Research Topics: College Application Sample Essays

Application Essay Sample

While I was sitting comfortably in a couch, eating my favourite popcorn snack, and reading the paper, I came across with this article entitled — “Whose afraid of human enhancement?” (Reason, 2006). Certainly, not me.              Come to think of it why will we have to fear for a better future ahead of us? What is so scary about things that are yet to occur? Is it the unknown?             Our day to day acquaintances with the living and the lifeless actually makes me wonder. The couch on the floor can hold someone as thin as a bamboo and someone as a heavy as an elephant. The packaging of the snack I am holding says it was fortified with vitamins and minerals and so on. The paper I’m reading is full of stories and arguments. I don’t even know how they have been able to pack something tightly and yet it is so informative and educational.             The hurricane Katrina and its impact are all over the news. The damage of the 9/11 attacks are still felt by many. Many lives are lost. Properties, crops, cars, parks, malls, families and etc. are ruined enormously. Such occurrences smother me and make me wonder even more.             Going to school, you’ll mingle with a lot of people from different race and status. There are Blacks, Asians, Europeans and Hispanics. Those people will trigger the youthfulness in you. Some will make you think twice. Others can put a chip on your shoulder; make you the biggest loser of high school life and the loudest joke in your classroom.             In some instances, you will realize the differences in everyone in one way or another — differences that provoked us to be mean and unguarded.  When a black girl says “Hi!” with a wide, friendly smile on her face, others just would stare and then turn their backs on her. An Asian asking for a hand to carry his heavy books, often than not, his simple wish would likely to fall on deaf ears. Why is this so? We do have the same components in our body — genes, right?             Do we really have to be different? Does being different mean stepping on other people’s feelings in such a way that you are already hurting the ego and pride of others? When I was a kid, I was made to believe that I have no limitations. I think of ways on how I can make life easy for others and how can I lessen the burden of people around me.             I want to dig in to my natural curiosity and discover where it will lead me. I want to answer the questions nagging at the back of my mind like how does people deal with poverty or in a much narrow sense, why some people have food on their plate and others don’t. Is food that expensive that some people cannot afford to buy? Do they have choices on what to eat and not?             Experts say that the United States is expecting an approximately 8.7 billion persons in 2050 (Keener, Hoban & Balasubramanian, 2007). How will the government deal with feeding this people? Where will they put them? I hope not in the farm lands because if they are going to do that more people get hungry. I expect not in rain forests for it will damage the natural ecological diversity and the environment in general. I wish to explore and subsequently discover solutions to these future problems through educating myself.             The people must be conscious enough to know that the reduction of biodiversity due to forests destructions, over fishing, conversion of agricultural lands to residential areas and other practices to feed a growing population is a significant loss (Keener, Hoban & Balasubramanian, 2007). Thus, biotechnology and its application will surely help eliminating constraints of people.             When I learned that Vitamin A deficiency is very common among poor countries and that malnutrition is very rampant in Asia and Africa, I know studying biotechnology can further help the status of their heath and improve their nutrition. I have also read that biotechnology increases the iron content of rice which fights anaemia. It was called the “golden rice”. My being humane was aroused even more.              I want to provide the hungry mouths and the illiterates the power to choose. This is one of the many reasons why I want to pursue my studies in College of Environmental Science and Forestry (ESF). I am one with the goal of the whole university system in improving the world and continuously discovering the environment (SUNY-ESF).             I always wanted to be a bigger influence. Many a reasons why but it is because I want to touch lives of many. How I can do it? One thing to consider is education. Knowledge combats the unknown and the dangerous. It can even provide a better understanding of changes and differences.             “Biotechnology is at a crossroad in terms of public acceptance but it holds a significant promise to the future”. It deals with industries, environment and humans. I am aware about the benefits and risks of using the technology (Keener, Hoban & Balasubramanian, 2007). I know, the knowledge and capabilities that I am going to acquire in ESF will equipped me to lessen the risks and broaden the benefits and applications of biotechnology. I want to take advantage of the massive intellectual resources in ESF.             While studying in ESF, the realization of my inner leadership potentials will never be neglected. The university is widely-known for researches and programs that reach across the globe. The search for new knowledge and ideas excite me and making me eager to contribute what I know and I can. My objective- and constructive-thinking will be enhanced which will eventually be of good use when I am already working in the real, complex world.             It was said that an ESF experience is not just about books and lectures. It is extended to the community in a living-learning environment. The university is also encouraging students to be actively involved in student organization and diversity awareness programs. The service learning approach excites me. I want to know the feeling of becoming one with your surrounding and go beyond creating bonds between students, faculty and the community (SUNY-ESF).             I want to establish my own identity on a campus context, explore the culture of ESF and identify myself with the traditions such as walking across the quad, annual fall barbeque, December soirees, spring awards banquet, friends and family weekend, campus lectures, ice cream socials, TGIFs and spotlight on student research. It sounds so fun and academic (SUNY-ESF).             I wonder what it feels like walking in the quad and be shouted to “Get off the Quad!”. Being with my family is my comfort zone and security blanket, introducing my “home” family to my would-be “ESF family” really excites me.  I want to indulge in fine foods, music and dancing in Decembers when the people are all very high-spirited and doing it in a university setting would be great. I want to attend a “TG” gathering so I can learn more about the university, my classmates and colleagues and the faculty and employers. Did I already mention I love ice creams? In any kind of weather, I always find myself slurping sherbets, sundaes and anything frozen.             The continuous student recognition, for me, is a very nice approach in acknowledging the efforts of the students and to encourage them to strive even harder academically. I find the campus lectures and the student researches very providential.             I want all my concerns and interests to have solutions and be applied to a bigger community through my learnings in ESF. I believe that the curriculum and schema of activities inside the classrooms and the immediate community will widen my perspective regarding the environment and its existing restraints. So that, I would understand why there is a need for a relaxation, a snack time and a need and access for information.             I have researched that the ESF was founded on 1911. If I will be accepted, then most probably, I will be a centennial graduate.  A bachelor’s degree is something that I always dreamt of. In ESF, I know this will materialized because, from the very start, I dare to dream and because of the fact that ESF is one of America’s best colleges, I know your experience will really push the effort and will see me through. Reference List Keener, K., Hoban, T. & Balasubramanian, R. 2007, Biotechnology and its Applications, North Carolina State University: The North Carolina Cooperative Extension Office, Department of Food Science. State University of New York- College of Environmental Science and Forestry. Retrieved from <www. esf.edu> on 30 August 2007. ‘Who’s afraid of human enhancement? A reason debate about ‘the premise, perils and ethics of human biotechnology’, 2006, Reason. Credit:ivythesis.typepad.com

