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TEMASEK JUNIOR COLLEGE
MARCH COMMON TEST 2010

GENERAL PAPER
Paper 2 Suggested Answers


** This question paper is adapted from the 2009 VJC JC2 Common Test.

QUESTIONS ON PASSAGE A

1. Why has “the rise of a meritocratic elite” (line 1) bred resistance? [2]

LIFTED PARAPHRASE
 disorganise society (l. 3)



 debase education (l. 3)





 meritocracies were … unjust (l. 5)  It would result in chaos/instability/ destabilise society/ social disorder [1] and

 devalue/ undermine the quality/ meaning/ goals/ value/ purpose of education/cause the quality of education to degenerate [1].
(ok to use “education”)

 The system would also become unfair. [1]

Any 2 points.

Note: “Destroy the foundations of education” is not an acceptable answer and is a poor paraphrase of “debase education”


2. Why is the word “talent” (line 7) in inverted commas? [2]

LIFTED PARAPHRASE
 owed more to nature than nurture (l. 5–6)


 tantamount to rewarding them for having privileged parents (l. 7)
 The author suggests that the talent is not natural/ innate/ inherent/ inborn/ has been cultivated [1]

 and is the result of having a good family background/ a wealthy/ affluent family. [1]


3. Explain the meaning of the phrase “aristocracy of talent” (line 12) [1]
 People who have/ are gifted with special abilities/skills belong to/ are regarded as a select group/ elites/ a higher class/ have higher social status. [1]

Note: “talent” must be rephrased. If only “aristocracy” is rephrased (correctly), ½ mark to be awarded.
4. Why are there more “winners” (line 16) now than fifty years ago? [2]

LIFTED PARAPHRASE
 Back then, the meritocrats concentrated on spotting recruits for Oxbridge and the senior civil service. (l. 17–18)




 Since then, America and Europe have created a mass higher education system, and developing countries are determined to follow suit. (l. 19–21)  In the past, success was defined in very narrow/limited terms/ only the few people who had access to higher education had the chance to be successful/ few people had access to higher education and therefore success. [1]

 Today, higher education is accessible to everyone/ most people/ there are more places available for people to pursue higher education. [1]


5. Why are the problems of meritocracy seen as “self-correcting” (line 23)? [3]

LIFTED PARAPHRASE
 Many talented people not only create jobs and wealth. They turn their hands to philanthropy… (l. 23–24)



 The growing returns to education create incentives for people to get themselves educated, producing a better-trained workforce as well as upward mobility (l. 25–27)






 Multinational companies routinely promote local talent in the developing world, putting an ever more multi-ethnic face on the global talent elite (l. 28–30)  Those who have exceptional abilities do not simply generate employment and income but will also support worthy causes/contribute back to society. [1]

 The increasing benefits of education results in people becoming more motivated to improve their educational qualifications, thus creating more skilled professionals/a more proficient pool of labour and the chance to raise one’s social status/climb the social ladder/ increase one’s standing/position in society [1]

 Transnational firms regularly endorse/encourage talent in poorer countries/the third world, thus creating a more cosmopolitan/diverse group of international elites. [1]


6. Why is the success of advanced economies dependent on their ability to “mobilise their citizens’ brainpower” (lines 41–43)? [1]

LIFTED PARAPHRASE
 society can reward a wider range of talents (l. 36) … ample rewards for all sorts of specialised talents (l. 38)  There are more opportunities to make profits/ get higher-paying jobs based one’s creative/innovative abilities/ skills. [1]
QUESTIONS ON PASSAGE B

7. Identify and explain the two figurative expressions used in the first paragraph. [3]

LIFTED PARAPHRASE
 a roll of the genetic dice (l. 4–5)




 the race of life (l. 6)


Note: “brute bad luck” and “accidents of birth” are not figurative.

 A person’s fate/fortune/destiny/lot in life is seen as randomly determined, just as a random result occurs when dice are thrown. [1]

 Just like a race which participants compete to win/ strive/ struggle to complete, human existence is seen as a competition where we struggle to attain glory/win rewards/ attain our goals. [1]

Note: ½ mark for identifying each figurative phrase and 1 mark for explaining it. To get the full mark for explanation, students must explain both parts, ie. literal and figurative meaning.


8. Summarize the arguments against meritocracy, using only material from paragraphs 3 to 6. Write your summary in about 120 words, excluding the words provided. Use your own words as far as possible. [8]

Meritocracy is problematic because …

LIFTED PARAPHRASE
 Market is not going to reward just any kind of merit…selects the “right” kinds of abilities (l. 17–18) A  It is discriminatory in compensating/ awards unequal compensation for certain qualities/worth of an individual.
 comprise a narrow range of human characteristics (l. 23) B  Only a limited number of traits are worthy of consideration/ The range of traits valued is exclusive/ limited in scope.
 Some of them…not always morally admirable (l. 23–24) C  Several of these traits are ethically unsound/ may pose ethical problems.
 People don’t choose their abilities (l. 30) D  People are not able to determine/ decide what innate qualities they possess.
 Kennedy worked hard to develop his talent … it’s his energy and determination that deserve praise and reward. The difficulty here is how to know where one thing ends and another starts. (l. 34–36) E  and the problem is/ the trouble is how to distinguish between innate ability and effort.
 All this goes to show how difficult it is to pick out what, exactly, we mean by merit and desert (l. 39–40)
 concept of desert itself is a highly problematic one (l. 55–56)
 The often staggering rewards that some receive aren’t genuinely tied to performance (l. 65–66) F  Hence, the idea/ concept of reward becomes a debatable issue/ reward is not always fair.
 Principle of deservingness (l. 52)…likely to entrench undeserved privilege (l. 54) G  Meritocracy will result in the perpetuation of such unjust rights/ advantages.
Note: answer must include idea of “perpetuation”.
 “efficient” doesn’t mean “right” (l. 62–63) H  A pragmatic/ practical approach to meritocracy is not always best/ correct because
 May not be true that this is the most effective approach to harnessing talent (l. 63–64)
 inequality tends to bury talent and human worth (l. 64–65) I  one’s potential/talent is not maximized/ developed/ harnessed/ is wasted/ overlooked
OR
 this is not the most successful/ best/ most productive way to make use of people’s abilities/ skills.
** 1 mark each, max. 8 marks.
Note: allow the use of “talent” in students’ anwers.


