在线剪报三：毒罗惹事件须激发更多后续行动

转载自早报网

作者: 吴俊刚
出版物: 联合早报 21/04/2009

　　芽笼士乃临时巴刹印度罗惹中毒事件突然爆发后，人们的及时 反应是，巴刹的环境卫生出了问题。但环境局和卫生部调查和化验 后的结论是，引发这次集体中毒事件的罪魁祸首是副溶血弧菌（ Vibrio parahaemolyticus，简称VP）。
　　食物中毒者都是吃了同一罗惹摊的罗惹后病倒，因此，罪在罗 惹（包括酱料）是可以肯定的。但是，罗惹如何会带菌，则无法确 定。
　　当局相信是因为这些食物与生海鲜食材交叉污染引致。至于交 叉污染如何发生？也无法确定，因为，敏感的摊主在接到一些染病 顾客的投诉后，马上将所有剩余罗惹和食材全部丢弃，当局因此无 法找到剩余食物来化验和对证。

临时巴刹卫生工作没做好

　　严格来说，这起导致150多人食物中毒，两人死亡的案件，其实 和罗惹摊位所在的临时巴刹的整体环境卫生并没有很大的关系，而 是和摊主及其助手存放食材和处理食物的卫生意识密切相关。因为 ，如果他们这方面的意识足够，就不会发生食物与生海鲜食材交叉 污染的事。
　　1983年，34人因为食用了位于芽笼士乃巴刹一个摊位的印度罗 惹后出现食物中毒现象。当时的调查后发现，该摊位的食物是在如 切一个没有执照的地点准备的，放在冰箱里的酱料因为没有有盖好 ，导致生墨鱼上的水分滴入酱料，而从墨鱼流出的水滴都含有副溶 血弧菌成分。
　　不过，毒罗惹事件同时也揭开了芽笼士乃临时巴刹的整体环境 卫生问题，包括老鼠与蟑螂横行，卫生水准极差，大部分的摊位只 有C级评分。
　　至于这个临时巴刹的卫生为什么这么差，从日前国家环境局局 长陈国强对各方多日来的批评所作的回应可见端倪。他说："建立 和管理芽笼士乃临时巴刹，是甘榜乌美公民咨询委员会的决定。尽 管临时巴刹管理委员会已经尽力维持卫生，和处理老鼠为患的问题
，问题却没有得到解决。环境局应该更早出手干预解决问题。"
　　换言之，临时巴刹管理委员会和甘榜乌美公民咨询委员会并没 有做好这个临时巴刹的卫生工作，他们至少也该自我检讨并向社会 大众说声抱歉才是。

须有烹煮食物的卫生意识

　　据所知，兴建临时巴刹，一般上是要由各摊位的摊主分摊费用 ，管理者鸠收每月管理费，巴刹的清洁工作则是外包给清洁公司负 责。这样的经营和管理模式显然是有漏洞的。
　　由基层组织（也许也包括一些摊主）成员组成的管委会，不见 得有管理巴刹的能力，而环境局显然也有大意之处，没有及时干预 。也许，临时巴刹使大家都抱着一种"临时心态"，因此得过且过 ，马马虎虎，三年下来，巴刹遂成鼠窝。
　　这样的事肯定不能允许再发生。以后若有其他选区要建临时巴 刹，当局可得好好想想，批准前该定下怎样的指导原则，建成后， 又该怎样进行良好的监管。
　　但这次惨痛的事件，应该让我们汲取更多的教训，并以之作为 一个大力提升所有巴刹、小贩中心、咖啡店、食阁等公共饮食场所 卫生水平的新起点，它必须激发公众和当局更多的后续行动。
　　首先，要防止所谓食材交叉污染的事件发生，最重要的应该是 提高摊主和其助手储存、处理食材和烹煮食物的卫生意识。这方面 的教育工作肯定必须加强。现有的卫生分级制和扣分制必须更加严 格。
　　其次，一个巴刹或熟食中心的整体卫生水平，固然需要摊主和 顾客的努力，更需要有专业的清洁队伍负责打扫和清洗等工作。现 在，一般小贩中心都有聘请收拾碗盘杯碟和清洁桌面的清洁工，这 比过去进步，但清洁水平仍然有待提高。
　　清洁工手里握着黑黑的抹布，随便抹去桌面的剩菜残羹仍然是 常见的事，难得看到给人干净形象的清洁工人。清洁承包商必须更 加专业化。

各处公厕卫生都不及格

　　其三，环境局的监管力度肯定是必须加强的。巴刹、熟食中心 或咖啡店的翻新，是改善卫生的重要步骤，但是，经常在这些地方 用餐的人都知道，翻新后的短时间内，的确能给人焕然一新的感觉 ，但是，过不了多久，臭味和苍蝇又都回来了。
　　这同监管力度不足肯定有直接的关系。其中，最糟糕的是公厕 。不管是否有收费，各处巴刹和咖啡店的公厕卫生都是不及格的。
　　环境局给人的印象是对这些公厕的要求并不高，否则为何长久 以来都不见有什么行动？很多咖啡店的厕所是长时间没有清洗的， 因此，卫生水平也与日俱降，往往要等到翻新，才能让顾客育机会 享受一阵子稍微干净的感觉。
　　为什么不能规定咖啡店店主每天都必须定时清洗厕所呢？出台 这样的措施有什么困难吗？我想，应该是不为也，非不能也。至于 为什么不为也，只有环境局才能提供答案。
　　在一片批评声中，环境局行动起来了，到处的巴刹都开始了大 扫除，即连一些刚翻新不久的也不例外，这是好事。但是，国人也 应该配合行动起来才对。比方，养成良好的如厕行为。
　　单靠环境局是无法真正提升公共卫生水平的。就像卫生部长许 文远所指出的，沙斯过后，我们的公共卫生可以打上八九十分，但 现在也许只跌剩四五十分了。
　　毒罗惹事件不能再步沙斯后尘，只给我们带来一阵子的高水平 公共卫生，否则，也许有人要说，新加坡人缺乏公共卫生DNA了。

　　作者是《联合早报》言论组主任




　　这次惨痛的事件，应该让我们汲取更多的教训，并以之作为一 个大力提升所有巴刹、小贩中心、咖啡店、食阁等公共饮食场所卫 生水平的新起点，它必须激发公众和当局更多的后续行动。

　　毒罗惹事件不能再步

在线剪报二：呼唤第四代领导人

转载自早报网
（2009-04-04）
● 邓莉蓉

　　大约一年多前，李光耀资政和吴作栋资政分别在不同场合谈到政府第四代领导层还未到位的问题。他们都对此感到忧心忡忡。李显龙总理上星期宣布自他上任以来的第二次内阁改组后受访时，又重提第四代核心领导班子目前还不完整的问题。他把物色和培养接班人视为迫切的关键任务，正好呼应了这一点。
　　李总理形容这次的中期内阁改组象征着“漫长的自我更新过程中的另外一步”，并直言内阁现在的团队将扮演过渡性角色，为我国栽培下一代接班人。
　　“我们已在积极部署”——这显然是他要对外传达的一个重要信息，目的是让国人和投资者都对政治领导层的更新进度感到放心，语气中流露的是一种淡定、坚毅的信念，显示出他对为国家培养第四代接班人的十足信心。
　　这一轮的内阁改组，虽称不上是一次大调整，但是同去年只有尚穆根入阁和颜金勇获擢升为代部长的情况比较，确实已在酝酿一股较为浓烈的更新气象。然而，从整体内阁的排阵来看，以李总理为首的现任21人内阁中，除了三位资政之外，有九位内阁部长，如副总理兼内政部长黄根成、外交部长杨荣文、总理公署部长林文兴、国家发展部长马宝山、贸工部长林勋强等人的年龄，都已在54岁以上，早自吴资政当总理的时候就已担任部长，都有约20年的经验。从吴总理到李总理，内阁中仍有一半的旧人，难免让人感觉新旧交替的进展不够明显。
　　李总理在2004年从吴资政手中接过领导棒子时是52岁，其处事风格和前辈大不相同。吴资政在1990年接任后，随即擢升当时只有38岁的李显龙为副总理，明显地让人感觉他将被栽培为日后的接班人。当轮到李总理上任后组建新内阁时，却选择委任两位资深部长，即贾古玛教授和黄根成为副总理，五年后才擢升属于同一代的张志贤为副总理。
　　无可否认，资深的政治前辈们因有多年积累的经验和政治触觉，即使年纪稍长，也还能继续在特定领域作出贡献，单凭年龄来决定政治人物的去留，不是最理想，也并非最科学的评定标准。但是，从另一个角度想，老将们一直留在内阁中，对培养未来的领导班子是否会形成阻力？这样的领导层更替制度，又会对政府招揽政治新人有什么样的影响？
　　现任内阁中其实有好几位部长是在2001年引进的，包括财政部长尚达曼（52岁）、卫生部长许文远（57岁）、人力部长颜金勇（50岁）、教育部长黄永宏医生（51岁）、交通部长林双吉（50岁）及社会发展、青年及体育部长维文医生（48岁）。刚获擢升为新闻、通讯及艺术部代部长的吕德耀（48岁），则是在2006年大选后进入政府的新人中，至今唯一入阁的。
　　粗略计算，李总理若在两届大选后卸任，到时也已经是六十五六岁了，目前的好些“年轻部长”的年纪，届时也将接近甚至超过60岁，当中虽不乏杰出的领导者，但要接任总理职务，年纪恐怕稍大，也不符合人民行动党政府的领导人更新原则。由此进一步推算，第四任总理的年纪现在应该约四十出头，也就是说他们目前或许还没进入内阁。
　　但是，如果因为年纪的关系，而把能干的部长排除在接任总理职位的人选之外，或许有点说不过去。毕竟随着成熟社会迅速老龄化，我们为何不能凭政治人物的办事能力、领导才能、政治经验和他们在基层同选民的互动，而不是以年龄作为挑选下一任总理的条件呢？
然而，新加坡总理并非由选民一人一票选出，而是由其内阁同僚一致推举的。因此，政治领导人在思考这个问题时，除了斟酌可能出任总理者的经验和能力之外，也得考虑假设60岁才当上总理的人选，可以在这个位子上做多久？未来总理的在任期如果必须缩短至十年左右，又是否意味着我们得经常更换总理，造成核心政策难以长期延续？这对新加坡的政治稳定又会有怎样的影响？而作为选民的，又会不会关心当国家领导人已步入花甲之年时，他的思维能否跟得上新生代的步伐？这对新加坡在国际社会上的形象又是否理想？
　　李总理已经开出了条件，他下来要寻找的是年纪三四十岁的人选来组成第四代领导班子的核心团队。事实上，政府在2006年引进的新人当中，就有不少是这个年龄层的人，但以近三年的观察，目前也只有吕德耀、傅海燕、李奕贤、马善高、张思乐受委担任政治职务，而除了吕德耀，其他人还没机会进入内阁接受磨练。
　　究竟是领导层更新的进程不够快，以致政府不容易说服新人加入或让新人更早有表现的机会，还是现在的人才选择更多，从政不是最吸引他们的选项，结果促使政治领导层代谢的速度放缓？两者之间不一定有直接的关联，但是其中所存在的其他更为复杂的因素，也值得进一步去探索和思考。
　　现在只有一点可以肯定，即下次大选必将是场关键的战役，到时代表行动党上阵的新候选人当中，不少或将具有出任部长的潜质，同目前内阁中较为年轻的部长形成第四代领导班底，而下一任总理也可能从这个班底中脱颖而出，无形中大大提高了选民对他们的要求和期望。如果是这样，行动党自带领新加坡建国以来所建立起来的政治领导层更新模式，将会延续下去。然而，如果我们看得更远，就会发现尽管目前的政治领导层更新模式有其科学性，但是这种“隔代”培养政治接班人的模式，会不会因执政党在某段时期已有了足够的在政治领导职位上驾轻就熟的部长，而在时间还没到来之前，暂时不那么积极地物色和引进年轻的优秀精英，以致造成从政人才“隔代”流失？这一点也许值得执政党琢磨琢磨。