Application Essay Sample

While I was sitting comfortably in a couch, eating my favourite popcorn snack, and reading the paper, I came across with this...

Application Letter to a University

Cover Letter to Cornell University   To:  Dean of College of Arts and Sciences        Cornell University               Ithaca, New York, USA Dear Sir/Ma’am: I am writing this letter to express my interest for the Bachelor of Arts degree in Public Speaking and Communication at the Cornell University The words that best describe me would be independent, ambitious, self-driven and courageous.  At the age of three, my parents divorced, and I was left in the care of my mother. For a kid, that was a terrible and traumatic event.  In fact, it was one of the turning points in my life that made me mature and independent at an early age.  From that experience,  I learned to think and act independently.  All the problems I experienced in life served as   challenges that I need to hurdle in order me to become a better person, as well as to improve my personal perspective in life. Since preschool until secondary level, I have been a consistent top 1 in our class.  I graduated as best writer from primary level.  When I graduated high school I was able to acquire the   highest honor as a Valedictorian in the overall   sections.  In the same manner, I was able to achieve some awards in the curricular and academic activities such as Best Editor, Best in Public Speaking and Debate, Best in English and Speech subject as well.  I have been considered myself a diligent student and wide reader of all types of reading materials. I read varied types of books, news magazines and journals for relevant news updates. I have a strong background in research, analytical, and writing skills. I began developing these skills since I was in my primary level.  In high school, I served as an investigative reporter for our school newspaper until I reached my last year of my secondary studies.  In that capacity, I researched and wrote approximately 50 articles every year.  In addition to that, I even excelled in Debate and Public Speaking as my elective subjects.   And, being a future media   figure I believe that   excellent communication skills is very crucial tool to become a modern media analyst and public communicator.  In this regards, I am looking forward to put my diverse skills in different fields of communication in college. I truly believe that to be an effective  public speaker, a person must have an effective  and unique way of  cultivating and enhancing his or her  public speaking skills, not only that, it is more important to have a knowledge and understanding on how to interact with different   nationalities  with  varied cultures.  I am convinced that in order to become an effective communicator and public speaker, one should have to grow and improve as an individual and as a student. And, entering in the Cornell University is certainly an efficient and effective way for any student to cultivate as many skills as possible, including good interpersonal relations and public and communication know-how.   Furthermore, I acknowledge the fact that most learning takes place outside the classroom. I feel that the practical skills I have gained from extracurricular activities and volunteer work – like taking part in the fundraising campaign for victims of the devastating earthquake in Mt. Pinatubo in the Philippines may be put to good use.  Additionally, I believe that with the distinguished faculty and state-of-the-art facilities of Cornell University, I can fully develop my potentials and plan and determine my chosen career path. I am very positive that you will take a favorable decision regarding my admission to Communication undergraduate program in your prestigious university.  In view thereof, I know that Cornell University offers a wide range of undergraduate courses; in particular, the College of Arts and Sciences Department offers a unique design of college education.   I have heard a lot of   your unique college degree requirements in so many ways that student can choose from.   Aside from that, I am impressed with your one of your requirements for all Arts and Sciences students to complete either one or two First Year Writing Seminars which I strongly believe that is fundamental thematic course for the conventional college level writing program. Having a chance to study in Cornell University, and eventually earn my degree in Public Speaking and Communication has been always my dream. And, the time has come; I will never let this pass without doing my best to prove myself that I am capable and deserving to study in your university.  My school record and qualifications will help you to decide to give me this rare and once in a lifetime opportunity to take an entrance examination   in this school opening. I am confident that you have an excellent evaluation system for the new students who want to pursue their degree in your school. Moreover, I am hopeful that you will give me a chance to prove my worth as a college student who only aims to achieve her greatest dream in life. Thank you very much. Respectfully yours,   Name of the Student       Credit:ivythesis.typepad.com