9. Vocabulary
1 m ½ m 0 m
rash
(passage A, l. 9) a large number of instances in a short period, surge, outbreak, sudden spate/ slew/ wave wave, slew, spate

series, multitude, gush, breakout, rush, bout, throng, flurry, frenzy, outburst, influx

straining
(passage A, l. 11) stretch to the limit, taxing, weakening, placing tension on, overstretching, wearing out, stressing, putting stress on, fraying
stretching eroding, damaging, harming, worsening, pressure, pressurising,
broadly
(passage A, l. 31) widely, generally universally, largely, vastly, publicly
trepidation
(passage A, l. 46) uncertainty, apprehension, with anxiety, afraid, dread, fear, worry
hesitation, terror, horror
just
(passage B, l. 41) fair, merited, deserved, rightful unbiased, impartial, genuine, true
10. The writer of Passage A believes that meritocracy “offers all sorts of benefits” (line 43) while Chris Horner points out the drawbacks of meritocracy.

Which view do you subscribe to? How relevant are the writers’ views to your society?

Justify your answer by examining at least two issues, one from each passage. Support your discussion with specific examples from your own observations and experiences. [8]

R1 – Students must state their stand clearly without contradiction
R2 – They must decide the extent to which the benefits and drawbacks of
meritocracy are reflected in their society
R3 – Issues must be identified clearly. Justification provided should be sound,
directly relevant to the ideas from the passage and demonstrate mature
understanding of meritocracy and its implications.
R4 – Relevant examples must be provided. Link between examples and
issue/stand must be made clearly.

Note:
 If answer has R1+R2 only, max. 2 marks
 If answer has R1+R3+R4 (ie. R2 is not explicitly addressed), max. 6 marks if R1+R3+R4 are well addressed.


KEY IDEAS FROM PASSAGE A: Benefits of Meritocracy

Meritocracy allows more people to benefit through the provision of higher education to the masses  leads to economic prosperity. (l. 16–21)
 Those who do well in schools in education are awarded scholarships to pursue tertiary education. Hence, the emphasis on education by the government which invests heavily in education and aims to give every child a top-rate education. Parents also ensure that their children get a good education, and children themselves who work very hard to do well and win scholarships. (Edusave, MOE Financial Assistance Scheme, tuition grants, etc)
 This emphasis on providing quality education and rewarding people for their abilities/efforts has served the nation well  it has led to better employment opportunities and a motivated workforce in Singapore  one of the major factors for Singapore’s economic prosperity
 Singapore’s meteoric rise from a poor city with no natural resources to a world class economy was possible because of meritocracy.
 Talented leaders have also contributed to the political success of the nation.

It gives talented people the opportunity to create wealth and employment, for themselves and others and help the less fortunate. (l. 23–24)
 Those who have done well give back to society e.g. philanthropists like Lien Ying Chow who set up the Lien foundation which offers scholarships, education grants etc to students, bankers like Wee Cho Yau and entrepreneurs like Sim Wong Hoo who contribute to society.

People are more motivated to pursue higher education when they see that meritocracy rewards those who are educated  leads to better trained workforce and upward mobility (l. 25–27)
 Constant emphasis on skills upgrading  those who are motivated to do so are rewarded in terms of higher salaries, better job security
 This system has allowed for social mobility in Singapore – where those from poorer backgrounds can improve their lot and become successful in society with hard work and talent.
 Many examples of successful people from humble backgrounds who are now in top positions in the government and business – Olivia Lum (Hyflux), Sim Wong Hoo (Creative), Charles Chan (Larry Jewellry), Wong Kan Seng, Goh Chok Tong, etc.
 Meritocracy is important for racial and religious harmony in a multiracial society – people do not feel that ‘natural inequalities’ are a bar to achieving success.

Local talent, especially those in less developed countries, have a chance to develop through MNCs (l. 28–29)
 We also see talent going global and doing well abroad – Singapore imported talent – Li Jia Wei, Tao Li and Singapore’s own local talent – Ashley Isham, Siow Lee Chin, Ong Keng Sen etc

Meritocracy rewards a wider range of talents and all sorts of specialized talent (l. 36, 38)
 Not only are those who excel in academia are rewarded; those who are talented in other areas e.g. sport, music, art etc can also go far e.g. Fandi Ahmad, Abigail Sin, Stefanie Sun etc. Also Singapore Sports School, School of the Arts, etc.

Meritocracy leads to faster scientific progress. (l. 43)



KEY IDEAS FROM PASSAGE B: Drawbacks of Meritocracy

Equal opportunities do not lead to equality because the opportunities and rewards that one receives is largely determined by family background/ wealth. (paragraph 2, paragraph 4, l. 65–68)
 We measure merit based on academic credentials.
 However, it is also true that those who come from privileged backgrounds e.g. parents who are educated, wealthy, successful, and have important connections, have a head start in this race – ACS, RI – ‘Old Boys Clubs’, with extensive and wealthy networks.
 They go to the best schools, have access to resources, private tuition if necessary, wide exposure through travel etc. When they start work, they can be better off with the right connections. With their privileged backgrounds and upbringing, they are likely to be more confident, speak well and fare better in interviews.
 Data from a 2002 Youth Survey of nearly 1000 young people found that father’s educational background had a big role in determining performance. Parent’s socio-economic backgrounds and expectations were also crucial factors.
 Less educated parents who also had high expectations lacked the time, money or the know-how to help their children. Social mobility can be elusive.

