Santa Supply Chain Problems Term Paper Example | Topics and Well Written Essays - 1750 words

Santa Supply Chain Problems - Term Paper Example The issue of inadequate forecasting and poor communication has also affected the business. The management also faces the problem of too much paper work that gives them a hard time handling. Reports further indicate that the number of toys that are dead on delivery had risen compared to the previous year. The enterprise also faces some serious financial issues as shown in the reports that there is a considerable budget deficit affecting most departments in the enterprise. In addition, the Santa supply chain faces a serious problem due to the constant change in the customer demands. This has created the need to expand the company to meet the growing and changing demands of the market. Customer satisfaction data of 2011 revels that the there was a drop in customer satisfaction as compared to the year 2010. Most complains from children stated that they either got the wrong toy, or they did not get the toys they wanted. Reports indicate a lower customer rating in Europe: especially England, France, and Germany (Dr, Green 2011). The international consultants suggest that the company should apply the supply chain management programme. The programme integrates the procedures from manufacturing, operations, purchasing, transportation, and physical distribution into one program. It also involves integrating the activities of all these departments into a seamless process. Additionally, it links the participation of all the partners in the chain. The program aims at bringing a quality product to the market, and creating customer satisfaction. The benefit of supply chain management concept is obtainable when there is the integration of the entities within the organisation, and with the external partners who include suppliers’, distributor’s, carriers’, customers and the consumers (Zigiaris 3). The idea of supply chain management ensures quick delivery of goods to their destination. These bottlenecks include poor forecasting that has

Manufacturing Technology lab Report Example | Topics and Well Written Essays - 1500 words

Manufacturing Technology - Lab Report Example The first order of business was to machine the chamfer. The chamfer was created using a High Speed Steel (HSS) tool through tapered turning using the taper turning attachment. The tapering operation was measured for consistency to ensure that the angle or the dimensions were not exceeded beyond the drawing recommended levels. Next, the portion of the job, with the largest diameter was held inside the chuck. The next operation was to rough up the stock billet using the single point tool along with acceptable feed rates and depths of cut. The cutting speed for aluminum is recommended as 75-105 meters per minute (Smith & Peterson, 2008). The rotational speed of the lathe chuck was determined using the formula shown below: In a similar manner, the feed rate was required for determining how fast the piece would be fed to the lathe machine. Two different feed rates were used, one for roughing operations and one for finishing operations (Fox Valley Tech, 2014). The chosen feed rate for roughing was 0.65 mm per minute while the finishing rate chosen was 0.20 mm per minute. The entire stock billet was roughed out in the first series of operations, after which it was measured to determine how much finishing would be required. The finishing operations were carried out to create a stepped piece which would further require an external grooving operation and a chamfering operation on one end. The next operation was creating an external groove. This groove was created using a finer finishing tool with a much slower cutting speed and feed rate to contain accuracy. Once the external groove was machined into place, and measured for consistency at four different points on the circumferential surfaces of the groove, the piece was faced to size. The facing was carried out with the same finishing tool. The final step was to create a M8 thread on the 8mm diameter portion of the job. The piece was centered

Energy and Metabolism, Nutrition, and the Digestive System (Synopsis) Essay

Energy and Metabolism, Nutrition, and the Digestive System (Synopsis) - Essay Example These compounds are further subdivided into many classes such as Carbohydrates into monosaccharides and polysaccharides, Proteins into amino acids and lipids into triglycerides and fatty acids (Saturated and Unsaturated). All these compounds which form the basic requirements of our body and food contribute in the process of formation of ATP, the basic energy providing compound of our body. These biochemical compounds when enter our digestive system are further broken down into their very basic compound or particle which then undergoes the process of metabolism (either anabolism or catabolism) to form ATP. Our digestive system consists of oral cavity where food is chewed, esophagus for the transfer of chewed food, stomach for the breaking down and absorption of some of the food specially Vitamin B12 and proteins and intestines (small and large) for the further absorption and digestion of remaining undigested food and removal of left over undigested food through the anal canal. All the se systems form the basis of body’s energy providing system along with liver where most of the absorbed compounds are taken and there they undergo the process of metabolism to form the basic energy providing compound of the body. An abnormality in any of them e.g. hepatitis, peptic ulcers could lead to less nutrition supplied to the body ( malnutrition) and even

