Tag Archives: pathways

CAN YOU PROVIDE MORE INFORMATION ON THE ACADEMIC PROGRESSION PATHWAYS COMBINING POLYTECHNIC AND UNIVERSITY STUDIES

Singapore offers many opportunities for polytechnic graduates to progress to university degrees. There are clear pathways through which students can obtain higher-level qualifications by combining their polytechnic diploma studies with subsequent university degree programs. These progression pathways allow polytechnic graduates to upgrade their skills and pursue degrees while gaining credit for their prior diploma qualifications.

The two main progression pathways are:

Direct Entry Scheme (DES) – This scheme allows eligible polytechnic graduates to enter the second or third year of a selected degree program at the local autonomous universities (NUS, NTU, SMU) or the private universities. Students typically get credits or exemptions for 1-2 years of study, shortening the duration of their university degree. The entry requirements vary by university but generally include having completed a relevant diploma from a polytechnic with good academic results, usually a GPA of 3.5 and above. Some universities may have additional criteria such as interview assessment. Students under the DES enroll in specialized “top-up” degree programs tailored for polytechnic graduates.

Polytechnic-University Credit Transfer System (PCTS) – This system facilitates credit transfers between polytechnics and universities based on similarity and comparability between modules covered in the diploma and university degree programs. Students must meet the entry and credit transfer requirements set by the respective university they wish to enter. More credits can potentially be transferred if students pursue a degree closely related to their prior diploma specialization. PCTS students typically takes 2 to 3 years to complete a full university degree program. The minimum number of credits required to be earned at the university level is determined by each university.

Both the DES and PCTS pathways allow polytechnic graduates to proceed to full, accredited university degree programs at a higher starting point compared to new undergraduates. The conditions for progression vary between universities and diploma-degree combinations. While DES admissions are competitive with quotas, PCTS provides more flexibility for students.

Students will need to carefully consider factors like their diploma and academic performance, choice of university and degree, individual university requirements and policies, cost implications of shortening or extending degree duration when choosing between the DES and PCTS options. Guidance from polytechnics and universities is available to help students select suitable pathways and courses.

Besides the two main progression systems, some other alternative pathways also exist:

Some polytechnics have signed Memorandums of Understanding with selected overseas or local private universities to provide progression pathways for their diploma graduates to specific degree programs, often involving credit transfers as well.

Students who do not meet the entry criteria for the main DES/PCTS schemes can consider applying through alternative university admission routes like early admissions, transfer admissions or mature student admissions if they have accumulated relevant work or other experience.

It is also possible for exceptional students to progress directly from polytechnic diplomas to postgraduate studies, bypassing an undergraduate degree, through certain scholarship programmes or by excelling in work and gaining sufficient relevant experience and qualifications.

In addition to academic qualifications, polytechnic-university students need to fulfill other standard university admission requirements such as meeting subject pre-requisites, minimum entrance exam scores and English language proficiency levels. International students may face additional criteria depending on their nationality and student pass categories.

Progression from polytechnic to university studies allows students to maximize their prior educational credits and investments, acquire specialized skills through top-up degrees, and achieve higher academic certificates that open up more opportunities. Major benefits include shortened time spent, lower costs versus fresh undergraduates and recognition of polytechnic teaching received. Students must ensure they meet eligibility and credit transfer requirements between their diploma and intended degree to make full use of the flexible progression pathways available in Singapore.

PATHWAYS: LISTENING, SPEAKING, AND CRITICAL THINKING 4 ANSWERS

Communication is fundamental to human interaction and is comprised of various complex pathways in the brain that allow us to listen, speak, and think critically. While often taken for granted, these pathways are sophisticated neurophysiological processes that have developed over thousands of years of human evolution to enable intricate social connections and the sharing of ideas. Though distinct capabilities, listening, speaking, and critical thinking are deeply intertwined and rely upon one another for effective communication to occur. Let us examine each of these pathways in turn while recognizing their interdependence.

The pathway for listening is multifaceted, beginning with the physical process of sound waves entering the ear, where they are collected and concentrated by the outer ear. These vibrations then pass through the auditory canal and eardrum, causing it to vibrate. This vibration is then transmitted through three tiny bones in the middle ear known as the malleus, incus, and stapes. These bones function to efficiently transfer the vibrations further into the inner ear. Inside the spiraled cochlea of the inner ear lies the organ of Corti, containing thousands of microscopic sensory hair cells that change shape in response to fluid waves stimulated by the incoming vibration. This physical movement triggers an electrochemical reaction that stimulates the auditory nerve fibers contacting each hair cell.

