nonetheless: Grant me the dlgtlfy of choosing whichbehaviours deflne my being, and charge me with the responsibility for the Mr

Hydes that lurk. lf you suspect that some Mr. Hyde seeks lo undo me, then I

t0

15

20

25

30

40

say go ahead and let him try.

A tirst mora! consequence of liberty, then, is dignity, the romantic sense ofbeing the captain of one's soul and relishing the drama of one's existenceThere is a second moral argument against paternalism. To give our existencebeauliful meaning, io make ourselves becoming, we must learn how tomanage our troublesome impulses But how do people learn self-command?The best teacher is liberty herself. The second moral argument is that libertybreeds personal responsibility

ln the intimate contest of self-command, hubris often prevails. Beforehand wesay we won't gamble at all. we won t get angry, we won't watch TV, we won twe won't! We forget that the mood and vision in which plans are laid may varygreatly from the mood and scenes experienced as the road is travelled Sohubris produces unhappy experiences and a feeling of regret. From experiencewe qain awareness of the need for better self-command and a will to defeatour entrenched impulses.

Rather than leaving the individual free to learn from experience and example,paternalism deprives us of moral opportunilies of choice. By pre-empting

choice. it weakens the moral faculty of choosing one's own course And bypresuming thal the individLlal is incapable of choosing competenlly, a

paternalistic government may aclually make him incapable Wean a person in

a world of decrees and prescriptions, and he may fear personal independenceand responsibilily.

lf a Mr Hyde sometimes makes me eat too much chocolale cake or smoke too

mani cigarettes. that is my problem, and everyday I musi practise the art of

subdulng and negolialing with him

So$ce The Freeman: ldeas on Libefty, May 1994

45

55

10

1165

//:'

Answer all the quesiions

Note: Give your answers lN YOUR OWN WORDS AS FAR AS POSSIBLE Even when you

select the appropriate material from the passage for your answer, yoLl musl slill use your own

words to express it. Liltle credit can be given to answers which only copy words and phrases

from the passage.

Questions on Passage I

1. According 1o the author in paragraph 1, why are paternalistic laws not very popular

in Arneaica? lJse yout own words as far as possible. 121

3a

What are the differences betlveen the old hard paternalism' and the new "soft

paternalism (lines 12 - 13)? Use your own words as far as possible

According 1o the author, how do self-binding schemes help the individual manage"fLrture temptations (lines 21 - 221? lJse your own words as lar as possrb/e

ln the analogy of Ulysses (lines 23 - 25), what represents future lemptations"?

t21

3b.

t1l

tll

11l

5. lJsing your own tvoads as far as poss/b/e, explain ihe allernatives to sofi paternalism

sugq;ated by the author in paragraph L I2l

ln paraqraph B, what does the aLlthor sayprivate self binding schemes?

Questions on Passage 2

about the nature of companies offering

"After all, subduing bad guys is whai tlle governmeni is all about' (lines 12 13)

What do these lines imply about how the government perceives the world?

Why does the author put the word "my" (line 65) in italics?

tll

8 Using material from paragraphs 5 and 71o 10, summarise the auihois argLlments

agai;si paternalism Write your summary in no more than 110 words not counti'gthe openinq words belo\N. lJse your awn words as tar as poss/b/e

One of the reasons why paternalism should be rejecled is tgl

I2l

,/l

Questions on Passages I and 2

9 Explain lhe meaning of the following words as they are used in the passage. Youmay write your answer in one word or a short phrase.

a) nudge (Passage '1, line 'l1)b) hedge (Passage 1, line 25)c) hedonistic (Passage 1,line 4'1)d) distinctive (Passage 1, line 42)e) fleeling (Passage 2. |ne 4)

l0 Jim Holt presents some arguments in support of soff paternalism in Passage l, whileDaniel Klein is not in favour of it. Which w.iter's views on patemal,stic governmentsare the majority of young people in your country inclined to support? Explain thereasons for your choice. Your answer must reler to ideas raised in BOTH passages,as well€s your own ideas and knowledge.

