The Importance Of Playgrounds Education Essay

The Special Care Center in Abu Dhabi, an commissioned organisation for Disabled Care and Rehabilitation, is seeking proposals from experient technology companies for the design of a resort area that should be appropriate for kids with assorted disablements. Therefore, the Alta Vista squad decided to transport on the undertaking and design an equal resort area for those kids. Keeping in head that similar jobs have been resolved and similar merchandises have been designed before, which means that we should happen out what is already known about the topic. Thus, farther research on assorted facets of the job should be done as it will supply us with a better apprehension to the job and assist us develop the conceptual design. Furthermore, we will be discoursing the importance of resort areas for handicapped and normal kids and specifically how can playgrounds prepare kids for the remainder of their lives? The desire to play and bask games is a natural desire in all kids no affair how rich or hapless their households are or how much they can travel independently, hear, talk or see. This is supported by Wilson [ 1 ] ; â€Å" All kids and immature people need to play. The urge to play is unconditioned. Play is a biological and psychological and societal necessity, and is cardinal to the healthy development and good being of persons and communities. † Playing times are cherished and valuable for all ages non merely kids, as those memories are unforgettable. If you ask any grownup about a favourite drama memory from their childhood, they will non merely retrieve what they did but they will besides retrieve how they felt [ 1 ] . Well, it is every kid ‘s right to play and experience the equality. Furthermore, David Lloyd George [ 1 ] supported this by stating ; â€Å" The right to play is a childaa‚ ¬a„?s foremost claim on the community. Play is natureaa‚ ¬a„?s preparation for life. No community can conflict that right without making digesting injury to the heads and organic structures of its citizens. † We believe that the above information is valuable for our design undertaking as it highlights some of import points ; 1 ) the construction of the resort area should be interesting adequate and gratifying to be sketched in those kids ‘s memories. 2 ) The resort area should non be particular for handicapped kids merely but accessible for all kids, as this might impact their psychological position by experiencing alone and discriminated from others. The most obvious feature of resort areas is that they provide a interruption from the twenty-four hours ‘s modus operandi. Taking interruptions are considered indispensable for people of all ages and in all Fieldss as it helps increasing the productiveness and watchfulness of the encephalon. This was supported by the experimental research conducted by [ 2 ] , as the consequences found that callback is improved when acquisition is spaced instead than presented all at one time. Furthermore, physical activities in resort area where supported by [ 2, 3 ] to increase fittingness, better attitudes and support acquisition. Those activities do non merely back up instruction, but they besides support kids ‘s wellness ; by cut downing inaction which is associated with fleshiness, which causes wellness jobs such as high blood force per unit area and high cholesterin [ 2, 3 ] . Therefore, resort areas play an indispensable function on kids ‘s physical wellness, and physical wel lness plays an of import function in kids ‘s instruction. As a consequence, supplying particular physical activities that are suited for handicapped kids and accessible for normal kids should be considered while transporting out our design undertaking. The bulk of bing literature has focused on modifying or altering the equipments of resort areas to accommodate kids with particular demands [ 4 ] . However, this is non what is supposed to be done in order to implement inclusion in resort areas, because these discriminatory patterns will frequently do it hard for handicapped kids to fall in in [ 5 ] . What is truly meant by â€Å" Disabled Children † are those who experience favoritism on the land of their damage [ 5 ] . This is supported by [ 5 ] , the societal theoretical account attack developed by handicapped people in 1981, â€Å" Damage is what we have, Disability is what we experience. † Therefore, teacher mediated intercessions and thoughts for developing activities that do non necessitate important environmental alterations are required [ 4 ] . Furthermore, attending should be shifted to the methodological analysiss that might be used in the development of those kids ‘s societal accomplishments as most of those kids exhibit societal accomplishments shortages. Harmonizing to [ 4 ] , toys that promote societal interactions instead than lone drama should be provided, in order to further concerted interactions between kids in resort areas. Therefore, developmentally appropriate playthings and stuffs should be designed and chosen with attention, as to develop the utile accomplishments required to fix those kids for their maturity [ 4, 6 ] . Playgrounds initiate the development of two sorts of indispensable and needed accomplishments for handicapped kids [ 3, 7 ] ; 1 ) motor and physical accomplishments, which are helpful for their fittingness and wellness, 2 ) Soft accomplishments, are those which complement difficult accomplishments ( portion of a individual ‘s IQ ) . We can reason that these accomplishments are good for those kids ‘s instruction. Therefore, we should be able to cognize how to develop these accomplishments and through what sorts of games while carry oning ou r design undertaking? While playing in resort areas, kids do non recognize that they are constructing accomplishments and coordination while they are busy holding merriment [ 3 ] . Play affecting balls, running, starting bubbles, or edifice things are great methods to construct motor accomplishments. In fact, all verbs normally associated with childhood games, such as ; ascent, walk, kick, slide, skip, balance, pull, swing, crawl, and etc, besides go on to be activities that better physical motor accomplishments [ 3 ] . Some activities, mounting constructions and siting bikes, aid in edifice musculuss and increasing fittingness, which makes the pupils healthier and more active [ 3 ] . This is of import for the pupils in the Special Care Center, as handicapped kids do non merely have mental jobs but they besides suffer from physical jobs and need an chance to trip their musculuss and increase their motor accomplishments. Soft accomplishments help kids in constructing their character every bit good as defining and polishing their personalities for those coming grownup old ages [ 7 ] . Each and every game in a resort area has a intent and every game a kid plays in a resort area teaches him a lesson. We will be discoursing the most important and critical lessons that are tough by playing and better kids ‘s soft accomplishments. See-saws give the chance to interact with another kid and develop balance and coordination [ 3 ] . Climbing a slide for the first clip can be a great assurance builder and aid kids learn to take little hazards which increase their bravery [ 3 ] . This is besides depending on how friendly and swearing the environment is, as it gives the childs a opportunity to set themselves on the line a small spot. This teaches them that if they do a error, it is non the terminal of the universe [ 7 ] . Furthermore, resort areas can learn kids how to get by when things do non work out thei r manner, set ends, work toward a common end and keep their self-respect [ 7 ] . The critical portion of playing is larning that they can non ever reach what they want. There are regulations on the resort area, merely like there are regulations in the existent universe [ 7 ] . In order to acquire along or to win, childs have got to understand and stay by those regulations. Therefore, kids have to larn forbearance, how to allow out their defeat without harming themselves or others [ 7 ] . No 1 wins every clip, the resort area is non the lone topographic point to larn that but it provides an chance for it. Once kids learn it on the resort areas they can use it in other topographic points in their lives. They can reassign the accomplishments from the resort area to existent life. Children learn how to voyage through the development of societal and emotional accomplishments, which increases their job work outing accomplishments later in life [ 7 ] . Finally, the resort area offers kids different ways to happen themselves through test and mistake and this is how they learn and win in their hereafter lives [ 7 ] . It besides offers them with an opportunity to ramify out of their comfort zone, prove things out, and experiment with new wonts, behaviours and traits. It gives them a opportunity to take a deep breath and happen the bravery to plunge in and allow travel of errors [ 7 ] . When it comes down to it, it is non an issue of larning how to cover with failure but how to cover with success [ 7 ] . The resort area can assist disenable childs experience more confident about who they are, their abilities and what they are good at. So while carry oning our design we should stress on the importance of equality between the handicapped kids in the Special Care Center and normal kids. In decision, this background reading has provided the Alta Vista squad with important information that will help and back up the design undertaking. In order to hold a successful design, we should see the layout or the construction of the design, by doing it colourful and interesting plenty for kids to research. Furthermore, the construction or the design of the resort area should non be particular for disabled childs merely. The resort area should be accessible by both handicapped and normal kids. As playing together gets kids to concentrate more on what they have in common and less on their differences. When they have an environment that focuses more on their similarities, it is traveling to be more inclusive and respectful of single differences [ 7 ] . Furthermore, before planing each game in a resort area a list of what kids can larn or profit by playing in this game should be planned. In order to be able to supply all the necessary accomplishments required by those kids in their coming up hereafter and back up their instruction and success.

A person who influeneced me Essay

  When reflecting on personal influences in my life, no one has had a greater impact than my father. He is and always continues to be a positive role model as a father. He always stands by my side, and whenever I fall down, he encourages me to stand up by myself and on my own feet. He has a huge impact on the way I become a person today. He has influenced my life by teaching me the lessons and showing me the right behavior and wrong behaviors In the description of my father. It is evident that language and language diversity plays a large role in critical thinking and expressions. Creative writers have the power to make the ordinary unique and the unique ordinary. My father taught me the most important lesson: how to be a man. I still remembered the day that my father sat next to me and said that â€Å"Listen son, the most important thing to help you become the successful person is your honesty. Never lie to anyone and never lie to yourself†. Read more:  Essay the person I admire is my mother After saying that, he slowly explained the value of honesty. He showed me that every bad situation in the world began with a lie. When a person steals something, he lies to the law, or when a husband cheats on his wife, he lies to his wife. My father often tells me that being a man means facing the truth. I always think back on those words when I get into trouble. My father’s teachings were a cure for my selfishness. He taught me to consider everyone as a part of my family and taught me how to love people by sharing and giving. I believe that the biggest fantasy in life is to buy someone something he really needs and watch his facial expression. From my place I am thankful for everything he taught me. He taught me things that I need or was going to in life. I am what I am because of him and whatever I will achieve in my life will be credited to him. I believe that my father will always be with me even after his soul leaves his body; he will be there through his teachings that I believe are my duty to pass on to my children.