Meritocracy rewards only a limited range of abilities/jobs – those which are seen as glamorous/ of a higher social status and which may not necessarily be desirable. (paragraph 3)
 Somewhat true that certain jobs are rewarded more highly than others.
 Singaporeans still have the perception that professions such as lawyers, doctors, etc are more deserving of higher rewards

Even rewarding for ability may not be fair because it is unclear whether the ability is due to upbringing and genes or due to one’s effort/ hard work. (paragraph 4)

While it is fair and just to sometimes reward unequally based on differences in people’s circumstances and needs, this can result in an entrenchment of undeserved privilege. (paragraph 5)
 Meritocracy creates talent elite – the best and brightest; these are picked and nurtured to become the top civil servants in Singapore. A significant portion of Ministers, for instance, come from a fairly narrow band of top schools.

 Gap between the rich and poor widens and such inequalities can breed resentment and envy in society, and a sense of inferiority, eg. uproar over ministerial salaries, Ho Ching’s appointment, etc.

Meritocracy can lead to inequality (through unequal rewards) and this is not the best way to harness talent, since those with worthy talent might not be noticed. (paragraph 6, l. 63–65)

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2009 TJC JC2 March Common Test Paper 2 (Answer Scheme)

1. From paragraph 1
How do many “problems of ageing” (line 7) come about? Answer in your own words as far as possible. (2m)
Lifted Phrases Rephrased Answers
• stem from or are exacerbated by prejudice and discrimination against the aged by society (l 7-8)


• assimilate society’s devalued appraisals of their own social group, and so lower their self-esteem (l 9-12) • They arise / originate / develop from / result from / are caused by or are made worse by / aggravated by biased and unfair treatment of the elderly. (1m)
• The elderly adopt society’s negative perceptions of them and thus feel less worthy, (1m)


2a. From paragraph 2
In your own words, explain why the Greeks and the Middle Easterners view ageing differently. (3m)
Lifted Phrases Rephrased Answers
• The ancient Greek tradition stresses the fortune of youth and the great misfortune of the old. Within this ideology, it is better to die than to suffer the indignities of old age (l13-15)

• On the other hand, the Middle Eastern view of ageing is more positive; it is principally through ageing that status and prestige are to be accomplished. (l 16)

• Old age is a blessing; those who die young are wicked. (l 18) • The Greeks look upon youth in a very positive holding to the view that it is better to die as a young person than live to grow old and bear the humiliation associated with old age. (1m)

• The Middle Easterners, however, view ageing favourably as it accords respect. (1m)



• They also believe that it is a privilege to grow to an old age as those who die early are seen to be evil. (1m)


2b. How do these attitudes find a parallel in the industrial and agricultural societies of today?
(3m)
Lifted Phrases Rephrased Answers
• Inferred (ll. 19-25)





• within industrialised societies, production is paramount and the most productive people have traditionally been thought of as the young generation. (l 21)

• Agricultural societies seem to place more emphasis on worldly experience as a resource for coping. • Industrialised societies share a common thread with the Greek tradition while agricultural societies share the Middle-Eastern point of view. (1m)

• Like the Greeks, industralised societies view young people as being better able to contribute to the economy.

• Agricultural societies, on the other hand, believe that age brings about wisdom and experience. (1m)


3. From paragraph 3
Identify the 2 attitudes towards ageing. Answer in your own words as far as possible. (2m)
Lifted Phrases Rephrased Answers
• relative to ratings of other age categories, ratings for old age tend to be more negative;

• most people have mixed feelings about various aspects of old age, and tend to rate old age positively on some dimensions and negatively on others • People tend to value/esteem the old less as a group than they would other groups. (1m)

• They are ambivalent/ unsure/.have conflicting feelings towards old age. (1m)




4. From paragraph 5
Why are the words “elderly” (line 57) and “young” (line 58) in inverted commas? (1m)
Lifted Phrases Rephrased Answers
• Inferred • They are in inverted commas because the writer wants to point out that these labels are arbitrary/ subjective OR he questions whether these labels are accurate / or whether they are based on prejudices/ preconceived ideas. (1m)


5. From paragraph 6
How does the “vicious cycle” concerning occupations dealing with old people arise? (3m)

Lifted Phrases Rephrased Answers
• the poor image of the old inevitably rubs off on those who are working in this field (l 70)


• in that jobs with low prestige tend to attract unambitious or less-skilled workers. (l 72)

• there is a vicious cycle (l 72) • This happens when the unfavourable perception of old age is transferred onto those working in jobs dealing with the elderly (1m)

• As a result, the people attracted to this work are not those who are highly-skilled or enthusiastic (1m)

• which in turn contributes to the negative image of the aged. (1m)

6. Explain the meaning of the words as they are used in the passage. Write your answer in
a word or short phrase (5 m)
Word 1 mark ½ mark 0 marks
Assimilate
(l 9) • absorb
• incorporate ideas, forces
manifested (l.42) (verb) • revealed
• displayed
• showed
• expressed
• exhibited • reflected
• demonstrated
• shown
• portrayed • clearly seen
• easily noticed
• appeared
• perpetuated
document (l.66) (verb) • record and report in detail • write about
• note
• illustrate • a piece of paper or booklet providing information
• justify
• analyse
Critical (l 69)
(adj)
• crucial
• decisive
• of great impt
• crisis-forming
Inevitably (l.70) (adv) • unavoidably
• without fail
• invariably • certainly
• surely
• undoubtedly
• obviously • always
• finally
• eventually
• sooner or later


7 What evidence does the writer give of ageist attitudes and practices as discussed in the
passage? Use material from paragraphs 4 to 6 only. Write about 150 words, using your
own words as far as possible. (8m)
Lifted Phrases Rephrased Answers
• Younger individuals would be less willing to interact with an elderly individual even if that elderly person was similar in all respects to the younger individual other than age. (l 43)

• Drivers labelled “elderly” were asked to supply information to do with their physical, mental and sensory adequacies (l 57)

• Students to infer.