End of Paper

t51

Iel

4v

RJC Mid-Year 07 Papet 2 Answer Scheme

Questions on Passage 1

Accordlng lo the author in paragraph 1, why are palernalistic laws not very popular inAmerica? Answer in your own waKls as far as possible

a) We hew lo the principle lhal,childrenanc! the mentally ill apart, an individualis a pg49Li!9!99 of v/hal's sood for

than the governmenl/authorities ( 1/2 m)

t21

b) thaD the state is (hnes 5-7)

c) and that people should be free to dowhal they wish

People should have the autonomy io act asthey want to (1/2 m)

provided that they do nolothers. (1/2 m)

hud tocl) as long as their aclions don't harm

Examiners' comments on Q1:Most students found this a manageable, skaightforward question

2. What are" the differences between the "old hard paternalism" and the new softpaternalism" (lines 12 - 13)? Use your own lvords as far as posslble. [2]

9!l?rf ..(i!9 1 !)

|roryi!9 p9:tegq ..-a)The alcl "hard" patemalism says, Weknow y!3!Sj9S!_b! y9g

b) AEd well force you to da it (lines 1314c) ln cantrast, soft paternalism says,You know what's best for vou.

d) and we' help you lo do it. ( nes 14-15)

Examiners comments on Q2:Points [a) and (c) were often left out of students' answers. The focus for points (a) and (c)

is on Wbg is assumed to be aware of whal is most beneficial to the indivjdual in each kindof paternalsrn

The reason is that Americans believe that aperson rs more capable ol makrng super oJ

decisions about what is beneficial/advantageous for hamself (1/2 m)

"belletdecisions" (0m)

The old hard paternalism claims toof whal is most beneficial for the

and wall coerce lhem to do it (1/2m)make sut e (0m)while the new soft paternalism thinks thatthe cilizens themselves are aware what rs

most beneficialfor them (1/2 m)

and will assist them to do so (1/2 m).

3a According to the author, how do self binding schemes help lhe individual manage "future

/,/,

temptaiions" (lines 21-22)? Answer in your own watds as far as passible. I1l

Fram the passaqe

b)so thal when future temptations arise,you will have no choice

c) but to da what you ve judged ta bebest fot vou (lines 21-23)

so that when lhese future lemptations arise,you cannot help (1/2 m)

a) lt is a way af restructuring the It is a method ot reshaping/changing theexternal wotld (line 21) surroundinqs/the environment/

circumstances (1/2 m

"chosen" (0m

but do what you have determined lobenefivadvantaqe you the most (1/2 m)

Students have to get any 2 of 3 points to get the Iull 'l mark.

Lxaminets commenls on O3aFor poinl (c), the parl about what is "best for you" was oflen leJi oui of students' answersStudents should try to be as accuraie as possible in their paraphrasing

3b ln the analoqy of Ulysses (lines 23 25), what represents "fulu.e temptations"?

the Sirens re

Lxamrners commenls on O3bThere were some very peculiar answers to this one - eg "Future temptations" are

represented by the desire to sleep;the desire to cause massive destruction: the desire togo to war: the desire to commit suicide, etc. Needless to say, all such answers failed toscore any mark for this queslion.

ln paragraph 8, what does the author say aboul the nziture of companies ofiering private

self binding schemes? Ill

IJlysses, who ordercd his men lo tiehim ta the masl so thal he could hearthe song of the Slrers wtthoul beinglured to his destruclion (lines 23-25)

From the passaqeThe song of the Sirens/the Sirens.

OR

The inclination / desire to hear the song ofse4! 1!!!I9fq!np19!19!!1

The author implies that such companies areself -servrng/concerneo only aboLll lurlher ingtheir own interest as they seek to make a

quick profrt even at ihe expense of theirclients'welfare (1m)% m for 'prdfildriven" (no hint of unethical

l1l

0mfor 4.J!g!!gpu9t9a

FYaminers' comments on Q4:

,/t

Ivlosl sludents managed lo score a full mark for this question. Those who lost half a markmostly gave answers that failed to convFy the idea that the companies had a lack ofiniegrity.