李光耀资政讲华语运动30 周年庆典致辞

1. 新加坡以英语为主的大环境，为英语学习者提供了非常有利的条件，要掌握英语不成问题。但是，随着越来越多的家庭讲英语，要学好华语就成了大问题。所以，今天讲华语运动面对的主要挑战，并不是华语与方言的抗争，而是要扭转华人家庭讲英语的趋势。

2. 说到学习语言，我们必须考虑它的实用价值。英语是世界上最通行的语言，也是我国最重要的工作语言，非掌握不可。华语是全球华人的共同语，是中华文化的主要的载体， 也是中国13 亿人的通行语言。好好掌握英、华双语，对我们和下一代都有很大的好处。

3. 但是，对于大多数的孩子来说，要同时学习和掌握英、华两种截然不同的语言，不是一件容易的事。所以，我们一定要集中火力学习英、华双语，而不是倡导方言的学习。

4. 学习方言不但剥夺了孩子学习英、华双语宝贵的时间与精力，而且方言的发音、词汇、和语法与华语有许多不同之处，这也严重干扰了孩子英、华语文的能力。为什么我们要加重孩子不必要的负担？为什么我们不让孩子好好掌握英、华双语？

5. 天下父母心，每位家长都希望子女将来能出人头地，事业有成。所以父母亲在孩子年幼的时候，就必须明智地为孩子设想和决定，学好哪一种语言，对他们日后的发展最有利。

6. 我鼓励那些能说华语的家长，在日常生活中和孩子讲华语，让孩子多接触华语，这对孩子学习华语文肯定会很有帮助。有些家长担心，不和孩子讲英语，孩子在学校里或工作上吃亏。这种顾虑是可以理解的。

7. 我的其中一个华文老师蔡志礼就是个例子。他女儿出世后，为了帮助她掌握双语，他太太就用英语和女儿沟通，而他本人则用华语。但是他发现这样的方式行不通，因为在新加坡以英文为主的大环境里，英语自然而然的成了孩子的主导语言。三年前， 他当年四岁的女儿向他说, “爸爸， ABC 比较容易”。我那时就给了蔡志礼一个忠告，劝他太太不要再和女儿说英语。他听从我的建议，夫妇俩在家中只用华语和女儿交谈，替她打好双语兼备的根基。

8. 报业控股执行总裁陈庆和他的太太的华语都说得很好。但是他们却以英语和孩子交谈，现在孩子都不喜欢讲华语，习华文也面对困难，所以他 对我说后悔已经太迟了。

9. 我的两个儿子都是华校生，我的两个媳妇都能说流利的华语，可是他们在家里用英语和孩子沟通，结果在我的7 个孙子孙女当中，除了一个孙女，其他都不喜欢说华语，学习华语也面对问题。当我以华语向他们提问时，他们总是喜欢用英语回答。有时候，我还得逼着他们用华语回答。

10. 报业控股和蔡志礼正帮助我编辑一本书，说明学习英、华双语这两种截然不同语言的困难，和探讨语言教育的方。

11. 我希望大家认真参考这些例子，在孩子年幼阶段，就和孩子说华语，为孩子奠下学习华语的良好基础。这对他们日后的发展大有帮助。将来，孩子一定会感谢你们所做的明智决定。

讲华语运动

讲华语运动1979



讲华语运动2009：华文？谁怕谁？

在线剪报一

转载自早报网

《回顾讲华语运动推行30年 当年戏谑讲zua ji 今天经商靠华语》
Section: 早报现在生活/爆米花爆点
Publication: Lianhe Zaobao 18/03/2009
Page: 1,3
No. of words: 3573


报道／林方伟

　　讲华语运动今年踏入第30个年头。人说30而立，回望这30年， 当许多运动都已悄悄地退隐消失，讲华语运动仍年年推广。
　　趁运动庆生30，记者走访了新上任的推广华语理事会主席—— 广告才女林少芬，曾当过两届委员的本土知名作词人小寒，以及两 名伴随运动成长的华人——设计师王国强，和在海外银行人事部担 任要职的李景耀。
　　讲华语运动给我们新加坡人，尤其是30几岁的人，留下了什么 集体回忆和个人的记忆呢？

　　讲华语运动开始时，林少芬在念高中，她记得："一天听平常 说马来话与海南话的外婆，听电台节目学华语，重复着：'你吃饭 了吗？'等基本日常用语，才发觉这个运动的存在。
　　"感觉到身边的东西有一点变了，熟悉的方言退位了。'国家 要进步……今天起大家说华语'在日常生活出现每天洗脑。突然间 ，老一辈要学华语，我为他们觉得很辛苦。"
　　很多华人的童年记忆里，都有围在电视前追看港剧的声与影。 当年《网中人》、《狂潮》里的周润发、郑裕玲、缪骞人，都原汁 原味地说着粤语对白。1979年推行"讲华语运动"，80年代的广播 媒体禁播方言节目，港剧因此必须改以华语配音播出。
　　38岁的设计师与品牌顾问王国强当年8岁，但耳边忽然消失的方 言仍让他深感无法适从："我是福建人，但身边有说潮州及广东话 的人，在电视上听到广东话，对我来说自然不过。忽然间，电视清 一色说华语，让我脑海感到一片空白，很奇怪，不适应。
　　"大人也没有告诉我到底是怎么回事。回想起来，我觉得当时 政府的决策太突然了。若我是决策者，我不会一夜间改变，而是慢 慢地转变，让人民更能适应过来。"

当年讲华语受歧视

　　取"华语"的谐音，戏谑成"大家讲zua ji"（福建话"钞票 "），当时也成为民间流传的"变奏口号"。
　　王国强说，幸好他进入一所尊重华语的学校，华侨中学教导他 尊重自己的母语。当时年纪小的他，知道人们这么说，是表现内心 对运动的蔑视。这样的戏谑对精通双语的一代似乎没有杀伤力，不 过听在上一代从华语过渡到英语社会的受华文教育者来说，却非常 刺耳。
　　华校出身的林少芬上大学时，华校背景的学生英语发音不准， 读不准helicopter，后来"直升机"变成嘲笑她这些学生的代号。 早期出来搞中文广告，见客户时她自己也能感受到华语受歧视。
　　她说："80年代华文的重要性不明显，大家都看得到。讲zua ji是贬义的，其实是二毛子在笑你：讲什么zua ji，学华文不是有 钱赚的。"
　　然而，随着中国经济实力强大，到中国经商的新加坡人不得不 学华语，讽刺地让它变成了正面的意思，讲华语的确能讲出zua ji 来了。
　　少芬说："中国的日渐强大，全球大环境的转变，华语变成有 用的工具，是到海外经商必定拥有的刷子。这过程很迂回，而且变 得很快，不到十年，华文变得时髦一点了。随着流行文化的影响与 效应，现在的年轻人多不排斥，一般上在大庭广众下，都肯说华语
，只有小部分仍排斥。"

今年，外国小孩推广讲华语运动

　　今年的讲华语运动没有标语，只有"华文，谁怕谁"的游戏名 称。配合今年运动，林少芬策划了一系列"外国人说华语"的广告 ，由台湾著名广告导演彭文淳，拉队到北京与在新加坡拍摄。
　　广告中，来自挪威、非洲刚果、俄罗斯、法国、美国，从8个月 大到10岁的小孩，用华语念"游子身上衣"，讲小白兔大灰狼的故 事，以及奥运的梦想。这是今年运动的第一波广告，之后才出现新 加坡孩子说华语的广告，为大型的"华文，谁怕谁"游戏造势。
　　林少芬说："从这些外国小孩身上，我们看到关心下一代的父 母的远见。孩子本身会说自己的母语及其他语言，但他们的父母也 看到未来——将来不只是讲英语的世界，中国是一股不可忽视的势 力。
　　"我们今年的运动走的不是硬销，也不是沙文主义，比重放在 华文文化的知识与内涵层面，不只是停留在语言上。我们希望让华 人意识到：华文世界里有很精彩精致的文化内涵，你是不是忽略了 呢？懂得华语等于多长一只眼睛，让你看得更广、更深、更远。"
　　新加坡的孩子会记得2009年，一群金发蓝眼黑皮肤的孩子也跟 他们一起学讲华语吗？这会是他们30年后的集体回忆吗？

"PacMan"林俊杰
都曾是华语运动大使

　　讲华语运动在1979年9月7日诞生，30年来，所针对的群众前后 不同。最初，讲华语运动为打破不同方言社群的沟通隔阂，而锁定 市井小民；进入第二个十年时，方言问题基本上已解决，90年代的 讲华语运动目标，转向受英文教育的华族，同时也强调华族文化的 价值。
　　进入21世纪的这十年间，讲华语运动在形式表现上，更加丰富 多采，也比较有时代感。
　　历届的宣传和标语林林总总，你对哪个留下比较深刻的印象？ 它们又带给你怎样的回忆？

运动歌
《大家说华语》
www.youtube.com/watch?v=TuKZrBHcVi0

国家要进步　语言要沟通
就从今天起　大家说华语
不分男和女　不分老和少
不再用方言　大家说华语
听一听　记一记
开口说几句
多亲切　多便利
简单又容易

　　由写过《月亮代表我的心》、《小城故事》的台湾音乐大师翁 清溪作曲，孙仪作词，当时的台湾天后黄莺莺演唱。
　　提起讲华语运动，很多80年代成长的人，立即就想起这首运动 歌。
　　作词家小寒记得小学上华文课时，被"逼"唱这首歌曲。轻快 的旋律，朗朗上口的歌词，小寒至今还能一字不漏地唱出。她笑说 ："我当时讲华语和英语都没有问题，所以我边唱边想：怎么找一 位台湾歌手来唱叫新加坡人讲华语的歌？"（笔者按：因为黄当时 嫁做狮城媳妇。）
　　有趣的是，小寒从被"逼"唱运动歌，到后来加入推广华语的 行列，创作了两届的运动歌。
　　2006年，她结合了《登鹳雀楼》与王维的《相思》两首唐诗， 改写成《相思》，找陈子谦拍了支短片。"881姐妹花"又唱又跳" 白日依山尽"、"红豆生南国"，为电影宣传造势，也推广讲华语 运动。隔年，她也和本地音乐才子黄韵仁合写了《挑战》。
　　做了两届的运动，小寒对公众冷淡的反应有点失望："没有人 记得这首《挑战》，反而是一些马来同胞因为喜欢韵仁而懂得唱这 首歌。政府很费心思去搞这运动，却被大家当成笑话，我很惋惜。 "

