Slang: My Social Dialect :: Essays Papers

Slang My Social DialectFrom the student In constitution Studio 205, we focused on the rhetoric of discourse communities. For this particular assignment, we were asked to cover a discourse community that we are a part of, and its mental picture on spate outside of that community. I decided to use my experiences exploitation up in New York City as my focal point. In all my writings, I tend to reflect on my experiences to enrich and modify texts. From the teacher In her demonstrate, Kimberlea begins by analyzing her social dialect but broadens her see to address the larger implications of Black English in American culture. Her essay weaves narrative, analytical and argumentative elements her conclusion ends with a flourish of manifesto. Overall, this essay is an exploration of the social context of language use, with close attention to the ways in which language use conveys messages about class, status, race and power. As a blackamoor woman, I must speak differently. I must be fit to communicate with my peers and with those who I interact with on a regular basis. I must also be able to speak in the dividing line world. I must know the right time to voice my public opinion and the most effective way to do it. I must be powerful and dynamic in my speech and presence. Does that make me any less(prenominal) of a person? Does that mean that I am allowing myself to be homogenized by White America? Does that make me a sell-out? To some people that would make me a sell-out. They would say that I am leaving backside my language for something else. For something that is not mine. I think not. It makes me an intelligent woman who lead not let the constraints of language hold me back. Yeah, thats right, I have a dialect. I have a social dialect that if used in the wrong place at the wrong time will directly classify me as being an uneducated, black, hip-hop talking bad girl. solely there is more to me than that. I speak to reveal the ideas and notions in my he ad. I speak to you so that you can understand me, so that the conversation flows. I speak to my peers differently, so that they can understand me and feel comfortable slightly me. My social dialect is that of a young black woman. Not soulfulness from the deep South or someone from Oakland, just someone from Brooklyn.

Environmental Problems in Bangkok :: Papers

environmental Problems in capital of Thailand Air defilement trading is one of the most important causes of air pollution in capital of Thailand. capital of Thailand traffic was said to create high gear level of dust particles, and atomic number 6 Monoxide. BMTA buses, trucks and sm everyer transport vans were frequently stopped for on-the- avenue checking. The rapid growth of Bangkok has severely stained its facilities and led to a number of serious problems. The urban center now has over a million registered motor vehicles and because of the limited road surface, traffic congestion is heavy in central areas. Many floater have been declared that air quality were seriously sub-standard. There has been continue monitoring of air quality at several places with recorded high level traffic jam. Water Pollution According to several studies, on that point are three main sources of pollutants in the Chao Phraya River and its tributaries, and the city canals. These are factories, households and restaurants. Although queen-sized factories are required to install irrigate treatment facilities in tack to obtain their annual operating permits from the Department of Industrial Works (DIW), this does not apply to many medium and small plants. The existing household water treatment capacity serves about only two part of Bangkoks population. The wastewater of most households is discharged into canals and then drained into the river. The six most foul canals share over 54 percent of total domestic pollution loads discharged into the Chao Phraya River. Domestic sources account for about 75 percent of the pollution in Chao Phraya River, while factories account for remaining 25 percent. haphazardness Pollution It was noted that noise levels measured by the National Environmental Board were well above the internationally accepted level of However, Solutions ========= The Bangkok government could reduc e the amount of air pollution by trim the number of cars on the roads Installing new sewage systems order the industrial waste away from the rivers Enforcing water waste regulations on all business no matter what size

Animals and Humans

Animals and Humans It may be that some domain argon negligent, scarce humans be regarded as beastly, whereas faunas argon world considered better. umteen ideas posterior lead up to these assumptions more of these ideas can be disputed. obedience can be a spacious leading cause to these assumptions. Animals (domestic) be al nearlyly al bearings truehearted and most humans cant seem to be loyal if their life depended on it. Animals ar non invariably better and humans argonnt always beastly, but that is how most people allow for see it. Animals are better than humans in some scales mostly loyalty.When genius wins an brutes loyalty, that fleshly is loyal always. Loyalty channeln is a precious commodity. One thing I do know is that a chase go away teach a human what real loyalty is all about. in that location brace been m whatever stories about dogs waiting about for years after their master is deceased. The exit of a car pulling up in the driveway volition s end the dogs ears perking up and their tails wagging at least for a while. The dog bequeath still always be awaiting their master, but when the dog realizes that their master is never coming home the puppet get out act differently the dog acts depressed.The one absolutely unselfish help that man can have in this world, the one that never desert him, the one that never proves ungrateful or treacherous, is his dog. Loyalty is a precise broad term which may be applicable in case of ones family, locality or the country. A loyal person is ready to pass on even his own life for the sake of his master, friend, relative or the country. A loyal person bears a moral character, honest outlook, and disciplined manners. There are handfuls of loyal people in the world loyalty forms the introduction of human character. A truly loyal man cannot be bribed or tempted to deviate from his own path.If there is ever a chance that an brute is not loyal, which there is, its likely because of negle ct by an owner. The animal may have been beaten, or have been attacked by another animal also, starvation which can be tied in with neglect. Neglect can cause damage to the animal and cause the animal to start essay to take care of itself, probably teaching itself to survive. Animals will do what they have to do to survive if that means attacking and eating another animal for food, it will. Neglect and abandonment from a human causes animal to act disloyal, which I dont think makes the animal bad, it is still trying to survive.Humans are not very loyal whatsoever. For one to be loyal they must be completely strong and know what is even off. It is nasty to find people like that anymore. bulk will do any(prenominal) they can to hurt someone. Some people will get close to someone average to steal something or even to steal their friend. People confide in other people and tell them things, but not everyone will keep the persons secrets to themselves like they promised. Thats calle d being disloyal and people commit it all of the measure. Animals are considered beastly because they sometimes attack people and other animals.A lot of times pit bulls are picked at as one of the most beastly dogs from experience, theyre one of the best and loving animals. When an animal attacks a human being it is commonly because the human is treating the animal badly. An animal just doesnt walk around looking for a human to attack. Humans often do they will want to fight someone so bad that they will go looking for that person. Humans are considered beastly, very unkind, malicious, and I can candidly say that I understand why. People are mean, cruel, hurtful, and they actually just dont care about other peoples feelings.Humans can torture someone and be okay with it backstab people without a care lose trust in a matter of seconds talking bad about their so called best friend even take a breather straight to someones face. If thats not considered beastly, then who knows what is. The spank thing a loyal animal could do to their master is reckon a little too rough or jump on one with mud on their paws. What do humans do when the dog confidence games or gets mud on their clothes? A human will smack the hell out of a dog. They leave the dog excite with their tail amidst their legs because the dog doesnt know what they did wrong.Of course, not everyone will treat their animal that way. Some animals are like the humans baby. These humans will not harm their animals or leave behind the animal any reason to be scared, besides maybe stepping on them if the animal walks between their legs. Even though the dog gets stepped on it is not discharge to bite the hell out of their owner. Most humans will not go a day without food but they will force their animals in the backyard to starve. The animals have no choice but to starve unless they are going to eat dirt or the grass out back.Humans can give animals their leftovers, but they usually dont even give that a second thought. Differences between humans and animals are much more than language. world has free will. Animals act on instinct. Animals do not have a sense of self, but humans do. Man has the ability to conceptualize animals do not as evidenced time and time again. Man has ride for pleasure animals do not with the exception of dolphins. This has been proven time and time again. Animals dont murder out of lust or greed, but in defence force of young and territory, and on instinct alone, not premeditation.When humans get thin-skinned at each other they dont blow it morose like how two animals would. Humans hold the grudge for a farsighted time, whereas, dogs dont have that emotion. One minute the dogs are snarling at each other back and forth the next minute they are blowing in and out of their noses excitedly to play. When a human loves an animal it really is love, not love like for a spouse, but a unfeigned feeling. When the animal and human are apart for a while and they mate again both are filled with joy and happiness. This is a pleasing thing because so often it doesnt happen like that.You are able to see the excitement in the animal and the human. Animals can give that almost human look like Alice Walker explains in her essay, Am I Blue? (279). Animals and humans will always have huge differences, because they arent the same. Being a human does not give you the right to be beastly. Humans are expected to be good, while animals are expected to be beastly because theyre animals. It has come to my attention that it is sort of the opposite and Im sure thats not the way that things are supposed to be, but it will forever remain that way. We children were always warned not to harm the frogs or the toads. (Silko 380) The old time people told their children that, to date now in this day, there are worse things going on like the beating and neglect of animals by the beastly humans.Works Cited Silko, Leslie Marmon. Yellow cleaning lady and a Beauty of the Spirit. The McGraw-Hill Reader Issues across the Disciplines. Ed. Gilbert H. Muller. eleventh ed. raw(a) York 2011. McGraw- Hill, 2011. 375-382. Print. Walker, Alice. Am I Blue? The McGraw-Hill Reader Issues across the Disciplines. Ed. Gilbert H. Muller. 11th ed. New York 2011. McGraw-Hill, 2011. 756-761. Print.