• information-seeking can be seen to be ageist across the adult life-span, with ageist attributions made of people as young as fifty-four. (l 62)

• institutionalised ageism is not difficult to document, from the workplace that forces retirement at age sixty-five (l 65)

• rather than according to level of competence, (l 65)

• the media (that) either underrepresent the elderly or portray them as dependent and weak. (l 67)

• the caring professions . . . the image of the old inevitably rubs off on those who are working in this field. Work with old people is not a prestigious occupation (l 70)

• Our society also places the elderly into age-segregated ghettos (l 70)

• which separate the mainstream of daily activity from those who live in retirement communities or nursing homes built on the fringe of town.
(l 74)

• Ageism also shows up as a propensity to blame the elderly victim or to blame biology or the ravages of time for the states and conditions of old age (l 77)

• rather than focus on the social forces that make old age a difficult, even dreaded stage of life (l 77)
A1






B1




B2


C1




D1




D2


E1




F1

F2




G1


G2





H1





H2







• Young people are reluctant to communicate with the elderly even when age is the only difference between them (1m)



• In a traffic accident, the motorist would be questioned over the conditions of his health (1m)

• revealing that the elderly are perceived to be physically less able. (1m)

• In data-collection / statistical surveys, even relatively younger individuals are considered as aged. (1m)


• Discriminatory practices are evident in the workplace where there is mandatory retirement at age sixty-five (1m)

• even if the person is capable of working further. (1m)

• The depiction of elderly persons in the mass media is also often lacking and negative. (1m)


• Careers that deal with care for the aged are viewed with low esteem (1/2m), hence drawing in primarily the less able. (1/2m)


• The elderly are also made to live apart from the rest of society (1m)

• where they are kept away from the hub of social activities. (1m)




• Members of society also tend to blame an old person or his physical degeneration for problems he faces (1m)


• rather than acknowledge that society itself makes it hard for the elderly to function. (1m)

Award a max of 8m only








8. The author states that "attitudes towards the ageing process and towards elderly individuals
are relatively negative". (l. 28-30)

How accurately does this reflect the attitudes of people in your society? (R1)

In your answer, develop some of the points raised by the writer (R2) and support your argument with examples from your own observations and experiences (R3). (8m)


The "attitudes towards the ageing process and towards elderly individuals are relatively negative”: we could examine attitudes of the young, society at large and the elderly themselves towards (a) the ageing process and (b) elderly individuals

Attitude of the young towards the ageing process
• something to be delayed as much as possible.
Evidence: the young buying insurance policies against illness, dependence; obsession with vitality and looking young;
ageist attitudes; condescending attitude, speaking disparagingly or sympathetically
about the ageing process, much like a dreaded death sentence or a stage in life to be avoided or grudgingly accepted

Attitude of the young towards elderly individuals
• elderly people generally seen as lacking in vigor, independence, utility, a handicap, loss of vital cognitive and physical abilities, a loss of social value and status, and a social and economic burden to society and their families
• some see the elderly as pitiful and deserving of protection by society

Attitude of the general public towards the ageing process
• generally negative but viewed with sympathy for unfortunate souls who have to grow old and decrepit;
• but also a more enlightened view of the ageing process in “growing old gracefully”, something not to be dreaded but accepted with equanimity; positive attitude towards ageing process as a time free from financial and familial obligations (for the fortunate few who have no money worries), a time to reconnect with self and rediscover old hobbies and friends, a time well-deserved for relaxation and discovering new interests, self-realisation and ‘indulgence’, a time to even begin doing what one has always wanted to do.
Evidence: the elderly spend on themselves to reward hard work, travel, begin a second
career, stay active (sport, games, dance, music, etc.), work towards self-independence in financial matters, diet, exercise, health matters; geriatric medicine and industries sprout;
govt attend to needs of the elderly through financial policies and social programmes

Attitude of the general public towards elderly individuals
• seen as a growing market (“silver dollar”) with considerable purchasing power; politically seen as an important sector of the electorate for the govt who’s needs cannot be ignored;
• some see the elderly as deserving of the protection and care from society since they have spent their whole lives contributing to society; others see the elderly as a social and economic burden

Attitude of the elderly towards the ageing process
• a process that is to be dreaded and delayed as much as possible.
Evidence:beauty treatments (botox and face lifts) to stave off the undesirable effect of
ageing
advertisements which claim to delay the disfiguring process of ageing. Some elderly
people do accept the ageing process as being a natural part of life and accept inconveniences with quiet resignation. Some look forward to old age as a time where they can really begin to do what they want to do in life without fulfilling obligations to others.