5. Explain in your own wotcls as far as possib/e, the alternatives to soft paternalism

suggested by the author in paragraph L I2l

a) Existentialist thinker Jean-PaulSa,'1re used io /rs/sl lhat each of us isfree lo redefine his charactetthrough an act of radical choice(lines 54-56)

b) For the religiously inclined, anaccess to divine grace might be whatis needed to stiffen the will. (lines 56

The author suggests one alternative is theindividual re-shaping his owncharacler/personalily by exerting hiswillpower to resisl lemptations. (1m)

OR

lhe aulonomy an rndNidual possesses in

decisaon-makinq allows him 1o shape hisunique personality.

(1m)

The key idea here is thal the individual hasthe power Io make changes of his own

lndividuals can seek supernatural assistance1o gain conkol over unhealthy desires (1m)

57 idea of the answer is lifted.

Examiners' comments on Q5:'- Point (b) is !q! an example of point (a) They are tlvo separate and distinct

alternatives to'soft paternalism- A number of students did nol understand the word tadical" in point (a) and

paraphrased it as "rational"l" - For point {b), the idea of "supernatural help from a higher powef' has to be made

clear. Hence, answers like "being religious" and "having a strong faith" don't get

the fLl ll mark

Questions on Passage 2

6. "After all, subduing bad guys is whal the government is all aboul " (lines 12 13) What do

lines 12 - '13 implt about how the government perceives the world? I11

4 Tne governrnent sees the worlcl in a very simplistic/unsophisticated manner(1t2 m)

b) ;nd that iis duty is simply to restrain evil OR the world is full of evil/

. temptationsldangqrs. (1/2 m)Examiners' comments on Q6:

Most students dld noi get the half mark for point (a)

7 Why does the author put lhe word "my" ln italics in line 64? tzl

lnferred Answera) The author wants to emphasise/ highlighU stress (1m) his view

b) that the government should not interyene or influence people's decision_making even if they may nol always make prudent choices OR the individual should

have the freedom to make his own decisions (1m)

Accept any logical inferred answer.

Examiners' comments on Q7:- For point (a), students should give an answer lhat conveys some degree of

intensily {"to emphasise" is far betlea than to show", for instance)- lt is 'to emphasise' rather than "to emphasis" (something)

8 Using material from paragraphs 5, 7 10, summarise the authois arguments againstpaternalism. Write your summary in no more lhan 110 words not counting the openingwords below Use your own wards as taras possib/e.

aternalism should beOne of the reasons Iel

government get to plal nanny?Wriere.loes rl end? llines 25 26

public officiais, do not, in fact,know better whether an activity isdetrimental 10 our endurinq self\lines?1-22L.passinq btanket restrictions onbehaviour rides roughshod onindividuality (lines 22 23)

Up to what point does the

The oovernment is not wiser aboutwhether certain actions are reallyharmful/benef icial for the individual.

Regulating actions uniformlysuppresses the sense of self.

Key point herc is the idea of blanket

It is potentially dangerous as authoritiesmay not know where to stop

as they may be obsessed with theinfluence they have

lf degree af intensity of preoccupation isnot prcsent,award r!ALrthorities are certain to enrichthemselves under the guise of knowingwhat is good for the individual

OR

l\,4isuse power to benefit themselvesAccept eilher idea af "abuse" or'specjal interesl plundea

-

Paternalism degrades self-worlh

Sometimes it is the governmentthat seems to sufier addiction 10

power (lines 26-27)

the justification of "it q for their ownqood" is bound to be abused. llwill be used lo juslify all manner ofspecial-interest plundeJ. such asexcessive licensing laws (lines 2830)

it de-means his existence (line

35) ..

ft/

Grani me the digrify of choosingwhich behaviours define mybeing (lines 39-40)To give our existence beautitulmeaninq, (line 45)

Eilhers)

ORh)

It makes existence a happeningrather than a wilful action; (line36)

it makes the story arbitrary andalien, rather than purposive andDersonalised. (line 36-37)

It makes the acl of being a randomevent rather than one of choice

It makes life random and remote ratherthan individualised and goal oriented.