Application Letter to a University

Cover Letter to Cornell University To: Dean of College of Arts and Sciences Cornell University Ithaca, New...

A Reflection

Please provide us with a summary of your personal and family background. Include information about your parents and siblings, where you grew up, and perhaps a highlight or a special memory of your youth. (Limit to 2 pages.) I grew up in a poor family; my father was just an employee in a small company. He taught us his principle in life, “boys be ambitious and never give up.” He did not want his children to put an end on achieving their goals just because of poverty. Poverty was never a hindrance for him. This principle resulted to the success of my siblings; they became bosses of their companies. However, some of them face the real facts of life.  My eldest brother operated a restaurant, but soon he died last year. My second to the oldest brother was running a computer company; however the company is now facing bankruptcy. My third oldest brother is currently managing a sushi restaurant. My older brother is now running a tomb company. Finally, I have a sister who is a wife of a CEO in a construction company, though; she stays at home taking care of her family.             I am trying my best to realize my goal. I studied very well when I was still a student. In the 10th grade I was elected as the Vice President of the class. Then became the president of the class during the 11th grade, however, in High school I consider myself as an extrovert because of a very bad experience. When I was in the 11th grade, I used to take a lunch box with me, all of the students prepared lunch boxes at that time. On school day, when I was eating with my friends, a rich friend approached me and said “get out of here. You always bring a terrible lunch as compared with other lunches. I don’t want to eat with you.” So I had to go to the corner and eat alone because I am poor. As a result of this bad memory, I studied to achieve my dream much more than other students. At last, in 1996, I entered to the Korea Military Academy, which I can be proud of for only superior students are able to go in this school and free of total tuitions. Though this memory is not a highlight or special memory of my youth, this memory helped to guide my life. I will establish an enterprise, based on this moral; human has the priority over the money, in the near future. Credit:ivythesis.typepad.com

A Reflection

Please provide us with a summary of your personal and family background. Include information about your parents and siblings, where yo...

Sample Application Essay

Application Essay             Knowledge is an unlimited data which made me crave for more.  Within me is the hunger and thirst for more information on different studies of interest.  In my own view, knowledge gives me the impression of a never-ending process.  A single field is never enough to satisfy my eagerness for more understanding of things that would interest me.  Versatility is then one of the personal characters that are apparent in my pursuit of broadening my knowledge.   I have been studying in the field of Science in a community college recently wanting to shift to Business course.  This is in line with my aspiration in widening and extending my knowledge capacity.  Exploring new and interesting field would be guided through my desire, drive, and strong determination in reaching my preferred choice of study.    I have been performing well throughout the period of my study in the community college.  Not to brag, I have achieved a high Grade Point Average during the learning process at the community college.  It was then that I decided to venture on things that interest me the most and that is the line of Business.    With my utmost yearning for the said field, I believe I would be a successful business student at the university.  In my part, it would be an honor coming into the university and in return, I will be doing the best that I could do for the name of the university.  Credit:ivythesis.typepad.com

Sample Application Essay

Application Essay Knowledge is an unlimited data which made me crave for more. Within me is the hunger and thirst for more ...