Herman Harold Potok Essay Example for Free

Herman Harold Potok Essay Herman Harold Potok was born in the Bronx on the 17th of February in the year of 1929 (McCauley, 1E). It was later on in his life when he started using his Hebrew name, Chaim (McCauley, 1E). As a teenager, Chaim was drawn to the Conservative branch of Judaism, which caused problems in his family because both of his parents raised the family in Orthodox tradition (McCauley, 1E). All these problems in his life eventually inspired him to write one of his greatest books of all time, My Name is Asher Lev, in 1972 (McCauley, 1E). According to Chaim Potok, arts were seen as a distraction to the true purpose of Orthodox Jews. Their main purpose is to study the Torad and Talmud (McCauley, 1E). He went on to some religious and secular schools (Kremer, 202). He earned his B. A. summa cum laude in English literature from Yeshiva University in 1950 (Kremer, 202). He then went on to study at the Jewish Theological Seminary of America where he earned his M. H. L. degree, rabbinic ordination, the Homiletics Prize, the Hebrew Literature Prize, and the Bible prize in 1954 (Allen). And lastly in 1965, he received his Ph. D. in philosophy at the University of Pennsylvania (Allen). Chaim Potok was also a professor at Penn, Bryn Mawr, and at John Hopkins University from 1995 to 1998 (McCauley, 1E). And although Chaim Potok enjoyed teaching, his true passion was what he did best-writing novels. Over 34 years of his life, he wrote fourteen novels, four plays, and a few children’s books (McCauley, 1E). A novelist, Cynthia Ozick, stated â€Å"Chaim Potok wrote directly from the interior of the Jewish theological experience, rather than from the social experience. And they were best sellers. † Chaim Potok was a great universal writer who appealed to everyone. He lived in Pennsylvania with his wife of 44 years, Adena, and his three children, Rena, Naama, and Akiva until his passing on July 23, 2002 at the age of 73 due to brain cancer (Allen). One of Chaim Potok’s best sellers was his novel, Davita’s Harp. This novel is a story about a young girl, Ilana Davita Chandal, whose parents are involved with the Communist Party and keep up with the happenings of the Spanish Civil War (Potok). Her father, Michael Chandal, is a reporter for the local newspaper and gets sent to Spain to cover the war while Ilana and her mother, Anne Chandal, stay home and wish for the best outcome and his return (Potok). While over in Spain, a bomb goes off in the hotel where Michael Chandal is staying and he passes away (Potok). When Ilana and her mother were informed about Michael’s passing, they both handled it in different ways (Potok). Looking for answers, Ilana becomes interested with the Yiddish songs and saying Kaddish and starts to visit the synagogue even more often than before with her friend Ruthie Helfman and her cousin, David Dinn (Potok). Anne does not entirely agree with Ilana going to the synagogue all the time and so Ilana and Anne had many disagreements when Ilana wanted to start saying Kaddish for her deceased father, who was a Christian (Potok). Her mother then basically devoted her life to the Communist Party where she met and later got engaged to Charles Carter (Potok). Anne Chandal soon starts to question the Party she is in and leaves the Party (Potok). It was at this time when Charles Carter breaks off their engagement, which leaves Anne Chandal devastated and leads her to marry her cousin, Ezra Dinn (Potok). Jakob Daw, a long-term friend of Anne, and a close family friend whom Ilana calls â€Å"Uncle† Jakob, gets deported from the United States back to Europe where he dies shortly after (Potok). It was then that Anne Chandal decided to say Kaddish her dead friend, Jakob Daw (Potok). Time went by and Ilana continued to study Judaism and went to the Jewish junior high school where she graduated with honors. Ilana sometimes would lay on her bed and just day dream of her father and Uncle Jakob. She missed them very much, and eventually had to move on. Her mother becomes much happier after getting married to Ezra Dinn and going to the synagogue every Shabbos, the Sabbath Day. A little after Ilana’s graduation, her mother delivers a new baby girl whom they named Rachel. In this book, Chaim Potok uses the religion of Judaism to help mend Ilana Davita’s heart and structure her complicated life. Finding her culture in being Jewish and practicing Judaism was such an excitement to Ilana. She loved the Yiddish songs that her neighbors had always sung and was very curious to find out about the synagogue and the different practices that go along with Judaism. It was her religion of Judaism that truly gave her closure of losing her father due to the Spanish Civil War in Spain. In Davita’s Harp, Ilana Davita gradually becomes interested in her Jewish culture as more bad things in her life start to happen, like the death of her father and uncle Jakob. Ilana first started to wonder about Judaism when she had lived next door to her friend, cousin, and soon to be step-brother, David Dinn (Potok). She had heard David Dinn and his family singing songs in a different language; she did not know what they were but she wanted to find out. Then, after she moved into a new apartment, she