D to make ourselves becoming, wemust learn rowto manage ourtroublesome impulses But howdo people learn self-command?(lines 45-47)The second moral argumenl isthat liberty breeds personalresponsibility. (lines 48 49)

. the need for better selt-command and a will to defeat ourentrenched impulses (lines 55-56)

Paternalism disallows us from acquiringways to conkol/deal with our instincts /human nature.

i) The best teacher is liberty herself.(lines 48)

as it deprives us of ihe freedom neededto do so.

Lifl'libeftv=0iik) From expeaience we gain

awareness (lines Y-56)Paternalism prevents us from learningfrom the past.

Lift'experience'=0mKev tdea is the idea of exqerience

D it weakens the moral taculty ofchoosing one's own course iline5B)

ll deteriorates our elhical senses.

m)And by presuming that theindividual is incapable ofchoosing competently, apaternalistic government mayaclually make him incapable(lines 58-60)

It makes a person unable to make goodchoices by assuming and acting as if hecannot

Both idea of presumption andconsequence must be mentionecl to get

n) Wean a person in a world ofdecrees and prescriptions, and hemay lear personal indePendenceand responsibility- (lines 60-62)

Paternalism renders one afraid of seltreliance and accouniabilaty by diclatinghis very actions.

(Each rdea = 1m)

Sample Answer

/ L3'

There are several good reasons lo reject palernalism The governmenl is not wiser about whethercedain aclions are really harmful for the individual. Regulating actions uniformly suppresses lhe senseof self ll is potentially dangerous as aulhorities may not know where to stdp as they may be obsessedwith the influence they have Aulhorities are cedain to enrich themselves undea lhe guise of knowingwhat is good for lhe

'ndividual. Paternalism degrades self worth and makes the act of being a random

evenl rather lhan one of choice lt disallows us from acquiring ways to control oLlr instincts as ildeprives us of tbe freedom needed to do so. ( 100 words)

Examiners commenls on Q8:Some students still failed 1o indicate the word count or to give the right word counl for theirsummary, despite repeated reminders Half a mark was deducted for such scripts.

- Some sludents continued to lift key words/phrases and were heavily penalised as a resultMost made a fair attempt at paraphrasing the key ideas.

- An annoyingly cominon language error is the failure to use "the" before "government'- eg.''Government may become obsessed wilh the influence it has. "

/2J

Questions on Passages I and 2

L Explain the meaning ol the following words as they are used in the passage. You maywrite youa answer in one word oa a short phrase I5l

l mark Y, mark 0 marka) nudge, verb(And what if thegovernmenl couldsomehow steP inand nuc,ge lhem inthe rightdirectionPassaqe 1 line 11)

ioax/persuade/prod/urqe/push

shove/poke/guide/ direcl/move/place/ encourage/

steer/ propel/ prompt

b) hedge, rout(As a freelychosen healgeagainst weaknessof the will...Passaqe 1. line 25)

reshiction/defence//saf eg uard/protection/shield/restraint

barrier/boundary/obstacle/

obstruclion

fence/border/enclosure/

prevention/ tool/preventive measure/

precaution

c) hedonistic,adjective(should the

government sidewith your prudentlong-rLrn selfagainst yourhedorlsfic short-run self?Passage 1, line 41)

pleasure-seeking/devoted to sensualenjoymenvlhe pursuitof carnal enjoymenl

self indulging pursuing ofhappiness/

sensual/carnat/ evil/decadenV enjoyable/cares only about the

present

d) distinclive ,

adjective

quality of humansis that we do notsimply have

"desiresPassage 1. line 42)

unique/distinguishing/defining/

oLrtstanding/differentialing/

striking

characterisiic/conspicuoirs/noticeable/

obvious/ special/distinguishable

distinct/ differeniidiosyncraiic/recognisable/

significanV importanVcrucial/ typical

e) fleeting,adjeclNe(A f/eel/rg, shortterm self thatenjoyschocolate...Passage 2, line 4)

transitory/impermanenV

kansienvmomentary/quicklY

passing/Bassing' swiftly/passing/temporal/

temporary/ brier/ verybriefl eDhemeral

flittingfading/quick/short lived/

short term (found inline 4)