讲华语运动走"娱乐消闲"路线

　　早期的讲华语运动对象是讲方言的华人，政府希望能提高华人 间的凝聚力，而提倡华语淡化方言。七八年前，对象群却转向受英 文教育、不说华语的华人。
　　运动开始改变策略，用本地年轻艺人明星，酷娱乐消闲文化， 运动文化等，来"重新包装"（rebrand）华语，试图让华语摆脱" 老土、过时"的形象。因此，2005年出现了"华语Cool"的标语， 口号沿用了三年。
　　李景耀认为新一代新加坡人有了互联网，眼界深远了，运动的 "硬销"特质不但无法说服他们，反而让他们反感。为此，近几年 的运动没有当年那么容易让人留下印象。
　　林少芬也认为华语运动的地位尴尬，跟30年前的定位不同了。 近年，理事会引进了双文化、双语的人，但当中也有对华文的感情 与认识不深入的，整个运动乱了方向，失去了焦点，导致语言变成 了没有感情的工具。

运动标语

　　30年的运动标语多多。从"多讲华语，少讲方言"、"多讲华 语，亲切便利"、到"能用华语是福气，别失去"、"华语Cool" 。你记得哪个？
　　设计师与品牌顾问王国强小时候用福建话跟家人交谈，用广东 话及潮州话跟邻居沟通。他印象最深刻的是"多讲华语，少讲方言 "标语。
　　他笑说："我刚上小学时，还跟老师说：Where can I go and 'bang jor'（我能去哪里小解？）。忽然间，我觉得政府传达给 我的信息是：方言是很下等的，我这个在甘榜长大的男孩得快快学 好华语，才能赶上城市人的等级。我觉得这对小时候的我，造成一 些不安和阴影。"
　　20多年后，懂得华文的华人，也的确体会到了"能用华语是福 气"。
　　38岁的李景耀在外国银行工作，去年他也因为懂得华文，而被 公司指派负责与中国银行合作的企划与人事事项。
　　他说："我当年一听《大家讲华语》，就觉得是种社会洗脑， 很厌烦。我来自土生华人家族，家人只说英语和马来语，我读的男 校都偏向英文派。但我是个好强的学生，在学校为了考好所有科目 ，而很用功地学华文，也考得不错。我觉得讲华语运动对我没有太
大的影响，但教育制度却让我大大受益。"　　
　　王国强曾与伙伴到上海工作九个月，帮助企业打造品牌，懂得 华语让他顺利进入了中国市场。他在中国搭德士，司机还打趣说， 一听他的华语就知是个受过教育的人。

记者也曾打电话去学华语

　　小时候，我跟随父母回到父亲马来西亚家乡，在当地读的是华 校。我在家里跟父母讲华语与广东话，80年代回来新加坡这出生地 时，华语不是问题，我不觉得讲华语运动是冲着我来的。
　　猛追上英文程度，倒是我当时最大的决心，每天看本土连续剧 ，耳朵听华语，眼睛却是忙着看英文字幕学新词文法。
　　当时，我常听到邻居的"丽的呼声"传出学习华语日常对话的 广播，广播员每说一句，就会"叮"一声，要听众跟着重复。我还 记得公众可以打电话去学华语，自己也打了一通去听，觉得很好玩 。
　　回想起来，我当时朦朦胧胧地把自己学英文的决心，与新加坡 推广的"多讲华语，少讲方言"的决心挂在一起，沉浸在自以为是 的一片"上进心"中。（记者是今年推广华语理事会委员之一）

POP搜索

·隔阂 ｇé ｈé : misunderstanding
·打趣 ｄǎ ｑù : tease

器官移植剪报

姓名：__________________ 班级：______________ 日期：___________
1.修改器官移植法令有民意基础（2009-01-14）
去年11月中旬，卫生部宣布拟对《人体器官移植法令》进行几处修改，主要目的是要根据国际道德规范，对捐献器官者给予合理的补偿，增加可供移植的器官来源，同时严惩涉及器官买卖的犯罪集团和中间人，以杜绝非法的器官交易。为此，卫生部展开了为期一个月的公众咨询活动。根据前天公布的调查结果，在几个关键的问题上，绝大多数公众都作出了积极的反应。
　　在这次的公众咨询活动中，共有55人和9个机构发表了看法；加上去年12月卫生部在人民协会举行的对话活动中，162人参加了问卷调查。两项调查的综合结果是：93％的人表示，他们同意60岁以上的人在去世后可捐出器官；超过95％的人认为应该允许在世的人为有需要的病人捐献器官；超过85％的人认为应给予捐献者金钱补偿；超过96％的人认为要严厉惩罚器官买卖者和中间人。至于对捐献者的补偿金额，76％的人认为应超过5万元。
　　上述调查结果十分清楚地表明，大多数国人都支持几处主要的修改，包括同意对捐献器官者给予必要和合理的补偿，严惩器官买卖集团和中间人，以及60岁以上的死者的器官也可供移植之用等。这就意味着，卫生部准备修改器官移植法令中相关条款的意向，在国人当中拥有强有力的民意支持。这是令人鼓舞的舆论倾向，在此基础上，相信修改法令的进程，将会相当顺利。
　　人体器官移植问题一直敏感而复杂，但究其核心内容，其实很简单，那就是救死扶伤，帮助需要移植器官的病人减轻痛苦，甚至拯救他们的生命。但是，由于牵涉的因素毕竟太多，某些做法或规定可能会引起激烈争议，或者带来某些风险。因此，当局在修改器官移植法令之前，先征求公众的看法，倾听他们的声音，这是慎重的做法，也显示出决策程序的透明和民主。
　　公众在接受咨询时所作出的反应是值得称道的。其一，大多数公众都支持器官移植，主张修改有关条款，以便减少器官移植的障碍。这显然是出于人道主义考虑，可谓人同此心，心同此理；其二，大多数人都认为应该对器官捐献者给予合理的金钱补偿，显得理性和务实。这是因为，捐献者虽然是出于善心才捐出器官，但毕竟作出了很大牺牲，应该得到相应的肯定和鼓励。对于这一点，大多数公众都认同和支持，这无疑是令人欣慰的。
　　不过，即使法令通过修正，那些需要器官移植而又欠缺经济能力的人也不必为钱的问题担心，卫生部长许文远较早时已指出，人体器官移植法令即使修改，并不表示所有受益人都必须为捐献者提供金钱补还。他相信，有关修正法案即使通过，日后在本地进行的器官捐献手术，多数器官仍会是来自无私的捐赠，因此需要器官移植的贫困者无需担心。
　　《人体器官移植法令》的几处拟议修正获得人们普遍认同，显示国人都能体认需要器官移植者的困境和痛苦，也明白若能扩大可供移植的器官来源，将能使更多的病人获得新生，并让他们继续对国家社会做出贡献，可谓功德无量。因此，我们期待法令的修改能早日完成，以便更多目前在殷切等待移植的病人能尽早受惠。　
2. 让器官移植安排更公平合理
（2008-11-15）
　　卫生部前天提出，将对《人体器官移植法令》作出修订。不过，在修订之前当局将征询公众的看法，公众可以尽早在12月15日之前发表意见。自从数月前本地发生了涉及“器官买卖”的两起案件，并引起社会广泛关注和讨论之后，这是有关课题最新、也最有实质性的进展。
　　卫生部长许文远昨天对媒体强调，修订器官移植法的主要目的，在于确定捐献器官者将得到合理的补偿，而这么做也合乎道德。他说，目前是在征询公众意见的阶段，最终的补还制度如何，还有待专家意见，看看怎么样的补还才不至于构成“利诱”。从这里看，问题的牵涉的确非常复杂，医药与法律专家、宗教界、学术界以及广泛的公众，所有的意见都是宝贵的。
　　应否将器官的交易合法化，是个两难的矛盾，没有分明的“是”与“非”两种答案。因为等待器官（如肾脏）移植的病人，数目永远超过可供移植的器官。但另一方面，世界上几乎所有国家都明文禁止人体器官的买卖，而在唯一把器官交易合法化、并由国家控制买卖价钱的伊朗，结果还是出现了贿赂、讨价还价、价高者得这些丑陋的行为。
　　因此我们同意，对症下药的方法首先是锁定“器官买卖”为不法行为，厘清其定义，并对从中牟利者加强刑罚。
　　即以目前法律还没有修订的情况下，在诗家董前执行主席董伟双买肾案中，法官其实对买肾者、卖肾者和中间人曾判以不同的刑罚。其中，为了30万元酬劳而走动的“中间人”，被判入狱14个月。而本身患上严重肾病的董伟双，则法外开恩，只判他坐牢一天及罚款1万7000元。不过目前的法令并没有对出售、购买器官者以及中间人的刑罚作出区分，卫生部提议加重中间人的刑罚，增至不超过10年监禁，罚款不超过10万元或两者兼施。
　　当然，须要解决的最根本问题，还是在于如何让器官移植能够在公正、合理的安排下进行。我们的态度必须非常务实，做法而也必须有很高的可行性。这意味着，其一，供移植的器官必须是活体或逝世者的捐献之下获得的，没有“买卖”的成分；其二，捐献者——尤其是在世的捐献者，必须得到充分的照顾与补偿；其三，希望在法律的保障与公正安排之下，能尽量提升器官移植率。
　　对器官移植法令的修订，卫生部的提议有三个要点：一、取消遗体捐赠的60岁年龄顶限；二、允许在世时捐献器官者和需要接受器官移植手术的病人进行器官配对；三、按照国际道德规范，给予活体捐献者合理的补还。照我们看，这些都是很实际很有针对性的做法，认真而谨慎的执行应会有一定的效果：例如提高捐献者年龄顶限，预计捐献者人数可以增加10至12人。当然，其中的细节仍然有待公众的讨论。
　　提高对器官买卖行为的刑罚，与加强对捐献者的照顾和补偿，我们认为是相行不悖的两个道德原则。其实根据过去三年的数据，新加坡人在本地接受器官移植手术，都是由捐献得到，其中63%的肾脏、64%的肝脏和100%的眼角膜移植手术，都来自遗体捐献。在目前法令扩大涵盖马来族群之下，器官移植率相信会进一步提升。
　　在这样的情况下，焦点可以转移到捐献者的利益之上。正如许文远部长所指出的，新加坡禁止器官买卖，只允许无私捐赠，那么就必须确保善意的捐献者是在清楚后果的情况下作出捐献决定的。他必须得到所有有关风险以及所得到的补偿的信息。
　　我们也相信，尽量降低器官捐献者所受的风险与损伤，让他早日康复，并不会给家庭造成负担，这是合情合理的做法。同时，这也是增加捐献率，为更多病患打开活路的做法。这种天经地义的做法，也有必要得到社会更大的同情与支持。

3. 器官移植修正法令快出炉了
（2008-11-12）
　　卫生部长许文远说，人体器官移植法令拟议修改的内容很快就会出炉，随即将展开公众咨询。
　　有记者在昨天的动土仪式上问许文远，政府会否考虑一些议员的建议，让外国捐肾者也获得医药费补还。
　　对此，他回答说：“我关注的还是新加坡病人和确保我们能够在符合国际道德规范的前提下增加肾脏移植率。”
　　许文远说，他很高兴本地和国际社群都发表明确的态度，认为只要数目不至于诱使人们买卖器官，补还捐献者的做法是符合道德标准的。
将展开公众咨询
　　他说：“我已在研究美国和英国的立法，而我们目前正在草拟修改内容。一旦完成，我们将展开公众咨询，而这很快就会进行。”
　　许文远是在9月底宣布当局将修正现有的人体器官移植法令，以让肾脏捐献者获得合理的医药费补还，日前也确定有关的修正案将会在明年1月在国会提出一读。修正后的法案也将取消遗体器官捐献的年龄上限，并设立“肾脏库”为肾脏衰竭病人和捐献者配对。