Examiner Tips for Igcse Biology 0610

EXAMINER TIPS for IGCSE Biology 0610 How to use these tips These tips are based on some common mistakes made by students. They are collected under various subheadings to help you when you prepare for your examinations. †¢ †¢ †¢ †¢ †¢ Make sure you read all the general tips. These can be important in any of the papers you do. Make sure you know which examination papers you are taking before you look at the tips for the different papers All of you will take paper 1, which is all multiple choice questions. You may be taking paper 2, which is Foundation OR you may be taking paper 3, which is Extended.You may be taking paper 5, which is a practical examination in a laboratory OR you may be taking paper 6 which is a written paper about practical work. General Advice †¢ Answering questions. The questions are meant to let you show the biology you know. There are no trick questions. When you are writing your answers remember that another person has to be able to read it. o o o o o o o o Do not waste time by writing out the question before you start to answer. Keep your handwriting clear and legible. Keep you answer in the lines on the question paper.If you write in the margin, at the bottom of a page, or on blank pages, part of your answer might be missed. If you have to cross out something, put a line through, but do not scribble all over it. If you have to use a different space to write another answer to one you have crossed out, then put a note to say where it is, e. g. answer on page 5 Written papers are now marked on computer screen so your written paper will be scanned. If you write on the margin the scanner may not be able to copy this. Try to be precise, in other word be accurate in what you say. Read also Lab 2 BiologyUsing biological terms correctly can help. Do not use word like â€Å"it†, â€Å"they†, â€Å"effect†, â€Å"affect† without any more explanation. A sentence like â€Å"It has an effect on the body† or â€Å"They affect the process† does not say anything. – If you use the word â€Å"it† or â€Å"they â€Å"– think WHAT? – If you use the word â€Å"affect† or â€Å"effect† – think HOW? – e. g. State why magnesium ions are important for healthy plant development. [1] – â€Å"it are needed by the plant† is true but too vague. – â€Å"They are needed by the leaves† is still too vague – Ask yourself: What is it or they? What is the â€Å"need†? â€Å"Magnesium is needed to make chlorophyll† is a better answer – â€Å"Magnesium is part of a chlorophyll molecule. † Good answer! †¢ Terms. These are the n ames used in biology. These will be used in questions. You will get more marks if you can use them correctly in you examination. Ask your teacher if you are unsure of the different meanings between biological terms. o o Try to use the correct spelling. The person marking your answer will try to recognise what word you mean, but if the spelling is too wrong, then they cannot allow you a mark. Some biological terms have very similar spelling.One example is â€Å"ureter†, urethra† and â€Å"uterus†. If your mis-spelling is â€Å"uretus†, it could be â€Å"ureters† or â€Å"uterus†. Other common examples are ovum, ova, ovary and ovule, testes and testa; sucrose and sucrase. Do not try to mix the spellings of two words when you are not sure which of them is the correct answer, e. g. meitosis, when you are not sure whether the answer is mitosis or meiosis, or urether, when you are not sure if the answer is ureter or urethra. You need to check caref ully that you have used the right word when similar terms are used in the same topic , e. g. urea and urine, ureter and urethra. semen and sperm o o †¢ Writing in you own words. You sometimes have to write two or more sentences to answer a question. o o Use short sentences. If you write long sentences you can get mixed up. It is hard to find correct statements in a muddled answer. You are often asked to write down something you have learned. Make sure you have learnt the meanings of the common terms used in biology, e. g. photosynthesis, osmosis, fermentation. In the revision checklist there is a list of the terms which you should be able to â€Å"define†. You also need be able to write down the meaning of more complicated ideas, e. g. evel of organisation, natural selection, global warming, eutrophication. o What you should look for in a question 1) †¢ †¢ †¢ †¢ †¢ The number of marks. In multiple choice questions there is only one mark for a cor rect answer. Other sorts of question show how many marks at the end of each part like this [2]. The number of marks helps you decide how much to write. The number of marks is a guide to how long to spend on each question or parts of a question. If you allow about 1 minute per mark then you should finish in time to check your answers. Do not waste time and write long answer for a question which has [1].You will only get one mark even if the rest of the answer has correct statements. If there are two or more marks do not write the same thing in two different ways, e. g. The leaf is very large. The leaf has a large surface area. The instructions. These are called command words and tell you what to do. If a question says â€Å"Show your working† when you have to do a calculation, then write down the stages of your calculation to show how you got your answer. Even if you get the final answer wrong, you may be given a mark for knowing what to do. If a question asks you to â€Å"Na me† or â€Å"State† two things only the first two will be marked.Use the numbered lines for your answers if they on the question paper. If you write more than two and the first is correct but the second one is wrong, you will only get the mark for the first one. Even if the third answer is correct, it will not be marked. Some questions have two commands in the question, for example â€Å"Predict† AND â€Å"Explain† †¦. † This means you have to say what you think will happen AND then say why you think it will happen. The Revision Checklist has a list of terms used in biology papers to tell you what to do in an answer (section 4. 3 Command words and phrases).General Biology Ii Study Guide (Online Class)Make sure you know what these terms mean. e. g. â€Å"Name the process by which green plants make sugars†, all you need to write for your answer is â€Å"Photosynthesis†. A question which asks you to â€Å"Define photosynthesis† , would expect you to write one sentence such as â€Å"The process by which green plants use light energy to make sugars†. What the question is about. Make sure you know which part of your biology is being tested Read the whole of a question carefully before you begin to answer it. Some of the parts have similar answers so you need to work out the difference between them.If you write exactly the same thing in different parts of the same question, then only one of them might be a correct answer. It helps to highlight the main features of a question. e. g. â€Å"Name the tissue that transports the sugars made by photosynthesis to other parts of the plant†. This tells you that you want a one word answer, about plant transport of sugars. Do not be put off the question is about something you have not studied. There will be enough information in the question for you to work out an answer. 2) †¢ †¢ †¢ †¢ †¢ 3) †¢ †¢ †¢ †¢ †¢ à ¢â‚¬ ¢ †¢ †¢ †¢ †¢Look carefully at any diagrams, graphs or tables and make sure you understand what they are about. You may have to use information from them to answer the questions. Answer each question as far as you can. Do not spend a long time staring at a question If you have forgotten something, go on to the next question or part of a question. Come back to the ones you found difficult when you have finished all of the paper. Try not to leave blanks. When you come back to a question you often remember an answer you left out. Do not waste time by writing about things unrelated to the question. Paper 1 Tips †¢ Each question tests just one thing.You have about 1 minute to read and answer each question. o Some questions test what you know and understand. For example â€Å"What part of the eye detects light? † o Some questions test if you can use what you have learned to understand new data. These questions will often have a diagram, graph or table to use. Try to decide what the question is testing as you are reading it. o To answer a question that asks â€Å"What is a characteristic feature of all living things? o You need to know the characteristic features of living things. If you know a quick way of remembering all seven then you can jot it down on the question paper. . g. MRS GREN for Movement, Respiration, Sensitivity, Growth, Reproduction, Excretion and Nutrition, or the first letters of Real Elephants Grow Massive Red Feet Slowly, o To answer a question that has a diagram of the circulatory system and asks â€Å"In which vessel will absorbed alcohol first be found? â€Å". You need to think about what the question is asking you. – Is it about digestion? – Is it about excretion (of alcohol)? – Is it about the circulation? The question is asking about something absorbed from the gut to be transported, so it is about circulation. – Which vessel carries substances absorbed by the gut? Answer â€Å"The Hepatic Portal Vein†. So you have to choose the letter which labels the hepatic portal vein. Do not try to find a pattern in the letter order of correct answers. o The same letter could be the correct for several answers in a row. o Letter A might be the correct answers for more questions than are B, C or D. Or there could be fewer correct answers shown by letter D than any of the others. o Do not let what you have chosen for the previous questions influence what letter you choose. †¢ †¢ Written Paper Tips †¢ You should read all of a question before you begin to answer it.Different questions will ask you to do different tasks to test how well you know and understand biology. o The topic is usually the same for all different parts of the question. Remember that underlining important words will help you to be clear about what you are being asked to do. o Look for clues in the words of the question. If you see â€Å"mammal† you know that the anima ls are warm blooded and have biological systems like ours. o If you are only given a Latin name or a name you do not recognise, e. g. â€Å"dik-dik†, look to see if you are told anything about it. If you are told it is a herbivore, then you know it eats plants.The main sort of tasks you might be asked to do are: †¢ Identify features of cells, tissues organs. For example, â€Å"label on Fig. 5. 1 using labelling lines, a petal, a sepal and a stamen. To answer this question o You have to know the structure of a flower. o You also have to be able to find the structures on a diagram of a flower you may never have studied. o You then have to draw a label line to the structure and write the name next to the labelling line. If you do not draw a label line, or use and arrow, you may not get any marks even if you have found the correct structures.Use information given in the question. For example if a question asks you to â€Å"Use examples from† or â€Å"Use only this i nformation† or â€Å"With reference to Fig. 6. 2† . . . STOP and THINK! Find out what you are expected to use as examples or get information from. You will not get any marks if you use examples from somewhere else. The information can be given to you in different ways: o Diagram like a food web, a set of apparatus or biological structure. o A graph, which could be a line graph, a bar chart or a histogram. Check the headings and units carefully o A table.Check the headings and units carefully o You may have to give examples to show that you understand an idea in Biology. – After a diagram of a food web you might be asked to â€Å"Name an organism from this food web that is a primary consumer, a tertiary consumers and a producer†. – To answer this question you have to know definitions of producers, primary consumers, tertiary consumers. Then you have to show that you understand how these terms apply to the food web shown in the diagram. If you put exa mples from other food webs you have learned, you will not get any marks.After a diagram of leaf structure you may be asked to â€Å"Describe and explain the advantage of the distribution of chloroplasts shown in Fig. 8. 