Deception Point Page 65

Ekstrom felt his muscles stiffen. What the hell is a submarine doing directly strike the coast of Ellesmere Island without my knowledge? Did you see what direction the aircraft flew after rendezvous? backwards toward Thule air base. For connecting transport to the mainland, I assume.Ekstrom said nothing the balance wheel of the way to the PSC. When he entered the cramped darkness, the hoarse voice on the business organisation had a familiar rasp.Weve got a problem, Tench said, coughing as she spoke. Its or so Rachel sexton.76Senator sexton was not sure how long he had been staring into berth when he heard the pounding. When he realized the throbbing in his ears was not from the alcohol still rather from someone at his apartment door, he got up from the couch, stowed the bottle of Courvoisier, and made his way to the foyer.Who is it? sacristan yelled, in no mood for visitors.His bodyguards voice c tout ensembleed in with the identity of Sextons unexpected guest. Sexton sober ed instantly. That was fast. Sexton had hoped not to withstand to wipe out this conversation until cockcrow.Taking a deep breath and straightening his hair, Sexton opened the door. The face before him was all too familiar-tough and leathery despite the hu soldieryss seventy-something historic period. Sexton had met with him only this morning in the white Ford Windstar minivan in a hotel parking garage. Was it only this morning? Sexton wondered. God, how things had changed since then.May I come in? the dark-haired man asked.Sexton stepped aside, allowing the head of the Space Frontier Foundation to pass.Did the meeting go well? the man asked, as Sexton closed the door.Did it go well? Sexton wondered if the man lived in a cocoon. Things were terrific until the President came on television.The old man nodded, spirit displeased. Yes. An incredible victory. It will hurt our get to greatly.Hurt our cause? Here was an optimist. With NASAs triumph tonight, this guy would be exsangu inous and buried before the Space Frontier Foundation attained their goals of privatization.For years I have suspected proof was forthcoming, the old man said. I did not know how or when, but sooner or by and by we had to know for sure.Sexton was stunned. Youre not strike?The mathematics of the cosmos most requires other life-forms, the man said, moving toward Sextons den. I am not surprised that this discovery has been made. Intellectually, I am thrilled. Spiritually, I am in awe. Politically, I am deeply disturbed. The timing could not be worse.Sexton wondered why the man had come. It sure as hell wasnt to cheer him up.As you know, the man said, SFF member companies have spent millions trying to open the frontier of space to private citizens. Recently, much of that money has gone to your campaign.Sexton felt all of a sudden defensive. I had no control over tonights fiasco. The White House baited me to flak NASAYes. The President played the game well. And yet, all may not be lost. There was an odd glint of hope in the old mans eyes.Hes senile, Sexton decided. All was definitely lost. Every station on television mighty now was talking about the destruction of the Sexton campaign.The old man showed himself into the den, sat on the couch, and fixed his tired eyes on the senator. Do you recall, the man said, the problems NASA initially had with the anomaly computer software system onboard the PODS satellite?Sexton could not imagine where this was headed. What the hell difference does that make now? PODS found a goddamned meteorite with fossilsIf you remember, the man said. The onboard software did not function properly at first. You made a big deal of it in the fight down.As I should have Sexton said, sitting down opposite the man. It was some other NASA mischanceThe man nodded. I agree. But shortly after that, NASA held a press conference announcing they had come up with a work-a meter-some sort of patch for the software.Sexton hadnt actually seen th e press conference, but hed heard it was short, flat, and hardly paroleworthy-the PODS project drawing card giving a dull technical description of how NASA had overcome a churl glitch in PODSs anomaly-detection software and gotten everything up and running.I have been watching PODS with interest ever since it failed, the man said. He produced a videocas makete and walked to Sextons television, putt the video in the videocassette recorder. This should interest you.The video began to play. It showed the NASA press room at headquarters in Washington. A well-dressed man was taking the podium and salutation the audience. The subtitle beneath the podium readCHRIS HARPER, Section Manager cold Orbiting Density Scanner Satellite (PODS)Chris harpist was tall, refined, and spoke with the quiet gravitas of a European American who still clung proudly to his roots. His accent was scholarly and polished. He was addressing the press with confidence, giving them some bad news about PODS.Althou gh the PODS satellite is in orbit and functioning well, we have a minor setback with the onboard computers. A minor programming error for which I unsay full responsibility. Specifically, the FIR filter has a faulty voxel index, which means the PODSs anomaly-detection software is not functioning properly. Were working on a fix.The crowd sighed, plainly accustomed to NASA letdowns. What does that mean for the current effectiveness of the satellite? someone asked.Harper took it like a pro. Confident and matter-of-fact. Imagine a perfect set of eyes without a functioning brain. Essentially the PODS satellite is seeing twenty-twenty, but it has no idea what its looking at. The purpose of the PODS mission is to look for immix pockets in the polar ice cap, but without the computer to analyze the constriction entropy PODS receives from its scanners, PODS cannot discern where the points of interest are. We should have the situation remedied after the attached shuttle mission can make a n adjustment to the onboard computer.A utter of disappointment rose in the room.The old man glanced over at Sexton. He presents bad news pretty well, doesnt he?Hes from NASA, Sexton grumbled. Thats what they do.The VCR tape went blank for an instant and then switched to another NASA press conference.This indorse press conference, the old man said to Sexton, was given only a few weeks ago. Quite late at night. Few people power saw it. This time Dr. Harper is announcing good news.The footage launched. This time Chris Harper looked disheveled and uneasy. I am pleased to announce, Harper said, sounding anything but pleased, that NASA has found a work-around for the PODS satellites software problem. He fumbled through an explanation of the work-around-something about redirecting the raw data from PODS and sending it through computers here on earth rather than relying on the onboard PODS computer. Everyone seemed impressed. It all sounded quite feasible and exciting. When Harper was do ne, the room gave him an enthusiastic round of applause.So we can expect data soon? someone in the audience asked.Harper nodded, sweating. A couple of weeks.More applause. Hands ray of light up around the room.Thats all I have for you now, Harper said, looking ill as he packed up his papers. PODS is up and running. Well have data soon. He practically ran off the stage.Sexton scowled. He had to admit, this was odd. why did Chris Harper look so comfortable giving bad news and so uncomfortable giving good news? It should have been in reverse. Sexton hadnt actually seen this press conference when it aired, although hed read about the software fix. The fix, at the time, seemed an inconsequential NASA salvage the public perception remained unimpressed-PODS was just another NASA project that had malfunctioned and was being awkwardly patched together with a less(prenominal) than ideal solution.

Perspectives on Humanities

I consider a boy named black lovage, a boy who turned out to be my greatest companion. I will justify my quashs feel to be the most productive one, although death came along at an early on age of 33 he had reached what he wanted in his vivification and he had surpassed all the battles that came along his right smart. My masters life was non an ordinary life, he became of what he is because of his hard work, dedication, wisdom and his will. He was a man of honor and great courage. Let me tell you how horse parsley and I met and became comrade. Alexander was just a young boy at the tenderise age of twelve when I was brought to his father first for the cost of bakers dozen talents.I was a wild young stud then but Alexander was wise enough to know why am I non at ease with my rider, he adequately studied me, talked to me softly and rode me into the sun so that I would not be able to see my witness shadow seeing my own shadow caused me to be shy. Alexander named me Bucephalus or Oxhead, he owned thither and then.In the early days of my age he was my mentor, he taught me how to be tough and strong enough for both battles that was ahead of us. He trained me how to be a stallion that is graceful of being called a wondrous one. He was my protector during battles he gave his powerfulness during those times and gave what I have to give to protect him also. It was a rattling(prenominal) life I had with him, I gave everything that I have got for he was my master and I owe everything to him.As a young boy, Alexander learned how to blank space himself from the shadow of his father. Alexander and I grew up together, to say the truth we were interchangeable of the same age. What King Phillip and Alexander had was a competitive relationship he loved her mother so much though. Because of this, he mends his own ways to be able to surpass what his father had reached and to be able to proudly say that he is Alexander the great conqueror.We have travelled the pu blic together, seen the beauty of each and every track of land we lay our ft upon, and I have been his accomplice when he managed to conquer the world and build his mighty empire. Alexander has learned to do things in his own way even when he was still a child. I was one of the chosen few who have seen how he had managed to rule the world not because he was a descendant of the King of Macedonia, King Phillip but because he was Alexander, a great warrior. I have been a witness to what Alexander had make I was a witness to his greatness in the battlefield. I was there with him, Ive seen him do things the smart way or what have construct to people the Great way.Alexander was always a tough draw he had managed to show this during our restless battles that we have both been through. His troop were always there to assist him whenever he essential them, his people showed loyalty to him and he showed his loyalty to them as well. Although Alexander was hard on the battlefield he was not as hard when it comes to me. He showed me the love that I gather uped he never pushed me to my limits. Alexander would always know whenever I need caress and he would always give it to me.To my mighty king, Alexander the great, I salute him for the many things he had taught me. I wouldnt have been who I am if not because of him. I thank you Alexander, my comrade, for I had the opportunity to be with you on your farthermost battle. Life wouldnt be this meaningful for me if you were not my master, and for that I am thankful. I was lucky to be there with you during your last battle.To my mentor, friend, companion and master, Alexander, thank you and Goodbye. May the fruit of your hardships be recognized by the whole Universe, may your legend be told in the future generations of gracious race, and may your name become undying and forever living in the hearts of your people (The Confessions of Alexander the Great 33 Lessons in Greatness,).References The Confessions of Alexander th e Great 33 Lessons in Greatness Electronic Version from http//www.watchmojo.com/events/history/alexander_the_great/intro_history_is_subjective.htm.

Bramante and the Aesthetics of High Renaissance

Thesis Bramante an Italian architect and painter whose deed centered around the classical sprint of the ancients (www. wga. hu/index_co. html). Because Bramante is also attributee to the drawing of The Interior of the church service(www. wga. hu/index_co. html) The engraving was done by Bernado Prevedari. (www. wga. hu/index_co. html). keep to analyze the Church of Santa Maria, Bramante added the tribune to east end of the large church. The church was antecedently built in Gothic style in 1463, but was subsequently torn down and Re situated by a Renaissance structure, to house the tombs if the Sforza Dynasty.We result also look at other wrickings and the semblance of these works by Donato Bramante. Bramante or Bramante Lazzari an Italian painte and architect was born in July 1444. He was born at the Monte Asdruvaldo in Urbino,(www. nndb. com/people/700/000084448). As a child Bramante showed a great taste for drawing and he was placed under the tutuledge of Fra Bartemmeo also called Fra Carnavale. Bramante was soon absorbed by architecture and canvass under Scirro Scirri, an archtect in his native place as well as under other master.Bramante set from Urbino executing works of varying magnitudes as he proceeded through several of Lombardy. (www. nndb. com). Bramante finally reached the city of Milan in capital of Italy where he was attracted by the fame of the great Duomo. While in Milan Bramante devoted himself to the withdraw of ancient buildings, both in the city and as far southwestward as Naples (www. nndb. com). Bramante was commissioned by the primal Caraffa to rebuild the cloister of the Convent della Pace. The Cardinal then introduced Bramante to Pope Alexander VI.Bramante then executed for the Pope the castling of the Cancelleria or Chancery. (www. nndb. com). Bramante was one of the most important architects of the papal court. This comes from the work he done for Pope Alexander VI and under Pope Julius II, Bramante undertook the plan of t he Vatican Palaces around the Belevedere courtyard. (lib-art. com/artgallery/755-donato-bramante. html). The repositioned fresco of Men at Arms and the wood table savior at the Column are at The Bera head Houses.The Christ at the Column is the only painting that can be attributed to Bramante. (www. lib-art. com). Bramantes work again can be realisen at the Sforza Castle which contains Bramantes symbolic fresco Argus which he painted with Brammantino. (www. lib-art. com). Most of Bramantes art is attributed to his architecture in the Church of Santa Maria. Bramante is attributed with the tribune, the exterior of the church,the exterior of the church as well as the interior of the choir.Although there is no record that connects Bramantes name with the present apse, transept, crossing,and edible bean they are attributed to him under the influence of Leonardo da Vinci whose radical architectural ideas they represent. (www. lib-art. com). Bramante executed numerous littler works at Bologna and Rome, among these smaller works which are specially mentioned by older writers, the cloister of San Pietro a Moontario. Bramante took part in the greatest architectural enterprise ever assay it was the rebuilding of St. Peters.This was done under the order of Pope Julius II and Bramamtes initiation were completed and was pushed so fast that the four great pillars and their arches were completed sooner his death in 1514. (www. answers. com/topic/donato-bramante). Bramante was known for the classical style architecture. His work paintings as well as architecture represented his classical thoughts as well as his philosophy. (www. artcyclopedia. com). Bramante not only did paintings he specialzed in architecture. unrivaled of his first master pieces was the Tempietto, sits in the coutyard in Montorio. Bramante worked from a historical typology. www. wga. hu/index_co. html). As you look at Bramantes works such as The Tempietto, His work on the Church of Santa Maria as we ll as The Piazzo Ducale, (www. lib-art. com), we see the architectural elements known to Bramante, these elements acknowledge a debt to classical structures. In conclusion we see that Bramante had a knack for art whether it was in a painting such as Christ at the Column, Heraclitus and Democritus to the pillars and columns of the Church of Santa Maria or the the Church of St. Peter. Bramante and his classical style of architectue influenced other painters and architects.References Library of Art-lib lib-art.com Answers.com/topic/donato-bramante Web Gallery Art www.wga.hu/index-co.htmlGardeners Art through the Ages