4. 许文远：可能导致器官捐献数量减少　器官买卖合法化短期内不会实施
（2008-07-14） ● 蔡慧玲
　　由于担心器官买卖合法化可能导致器官捐献数量减少，新加坡短期内相信不会将器官买卖合法化。
　　卫生部长许文远昨天为三巴旺集选区C区居民委员会的少年与乐龄游戏园地开幕时接受记者访问时，一再强调器官买卖合法化所可能带来的严重后果，并表示卫生部将以谨慎的态度对待器官买卖课题。
　　媒体调查显示，56%受访者不支持器官移植买卖合法化，另外40%支持，双方都持相当强烈的意见。
　　但许文远认为，由于涉及的讨论存在道德考量，没有对与错，器官移植买卖合法化与否的讨论因此在根本上就难以取得共识。不过他强调，除了道德因素外，政策制订者也必须考量一些实际上的问题。
　　他说：“假设我们决定让器官买卖合法化，我们会不会因此获得更多的器官（来进行移植），还是这个数目会因此减少。我们担心的是一旦买卖是合法的，那些目前自愿捐献给亲人，或在人体器官移植法下捐出器官的人可能就会认为：既然你现在可以买器官了，那我为什么还要捐献？”
　　许文远透露，随着人体器官移植法的改革，新加坡的器官移植率有逐年提高的迹象。他对器官移植目前的情况表示“相当满意”。去年，本地进行了80个肾脏移植手术，当中50个肾脏捐献是通过人体器官移植法捐出的，另外30个肾脏手术来自家属的活体捐赠。
　　随着马来社群将在下月起被纳入人体器官移植法，许文远相信在法令下捐出器官的人会更多。他说：“如果我们让买卖器官合法化，那（去年的）80个捐献是否会变成零，还是会减半？如果是那样，那病人真是需要从市面上购买器官了，但是那些器官的素质可能没有这么好。”
　　许文远说，一名英国器官移植专家告诉他，将被移植的器官组织越接近病人的器官组织，移植手术的成功率就越高。在兄弟姐妹当中，找到完全吻合的器官，几率是四分之一。但如果捐献者和病人完全没有血缘关系，这个几率就会跌到2000分之一，手术的成功率也可能因此受到影响。
　　他也引述其他国家的经验说明，让器官买卖合法化未必是解决器官供需问题的最佳途径。他说，目前只有挪威和西班牙能在器官捐献上达到几乎自给自足，器官供需几乎完全吻合。在这两个国家里，器官买卖同样是非法的。相反，至今唯一让器官买卖合法化的国家伊朗，器官移植率还不比挪威和西班牙来得高。
诗家董执行主席董伟双和印尼妇女苏朱丽雅娜（Juliana Soh）涉嫌利用金钱，通过中间人向两名印尼男子购买肾脏，并在医院器官移植道德委员会面时声称同捐赠者有亲戚关系，引发本地的首起非法器官买卖案件。涉案的两个印尼男子被判坐牢和罚款、中间人王锦兴，以及董伟双及他的亲戚王尚龄也面控，案件还在进行中。
　　卫生部提供的资料显示，截至今年4月，我国共有536人在等待肾脏移植。一些病患因求医心切，冒险到国外进行肾脏移植手术。但由于各国近年对买卖器官加强管制，到国外动手术的人已有减少的趋势。
　　这起事件引起不少舆论讨论本地是否应让器官买卖合法进行。
　　被询及是否会有更多器官买卖案件浮现，及卫生部是否会检讨医院器官移植道德委员会的作业程序，避免再有类似非法器官交易获准进行时，许文远表示调查还在进行中，不便置评。
　　不过他提醒新加坡人，预防胜于治疗，尤其是糖尿病患者更应控制病情，以延缓或避免出现肾衰竭并发症的可能性，减低换肾的需要。

5. 应该允许供移植的器官买卖吗？
（2008-07-22） ● 贝克尔
　　美国在2000年大概有5万人等候接受肾脏移植，但进行的肾脏移植手术却只有1万5000宗。这意味着等候名单上的病患，平均要等上几乎4年，才能够获得肾脏移植。此外，肝脏需求和供应之间的累积差距超过1万，也就是说病患要平均等上好几年才能接受移植。
　　2000年，在等候肾脏移植期间死去的美国人几乎有3000人。在等候肝脏移植期间死去的病患，则大约是上述数目的一半。
　　在其他国家，许多人也在等候器官移植时死去。其中，一些人也会因为其他原因而去世，但毫无疑问的，很多是因为无法及时更换损坏的器官而过早失去生命。
　　如果无私的奉献可以发挥足够的效力，器官的供应应该能够满足需求，也就没有必要改变目前的体制。但在任何进行相当数目器官移植的国家，情况都并非如此。人均器官捐献虽然已经有所增加，但需求却增加得更快。因此，在许多国家，尽管政府恳求和通过其他途径尝试鼓励更多人捐献器官，等候器官移植的人龙还是越来越长。
　　近年来，美国政府采取了一些步骤来改善器官的分配，比如让可以获益最大的人享有优先权。这些措施虽然有所帮助，但却不能阻止人龙的增加，或防止很多人在等候移植期间去世。一些国家实行“自动参与”（opt out）的做法，也就是说，除非在生前有其他指示，在死后器官便可以用来进行遗体移植。
　　芝加哥大学经济系学者盖伊（Sebastien Gay）的一项研究显示，“自动参与”可以比美国和其他国家所实行的“自由选择参与”（opt in）制度获得更多的器官，但却不能消除等候器官移植的人龙。
平衡供应和需求
　　对一名经济学家来说，器官供需失衡的主要原因，是美国，还有几乎其他所有国家，都禁止器官买卖。根据目前的法律，人们在死后捐献器官（或者在活着的时候捐献肾脏和肝脏），完全是出于无私的奉献和类似的动机。事实上，所有活体肾脏和肝脏移植，都是由一名家人移植给另一名家人。以活体肝脏移植来说，需要的只是捐献者的一部分肝脏，它会在获得捐献者的体内逐渐生长，捐献者的剩余肝脏也会重新生长。
　　如果法律被更改，允许器官买卖，一些人会为了金钱上的利益捐献器官，器官的供应也因此会增加。在一个自由市场，移植器官的价格会维持在排除对每种器官的多余需求后的水平。
水牛城大学的学者伊莱雅斯（Julio Elias）和我估计，活体肾脏移植的市价大约会是1万5000美元，肝脏则大约是3万5000美元。然而，我们知道这些数字有太多局限，我们不能有信心地说，它们接近供需等同的平衡价格——它们可能过高或过低。
　　但即使我们的估计只是真正平衡价格的一半，对移植的总费用的影响也不大。因为在美国，目前活体肾脏移植的费用是大约10万美元，肝脏移植则是17万5000美元。
　　一个器官买卖市场会大大的制约黑市。在目前的黑市，一些需要器官的人，买了器官并在像土耳其这些对买卖器官的执法行动不够严厉的较贫穷国家进行移植手术。因为这些国家的医生和医院的素质远比发展国家低，所以经常大大减低所使用器官的素质，以及器官与接受移植者器官类型的配对。
批评者的反应
　　尽管有这些强有力的理由支持允许器官买卖市场，我并不认为这样的市场会很快的出现，因为反对的力量非常强烈。一些批评者简单的认为市场把人体“商品化”，是不道德的。比较有看法的，认为允许器官买卖，可能反而会减少可以用来进行移植的器官的总数目，因为自愿捐献的器官减少的幅度，可能大于为了报酬而出售的器官的数目。
　　出现这种情况的机会却微乎其微，因为可以使用的器官，只有极少数用在移植手术上。对死后器官供移植的人，或者在活着时提供肾脏和肝脏的人，予以补偿，将扩大潜在的器官市场。
　　另外一些批评者同意，允许器官买卖对器官的总供应会有巨大和正面的影响。他们反对市场是因为相信为了报酬而增加的器官供应，主要会来自穷人。也就是说，他们相信穷人会受诱把器官卖给中产和富有阶级。如果穷人生前答应在死后捐献器官，报酬由父母或者孩子获得，大概便没有什么反对的理由。如果出售一颗肾脏供活体移植的主要是穷人，反对的声浪便会很大。
　　然而，剥夺了贫穷的捐献者的这个选择，他们就会过得更好吗？如果有必要的话，可以设定收入低于某个水平的人，可以提供的器官的“数额”。但这样做会改善穷人的福利吗？
　　更何况，在一个自由市场里，我们并不能咬定主要的器官供应会来自穷人。许多供活体移植的肝脏或者肾脏，还是更有可能来自亲戚。此外，如果报酬能归孩子、父母和其他亲戚，很多中产阶级将会愿意在死后售卖器官。
　　这不是一个完全适当的比较：有人曾预测一支自愿军队必将主要由穷人组成，结果证明是错的。许多穷人并没有受过军训或具备其他资格，让他们可以被军队接受。同样的，因为使用药品和其他疾病所造成的损坏，美国许多穷人的器官并不会被市场接受。
另外一个反对的理由是，人们会因为有人要他们的器官而被绑架，极权国家会出售监狱犯人的器官。这的确会发生，但却不太可能会大规模的发生，因为在大多数时候，确定出售器官的来源并不是太困难的事。
　　还有一个针对商业市场的批评，即人们会因为短期的经济困难，一时冲动出售器官，过后才反悔。我不知道这样的情况会有多严重。如果我们在某人同意出售器官和器官供移植之间，提供一个月或者更长的等候时间，应该可以大大减少这种情况。在这段期间，他们可以改变决定。
　　许多反对器官买卖的理由，间接来自1970年代初，一本影响力巨大、由英国社会学家蒂特莫斯（Richard Titmuss）著作的书《礼物关系：从人血到社会政策》（The Gift Relationship：From Human Blood to Social Policy）。作者反对允许卖血供输血用途，并比较了不允许买血的英国制度和允许买血的美国制度。
　　然而，蒂特莫斯根本忽视美国的人均血供应比英国高的事实，只是集中在血的素质问题。在美国，相当多的血来自患有肝炎和其他检验不出来的疾病的人士，在英国的制度下所获得的血则一般比较健康。在缺乏有效的检验技术的情况下，（在那个时候）关闭市场可能是改善血的素质的有效方法。
　　但情况现在已经完全不同，我们已经拥有高度有效的方法，可以确定血是否被各类肝炎、艾滋病、和其他传染病感染。有了目前的检验技术，一个市场可以提供更多的血，如果时时谨慎检查，血的素质也可以维持在高水平。
　　我的结论是：器官市场，是让器官损坏的人在比现有的制度下，更快地获得器官移植的最好方法。考虑到因为经济报酬而增加的供应可以救活的许多生命，我不觉得反对买卖器官的理由具有说服力。
·原载芝加哥大学商学院刊物Capital Ideas，作者Gary Becker是芝加哥大学经济学和社会学教授，胡佛研究所（Hoover Institution）高级研究员。叶琦保译。