Examiners' comments on Q9:- Sorne students gave a list of allernatives as theia answer. When a list is produced,

only the first alternative rn the list is marked, even if lhere were an allernative thatis correct after the first oneMany students did not pay atlent'on to lhe word class of their vocab answer. Eg.

10 Jim Holt presents some arguments in suppod ot soft paternal'sm in Passage A while

Daniel Klein is not in favour of it Which writeis views on paternalistic governmenls are

the majority of young people in your country inclined to support? Explain the reasons foryour choice Your answer musl refer lo ideas raised in BOTH passages, as well as your

own ideas and knowledge igl

For the verb 'nudge , many gave the answer 'a gentle push" rather lhan "to pushgently . Such answers wil be penalized in the language mark

Re uirements:

Candidales must clearly idenlify which wriler's views on paternalislicgovernments the majority of young people in tfreir country are ljkely to suppori'making reference lo ideas raised by both writers.They must demonstrate a good understanding of young people in their counlry'and the influences young people may be subjecl to which would shape theirthinking on ihe kind of government lhey find to be desirable.There must be adequate support for candidales' answers based on ideas fromboth passages, as well as their own relevant knowledge and experience

Explanation and- Evaluation:

. Candidates should show understanding of the issLles they choose Likely

choices and related issues are:

Passage 1:1 Palernalislic govenments resttict an individual's libefty (para 1)/ Ctitics clislike

paternalistic governmenls as it involves lhe state s coercive poweL (para 5) -Younq people may disapprove of paternalistic governments because lhey are al

?

4.

the stage where they want to assert their independence, instead of having theirparents, and by exlension the state, breathing down their necksAn individual is a better judge of what's good far him; people should be'free to

do what they wish as long as their actions don't harm others. (parc'1) Youngpeople may think that they know what's best for them, rather lhan the stateEven highly competent, wellinformed people fail Io make chaices in their besl

interesl, so the govenment shoultl slep in and nudge them in lhe right direction(para.2) Young people may lack the maturity and experience lo make prudenl

decisions, so they may feel that the state should guide them to make the rightchoices.The shoft-run self carcs only about lhe present; lhe prudenl resolutions af the

Iong-run self are continua y ignared. The government should side wtth the long

run self to prcmote freedom. (para.6-7) - Young people are generally fun loving

and may hence lack moderation in their pursuil of pleasure. The state should

step in to help them make choices that would promote their libertyFxlstertia/lsf lhinket... used to insist thal each of us is free to rcdefine his

character lhrough an act of radical choice. (para 9) -Yottng people may loathepalernalistic qovernance as ii prevents them from delermining their identity and

becoming who lhey lruly are6. An access af divine grace might be what is needed Io stiffen the wi (para g)

Young people may prefer to lurn to religion lo help them overcomeunwholesome impulses or desires

7 Pary!nsl4q39!9!l!!E!E tglpt a!9L9 !9!93t-greater chance af reaghing orte's

/tJ-

Passage 2:1 The government can lend a helping hand to help one subdue his dafu self

(para 1) / Laws help us not lo ovearse sl/bstances (para 4) - Young people may

feel thai they need the s{ate s assistance to prevent ihem from going astray2 Other laws protect us from buying on impulse. fram not saving for our old age,

ancl lrom murdering ourcelves (pata.4) Young people may acceptpaternalistic laws ii they believe that such legislation safeguards their

inieresVwelfare3 Government officials do not know befter whether an activity is detimentalto our

enduring self. (para 5) Young people may think that they know what's best forthem, ralher than the state {similar lo idea from Passage 1, pt 2)

4 Passing htanket rcstriclions on behaviout tides roughshod on individualily(para.5) / Paternalism de-means the individual's existence (para 7) and robs a

person of his dignily (para.B) - Young people may loathe paternalisticgovernance as it prevents them from determining their identity and becomingwho they truly are. (similar to idea from Passage 1, pt.5)

5 The government may abuse jts power, using palenalistic laws and policies lofufther its own ends (para.s) - Young people may rejecl paternalisticgovernments because they believe Such authority is likely to be abused.