met a little girl named Ruthie, who also sang these songs. Ilana would hear these songs being sung, and loved the melody and tune of the songs but could not understand them because they were in Yiddish. Yiddish is a German dialect that made its way to be a full language which had parts of Hebrew, Aramaic, Slavic, and Romance languages in it (Shyovitz). For almost a thousand years, Yiddish was known as the main and sometimes the only language that Jews spoke (Shyovitz). Yiddish, at one point in time was spoken by many Jews of different nationalities all around the world (Shyovitz). Around the twentieth century was when the Yiddish language stopped being a world-wide spoken language and began to be an exclusive language spoken only by very few, older Jews (Shyovitz). The decline in the speakers of the Yiddish language was due to the Holocaust that killed nearly six million European Jews. The ones that escaped being murdered during the Holocaust made their best efforts to learn the Yiddish language and make it their secondary language (Shyovitz). No one ever expected for Yiddish to become a dead language (Shyovitz). Every morning and every night, David Dinn and his father would get up extra early and head to the synagogue to say Kaddish. Upon seeing this day after day and night after night, Ilana Davita started to ask questions about where David Dinn and his father were going at such early times in the morning and what they were doing exactly. Her mother then explained to her that after someone in the family dies, the family goes every day continually for the next year to the synagogue to say Kaddish. Later in the story, Ilana’s father dies while being in Spain to report about the Spanish Civil War, and at this time her mother cannot get over the fact that he had really passed away, so her mother had spent more time away from home as possible (Potok). During all this time, Ilana decides to start going to the synagogue where she starts to say Kaddish. The type of Kaddish that David Dinn and his father are going to the synagogue to recite was called the Mourner’s Kaddish. The Mourner’s Kaddish was to be recited every day and night from the day of the death to the one year anniversary of the day of the death (Schoenberg). The reason for doing this every day and night is because it would stop the rush of everyday life before it began and right before it ended (Alexander, 420). A child under the age of thirteen may recite the Mourner’s Kaddish if one of their parents has died, and a girl is allowed to say it even though she is not required to do so (Schoenberg). Even though the words in the Kaddish have nothing to do with death, some say that it is a way of accepting the death than becoming bitter or angry with God for the death of their loved one (Schoenberg). According to Edward Alexander, the Kaddish stems from Psalms 113:2, which says â€Å"May the Name of the Lord be praised from now and forever. † The mourner’s Kaddish only applies to certain relatives like a mother, a father, a sister, a brother, a spouse, or a child (Alexander, 420). It is said that when a child says the mourner’s Kaddish for his parent that he is redeeming them from hell. The word Kaddish actually means sanctification and the prayer of Kaddish is the sanctification of God’s name (Schoenberg). So, what people are doing while they say Kaddish is sanctifying God’s name instead of being mad at Him and insulting Him for taking away their loved one. According to Tracey R. Rich, Jews believe that there is not a set of standards or beliefs that one needs to have in order to be a Jew, but they do believe that actions are more important than beliefs anyway (Rich). Judaism’s main focus is the relationships between God and many different groups including the Jews, human beings, mankind, and the law of Israel (Rich). The Jews have an ideal list of what every person practicing Judaism believes (Rich). This list contains things which make up a Jewish person’s religion of Judaism (Rich). Some of these things on this list include: 1) God exists; 2) God is One; 3) God is the Creator of everything; 4) God is omnipresent, omnipotent, and omniscient; 5) the Torah (the first five books of the Bible) were given to Moses as a guide; 6) God knows the thoughts and deeds of men; 7) God will reward the good and punish the wicked; 8) the Messiah will come; and 9) the dead will be resurrected (Rich). There were a few, but important things that drastically make the Jewish religion different than Christianity. This is why it was so bizarre when Ilana Davita thought she could say Kaddish for her Christian father. This is also the reason why Ilana’s mom and she bumped heads about saying Kaddish and also why the church had looked at her funny when she had started to stand up in the synagogue and recite Kaddish with the men. Usually women would not recite it, and Ilana knew that, but did not care at the time. Jews mainly believe everything that Christians believe except that Jews do not believe in the Trinity, like Christians do. Jews believe that God, Jesus, and the Holy Spirit are three different persons. Another main point that Jews believe is that there is no original sin. Jews believe that everyone is born with all purity because if Adam and Ever had to eat from the Tree of Good and Evil to become immortal, then they were born mortal (Judia). Jews believe that death is just a natural part of human existence and we do not die just because of Adam and