6. 器官交易合法化的疑虑
（2008-07-23）
　　应该让可供移植的器官，以买卖方式获得吗？过去21年来，国会曾长期为这个尖锐的课题展开辩论，但答案是否定的。现有的《人体器官移植法令》，明文规定人体器官买卖属于犯法。
　　反对的理由主要在道德上：人体器官只能由施者捐献给患病的人，不该成为商品。一旦器官交易合法化，“买卖”的渠道也有被不良分子或集团操纵的危险，受害的将是贫苦的弱势群体。
　　认为应该合法化的论点则认为，这一来病患可以通过光明正大的途径买到器官，在本地先进的医疗设备下动手术，而不至于被逼到国外去进行暗中的买卖或移植。
　　这是个两难的矛盾。最近本地揭发了首起非法肾脏交易案，引起了相当的震撼，争议也扩大到社会的层面来。针对器官交易是否应合法化的课题，前天的国会展开热烈辩论。
　　当然，道德的底线则仍旧是人同此心的。但目前这场辩论，除了道德的坚持外，议论的焦点也显然已聚焦到实际的问题上：怎样才能提升可移植器官的供应，缩短病患的等候期，让他们早日脱离苦海？据统计，以肾脏移植手术来说，目前本地的器官捐献可以满足50%病患的需求，卫生部在想方设法让这个比例提高。
　　如果根据国会辩论中提及，昨天由本报言论版译刊的一篇专家文章来看，“器官交易合法化”的好处，是相当能够言之成理的。这篇文章的作者，是诺贝尔奖得主、美国经济学家贝克尔(Gary Becker)，他所持的理由是，通过经济报酬而增加器官的供应，可以救活许多生命。然而，贝克尔的推理无疑只集中在经济课题，尤其是经济心理和经济行为上面。在实际的运作上到底有多大的可行性，这是没有得到验证的。
　　当今世界上，唯一让器官买卖合法化的国家是伊朗。合法化之后，伊朗可移植的器官供应有所增加吗？伊朗的器官移植率，为什么仍然不如挪威和西班牙？而为什么全世界几乎所有国家，都不让器官交易合法化？这些疑问，都没有明确的答案。
　　卫生部长许文远曾一再强调，即使买卖器官合法化，能进行移植的器官会增加或减少，还是个未知数。因此许文远在国会中指出，买卖器官是否应该合法，并不会在短期内作出定论。他认为，目前这个阶段应该关注的是，如何提高在《人体器官移植法令》下的器官捐献。
　　在目前合法的渠道下，可供移植器官的来源有两方面，即遗体捐献和活人捐献。卫生部长提出了双管齐下的建议：一是取消遗体捐献60岁的年龄顶限；一是设立活体器官捐献者注册处，让更多同意捐献器官者和需要接受器官移植手术的病人配对。他说，他将向国会提呈动议修改有关法令。
　　所谓一鸟在手，好过在树丛中纷飞的两鸟。专注于修订现时的器官捐献法令，相信还是比较实际可行的做法。从过去三年的数据看来，新加坡人在本地接受器官移植手术，63%的肾脏、64%的肝脏和100%的眼角膜移植手术，都来自遗体捐献。下个月，当法令扩大涵盖马来族群后，器官移植率相信会进一步提升。
在活体器官捐献方面，一些受访肾脏病人、宗教团体和慈善团体负责人，都认为不妨考虑给器官捐献者和他们的家人提供物质或金钱上的报偿，以鼓励更多的捐献。事实上，即使是这方面的考量，引起的疑虑也不少，是须要从长计议的。首先，“报偿”与“交易”或“买卖”，如何在本质上加以区别？而“报偿”的方式应该是怎样的，由谁去主持和管理？这些问题，都值得政府和社会大众仔细斟酌。

7. 许文远：要制定完善政策 我国将保障器官捐献者利益
（2008-07-23） ● 陈颖佳
　　卫生部长许文远说，我国要制定一套完善的政策，确保器官捐献者的利益获得保障，成为第一个全面照顾器官捐献者的国家。
应为捐献者设注册处
了解健康和财务情况
　　他说：“到目前为止，还没有一个国家有系统地监察器官捐献者的情况，不知道这些捐献者捐出器官之后，过着什么生活。我们应该为捐献者设立一个注册处，了解他们的健康和财务情况。”
　　许文远前天在国会上透露卫生部考虑设立活体器官捐献者注册处，为同意在世时捐献器官者和需要接受器官移植手术的病人配对。昨天他进一步说明，卫生部也可通过该注册处，密切了解捐献者的健康情况。　
　　谈到活体器官捐献注册处将提供哪方面的照顾时，许文远指出，当局将关注捐献者的健康和就业情况，以及他们是否被雇主歧视，或在购买医药保险时面对任何困难。
　　他也表示，可成立慈善团体协助照顾捐献者的需要。
　　许文远前天在国会首次提出器官交易合法化的构思，提议通过慈善和宗教团体向捐献者做出合理的金钱补偿，借由第三方推广无私的器官捐献精神。
　　他昨天受访时表示，虽然捐献器官者得到补偿的详情尚未出炉，但他希望国人能给予捐献者最大的支持。
他说：“我希望国人提供义务服务，或给予捐款，协助器官捐献者，让慈善机构能决定如何妥善地使用资源，让捐献者和他们的家属获得最大的利益。”
　　许文远相信，政府在逼自己探讨非传统的解决方案，寻找一个合理的方法，让非亲属肾脏捐献者在不违反道德的情况下获得合理的报酬，从而“改善捐献者和家人的生活情况”。
　　他也希望国人不要把给予捐献者的金钱补偿，看成纯粹的金钱交易，不应该把焦点放在“一个肾脏值多少钱”这个问题上。
　　许文远重申，在人体器官移植法令下的遗体捐献和活人捐献，仍然是肾脏移植手术的主要器官来源。
　　过去三年，本地共有228名新加坡人接受肾脏移植，其中63%的肾脏来自遗体捐献。同期，本地共进行了33起肝脏和271个眼角膜移植手术，分别有64%和100%由死者捐献。
　　许文远再度以西班牙的器官捐献情况为例子，希望新加坡人学习西班牙人愿意捐献器官的精神。他说：“西班牙朋友告诉我，如果一名死者的器官能拯救几个生命，挽救生命的希望多少能抵销生命结束的哀伤，往生者的在天之灵认同这样的做法。”
　　许文远昨早出席杜克—国大医学研究生院（Duke-NUS GMS）的盖顶仪式时，接受媒体的访问。
　　杜克—国大医学研究生院为兴建的医学院大楼举行盖顶仪式，并将医学院的大楼正式命名为邱德拔大楼，感激邱德拔基金的8000万元捐款。
　　出席仪式者还包括国立研究基金会主席陈庆炎博士和已故邱德拔的女儿邱美玉等人。
　　拥有2万4000平方公尺总建筑楼面的邱德拔大楼预计明年中完工，可容纳500名研究员、学生和教职员。

8. 世界器官移植学会致函许文远重申立场 世卫强烈反对器官交易
（2008-08-01） ● 陈颖佳
　　我国探讨为器官捐献者提供金钱报偿，引起国际医学界关注。据了解，在全球推广器官移植、总部位于加拿大蒙特利尔的器官移植学会（The Transplantation Society）致函卫生部长许文远，重申该学会与世界卫生组织强烈反对任何形式的器官交易。
　　世界器官移植学会医疗事务主任德尔莫尼克医生（Francis Delmonico）通过电邮答复本报询问时透露这个消息。
　　也是哈佛大学外科教授的德尔莫尼克表示，推广遗体器官捐赠，并且照顾活体器官捐献者的利益，是应付器官短缺的途径。其他国家的经验显示，为器官捐献者提供金钱报偿，或设立器官市场，都会减少人们自愿捐献器官的意愿。
　　许文远上个星期在国会中提议，通过慈善和宗教团体向捐献者做出合理的金钱补偿，而他的言论获得国内和国际医学界的注意。
　　德尔莫尼克并没有向本报透露信件的内容，仅表示学会向许文远提交了《世界卫生组织器官移植指导原则》、78个国家152名医生发表、谴责器官商品化和非法器官买卖的《伊斯坦布尔宣言》 ，以及医疗期刊《柳叶刀》对《伊斯坦布尔宣言》的评论。
　　这三份文件都清楚列明国际医学界对器官交易的立场，以及阐述器官捐献者可以获得的补偿。
　　世卫组织的器官移植指导原则就指出，器官应该在没有金钱回报的情况下捐献出来，因为买卖器官将“导致最贫穷和脆弱的团体被剥削，使自愿捐献受影响，导致牟利和人口贩卖。金钱交易也意味着一些人缺少尊严，只是被其他人利用的物品。”
　　该指导原则也指出，可以转移给第三方、有金钱价值的“报偿”，其实和金钱交易没有差别。
世卫指导原则 说明合理补偿范围
　　不过，世卫指导原则也表示，器官捐献者可获得合理的补偿，但只包括：移植手术的费用，以及补偿捐献者休养期间的收入损失。
　　今年5月发表的《伊斯坦布尔宣言》对给予器官移植者金钱报偿的立场，与世卫组织一致。宣言表明，器官捐献者的补偿仅包括：与移植手术相关的医疗和心理检验费用、手术以及手术前后的费用（例如：电话费、住宿和手术期间的生活费）、手术后的医疗费用，以及移植手术相关的收入损失。
　　本地知名肾脏科医生黎慧忠医生和国大医院的瓦萨拉教授（A.Vathsala)出席了器官移植学会在伊斯坦布尔举行的峰会，并在宣言上署名。黎慧忠是涉嫌买肾的董伟双的主治医生。
　　过去几年，许多欧美学者都提出，让政府为器官捐献者提供报偿，以鼓励更多人参与活体器官捐献的构想。答复本报询问的德尔莫尼克多次强烈反对这项建议。
　　据《华尔街日报》报道，多年来为美国制定全国移植政策的德尔莫尼克认为器官买卖是不可能受到管制的。
　　史密斯学院人类学家乔乐蒙教授（Donald Joralemon）的观点和德尔莫尼克一致。
　　乔乐蒙答复本报询问时指出，公众认为器官移植是一个拯救生命和符合医德的手术，因此同意自愿捐献。他认为，无论补偿金是由谁支付，只有贫穷的人才愿意承担风险，利用身体作为经济资产。这最终使器官移植制度成为剥削穷人的体制，并且破坏移植手术的名誉。
　　乔乐蒙表示，他无法预测为器官捐献者提供金钱报偿的政策，是否会得到新加坡人的支持，“但可以肯定的是，这个举动将使新加坡的国际声誉受到沉重的打击。”
目前，伊朗是全球唯一一个器官买卖合法化的国家。器官捐献和移植由两个慈善组织协调，捐献者获得1200美元的补偿和免费医药保险。