Growth and Development Research Plan

When teachers re-focus on pupils with special educational needs they might be forgiven for thinking that these perspectives have little, if any, relevance for the teaching of pupils whose development is atypical. As practitioners, researchers and theorists, we agree that seminal texts on child development have much to offer but argue that they cannot claim to provide inclusive and comprehensive accounts of key aspects of development unless they have been interpreted in terms that can encompass atypical patterns. Education can be narrowly or broadly interpreted: it might be regarded as a series of aims that are defined at national levels with specified outcomes in terms of knowledge, skills and understanding, to shape the learning experiences of groups of individuals. Alternatively, the educational implications may lie in identifying the content, the process and the timing of learning as well as the influence of other people and their contribution; a practice referred to as ‘teaching’ in the  learning context. Current views on education, particularly in relation to pedagogy, tend to emphasize the active role of the learner and the ways in which ‘teachers’ and ‘learners’ interact, but this was not always the case, as accounts of different theoretical perspectives show. In the final section we take the educational implications of each theorist further, and consider the learning and teaching of children and young people with special educational needs in four major areas of development: <ul type="disc" style="MARGIN-TOP: 0in; MARGIN-BOTTOM: 0in"> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify">Communication and interaction</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify">Cognition and learning</li> </ul> <ul type="disc" style="MARGIN-TOP: 0in; MARGIN-BOTTOM: 0in"> <li class="MsoNormal" style="TEXT-ALIGN: justify">Behavior and social development</li> </ul> <ul type="disc" style="MARGIN-TOP: 0in; MARGIN-BOTTOM: 0in"> <li class="MsoNormal" style="TEXT-ALIGN: justify">Sensory and physical development</li> </ul> Social interaction, and interpersonal communication on which it is predicated, underpins both individual development and the advancement of society. Education has a significant role in the development of the individual and in relation to the wider society, especially, some argue, in creating the circumstances for empowering the individual to assume an active role. It is, therefore, crucial that those who work with children and adults with significant learning needs understand the skills and processes involved in communication and the potential impact on development when communication is compromised. In providing a framework for thinking about communication and people with learning disabilities, identified four paradigms. Each outlines a different view of learning disability, which, she argues, has implications for intervention aimed at enhancing communication. Briefly, the four models involve the following approaches. <ul type="disc" style="MARGIN-TOP: 0in; MARGIN-BOTTOM: 0in"> <li class="MsoNormal" style="LINE-HEIGHT: 200%">normalization;</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%">functional;</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%">behavioral;</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%">Developmental. </li> </ul> The evidence for an innate, or inborn, disposition for social interaction and has concluded that, by approximately 3 months of age, infants have a firm preference for people’s faces over other visual stimuli and are attracted to watch people’s movements in preference to non-human activity. The evidence also suggests that this orientation may have either developed in utero or is genetically acquired. In either case, as far as researchers can tell, it is present at birth. Similarly, very young infants have been shown to respond more readily to the modified speech that adults employ for talking to children-’motherese’ Promoting Language/Communication Development Program Level 1 <ul type="disc" style="MARGIN-TOP: 0in; MARGIN-BOTTOM: 0in"> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify">Talks with children and stimulates conversation among children.</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify">Demonstrates realistic expectations for children’s understanding and use of speech.</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify">Reads to children, representation appropriate variation, importance, and significance.</li> </ul> Level 2 <ul type="disc" style="MARGIN-TOP: 0in; MARGIN-BOTTOM: 0in"> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify"> Actively communicates with children.</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify"> Helps children communicate with each other.</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify"> Encourages and supports children’s verbal interactions with others.</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify"> Uses conversations to enrich and expand vocabulary.</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify"> gives breaks and support to assist children comprehend, obtain, and   employ oral and non-oral ways of conversing ideas and emotions.</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify"> Uses a variety of songs, books, and games, including those from many cultures.</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify"> Encourages the relationship between spoken and printed words.</li> </ul> Level 3 <ul type="disc" style="MARGIN-TOP: 0in; MARGIN-BOTTOM: 0in"> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify"> Interacts with children in ways that aid the growth of meaningful language and ideas.</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify">Uses concrete experiences and play to enhance and extend young children’s language development and early literacy.</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify"> Demonstrates an understanding of how children use language, as well as other forms of communication, at all ages and stages of development.</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify">Strategies, execute, and assess language familiarities and actions.</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify">Immerses children in a print-rich environment.</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify">Facilitates the relationship between spoken and printed words.</li> </ul> Level 4 <ul type="disc" style="MARGIN-TOP: 0in; MARGIN-BOTTOM: 0in"> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify">Uses ongoing assessment and evaluation to adapt and modify interactions with children to meet the specific language development needs of individual children.</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify">Plan curriculum constant with present theories of language application and language acquirement.</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify">Recognizes and responds to the general warning signs of communication/language delays and communication/language disorders for children of various ages.</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify"> Informs others, including families, about the importance of adult-child and child-child interactions in children’s language development.</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify">Depicts children to different signs of literacy.</li> </ul> Level 5 <ul type="disc" style="MARGIN-TOP: 0in; MARGIN-BOTTOM: 0in"> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify">Collaborates with language specialists to modify and adapt curriculum activities and experiences to meet individual language and literacy development</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify">Needs of each child.</li> <li class="MsoNormal" style="LINE-HEIGHT: 200%; TEXT-ALIGN: justify">Articulates, analyzes, evaluates, and applies current theory and research on emerging trends in language acquisition, development, and early literacy.</li> </ul> Credit:ivythesis.typepad.com