6 Libefty breeds personal rcsponsibility (para 8) / From expeience we gain

awareress of the need for better self command and a will to defeat ourentrenched impulses (parc.g) Young people can learn to take responsibilityfor their own actions when they arqgiven freedom of choice. They wanl to have

the room to make m'stakes and learn from their experience, hence they prefer

non inlerference from the governmenl.I Patenalistic govenments weaken lhe moral faculty of choosing an individuals

own course. By presuming lhat lhe individual is incapable of chooshgcompetently, a paternalistic govenment may aclually make him incapahle(para.11) Young people may loathe the idea that the government assumes iiknows better than lhe individual. When they are nol given freedom of choice,

they become incompetent ;n making decisions.8 Wean a person in a world of decrees and ptosctiptions, and he may fear

personal independence and responsibility. (para 10) - Young people may feelthat they need to have the liberty to make decisions, so thai they can learn to

take responsibility for their own actions.

q"!J9!99L-. Good answers must fulfil the

logical flow of ideas with

gaal. (para 70) - Yolrng people may not mindfeelthat their aspirations/goals are more likely lo

conneclors/signposting words,

governmenl inlervention if theybe realised as a result

requirements outlined above and demonstrategood organisation "and the use of relevant

Examiners' commenls on Q10:A significant number of studenis failed 10 address the question adequately lhequeslion asks about what most young people in one's country feel regardingpaternalism. not about one's personalopinion regarding paternalism

- Many answers lacked support / evidence for their arguments- Some even contradicted thdmselves: eg. Some claimed that young people

supporied paternalism at the stad of their response, and that they opposedpalernalism by the end of the response!Some students seemed to know the writers of the passages personally and

rl,4

addressed them by their first names! Students should use last names "Holt" and"Klein" instead of first names.

- Common language errors inclLrde the failure to use determiners "a" or "the" before"rnajority"; and the tendency to use colloquial expressions like 'kids" or"youngsters" in reference to young people.

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SAJC Mid-Year 07 Paper I

1 Franklin D. Roosevelt said that the world should be founded upon 4freedoms. Freedom of speech, Freedom from want, Freedom toworship and Freedom from fear. Which, in your opinion, is the mostimportant freedom?

2. 'The beauty of the arts lies in it not needing a reason to exist ' Doyou agree with the statement?

3. To what extent is discrimination present in Singapore today?

4. 'sports is about money.'To what extent is this an accuratedescription of sports todaY?

5. 'The mass media is no longer reliable.' Do you agree?

6. "Ask not what your country can do for you but what you can do foryour country." (J.F Kennedy)Are the youths in your country able totake up this challenge?

7. Humility has no value in today's world What is your view?

B tn an increasingly borderless world, national loyalties have become

unimportant. Do You agree?

9. ls it true that Man needs religion now more than ever?

'10 'A good 'eader

is equally concerned over the state of the world and

his country ' Comment

11 Youth is easily deceived because it is quick to hope " (Aristotle) Doyou dgree?

12. 'Medical science should do what is always good' even though it

might not be always right ' How true is this stalement?

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SAJC Mid-Year 07A C Grayling says thal ihere are many reasons why Man goes lo war

ln 1932, Albert Einstein wrole lo S'gmund Freud to ask, Why war? He had come losee ihal science cannol explain lhe fact ihal human beings, uniquely among animals'kill their own kind in highly organised ways, channelling vasl resources into doing so

He fell thal the only defence against fulure war is world government What, he asked

did Freud think?