The auditory nerve then transmits signals from the cochlea to the brainstem and midbrain for initial processing. Signals first synapse in the cochlear nucleus, which extracts basic acoustic features like frequency and amplitude. They then continue onward through several brainstem structures including the superior olivary complex, lateral lemniscus, and inferior colliculi. Concurrently, a pathway called the medial olivocochlear bundle provides feedback to fine-tune cochlear function. At this point, signals have been preprocessed for basic acoustic qualities, but higher-level linguistic processing is still needed.

Signals then travel to the thalamus, which serves as a major relay and sorting station in the brain. Here, some thalamic neurons respond best to frequencies representing voice and speech. Projections from the thalamus terminate primarily in the temporal lobe, specifically structures like Heschl’s gyrus and lateral parts of the superior temporal gyrus within the primary and secondary auditory cortices. These areas extract and analyze increasingly complex features of sound like pitch, timbre, and phonetic elements of speech. From here, pathways diverge to association areas for even deeper linguistic analysis and context-dependent processing.

The planum temporale region, normally larger on the left side, aids in speech perception. Connections between Wernicke’s area and Broca’s area allow for comprehension of linguistic meaning, grammar, and complex cognition regarding language. Bidirectional pathways with other areas like the inferior parietal lobe aid in working memory during listening, while projections to limbic and reward centers motivate attention and interest. The prefrontal cortex monitors and coordinates the entire listening process. All of these areas work together dynamically and context-dependently to recognize, comprehend, and retain linguistic information heard through listening.

Areas involved in other functions get selectively modulated, such as visual cortex deactivating and memory centers activating as attention focuses inward during listening. The entire experience is also subjectively influenced by emotional state, past experiences, bias, and other higher-level factors governed by elaborate feedback and integration between listening pathways and other brain systems. Essentially, listening requires complex neurophysiological processes distributed throughout the brain in a highly interconnected network to extract meaningful information from sound waves. But listening alone does not accomplish communication – it must be paired with speaking.

The pathway for speaking also relies on intricate neural circuits and muscle control. Conceptual processing starts with forming thoughts in the prefrontal cortex based on memory, emotion, motivation, and other factors. These ideas are translated into linguistic representations within Broca’s area through its connections with Wernicke’s area and other language areas during internal speech planning. The motor cortex then precisely coordinates the over 100 muscles required for fluent speech. For example, special muscle groups control the larynx, tongue, lips, jaw, and breathing to produce the proper sounds during a continuous and timed sequence. These motor commands travel via corticobulbar pathways to lower motor neurons in the brainstem and face, tongue, pharynx to skilled control these muscles.

Feedback loops between auditory and motor areas allow for self-monitoring during internal rehearsal of planned speech and real-time adjustment during active speaking. The auditory pathway transmits signals from sounds produced by one’s own voice through specialized olivocochlear bundle projections that are distinct from external sound processing. Integration between motor planning and auditory monitoring theoretically allows speakers to unconsciously correct their own mistakes and get a sense for how they sound to others. Emotional centers and circuits involved in cognition, memory, and social interaction provide important inputs that shape speaking behaviors in contextually appropriate ways based on relationships, environment, and desired communicative goals.

Critical thinking relies on integration across diverse regions to analyze assumptions, evaluate evidence, detect inconsistencies, and draw reasonable conclusions. Working memory areas online information while inhibiting irrelevancies. Prefrontal regions support abstraction, modeling, and multi-step operations. The insula mediates representation of self vs. other perspectives. Temporoparietal junction considers beliefs separately from reality. Connectivity throughout the default mode, central executive, and salience networks supports flexible, coherent simulation and reappraisal of various viewpoints. Serotonin and dopamine neuromodulation incentivizes logical, desirous, and innovative lines of thought.

Human communication emerges from intricate neurophysiological systems spanning audition, language processing, emotion, motor control, cognition, and social function that have fortuitously integrated through evolution to allow meaningful sharing of ideas. While listening, speaking, and critical thinking can be teased apart conceptually, in reality they rely upon dynamic interactions between brain regions operating in parallel, sequentially, and recurrently. Understanding how exactly the brain manages this complex choreography remains a major target of neuroscience research, with implications for education, relationships, health, and more. Though mysterious in their details, the neural pathways that enable our communicative abilities exemplify the pinnacle of human information processing and social intelligence.