9. 政府无意将器官买卖合法化 1/3/07
　　卫生部不打算修改人体器官移植法令，允许人们进行器官买卖。
　　卫生部长许文远昨天在国会回答议员林伟杰医生（三巴旺集选区）的口头询问时这么表示。
　　部长说，人体器官移植（HOTA）法自1987年推出以来，有效地通过器官移植拯救了许多条生命。至2004年中旬，共有222名肾衰竭病人在法令下获得肾脏移植，每年平均就有13名受益者。在这之前，每年平均只有5名病人获得往生者的肾脏，进行移植。
　　新加坡在2004年修正了人体器官移植法令，允许医生从非意外死亡的脑死病人身上取出器官进行移植。除了肾脏，医生也可以取出肝脏、眼角膜和心脏。从法令修正至去年底，共有103名肾脏病人获得肾脏移植、115人获得肝脏移植、10人接受心脏移植，另外94人获得眼角膜移植。
　　虽然如此，仍有许多病人在等候接受移植手术。根据2月初的数据，目前共有541名病人正在等待适合的肾脏、10人在等候进行肝脏移植、一人等待心脏移植。不可避免的，每年都会有一些病人在还没有等到适合的器官之前就死去。
　　因此，许文远强调，社会必须提高器官的捐献数量，避免或减少人命的流失。不过，他不认为将买卖器官合法化是解决问题的方法，因为器官的买卖并不是简单的市场供求问题，间中也包含了许多道德考量。
　　他以捐血制度为例说：“这也是为什么我们鼓励人们自愿捐血，而不是卖血，因为后者会导致‘错’的人前往捐血。更何况，很多新加坡人和其他国家的人一样，认为买卖器官的概念是降低生命的价值，也是让人反感的。器官买卖不只是是否有效的问题，也是个会引发严重道德问题的课题。其中之一就是（买卖器官）对穷人的影响，无论他们是捐献者还是等待移植的病人。”
　　部长也表示，会继续观察其他国家在这个课题上的进展，包括“道德交易”（ethical trading）的可行性。主张“道德交易”者认为，器官的买卖可以在合乎道德的规范下进行，不过如何进行还有待观察。
　 上个月初，45岁的起重机操作员沈智华中风脑死身亡，医院在准备用他的器官为其他病人进行器官移植手术时，家属情绪激动，同警方发生了肢体冲突。林伟杰医生针对这起事件问部长，如何避免类似事件再度发生。
　　对此，许文远表示，病人意外死亡，家属情绪激动可以理解。他也表示，事件或许显示，院方应该加强医生和病人家属沟通的培训。
不过，他也强调，在保有同情心的同时，也要尊重人体器官移植法“选择退出”（opt-out）的制度，并尊重死者的意愿。如果死者生前没有选择退出器官捐献，那有关当局就会假设死者不反对在意外死亡时，捐出器官来挽救另一条生命。许文远相信沈智华也持有这样的观点。
　　他表示，尽管院方同意给沈智华的家属多些等待时间，但人体脑死后，器官也会很快因为细胞死亡而衰竭。原本沈智华可以移植给其他病人的肝脏就是因为等待而失去效用。一些在等候肝脏移植名单上的病人原本已经接获通知，有可能进行移植，但最后还是失望，幸亏还有两名病人因为移植沈智华的肾脏而得以保命。
　　许文远鼓励人们不要选择退出人体器官捐献，因为“你不知道你什么时候会是捐献者，什么时候可能需要接受器官移植。如果每个人都选择退出，那拯救生命的机会当然会随之减少。”
　　
10. 当器官捐赠 变成买卖…… ● 洪艺菁
数据 新加坡的器官移植等候名单上，每年都有超过600人，当中约有15名肝脏病人和3名心脏病人在等待接受移植的过程中病逝，而有机会接受肾脏移植的病人也只有约60人，他们平均需等候7年。至于其他肾脏病人，都只能依靠洗肾延长生命。
　　欧美国家也面对可移植的人体器官严重短缺的问题。过去10年来，美国等候器官移植名单上的人数以倍数增加，现在已超过9万人，每年约有1万多名病人因等不及移植而死亡。西欧的等候名单上约有4万人，单是英国就有6000人在等待接受器官移植，有数百人因等不及而死亡。　
　　目前，许多国家如新加坡都已立法要求国人死后自动成为器官捐献者，不愿捐献者则可以在生前先声明。这些行动一般不直接涉及金钱利益，但有的国家会让死者家属获得一些赔偿。
　　但是，近年来活人器官买卖与移植日益猖獗，“器官移植旅游”也开始盛行，不少国家都出现非法贩卖器官的活动。据世界卫生组织统计，2004年全球完成肾脏移植的有6万1000人，其中有10％是到国外接受移植，
　　热门的交易地点包括了中国、巴基斯坦、巴西、哥伦比亚、蒙特内哥罗、菲律宾、南非、土耳其及印度等。据报道，一个肾脏在菲律宾的价格是1500美元，在摩尔多瓦及罗马尼亚是2700美元，土耳其则是7500美元，秘鲁高达1万美元。
　　由于是非法活动，病人到这些地方私下接受肾脏移植手术也有一定的风险，尤其是可能感染C型肝炎和爱之病毒。在这大前提下，有人于是提倡将器官买卖合法化，以杜绝非法交易，避免穷人被中间人剥削，也保障接受器官移植者的健康与安全。这些人的观点是既然器官贩卖活动的存在已是不争的事实，与其让人们自生自灭，倒不如立法监督。但是反对这么做的人也有道理，它们担心一旦允许器官买卖，既然是一笔金钱交易，卖方肯定是穷人，容易受到剥削。
伊朗是目前全球唯一允许器官商业市场合法化的国家，对象仅限于其国民。每个器官约值5000至6000美元，由政府委托的机构作为协调及赞助单位，由它们代为购买器官，然后不分贵贱地让合适的病人接受移植。这个方法解决了伊朗人等待器官移植的问题。

11. 满城禁卖活器官: 张劲东 27/1/07
例子 南非和巴西像世界许多文明国一样，都有明文禁止买卖人体器官的法律。去年12月，在南非和巴西两国，有14个人同时被捕。因为他们在大西洋两岸之间从事贩卖人体器官的犯罪活动。巴西有很多穷人，生活困难，愿意把身上的两个肾卖出一个。据巴西检察院人士说，至少有30个巴西人已经卖掉了自己的一个肾。犯罪团伙找到愿意卖肾的人，替他买张去南非的机票，把他送到南非专门做这种手术的医院，准备换肾的富人早已等候在那里。卖肾的人可以得到一万美元的报酬，买肾的人出价12万美元，罪犯们净赚10万美元。卖肾的人用这一万美元可以选择在巴西买一栋房子，再开一家小铺。买主得肾，卖主得房，中介得利，这种看似三赢的结局，横看竖看都别扭，它掌掴了法律的尊严，它折射了人性的疯癫。
买卖人体器官是违法的，这是世界通行的法律原则，毋庸置疑。不过，从人文的角度来咀嚼一下这类事件倒是别有味道。人的生命当然是有价值的，但它是否具有价格呢？如果既有价值又有价格，那么人的生命就具有了商品的属性。人的生命本来是无法用金钱来计算的。但人们经常会有一种感觉或者说“错觉”，那就是穷人的命不如富人的命值钱。强者的生命比弱者的生命得到的尊重与呵护更充分。

12. 啊！卖我一磅人肉 周锐鹏 27/1/07
我们的钱袋是比他们鼓了太多，但是有些心灵却塞满了草，否则怎么会有媒体工作者公开主张买卖人体器官合法化的理由竟是：这么做可让穷人比富人得到更大的好处？我还真要等着看有哪个“英明”的政府会接纳开个器官库的建议，向穷人收购器官，然后卖给需要器官移植的有钱病人。如果真有这样一个政府，它大概也不必担心穷人太多了，因为越多穷人，器官“货源”越足，生意做得越大！
善良的你当然知道好政府绝不会干这种事。好政府是让它的人民都富裕，至少是不会穷到需要靠着卖身上的器官来赚钱。
　　宁可看着一个病人由于买不到器官来移植而死亡，也不愿让器官买卖合法化？是的，必须如此。假设有个国家，有钱的病人可活命，没钱的就等死，你还敢做它的国民吗？你不担心自己分分钟都可能像屠宰场里的牛羊猪那样被人拖去开膛卖掉？
是的，器官可以无偿捐献，应该鼓励人们无偿捐献，却绝不应论价买卖。这无关技术问题，这是人类应有的文明与尊严。


思考/练笔：
1 人体器官的买卖应否合法化？
2 什么是《人体器官移植法令》？
3 为什么要修订《人体器官移植法令》？
4 从人体器官的买卖应否合法化来谈《人体器官移植法令》的修改

8 things you can do to help your child sail through school

转载自asiaone
Section: Saturday - Nurturing Young Minds
By: SANDRA DAVIE
Publication: The Straits Times 07/02/2009
Page: D4
No. of words: 815

1 Don't fast-track your child

Those born on Jan 1 may not benefit from starting school one year earlier

MYTH
My child needs to start school as soon as he can so that he gets a head start."

REALITY
Delaying entry may be better – especially for those born late in the year and not ready for school.

HOUSEWIFE and former bank executive Khoo Lay Kim, 42, could not understand why her seven-year- old son was lagging behind his peers.

He was ranked 29th among 30 children in his Primary 1 class. At the suggestion of his teachers, she took him to an educational psychologist to assess him for learning difficulties.

Madam Khoo was told that her son had no problems, but that his December birthday could be the reason he was falling behind.

Surprised, she did some research of her own and found out that there was a lot to support the psychologist's claim.

Studies both overseas and in Singapore show that children born earlier in the year perform better than those born later in the year.

What Madam Khoo uncovered is something most Singaporean parents seem unaware of.

This is evident from the fact that parents with babies born on Jan 1 usually take up the option of having them attend primary school a year earlier than their peers born in the same year.

Last year, 80 parents chose to enrol their Jan 1-born children a year earlier, with only 20 opting to delay schooling.

WHAT RESEARCH SHOWS

THE Ministry of Education conducted a study in the mid-1990s which showed that babies born in January perform better academically than those born in December.

The study compared the year-end results of the 1993 cohort of Primary 4 and 6 pupils against their birth dates.

It found that among Primary 4 pupils, January babies outscored December babies by, on average, four marks in English, five in a second language and six in Maths.

Pupils born in the earlier months of the year were nearly twice as likely to qualify for the EM1 stream, which was for the academically strong pupils. In 1993, 15 per cent of Primary 4 pupils born in January were eligible for EM1, compared to only 8 per cent of those born in December.

Among both top performers and under-performers, early babies scored higher in the Primary School Leaving Examination. But the difference among the bulk of pupils, those born in the middle months, was not significant.

When it came to streaming, 30 per cent of those born in January went to the Normal stream, compared to 35 per cent of those born in December.

Ministry officials said these findings were similar to those overseas. In Western countries where the school term begins in September, summer babies tend to fare worse than those born in winter.

Although the majority of studies show that these birthday-related academic advantages disappear after the first few years, a 2006 study of more than 200,000 children in 19 countries by American labour economists Kelly Bedard and Elizabeth Dhuey provides evidence that these initial differences have long-lasting effects on student performance.

Their data on children from Canada and the United States shows that the youngest members of each cohort are less likely to go to university.

WHAT PARENTS CAN DO

IN THE US and Britain, more parents are delaying their children's entry to school to give them a head start. This practice is known as "academic red-shirting", after the practice of letting college football stars take a year off so that when they start playing for the university, they are a year older, bigger and stronger.

A Harvard University study found that in 1968, 96 per cent of six-year-olds in the US were enrolled in the first grade or above. By 2005, the number had fallen to 84 per cent.

Despite the research evidence suggesting that delayed entry may be advantageous to December-born children, most educational psychologists still advise "on-time entry" because, they claim, differences level out after a few years.