Eve’s sin (Judia). Although the Jews had some different points than Christianity did, as Ilana’s aunt showed her, Ilana chose comfort in the Jewish religion. Ilana Davita’s main reason for switching to being Jewish was due to her mother’s negligence to her after they both had lost a member of their family. Anne Chandal was extremely hurt and basically tried her best to avoid anything that reminded her of her husband, which led her to stay away from home more. This constant loneliness made Ilana Davita find something that would comfort her. And in this case, it was the religion of Judaism. It was her culture and origin, so she felt as if that is what she was supposed to be doing with her life. It was what her friends practiced and what her mom used to practice. Soon after Ilana’s devotion to the synagogue and Jakob Daw’s passing, Anne Chandal joined her daughter, Ilana Davita, when she went to the synagogue. After Anne Chandal starts remolding her life with her daughter, one could tell that Ilana seems happier to have her mother back in her life, although she never really understood her and most everything that she said. But she looked up to her mother and was delighted when their relationship started to go back to normal, or even better than normal.

Deviance in sport

Deviance in sport Deviance in Sport I would prefer even to fail with honor than to win by cheating. Sophocles. Could you find people who think like Sophocles nowadays? Ancient Greek said about global problem that have covered whole life branches now and even gained the sport. Unfortunately people ready to do everything to win and often this everything means deviance. Recent incidents well show that even sport stars make unfair actions to reach their aims. Whoever would have thought that Thierry Henry, popular footballer, will cheat to qualify into the summers World Cup or Formula-1 Renault team driver Nelson Piquet Jr will make crash to help his team-mate wins. Two very different kinds of sport but linked with one serious theme deviance. Cheating it isnt simple rules violation, it is ethics failure, when sportsmen put themselves above other people, make unfair advantage. And its doesnt matter how they made it, its more important why people do that, why they decide to take cheating way. Generally they want to be the best, to get rewards, money and popularity. Cheating is a big issue and actual nowadays. Firstly, because its an unfair game that is an infringement. Secondly, it makes competitions senseless, because it breaks the general sense of competition, wins not the strongest sportsman but cheater. Thirdly, it covers all world countries and even involves politicians, how it recently happened with football match between France and Ireland. About this incident people discus every day and Thierry Henry became public enemy. Henry could have been a hero. But hes a cheat. Richard Williams. It was last match minutes and France was losing 0-1 when Thierry Henry had an excellent chance to make the perfect goal cross to his team-mate and he done it. Whole should be well, but Henry stopped the ball with his hand that is unacceptable in football. Referee didnt see it and France has qualified into next year World Cup final. Of course, lot of people think that Henry is a hero because he has saved national team, but how? He cheated! However, some people believe that is wasnt intention action, but simple reflex. Nevertheless he touched the ball twice. Why he did it and why FIFA on the France side in this problem? To answer this questions lets make little research. France national team twelve times was participated in World Cup final and once won it in 1998, two times was UEFA EURO champion (1984,2000), lot of other rewards and now is taking 7th place in FIFAs World Ranking. What about Ireland? Only three times participated in World Cup final without successful results and now is taking 36th place in FIFA ranking. Now it becomes clear that France has greater influence and authority than modest Ireland. Result above face cheating, replaying decline, France into World Cup. However Thierry Henry apologised for his handball even said: Of course the fairest solution would be to replay the game but it is not in my control. There is little more I can do apart from admit that the ball had contact with my hand leading up to our equalising goal and I feel very sorry for the Irish. I have said at the time and I will say again that, yes, I handled the ball. But this apologises will not help him now and we will see fans abusing soon.   Lets take another example. Absolutely different kind of sport, Formula-1, where some month ago was happened big scandal. Simon Barnes: Nelson Piquet Jr, son of the eponymous three-times world champion, a young man desperate to make his mark on the sport and yet struggling to keep up with its demands, was told to have an accident at the Singapore Grand Prix last September. As a result of his crash, Piquets team-mate, Fernando Alonso, was able to win a race he would otherwise have not, taking advantage of the safety procedures that are laid down in Formula One. From one hand it looks two different cheatings. Formula One driver has risked with his and other drivers life, because it is very dangerous to make crash in racing and history knows forty-five world drivers that have died in the accidents. In due course, Henry cheated without any risk for his health. Fact that Nelson Piquet Jr didnt cheated willfully, because