Freud's answer was pessimistic Violence and inequality, he replied, are nalural tomankind. History sees weak people banding togelher to oppose strong individuals,

their collective strength evenlually conslitliing a legalorder. Such an order might one

day bring aboul the eagerly desired reign of "everlasling" peace. This peace can be

achieved only by the paradoxical means of the colleclive's power to wage war on war

mongers However, a utopian slale of peace is only theoretically conceivable because

in praclice inequality, aggression and slrife are endemic io human existence

ln this answer there is neither real diagnosis nor real cure. lt assumes lhe naturalness

of man's violence towards man, and sees collective aggression as the sum ofindividual aggression. Neither assumpiion, however, is convincingly explored Other

animals are aggressive, but in specific and self'limiling ways: males compete formales, females protect iheir young, all are wonl 1o squabble over food However'fighls invariably end when one combalant flees or submns. Apart from man, animals

do not prey on their own kind. A troop of baboons mighl drive away territorial invadersbul will not pursue them to enslave or kill them. Similarly, social animals often seek

new territory in search of food, bul they do not seek to enlarge exisling lerrilory by

conquest. I\Ian alone does such things. Whalever explains war, th.erefore, has to be

souqhl elsewhere, in lhe complexity of man's economic, political and psychological

conslitulion. Here suggestlons are legion.

On one view, wars are atlempls to solve political and economic problems duringperiods of international inslability. Wars involve massive redireclion of produclive and

social forces, lhereby easing, if only lemporarily, the pressures ihal cause them

Moreover they quicken the pace of technological innovalion, and by selting massive

logistical problems ior governmenls they sometimes creaiively forge new polilical and

adminlstralive possibilities War is also seen as a lool by which countries struggle 10

gain advaniage over each other States do not slumble accidenlally into war' bLrl

choose it as a deliberale means of securing influence 5nd control of resources

These analyses say thal wa€ are instrumenls in the hands of political and commercialinteresls; they are whal leaders gel us into. Forlunately for such leaders, theseanalysts point oLrt, public control through the simplistic. themes of nationalism andpatriolism can be counied on to rouse enough young men for slaughlerlo follow

The lwentieth cenlury's maior wars might not exactly flt these lheories, bul their joinl

effecl was indeed to shift power and redirect wealthi they weakened Europe and

eslablished the Uniled States as supreme in lhe economic and mililary spheres The

only other combatants lo beneflt rn lhe longer term we€ those who were so h€avily"defeated lhal lhey could reslruclure irom scralch, unhampered by illusions of pasl

glory and the burdens of victory Like many wars, they were revolutionary in impact:

Lenin s Soviei Union was crealed by the First World War, Mao's China by lhe Second

One of the iess optimistic obserualions on whrch analysls oi all slnpes agree rs that

war is no longer so conlainable a process Vast leaps in military technology have

made ii tolal and polenlially final. The power of modern weaponry shows that we are

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cleverer, but not wiser, than our ancestors, ior we have merely subsliluled theintercontinental ballisiic missile for the spear, but we slill behave like cavemenmotivaled by greed and fear and unable 10 resist lights

ll is instructive to lislen lo views aboul war expressed before lechnology reached its

horror story proportions. There are sane voicas who argued lhal it is betler 10 achieveone's aims by negotiation than by bloodied swords, and those who indefaligablyopposed war on the grounds thal it harms commerce and hinders progress Thesevoices, alas, were lhe few unequivocal adversaries ol war Much misplaced optimism

was expressed regarding the subiecl, exlolling u/ar's benefiis in promoiing virilitypurifying lhe race, and enhancing crealivity Olhers argued that war gives nations tbelrplace in the world, while simullaneously purging their peoples of effeminacy and

degeneracy. WaI was also regarded as integral lo human idenlity and ungovernable

onae starled, and unsloppable until it exhausls itself. Nevertheless many lhought ithas a place in the critical sludy of history, as the way capilalism willdeslroy ilself