1† – To answer this question you have to observe the diagram and describe which cells have the most chloroplasts. Then you have to work out why this arrangement might help photosynthesis. If you write answer about what chloroplasts do you will not get any marks. Draw or interpret graphs. If you are asked to draw a graph: †¢ †¢ †¢ †¢ †¢ Choose a scale which uses most of the grid. Choose a simple scale, e. g. one small square is equal to 1 or 2 or 10 units in the data.Do not give make it hard for by having to multiply each item in the data by 2/3! o Write the name of the axes and their units, e. g. rate of water loss/ g per h , temperature/ o C, time/ s o Plot the points exactly using a sharp pencil. Draw the points lightly so tha t you can rub them out if you need to. Make them more definite when you are sure they are right. o Use a cross (x) or a dot in a circle ( ) for your plot points. o Join the points with a â€Å"line of best fit or a zig -zag line. o Remember that all curves do not have to pass through the point where the two axes meet. Do not extend you graph beyond the plotted points. If you are asked to read figures from a graph: o Make sure you work out the scale. o Make sure you read from the correct axis and put in the units. o If you are asked for a trend or pattern, describe the overall change, e. g. the line increases and then levels. off. Do not describe each point of the graph. Draw or interpret tables If you are asked to draw a table o Use a ruler and a pencil to draw the table. o Write headings for each column or row of the table. 3 o Write in units if they are needed, e. g. volume of water/cm , mass of seed/g. Do not put units in the table spaces where you write numbers. Do calculations . If you are asked to do a calculation: o You may have to find the figures from a table or graph. o Make sure that you show the units in the calculation. o Show you working. o If you use a calculator, round up the figures to the same as in the question – do not copy all the figures after the decimal point, e. g. If the question figures are 5. 6, 4. 6, then your answer should only have one number after the decimal point. Show or complete equations. You do not have to know chemical symbols for equations of the processes in biology.But it will help you to understand them if you do. o If you are asked to give either a word or a symbol equation, do not combine symbols and words in the same answer – If you have to give the word equation for anaerobic respiration by yeast, write: o o Glucose > carbon dioxide +ethanol + energy If you have to give the chemical equation for anaerobic respiration by yeast, write C6H12O6 > 2C2 H5 OH + 2CO2+ energy Do not write something like gluco se > CO2 + ethanol and energy †¢ Make comparisons. If you are asked to compare two things make sure you make it clear which you are talking about. A question may give to table of data and then ask you about it. Make sure you only use information from the table. e. g. in a table of the composition of normal breast milk and colostrum, you can see which milk contains more fat, protein and sugar. Your answers should start with â€Å"colostrum has more †¦Ã¢â‚¬ ¦.. than breast milk† or â€Å"breast milk has more †¦Ã¢â‚¬ ¦ than colostrum†. Do not put â€Å"it has more protein. † The person marking cannot guess which you thought had more protein. o The question may ask you to make a comparison about biology you have learned. e. g. the differences between arteries and veins.The clearest way of answering is to make your own table. Make sure the headings are clear. Keep the comparisons of the same feature together. Artery has thick wall thick muscle layer ve in has thin wall very thin muscle A table like the one below will not get any marks as there are no comparisons of the same features. Artery thick wall no valves †¢ veins elastic layer small amount of muscle Extended writing. This means writing several sentences together. e. g. Suggest what happens if excess nitrogen fertiliser is washed into a stream or pond [4] o The mark scheme used for a question like this will have a list of oints that the person marking your answer will use. o There will be more points than there are marks, so you do not need to put them all in your answer. The points for this question could be: – Algae and aquatic plants grow faster using the fertiliser. – Algae cover the water surface. Light cannot pass to aquatic plants lower down. – These plants die. Bacteria of decay feed on the dead plants. – Bacteria increase in numbers. – These bacteria are aerobic. – They use up more oxygen. – There is not enough o xygen for other organisms which live in the water. – These organisms die. The process is called eutrophication. If your answer is something like â€Å"The fertiliser causes low oxygen and it affects animals in the water. † you will not get any marks. The answer is much too vague, in other words it is not precise. I your answer is something like â€Å"The animals do not have enough oxygen for their respiration and they die. † you will get some marks. Paper 2 tips †¢ †¢ †¢ †¢ †¢ †¢ Most of the questions are short answers. This means that you writing mainly one word or one sentence answers worth one mark. [1]. Longer answers will need two or three sentences. Check the number of marks.Check the number of command words, do you have to do one or two things. Use the lines given. Do not write too much. Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There will be a few parts of questions that need extended writing. These will have four [4] or [5] marks. The question will often be related to some information you are given. You will need to write four or five sentences in an order that makes sense. You can think of it like â€Å"telling a story†. Remember to refer to any information you are given.Paper 3 tips †¢ †¢ †¢ †¢ †¢ There is more to read in this paper. Many questions will be one, two or three sentence answers. Check the number of marks. Check the number of command word – do you have to do one or two things Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There are questions that may start in one part of the syllabus and link to another, e. g. the information could be about the animals in a particular habitat and what they eat. The first parts of the question might be about the food chains or food webs whic h include these animals.Another part of the question could be about the structure of one of the animals or about factors in its environment. You are likely to have questions about events and situations that are new to you. Do not be put off. The question will tell you all you need to know. What you need to do, is show that you can connect the biology you have learned with the new facts. e. g. you may not have learned anything about how cats inherit the length of their fur. o The question tells you that the alleles for fur length are co-dominant. o The question tells you the fur length of pure bred parents are long and short. You know that the offspring of cross breeding are heterozygous for fur length. o You know from your genetics lessons that for features controlled by co-dominant alleles, both alleles are expressed in the offspring. o You know enough to work out that the fur length of the offspring will be medium length. You are likely to be asked to interpret unfamiliar data, e. g. result from an experiment you may not have carried out or could not be carried out in a school. Do not be put off. Follow the same rules as before. There will always be enough information in the question for you to answer it. †¢ †¢General Tips for Practical Papers †¢ †¢ †¢ †¢ Look to see how many marks are given for each question. Divide the time of your examination in proportion to the marks given. Whichever paper you do the same rules for recording observations. Use the same rules as in the tips for written papers for tables, graphs, calculations and comparisons. Recording your observations †¢ You can record as: o statements in writing o as tables o drawings †¢ Neat work helps to keep you calm and feeling in control. †¢ Use all the space available on the paper for your observations. †¢ Do not write an explanation until the question asks for one. †¢ Use a sharp HB or B pencil.It can be rubbed out easily if you need to corre ct a mistake. †¢ Don’t forget headings for the columns and the rows or tables or graph axes. Don't forget the units! †¢ Make drawings as big as the space allows. †¢ Use a ruler for labelling lines. †¢ Label in pencil. Planning investigations Some times you are asked to suggest a way of carrying out an investigation or to improve the method that is in the question paper. †¢ When you read through an investigation try to work out three main things: 1. What is being changed – this is called the independent variable, e. g. light 2. What is being measured – this is called the dependent variable, e. . oxygen given off by plant 3. What is being kept the same – these are called the standard or control variables, e. g. type of plant, number of leaves on the plant, environment of plant ,the apparatus used, time for collecting oxygen. †¢ Some investigation needs to have two parts: o the experimental- which is the apparatus used to measur e the process being studied and contains the living organism being tested. o The control. –which will be exactly the same as the experiment except the living organism will be missing or replaced by something non-living. e. g. there would be no plant in one set of apparatus. The control shows that the results are due to the activity of the living organism and is not due to the apparatus or an environmental factor. Tips for paper 5 In paper 5 you are following instructions, using laboratory equipment, making observations, recording results and drawing conclusions. †¢ Start by reading the entire first question. †¢ Think about the apparatus needed for each step and imagine using it in your mind. †¢ Check the time to be allowed and imagine following the instructions. †¢ Do the same when you are ready to begin the next question. Following the instructions †¢ Follow the instructions for practical methods exactly.If you make a change in the method you can alt er the results. †¢ Do not take short cuts. †¢ Always label test tubes and other containers to help you remember which is which. †¢ If you are told to â€Å"Wash the apparatus thoroughly after each use† make sure you do. If there is anything left in the apparatus the next stage may not work. †¢ If you have to measure a specimen make sure you draw a line on your drawing to show where you made our measurement. †¢ You will get marks for following instructions accurately. Recording your observations †¢ Do not forget that observations can be seen, heard, felt and smelled. †¢ e. g. olour, fizzing, warming, smell of a flower, texture (feel) of a fruit. †¢ You can always something to observe, so make sure you record something for each observation. †¢ Write down exactly what you observe. †¢ e. g. if you add a drop of iodine to a drop of starch solution on a white tile, the colour changes. o You should write â€Å"the colour changed fro m yellow to black. † o If you write â€Å"it turned black† you have not given all the information. o If you add iodine to a drop of water on a white tile. o You should write down ‘the colour stayed yellow. ’ o If you write ‘the colour stayed the same’, or ‘no change’, you have left information out.Conclusions †¢ Use your own results for your conclusions. †¢ Do not write the conclusion you have learned from a class experiment or from theory. E. g. in an investigation you test drops of a mixture of sodium chloride, amylase and starch solution with iodine once a minute for eight minutes. Then you repeat this with a mixture of water, amylase and starch solutions. o The blue/black colour might disappear sooner in one test tube than the other. o Even if you know that sodium chloride usually makes amylase work faster, you must write down the results from YOUR investigation. You must draw conclusions from YOUR results. o If the c olour in both tubes changes at the same time, the conclusion has to be that the sodium chloride made no difference. That is the correct conclusion drawn from your observations. Tips for paper 6 In this paper you are making observations from information given in the paper, recording results and drawing conclusions. Try to imagine doing the practical which has produced the results in the questions. Recording observations †¢ All of your observations are either measurements that you make or diagrams on the paper. †¢ Write down exactly what you see.Making measurements †¢ Make your measurements as accurate as you can. Measure to the nearest unit e. g. mm. Do not try and â€Å"guess† 0. 