Attitude of the elderly towards other elderly individuals
• some dread to see a mirror-image of themselves as old in other elderly people and view themselves as useless to society and a burden to their families
• see themselves as failures in terms of their loss of income and self-esteem; depressed by ill-health and financial problems; others see themselves as entering a phase liberated by freedom from responsibility and a chance to be “young again”


Some thoughts and evaluation
 natural to be apprehensive about old age and its accompanying issues/problems
 fair to say that nobody really looks forward to growing old
 but with better education, healthcare facilities, quality of life, Singaporeans are more positive towards the ageing process
 The "first ever" survey of baby boomers in Singapore finds that baby boomers want to remain active in their "golden years." According to the Ministry of Community Development and Sports, more than 70% of boomers (those aged 43 to 60) were in the workforce or looking for work, almost half wished to or expected to have to work as long as they could, and, among those who specified an age at which to retire from work, about 30% expected to do so at age 65 or older, beyond the current retirement age of 62.
Source: Ministry of Community Development and Sports Press Release (January 9, 2009)
 still fairly respectful towards the elderly within the family, respect for the elderly still forms part of the values of the various races/communities in Singapore
 from an economic perspective, elderly employees still face discrimination
 just as the authors point out “within industrialised societies, production is paramount and the most productive people have traditionally been thought of as the young generation” (l. 21–23)
 in times of an economic downturn, elderly workers are more likely to be laid off than younger workers
 employers also tend to be less reluctant to employ older workers
 however, in recent years, there has been a change for the better
 government-initiated schemes to help elderly workers, increasing number of employers more willing to employ older workers
 with an increasingly ageing population, there is an greater need to employ older workers
 Older workers can now look forward to more opportunities in the workforce, thanks to a S$30 million fund allocated by the Tripartite Committee on Employability of Older Workers (Tricom). Under the new ADVANTAGE scheme (PDF), companies can receive an incentive package of up to S$300,000 to redesign jobs and hire older workers. About 200 companies have been identified to help spearhead the drive to change mindsets about hiring older workers.
 With respect to continued work, 36% of baby boomers desired to work part time. In addition, the top three conditions that these baby boomers look for in post-retirement work were flexible work, similar income, and fewer hours of work. For university-educated baby boomers, a stimulating workplace and the chance to guide or mentor younger workers were more important attributes than income continuity and work hours.
Source: Ministry of Community Development and Sports Press Release (January 9, 2009)
 require employers to offer re-employment to workers at 62 for another three years until 65, though not necessarily in the same job or at the same pay











































Setters: D Chung, F Tan, E Ho, S Noordin




MCT 2009 Application Question – Sample Band 1 answers

The author states that "attitudes towards the ageing process and towards elderly individuals are relatively negative". (lines 29-30)

How accurately does this reflect the attitudes of people in your society?

In your answer, develop some of the points raised by the writer and support your argument with examples from your own observations and experiences.



Sonica CG 32/08

In this passage, the author argues that prejudice exists and discrimination is exercised against the elderly in society. Within the context of Singapore, I am inclined towards the argument as it does, to a large extent, accurately reflect the attitudes of Singaporeans.

The author postulates that institutionalized ageism is present in the workplace and validates his argument by raising the example of how “the workplace forces retirement at age sixty-five”. This exactly mirrors the situation in the civil service sector of Singapore where the maximum age to work is capped at 65. Moreover, the government continues to stress the importance of a young and productive working force hence, explaining the import of young foreign talent. All these confirm the prejudice of how the competency and productivity of a person decline with age and keeping the aged working would be economically inefficient. While individual civil servants have appealed to raise their retirement age, few of these come through and many a time, the successful are those who hold top managerial and decision-making positions. Such inflexibility on the side of the government exemplifies the stand the author takes.

In addition, the author raises the idea of “age-segregated ghettos” which is experienced in Singapore. The popularity of retirement communities and nursing homes has escalated. This has in fact reached the point that the idea of building retirement villages in Johor to cater to rising demand has been raised. The receptivity towards placing the responsibility of nursing elderly parents on professionals is unsettling and emphasizes the intolerance felt towards the old. This intolerance is to a point whereby isolation of the elderly in a separate country is viewed as viable. The excuse given that Singapore is land scarce and hence the need for retirement houses in Malaysia shows how land space takes precedence over the elderly. Such negative attitudes towards the elderly and absence of consideration towards them prove my stand.

Thirdly, the author sheds light on the issue of how “age discrimination occurs when human beings are avoided or excluded from everyday activities”. This contempt towards the old is witnessed in Singapore whereby the children of the elderly are reluctant to even live close to their elderly parents. The government had to offer a housing loan subsidy to encourage the inclusion of the elderly in families. The superficiality of the policy speaks of the lack of the want to live close to the old and emphasizes the reaping of monetary incentive. Such ageist attitudes are in line with the writer’s arguments.

In conclusion, the phenomenon of ageism does occur in Singapore and lack of emphasis on the old is present

[Comment: Any proof of evidence to the contrary?].
Li Nong CG 08/08

The writer’s statement accurately reflects the attitude of people in my country, China, to a large extent.

In paragraph 4, the writer mentioned that the elderly “are avoided or excluded from everyday activities because they are the “wrong age” (line 50-51)” (R2). This very accurately reflects the attitude of people in my country, China. When people become old and retire, they are not encouraged to travel for long distances (R3), which is a daily activity that a normal person will do in order to go to work. In many cities, the buses have high steps at the entrance and exits, making it inconvenient for the elderly to board buses. In this way, the elderly are forced to stay at home or travel to places within their walking distance. The lack of elderly-friendly structures in public transport has actually excluded people from their normal daily activities of traveling because of their immobility brought by ageing. This indeed reflects that the society is not positive towards ageing individuals as little is done for them to improve their lives. Therefore, the author’s statement accurately reflects the attitude of Chinese people towards ageing.

