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

The Impact Of Media On American Culture - 1832 Words

American culture can be defined as a way people melt together in the United States. It is a blend of ethnicities, languages, customs, and more. It has been called the melting pot for years due to American’s distinct customs. American culture has only expanded and grown throughout the years, as well as television and media. We are constantly being shaped daily by the customs and television that influence us, especially children. â€Å"Television remains the mass medium that can reach most of us at a single moment in time, whether it’s during a popular sitcom or a presidential debate.† (Campbell, Martin, Fabos 182) American TV shows are impacting society and watchers with its presence from trying to influence views attitudes about†¦show more content†¦It shows why these individuals are the way they are, relating to Social Construction Theory. The show rarely asks for sympathy for the characters, but instead uses to humor to make light of the situation the family is in. The three scenes being analyzed show how the themes and values that are portrayed throughout each scene. One of the most important scenes of the show is season one episode one which really paints a picture of the family quite well. The first episode starts off as a voice over from Frank Gallagher as he begins introducing the characters. He starts off with the oldest, Fiona who is the help and the rock of the family. Next, he talks about Lip who is very intelligent, Ian, who is the industrious, ambitious, kind one, Carl who knows little to nothing about except that he loves animals, Debbie the angel, and lastly little Liam the baby of the family who we see is biracial. We continue to see how the household is run each day, and where everyone gets a glimpse at the Gallagher family with how they communicate and interact. It begins with three boys crammed in bunk beads in an extremely small bedroom. The girls are in another with easily no room for any space or pr ivacy. 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The Shroud Of Turin Deep Inside The Cathedral Of St....

Matthew Douthit Professor Sullivan ANTH 2302 28 April 2017 Final Paper – The Shroud of Turin Deep inside the Cathedral of St. John the Baptist in Turin, Italy rests a 14.5 x 3.7 inch long linen cloth. This shroud is stored in a custom built, temperature and humidity controlled, lighttight case made of bulletproof, laminated glass, which weighs about 2,200 pounds. On the shroud bears the faint image of a man who has been crucified. Many believe it to be the actual burial shroud Jesus of Nazareth was wrapped in when he was buried after crucifixion. This is the Turin Shroud. The image of the man on the shroud bears a striking resemblance to the historical descriptions of Jesus. Not only that, but all the wounds align precisely with the†¦show more content†¦In 1532, the shroud was greatly burned in a fire in Savory, whereafter nuns repaired the damage. In 1578, the shroud was transferred to Turin, Italy where it has remained in the Cathedral of St. John the Baptist ever since. Further repairs were made to the shroud in 1694 and 1868. The whole rest of world did not lear n about the shroud until 1898 when Italian amateur photographer Secondo Pia took the first photographs of it. The image on the shroud itself is extremely faint, but Pia’s photographic negatives brought out the image in striking detail. Pia was shocked at what he had discovered. â€Å"I was looking into the face of the Lord,† he later said. And just like that, the Turin Shroud spread like wildfire across the globe. In 1977, science decided to put the shroud under the microscope. Three American scientists, John Jackson, Eric Jumper, and William Mottern along with over thirty others, formed the Shroud of Turin Research Project (STURP). Its goal: figure out how the was image formed. In 1978, despite the resistance of many in the Vatican, the Turin church agreed to let STURP physically examine the shroud. The church gave them only 120 hours to let them do their thing, and STURP immediately got to it. They worked literally around the clock to find out how the haunting image got on the linen cloth. â€Å"There were spectral analysis done,† Barrie Schwortz, the photojournalist who recorded the event recalls. â€Å"There were a mosaic of photographs