Policing Reforms Essay

When reading the case education from Chapter eight in Criminal Justice Organization that dealt with policing reforms and how to employ those several(prenominal) questions were raised at the end of the chapter that I would like to address.  The first was the obstacles to those lay these reforms into place.  What were the issues and concerns of the officers when putting these in the alto conducther reforms into place?  Would these new supervisory programy reforms be evaluate well with the officers and the department?  Would the fears of the familiarity and officers be calmed by supervisors and how would the supervisors do this?  These questions I hope to answer in this essay and allow the reader to date stamp just how effective these reforms are for a healthy society, community and patrol force.Policing reform includes communities as well as police departments.  Policing and community involvement, to me is much(prenominal) of a democratic policing for society.  Many departments have had issue with their officers and this reform.  alone with contemporaneous styles existenceness introduced the picture is changing.  In the article the officers at fires thought that, more contemporary approaches to policing such as community policing ideals and practices, were Bullshit and coddling criminals, as utmost as he was concerned (p.207).A new supervisor with the new reforms in mind came into his position with real motivation to change the subject of the police department.  Bratton had adopted an idea postulated by some Ivy unite types that the erosion of quality of life in a community take towards urban decay and ultimately unchecked iniquity (207).  The new supervisor had discussed with police and politicians how working with the community and their concerns real showed a decrease in crime.  He similarly went on the say that this involvement with the community butt be as simple as social programs that would meet one-on-ones basic needs to the cleaning of neighborhoods and cracking down on crime.            Shifts in the structure of policing would need to happen.  These changes would include more concentration on community policing principals (207).  Other things would be creating substations or mini-stations around the community to detention officers close to their respective communities.  The ideal being the better you know you community the more effective and efficient the officers would be.   Creating watch groups and have weekly merging with members of the community to pinpoint problems.What better policing than community policing.  Also, also talking with landlords and descent owners on effective efforts and ways they can help to prevent medicates and drug houses moving into the community.  Enhancing direct services such as issues with community health in the article the new supervisor had even tri ed to implement a plan that would involve officers giving aid in merchant vessels to health clinics and departments but liability issues prevented this from happening.  I think this will be something that we could see happening in the policing functions in the near future.            The officers in the layer felt that these efforts and concepts of policing reforms were just a waste of time (208).  They had issues with how their performance had been evaluated in the past verses how they would be evaluated after the reforms were in place.  The new policies required more involvement with the communities and getting a sense of unity with the community. The purpose of these efforts was to get a feel for the pulse of the community and its problems (209).  The officers had a problem with evaluations being group instead of being based on individual merit.  But in my opinion this would strengthen the department on a whole.&nb sp           patrol supervisors according to the article are to interact more with the officers.  Dont use status to separate them from their subordinates getting them involved to identify problems and crime in the community making the officers the experts of their own community.  Supervisors would be seen as can and an in-between for the officers and the upper level management in the department along with being a catalyst between police and the community.  The officer in the story opposed to these changes brought in the union citing that he felt this unfair and a violation of his labor agreement, but the reforms were not seen as being unfair or a violation.            I dont hope him to be idealistic rather unmotivated to change, because once the officers saw that results for the nifty of the community their minds were changed very quickly.  If something works and is good for th e group as a whole then ethically you would have to change your attitude.There was also improvement in officers jobs that could be seen, such as more say in how they thought they should do their jobs.  Since they are the ones actually on the beat forty hours or more a week, in some manner being your own critic makes you the best critic for the job.  Supervisors are primeval in addressing the fears of officers as well as communities.  A supervisor that has quick managerial skills and an ability to show strong leadership and direction would profit any police department and help in implementing policing reform in any police department.ReferenceStojkovic, S., Kalinich, D., & Klofas, J. (2003).  Personnel, supervision, and evaluation.             Ch. 8.  Criminal Justice Organization.  modern York Wadsworth/Thompson

Formal Features of Remember by Christina Rossetti Essay

think up is a praise by a poetess of blue(a) England, Christina Rossetti. The poem was written in 1849 but was get-go published in 1862 in Goblin Market and Other Poems by Rossetti (Petacovic, 2009). Rossetti suffered from ill wellness throughout her life (Shanks, 2010) she seemed to be obsessed with her destruction and therefore wrote some(prenominal) poems (Song, The One Certainty) exploring the theme of death. Christina Rossetti was only 19 when she wrote Remember. Scholars believe that the poem was addressed to her fiance, Charles Cayley, though they later separated due(p) to differing religious views.Written in iambic pentameter, Remember is a sonnet with Italian form. It is divided into an octet and a sestet. The octave (eight lines) rhymes ABBAABBA. As in most sonnets, the octet serves to set the theme of the narrative. The author seems to be ratting the reader about her impending death. The sestet (six lines), on the other hand, has a rhyme scheme of CDDECE. This varia tion in rhyming scheme changes the standard atmosphere of the poem. The basic theme of the poem is that the narrator is asking to be intended by her loved one but if her remembrance brings sorrow, she would rather be forgotten.Rossetti has engaged simple words throughout the poem (Bennet, 2012). in that location are no visual details in the 14 lines. The author uses the phrase remember me three times in the first eight lines, almost demanding that she be remembered in certain situations. In the sestet the tone is very temperate. There is no use of imperatives. Instead, she states that it is better that her lover sometimes forget that she is by gone(a) and smile, rather than remember and be sad (Petacovic, 2009). Unlike most of Rossettis poems, such as Winter My Secret, figurative language is utilise sparingly in the sonnet.There are three metaphors in this poem. The first metaphor is in poesy 1, Remember me when I am gone away, where the words gone away are utilize kind of o f dead. The second metaphor (verse 2), silent land, could possibly adjoin to a religious land such as heaven, hell or purgatory. This reference reflects Rossetti religious upbringing. The last metaphor is employed in verse 11, For if the darkness and corruption leave, where darkness and corruption leave is used as metaphor for her lovers anger at her death (Petacovic, 2009).

Letter of rejection

Your letter has been received on February 22 and we pick out your tinct intimately the repeated card swipes happened on January 25. Please allow me to develop that the exertion reference number, 144022-22839837109, changes daily so that multiple purchases do on the same day often carry the same number. more(prenominal)(prenominal) Importantly, although the transaction reference numbers are the same, the debits are for unlike amounts $268. 00 $219. 60 $116. 20. Therefore, these minutes were not a result of repeated card swipes.Besides, policy of hash requires that customers having problems on the statements to write a claim letter to the cash dispenser delusion Department and enclose the receipts within 10 to 20 cable days. So we kindly remind you that your request has already exceeded the time decide and no receipts are enclosed. Another thing we want to character reference Is that we contacted manager of Cluster, Mr.. William Wong, to ask for more detailed Information . He told us on that point Is no problem with the equipment.And Mr.. Wong also mentioned that food shoppers commonly returned at different times during the day to make additional purchase they forgot the first. Based on all the reasons we have mentioned above, we cannot approve your request for adjustment. convey you for your understanding. We welcome you to vials our website http//YMMV. Hash. Com. gear/l/2/home to know more details about the other Nanking services and we anticipate parcel your needs In the future.Yours sincerely, ATM Error Resolution Department letter of rejection By Legislating purchases made on the same day often carry the same number. More importantly, Another thing we want to mention is that we contacted manager of Cityscape, Mr.. William Wong, to ask for more detailed information. He told us there is no problem for adjustment. Thank you for your understanding. We welcome you to visit our website http//www. Hash. Com. Hawk/l/2/home to know more details abou t the other banking services and we anticipate serving your needs in the future.

Rephrasing Essay

To film sure effective executing of universitys wellness and preventive insurance policy and codes of safe working practices, Deans and Directors be responsible to the Vice chancellor for managing the wellness and rubber de rolement. In gild to achieve this they will have to ensure effective monitoring of health and natural rubber fruits to upraise the health and sanctuary environment which is an important part of the school, capability, and service activities. Risk discernment people should be hired to rack up sure that befitting bringing up is provided.Also to thread sure that yearbook health and preventive return is timely submitted to health and gumshoe military commission and to make sure that they thoroughly implement the health and safety policies at heart the bea of their control. They will have to move care that basic preparedness is provided to drivers who are carrying passengers in passenger carrying vehicles (except cars). To take timely action s on complaints from various areas like Faculty, Trade Union safety representatives, school, health and safety environmental function and advisors.To make sure that annual inspection of workplace is carried place in a planned and systematic manner tho biannual inspection can be conducted to deal with high find activities. To take timely advice from health and safety department on issues related to health and safety. Also to make sure that solely safety policies and codes along with safety work procedures are in place as required. Health and safety advisors should be provided with enough time to carry give a path their duties like intragroup audits of university. Ensure that annual health and safety action plans have been prompt and submitted to the Health & international ampere sanctuary Committee upon request.To make sure accidents are taken into notice and accident investigation reports are submitted. In this reckon sufficient training should be ensured to overcome th ese accidents. Proper happen assessment should be conducted of both activity and square-toed results moldiness be save where necessary. While executing the health and safety audits they need to cooperate with the mind of health and safety. Appointment of health and safety advisor of each school, susceptibility and services is very important. Safe working environment should be encouraged.University speck procedures should be known to in completely in all. Whenever new equipment are installed, staff training should be mandatory. Also new staff should be given proper foundation on health and safety. Before installing and after installation of all electrical equipments should be annually tested i. e every 4 years for IT equipments. Those who are affected by changes in rules of school, skill and services should be provided proper consultation on every procedure. Assuring proper arrangement of regular assessment needs of health and safety performance.To make sure that all trai ning needs are identified and met on time. Also to make sure that people hired from external contractors interpret the criteria and requirements of cipher of Safe expireing Practices for Contractors employed by Staffordshire University. Sub divisions oral sexed by senior managers will be included in the structure of school, faculty and service. The implementation of universitys health and safety will be beneath control of these managers check to their area of concern. All these activities will be interrelated by health and safety advisor of school, faculty and service.Proper training will be provided to dean and directors to make sure that they meet all their responsibilities and compliance with statutory requirements. This training will help them to carry out their responsibilities in an efficient manner. Appropriate standards and guidance will be provided in this regard.Director of soils In addition to those general health and safety responsibilities as directors, the Dire ctor of Estates holds the following responsibilities Proper supply of drinking water, proper lightening, and proper ventilation must(prenominal) be ensured.For all university buildings suitable fire risk assessments must be up to date. Entry and exit of university emergency should be properly assessed and keep. Proper and timely results must be recorded of risk assessment of each and every activity, substances and processes undertaken. University buildings and services should not harm or endanger the person working or using them. Proper tutelage of these buildings and services must be ensured. Maintenance staff should be informed and should be well aware of any health and safety issue that may arise in university set forth including student accommodation units. apropos actions must be taken on every complaint regarding health and safety implications from faculty or services. Emergency lightening, fire alarms and smoke alarms all such equipments must be properly tested and main tained according to the timely plan (Including student accommodation units). Student investigators must be appointed and trained to deal with hazardous situations. People having good and level-headed knowledge should be considered in this regard. Universitys Accident Investigation motif Form has been completed after investigating relevant estate activities and spheres of duties. episodic inspection must be carried out of university buildings to ensure the effectiveness of maintainenece political platform and bettering actions must be taken on timely basis. Estate vehicles must be properly maintained and serviced to avoid accidents. In consonance with the Electricity at Work Regulations and the IEE Code of Practice for In-Service Inspection & Testing of Electrical Equipment the proper and fixed wiring of each and every university building must be ensured along with proper inspection and all records must be kept.A planned cleaning program must include all lecture theatres, toi lets, classrooms, corridors and offices etc. Development of proper health and safety Action plan must be ensured and this must be submitted to Health & safety device Committee upon request. Standards outlined in the Code of Safe Working Practices for Contractors Employed by Staffordshire University must be followed by external contractors commissioned by Estates complies with relevant statutory provisions. Also to make sure that all portable electric appliances used within the premises are thoroughly tested and does not in any way harm the people using them. Proper records must be maintained of their testing. The grounds chemical, equipment and machinery all must be maintained and used safely according to current regulation authority.Head of Health & Safety The Head of Health and safety is basically a competent military officer appointed under the Management of Health and Safety at Work Regulations 1999. He reports to the Director of Estates on daily basis for executing his duties, but he can access to the University Executive directly on matters considered appropriate.His duties pack a combination of advisory and executive functions. In order to maximise the effectiveness of his role, he will work closely with Deans/Directors and other colleagues. His main duties will involve To promote health and safety within the university. A proper database to be maintained for safety breeding and guidance. Regular review on effectiveness of health and safety training. view as and help must be provides to Safety Advisers of school, faculty and services in the execution of their duties.A continued professional development program must be followed. On all the issues and matters related to health and safety, the Vice Chancellor must be advised through Human resources. Proper advice on statutory provisions must also be delivered. University health and safety procedure, codes of safe working practices, policies, rules and routines all must be developed, impleme nted and monitored. compilation of accident data ant to prepare an annual health and safety report for submission to the Board of Governors is also the main duty of head of health and safety.Annually appraising the effectiveness of health and safety policy of university and providing an effective information service is also mandatory. Regular audit of school, faculty and services health and safety management to ensure their effectiveness and remedial training must be provided for any gap identified during these audits. In case of any reported health and safety incident, investigation must be carried out and timely remedial actions must be taken by the head.The bodies whose activities can influence the health and safety issues of university must be shown their interest in general meetings. External safety services, Trades Union Safety Representatives and specialists must be provided with efficient and effective communicating. Well off communication must be kept with appropriate enfo rcement agencies and co-coordinators during their inspection and visits. Work as an administrator in all aspects of work related to health and safety committee and also to carry many other such health and safety activities assigned by university.

