Benefits of Reading Essay Example for Free

Benefits of Reading Essay Reading maketh a man. Today, we enjoy such a wide array of reading material ranging from books, magazines, newspapers, comics and the latest e-books. However, we still do not make it a habit to read. This fact can be consolidated by a recent survey that has singled out that a majority of citizens hardly read. What a shame! Obviously, we do not realize the importance of reading. In this era of modernization, in order to become a successful person or a top-notch student, we should enrich ourselves with adequate knowledge and perspective. Instead, citizens in developed countries like Russia, China, Japan, Korea and Australia are enriching themselves with knowledge and information. Thus, it is high time that we make it a point to read. First and foremost, reading is the perfect platform for us to improve our knowledge. It is undisputable that, nowadays, the bookstores are flooded with various kinds of reading materials dealing with different subjects. By reading numerous genres of books, we are able to broaden our minds. For example, we can always flip through magazines or books to acquire knowledge and information on particular fields. Magazines like National Geographic, Popular Science, Discovery, Chips , Time and Reader’s Digest provide a colossal of information about science and the latest technologies. Those who are interested in technology will stand a golden opportunity to have a deep understanding on technology and thus helping them to get a promising job in the future. Aside from this, reading helps us to keep abreast with the latest developments in the world. One can know about the news or headlines of the world by just skimming through newspapers or surfing the Internet. People who are informative and knowledgeable are not considered as â€Å"a frog under a coconut shell†. Hence, it is true that reading enable us to widen our knowledge besides of keeping us oblivious of the latest developments in the world. In other words, â€Å"reading is the window of the world†. Furthermore, reading stands us a good stead in improving our command of languages. It has become an irrefutable fact that most of the people around the globe are not highly proficient in English which is an international language. This is because they tend to stick to their mother tongue. Sadly, they do not realize the importance of English. In order to master the language, we should cultivate the habit of reading. By reading we are introduced to a thousand and one words that are seldom applied in speaking but may come in handy when comes to writing. Persons who hardly read will not be able to do well in his essay writing as he fails to acquire the essential writing skills. On top of that, he also fails to learn some useful words that are a necessity in writing a good essay. Thus, it can be said that reading increases one’s vocabulary as well as polishing up one’s writing skills. In addition, by reading we are able to be fluent in foreign languages like Japanese, Spanis h, Italian, Mandarin, French and Arabic, just to name a few. Therefore, we will have the ability to converse with the citizens of other countries. Nevertheless, reading provides relaxation and entertainment. It is an ubiquitous phenomenon that thousands of people in the world are deriving entertainment from reading. This is because reading is the best form of entertainment and relaxation after enduring their mind-boggling work. Reading helps them to vanquish their daily stress and soothe their pressured minds. Needless to say, we do not have to burn a hole in our pockets when we are craving for entertainment. Unlike DVDs or television programs, books are the cheapest source of entertainment which only cost us up to a few dollars, perhaps the most exorbitant books will only cost up to the maximum of 50 dollars which is within the budget of a layman. On the other hand, we should not overlook the advantage of reading which is associated with unleashing our creative powers. By reading thrilling story books like The Lost Symbol, Angels and Demons, Da Vinci Code, Digital Fortress which are written by a prominent author, Dan Brown will definitely keep us thinking about the plots. When we are thinking about the plots, question marks will be popped up in the frame of our minds. Subsequently, we will have to imagine the consequences or the next scenes of the story. All these require creativity, unlike watching movies or videos, where there is little left to the imagination. This is because the scenes are already portrayed using images or pictures. It is a huge fallacy to say that watching movies is far better than reading books to unleash one’s creativity. In a nutshell, it would cost us a fortune if we do not make an effort to read. If we take a close look at people who often read, they are generally creative, it is vital that every citizen in the world picks up the habit of reading. The government should play a pivotal role in promoting the habit of reading. Several awareness campaigns should be held in arm to raise the awareness of the nations on the importance of reading besides boosting the interest of the public in reading. Most importantly, parents should encourage their children to read when they are still young.