he carried out Renault teams instructions, but Henry decided to win unfairly by his own mind. That means in Formula One we see simple manipulation by principal, that so often happens also in political life. Simon Barnes: That is what happens when leading commercial concerns get mixed up in sport: their ultimate goal is profit, not sporting success. Terrible but true. Nelson Piquet Jr was a victim and he didnt obtain any profit from this hidden cheating. Hidden because all people knew about it only after 1 year, but situation with Henry was very visual. Thousands of spectators, TV watchers and internet surfers saw this cheating. However Henry didnt show it, he celebrated teams score like nothing unfair happened. Next day mass-media has been overflowed by articles and loud statements. Even politicians have started to interfere to the match result. The positive thing that Henry agreed that he has broke rules, but its impossible to change anything now and France became Irelands enemy number one. REFERENCES http://www.fifa.com

Enviromental Effects on Behavior Essay -- essays research papers

The level of genetic influences on a person’s behavior is called the heritability of the behavior. Based on previous research intelligence as measured by IQ scores is thought to be attributed mostly to genetic influences. However it has been suggested by several researchers that genetic influences are moderated by the environment a person grows up in. There have been several studies that have explored the effects of environmental effects on heritability. However these studies have been methodologically limited because they did not have a large enough sample size or they did not measure the zygosity of the twins they use. Other studies measured change in heritability across different birth cohorts. However these studies might have been influenced by the different circumstances that might have been present during the different time periods these people lived in. Some general reasons why there is a lack of evidence for the moderating effects of the environment is that the studies conducted so far did not use measures environmental variables to detect differences in the environm...

Education Acts and Reports Essay

Integration of the various racial and ethnic groups, the central aim of the 1 Malaysia concept, had always been the primary concern of the governments’ education policy since Independence in 1957. In fact the Razak education report of 1956 and the Rahman Talib report of 1960 had delineated clear guidelines and emphasise national integration. Compare and contrast out the aims and provision of Barnes Report (1950), Fenn-Wu Report (1951), the Razak Report (1956) and the Rahman Talib Report (1960). After World War Two, the education system in Malaya was pretty much in shambles, and until Malaya achieved her independence in 1957, much had to be done to map out a new education system for the nation. Efforts began with the introduction of a new, national education system with English as the one and only medium of instruction, but eventually, an education system was formed in which Malay became the main medium of instruction. In 1949, a Central Advisory Committee on Education was set up to aid the government in deciding on the best form of education system, which could be implemented in Malaya, to be the catalyst in fostering national unity. In 1950, the Barnes Committee came out with the Barnes Report, which proposed that all primary vernacular schools maintain one single standard and become national schools using the same syllabus but bilingual languages, which were Malay and English. Secondary schools, however, had to maintain English as their mode of instruction. One year later in 1951, there was the Fenn-Wu Report, which whole-heartedly supported the formation of a national education system, but felt that the Chinese-medium schools should be maintained. Their argument was that the country could still achieve unity although there was diversity in the medium of instruction. It was only in 1952 that the Education Ordinance was passed, based on the Barnes Report. This did not garner good response from the Chinese and Indians, who protested the abolition of their mother tongues as one of the mediums of instruction. Due to the failing economy and shortage of trained teachers for the national schools, however, the Education Ordinance of 1952 was not fully implemented. Three years later in 1955, another committee was formed, this time chaired by Dato’ Abdul Razak Hussein and it was given the task of reviewing the education system of Malaya. The committee received 151 memorandums from individuals, public bodies and associations. After much deliberation, the Razak Committee proposed, one year later, the following: †¢ The education system should comprise two types of primary school – standard primary schools that use Malay as their medium of instruction, and standard-type primary schools that use either Kuo-Yu or Tamil or English as the medium of instruction. Both these schools, however, would rely on a common syllabus. †¢ Both types of primary school should enforce Malay as a compulsory subject. †¢ All National Secondary Schools should use a common syllabus and examination and enforce Malay and English as their compulsory subjects. †¢ All teachers, regardless of which school they would eventually teach at, should be trained with a common syllabus in teachers’ training colleges. In 1960, the Rahman Talib