Conflict and Communication Styles Within Families

competitiveness and Communication Styles Within Families There are many areas to be explored underneath the Communications Studies umbrella making it sooner difficult to narrow smooth a specific subject to write about. After performing about research I chose to discuss appointment and discourse trends within families. contradict seems to be an inevitable event in all-interpersonal relationships and the way one manages such fighting hindquarters determine how the rest of the relationship may be influenced. fit in to Wilmot and Hocker (2005). Conflict is usually a struggle between at least two parties who consecrate indifferences in goals.Families head for the hills to helping hand with this depicted object differently based upon parley patterns, perceptions and environment. As aforementioned the way conflict and communication is dealt with preserve differ within families based upon their communication styles or patterns. I thought it would be raise to further study w hy this happens. Many families face difficult struggles, which can often be quite volatile and troubling. How family members deal with these struggles not only affects personal development just now it can likewise affect unseasoneder children, what they learn from family conflict and how they can be impacted by exposure to such conflict.The first term I chose is Family Communication Patterns and Conflict Styles in Chinese Parent-Child Relationships written by Qin Zhang. The purpose of the study that was conducted was to investigate Chinese family communication patterns and the effects on childrens conflict styles and perceptions of name-child relationships satisfaction (Zhang, 2007). The study found that Chinese family communication patterns are more conversation-oriented than accordance-oriented, and the collaborating and accommodating styles are the childrens most preferred and the competing style the least preferred.A conformity-oriented family values the harmony and interd ependence of family members, conflict avoidance and childrens obedience to parents (Fitzpatrick, 2004 Koerner &038 Cvancara, 2002 Ritchie 1991). A conversation-oriented family values the individuality and independence of family members and spontaneous and free interactions (Koerner &038 Cvancara, 2002 Koerner &038 Fitzpatrick, 1997 Ritchie, 1991). The second clause I chose was Family Communication Patterns and the Conflict styles Young Adults accustom with Their Fathers by Rebecca Dumlao and Renee A.Botta. This study examines the link between family communication patterns between fathers and young adults to conflict styles and management. The levels of conformity and conversation encouraged by the young adults fathers also encouraged styles of managing conflict (Dumlao &038 Botta, 2000). Collaborating and accommodating were found to be the most arranged styles of conflict predicted by father type. Collaborating requires significant commitments of time and communicative causal a gent to stripping a solution that mutually beneficial.A father who promotes substantial communication is more likely to raise children who us this skilled style (Dumlao &038 Botta, 2000). accommodate is when on person gives in to anothers wants which often correlates with a family that encourages conformity. Young adults with fathers who encouraged conformity were often more accommodating during conflict. resemblance and Criticism Both articles vary drastically besides still assert good insight in regards to families and how factors such as heathenish minimize or parent-child relationships can have a great effect on how conflict is resolved.In the first article, I found it interesting how burnish can be a major influence on how conflict is handled and perceived. According to Hall (1976) Chinese culture is high context, collectivistic and has large exponent distance. Before reading the article I assumed, since the Chinese tend to be a more reserved and high context mint tha t they would be more likely to avoid conflict. Traditional Chinese culture places great emphasis on harmony, face, relationship, and filial piety, which gives rise to the preference of conformity orientation (Ho, 1986 Hsu, 2002 Wu, 1996).That cosmos said, it was very interesting to see that my assurances were wrong. I was close to surprised to see that study findings show how Chinese parents have go from conformity orientation to conversation orientation. Zhang (2007) states The shift of family communication patterns might genuinely reflect the gradual transformation of Chinese culture from a extremely hierarchical society to one that endorses equality and freedom. Although the second article does not have to do with cultures it still touches on families and the way conflict is handled and resolved.What intrigued me about this article is that it takes about conflict with young adults and specifically their fathers. Ive always been close with my father so I was interested to fi nd out how different parenting skills can affect young adults in how they deal with conflict now and in the future. There were various hypotheses during this study but one that stood out to me was that young adults with protective fathers will use high levels of both accommodating and avoiding styles with their fathers than those whose fathers are not protective (Dumlao and Butta, 2000).I found this interesting mainly because I felt like I could relate to that assumption and it was fascinating to see the hypothesis to be proven true. In the findings it states that on that point are limited options for an individual who may come from this type of family those being to give in or dont get convolute at all. This spoke volumes to me because this is how tended to act/react in my relationship with my father, who was in fact, very protective. Once again, the articles are different but at the same(p) time very similar. Both deal with conflict, families, and relationships between a parent and child.I dont think us, as a society, realize how cultural backgrounds, parent-child relationships, and environment can affect us at such an advance(prenominal) age in how we deal with and resolve conflict with one another. Im not too sure how I could apply this to my nonchalant life or future endeavors since my conflict style has slowly been infix in me since I was a child. I have taken the time to analyze myself though and reflect on how my culture and upbringing have effected the decisions I make and reactions towards conflict. Recently, in another class

Fast Foods Essay

 Obesity among kids in the coupled States is on the rise. Many studies occupy shown the correlation between corpulency and the unfluctuating food. The statistics show that in the joined States al puff up-nigh six out of e precise ten people decimate solid foods. The habit of extinguishing fast foods is non a new-fashioned development. History has it that the practices could date as early as 512BC (think quest).During this catamenia, almost Egyptian restaurants offered a single dish of wild fowl, cereal, and onions. Ever since that, time restaurants discombobulate completely and progressively changed. Today there be thousands of restaurants all oer the world. Most the fast foods sold always kick in some characteristics in common, in whichever part of the world the restaurant is located.It has been established that in most adults eat more fast foods because of the increasing working hours and non determination time for home cooked meal (Morgan, 2004). The other re ason is that there be so many a(prenominal) tasty pickaxs for one to choose from. Furthermore, it does non replication long to get the fast foods when one is in a hurry. fashioning it quite convenient for students and kids.Many Ameri peck kids love fast foods handle the specially created combo meals that are sold by the many restaurants specifically for them. The meals are always colorfully boxed and sometimes toys included for attracting the kids. Many kids wait to love the idea of dismissal out with their friend and parents because they know that in process they get to buy the foods and snacks. nipperren would nag and insist on going out and have assorted kinds of of fast foods rather than having the homemade food.This is not surprising for they are easily lured by the attractive advertisement of fast foods oblivious of the dangers associated with them (Buzzle articles).The nutrition content of most fast foods is a worrisome thing. Most of them have proven to be very unhealthy for kids and chairs in the increasing incidences of obesity among the them. These foods are sold cheaply something that consistently tempts the consumers to them.  It is a known fact that most of the fast foods are usually towering in luscious, cholesterol and sodium. Eating of these fast foods over along period of time confidential information to many health problems analogous the high riptide pressure , eye diseases and obesity.Research dataVarious look intoes have been through with(p) to determine the extent to which fast foods are contributing to obesity not only in children but also in the entire charitable community. For lesson, a study by the USDAs agricultural research service on some 90000US citizens established that over a tush of adults in age group above 20 years eat fast foods daily. These foods are highly sugary chase away(predicate) fats, carbohydrates and too many proteins (food navigator, 2004).Furthermore, research by a squad lead by Me ndoza aimed specifically at the content of the kids fast food. They targeted the meals arranged at some ten headspring-known regional restaurants situated in Houston. In their studies, the team found that only three pct of the food offered at these eating-places met the sevener key standards set by the national school tiffin weapons platform for meals intended for children in the kindergarten and through third grade. The meals which were referred to as the best choice were only made up of deli-style sandwich,-turkey, ham, roast beef or tuna-combined with a fruit, such(prenominal) as apple slices or raisins (ARS, 2009).Other meals include obviously hamburger, fruit s, and low fat milk as well as a beverage. The meals that failed to meet the school lunch guidelines had more than 65 pct of fat. Furthermore, 75 per cent of the meals had too, olive-sized calcium, 82 percentage had too little iron and 85 percent too little vitamin. Also match to Mendoza, the energy density of the fast foods not meeting the school lunch standards was 2.3 calories per gram compared to only 1.5 calories recommended by the standards.These findings though obtained from Houston alone qualify well to represent the reality nationally. According to the researchers, Houston is the fourth largest city in the United States. In addition, 10 of the restaurants there are among the 13 of the nations regional national fast food shackles, which sell kids fast food (ARS, 2009).Most of these researches were spurred by the increasing levels in the get of obesity case among children. In fact, it has been established that more than 16 percent of children in the United States were overweight. In addition, there was a doubling in the estimated incidences of overweight among children and triple in the rate among adolescents. there was also the fill of by the pediatricians and other health care professionals that found the child obesity trend quite alarming and its potential death consequences.Th ese findings related to the issuing of meals eaten absent from homes. The rate of meals eaten away from home has grown from 20 percent in the        1970s to more than 30 percent presently. In a Further survey by the department of agriculture food surveys of Americans, 25 percent of us children aged between four and eight would on a typical day take fast food (ARS, 2009)The personal personal effectsThe main consequence of this fast food has been the increase in the enactment of overweight children. These yummy tasty and low costs happy foods are the attributes. One big challenge associated with this fast food is that it is becoming socially accepted (Milos, 2010). Many purple would decide to overcome guilt by giving themselves a treat by going to consume these food. There are commercials all over urging people to get up-to-the-minute desserts and other food. This has made it look superficially right but that is not the case. The various ingredients of these foods have distinct health effects. Some people conclude that we are in an era of junk food. The children have been driven away from the green leafy vegetable and only relish these fast foods. The effects that come out are irreversibly harmful. The excess sugar in these fast foods and the sodas laed to diabetes in the childrens clay. They may develop the type 2 diabetes that is more prominent with the grand parents and parents (my child health    ). In this case, the body fails to produce adequate insulin that controls the sugar levels and the body metabolism.In addition, the fats and saturated fats lead to high levels of cholesterol in the slant. The cholesterol is associated with many heart complications. such heart problems can lead to increase in major heart diseases. Furthermore, the fats can ale to a condition known as dyslipidemia, which occurs when the LDL levels and triglycerides are abnormally high (Buzzle). These can put the children in a very preca rious situation of coronary heart diseases.Some of these fast foods contain excess sodium that is a big contributor of high blood pressure. Increase in the blood pressure can lead to pluck and cracks in the blood vessel walls. The human body uses lipoproteins in recompense of these walls converting it into substance that contains cholesterols hence lead to increase in the cholesterol levels ( Eric, 2005). As children, indulge more and more in this fast food, their bodies require lacking(predicate) of vitamins and iron.This is because most of these foods do not contain such nutrients. They therefore constrain anemic. This makes them lethargic and get tired so easily. This is because their diets always almost become completely deficient of green vegetables and fresh fruits causing great wishing of both macro and micro nutrient supplements in their bodies (my child health). The result of this is reduced immunity making the children to become highly susceptible to various diseases and ailments. The body also becomes deficient of calcium that makes their teeth to be very weak, nails and bones brittle. The various preservatives used in these foods may also be carcinogenic.Remedy to fast foods problemsIt is important to note that there is no such a thing as bad food. Any food can fit into a healthy meal plan. The fast food chains should therefore revamp their menus to respond to the customers comments. These has been observed in some restaurants for  example there are those that do not serve food with trans fat, but alternatively have more fruits and vegetables .According to the CYWH Staff, the adjacent tips can be helpful in setting up a healthy diet. It is advisable to choose boiled foods over fried ones likes the barbecued lily-livered sandwich instead of fried chicken or chicken nuggets. Secondly, one should   choose soups hat are not cream based. This elbow room that if the names of these soups include something like creamy tomato soup or an y of that kind, then they should be avoided. The foods should have low fat salad instead of fullfat salad kind. One should choose low fat milk, or diet sodas instead of regular sodas, fruits drinks, milkshakes, or whole milk. If you can penetration fruits and vegetables, they should be added to the meal. For example, have lettuce and tomato on sandwiches or burgers. When one orders for foods like pizza its good to add veggies instead of meat , as well as getting thin crust instead of deep fish. codaSince many researches have clearly established that restaurants selling fast foods have great contribution into the effects of these foods like the obesity, there should be a regulation into their activities. A study by the NBER established that the proximity of these restaurants s to work places and learning institutions have had a big impact into these.For example for pregnant women, having such a restaurant within 0.10 miles increases the probability of gaining 20 kilos during the ir pregnancy( NBER). As for children, having the restaurants within proximity of 0.25 to 0.50 miles had the same implications. It follows that such restaurants should be away from children. Policies should be laid in place to restrict the availability of fast food in residential areas and schools.ReferencesEric S, speedy Food Nation, Harper Perennial, (2005).Morgan S, (2004), ace Size Me, Movie ReviewsAgricultural research service, kids fat food and obesity. Accessed on August 2, 2010    from http//www.ars.usda.gov/is/AR/archive/oct09/kids1009.htmBuzzle, Fast Foods and the Child Obesity. Accessed on August 2, 2010 from                             http//www.buzzle.com/articles/fast-food-and-child-obesity.htmlMilos P. (2010), Are fast food and obesity, accessed on grand from                   &nbs p                        http//ezinearticles.com/?Are-Fast-Food-and-Obesity-Related?&id=357337Think quest, Welcome to the Real Truth about Fast Foods and Nutrition, Accessed On              August 2, 2010 from http//library.thinkquest.org/4485/My child health, Effects of Fast foods on children, Accessed on August 3, 2010 from                http//www.mychildhealth.net/effects-of-fast-food-on-children.htmlNBER, the national bureau of economic research, Accessed on August 3, 2010 from             http//www.nber.org/aginghealth/2009no1/w14721.html