In paragraph 4, the writer mentioned that “there is a fear of one’s own ageing” (line 52). This reflects the attitudes of people in China accurately to a large extent (R2). Even though China is progressing rapidly in its economy, the main engine of growth is the pool ofrural workers at the manufacturing factories (R3). Since they are migrants from the rural area, they can only return to their villages when they are old and unable to work at the demanding factories. However, without knowledge of farming, they will lose their source of revenue when they return to the villages, causing them to fear ageing and this eventual return. In this way, the writer’s statement accurately reflects the negative attitudes of people, especially the rural workers, towards ageing.

However, as the central government begins to notice these workers and starts with social security payment schemes, more of these workers can secure their retirement under such schemes. With further implementation of government policies, less people fear about ageing due to financial reasons. Therefore the statement reflects the attitude only to a large extent.


Comments:
I like how you look at how organizations as well as way of life make it difficult for old people to thrive in Chinese society.
Well explored ideas. Good work here! Answer could do with more balance.















Sng Ming Da CG 07/08

It is true that in every society, there will be a certain number of people with negative attitudes towards ageing and the elderly. However, this kind is attitude is relatively less common in my society. In Singapore, attitudes towards the ageing process and towards the elderly individuals are generally positive. Therefore, the statement is not accurate in reflecting the attitudes of people in my society (R1).

Singapore is facing an ageing population and the government recognizes this fact, putting in effort to help the elderly as well as educating the younger population to treat the elderly well in order to overcome the prejudice and discrimination against the elderly. In Singapore, public transport such as buses and trains have seats for the elderly and the people are encouraged to give these up for them (R3). This has allowed citizens to cultivate a respectful attitude towards the elderly. Facilities for the elderly are also common in Singapore, such as walk-ways with railings and lifts that reach every floor, to ensure the convenience and safety of the elderly (R3). Healthcare services as well as developments in the country have always considered the elderly to ensure that they are not made outcasts or treated unfairly by these developments (R3). Lastly, Singapore is an Asian society which values traditions and cultures which advocate values such as filial piety (R3). Hence, generation after generation are taught to treat the elderly well and accept the advice of the elderly due to their knowledge and experience, such as the Middle Easterners mentioned in the passage.

On the other hand, discrimination against the old-aged will still remain. As mentioned in line 66-69, “workplace that forces retirement at age sixty-five (R2) rather than according to level of competence, to the media that either under-present the elderly or portray them as dependant and weak (R2)”. Singapore has not forced a retirement age of sixty-five on the elderly, but it is true that some companies do prefer younger employees to older ones (R3). The older employees are then retrenched or forced to upgrade their skills. The media in Singapore does show the elderly as more prone to health problems. However, it does not excessively condemn the elderly to illness and diseases, without living a good life. It does show elderly people with healthy lifestyles and living well. This is also partially to encourage the older generation to lead a healthy and self-dependant lifestyle.

In conclusion, I think that in Singapore, both the government and the people have made a conscious effort in accepting the elderly in society as well as lend a helping hand. Although there may be some discrimination and stereotypes in places, these are relatively rare. Therefore the author’s statement does not accurately reflect the attitudes of people in Singapore’s society.


Comments:
A good analysis that provides a balanced perspective, but do also consider Singaporean’s attitudes towards the ageing process as asked by the question.









Divya Georgie CG 15/08

In Singapore, the attitudes towards the elderly are largely positive, though there are inevitably some who regard the elderly with caution (R1).

Singapore currently faces an aging population (R3) and as such the elderly indeed have much to offer as they have been through many hardships and can offer sound advice to the younger generation. This is in line with the writer’s point that the agricultural societies “place more emphasis on worldly experience as a resource for coping” (line 24). Though Singapore is an industrialized society, it acts contrary to the behavior stated of assuming the elderly are less productive than the young. In fact, the government urges the elderly to continue to upgrade their skills to remain competitive in the labour market (R3).

Although it is indeed true that in Singapore there exists ageist practices such as a mandatory retirement age (line 66) (R3), the retirement age is consistently being reviewed in line with the medical advances that have brought about a higher capacity for the elderly to remain in work. Furthermore, such policies cannot always be deemed ageist as often they are in the interest of the elderly to allow them to have a more relaxed retirement and take better care of their health to prevent the onset of diseases associated with old age.

In Singapore, retirement communities are also not segregated (line 75) and are well integrated into the community. They are built in close proximity to schools and students are often encouraged to interact and conduct activities like plays for the elderly (R3). For example, students in my college regularly visit the elderly in the Lions Home for the Elderly as part of the Community Involvement Programme.

In conclusion, in Singapore the elderly are largely integrated into society. This could be the result of our Asian culture which to date still holds high regard for the elderly. Though youths may harbour negative thoughts, constant efforts by the government seek to minimize such beliefs, even though some may argue that this will be an uphill task.


Comments:
An analytical, well-thought out answer. Do also consider the Singaporean attitude towards the aging process, rather than just the elderly.

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Why Chinese Mothers Are Superior

http://online.wsj.com/article/SB10001424052748704111504576059713528698754.html

Can a regimen of no playdates, no TV, no computer games and hours of music practice create happy kids? And what happens when they fight back?


By AMY CHUA

A lot of people wonder how Chinese parents raise such stereotypically successful kids. They wonder what these parents do to produce so many math whizzes and music prodigies, what it's like inside the family, and whether they could do it too. Well, I can tell them, because I've done it. Here are some things my daughters, Sophia and Louisa, were never allowed to do:

• attend a sleepover

• have a playdate

• be in a school play

• complain about not being in a school play

• watch TV or play computer games

• choose their own extracurricular activities

• get any grade less than an A

• not be the No. 1 student in every subject except gym and drama

• play any instrument other than the piano or violin

• not play the piano or violin.