5mm. †¢ Make sure you put units! †¢ If you have to make calculations use the blank pages within the paper. Do not write in the margin. †¢ Write neatly and show your working. The person marking your paper might be able to give you marks for knowing what to do if you make a mistake or do not finish the calculation. Conclusions †¢ Use your measurements or observations or on the results given in the question for your conclusions. †¢ Do not rely on something you have learned as â€Å"the right answer†. Examiner Tips for Igcse Biology 0610 EXAMINER TIPS for IGCSE Biology 0610 How to use these tips These tips are based on some common mistakes made by students. They are collected under various subheadings to help you when you prepare for your examinations. †¢ †¢ †¢ †¢ †¢ Make sure you read all the general tips. These can be important in any of the papers you do. Make sure you know which examination papers you are taking before you look at the tips for the different papers All of you will take paper 1, which is all multiple choice questions. You may be taking paper 2, which is Foundation OR you may be taking paper 3, which is Extended.You may be taking paper 5, which is a practical examination in a laboratory OR you may be taking paper 6 which is a written paper about practical work. General Advice †¢ Answering questions. The questions are meant to let you show the biology you know. There are no trick questions. When you are writing your answers remember that another person has to be able to read it. o o o o o o o o Do not waste time by writing out the question before you start to answer. Keep your handwriting clear and legible. Keep you answer in the lines on the question paper.If you write in the margin, at the bottom of a page, or on blank pages, part of your answer might be missed. If you have to cross out something, put a line through, but do not scribble all over it. If you have to use a different space to write another answer to one you have crossed out, then put a note to say where it is, e. g. answer on page 5 Written papers are now marked on computer screen so your written paper will be scanned. If you write on the margin the scanner may not be able to copy this. Try to be precise, in other word be accurate in what you say. Read also Lab 2 BiologyUsing biological terms correctly can help. Do not use word like â€Å"it†, â€Å"they†, â€Å"effect†, â€Å"affect† without any more explanation. A sentence like â€Å"It has an effect on the body† or â€Å"They affect the process† does not say anything. – If you use the word â€Å"it† or â€Å"they â€Å"– think WHAT? – If you use the word â€Å"affect† or â€Å"effect† – think HOW? – e. g. State why magnesium ions are important for healthy plant development. [1] – â€Å"it are needed by the plant† is true but too vague. – â€Å"They are needed by the leaves† is still too vague – Ask yourself: What is it or they? What is the â€Å"need†? â€Å"Magnesium is needed to make chlorophyll† is a better answer – â€Å"Magnesium is part of a chlorophyll molecule. † Good answer! †¢ Terms. These are the n ames used in biology. These will be used in questions. You will get more marks if you can use them correctly in you examination. Ask your teacher if you are unsure of the different meanings between biological terms. o o Try to use the correct spelling. The person marking your answer will try to recognise what word you mean, but if the spelling is too wrong, then they cannot allow you a mark. Some biological terms have very similar spelling.One example is â€Å"ureter†, urethra† and â€Å"uterus†. If your mis-spelling is â€Å"uretus†, it could be â€Å"ureters† or â€Å"uterus†. Other common examples are ovum, ova, ovary and ovule, testes and testa; sucrose and sucrase. Do not try to mix the spellings of two words when you are not sure which of them is the correct answer, e. g. meitosis, when you are not sure whether the answer is mitosis or meiosis, or urether, when you are not sure if the answer is ureter or urethra. You need to check caref ully that you have used the right word when similar terms are used in the same topic , e. g. urea and urine, ureter and urethra. semen and sperm o o †¢ Writing in you own words. You sometimes have to write two or more sentences to answer a question. o o Use short sentences. If you write long sentences you can get mixed up. It is hard to find correct statements in a muddled answer. You are often asked to write down something you have learned. Make sure you have learnt the meanings of the common terms used in biology, e. g. photosynthesis, osmosis, fermentation. In the revision checklist there is a list of the terms which you should be able to â€Å"define†. You also need be able to write down the meaning of more complicated ideas, e. g. evel of organisation, natural selection, global warming, eutrophication. o What you should look for in a question 1) †¢ †¢ †¢ †¢ †¢ The number of marks. In multiple choice questions there is only one mark for a cor rect answer. Other sorts of question show how many marks at the end of each part like this [2]. The number of marks helps you decide how much to write. The number of marks is a guide to how long to spend on each question or parts of a question. If you allow about 1 minute per mark then you should finish in time to check your answers. Do not waste time and write long answer for a question which has [1].You will only get one mark even if the rest of the answer has correct statements. If there are two or more marks do not write the same thing in two different ways, e. g. The leaf is very large. The leaf has a large surface area. The instructions. These are called command words and tell you what to do. If a question says â€Å"Show your working† when you have to do a calculation, then write down the stages of your calculation to show how you got your answer. Even if you get the final answer wrong, you may be given a mark for knowing what to do. If a question asks you to â€Å"Na me† or â€Å"State† two things only the first two will be marked.Use the numbered lines for your answers if they on the question paper. If you write more than two and the first is correct but the second one is wrong, you will only get the mark for the first one. Even if the third answer is correct, it will not be marked. Some questions have two commands in the question, for example â€Å"Predict† AND â€Å"Explain† †¦. † This means you have to say what you think will happen AND then say why you think it will happen. The Revision Checklist has a list of terms used in biology papers to tell you what to do in an answer (section 4. 3 Command words and phrases).General Biology Ii Study Guide (Online Class)Make sure you know what these terms mean. e. g. â€Å"Name the process by which green plants make sugars†, all you need to write for your answer is â€Å"Photosynthesis†. A question which asks you to â€Å"Define photosynthesis† , would expect you to write one sentence such as â€Å"The process by which green plants use light energy to make sugars†. What the question is about. Make sure you know which part of your biology is being tested Read the whole of a question carefully before you begin to answer it. Some of the parts have similar answers so you need to work out the difference between them.If you write exactly the same thing in different parts of the same question, then only one of them might be a correct answer. It helps to highlight the main features of a question. e. g. â€Å"Name the tissue that transports the sugars made by photosynthesis to other parts of the plant†. This tells you that you want a one word answer, about plant transport of sugars. Do not be put off the question is about something you have not studied. There will be enough information in the question for you to work out an answer. 2) †¢ †¢ †¢ †¢ †¢ 3) †¢ †¢ †¢ †¢ †¢ à ¢â‚¬ ¢ †¢ †¢ †¢ †¢Look carefully at any diagrams, graphs or tables and make sure you understand what they are about. You may have to use information from them to answer the questions. Answer each question as far as you can. Do not spend a long time staring at a question If you have forgotten something, go on to the next question or part of a question. Come back to the ones you found difficult when you have finished all of the paper. Try not to leave blanks. When you come back to a question you often remember an answer you left out. Do not waste time by writing about things unrelated to the question. Paper 1 Tips †¢ Each question tests just one thing.You have about 1 minute to read and answer each question. o Some questions test what you know and understand. For example â€Å"What part of the eye detects light? † o Some questions test if you can use what you have learned to understand new data. These questions will often have a diagram, graph or table to use. Try to decide what the question is testing as you are reading it. o To answer a question that asks â€Å"What is a characteristic feature of all living things? o You need to know the characteristic features of living things. If you know a quick way of remembering all seven then you can jot it down on the question paper. . g. MRS GREN for Movement, Respiration, Sensitivity, Growth, Reproduction, Excretion and Nutrition, or the first letters of Real Elephants Grow Massive Red Feet Slowly, o To answer a question that has a diagram of the circulatory system and asks â€Å"In which vessel will absorbed alcohol first be found? â€Å". You need to think about what the question is asking you. – Is it about digestion? – Is it about excretion (of alcohol)? – Is it about the circulation? The question is asking about something absorbed from the gut to be transported, so it is about circulation. – Which vessel carries substances absorbed by the gut? Answer â€Å"The Hepatic Portal Vein†. So you have to choose the letter which labels the hepatic portal vein. Do not try to find a pattern in the letter order of correct answers. o The same letter could be the correct for several answers in a row. o Letter A might be the correct answers for more questions than are B, C or D. Or there could be fewer correct answers shown by letter D than any of the others. o Do not let what you have chosen for the previous questions influence what letter you choose. †¢ †¢ Written Paper Tips †¢ You should read all of a question before you begin to answer it.Different questions will ask you to do different tasks to test how well you know and understand biology. o The topic is usually the same for all different parts of the question. Remember that underlining important words will help you to be clear about what you are being asked to do. o Look for clues in the words of the question. If you see â€Å"mammal† you know that the anima ls are warm blooded and have biological systems like ours. o If you are only given a Latin name or a name you do not recognise, e. g. â€Å"dik-dik†, look to see if you are told anything about it. If you are told it is a herbivore, then you know it eats plants.The main sort of tasks you might be asked to do are: †¢ Identify features of cells, tissues organs. For example, â€Å"label on Fig. 5. 1 using labelling lines, a petal, a sepal and a stamen. To answer this question o You have to know the structure of a flower. o You also have to be able to find the structures on a diagram of a flower you may never have studied. o You then have to draw a label line to the structure and write the name next to the labelling line. If you do not draw a label line, or use and arrow, you may not get any marks even if you have found the correct structures.Use information given in the question. For example if a question asks you to â€Å"Use examples from† or â€Å"Use only this i nformation† or â€Å"With reference to Fig. 6. 2† . . . STOP and THINK! Find out what you are expected to use as examples or get information from. You will not get any marks if you use examples from somewhere else. The information can be given to you in different ways: o Diagram like a food web, a set of apparatus or biological structure. o A graph, which could be a line graph, a bar chart or a histogram. Check the headings and units carefully o A table.Check the headings and units carefully o You may have to give examples to show that you understand an idea in Biology. – After a diagram of a food web you might be asked to â€Å"Name an organism from this food web that is a primary consumer, a tertiary consumers and a producer†. – To answer this question you have to know definitions of producers, primary consumers, tertiary consumers. Then you have to show that you understand how these terms apply to the food web shown in the diagram. If you put exa mples from other food webs you have learned, you will not get any marks.After a diagram of leaf structure you may be asked to â€Å"Describe and explain the advantage of the distribution of chloroplasts shown in Fig. 8. 