Growth and Development Research Plan

When teachers re-focus on pupils with special educational needs they might be forgiven for thinking that these perspectives have littl...

WHAT ARE THE DETERMINANTS FACTORS FOR THE STUDENTS TO ENROLL IN A SKILL-BASED COLLEGE IN MALAYSIA

DETERMINANTS IN CHOOSING A GOOD SCHOOL IN MALAYSIA   1.0 Background of the Study Secular or non-religious schools in Malaysia were largely an innovation of the British colonial government. There were four initial proposals for developing the national education system: the     Report,     ‘s Report,    Report, and the  Report. The former proposal was implemented through the 1952 Education Ordinance (1993). British historian      was concerned with the education of the Malays and he was instrumental in establishing      Training College. The college was established with the purpose of producing Malay teachers.,      predecessor on the other hand helped established the      in 1905, which aimed to educate the Malay elite. Moreover, education in Malaysia broadly consists of a set of stages which include: pre-school, primary education, tertiary education and postgraduate .Only primary education in Malaysia is mandated by law, hence it is not a criminal offence to neglect the educational needs of a child after six years of Primary Education. The Ministry of Education handles primary and secondary educations in government schools, but policies regarding tertiary education are handled by the Ministry of Higher Education, created in 2004. Tertiary education in the public universities is heavily subsidized by the government. Applicants to public universities must have completed the Malaysia matriculation programme or have an STPM grade (2006). 2.0 Statement of the Problem The problem to be investigated in this study is the factors and determinants in choosing a good school in Malaysia. The achievement of the subsistence of enrolling in a quality school is the main issue here. What the local government of Malaysia is doing in implementing and imposing standards on having a good school in the country should be realized. What are the disturbances that contribute in having a low quality school and what kind of influences does a school need to have to achieve a high quality school will be probed. The determinants that students look for in selecting a school are another issue to deal with.  Unproductive research and hasty decisions therefore will lead to poor choice. What are the plus and minus points in checking which is a good school and the criteria for judging which school best suits a student will be explored. Maintaining an inquisitive and open mind, then, is important in knowing which school best fits a particular student.   3.0 Research Objectives               The main purpose of this study is to analyze the several activities or events that jeopardize in effective selecting of a school. This research, specifically, purports to determine how these activities affect the students and to distinguish the role of the people within the country; also the role of authorities having jurisdiction in protecting and helping its citizens in giving them quality choices of schools. This research takes into account the practices that affect the decision-making of a student in selecting. The study also seeks to evaluate the factors and determinants as to how a student opt to choose an excellent school.   4.0 Research Methodology This study will use the descriptive type of research. A descriptive research intends to present facts concerning the nature and status of a situation, as it exists at the time of the study and to describe present conditions, events or systems based on the impressions or reactions of the respondents of the research (1994). It is also concerned with relationships and practices that exist, beliefs and processes that are ongoing, effects that are being felt, or trends that are developing (1970). In this study, primary and secondary research will be both incorporated. The reason for this is to be able to provide adequate discussion for the readers that will help them understand more about the issue and the different variables that involve with it. The primary data for the study will be represented by the survey results that will be acquired from the respondents. On the other hand, the literature reviews to be presented in the second chapter of the study will represent the secondary data of the study. The research will be presented in written form with the addition of data charts that will present the project’s results. Pie charts and network charts will be needed to illustrate some of the analyzed data. This cannot be confirmed, however, until the research data have been analyzed.   5.0 References                                                                                                                                   Credit:ivythesis.typepad.com

WHAT ARE THE DETERMINANTS FACTORS FOR THE STUDENTS TO ENROLL IN A SKILL-BASED COLLEGE IN MALAYSIA

DETERMINANTS IN CHOOSING A GOOD SCHOOL IN MALAYSIA 1.0 Background of the Study Secular or non-religious schools in Malaysia were la...

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