I'm using the term "Chinese mother" loosely. I know some Korean, Indian, Jamaican, Irish and Ghanaian parents who qualify too. Conversely, I know some mothers of Chinese heritage, almost always born in the West, who are not Chinese mothers, by choice or otherwise. I'm also using the term "Western parents" loosely. Western parents come in all varieties.
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All the same, even when Western parents think they're being strict, they usually don't come close to being Chinese mothers. For example, my Western friends who consider themselves strict make their children practice their instruments 30 minutes every day. An hour at most. For a Chinese mother, the first hour is the easy part. It's hours two and three that get tough.

When it comes to parenting, the Chinese seem to produce children who display academic excellence, musical mastery and professional success - or so the stereotype goes. WSJ's Christina Tsuei speaks to two moms raised by Chinese immigrants who share what it was like growing up and how they hope to raise their children.

Despite our squeamishness about cultural stereotypes, there are tons of studies out there showing marked and quantifiable differences between Chinese and Westerners when it comes to parenting. In one study of 50 Western American mothers and 48 Chinese immigrant mothers, almost 70% of the Western mothers said either that "stressing academic success is not good for children" or that "parents need to foster the idea that learning is fun." By contrast, roughly 0% of the Chinese mothers felt the same way. Instead, the vast majority of the Chinese mothers said that they believe their children can be "the best" students, that "academic achievement reflects successful parenting," and that if children did not excel at school then there was "a problem" and parents "were not doing their job." Other studies indicate that compared to Western parents, Chinese parents spend approximately 10 times as long every day drilling academic activities with their children. By contrast, Western kids are more likely to participate in sports teams.
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What Chinese parents understand is that nothing is fun until you're good at it. To get good at anything you have to work, and children on their own never want to work, which is why it is crucial to override their preferences. This often requires fortitude on the part of the parents because the child will resist; things are always hardest at the beginning, which is where Western parents tend to give up. But if done properly, the Chinese strategy produces a virtuous circle. Tenacious practice, practice, practice is crucial for excellence; rote repetition is underrated in America. Once a child starts to excel at something—whether it's math, piano, pitching or ballet—he or she gets praise, admiration and satisfaction. This builds confidence and makes the once not-fun activity fun. This in turn makes it easier for the parent to get the child to work even more.

Chinese parents can get away with things that Western parents can't. Once when I was young—maybe more than once—when I was extremely disrespectful to my mother, my father angrily called me "garbage" in our native Hokkien dialect. It worked really well. I felt terrible and deeply ashamed of what I had done. But it didn't damage my self-esteem or anything like that. I knew exactly how highly he thought of me. I didn't actually think I was worthless or feel like a piece of garbage.

As an adult, I once did the same thing to Sophia, calling her garbage in English when she acted extremely disrespectfully toward me. When I mentioned that I had done this at a dinner party, I was immediately ostracized. One guest named Marcy got so upset she broke down in tears and had to leave early. My friend Susan, the host, tried to rehabilitate me with the remaining guests.

The fact is that Chinese parents can do things that would seem unimaginable—even legally actionable—to Westerners. Chinese mothers can say to their daughters, "Hey fatty—lose some weight." By contrast, Western parents have to tiptoe around the issue, talking in terms of "health" and never ever mentioning the f-word, and their kids still end up in therapy for eating disorders and negative self-image. (I also once heard a Western father toast his adult daughter by calling her "beautiful and incredibly competent." She later told me that made her feel like garbage.)

Chinese parents can order their kids to get straight As. Western parents can only ask their kids to try their best. Chinese parents can say, "You're lazy. All your classmates are getting ahead of you." By contrast, Western parents have to struggle with their own conflicted feelings about achievement, and try to persuade themselves that they're not disappointed about how their kids turned out.

I've thought long and hard about how Chinese parents can get away with what they do. I think there are three big differences between the Chinese and Western parental mind-sets.

First, I've noticed that Western parents are extremely anxious about their children's self-esteem. They worry about how their children will feel if they fail at something, and they constantly try to reassure their children about how good they are notwithstanding a mediocre performance on a test or at a recital. In other words, Western parents are concerned about their children's psyches. Chinese parents aren't. They assume strength, not fragility, and as a result they behave very differently.

For example, if a child comes home with an A-minus on a test, a Western parent will most likely praise the child. The Chinese mother will gasp in horror and ask what went wrong. If the child comes home with a B on the test, some Western parents will still praise the child. Other Western parents will sit their child down and express disapproval, but they will be careful not to make their child feel inadequate or insecure, and they will not call their child "stupid," "worthless" or "a disgrace." Privately, the Western parents may worry that their child does not test well or have aptitude in the subject or that there is something wrong with the curriculum and possibly the whole school. If the child's grades do not improve, they may eventually schedule a meeting with the school principal to challenge the way the subject is being taught or to call into question the teacher's credentials.

If a Chinese child gets a B—which would never happen—there would first be a screaming, hair-tearing explosion. The devastated Chinese mother would then get dozens, maybe hundreds of practice tests and work through them with her child for as long as it takes to get the grade up to an A.

Chinese parents demand perfect grades because they believe that their child can get them. If their child doesn't get them, the Chinese parent assumes it's because the child didn't work hard enough. That's why the solution to substandard performance is always to excoriate, punish and shame the child. The Chinese parent believes that their child will be strong enough to take the shaming and to improve from it. (And when Chinese kids do excel, there is plenty of ego-inflating parental praise lavished in the privacy of the home.)