1† – To answer this question you have to observe the diagram and describe which cells have the most chloroplasts. Then you have to work out why this arrangement might help photosynthesis. If you write answer about what chloroplasts do you will not get any marks. Draw or interpret graphs. If you are asked to draw a graph: †¢ †¢ †¢ †¢ †¢ Choose a scale which uses most of the grid. Choose a simple scale, e. g. one small square is equal to 1 or 2 or 10 units in the data.Do not give make it hard for by having to multiply each item in the data by 2/3! o Write the name of the axes and their units, e. g. rate of water loss/ g per h , temperature/ o C, time/ s o Plot the points exactly using a sharp pencil. Draw the points lightly so tha t you can rub them out if you need to. Make them more definite when you are sure they are right. o Use a cross (x) or a dot in a circle ( ) for your plot points. o Join the points with a â€Å"line of best fit or a zig -zag line. o Remember that all curves do not have to pass through the point where the two axes meet. Do not extend you graph beyond the plotted points. If you are asked to read figures from a graph: o Make sure you work out the scale. o Make sure you read from the correct axis and put in the units. o If you are asked for a trend or pattern, describe the overall change, e. g. the line increases and then levels. off. Do not describe each point of the graph. Draw or interpret tables If you are asked to draw a table o Use a ruler and a pencil to draw the table. o Write headings for each column or row of the table. 3 o Write in units if they are needed, e. g. volume of water/cm , mass of seed/g. Do not put units in the table spaces where you write numbers. Do calculations . If you are asked to do a calculation: o You may have to find the figures from a table or graph. o Make sure that you show the units in the calculation. o Show you working. o If you use a calculator, round up the figures to the same as in the question – do not copy all the figures after the decimal point, e. g. If the question figures are 5. 6, 4. 6, then your answer should only have one number after the decimal point. Show or complete equations. You do not have to know chemical symbols for equations of the processes in biology.But it will help you to understand them if you do. o If you are asked to give either a word or a symbol equation, do not combine symbols and words in the same answer – If you have to give the word equation for anaerobic respiration by yeast, write: o o Glucose > carbon dioxide +ethanol + energy If you have to give the chemical equation for anaerobic respiration by yeast, write C6H12O6 > 2C2 H5 OH + 2CO2+ energy Do not write something like gluco se > CO2 + ethanol and energy †¢ Make comparisons. If you are asked to compare two things make sure you make it clear which you are talking about. A question may give to table of data and then ask you about it. Make sure you only use information from the table. e. g. in a table of the composition of normal breast milk and colostrum, you can see which milk contains more fat, protein and sugar. Your answers should start with â€Å"colostrum has more †¦Ã¢â‚¬ ¦.. than breast milk† or â€Å"breast milk has more †¦Ã¢â‚¬ ¦ than colostrum†. Do not put â€Å"it has more protein. † The person marking cannot guess which you thought had more protein. o The question may ask you to make a comparison about biology you have learned. e. g. the differences between arteries and veins.The clearest way of answering is to make your own table. Make sure the headings are clear. Keep the comparisons of the same feature together. Artery has thick wall thick muscle layer ve in has thin wall very thin muscle A table like the one below will not get any marks as there are no comparisons of the same features. Artery thick wall no valves †¢ veins elastic layer small amount of muscle Extended writing. This means writing several sentences together. e. g. Suggest what happens if excess nitrogen fertiliser is washed into a stream or pond [4] o The mark scheme used for a question like this will have a list of oints that the person marking your answer will use. o There will be more points than there are marks, so you do not need to put them all in your answer. The points for this question could be: – Algae and aquatic plants grow faster using the fertiliser. – Algae cover the water surface. Light cannot pass to aquatic plants lower down. – These plants die. Bacteria of decay feed on the dead plants. – Bacteria increase in numbers. – These bacteria are aerobic. – They use up more oxygen. – There is not enough o xygen for other organisms which live in the water. – These organisms die. The process is called eutrophication. If your answer is something like â€Å"The fertiliser causes low oxygen and it affects animals in the water. † you will not get any marks. The answer is much too vague, in other words it is not precise. I your answer is something like â€Å"The animals do not have enough oxygen for their respiration and they die. † you will get some marks. Paper 2 tips †¢ †¢ †¢ †¢ †¢ †¢ Most of the questions are short answers. This means that you writing mainly one word or one sentence answers worth one mark. [1]. Longer answers will need two or three sentences. Check the number of marks.Check the number of command words, do you have to do one or two things. Use the lines given. Do not write too much. Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There will be a few parts of questions that need extended writing. These will have four [4] or [5] marks. The question will often be related to some information you are given. You will need to write four or five sentences in an order that makes sense. You can think of it like â€Å"telling a story†. Remember to refer to any information you are given.Paper 3 tips †¢ †¢ †¢ †¢ †¢ There is more to read in this paper. Many questions will be one, two or three sentence answers. Check the number of marks. Check the number of command word – do you have to do one or two things Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There are questions that may start in one part of the syllabus and link to another, e. g. the information could be about the animals in a particular habitat and what they eat. The first parts of the question might be about the food chains or food webs whic h include these animals.Another part of the question could be about the structure of one of the animals or about factors in its environment. You are likely to have questions about events and situations that are new to you. Do not be put off. The question will tell you all you need to know. What you need to do, is show that you can connect the biology you have learned with the new facts. e. g. you may not have learned anything about how cats inherit the length of their fur. o The question tells you that the alleles for fur length are co-dominant. o The question tells you the fur length of pure bred parents are long and short. You know that the offspring of cross breeding are heterozygous for fur length. o You know from your genetics lessons that for features controlled by co-dominant alleles, both alleles are expressed in the offspring. o You know enough to work out that the fur length of the offspring will be medium length. You are likely to be asked to interpret unfamiliar data, e. g. result from an experiment you may not have carried out or could not be carried out in a school. Do not be put off. Follow the same rules as before. There will always be enough information in the question for you to answer it. †¢ †¢General Tips for Practical Papers †¢ †¢ †¢ †¢ Look to see how many marks are given for each question. Divide the time of your examination in proportion to the marks given. Whichever paper you do the same rules for recording observations. Use the same rules as in the tips for written papers for tables, graphs, calculations and comparisons. Recording your observations †¢ You can record as: o statements in writing o as tables o drawings †¢ Neat work helps to keep you calm and feeling in control. †¢ Use all the space available on the paper for your observations. †¢ Do not write an explanation until the question asks for one. †¢ Use a sharp HB or B pencil.It can be rubbed out easily if you need to corre ct a mistake. †¢ Don’t forget headings for the columns and the rows or tables or graph axes. Don't forget the units! †¢ Make drawings as big as the space allows. †¢ Use a ruler for labelling lines. †¢ Label in pencil. Planning investigations Some times you are asked to suggest a way of carrying out an investigation or to improve the method that is in the question paper. †¢ When you read through an investigation try to work out three main things: 1. What is being changed – this is called the independent variable, e. g. light 2. What is being measured – this is called the dependent variable, e. . oxygen given off by plant 3. What is being kept the same – these are called the standard or control variables, e. g. type of plant, number of leaves on the plant, environment of plant ,the apparatus used, time for collecting oxygen. †¢ Some investigation needs to have two parts: o the experimental- which is the apparatus used to measur e the process being studied and contains the living organism being tested. o The control. –which will be exactly the same as the experiment except the living organism will be missing or replaced by something non-living. e. g. there would be no plant in one set of apparatus. The control shows that the results are due to the activity of the living organism and is not due to the apparatus or an environmental factor. Tips for paper 5 In paper 5 you are following instructions, using laboratory equipment, making observations, recording results and drawing conclusions. †¢ Start by reading the entire first question. †¢ Think about the apparatus needed for each step and imagine using it in your mind. †¢ Check the time to be allowed and imagine following the instructions. †¢ Do the same when you are ready to begin the next question. Following the instructions †¢ Follow the instructions for practical methods exactly.If you make a change in the method you can alt er the results. †¢ Do not take short cuts. †¢ Always label test tubes and other containers to help you remember which is which. †¢ If you are told to â€Å"Wash the apparatus thoroughly after each use† make sure you do. If there is anything left in the apparatus the next stage may not work. †¢ If you have to measure a specimen make sure you draw a line on your drawing to show where you made our measurement. †¢ You will get marks for following instructions accurately. Recording your observations †¢ Do not forget that observations can be seen, heard, felt and smelled. †¢ e. g. olour, fizzing, warming, smell of a flower, texture (feel) of a fruit. †¢ You can always something to observe, so make sure you record something for each observation. †¢ Write down exactly what you observe. †¢ e. g. if you add a drop of iodine to a drop of starch solution on a white tile, the colour changes. o You should write â€Å"the colour changed fro m yellow to black. † o If you write â€Å"it turned black† you have not given all the information. o If you add iodine to a drop of water on a white tile. o You should write down ‘the colour stayed yellow. ’ o If you write ‘the colour stayed the same’, or ‘no change’, you have left information out.Conclusions †¢ Use your own results for your conclusions. †¢ Do not write the conclusion you have learned from a class experiment or from theory. E. g. in an investigation you test drops of a mixture of sodium chloride, amylase and starch solution with iodine once a minute for eight minutes. Then you repeat this with a mixture of water, amylase and starch solutions. o The blue/black colour might disappear sooner in one test tube than the other. o Even if you know that sodium chloride usually makes amylase work faster, you must write down the results from YOUR investigation. You must draw conclusions from YOUR results. o If the c olour in both tubes changes at the same time, the conclusion has to be that the sodium chloride made no difference. That is the correct conclusion drawn from your observations. Tips for paper 6 In this paper you are making observations from information given in the paper, recording results and drawing conclusions. Try to imagine doing the practical which has produced the results in the questions. Recording observations †¢ All of your observations are either measurements that you make or diagrams on the paper. †¢ Write down exactly what you see.Making measurements †¢ Make your measurements as accurate as you can. Measure to the nearest unit e. g. mm. Do not try and â€Å"guess† 0. 5mm. †¢ Make sure you put units! †¢ If you have to make calculations use the blank pages within the paper. Do not write in the margin. †¢ Write neatly and show your working. The person marking your paper might be able to give you marks for knowing what to do if you make a mistake or do not finish the calculation. Conclusions †¢ Use your measurements or observations or on the results given in the question for your conclusions. †¢ Do not rely on something you have learned as â€Å"the right answer†.