Kssr Sains

TAJUK 1 Isu-isu dalam Pendidikan Sains SINOPSIS Topik ini membin faecesgkan beberapa isu-isu dalam pendidikan sains. Isu-isu ini berkaitan dengan matlamat pendidikan sains, kandungan pendidikan sains, pengajaran sains dan literasi saintifik. HASIL PEMBELAJARAN 1. Mengenal pasti dan membincangkan isu-isu dalam pendidikan sains. 2. Analisis kesan-kesan isu-isu yang berkaitan dengan pendidikan sains dalam pengajaran sains di sekolah-sekolah rendah. Kerangka Tajuk-tajuk Rajah 1. 0 Kerangka tajuk ISI KANDUNGAN 1. Isu- isu Kurikulum Sains Preparing a national acquisition programme that leave behind process tutor students cause their scientific competencies a doggedside their acquisition of skill intimacy requires attention to four issues. 1. Selection of wisdom content ( switch it offledge, skill, pinch and jimmys) on that point is a pursuant(predicate) criticism that more than of the problems and issues in wisdom t separatelying method arise from the organise of cogn izance curricula which tend to be knowledge-heavy and alienating to a significant play of students.A curriculum that covers an extensive come out of wisdom ideas hampers the efforts of even the best teachers who start out to give engaging erudition nurture for their students. The effect of such knowledge-laden curricula is for teachers to dole out scholarship concepts in a superficial way as they onset to cover what is evaluate in the curriculum. Rather than growth savvy, students at that placefore fork over a tendency to rely on memorisation when taking tests of their cognizance development. The ch lonesome(prenominal)enge is to identify the wisdom concepts that atomic number 18 important and can be realistically understood by students in the breeding time available.One of the realities face in skill education is that scientific knowledge is rapidly increasing. speckle this is valuable for our society, it join ons to the force on the acquirement curricul um. There is a wavering to replace the old with the sensitive. Rather, in that respect is a tendency to just add the new science ideas to the conventional ones. Accompanying this need to retain the traditional knowledge base is a feeling that disposition this content exemplifies skilful rigor. Obviously such a situation is non sustainable.The consequence is that many students be losing interest in science. The question then brings to be asked what is important in a science curriculum? This cover argues that developing science competencies is important, understanding the big ideas of science is important, exposure to a range of science experiences relevant to eachday feel is important and understanding of the major concepts from the variant sciences is important. It is likewise acknowledged that thither is a core soundbox of knowledge and understanding that is fundamental to the understanding of major ideas.The paper to a fault proposes that it is possible to provid e tractability and choice about the content of local anaesthetic science curriculum. The factors that influence this choice include context, local science learning opportunities, historical perspectives, present-day(a) and local issues and available learning resources. In managing this choice, there is a hire to be conscious of the potential danger of repeating of knowledge by a students school life and ensure repetition is minimised and that a endd science curriculum is provided for every student.Finally, when selecting content for a national science curriculum it is important to lay out how much time can reasonably and realistically be allocated to science and within this time constraint what is a reasonable range of science concepts and skills for learning in direct and secondary coil school. 2. Relevance of science learning a curriculum is more likely to provide a land for the development of scientific competencies if it is relevant to individual students, perceived to capture own(prenominal) value, or is presented in a context to which students can readily rival.Instead of simply emphasising what has been described as canonical science concepts, there is a need to provide a meaningful context to which students can relate (Aikenhead 2006). Furthermore, students ordain be better placed to understand the concepts if they can be utilize to everyday experiences. To provide both context and opportunities for application takes time. To increase the relevance of science to students there is a strong case to include more coeval (and possibly controversial) issues in the science curriculum.In doing so, it is important to note that the complexity of some scientific issues doer that they do not throw searching solutions. Often, the relevant science knowledge is limited or incomplete so that the questions can only be addressed in terms of what whitethorn be possible or probable rather than the certainty of what leave behind happen. Even when th e risks inherent in making a particular close are assessable by science, the cultural or social aspects excessively need to be taken into consideration.The school science curriculum should provide opportunities to explore these complex issues to enable students to understand that the application of science and applied science to the real creation is often concerned with risk and debate (Rennie 2006). acquirement knowledge can be applied to solve problems concerning human demand and wants. Every application of science has an impact on our environment. For this reason, one require to appreciate that decisions concerning science applications involve constraints, consequences and risks. Such decision-making is not value-free.In developing science competencies, students need to appreciate the influence of particular values in attempting to residuum the issues of constraints, consequences and risk. While many students perceive school science as difficult, the cellular inclusion o f complex issues should not be bared on the basis that there is a potential for making science seem even more difficult. The solve is not to exclude contemporary issues, provided rather to use them to promote a more sophisticated understanding of the nature of science and scientific knowledge.It is important to highlight the implications of a science curriculum that has personal value and relevance to students. This means that the curriculum cannot be a one sizing fits all, but rather a curriculum that is differentiated so that students can eng season with content that is meaningful and satisfying and provides the opportunity for conceptual depth. In this respect the science curriculum should be built upon knowledge of how students learn, have demonstrated relevance to tudents everyday world, and be implemented use teaching and learning approaches that involve students in inquiry and action mechanism. Within the flexibility of a science curriculum that caters for a broad coho rt of students and a range of delivery contexts, there is a need to define what it is that students should know in each stage of schooling. In this way, students can build their science inquiry skills based on an understanding of the major ideas that underpin our scientific endeavour. 3.General capabilities and science education There is an argument, based on question within science education, that curriculum needs to achieve a better balance between the traditional knowledge-focused science and a more humanistic science curriculum that prepares students for richer understanding and use of science in their everyday world (Fensham, 2006). Beyond the science discipline area there is overly pressure in some Australian jurisdictions to develop a broader customary school curriculum that embraces the view of having knowledge and skills important for future personal, social and frugal life.While there is much value in such futuristic frame whole shebang, there is the danger that the va lue of scientific understanding whitethorn be diminished. Unless the elaborate of the general capabilities refer specifically to science content, the importance of science may be overlooked and the curriculum time devoted to it decrease. The science curriculum can readily provide opportunities to develop these general capabilities. Such general capabilities as gestateing strategies, decision-making approaches, communication, use of information and communication technology (ICT), group work and problem solving are all important dimensions of science learning.There is an increasing number of teachers who will require assistance to complex body part their teaching in ways that enable students to meld the general life capabilities with the understanding and skills needed to achieve scientific competencies. Such assistance will be found in the provision of quality, adenosine deaminaseptable curriculum resources and sustained useful professional learning. 4. judging When a curriculu m document is prepared there is an expectation that what is written will be what is taught and what is assessed. Unfortunately, there is sometimes a considerable gap between ntended curriculum, the taught curriculum and the assessed curriculum what can be assessed often determines what is taught. This disconnect is a result of the different pressures and expectations in education system. An obvious goal in curriculum development is that the intended, taught and assessed dimensions of curriculum are in harmony. The importance of assessment in curriculum development is highlighted in the process referred to as backward design in which one works through three stages from curriculum intent to assessment expectations to finally supplying learning experiences and instruction (Wiggins & McTighe, 2005).This process reinforces the simple proposition that for a curriculum to be successfully implemented one should have a clear and realistic picture of how the curriculum will be assessed. Assessment should serve the purpose of learning. Classroom assessment, however, is often translated in action as testing. It is unfortunate that the summative end-of-topic tests seem to dominate as the main irradiation of assessment. Senior secondary science assessment related to university entrance has long reinforced a content-based summative approach to assessment in secondary schools.To amend the quality of science learning there is a need to introduce more diagnostic and formative assessment pulls. These assessment tools help teachers to understand what students know and do not know and hence device relevant learning experiences that will be beneficial. Summative testing does have an important role to play in monitoring achievement standards and for answerability and certification purposes, but formative assessment is more useful in promoting learning.Assessment should enable the provision of detailed diagnostic information to students. It should show what they know, unders tand and can demonstrate. It should also show what they need to do to improve. It should be note that the important science learning aspects concerning attitudes and skills as outlined in the paper cannot be readily assessed by pencil and paper tests. For that reason, it is important to strain the need for a variety of assessment approaches. While assessment is important, it should not dominate the learning process.Structure of the curriculum There is value in differentiating the curriculum into various parts that are relevant to the needs of the students and the school structure (Fensham, 1994). 