Second, Chinese parents believe that their kids owe them everything. The reason for this is a little unclear, but it's probably a combination of Confucian filial piety and the fact that the parents have sacrificed and done so much for their children. (And it's true that Chinese mothers get in the trenches, putting in long grueling hours personally tutoring, training, interrogating and spying on their kids.) Anyway, the understanding is that Chinese children must spend their lives repaying their parents by obeying them and making them proud.

By contrast, I don't think most Westerners have the same view of children being permanently indebted to their parents. My husband, Jed, actually has the opposite view. "Children don't choose their parents," he once said to me. "They don't even choose to be born. It's parents who foist life on their kids, so it's the parents' responsibility to provide for them. Kids don't owe their parents anything. Their duty will be to their own kids." This strikes me as a terrible deal for the Western parent.

Third, Chinese parents believe that they know what is best for their children and therefore override all of their children's own desires and preferences. That's why Chinese daughters can't have boyfriends in high school and why Chinese kids can't go to sleepaway camp. It's also why no Chinese kid would ever dare say to their mother, "I got a part in the school play! I'm Villager Number Six. I'll have to stay after school for rehearsal every day from 3:00 to 7:00, and I'll also need a ride on weekends." God help any Chinese kid who tried that one.

Don't get me wrong: It's not that Chinese parents don't care about their children. Just the opposite. They would give up anything for their children. It's just an entirely different parenting model.

Here's a story in favor of coercion, Chinese-style. Lulu was about 7, still playing two instruments, and working on a piano piece called "The Little White Donkey" by the French composer Jacques Ibert. The piece is really cute—you can just imagine a little donkey ambling along a country road with its master—but it's also incredibly difficult for young players because the two hands have to keep schizophrenically different rhythms.

Lulu couldn't do it. We worked on it nonstop for a week, drilling each of her hands separately, over and over. But whenever we tried putting the hands together, one always morphed into the other, and everything fell apart. Finally, the day before her lesson, Lulu announced in exasperation that she was giving up and stomped off.

"Get back to the piano now," I ordered.

"You can't make me."

"Oh yes, I can."

Back at the piano, Lulu made me pay. She punched, thrashed and kicked. She grabbed the music score and tore it to shreds. I taped the score back together and encased it in a plastic shield so that it could never be destroyed again. Then I hauled Lulu's dollhouse to the car and told her I'd donate it to the Salvation Army piece by piece if she didn't have "The Little White Donkey" perfect by the next day. When Lulu said, "I thought you were going to the Salvation Army, why are you still here?" I threatened her with no lunch, no dinner, no Christmas or Hanukkah presents, no birthday parties for two, three, four years. When she still kept playing it wrong, I told her she was purposely working herself into a frenzy because she was secretly afraid she couldn't do it. I told her to stop being lazy, cowardly, self-indulgent and pathetic.

Jed took me aside. He told me to stop insulting Lulu—which I wasn't even doing, I was just motivating her—and that he didn't think threatening Lulu was helpful. Also, he said, maybe Lulu really just couldn't do the technique—perhaps she didn't have the coordination yet—had I considered that possibility?

"You just don't believe in her," I accused.

"That's ridiculous," Jed said scornfully. "Of course I do."

"Sophia could play the piece when she was this age."

"But Lulu and Sophia are different people," Jed pointed out.

"Oh no, not this," I said, rolling my eyes. "Everyone is special in their special own way," I mimicked sarcastically. "Even losers are special in their own special way. Well don't worry, you don't have to lift a finger. I'm willing to put in as long as it takes, and I'm happy to be the one hated. And you can be the one they adore because you make them pancakes and take them to Yankees games."
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I rolled up my sleeves and went back to Lulu. I used every weapon and tactic I could think of. We worked right through dinner into the night, and I wouldn't let Lulu get up, not for water, not even to go to the bathroom. The house became a war zone, and I lost my voice yelling, but still there seemed to be only negative progress, and even I began to have doubts.

Then, out of the blue, Lulu did it. Her hands suddenly came together—her right and left hands each doing their own imperturbable thing—just like that.

Lulu realized it the same time I did. I held my breath. She tried it tentatively again. Then she played it more confidently and faster, and still the rhythm held. A moment later, she was beaming.

"Mommy, look—it's easy!" After that, she wanted to play the piece over and over and wouldn't leave the piano. That night, she came to sleep in my bed, and we snuggled and hugged, cracking each other up. When she performed "The Little White Donkey" at a recital a few weeks later, parents came up to me and said, "What a perfect piece for Lulu—it's so spunky and so her."

Even Jed gave me credit for that one. Western parents worry a lot about their children's self-esteem. But as a parent, one of the worst things you can do for your child's self-esteem is to let them give up. On the flip side, there's nothing better for building confidence than learning you can do something you thought you couldn't.

There are all these new books out there portraying Asian mothers as scheming, callous, overdriven people indifferent to their kids' true interests. For their part, many Chinese secretly believe that they care more about their children and are willing to sacrifice much more for them than Westerners, who seem perfectly content to let their children turn out badly. I think it's a misunderstanding on both sides. All decent parents want to do what's best for their children. The Chinese just have a totally different idea of how to do that.

Western parents try to respect their children's individuality, encouraging them to pursue their true passions, supporting their choices, and providing positive reinforcement and a nurturing environment. By contrast, the Chinese believe that the best way to protect their children is by preparing them for the future, letting them see what they're capable of, and arming them with skills, work habits and inner confidence that no one can ever take away.

—Amy Chua is a professor at Yale Law School and author of "Day of Empire" and "World on Fire: How Exporting Free Market Democracy Breeds Ethnic Hatred and Global Instability." This essay is excerpted from "Battle Hymn of the Tiger Mother" by Amy Chua, to be published Tuesday by the Penguin Press, a member of Penguin Group (USA) Inc. Copyright © 2011 by Amy Chua.

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