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Impact Of Recordings On Performance - Dissertation Example This is because they are able to pick up subtle differences in tone and sound on a recording that the average human listener cannot grasp in a live performance. This has served to not only improve the quality of recordings but has also worked to make the live performance even more enjoyable. The interesting reality in all of this is that the recording of music has likely pushed the musician to perfect his or her craft even further than in the past. Whereas mistakes in live performances went largely unnoticed in previous generations, the average listener today has an ear that is much more refined and cultured. As such, artists today tend to devote more time to get just the right pitch, rhythm, and sound out of their violin, regardless if they are performing in a recording studio or for a live audience. The recording has opened up music to a wider audience. Violinists, for example, are not known to travel the world on grandiose tours. Many of them stay with one symphony for an extended period of time. This creates a situation where the audience must either travel to them or pick up a recording of the art created either live or in a studio. This is not a bad development, however, because it gives the violinist access to a global audience, thereby promoting classical music to new generations on a continual basis. The recording of music, with all of its various downfalls, will most certainly continue to make a positive impact on the future of the industry, as represented in the works of Kreisler, Heifetz, and Menuhin.

Chinese Popular Culture Essay Example | Topics and Well Written Essays - 1750 words

Chinese Popular Culture - Essay Example The wealthy had the opportunity to invest in the property markets and the rural households acquired partial property rights that allowed them to accumulate wealth in the form of consumer durables. These reforms introduced discrepancies in the distribution of wealth. The Urban household had a greater opportunity to accumulate in the form of financial assets. Rural household, on the other hand, has had limited access to financial instruments and hence owning a house of lower value than their urban counterparts have. Even within the urban areas, the benefits of reform from property rights have not been shared equally. The distribution of housing wealth contributes about two-thirds of the overall housing inequality in China (Luigi Tomba, 4). The rural poor cannot afford the prices of house in an urban setting. The Urban poor as well cannot access modern housing units because due to the rent effects resulting from the methods of house acquisition. The middle class can afford apartments in urban centers. The apartments are highly subsidized with prices that bear little relationship with market values. For instance, in northern Beijing, Chaoyang District, Hopetown is one best example of a quarter developed because of the property rights reforms. The residential area is home to most of the middle-class members of the public in Beijing. This group of middle-class dwellers represents a social identity of persons who have the ability to afford home ownership. In the PRC, the wealthy members of the society are not well educated. This leads to the need to acquire educational credentials to enhance their social status. Since 1999, higher education has been expanded, especially in expensive executive programmes. The wealthy are having access to higher education. The middle class has higher regard for education because it a symbol of high social status are a post-communist class that has managed to accumulate wealth through handwork and quality education credentials that made them access to well paying jobs. At the Hopetown estate, the majority of the residents are the middle class of educational affluence with well paying jobs-the salaried population. The middle class is also composed of rich entrepreneurs that were co-opted by the Communist Party (CCP) with constitutional amendments to embrace capitalists. The poor have limited access to education. The decentralization the fiscal system in China has increased the dependence of the poor in th e rural regions on their own resource base to access education. The local

Eco db 2 londa Essay Example | Topics and Well Written Essays - 250 words

Eco db 2 londa - Essay Example Precisely, the objectives of an organization should dominate social values (Milton, pp.1-2). In the lecture presentation, Friedman and the student differ on the principle. According to him people respond to things according to their self-interest. Morality and economic policies in business should be in the company. However, the student feels that the principle is entirely wrong. He cites the case Ohio electricity disconnected power for a man for failing to pay the bill and consequently died. He is of the view that companies should not make profits at the expense of exploiting the community. He further goes on to highlight the case of Ford, that manufactured a model of vehicle which lacked sufficient safety measures increasing the vulnerability of the passengers to serious injuries. He felt that it was the responsibility of the company to protect the buyers since they had the necessary resources at their disposal (Milton, pp.1-3). Friedman counters the arguments claiming that the electric company is a separate legal entity and could not be held liable for the death of the man. Instead, his immediate neighbours should have been accountable. The company incurs costs that it must find means to finance. Friedman is correct because, it may be economically unsustainable for organisation to behave like charitable organizations. In addition, if goods and services were provided free of charge then the core reasons for establishing it lacks. Business is all about profit making (Milton,

Eagle's Nest Hotels Case Study - Detailed Implementation Plan Essay

Eagle's Nest Hotels Case Study - Detailed Implementation Plan - Essay Example Some special arrangements need to be made to meet the requirements of the government policy and to fix that an additional cost of US $30 million is required. The original budget was $125 million but that has been reduced to US $75 million. This reduction in our budget is all across the portfolio. How it will affect the operations, let’s take a closure look. Here at our Eagle Nest operations department we have to act accordingly to cope with this challenge. Our plan of action includes budgeting (cost reduction) in the following. The building rented will be hosting a room quantity 120-150 commercial Target Date Even though we are starting the business in January but our target is July to capture the mass tourists market. When they will be coming to visit the Amsterdam Metropolitan in crowds. So we have ample time to get things fully running. Our key areas to focus on are 1) Food production, products purchase technology, menu card planning, supply and consumption control, and occ upational hygiene. 2) Food and Beverage Service (rendering services to clients, wines and beverages purchase, meeting visitors, orders fulfillment) 3) Housekeeping 4) Front office operations (reception and accommodation of visitors and further service rendering). 5) Interior Product description It is a modern fashionable motel in the heart of Amsterdam Metropolitan. ... Key risks and mitigation The key risk that we face is the competition. We don’t need to worry about the reputation or the brand loyalty. There are many huge hotel giants already operating there. Our original budget of $125 million was sufficient to compete with them. But now the budget has been rescheduled. We were aiming for advertisement at a grand level but the budget being reduced has forced us to rethink on that strategy. We will spend very little on TV advertisement. We are taking the route via the internet. Impact on operations Department Just like the other departments, the impact on the operations department will be quite severe. We will be forced to cut down on cost. In terms of percentage, it will be round about 40% of our total original budget. The biggest challenge is to cope with the legal requirements as those cannot be avoided. We are looking for very efficient plans in cost reduction. As we simply cannot compete in such a high profile area such as the Amsterda m Metropolitan without having our arsenal filled with the top quality armoury. Time plan The operations procedure will commence as soon as we get the contract for having the building on rent. Starting with the interior of the hotel. Furniture, china, linen, Kitchen ware, furniture are the major things to get our motel running. Given the area of Amsterdam Metropolitan, we are expecting a very high competition. The key thing to keep in mind is that we cannot start with the state of the art interior and the building outlook. Probably it is very much noticeable at this stage that the budget getting reduced by 40% is very favourable for us. People in the metropolitan area of Amsterdam prefer the culture of that place. Our target guests will include a major percentage of

Manage Accountability --budget Assignment Example | Topics and Well Written Essays - 1250 words

Manage Accountability --budget - Assignment Example A budget is a forecast or an estimation of the expected income or revenue and a projection of the intended expenses and how these expenses will be funded. Budgeting is a process that not only lies with the financial department but with the whole management since it requires making decisions regarding the projects to be funded, the expenses to be cut down to reduce the cost and other decisions regarding capital investments, marketing and so forth. This purpose of this paper is to categorically prove why the decision to revert the budget from improvement of a local county highway to expand an interstate freeway, was a viable decision in line with management accountability and cost benefit application. The best procedure I will implement in an effort to analyze the utilization of those funds is the zero-based budgeting procedure. This system of budgeting requires that all departments in a firm to justify all allocations and expenses for each new period and not relying on past expenditure trend (Bhattacharrya, 2011). This system assumes that there is neither carrying forward of balances nor existence of current obligations. The requirement is that all activities in the period will be implemented on the basis of cost-benefit analysis, which advocates for a systematic resource allocation criteria. It is with no doubts that this system will suit this project. This is because this process comes as an alternate to the others and is fully funded. This means there would be no need at all to revisit the past expenditure plan. The system helps to identify areas that result to wasting resources and elimination. This is the common goal of every organization as a means of benefiting from cutting costs of unessential areas (Bhattacharrya, 2011). In a survey carried in 2009 of government Budget Transparency, found out that the misuse