5. In regard to the school structure, the nature of the teachers expertise becomes a factor to consider. For early childhood teachers, their expertise lies in the understanding of how children learn. Secondary science teachers have a rich understanding of science while senior secondary teachers have expertise in a particular discipline of science. Each part would have a different curricu lum focus.The four parts are early childhood principal(a) junior secondary senior secondary. Developing scientific competencies takes time and the science curriculum should reflect the varietys of science activities, experiences and content appropriate for students of different age levels. In sum, early science experiences should relate to self awareness and the natural world. During the primary years, the science curriculum should develop the skills of investigation, using experiences which provide opportunities to practice language literacy and numeracy.In secondary school, some differentiation of the sub-disciplines of science may be appropriate, but as local and community issues are interdisciplinary, an integrated science may be the best approach. Senior secondary science curricula should be differentiated, to provide for students who wish to pursue career-related science specializations, as wholesome those who choose a more general, integrated science for citizenship. Early Childhood curriculum focus awareness of self and the local natural world. Young children have an intrinsic curiosity about their immediate world. They have a desire to explore and investigate the things around them.Purposeful play is an important feature of their investigations. reflexion is an important skill to be developed at this time, using all the senses in a dynamic way. Observation also get hold ofs into the idea of wander that involves comparing, sorting and describing. 2. PrimaryCurriculum focus recognising questions that can be investigated scientifically and investigating them. During the primary years students should have the opportunity to develop ideas about science that relate to their life and living. A broad range of topics is suitable including weather, sound, light, plants, animals, the night sky, materials, soil, pee and movement.Within these topics the science ideas of order, change, patterns and systems should be developed. In the early years of pri mary school, students will tend to use a trial and error approach to their science investigations. As they progress through their primary years, the expectation is that they will dismount to work in a more systematic way. The notion of a fair test and the idea of variables will be developed, as well as other forms of science inquiry. The importance of measurement will also be fostered. 3. Junior secondaryCurriculum focus explaining phenomena involving science and its applications.During these years, the students will cover topics associated with each of the sciences country and space science, life science and physical science. Within these topics it is expected that aspects associated with science for living, scienceinquiry and contemporary science would be integrated in the handle of science. While integration is the more probable approach, it is possible that topics may be developed directly from each one of these themes. For example, there may be value in providing a science u nit on an escaped science investigation in which students conduct a study on an area of their choosing.While there may be specific topics on contemporary science aspects and issues,teachers and curriculum resources should strive to include the recent science research in a particular area. It is this recent research that motivates and excites students. In determine what topics students should study from the broad range of possibilities, it is important to exercise restraint and to avoid overcrowding the curriculum and providing space for the development of students science competencies alongside their knowledge and understanding of science content.Topics could include states of matter, substances and reactions, energy forms, forces and motion, the human body, diversity of life, ecosystems, the changing earth and our place in space. The big science ideas of energy, sustainability, equilibrium and interdependence should lead to the ideas of form and function that result in a deeper ap preciation of evidence, models and theories. There are some students ready to begin a more specialise program science in junior secondary and differentiation as early as Year 9 may need to be considered to extend and engage these students interest and skills in science. . Senior Secondary. There should be at least three common courses across the country physics, interpersonal chemistry and biology. There could also be one broader-based course that provides for students wanting only one science course at the senior secondary level. It could have an emphasis on applications. The integrating themes of science for life, scientific inquiry and contemporary science should be embedded into all these courses where realistically possible. Other specialised courses could also be provided. Existing courses in the states and territories are among the possibilities available.National adoption would improve the resources to support the individual courses. (Sumber National Curriculum Board (2008) . National apprehension Curriculum sign advice. Retrieved 10 Sept. 2009 from www. acara. edu. au/verve/_ / acquisition_Initial_Advice_Paper. pdf) Latihan 1. Baca kandungan diatas. 2. Nyatakan isu-isu dalam pendidikan sains yang d peakui dalam kandungan di atas. 3. Bincang dan tuliskan refleksi sebanyak dua halaman tentang kesan daripada isu-isu pengajaran sains rendah. Membuat Nota Mengumpul maklumat mengenai literasi sains dan hubungannya dengan pendidikan sains dari buku atau internet.Membina peta minda untuk menyatakan maklumat yang anda telah berkumpul. . . Senarai Semak Jawab ujian di bawah bagi menguji tahap literasi saintifik anda. Test of scientific Literacy Answer each question with true if what the sentence most normally means is typically true and false if it is typically false. 1. Scientists usually expect an experiment to spot out a certain way. 2. Science only produces tentative conclusions that can change. 3. Science has one uniform way of conducting res earch called the scientific method. 4 Scientific theories are explanations and not facts. 5. When being scientific one essential have faith only in what is justified by a posteriori evidence. 6. Science is just about the facts, not human interpretations of them. 7. To be scientific one must conduct experiments. 8. Scientific theories only change when new information becomes available. 9. Scientists manipulate their experiments to produce particular results. 10. Science proves facts true in a way that is definitive and final. 11. An experiment can prove a theory true. 12. Science is partly based on beliefs, assumptions, and the nonobservable. 13. Imagination and creativeness are used in all stages of scientific investigations. 14. Scientific theories are just ideas about how something works. 15. A scientific law is a theory that has been extensively and thoroughly substantiate. 16. Scientists education, background, opinions, disciplinary focu s, and basic guiding assumptions and philosophies influence their information and interpretation of the available entropy. 17. A scientific law will not change because it has been proven true. 18. An accepted scientific theory is an hypothesis that has been confirmed by considerable evidence and has endured all attempts to disprove it. 19. A scientific law describes relationships among observable phenomena but does not explain them. 20. Science relies on deduction (x entails y) more than induction (x implies y). 21. Scientists invent explanations, models or theoretical entities. 22. Scientists make up theories to guide further research. 23. Scientists accept the existence of theoretical entities that have neer been directly observed. 24. Scientific laws are absolute or certain. Jawapan 1. T 9. T 17. F 0 wrong = A+ 2. T 10. F 18. T 1 wrong = A 3. F 11. F 19. T 2 wrong = A- 4. T 12. T 20. F 3 wrong = B+ 5. T 13. T 21. T 4 wrong = B 6. F 1 4. F 22. T 5 wrong = B- 7. F 15. F 23. T 6 wrong = C 8. F 16. T 24. F 7 wrong = D 8 or more wrong = F RujukanFleer, M. , & Hardy. T. (2001). Science for Children Developing a Personal Approach to Teaching. (2nd Edition). Sydney learner Hall. Pg 146 147) National Curriculum Board (2008). National Science Curriculum Initial advice. Retrieved on10 Sept. 2009 from www. acara. edu. au/verve/_ /Science_Initial_Advice_Paper. pdf Hazen, R. M. (2002). What is scientific literacy? Retrieved on 10 Sept. 2009 from http//www. gmu. edu/robinson/hazen. htm Tamat Topik 1 TAJUK 2 Kurikulum Sains Pendidikan Rendah Malaysia SINOPSISTopik ini menggariskansejarah perkembangankurikulumsainssekolah rendahdi Malaysia. Kurikulum di Malaysia telah melaluibeberapaperubahandariKajianAlam Semulajadi, Projek Khas, Alam dan ManusiadanSainsKBSRsekarang HASIL PEMBELAJARAN 1. Menyatakan perubahan dalam kurikulum sains sekolah rendah di Malaysia. 2. Menyatakan rasional untuk perubahan dalam kur ikulum sains sekolah rendah di Malaysia. 3. Membandingbezakan kekuatan dan kelemahan setiap kurikulum sains sekolah rendah yang telah diperkenalkan di Malaysia. Kerangka Tajuk Rajah 2 Kerangka Tajuk-TajukISI KANDUNGAN 2. 0Sains Sekolah Rendah Mengimbas kembali Dalam sejarah perkembangan pendidikan sains sekolah rendah di Malaysia, ia boleh disimpulkan bahawa perubahan kurikulum adalah satu inovasi (Kementerian Pelajaran dan UNESCO, 1988 SEAMEO-RECSAM, 1983 SEAMEO-RECSAM, 1973). Perubahan ini juga merupakan multidimensi dalam erti kata lain ia melibatkan sekurang-kurangnya tiga dimensi dalam pelaksanaannya (Fullan, 1991). Komponen-komponennya adalah seperti berikut (i)penggunaan bahan-bahan kurikulum yang disemak semulaatau baharu atau berteknologi ii)penggunaan pendekatan baharu (iii)pengubahsuaian kepercayaan, contohnya, andaian pedagogi dan teori berkenaan polisi baharu atau inovasi. Di Malaysia, semua perubahan kurikulum yang berlaku akan dilaksanakan oleh Kementerian Pendidikan dan akan disebarkan kepada semua sekolah-sekolah di negara ini. 2. 1Kajian Alam Semulajadi Pada akhir abad kesembilan belas hingga pertengahan abad kedua puluh, sains diajar di sekolah rendah sebagai Kajian Alam Semulajadi, melibatkan pengetahuan tentang fakta-fakta dan hukum-hukum alam semulajadi sebagai asas penyiasatan saintifik.This approach had the advantage that students were encouraged to learn through careful observation and classification, but it ignored much of the natural environment that had an impact on students lives(Keeves and Aikenhead, 1995). Pengajaran sains di peringkat sekolah rendah telah dilaksanakan dalam semua bidang (botani, biologi, sains bumi, kimia dan fizik) secara beransur-ansur dan dihubungkaitkan dengan persekitaran dan pengalaman seharian murid. 2. 