For their social and emotional growth, it is also said to be better for children to mix with their own-age peers.

Parents with children who are lagging behind to a significant extent should seek professional advice from their preschool teachers or an educational psychologist before they delay their start.
The general advice is that if a child is lagging behind and he has the capacity to catch up, it is better to enrol him in school on time.


2 Choose best school, not top school

Better to be a big fish in a little pond, say experts

MYTH
"If my child attends a top-performing school, he will thrive in its challenging environment."

REALITY
Some children – even those of high ability – perform better in average-ability schools.

IT HAPPENS every year, just before the annual Primary 1 registration exercise begins. Parents join churches, school alumni clubs and clan associations, or even move home, just to secure a place for their children in a popular school.

The assumption is that their children will automatically do better if they manage to get into a top school. But this is not always the case.

WHAT RESEARCH SHOWS

Academic studies have looked closely into whether high-performing selective schools add value to a student over and above a regular school.

The results have been mixed. Some have found that selective schools do help children perform better. Others have found the reverse and identified a number of negatives – such as the "Big Fish, Little Pond Effect", referred to as BFLPE for short.

Research done by academics, including that of Professor Herbert W. Marsh at Oxford University, has found that academic self-concept depends not only on your child's academic accomplishments, but also on the relative accomplishments of others in his class.

A key implication of this is that the self-concept of low- or average-ability students is helped if they attend an average- rather than a high-ability school.

These pupils will receive additional motivation from their classmates because their own achievements will appear more significant. They may be motivated to maintain their edge.

On the flip side, parents should note that the negative impact of high-ability peers on self-esteem is not large. Also, there are many students who are not affected by the so-called "Big Fish, Little Pond Effect''.

WHAT PARENTS CAN DO

Consider your child's strengths and weaknesses.

How important is it for your child to be top of the heap? How much would he be affected if he slipped from being fifth in class to, say, 38th?

Children who are focused on improvement and are less focused on how they compare to classmates thrive better in selective schools. They also tend to enjoy challenges and deal well with competition.

If you opt for a regular school near your home, there are other ways to stretch your child.

Some schools have advanced classes for students who are good in a particular subject, be it maths or the languages. Extra-curricular activities can also help to nurture any aptitude they have.

Many schools send their best maths students to mathematical olympiads and robotics competitions. Those strong in English can benefit from debate or drama competitions. So, in most schools, there is ample opportunity for your child to feel good about himself and shine.

RESOURCES

Go to the Education Ministry's website – www.moe.gov.sg – for advice on what to consider when choosing a primary school. Website www.kiasuparents.com lists the popular schools that held ballotting for Primary 1 places.


3 Read stories, play word games

Interacting with your child is key

MYTH
"Buying my child plenty of books will get him into the habit of reading."

REALITY
There is no replacement for spending quality time with your child in front of a book. You must read to – and with – your child.

FOR years now, there has been disagreement on what is the best way to teach children to read. It is one of the most hotly contested areas of education, dubbed by some as The Reading Wars.

At issue are two dramatically different teaching methods. First is the older way, termed phonics. It teaches children to sound out letters so that they can make words. For example, using the letters "p" and "h" together make the sound of the letter "f", as in the word "graph".

This approach has been criticised for being a skill and drill method – uninspiring and perhaps even turning children off reading.

Those who support it say it provides a solid learning foundation and helps children develop decoding skills which can be applied to new and unfamiliar words.

Second is the whole-language approach where children read books for the story and construct meaning from what they read.

Proponents of this approach believe that children are readers and writers from the start. It is based on the premise that learning to read is as natural as learning to talk.

But this method, too, has its critics who say its approach of skipping unfamiliar words runs the risk of not learning vital words in the early stages of reading.

WHAT RESEARCH SHOWS

The latest thinking is that both these approaches are not incompatible.

Reading experts, such as Harvard Professor Catherine Snow, who led a study of children's reading problems for the United States National Academy of Sciences, recommend that teachers and parents take the best of phonics and whole-language approaches to teach children reading. This has been called "balanced instruction".

According to this line of thought, teachers most effective in developing reading skills in their pupils use a combination of both approaches. The practices of good readers bear this out, where they first use rapid and automatic word recognition, then phonics for words that they do not know. Finally, they use the context to figure out the words that they cannot get from the first two steps.

WHAT PARENTS CAN DO

Read to, and with, your child.

Being read to develops language and vocabulary and also develops children's ability for storytelling and re-telling.

But as reading expert Susan Harris-Sharples of Wheelock College points out, reading sessions must be interactive.

For younger children, this means developing their phonemic awareness (the sounds in words) through books such as Dr Seuss. For older children, stop halfway through the story and ask them to predict what might happen.

Professor Harris-Sharples suggests a game where parent and child can alternate reading the sentences.

In the early stages of reading, parents should not get "too hung up on accuracy". Instil the joy of reading first, then gradually build up the technical side.

In selecting books, choose books that have an appropriate level of difficulty.

Experts suggest the "Five-Finger Rule". Have your child open the book to any page and read it. Each time she comes to a word she does not know, she should hold up one finger. If she gets to five fingers before finishing the page, the book is too hard. If she does not hold up any fingers, it is too easy. If she holds up two or three fingers, the book is likely to be a good fit.

The books should also have high phonemic capacity and play with a diversity of sounds that help develop a child's phonemic awareness. An engaging story that arouses curiosity and stimulates the imagination of the child helps.

Of course, there are differences between boys and girls in the types of books they prefer. Boys prefer action, fantasy, adventure and books that provide information on a variety of subjects. Girls, on the other hand, enjoy books that deal with relationships.

Reading with your child will also help you spot any reading difficulties, such as reversing letters or words frequently.

Lastly, bear in mind poor reading can be due to a host of other reasons such as poor eyesight or hearing problems.

RESOURCES

There are several websites that give tips on how to get your child to read including www.greatschools.net and www.bookitprogram.com which lists the 100 best books for children.


4 Focus on effort, not grades

The right motivation can encourage positive self-belief

MYTH
"The best way to motivate my child is to praise or reward him when he scores high marks."

REALITY
Tying your praise to high scores runs the risk of linking your children's self-worth to how well they do in examinations. Praise their effort instead.

MOTIVATION is critical to a child's enjoyment of school and achievement. It can make the difference between a student who enjoys school and sails through lessons and one who cannot wait for it to be all over.

WHAT RESEARCH SHOWS

Much research has been done in the area of child motivation over the last 30 to 40 years. Sydney University Associate Professor Andrew Martin, an expert on child motivation, distils the key findings.

First, he said, motivation is multifaceted.

"It's not the one thing. There are many aspects to it, from whether a child enjoys learning to how the child handles failure. And the majority of children, even those seen to be lacking in motivation, do well in some ways and not in others."

Second, motivation levels are changeable – which means that parents should never give up on their children. They can always do something about it. Figure out why the child is unmotivated and, if the issue is dealt with, over time the child will respond.

But he adds that these strategies will work better when a parent and child have a good relationship.

"When parents have a good relationship with their children, they are in 'their world', not their friends, not the TV or Internet. And they can influence their children."

Some of the latest research shows that academic resilience, which refers to a child's ability to deal with academic setbacks, plays a big part in whether a child remains motivated.

WHAT PARENTS CAN DO

Lecturing children to be more motivated, or even telling them to improve their attitude or behaviour, is not really helpful.

Instead, it is vital to give children very specific information, advice, encouragement, direction and support. Children who have positive self-belief tend to get better results, do difficult schoolwork confidently, feel optimistic, try hard and enjoy school.

To build up your child's self-confidence, Prof Martin suggests challenging negative thinking traps. For example, a child who gets an "A" may think it was luck. Parents should encourage him to recognise and take credit for his success.

He also recommends "chunking" – where schoolwork is divided into bite-size pieces. The completion of each piece is seen as a success.

For example, in an essay, a student can succeed in many ways, including: fully understanding the question; breaking the question into parts; doing a search for information at the library or on the Internet; summarising the information he reads; organising the information under sub-headings, and so on.

Not only does this strategy provide multiple success experiences, it is also a very effective way of building motivation. The student is being rewarded with success throughout the essay, which sustains interest and persistence.

"When children do this, they immediately build more success into their life, which in turn leads them to think more positively about themselves."

Prof Martin, who has given talks at the National Institute of Education here, said parents should avoid comparing their child's grades with those of their classmates.

Instead, they should focus on the child's personal best, in the same way that athletes try to better their running times.

"This way, they become academic athletes racing against themselves. Instead of looking around at everyone else's marks and how they compare, they are focused on their own game and try and improve for personal rather than competitive reasons."

Praise is important but it should be tied to a child's effort, behaviour or attitude, rather than his results.

When a child comes back with an "A", instead of saying "You are a wonderful child to get an 'A'", the parent should say "I know you worked hard on this exam. Good on you".

This way the child does not end up thinking that his worth is based on the marks he gets. If he does, he may start to fear failure, because his parents' love is at stake.

Last but not least, Prof Martin reminds parents that the expectations they hold for their children are very powerful.

"They tell our children what we think of them and what they are capable of. Positive expectations that are achievable are the most optimal types of expectations. They tell a child we believe in them and they tell a child what to aim for."

RESOURCES

How To Motivate Your Child For School And Beyond by Andrew Martin.

Visit www.lifelongachievement.com for student motivation assessment, products and services.


5 Use tuition intelligently

Private lessons are often worth the expense

MYTH
"My child has to have a private tutor – tuition is a necessity these days."

REALITY
It works for most children, and the best results can be achieved in subjects like Mathematics.

NOT for nothing is Singapore called a "tuition nation". A Sunday Times poll last year of 100 primary, secondary and junior college students found that only three had no tuition at all.

Of the other 97 students, 49 had private tutors, while 32 attended classes at tuition centres. The other 16 had both types of coaching.

The most popular subjects are Mathematics and English, and a typical session lasts two hours, and is either held at home or at a centre.

The poll found that students at tuition centres were getting younger, with the parents of kindergarten and nursery-level children asking for tuition in phonics and conversational English.

The market rate for private one-to- one home tuition is between $20 and $150 an hour, depending on the student's level and the tutor's qualifications. Group tuition classes cost between $60 and $350 monthly.

WHAT RESEARCH SHOWS

Studies show that private tuition does help children do better in school. Individual one-to-one tutoring benefits students lagging behind or those with learning disabilities.

Students can be coached by a range of people, including retired schoolteachers or their own parents.

Many schools have peer tutoring where children who are strong in certain subjects tutor the weak.

Some research shows that student tutors provide the most emotional and personal support to students, but professional tutors provide better academic outcomes.

Other studies show that parents make effective tutors for their own children, especially in their early years. This helps parents understand what their children are learning in school and also helps build a better relationship between them and their young ones.

Academics have looked at whether tuition is better for certain subjects. Results show that it is best for Mathematics, largely because the subject is easier to teach.

Tuition is also more beneficial when the tutor uses the same textbooks and supplementary materials as those used in class.

Experts say the computer-based tutoring programs many parents are increasingly using, although inferior to face-to-face tutoring, can be beneficial. But they warn that a lot of software can be sub-standard and a waste of time and money.

Good educational programs are interactive, interesting and motivate students to want to learn more, and are closely linked to what is being taught in school. They also encourage independent thinking and help develop problem-solving, research and analytical skills.

WHAT PARENTS CAN DO

Consider the type of tuition that best suits your child – group tuition or one-to-one.