Han Dynasty and Roman Empire Essay Example for Free

Han Dynasty and Roman Empire Essay Both the Han dynasty and the Roman Empire were bureaucratic. The central rulers all eventually became hereditary and both empires had rulers that oppressed the peasants in order to boost political control. However, the two empires differ in that the emperors had varying justifications for ruling and rose to power in different ways. The Han Dynasty and The Roman Empire both were able to expand and develop their empires with their distinctive governing methods and control. To China, the centerpiece that supervised everything was knows as Confucianism. With all dependability focused on the emperor and society serving as a family unit, Han Chinas political system was known for a centralized, closed unit. It was ruled by an emperor who greatly observed the Mandate of Heaven. The Han developed a supply of soldiers, which kept their borders secured and made them capable to exchange with others from time to time. On the other hand, Rome had a centralized, blended structure. The main focus points of the Roman Society were operated by a Roman Republic, which was more like a monarchy, who controlled their complex structure. The Roman Society had more residents and rights than the Hans, Romans political control lay in the hands of the wealthy, which then they were elected to a political seat. The governors were picked from family networks. The only way Romans could accomplish anything big in a certain time span was to make strong changes in their community. It was an enormous weight on Romes resources and power, when they had to stress over big wins. For example, when there was barely any food to support the developing empire. The Romans and the Hans both had their wealthiest people control over their peasants, which caused a social distribution to each and every one, and could have leaded to outbreaks in little battles, wars between the communities, and what not. This was entirely not beneficial on each empires part and especially their social interaction. The political structures of both Rome and Han China were based on bureaucratic systems with a strong monarchy set of succession. They strengthened their control by reducing the land holdings of old aristocratic families. However, the reversal of this process led to breakdown of authority in the central government. During its reign of power, the central bureaucracy promoted trading with neighboring societies. However, Rome was more aggressive with its role in trading in the Mediterranean verses Han China’s river trade. Rome’s trade led to a much greater technology, culture, and general transfer of knowledge in areas surrounding the Mediterranean which in turn led to a much longer lasting influence on the world. Under the Han Dynasty, the power of the emperor and bureaucracy were emphasized. The organized structure of government allowed such a large territory to be effectively governed, even though it was the largest political system in the world at the time. The Hans political framework stressed male dominated families. Han rulers didnt support local warrior-landlords, believing that they were corrupt. Because bureaucracy was so important, civil service exams were first given, a tradition that would be incorporated into modern politics. Not only did bureaucracy effectively govern, but it had a sort of checks and balance on the upper class. Chinese bureaucracy from the Han Dynasty lasted well into the twentieth century. The imperial government sponsored intellectual life, such as astronomy and mathematics. Han rulers promoted Confucianism, with the idea that they were in charge of their subjects beliefs. The administration also took part in the economy. It organized production, standardized currency and measures, sponsored public works like canal systems and irrigation, and tried to regulate agricultural supplies to control price increases. The Roman republic allowed all citizens to meet in assemblies to elect magistrates. The most important legislative body was the Senate, made up of aristocrats. Public service and participation, political ethics, uncorrupt government, and oratory were extremely important. Roman leaders were very tolerant of local customs and religions and believed that well-made laws could hold the lands together. Aristocratic leaders supported legal codes to protect private property as well as their poor subjects. It was a sort of check on the upper class. They believed that laws should evolve to keep up with the demands of the changing society. Imperial law codes also controlled property rights and trade. The law of the land was fair and equal for everyone, for the most part. The Roman government also supported public works like roads and harbors to facilitate transport and commerce. It also supported an official religion, but tolerated others as long as they didnt interfere with loyalty to the state. Unlike the Chinese, the Romans didnt emphasize as much on hierarchy, obedience, or bureaucracy, but more on participation. However, some of the Romans political writing did resemble Confucianism. Both governments also supported government funded public works.

Compare and Contrast the Contribution to the Study of Education Essay Example for Free

Compare and Contrast the Contribution to the Study of Education Essay I am comparing and contrasting the contribution to the study of education made by Jean-Jacques Rousseau and John Locke as I believe they are two of the biggest contributors to education. Jean-Jacques Rousseau was born in Geneva, Switzerland, on June 12, 1712. His mother died soon after his birth, and his father Isaac Rousseau, abandoned him to be orphaned at the age of twelve. Rousseau addresses freedom more than any other problem and aims to explain how man is given total freedom without restrictions. Rousseau believes there are two reasons for this, first if he is not restricted by rules of state or dominated by others. The second is that if he is free from the need of artificial or material things in modern society. These make up a large amount of Rousseau’s philosophy, but the second is part of his more insightful philosophical process. Rousseau believed that modern society has changed man into being run by his own needs, he thinks that this enslavement to their own needs is to blame for exploitation of others to self-esteem issues. Rousseau has a famous phrase, man is born free, but he is everywhere in chains, he says that modern states withhold the physical freedom that is our birth right, and do nothing to secure the civil freedom for the sake of which we enter into civil society. Rousseau strongly believes that young children at a certain age must focus on the physical side of their education. Like animals they must be left to their own devices to discover the world they live in and how things work it is very important when it comes to learning later in life.