review committee was commissioned to study the Razak Report, with the aim of strengthening its implementation and emphasizing the use of Malay as the medium of instruction. The Rahman Talib Report became the basis for the Education Act 1961, which was subsequently passed by the Parliament. Three main components were maintained: i. A common schooling system for all races; ii. The national language as the main medium of instruction for all level of schooling; and iii. A common national-based school curriculum and examination. The 1996 Education Act was formulated as a continuation modernisation of the 1961 Education Act. Describe the main provision of the 1996 Education Act and their application in the education system and in the schools. The Razak Report can be regarded as the foundation for the development of the National Education System used. The main issues in the National Education were: i) The desire to form one National Education System for all races; ii) To make the Malay language the main medium of instruction; iii) To establish a curriculum orientated towards the local environment through the formulation of a common education syllabus with similar contents; and iv) Strengthen the National Education System for all students in it. The development of the formation of the Education Act was continued in order to resolve several requests voiced by the different races in Malaysia and to improve on suggestions recommended in the Razak Report. This was known as the Rahman Talib Report (1960) and it became the basis for the formation of the 1961 Education Act. Amongst the changes and amendments made to the Razak Report were: primary education was free; primary schools became national schools and national-type schools; advanced education was extended to 15 years of age; students advanced to the next standard automatically; Islamic studies for students when there were not less than 15 students; and Moral education was given due attention. After the 1960 Abdul Rahman Talib Report, there come more reports for example  the Hussien Onn Report (1971) and 1979 Mahathir Report. Both these Reports were done to re-examine the Country’s Education Policy which was based on the Razak and Rahman Talib Reports. The 1996 Education Act was formulated as a continuation and modernization of the 1961 Education Act. The aim of the 1996 Education Act was towards strengthening the National Education System for the next generation in line with the needs and aspirations of the country to make Malaysia an international centre for educational excellence. Even though the Education Act 1996 was a new legislation, it reflected a continuity of the wishes and policies of the existing education system. It was formed along the main recommendations of the Razak Report, 1956 which was the basis of the National Education Policy till then. The new Act also continued some of the relevant suggestions from the Education Act 1961. The objective for drafting the laws (Education Act 1996) was to widen the scope and introduce legislation on education. Clause 152 of the Malaysian Constitution has positioned the Malay Language as the National Language to ensure unity of its population. The National Education Philosophy was made a basis of the National Education Act formulated after taking into account the views and aspirations of all sectors. The aim of the Education system in Malaysia was formulated based on the objective found in the National Ideology, National Education Policy and New Economic Policy (NEP). Among the objectives of the Education System in Malaysia are: i) Production of quality education; ii) Production of educated and skilled students; iii) Production of unified community; iv) Social community development; v) Production of quality workforce; vi) Economic production, especially in rural areas; vii) Formation of responsible and commited citizens in a democratic country; viii) Restructuring of socio-economic structure of the population as stated in the New Economic Policy (NEP); and ix) Eradication of poverty. By the Education Act, the concept of the National Education System was improved with the inclusion of all levels of schooling from pre-school to higher education, covering all school categories which is government, government-assisted and public schools. The position of National Language was enhanced with its allocation as the main medium of instruction in the National Education System. This was further strengthened when the language was made a compulsory subject at all schools and educational institutions. The Clauses 152 of the Malaysian Constitution had positioned the Malay Language as a National Language to ensure racial unity. The position of the Malay Language became even more secured when the National Language Act was passed in 1967. Beginning 1970, the medium of instruction in English primary schools were changed to the National Language in stages. Several measures were taken to develop the Malay Language including the establishment of the Dewan Bahasa dan Pustaka (DBP) in 1956, the launch of â€Å"Language Week† and â€Å" Language Month† to encourage the use of the Malay Language and the launce of the â€Å"Bahasa Jiwa Bangsa† slogan in 1960. Other methods included the establishment of secondary schools which used the Malay Language as a medium of instruction, for example in Alam Shah School, Sri Puteri School and Sultan Abdul Halim School. The curriculum for all types and categories of schools were coordinated