Drug Smuggling in Malaysia Essay -- Legal Issues, Drugs, Drug Mule

Drug smuggling cases have created a grave concerns in Malaysia. As I go through the â€Å"Special Report : Decline in Drug Mules† 2010 by BERNAMA, I feel impel to discuss further about this issue. In this article, the definition of drug mule is not given. But, I have come across a definition from Smith (2010) which stated that drug mules are people whose bodies are used to transport drugs to another country. Moreover, Kusyi (2010) defined drug mule as a phrase that refers to someone who is willing or duped to be a courier, carrying drugs or smuggling drugs to other countries. So we can conclude that drug mule is an illegal action that opposes the law throughout the countries. According to BERNAMA (2010), it is estimated that about 1490 Malaysians are now languishing in foreign prisons for drug related offences including drug mules. For me, it is quite a number to be worried of. Our country will experience a great loss of local energies if the number continues to grow. However, the statistics from Bukit Aman show a steep decline in number of Malaysians being detained in foreign lands for carrying drugs in 2010 compared to the previous year (BERNAMA, 2010). As a generation of future leaders, I realize despite the fact that the cases reported is decreasing, the problem is indeed critical and if we stay still from the beginning, I strongly believe it could jeopardize our nation’s future. Thus, we should give serious attention to this problem as this article also reported that the members of international drug syndicates are still actively recruiting new innocent victims of drug mules although in smaller numbers. To begin with, this article has emphasized the victims of the syndicates which are identified to be in between 20s and 30s ... ...hich depicts that they are not afraid of the punishment. To sum up, I agree with all factors and suggestions highlighted in this article. I think this report has succeeded in helping me to realize the significance of this problem and has encouraged me to share my opinions to help the government to eradicate this menace. However, deeper explanations should be included and added so that readers will gain more information about this crime from all aspects. I really hope that we can give our helping hands to fight this menace. Prevention is better than cure. Lastly, I agree with Kusyi (2010) when she said that if ago, parents worries when their children went abroad were about halal food, marry a foreigner, forget their origins and their religion or do not want to return home, now parents have to ensure one more thing which is do not let your child be a drug mule!