Richard Ramirez And The Night Stalker

Richard Ramirez And The Night Stalker In June of 1984, Richard Ramirez began his criminal career as The Night Stalker. His reign of terror, though ending just the following year, tormented the people of Los Angeles. Ramirez is a self-proclaimed Satanist and thief, but stealing cars and breaking into homes were not even close to the worst of his crimes. Ramirezs friendship with his cousin, Mike, may have been the most important relationship in his life, in that not only did he teach Richard that having fun consists of riding around, smoking marijuana, and listening to heavy-metal music, but also that drugs, violence, and sex all go together. Richard Ramirez was born in El Paso, Texas on February 29, 1960 (Richard Ramirez; The Night Stalker, n.d.). His father, Julian Ramirez, was a Mexican immigrant who worked for Santa Fe Railroad. His mother, Mercedes Ramirez, worked at a Tony Lama boot factory mixing chemicals for the boot leather (Richard Ramirez; The Night Stalker, n.d.). Fortunecity.com states, Life was not easy in the Ramirez family, but they all worked hard to make ends meet. Julian and Mercedes loved their children and provided for them to the best of their ability. The boys, who rebellious natured and hot-tempered like their father, could have benefited from more supervision, but Julian had to travel to lay track for the railroad and was away from home frequently, (Richard Ramirez; The Night Stalker, n.d., p. 2). Richard and his four brothers and sisters all experienced medical problems when they were young. Some of the difficulties are believed to be a result of the nuclear bomb tests the U.S. Government was co nducting in New Mexico in the 1950s. The fallout from these bombs was carried by wind over into El Paso, Texas (Grise, 2000, p. 1 2). Also, the fumes Mercedes inhaled while working at the boot factory may have contributed to Richards health problems. He was diagnosed with epilepsy in the fifth grade. Sometimes he would have grand mal seizures and other times he would just stare off into space as he experienced petite mal seizures, (Richard Ramirez; The Night Stalker, n.d.). Although Richard had four older siblings, he spent most of his time with his cousin, Michael. Mike was a Vietnam veteran and returned from war with not only tales of rape and murder, but also detailed polaroids as proof (Richard Ramirez; The Night Stalker, n.d.). Richard admits that he was especially sexually aroused by the photographs of the rape/murder victim that Michael showed him, (Grise, 2000, p.2). This highly successful killer and sadist took Richard under his wing and taught him how to kill and fight, (Richard Ramirez; The Night Stalker, n.d. p.2). Richard and Mike spent a great deal of time together, riding around, smoking pot, and talking about the war. In an interview Phillip Carlo conducted with Ramirez after he had been incarcerated almost nine years, Ramirez talked about the time he spent with his cousin. He said Mike had a shoebox filled with polaroids in his closet of women and girls he had raped and killed in the jungle. He told Carlo that Mike had torn off their cl othes and tied them to a tree. He raped them in front of each other and then killed them. He had pictures of them with their heads cut off. When Carlo asked if Mike had told him all of this, Richard replied, Yeah, told me all about it exactly what he did. We used to go for joy rides all around El Paso, smoke pot, listen to the radio, and he would tell me what he did with the women, (Carlo, n.d., p. 9). Ramirez goes on to say that these show-and-tell sessions heavily influenced him and that he thought about it a lot. When asked if it influenced him sexually, he responded, Fuck yeah, of course, sexually. It was all about sex, (Carlo, n.d., p. 9). In this same interview, he also says Mike taught him about how to use a knife and how to cut peoples throats. He taught him how to wear all black and avoid reflecting light when breaking into peoples houses. Eventually, Mikes wife got tired of her husband only wanting to spend time with Richard and glorify his sexual conquests and murders in Vietnam. This caused fights. One day, in the midst of one of these fights, Mike shot his wife, Jessie, in the face and killed her. Mikes two boys, ages three and six, and Richard were only a few feet away and witnessed it all. Richard admitted this had a strange effect on him. He told Carlo, I mean, to see something like that the line between life and death right there in front of me. Intense. When she went down I saw it all in slow motion, (Carlo, n.d., p. 8). When Richard turned 18, he went to Los Angeles to stay with his brother, Ruben. Ruben was addicted to heroin and also a burglar. Fortunecity.com reports, There was only one objective now stealing money to get high, (Richard Ramirez; The Night Stalker, n.d., p. 2). Richard became addicted to cocaine and started stealing cars also. He would drive around in the stolen cars looking for homes to rob. When Phillip Carlo asked Ramirez about his thoughts concerning cocaine, Richard said, I think cocaine is addictive and harmful to the bodyà ¢Ã¢â€š ¬Ã‚ ¦ Sure, its harmful, but the sense of pleasure it gives is very profound! There is nothing to me anyway, that comes near it, (Carlo, n.d., p. 5). Along with this cocaine addiction and his pride in becoming such a successful burglar, now came the Satanism. Being raised a Christian; Ramirez knew his thoughts and actions did not please God. He believed Satan would be proud of his sadistic sexual desires. When his older sister came to visit him in Los Angeles, she asked why he had chosen to worship Satan. Ramirez responded, Because Satan represents what I feel. Im not like other people. Im differentà ¢Ã¢â€š ¬Ã‚ ¦ Ive got a trade. Im a thief, Ruthie, à ¢Ã¢â€š ¬Ã‚ ¦and a good oneà ¢Ã¢â€š ¬Ã‚ ¦ Im not going to any jailà ¢Ã¢â€š ¬Ã‚ ¦ Im protected, (Richard Ramirez, The Night Stalker, n.d., p. 4). On June 28, 1984, his burglaries turned into something far more evil, (Montaldo, n.d., p. 1). After breaking in the home of 79 year old Jennie Vincow and finding nothing valuable to steal, Ramirez became enraged. He needed money to buy more cocaine and a prostitute. He took his anger out on the sleeping woman by stabbing her repeatedly and cutting her throat. After this murder, Ramirez did not strike again for eight months. In February of 1985 he abducted two girls in separate incidents, (Richard Ramirez Night Stalker, n.d., p. 1). He raped both of these girls then dumped them out. On March 17, 1985, Ramirez jumped 22-year-old Angela Barrio outside her condo. He shot her, kicked her out of the way, and headed into her condo. Inside, was roommate, Dayle Okazaki, age 34, who Ramirez immediately shot and killed. Barrio remained alive out of pure luck. The bullet had ricocheted off the keys she held in her hands, as she lifted them to protect herself, (Montaldo, n.d., p. 1). According t o allserialkillers.com: Not long after, he pulled Tsai-Lian Yu from her car and shot her several times. She was still alive when the police got to her but died later. A few days later, he abducted and raped an eight year old girl. Then on March 27, 1985, Ramirez murdered Vincent and Maxine Zazzara. He not only shot both of them, but also stabbed Maxine and carved out her eyes. On April 14, Ramirez broke into the Doi house, shooting and killing William Doi and beating his wife Lillie. Richards crime spree continued. In May, he beat 84-year-old Mabel Bell and 81-year-old Florence Lang and scratched satanic symbols over them. They were not found until two days later, and Bell later died. He cut Patty Higgins throat in June and, only two miles away, did the same thing to Mary Cannon in July. About a week later, Ramirez beat a 61-year-old to death in her home. On July 20, Ramirez killed Chainaroung Khovanath. Next, he beat and raped his wife. Not content with that he took their eight-yea r-old son into the next room with a bottle of baby oil. Mrs. Khovanath was forced to listen as Ramirez raped him, then he stole about $30,000 in cash and jewelry, (Richard Ramirez Night Stalker, n.d., p. 1). Max and Leta Kneiding were shot and killed in their home. In August, he attacked Christopher and Virginia Peterson, but did not kill them. A few days later, he killed Elyas Abowath and savagely beat his wife, Sakina. On August 17, Richard committed his only murder outside of Los Angeles. He shot and killed Peter Pan in San Francisco; and although beaten and shot, Peters wife, Barbara, survived her attack. Her description of the attacker matched the description of other survivors. The murderer was named The Night Stalker by the media. A week later, Ramirez shot William Carns in the head three times and raped his fiancà ©e, Inez Erickson. In the end, Ramirezs fingerprint was taken off an abandoned stolen car identified by Inez Erickson, and his picture was on the front page of t he paper. He was spotted by a customer in a local liquor store, and chased and beaten by local thugs (Richard Ramirez Night Stalker, n.d., p. 1) Richard was arrested for 13 murders, five attempted murders, six rapes, three lewd acts on children, two kidnappings, three acts of forced oral copulation, four counts of sodomy, five robberies, and 14 burglaries. At his trial, Richard inscribed a pentagon on his left palm and showed it to photographers. He also made devils horns with his fingers (Schechter and Everitt, 1996, p. 249). He was convicted on 46 of these counts at 2:20 p.m. on September 20th, 1989, in a Los Angeles county courtroom in California. He was subsequently given a death sentence on October 3rd of that same year, (Grise, n.d., p. 1). He is now on death row at San Quentin State Penitentiary, where he has even gotten married! According to Schmalleger (2009), Social learning theory says that all behaviour is learned in much the same way and that crime, like other forms of behaviour is also learned, (p. 300). Richard learned a lot from his cousin, Mike. According to this theory, Richard learned from an early age that sex, drugs, and violence go together and create intense pleasure. Differential identification theory is an extension of social learning theory and is defined as, An explanation for crime and deviance that holds that people pursue criminal behaviour to the extent that they identify themselves with real or imaginary people from whose perspective their criminal or deviant behaviour seems acceptable, (Schmalleger, 2009, p.302). Daniel Glaser said that through this process, people develop a personal identification with criminals. Richard Ramirez definitely developed a relationship with his cousin, Mike. He taught Richard how to perfect his burglaries, and Richards killings emulated the photographs s hown to him by Mike of his rapes and murders in Vietnam. He learned a great deal from Mike and then later turned to Satanism as a result of his evil thoughts and desires. Richards crimes began as instrumental crimes in that they were goal-oriented. He broke into homes to steal because he needed money to buy hotel rooms, drugs, and prostitutes. He then began raping and murdering with no other motive than he simply enjoyed these acts. What caused Richard Ramirez, a.k.a. The Night Stalker, to torture, rape, and murder men, women, girls, and boys in 1984 and 1985? I think it is a combination of learned aggression from his father, drug addiction, the positive associations his cousin taught him between violence and sex, and his personal thoughts about Satan. Whether or not his actions were influenced by any biological forces, we will never know. But, the impact his cousin had on his criminal career cannot b denied. Would Ramirez still have committed all those crimes had Mike not invested so much time in boasting of his sexual conquests and killings to Richard? We will also never know. What we do know is The Night Stalkers crimes cannot be forgotten, and if his appeals are denied, Richard Ramirez will be put to death. Then he just might get his wish: To obtain the most honorable place at Satans table.

Explain the harmful effects of drugs such as ecstasy on the individual

In recent years, the rising use of addictive drugs has become one of the biggest social problems menacing certain countries. The illicit use of a variety of drugs appears to be increasing. Generally, a drug can be a substance, other than those required for the maintenance of normal health, which by its chemical nature alters the structure or function of a living organism. In this essay, drugs are more appropriate defined as psychoactive drugs such as ecstasy and cannabis, which lead to the influence of the central nervous system in mood, thought and behaviour. In addition, drugs can be classified into three categories  ¡V depressants, stimulants and hallucinogens (McGill, 2002, 78). It is widely believed that taking drugs can lead to harmful consequences on the individual and society. Therefore, this essay is concentrated on explaining the physical and psychological effects on individuals and the social impacts on society. Despite the belief that the perceived benefits outweigh the negatives, the negligence of the harmful consequences and dangers of drug taking results from the little or no drugs ¡Ã‚ ¦ knowledge among the drug takers. The truth is taking drugs may bring physical and psychological effects on individuals. Taking ecstasy as an example, also known as MethyleneDioxyMethAmphetamine, is a drug made with Lysergic Acid Diethylamide and amphetamines. The effects of ecstasy begin about thirty minutes after use and may last for four hours (Hurwitz, 1992, 21). Owing to the new development of youth  ¡Ã‚ §club ¡Ã‚ ¨ or  ¡Ã‚ §rave ¡Ã‚ ¨ culture, there is a rise of ecstasy use as recreational drugs among the young generation. Referring to National Drug Strategy, it explains that 40 per cent of the Australian population aged 14 or older has tried cannabis which is the most widely used illicit drug in Australia. This is followed by ecstasy which is the most frequently used amphetamines due to t he substantial rise in the use and availability of amphetamine-type substances (1998, Internet). Although the drug takers may experience positive changes in feelings and emotions, a high energy level and increasing confidence in the first few hours after taking ecstasy, there are harmful effects afterwards. According to Ecstasy Organization, it states that the short term effects of taking ecstasy include having dilated pupils, jaw clenching and teeth grinding, sweating, a rise in body tem... ...d incarcerated perpetrators of drug- related crimes (20.4 percent), lost legitimate production due to drug-related crime careers (19.7 percent), and other costs of drug-related crimes, including Federal drug traffic control, property damage, and police, legal, and corrections services (18.4 percent). Most of the remaining costs resulted from premature deaths (14.9 percent), lost productivity due to drug-related illness (14.5 percent), and healthcare expenditures (10.2 percent) (1995, Internet). Thus, in summary, although drugs such as ecstasy and cannabis may bring positive changes in feelings and emotions and a rise in energy level, it is no denying that the long-term negative physical and psychological effects outweigh the benefits on individuals. Likewise, it may still be suggested that the use of drug may also have social impacts such as increase in crime rate, family and work problems as well as economic costs on society. Drug abuse has detrimental effects on both individuals and society that has no sure end but tragedy. It is a dilemma that cannot be neglected. Future and current societies and governments must work to address to it, otherwise it will spread like a disease.