2Projek Khas KajianAlam Semulajadi telahdigantikan dengansukatan pelajaranSainsRendahpada tahun 1965.Inovasiini telah diadaptasikandariNuffield Junior Science project,UK (1964),tetapidisesuaikandengan kep erluantempatan. Kurikulumberasaskan subjek, di manatumpuan adalahpadapenguasaanpengetahuan saintifikdan bukannyaciri-cirimurid. Kebanyakanguru-gurusainsdisekolah rendah, terutamanyadi kawasan luar bandar mempunyai latar belakangpendidikan yang rendah (terdiri darigredenamhinggasembilaniaituhanya enamhinggasembilan tahunpersekolahanasas) tetapijuga telahmenerima latihanprofesionalyangtidak mencukupidalammetodologisains dan kandungan dalam mata pelajaranitusendiri.Mereka jugadilatih sebagai guru untukmengajarsemuamata pelajaransekolahrendah. Banyakamalan dalam bilik darjahberpusatkanbuku teks danpenghafalannota. Pencapaian prestasi murid-murid didapati lemah di sekolah-sekolah rendah luar bandar, terutamanya dalam bidang sains, maka Kementerian Pelajaran telah memperkenalkan Projek Sains Rendah Khas (Projek Khas) pada tahun 1968. Projek ini menggunakan pendekatan baharu untuk pengajaran sains bagi sukatan pelajaran yang sedia ada.Rasional memperkenalkan pendekatan pengajaran yang baha ru dan bukannya perubahan kurikulum adalah kerana Kementerian Pelajaran mendapati bahawa guru-guru sudah biasa dengan sukatan pelajaran yang sedia ada. Langkah ini telah mengurangkan trauma guru-guru terhadap perubahan kurikulum. Kurikulum telah diambil daripada Council Science 5 13 project, UK(1967) dan projek-projek sains yang lain di Amerika Syarikat, seperti Science- A Process Approach (1967), yang telah dilaksanakan pada masa itu, tetapi disesuaikan dengan keperluan tempatan.Ia menekankan pengajaran berpusatkan murid, berorientasikan aktiviti, dan pembelajaran penemuan melalui penggunaan buku kerja. Ia juga menyediakan perkhidmatan sokongan guru yang berterusan dalam melaksanakan sukatan pelajaranyang sedia ada, terutamanya di kawasan luar bandar. Buku Panduan guru, buku kerja dan bahan-bahan yang digunakan adalah berorientasikan penyiasatan telah dihasilkan untuk Darjah Satu ke Darjah Enam. Ketua Pengarah Pelajaran pada masa itu, Haji Hamdan bin swell Tahir, menulis dalam ha laman pengenalan semua buku panduan, Objective of this Special Project is to equip teachers with new teaching methodology in the hope of generating pupils who will be able to experiment and think and really know all the concepts that will be taught by the teacher. wholly the activities suggested in the guide-book will reduce the pupils reliance on rote learning and encourage them to gain experiences in a concept that is taught. It is hoped that pupils will be attracted to science not only in the primary schools but also in the secondary schools. (Standard One Science Guide-book, 1971)Pada tahun 1970, satu pelan tindakan telah disediakan bertujuan untuk menentukan tarikh bagi melengkapkan setiap fasa dalam projek khas ini. Pensyarah-pensyarah maktab latihan guru dan guru-guru sekolah sains rendah telah dihantar berkursus di luar negara untuk mendapatkan pengalaman terus berkenaan model kurikulum dan bahan-bahan yang digunakan di sana dan membuat penyesuaian untuk keperluan tempata n. Apabila kembali ke tanahair, mereka dipinjamkan ke Pusat Sains, kini Pusat Perkembangan Kurikulum (CDC) untuk menulis dan menyediakan buku panduan guru.Penulisan buku panduan mengikuti pola umum. Pertama, sukatan pelajaran standard yang diberikan telah dikaji semula dan dibincang bersama semua kakitangan yang terlibat dalam pendidikan sains seperti pensyarah universiti, pelatih guru, pemeriksa sekolah, pembangun kurikulum dan guru-guru. Topik-topik yang disusun semula(jikaperlu), dan jenis pengalaman yang boleh disediakan bagi murid-murid telah dikenal pasti. Seterusnya, pelbagai sumber telah diteliti untuk idea-idea yang relevan dan berguna.Kemudian, pendekatan umum yang digariskan telah dilaksanakan kajian rintis dan draf telah dikaji semula. Akhir sekali, buku panduanini telah siap ditulis, hasildari bengkel-bengkelpenulisan, pengumpulanbahan-bahankurikulumdariseluruhdunia, terutamanya bahan-bahan dariprojek-projekyangtelahdisokong olehpenyelidikan dankajian rintis yang dikend alikandalam situasibilik darjahsebenar. Malangnya, bahan-bahan yangdisimpantelahmusnah dalam kebakarandi Pusat Perkembangan Kurikulum sekitarbulanApril, 1997.Beberapa sekolah-sekolah khas yang dikenali sebagai pusat-pusat aktiviti telah ditubuhkan untuk menampung penyebaran pengetahuan dan sumber untuk guru sekolah rendah di semua negeri. Guru-guru juga dilatih untuk menjadi juru latih utama bagi projel khas ini. Pada tahun 1970, empat puluh guru dari tiga puluh pusat-pusat ini telah dilatih khas di Kuala Lumpur. Guru-guru yang dilantik sebagai jurulatih, kemudian kembali ke sekolah-sekolah mereka masing-masing untuk melatih guru-guru yang mengajar Darjah Satu pada tahun 1971 untuk menggunakan panduan-buku dan lembaran kerja.Latihan ini diteruskan sehingga Darjah Enam. Oleh itu, juru latih utama dan guru-guru yang dilatih oleh mereka dalam kursus-kursus dalam perkhidmatan bukan sahaja dilatih, tetapi juga bertindak sebagai agen perubahan di sekolah-sekolah mereka dengan menyebarkan teknik-teknik yang diperoleh kepada guru-guru lain. Guru juga dimaklumkan tentang bahan-bahan pengajaran yang terkini dan maklum balas ruby melalui edaran buletin yang dihasilkan oleh pusat-pusat aktiviti. Soal selidik menilai juga telah diberikan kepada guru-guru untuk memantau proses pelaksanaan dan membuat penambahbaikan berdasarkan maklum balas dan cadangan.Sepanjang projek ini, pensyarah maktab latihan guru juga terlibat dalam menyumbangkan kepakaran dan memberi latihan. Walau bagaimanapun, kekurangan tenaga pengajar terlatih menghalang aliran latihan dan pelaksanaan inovasi. Jadualperancanganyang tidak realistikgagalmengambil kiramasalahyang wujudsemasapelaksanaan. LaporanyangdibuatolehperwakilanMalaysiadiseminarSEAMEO-RECSAM pada tahun 1973bertajuk InovasiDalamKurikulumSainsSekolah Rendah DanMatematikDanMasalahPelaksanaanDi Malaysia. The cost of curriculum development and implementation has got to be gainful in time, not merely in cash and personnel.The ultimate damage of h aving to untangle knots of mis-implementation as a result of hurried efforts will be more than whatever time is saved in pushing through an ill-planned crash programme. (Ali Razak, 1973 p. 218) Tiada jalan pintas untuk pembangunan kurikulum. Walaupun pada mulanya dirancang untuk melengkapkan penulisan buku panduan dalam tempoh dua tahun, tetapi akhirnya ia mengambil masa empat tahun. Proses pelaksanaan mengambil masa selama tujuh tahun. 2. 3Alam dan ManusiaPandangan lain mengenai pembangunan dan pelaksanaan Projek Khas telah diminta. Seorang yang bukan ahli sains, Tan Sri Profesor Awang Had Salleh (1983), yang merupakan Naib Canselor Universiti Kebangsaan Malaysia pada masa itu, telah diminta memberi komen dan mengulas mengenai kurikulum sains sekolah rendah. It does provide for what might be called science literacy, but the orientation of the computer program is towards mastery of scientific facts with little emphasis on social and religious meaning and significance of scientific discoveries.In other words, the syllabus is cognitively orientated with little attention given to the affective man of educational objectives The orientation of the textbooks reinforces memory work and encourages very little, if at all, interrogatory skills. .. The teaching of science subjects seems to be guided almost entirely by two powerful variables, namely, examination and textbooks. (Awang Had Salleh, 1983 p. 63 64) Pandangan-pandangan ini mewujudkan beberapan persoalan What is science education for? What kind of pupils and society do we want to produce? Pandangan-pandangan ini menyebabkan perubahan radikal dalam pendidikan sains. Ia termasuk pendekatan pelbagai disiplin kepada pendidikan sains di mana motivasi untuk belajar dipermudahkan melalui kandungan sains kepada masalah sebenar alam sekitar. Penekanan diberi kepada kemahiran asas dalam pendidikan dan sains yang merupakan sebahagian daripada isi kandungan dalam mata pelajaran. Alam dan Manusia dalam KBSR. Kurikulum itu diperkenalkan pada tahun 1982 sebagai kajian rintis dan dilaksanakan sepenuhnya di semua sekolah rendah pada tahun 1983.Terdapat tiga komponen utama dalam mata pelajaran Alam dan Manusia iaitu manusia, alam sekitar, dan interaksi manusia dan alam sekitar. Hubungan antara ketiga-tiga komponen itu ditunjukkan dalam Rajah 1. Bersepadu adalah perkataan yang utama dalam kurikulum sebagai kaedah untuk mengurangkan beban kandungan dan komponen-komponen disiplin dalam kurikulum yang terdahulu. Bersepadu dalam merentas kurikulum merangkumi sains, sejarah, geografi, sains kesihatan dan sivik. Terdapat juga kajian persekitaran untuk mewujudkan perkaitan sains sosial kepada dunia di luar bilik darjah.Kesepaduan hubungan antara manusia dan alam sekitar wujud melalui pendekatan siasatan dalam pengajaran dan pembelajaran. Di samping itu, terdapat kesepaduan antara bidang, di mana kandungan kurikulum dimasukkan ke dalam struktur konsep dimana terdapat tema konsep tertentu melalui proses inkuir i. Komunikasi Nilai Murni Sains sosial Sains Kesihatan Manusia Dunia Fizikal PendidikansiansKreativiti Hubungan Kemahiran Hidup alamsekitar Sains dan Teknologi Alam sekeliling Rajah 1 Kerangka Alam dan Manusia (Source Sufean Hussain et. al. , 1988). Mata pelajaran Alam dan Manusia menekankan tiga aspek yang luas. Pertama, untuk membangunkan pengetahuan murid mengenai manusia, alam sekitar, masyarakat dan interaksi antara mereka. Kedua, untuk meningkatkan kemahiran siasatan dan pemikiran dan penggunaan kemahiran ini dalam menyelesaikan masalah.Ketiga, untuk menerapkan nilai-nilai moral dan sikap murid-murid ke arah hidup yang harmoni dalam masyarakat majmuk ( Alam dan Manusia sukatan pelajaran, 1984). Terdapat lima tema utama dalam sukatan Alam dan Manusia. Ianya bertujuan supaya murid-murid dapat memahami, menghargai dan menyemai kasih sayang terhadap alam sekitar dan dengan itu, membangunkan cintakan negara. Tidak seperti Projek Khas yang diperkenalkan mulai Tahun Satu hingga Ta hun Enam , Alam dan Manusia mula diperkenalkan di peringkat tahap dua iaitu dari Tahun Empat hingga Tahun Enam .Bagi melaksanakan kurikulum baru ini, diadakan kursus orientasi selama satu minggu kepada guru-guru sains . Selepas kursus itu, pihak Kementerian Pendidikan menganggap bahawa tugas mereka telah di pertanggungjawabkan kepada guru-guru dan tiada sebab untuk mereka mengatakan bahawa mereka tidak mempunyai pengetahuan yang mencukupi dan cara untuk mengajar subjek sains (Syed Zin, 1990). Batasan inovasi ini digambarkan oleh Syed Zin (1990) kajian ke atas pelaksanaannya di empat buah sekolah rendah di Negeri Sembilan, Malaysia.Antara batasan utama ialah kekurangan kompetensi guru-guru dalam mengintegrasikan kandungan subjek dan menggunakan pendekatan siasatan dalam pengajaran, kurangnya latihan dalam perkhidmatan dan sokongan profesional dari segi kakitangan dan kepakaran kekangan fizikal seperti saiz kelas yang besar dan kemudahan yang tidak mencukupi kurang jelas dalam reka be ntuk inovasi kekaburan dalam spesifikasi kurikulum dan skop dan jarak masa yang tidak mencukupi antara percubaan dan pelaksanaan inovasi bagi penambahbaikan yang dibuat.Akibat daripada inovasi, guru-guru telah dibebani dengan beban kerja tambahan, mengakibatkan guru menjadi cemas, hilang keyakinan dalam pengajaran, bergantung kepada buku teks dan tidak memaksimumkan penggunaan bahan-bahan kurikulum. Pelaksanaan kurikulum ini hanya berlaku sebahagian sahaja kerana guru-guru tidak menggunakan strategi pedagogi dan bahan-bahan yang dicadangkan. Guru-guru masih menekankan pemerolehan pengetahuan melalui fakta ,melalui kaedah deduktif berbanding dengan pendekatan siasatan. Tiada bukti bahawa ada perubahan dalam kepercayaan dan nilai guru ke arah inovasi.Alam dan Manusia , menekankan kurikulum humanistik iaitu kesepaduan disiplin, pendekatan siasatan dalam pembelajaran, meningkatkan kemahiran berfikir dan penerapan nilai-nilai moral. Kajian Alam Semulajadi dan Sains Rendah adalah relevan dalam pendekatan pengajaran sains. Ia dapat menarik minat kanak-kanak dan memberi makna kepada kanak-kanak kerana berkaitan dengan pengalaman harian mereka. Ia disesuaikan dengan perkembangan kognitif mereka. Dalam Projek Khas, pendekatan baru dalam pengajaran melalui penggunaan buku panduan dan bahan-bahan yang sesuai untuk membangunkan kognitif kanak-kanak diberi tumpuan. 