in line with the country’s need, when the usage of the National Curriculum allocated in the Education Act 1996 became compulsory for all. Students from all types and categories of schools were prepared to sit for examination conducted by the Government and as a result, it simplified the usage of a common evaluation or appraisal method on the achievement of students from schools in the country. Religious Studies were extended to include Muslim students from all categories of schools including public schools and strengthened by making the subject one of the core subjects in schools. With the existence of allocation that allowing the Minister of Education to establish and manage kindergarten, the less fortunate from the rural areas were given a chance to get pre-school education which is considered a good basis when starting primary education. The quality of education programmes at all kindergartens could be improved as it is compulsory for all these kindergarten to use the Pre-school Curriculum Guidelines produced by the Education Ministry. In line with the efforts to culturalize the education of science and technology, technical education were improved in secondary technical schools and polytechnic institutions. The Education Act 1996, made it easier for the status of vocational schools to be upgraded to that of technical schools, while polytechnic institutions can conduct co-operative programmes with any institutions, agencies or industrial organizations to manage technical or vocational courses or training programmes, including exchange programmes. Polytechnic institutions are allowed to conduct twinning programmes for diploma and degree courses with Higher Education Institutions either locally or internationally. Teachers’ training was strengthened with the allocation that allowed the Ministry of Education to organize Teachers’ Education Programmes at certificate, diploma and degree levels in pairs. Private education was developed in a more systematic manner with specific allocations. Attention was also given to vocational education for this particular group of students. However, intensive vocational training, for example for blind students was given after they left school. The most important component in the special mixed education was the resource teachers who were responsible not only for teaching handicapped students but also assisting the normal teachers, build and prepare teaching and learning materials as well as provide counseling service for the students. Realising that Malaysia is a multi-racial country, and based on political discussions conducted by previous leaders, the Education Act 1996 took into consideration the rights of all races by maintaining the status quo of national type of primary schools and 60 private Chinese schools. Apart from that, the United Examination carried out by these schools as well as the conforming schools and mission schools, the Board of Supervisor was also maintained. The Education Act 1996 also allocated for the teaching of languages or natives living in the country if it is deemed acceptable and practical. Religious classes like bible classes do not have to be registered under the 1996 Education Act. The Malaysia Qualification Agency (MQA) was established on the 1st of November 2007 with the enactment of the Malaysia Qualification Agency Act (Act 679). As a result MQA takes on the role of LAN as well as playing a more comprehensive role as stated in the Act. What are the main features of the Malaysia Qualification Agency? In what ways is the Agency playing a bigger role than the defunct National Accreditation Board (LAN)? Please refer to the MQA website for more information http://www. mqa. gov. my. The National Accreditation Board or Lembaga Akreditasi Negara (LAN) was established in 1996 under the Parliament Act and was the national quality assurance agency for private higher educational institutions. Meanwhile, the quality assurance divisions under the Ministry of Higher Education supervised the quality of public universities, polytechnics and public community colleges. On 1st of November 2007, a new agency Malaysian Qualification Agency (MQA) was established under a new education legislation the Malaysian Qualification Act 2007. This new Malaysian Qualification Agency replace the following agency: * Lembaga Akreditasi Negara (established under Act 556), for private higher educational institutions * The Quality Assurance Division of MOHE, for public universities * The Quality Assurance Division of MOHE, for polytechnics & community colleges MQA comes under the responsibility of the Ministry of Higher Education (MOHE). MQA acted as a national body to implement the national framework known as the Malaysian Qualifications Framework (MQF), to accredit higher educational qualifications, to regulate the quality of higher education providers, to establish and maintain the Malaysian Qualification Register. The establishment of a new entity which merges National Accreditation Board (LAN) and the Quality Assurance Division, Ministry of Higher Education (QAD) was approved by the Government on 21st December 2005. This entity is responsible for quality assurance of higher education for both the public and the private sectors. The main role of the MQA is to implement the Malaysian Qualification Framework (MQF) as a basis for quality assurance of higher education and as the reference point for the criteria and standards for national qualifications. The