A popular misconception is that one-to-one coaching always gives the best results. A child involved in such coaching can become anxious, as the scrutiny of the teacher is fully focused on him for the whole lesson.

But if you decide to send your child to group tuition, ensure that it offers a plan specifically tailored to your child's school curriculum.

When hiring a tutor, ask for referrals from other students' parents to find out more about their teaching methods.

When hiring a tutor from a tuition agency, be sure to read and understand the terms of the contract. If they claim to have certain qualifications, whether it is a degree or teaching diploma, ask to see the certificates.

In Singapore, there are cases of tutors claiming to be "registered with the Ministry of Education". The ministry has no such scheme. But it does require tuition schools to be registered as private schools.


6 Get involved at school

Kids do better if parents take an interest in their school

MYTH
"My child's success at school all comes down to him working hard, not my attendance at parents' events."

REALITY
Behind every successful child is a super-involved parent.

MANY parents who volunteer at schools to get ahead of others in the Primary 1 registration queue often stop getting involved once their children secure a place.

But education researchers say that parents should, ideally, continue to be closely involved in their children's schooling all the way through their education. There are many benefits to be reaped from this.

WHAT RESEARCH SHOWS

Three decades of research overseas and locally have shown that the more parents are involved in their children's education, the better their children perform in school.

Children with more involved parents enjoy school more and have better school attendance. They are also more emotionally and socially well-adjusted and better able to handle stress.

A National Institute of Education (NIE) study here of 150 high-income couples published in 2001 found that it is not money, but active engagement in their children's education, that made a difference in how well their children performed in school.

NIE Assistant Professor Lana Khong Yiu Lan found that children of parents who do not leave everything to tutors, or who give up their jobs for their offspring's sake, often do well in examinations.

Such parents are often seen in or around school, trying to keep informed about the latest developments in education from the principal and other parents.

At home, they chat up neighbours whose children have good grades, seeking their advice on tutors and what enrichment programmes their children should take.

By comparison, the children of parents who are focused on their careers and who rely on tutors, family members or even maids to help their children cope with school, do less well.

Prof Khong chose to study high-income families because she wanted to see how well-educated parents in the top 20 per cent of earners allocate resources and time to their children's education. Her aim was to find out whether the way they help their children could be applied to the less well-off.

She concluded that the most important ingredients for good school performance are family involvement, sacrifice and awareness of educational matters, and that the less well-off who put in the same effort should not feel deprived in any way.

Parents can use community libraries and subsidised tuition programmes run by community self-help groups to give their children that extra edge.

All parents should also invest in spending quality and quantity time with their children, building good relationships with them. This will go a long way in helping their children.

"In the end, doing well in school and in life is not about money," she said.

Much research has also been done on the importance of the role of fathers. Again, research has shown that children with involved fathers are better academic achievers. They are more likely to get As, and have better numeracy and verbal skills.

WHAT PARENTS CAN DO

There are many simple, everyday things that parents can do to become more engaged in their children's learning, according to Prof Khong.

For starters, parents can ask their children about their day in school.

"It signals the fact that you are interested in his schooling and think it is important," she explained. "Unfortunately, the only thing that some parents inquire about is their child's marks in school tests or exams."

At home, parents can provide an environment that encourages learning and school activities. They should ensure there is some quiet time spent without the TV and other distractions when homework can be completed.

Parents are also advised to visit the school early in the year to meet the teachers and principal so that they can establish a mutual relationship of respect and trust.

Unfortunately, said Prof Khong, many parents turn up to meet their children's teachers only when their children perform poorly or misbehave.

She also advised parents to make friends with other parents. The parental grapevine is very useful for sharing information and ideas.

And one of the best things any parent can do is to become a volunteer in school.

A mother's or father's presence in school conveys an important message to the child about the value placed on schooling.

It also gives parents a good understanding of what the school community is like, the specific context that their child operates in every day, and the challenges teachers face.

But, if that is not possible because of work or commitments, look for other ways to help out at home.

For example, parents can make phone calls to other parents to help arrange school-related activities or assist in editing the school newsletter.


7 Switch off the television set

The box can stunt your child's development, so use it sparingly

MYTH
"Watching educational and children's shows is good for my child and helps build his intelligence."

REALITY
TV can restrict your child's development.

ADVERTISING executive Kelly Tan, 30, used to plonk her two-year-old daughter and five-year-old son in front of the television set whenever she needed to snatch some time for herself.

At weekends, her children used to watch up to 10 hours of mostly educational DVDs or children's programmes.

That was until her son's kindergarten teachers complained of his hyperactivity in class.

The child psychologist she consulted warned her that TV could be a key factor contributing to his condition and that she should restrict her children's viewing.

What she did not realise was that extensive research has been conducted on the effects of TV on children and that it shows it often does more harm than good.

WHAT RESEARCH SHOWS

One of the leading academics in this area, Professor Dimitri Christakis from Seattle Children's Research Institute and the University of Washington, has conducted an extensive review of 78 studies published over the last 25 years.

His key finding is that the studies indicate that watching TV programmes or DVDs designed for infants actually delays language development.

For example, a 2008 Thai study published in the journal Acta Paediatrica found that if children under 12 months watched TV for more than two hours a day, they were six times more likely to have delayed language skills.

Another study found that children between seven and 16 months who watched baby programmes on DVDs knew fewer words than children who did not.

Infants as young as 14 months will imitate what they see on a TV screen, but they learn better from live presentations. For example, one investigation found that children learnt Chinese better from a native speaker than they did from a video of the same speaker.

Excessive TV can be a factor in attention deficit hyperactivity disorder (ADHD).

A study of 1,300 children conducted by Prof Christakis in 2004 found that the amount of TV a child is exposed to between ages one and three has a direct effect upon later attention problems. Watching TV, in other words, can shorten attention spans.

The study found that a child who watched two hours of TV a day before age three would be 20 per cent more likely to have attention problems by age seven.

Why does TV have such a negative effect on children?

Prof Christakis explains that it exposes children to flashing lights, scene changes, quick edits and auditory cuts which may overstimulate developing brains.

Things happen fast on the TV screen, so children's brains may come to expect this pace, making it harder to concentrate if there is less stimulation.

In other research, he and his colleagues looked at the impact of early TV viewing on the cognitive development of those at school age. They found that children who had watched a lot of TV in their early years did not perform as well when they underwent tests to check reading and memory skills.

A separate New Zealand study discovered that those who watched the most TV were the least likely to go to university and get a degree.

It monitored the TV habits of 1,037 children aged between five and 15 in 1972 and 1973. When it was finally published in 2005, it tracked the educational achievements of the same children.

The study found that the 7 per cent of children who watched the box for under one hour a day were the most qualified by the time they were 26.

But shockingly, the over 20 per cent who sat in front of the TV for more than three hours each school day ended up doing the worst at all academic levels. Most failed to get high school certificates, trade diplomas or degrees.

The researchers also discovered that although excessive teenage TV viewing was strongly linked to leaving school without any qualifications, earlier childhood viewing had the greatest impact on getting a degree.

At this stage, even bright children and those from well-off families who watch a lot of TV are less likely to go on and get a degree.

The researchers concluded that excessive TV viewing leads to poor educational achievement. It displaces homework and revision and takes up time, which would be better spent in more educational pursuits, such as reading.

WHAT PARENTS CAN DO

If your child is under two, do not let him or her watch any TV at all, recommends the American Academy of Paediatrics.

For older children, some TV is beneficial but parents should be selective and limit viewing time to no more than two hours a day. It is important for parents to familiarise themselves with the media ratings systems, so as to make good viewing choices for and with their children. Compare products, read reviews, and choose wisely.

Check the age-appropriate level to see if a show contains violence, sexual themes and profanity.

Studies have shown that consuming media violence may desensitise children when it comes to real violence. Glamorised body images in the media create expectations about attractiveness, and some depictions of sex or substance use run the risk of normalising risky behaviour or illegal activities.

Do not hesitate to turn off the TV set or leave the cinema.

Where possible, parents should watch programmes with their children and talk about them.

Teach your children to deconstruct a movie by analysing it and taking it apart so that they can look carefully at its components. This helps to empower them and ensure that they control the media rather than let the media control them.

RESOURCES

Book – Elephant In The Living Room: Make Television Work For Your Kids by Dimitri A. Christakis, Frederick J. Zimmerman


8 Get them involved in sports

Research shows that being physically active helps kids do better in their studies

MYTH
"Too much sports and ECA will distract my child from his studies."

REALITY
Sports and extra- curricular activities enhance academic performance.

MOST parents think extra-curricular activities (ECAs), especially sports, are a waste of time and an unnecessary distraction for their children – especially in the lower primary levels.

Older children actively involved in sports or school clubs are often told by their parents to drop these activities months or even a year before major examinations.

But parents should pay heed to research showing that children involved in sports tend to do better in their studies.

WHAT RESEARCH SHOWS

It is well documented that regular physical activity in childhood and adolescence assists in socialisation, school engagement, psychosocial development and academic motivation. It also reduces problem behaviour.

Many studies link sports activity with higher academic achievement. It has been noted that young athletes' school performance markedly improves during the sporting season, and falls away during off-season.

The latest cognitive neuroscience research demonstrates that physical activity actually contributes to important brain development in young children.

For example, a 2005 study on overweight kids at the Medical College of Georgia in the United States found that 40 minutes a day of aerobic exercise improved "executive function" – the aspect of intelligence that helps us pay attention, plan and resist distractions.

Yet another experiment showed that the brains of physically fit children showed evidence of more extensive processing during each task.

Compared to sedentary kids, fit children had faster reaction times.

In a 2002 study by the California Department of Education, reading and mathematics scores were matched with fitness scores of over 900,000 students, aged 11, 13 and 15.

It found that higher achievement was associated with increased levels of fitness for every age group studied. The relationship between academic achievement and fitness was greater in mathematics than in reading, particularly in the fittest individuals.

Students who met minimum fitness levels in three or more physical areas showed the greatest gains in academic achievement at all three ages.

Other research has found that ECAs enhance educational outcomes up to a point, especially if sustained over time.

It is not the ECA participation per se that enhances educational outcomes. It is the fact that the activity provides skills, strengths, networks and support, plus social and personal rewards.

This has the effect of increasing a student's identification with the school and aligns him with its values.

Some activities also develop academic skills, or the skills related to motivation or engagement.

For example, getting involved in the school newsletter helps develop planning, time-management, thinking and decision-making skills and also reading and writing proficiency. The robotics club teaches teamwork and maths skills.

Challenging ECAs such as maths clubs can encourage a child to stretch and improve himself. When challenges are met, the child's confidence surges.

WHAT PARENTS CAN DO

Parents should first consider the child's interests and enrol him in activities that they are sure he will enjoy.

If your child is interested in a particular sport, check if it is available at his school or at community centres or sports organisations. Make sure the child has the proper sports equipment, that it fits properly and that it has all the appropriate safety features.

Keep in mind, however, that enrolling your child in an organised sport or ECA involves a commitment on your part. Your child will need appropriate equipment, transportation and support.

Parents should note, however, that if the time put into the ECA by the child is so great that it leaves little time for homework, or the activity is so draining that the child has no energy left for school, this will interfere with his progress.

Obviously, there are exceptions. For example, if your child shows promise of becoming an Olympic athlete, you may want to choose sports over his academics.