MUET JULY 2015 PAPER

QUESTION 1:

Tiger Population and Action Taken to Protect Tigers in Myanmar, India and Indonesia

Figure 1 shows the tiger population in Myanmar, India and Indonesia in the years
2000,2005 and 2010 while Table 1 shows the actions taken by these countries to protect their
tiger population in the same period. Overall, the tiger population of these countries depends on
the types of action taken to protect them.

In 2000, the tiger population was the highest (250) in Myanmar because it punished
poachers severely and protected tiger habits whereas India had fewer tigers (240) as it only
punished poachers severely. Meanwhile, Indonesia had the smallest number (200) as no action
was taken. With an additional action of educating the public in 2005, Myanmars tiger
population increased to 300. The number rose to 430 in 2010 when Myanmar set up tiger
reserves. However, the tiger population in India dropped to 150 in 2005 when no action was
taken. On the contrary, tiger population increased to 200 when India punished poachers severely
and protected tiger habits in 2010. However, Indonesias tiger population fell to 150 although
there were efforts to educate the public in 2005. The number dropped further to 110 in 2010.

To conclude, the types of action taken determined the tiger population in the three countries.
 MUET JULY 2015 PAPER

QUESTION 2:

The media is defined as one of the means or channels of general communication,

information, or entertainment in society, such as newspapers, radio or television. In the last few
decades, computers and electronic media resources have come to play a central role in
educational. Whatever feelings some of us might have about the digital revolution, we must
accept that many, perhaps most students are fully immersed in it. Most of them will have
considerable experience with the internet and are likely to make use of it as a source of
information for much of their academic work. Many of them will be accustomed to using e-mail
as a normal form of communication. But it is not just students who find electronic media
valuable. Teachers can benefit from these resources as well, by employing a series of useful
tools. Thus, I agree fully that the media is indeed an educational tool.

Electronic media resources complement, but seldom replace, more conventional teaching
techniques. Electronic media tools can make classes more efficient, lectures more compelling,
informative and varied, reading assignments more extensive, interesting and accessible;
discussion more expansive and thought-provoking; and students paper significant and well
researched. These are several ways in which the media helps in education.

In terms of administration, it helps in the routine administration of courses such as providing

copies of the syllabus, assigning discussion sections, and getting out course news. Courses can
be more efficiently handled with a course home page, electronic discussion groups and e-mail
lists. These tools can also dramatically improve the continuity and the community aspects of
courses; helping students to engage with and learn from each other and even from people outside
the course.

Social media provide a wider variety of secondary and primary sources than has previously
been available. With guidance, students can now gain access to materials that were once
available only to experts because they were too cumbersome to reproduce for classroom use or
too expensive for students to purchase. By taking their own paths through these sources, students
can bring their own evidence and arguments into lectures and discussion sections, as well as
write on a wider range of research topics. Besides, rather than performing assignments and
taking exams from the teacher alone, students can perform independent research in publishing,
exhibit building, or assembling and presenting teaching units and other materials for their peers.
A web archive of several terms work can make the course itself an ongoing and collaborative
intellectual construction.