Romanticisers of war describe war as a physical necessily for Man, arguing that itpurifies and redeems ilself by bringing grealer evils than itself to an end ln this latler

respect they are right, the war againsi Nazism was necessary in just this way Theromanlicisers of war also decried the mechanisation of war, which meanl the passing

ol coudly conflict, the end of chivakous jousts beh/veen knights under flutleringbanners. They saw no romance in arlillery and mud They had an aesthelic view oiwart once, it was a sublime enterprise, in which every man put on a crown, when lheband of flute-players gave lhe signal for attack; all the shields of the line gliitered wilhtherr high polish, and mingled their splendour with the dark red of the purple mantles

Men were sanctified by combal, {rom which rose all that is highesl in culture There is

no greal arl possible to a nalion," said one romanticiser of war, 'but lhai which is

bdsad on batlle

Such misconception is, however, harmless in comparison 10 eugenic theories.

Darwinism led some to treat war as a mechanism of natural seiection lts exlremeproponenls applauded wafs exlerminalion of inferior individuals and nations Oihers

argued that war is compassionale because it rescues the weak and feeble from lhAir

mGery This viel / did not go unchallenged as c tics argued ihat war is actually

dysgenic, because the titiest and besl march off lo be slaughlered leaving ihe unfil at

home Lo falher childten

The only certainty of war is thal there are always losers in war' Sometimes lhegrealest losers are the victors. lt mighl be necessary io defend one s fleedoms or to

;ombat such evils as Nazism; so there are iusiifiable wars, and we have 1o be

prepared to fight lhem. However, in its inception and characler lhere ls a prolound

madness in war. To organise murder on lhe large scale - to plan ll lo conductscienlific research into it. to build ils instruments in factories, to lrain men for il to

applaud them when they do it; or, on lhe passive side of the equation io sit sileniwhen bombed houses, spread eagled bodies, weeping refugees, waste and

deslruction appear on our ielevision screens suggesis thai we have embraced as

normal something vaslly ugly and disaased. Perhaps Einslein's question should not

have been, "Why war?" but "How can we possibly tolerate ils existence?

Adaeiedtton tUhv War,lhe Heart oi ThLnos Applvrna Phrbsoph! 1o the 21"r Centurv

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Why does the author use quotation marks whenpeace in line 9?

he refers to everlasling"Ill

Explain whal the aulhor means when he says thal peace can be achievedonly by the 'paradoxical means of the colleclive s power to wage war on war-

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l)sing yaur awn words as far as possib/e, slaie how, in paragraph 3, I\lan s

aggression is different lrom that of animals. l2l

Explain what is meant by "we are cleverer, bul nol wiser, than ouranceslors . in liae 47 Use your own words as far as possible I2l

(i) The aulhor does noi fully supporl lhe romanlicisers views on war inparagraph 9. SIate in your awn words as far as poss/b/e in what way lheirviews are similar and how lhey are differenl I31

(i!) What does the term, tomanticers of war" (line 61) tell you aboul theauthols atlitude towards those who supporl wat? I1l

From pa.agraph 10, explain why the authorthinks that juslificalio n for warbased on eugenic theories is harmful? I1l

Why does the author claim that "the grealest iosers are lhe victors" in

paragraph 1'1?

The aulhor says that lhere is "profound madness' in war (lines 83-84).LJsng yaur own words as /ar as possib/e, explain what he means by this

Give ihe meaning of the following words as they are used in lhe passage

You may write your answers in one word or a shorl phrase(a) endemic (line 12)(b) legion (line 24)(c) unhampered (line 41)(d) instructive (line 50)(e) extolling (line 55)

monoers" (line10 11). Use yaut own words as faras poss/b/e.

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Using material from paragraphs 4-8 (lines 25-60) summarise the authofsreasons for why people wage war on each other and ihe outcomes of war.

Write your summary in no more than 150 words not counting the openingwords which are prinled below Use yoor own words as far as possib/e [7]

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ln the passage, Graylinq presenis difierenl views on war. Whichviews do you agree with? Are these views still reflected

Juslify your answer by referring both io what you have read in theand your ideas and knowledge

of thesein the

passaget8l

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