MQA is responsible for monitoring and overseeing the quality assurance practices and accreditation of national higher education. With the vision to be a credible and internationally recognized higher education quality assurance body and the mission to inspire the confidence of its stakeholders through best practices, the MQA is set to chart new boundaries in higher education quality assurance. The MQA Act is designed to promote the dynamic growth of higher education and the portability of Malaysian qualifications. It should inspire the confidence of parents, students, employers, both local and international in the standards of qualifications and quality of their delivery. The MQA Act 2007 comprises the following 16 parts: Part I: Preliminary definitions Part II: Malaysian Qualification Agency Part III: Malaysian Qualification Council Part IV: Provisions Relating to Employees Part V: Financial Provisions Part VI: Malaysian Qualification Framework Part VII: Provisional Accreditation Part VIII: Evaluation of other Qualifications Part X: Institutional Audit Part XI: National Qualification Register Part XII: Appeals Part XIII: Enforcement and Investigation Part XIV: Offences and Penalties Part XV: Miscellaneous Part XVI: Repeal, Savings and Transitional The 16 parts of MQA Act include the provision for: * The establishment of MQA as the agency with overarching responsibility for assuring the quality of all post secondary programmes and qualifications provided by higher education providers in the country. * The establishment of the Malaysian Qualification Framework (MQF). * Provisional accreditation as the initial process towards accreditation. * Accreditation that takes into consideration the diversity of higher education in Malaysia : local program under MQF, foreign programmes including collaborative arrangements, distance and e-learning, professional programmes and skill qualifications. * Registration of qualifications from self-accrediting institutions. * Recognition of prior learning and experience and credit transfers. * The Malaysian Qualifications Register (MQR) as the national reference point for all qualification that have been accredited. As a quality assurance body, the functions of MQA are: * To implement MQF as a reference point for Malaysian qualification. * To develop standards and criteria and all other relevant instruments as national references for the conferment of awards with the cooperation of stakeholders. * To quality assure higher education institutions and programmes. * To accredits courses that fulfill the set criteria and standards. * To facilitate the recognition and articulation of qualifications. * To maintain the Malaysian Qualification Register (MQR). The establishment of the MQA and the implementation of the MQF will benefit national higher education and the development of human capital. In the Quality Assurance System, MQA has developed a code of practice on criteria and standards for higher education in Malaysia. This code of practice is benchmarked against international good practices and nationally accepted by stakeholders through various consultations. The code provides a guideline of general requirements in the following areas: * Vision, mission and learning outcomes. * Curriculum design and delivery. * Student selection and support services. * Assessment of students * Academic staff * Educational resources * Program monitoring and review. * Leadership, governance and administration. * Continuous quality improvement. In general, MQA quality assures programmes through two distinct processes: * Provisional Accreditation – this is initial process which will help higher education providers to achieve the accreditation by enhancing the standard and quality set in the provisional accreditation evaluation. * Accreditation – this is a formal recognition that the certificates, diplomas or degrees awarded by higher education institutions are in accordance with the set standards. The MQA Act 2007 also provides for the conferment of a self accrediting status to mature higher education institutions that have well established internal quality assurance mechanisms. To be so conferred, the higher education institution needs to undergo an institutional audit, and if successful, all qualifications it offers will be automatically registered in the MQR. The processes above are further supported by continuous monitoring to ensure the programmes offered by the institution are always quality assured. Further, nine criteria have been benchmarked as international best practice, which forms the basis of the accreditation assessment. Accreditation will be the highest status in quality assessment done by MQA. It will be the guarantee given by MQA to all stakeholders of higher education which include students, parents, employers, etc. that programmes accredited by MQA are quality programmes. Once the courses of study are accredited, the accreditation status will remain for as long as the institution can meet the framework requirements and QA standard and criteria as well as institutional mission under the MQA’s Institutional Audit. RUJUKAN Akta Pendidikan 1961. (1984). International Law Book Service. Kuala Lumpur Akta Pendidikan 1996. (1998). International Law Book Service. Kuala Lumpur Federation of Malaya. (1951). Report of the Committee on Malay Education. Kuala Lumpur: Government Press. Tie Fatt Hee (2000). Undang-undang Pendidikan di Malaysia. Kuala Lumpur: Fajar Bakti.