Wh Review

World History Semester Exam/CBA Review (1) History. The student understands traditional historical points of reference in world history.The student is expected to: (A) identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations; (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia; (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation; (E) identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment's impact on political revolutions; and (2) History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to: (B) identify the characteristics of civilization; and (C) explain how major river valley civilizations influenced the development of the classical civilizations. (3) History.The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to: (A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity; (B) explain the impact of the fall of Rome on Western Europe; and (C) compare the factors that led to the collapse of Rome and Han China. (4) History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450.The student is expected to: (A) explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire; (B) explain the characteristics of Roman Catholicism and Eastern Orthodoxy; (C) describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism; (D) explain the political, economic, and social impact of Islam on Europe, Asia, and Africa; (E) describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa; (G) explain h ow the Crusades, the Black Death, the Hundred Years' War, and the Great Schism contributed to the end of medieval Europe; (H) summarize the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia; (I) explain the development of the slave trade; (J) analyze how the Silk Road and the African gold-salt trade facilitated the spread of ideas and trade; and (K) summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world. (5) History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750.The student is expected to: (A) explain the political, intellectual, artistic, economic, and religious impact of the Renaissance; and (B) explain the political, intellectual, artistic, economic, and religious impact of the Reformation. (6) History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizatio ns. The student is expected to: (A) compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development; and (7) History. The student understands the causes and impact of European expansion from 1450 to 1750.The student is expected to: (A) analyze the causes of European expansion from 1450 to 1750; (C) explain the impact of the Atlantic slave trade on West Africa and the Americas; (D) explain the impact of the Ottoman Empire on Eastern Europe and global trade; (E) explain Ming China's impact on global trade; and (F) explain new economic factors and principles that contributed to the success of Europe's Commercial Revolution. (15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: (A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the hist orical development of a region or nation; and (16) Geography.The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (A) locate places and regions of historical significance directly related to major eras and turning points in world history; (B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals; and (C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past. (18) Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history.The student is expected to: (A) identify the historical origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his i deas found in The Wealth of Nations; (19) Government. The student understands the characteristics of major political systems throughout history. The student is expected to: (A) identify the characteristics of monarchies and theocracies as forms of government in early civilizations; and (B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism. (20) Government.The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: (A) explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment; (B) identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U. S. Constitution, and the Declaration of the Rights of Man and of the Citizen; C) explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone; and (21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: (A) describe how people have participated in supporting or changing their governments; (22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: (A) summarize the development of the rule of law from ancient to modern times; (23) Culture.The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: (A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism; and (B) identify examples of religious influence on various events referenced in the major eras of world history. (24) Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: (A) describe the changing roles of women, children, and families during major eras of world history; and (25) Culture.The student understands how the development of ideas has influenced institutions and societies. The student is expected to: (A) summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India; (26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: (A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures; (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750.The student is expected to: (A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties; (B) summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations; (C) explain the impact of the printing press on the Renaissance and the Reformation in Europe; (E) identify the contributions of significant scientists such as Archimedes, Copernicus, Era tosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.The student is expected to: (A) identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence; (B) explain how historians, when examining sources, analyze frame of reference, historical context, and point of view to interpret historical events; (C) explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view; (D) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; (E) identify bias in written, oral, and visual material; (F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time; (H) use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs. (30) Social studies skills. The student communicates in written, oral, and visual forms.The student is expected to: (A) use social studies terminology correctly; (B) use standard grammar, spelling, sentence structure, and punctuation; (C) interpret and create written, oral, and visual presentations of social studies information; and (D) transfer information from one medium to another. World History Semester Review 2012 Directions: Answer the following questions using definitions, examples and explanations of the importance of each term, person or idea. 1. How did the Neolithic Revolution change the development of human culture? ____________________________________________________________________ _________ _______________________________________________________________________________ 2.List the advancements in Early River Valley Civilizations and their importance on development of culture: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. List the political structure of Early River Valley civilizations and their importance on development of culture: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. What is a monarchy? Why did this type of government develop? Give examples from Early & Classical civilizations of monarchies. ___________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ 5. What role did religion play in politics of ancient civilizations (theocracy)? Why is it important to understand the religion of ancient civilizations? Give examples of theocracies in ancient world. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6. Explain the significance of the Code of Hammurabi. Who was Hammurabi? Why is this document considered a corner stone for societal development? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7. Who were the Ancient Hebrew s? What is the contribution to the development of ancient (and subsequent) societies? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8. Compare and contrast Spartan and Athenian Society. Why were these two

Assessing Education As An Educator - 1427 Words

Assessing Education As an educator in an ever demanding society the roles that are required are not only numerous but critical to future prosperity as well. For years educators have been in the mix of progress from promoting revolutions, establishing rights, setting up protocols and they are the communicators of the very essence of knowledge itself. From Plato and Aristotle to Sigmund Freud and Erik Erickson education has made great leaps and bounds to keep up with society; however, one question always comes up. How are they sure that the methods they practice are effective? To combat and reinforce the standards that education was setting up assessments would become the norm for testing out how knowledge was being transitioned from teacher†¦show more content†¦Taking a look inside the classroom there are numerous examples of being used interchangeably to infer information. Many institutions issue out end of the year survey’s or course evaluations that allow students to rate the effective ness of the teacher and to recommend changes to the curriculum. Summative assessments appear in the classrooms as the more popular types of assessments receiving grades at the end of a semester, or taking placement exams at the beginning of registration for students. As one can see with the examples listed both forms of assessment are commonly being used and have different avenues for teachers to implement them into the lesson plan. Knowing that these are the two main categories many students or critics of the education community pose the question on whether to keep assessments separate or to combine them into one big field. While combining the two types may seem reasonable on paper, within the education community being able to get feedback from the students is how teachers can test their effectiveness and recognize which aspects of the lesson need to be tailored. While summative assessments are important to the student because this is the more recognized way of proving ones knowled ge in a specific area. Collecting, inferring and testing these results have become the system we know today. The