Attachment Theory by John Bowlby and Mary Ainworth free essay sample

Psychologist John Bowlby believed that childhood development depended upon a child’s ability to form a good strong relationship with at least one caregiver, this would usually be the parents. Bowlby’s studies led him to believe that a strong attachment provides the necessary sense of security but he found that those without such relationships in place were fearful and less willing to learn from new experiences unlike those who have strong parental relationships to encourage new and adventurous experiences. Mary Ainsworth developed many of the ideas set out by Bowlby in her studies. She identified the existence of what she calls â€Å"attachment behaviour† which demonstrated by insecure children hoping to establish or re-establish and attachment to absent parents. Mary Ainsworth studied a broad range of children from good strong attachments to very weak attachments. The children were separated from their parents and their reactions were observed, the children with strong attachments stayed calm and seemed secure enough to know that their parents would be back soon, whereas the children with the weaker attachments would be insecure and cry and show signs of distress until their parents returned. Mary Ainsworth agrees with John Bowlby’s theories that a good strong healthy attachment is vital for the individuals physical development. (psychologistworld. com) JEAN PIAGET – COGNITIVE DEVELOPMENT Jean Piaget became interested with the reasons children gave for their wrong answers on questions that required logical thinking. He believed that these wrong answers revealed the differences between the think of adults and children. He was the first psychologist to make studies of cognitive development. His theories of intellectual child development include observational studies, intelligence in children and a series of simple test to reveal different intellectual abilities. The goal of Jean Piaget’s theories was to explain how a child develops into an individual who can reason and think for themselves. Piaget believed that children think differently to adults and that children go through 4 universal stages of intellectual development, and that development is biologically based and changes as the child matures. Intelligence develops in children in the in the same sequence and believed that these stages are universal, i. e, the same sequence of development occurs in children all over the world what ever their culture. Piaget’s theories did not completely relate to education but is based upon biological maturity. Researchers have explained how Piaget’s theories can be applied to education and teaching. Piaget was extremely influential in developing the educational policy and teaching, i. e. a review of primary education by the UK government in 1966 was based on Piaget’s theories and as a result of this review led to the publication of the Plowden report in 1967. Because Piaget’s theories are based upon biological maturity and stages the notion of â€Å"readiness† important, meaning that children should not be taught certain concepts until they have reached the appropriate stages of intellectual development. (simplypsychology. org) ERIK ERIKSON – PSYCHOSOCIAL DEVELOPMENT Erik Erikson was an ego psychologist who emphasised the role of culture and society and the conflict that can take place within the ego itself. According to Erikson the ego develops as it successfully solves crises that are distinctly social in nature, these involve a sense of trust in others, developing an identity in society and help the next generation prepare for the future. Erikson proposed a lifespan model of development, taking in five stages up to the age of 18 years and three further stages beyond, well into adulthood. Erikson suggests that there is still plenty of room for continued growth and development throughout one’s life. Erikson put a great deal of emphasis on the adolescent period, feeling it was a crucial stage for developing a person’s identity. Like Freud and many others, Erik Erikson maintained that personality develops in a predetermined order, and build upon each previous stage. The outcome of this maturation timetable is a wide and integrated set of life skills and abilities that function together within the autonomous individual. However, Instead of focusing on sexual development (like Freud), he was interested in how children socialize and how this affects their sense of self. Erikson assumes that a crises occurs at each stage of development. For Erikson, these crises are of a psychosocial in nature because they involve psychological needs of the individual conflicting with the needs of society. Erikson acknowledges his theory is more a descriptive overview of human social and emotional development that does not adequately show how or why this development occurs. For example, Erikson does not explicitly explain how the outcome of one psychosocial stages influence personality at a later stage. One of the strengths of Eriksons theory is it ability to tie together important psychosocial development across the entire lifespan. Although support for Eriksons stages of personality development exists (McAdams, 1999), critics of his theory provide evidence suggesting a lack of discrete stages of personality development (Costa and McCrae, 1997). (simplypsychology. org)

Nuclear Waste Essays - Radioactivity, Hazardous Waste,

Nuclear Waste Radioactive wastes, must for the protection of mankind be stored or disposed in such a manner that isolation from the biosphere is assured until they have decayed to innocuous levels. If this is not done, the world could face severe physical problems to living species living on this planet. Some atoms can disintegrate spontaneously. As they do, they emit ionizing radiation. Atoms having this property are called radioactive. By far the greatest number of uses for radioactivity in Canada relate not to the fission, but to the decay of radioactive materials - radioisotopes. These are unstable atoms that emit energy for a period of time that varies with the isotope. During this active period, while the atoms are 'decaying' to a stable state their energies can be used according to the kind of energy they emit. Since the mid 1900's radioactive wastes have been stored in different manners, but since several years new ways of disposing and storing these wastes have been developed so they may no longer be harmful. A very advantageous way of storing radioactive wastes is by a process called 'vitrification'. Vitrification is a semi-continuous process that enables the following operations to be carried out with the same equipment: evaporation of the waste solution mixed with the 1) borosilicate: any of several salts derived from both boric acid and silicic acid and found in certain minerals such as tourmaline. additives necesary for the production of borosilicate glass, calcination and elaboration of the glass. These operations are carried out in a metallic pot that is heated in an induction furnace. The vitrification of one load of wastes comprises of the following stages. The first step is 'Feeding'. In this step the vitrification receives a constant flow of mixture of wastes and of additives until it is 80% full of calcine. The feeding rate and heating power are adjusted so that an aqueous phase of several litres is permanently maintained at the surface of the pot. The second step is the 'Calcination and glass evaporation'. In this step when the pot is practically full of calcine, the temperature is progressively increased up to 1100 to 1500 C and then is maintained for several hours so to allow the glass to elaborate. The third step is 'Glass casting'. T he glass is cast in a special container. The heating of the output of the vitrification pot causes the glass plug to melt, thus allowing the glass to flow into containers which are then transferred into the storage. Although part of the waste is transformed into a solid product there is still treatment of gaseous and liquid wastes. The gases that escape from the pot during feeding and calcination are collected and sent to ruthenium filters, condensers and scrubbing columns. The ruthenium filters consist of a bed of 2) condensacate: product of condensation. glass pellets coated with ferrous oxide and maintained at a temperature of 500 C. In the treatment of liquid wastes, the condensates collected contain about 15% ruthenium. This is then concentrated in an evaporator where nitric acid is destroyed by formaldehyde so as to maintain low acidity. The concentration is then neutralized and enters the vitrification pot. Once the vitrification process is finished, the containers are stored in a storage pit. This pit has been designed so that the number of containers that may be stored is equivalent to nine years of production. Powerful ventilators provide air circulation to cool down glass. The glass produced has the advantage of being stored as solid rather than liquid. The advantages of the solids are that they have almost complete insolubility, chemical inertias, absence of volatile products and good radiation resistance. The ruthenium that escapes is absorbed by a filter. The amount of ruthenium likely to be released into the environment is minimal. Another method that is being used today to get rid of radioactive waste is the 'placement and self processing radioactive wastes in deep underground cavities'. This is the disposing of toxic wastes by incorporating them into molten silicate rock, with low permeability. By this method, liquid wastes are injected into a deep underground cavity with mineral treatment and allowed to self-boil. The resulting steam is processed at ground level and recycled