2. 4Sains KBSR.Sukatan pelajaran sains sekolah rendah dalam KBSR telah digubal berpandukan Falsafah Pendidikan Kebangsaan dan prinsip-prinsip Rukunegara. KBSR adalah pendekatan bersepadu kepada pengetahuan, kemahiran dan nilai-nilai, pembangunan keseluruhan individu, peluang sama rata untuk pendidikan dan pendidikan sepanjang hayat. Tujuan utama KBSR adalah untuk menyediakan pendidikan asas untuk semua murid-murid dan memastikan perkembangan potensi murid-murid. secara menyeluruh. Perkembangan potensi murid-murid secara menyeluruh termasuk pembangunan intelek, rohani, fizikal dan emosi serta pembangunan diri dan memupuk nilai-nilai moral serta sikap.Sukatan pelajaran sains sekolah rendah direka untuk menampung prinsip-prinsip dan matlamat KBSR. (a)Matlamat dan Objektif KBSR Matlamat sukatan pelajaran sains sekolah rendah adalah untuk memupuk budaya sains dan teknologi dengan memberi tumpuan kepada pembangunan individu yang dapat menguasai pengetahuan dan kemahiran saintifik, memiliki nilai-nilai moral, dinamik dan progresif supaya ada tanggungjawab terhadap alam sekitar dan menghargai alam semula jadi. (Buku Panduan KBSR , Kementerian Pelajaran, 1993). Ini dapat dicapai dengan menyediakan peluang pembelajaran untuk murid-murid untuk belajar melalui pengalaman supaya mereka akan dapat membangunkan kemahiran berfikir membangunkan kemahiran saintifik siasatan meningkatkan minat terhadap alam sekitar memahami diri dan persekitaran mereka melalui pemerolehan pengetahuan, pemahaman, fakta dan konsep menyelesaikan masalah dan membuat keputusan yang bertanggungjawab menangani sumbangan dan ino vasi terkini dalam bidang sains dan teknologi mengamalkan nilai-nilai moral dan sikap saintifik dalam kehidupan seharian menghargai sumbangan sains dan teknologi kepada kehidupan yang lebih baik menghargai perintah dan penciptaan alam (Buku Panduan Sukatan Pelajaran Sains Sekolah Rendah, 1993, ms. ) Menurut Lewis dan potter around (1970) objektif di atas boleh diklasifikasikan kepada tiga tujuan utama pendidikan sains. Mereka mempercayai melalui (1) latihan kemahiran proses inkuiri (2) pemerolehan fakta dan kefahaman konsep (3) sikap yang sesuai dan dihajati dapat dikembangkan. Ketiga-tiga tujuan ini dinyatakan dalam silabus PSS sebagai objektif pencapaian yang kemudian dibahagi kepada objektif umum dan khusus bergantung kepada perkembangan kognitif murid-murid. Objektif umum adalah kenyataan untuk menerangkan pencapaian objektif yang ingin dicapai dalam domain kognitif,afektif dan psikomoto.Objektif khusus adalah huraian kepada objektif umum dan dinyatakan dalam bentuk tingkahl aku yang boleh diukur. Objektif pencapaian diiringi dengan cadangan-cadangan untuk pengalaman belajar yang membolehkan guru merancang aktiviti-aktiviti yang bersesuaian bagi mencapai objektif. (b)Kemahiran proses dan kemahiran berfikir Penguasaan kemahiran proses, kemahiran manipulatif dan kemahiran berfikir adalah ditekankan dalam sukatan PSS (Primary nurture Science/ Sains Sekolah Rendah). Ketiga-tiga kemahiran tersebut adalah saling berkaitan dengan pemikiran secara kritikal,kreatif dan analitik .Kemahiran proses yang dikenalpasti adalah kemahiran memerhati, mengkelasan,mengukur dan menggunakan nombor,membuat inferen,membuat ramalan, berkomunikasi, mengenalpasti hubungan ruang dan masa,mengintepretasi data, mendefinasi secara operasi, mengawal dan memanipulasi pembolehubah,membina hipotesis dan mengeksperimen. Kemahiran manipulatif adalah kemahiran psikomotor seperti mengendali,membersih dan menyimpan alat radas sains, mengendali secara selamat spesimen hidup, dan melukis secara betul spesinen dan alat radas (PSS Syllabus Handbook, 1993 m. s. 3 5). (c)Sikap dan nilaiSukatan PSS juga untuk menyemai sikap saintifik dan nilai yang positif ke dalam diri murid seperti minat , sifat ingin tahu kepada dunia disekeliling, kejujuran, ketepatan dalam mereko, mengesahkan data,keluwesan dan keterbukaan minda,kesabaran,kerjasama,bertanggungjawab terhadap diri sendiri,orang lain dan alam sekitar,bersyukur kepada tuhan dan menghargai sumbangan sains dan teknologi perkembangan positif sikap dan nilai perlu menjadi matlamat akhir pendidikan. (PSS Syllabus Handbook, 1993, m. s. 3 6). Menurut Lewis dan Potter (1970), (d)Isi kandungan PSS dilihat sebagai suatu bidang ilmu dan juga sebagai pendekatan inkuiri.Sebagai suatu bidang ilmu,sains menyediakan suatu kerangka untuk murid-murid memahami persekitaran mereka melalui aplikasi prinsip sains dalam kehidupan harian. Pendekatan inkuiri membolehkan murid melakukan penyiasatan pada dunia di sekeliling mereka. Ini akan menggalak kan muridmenjadi kreatif,berfikiran terbuka,toleransi ,mencintai dan menghargai alam sekitar. Prinsip kesepaduan dikekalkan dalam sukatan PSS sejajar dengan KBSR. Wujud kesepaduan yang merentasi matapelajaran lain seperti biologi,fizik dan kimia melalui penggunaan konsep dan proses sains. Pendekatan secara tema digunakan dalam mengolah isi kandungan .Pada tahap I sekolah rendah dalam Tahun 1, isi kandungan dibahagikan kepada dua bahagian Bahagian A dan B . Pada Tahap II sekolah rendah, tema dibina mengenai manusia dan penerokaan persekitaran. Lima bidang penyiasatan adalah 0 Alam Hidupan 1 Alam Fizikal 2 Alam Bahan 3 Bumi Dan Alam Semesta 4 Dunia Teknologi Persekitaran hidup menyiasat keperluan asas dan proses kehidupan manusia,binatang dan tumbuhan. Alam fizikal menyentuh konsep ruang dan masa dan fenomena tenaga. Alam bahan membuat perbandingan antara bahan semulajadi dan bahan buatan manusia . unia dan alam semesta meneliti bumi dan hubungannya dengan matahari,bulan dan planet-pl anet lain dalam sistem solar. Akhirnya dunia teknologi, menyiasat perkembangan teknologi dalam bidang pertanian,komunikasi,pengangkutan dan pembinaan dan sumbangannya dalam kesejahteraan kehidupan manusia. Setiap bidang penerokaan adalah untuk mencapai kesepaduan dalaman secara melintang supaya apa yang dipelajari hari ini mampu dihubungkaitkan dengan apa yang dipelajari kelmarin dan apa yang akan dipelajari esok dan kesepaduan menegak supaya apa yang dipelajari dalam sesuatu bidang seharusnya berkait dengan bidang penerokaan yang lain.Satu ciri yang penting tentang sains adalah setiap murid seharusnya mencapai tahap minimum kefahaman dan pengalaman dalam setiap disiplin sains. (e) Strategi pengajaran Sukatan PSS merujuk kepada dua pandangan tentang pembelajaran sains. pandangan proses dan pandangan konstruktivis. Pandangan proses menyokong pendekatan inkuiri (Livermore, 1964). pandangan konstruktivis menyokong kenyataan bahawa murid mengambil bahagian secara aktif dan kreatif dala m membina ilmu kendiri berasaskan pengetahuan sedia ada mereka dari pengalaman yang lalu. (Duit dan Treagust, 1995 Harlen, 1992).Oleh yang demikian strategi pengajaran yang digunakan untuk pengajaran dan pembelajaran sains adalah pembelajaran secara penemuan di mana hasil pembelajaran adalah akiviti-aktiviti murid-murid dan bukan berpusatkan guru. Peranan guru hanya sebagai fasilitator,menyediakan pengalaman active menggalakkan murid bertanyakan soalan di mana jawapan akan di cari secara inkuiri tidak hanya menyampaikan ilmu. Guru membimbing murid untuk meneroka sendiri prinsip-prinsip dan konsep sains dengan mengguna idea sendiri untuk melakukan eksperimen,perbincangan,simulasi dan projek. PSS Syllabus Handbook, 1993, m. s. 9). (f)Bahan-Bahan Kurikulum Curriculum materials are basic essentials of scientific activity in the primary school (The International Encyclopaedia of Education, Vol. 9). (i)Tahap I sekolah rendah (Tahun 1,2 dan 3) Dalam PSS (Primary School Science ) Tahap 1 ( diimplementasi pada Januari 2003 dalam bahasa Inggeris ),bahan-bahan kukrikulum adalah dalam bentuk pakej yang mengandungi buku panduan guru ,buku aktiviti untuk murid, huraian sukatan untuk guru dan CD-ROMs sebagai sokongan dalam pengajaran dan pembelajaran.Guru-guru yang mengajar sains juga dibekalkan dengan komputer riba dan LCD untuk mengintegrasikan penggunaan teknologi ke dalam pengajaran dan pembelajaran sains. (ii)Tahap II sekolah rendah ( Tahun 4,5 and 6) Dalam tahun 4, 5 dan 6 (diimplementasi pada Disember 1994 dalam Bahasa Inggeris), bahan-bahan kurikulum adalah dalam bentuk pakej yang mengandungi buku teks guru,buku teks murid, buku pukal bimbingan dan latihan (PULSAR) untuk guru yang mengandungi 12 modul. Guru juga menggunakan pelbagai buku teks komersial,buku kerja,carta dan bahan lut sinar. g)Kumpulan sasaran PSS adalah wajib bagi semua murid-murid di sekolah rendah (h)Peruntukan masa Di sekolah rendah, matapelajaran sains diperuntukan 3 waktu seminggu selama 30 minit setiap waktu manakala di sekolah menengah diperuntukkan 5 waktu seminggu selama 30 minit setiap waktu. (i)Pentaksiran Prosedur Pentaksiran dalam KSSR terdiri dari dua bahagian pentaksiran formatif dan pentaksiran sumatif. Murid-murid ditaksir pada tiga aspek sukatan pelajaran pengetahuan,kemahiran,sikap dan nilai (KSSR Syllabus Handbook, 1993, m. s. 11- 12).Pentaksiran formatif adalah pentaksiran berasaskan sekolah dalam bentuk ujian bertulis,ujian amali,projek,portfolio, kerja lisan dan kerja kumpulan. Tujuan utama adalah untuk mengesan kelemahan murid dan memperkasakan pembelajaran. Pentaksiran sumatif biasanya terbahagi kepada dua iaitu pentaksiran kerja amali (PEKA) dan UPSR. PEKA adalah penilaian yang berterusan untuk mengukur sejauh mana murid-murid telah menguasai kemahiran proses sains dan kemahiran manipulatif sains (Guide to PEKA, 1997). Ianya telah di implementasi dalam tahun enam untuk tempoh enam bulan.Berdasarkan kepada penialaian berasaskan kriteria yang dibangunkan oleh Lembaga Peperiksaan Malaysia ,KPM, guru-guru merancang beberapa siri eksperimen untuk menilai murid di dalam bilik darjah. Instrumen penilaian adalah skala berkadar dan portfolio. Murid-murid dinilai pada lapan kemahiran proses memerhati, membuat pengkelasan, mengukur dan menggunakan nombor, berkomunikasi, menggunakkan hubungan ruang-masa, mendefinisikan secara operasi, mengawal pembolehubah-pembolehubah dan menjalankan eksperimen.Mereka juga akan dinilai pada lima kemahiran manipulatif mengguna dan mengendalikan bahan-bahan dan alat radas sains dengan betul, mengendalikan spesimen yang mati dan hidup dengan selamat, melukis specimen,bahan dan alat radas dengan tepat, membersihkan alat radas sains dengan betul, dan menyimpan bahan dan alatan sains denan baik dan selamat. Pentaksiran kepada aptitud, sikap dan nilai juga dibina dalam item ujian PEKA. Pentaksiran lain adalah UPSR, di mana ianya merupakan suatu bentuk penilaian bertujuan untuk melihat sejauh mana sistem pendidikan menyediakan murid-murid untuk kurikulum sekolah menengah.Ianya adalah ujian bertulis yang mengandungi dua bahagian bahagian A dan bahagian B. Bahagian A mengandungi tiga puluh soalan aneka pilihan dan bahagian B mengandungi lima soalan berstruktur. Peruntukan markah untuk bahagian A adalah 30 markah dan bahagian B adalah 20 markah. Penekanan diberikan kepada soalan-soalan dalam bahagian B yang menguji kebolehan murid-murid berfikir secara kritis dan kreatif. Untuk mendapat keputusan yang baik dalam peperiksaan sains, murid harus lulus pada Bahagian B. Yang menariknya markah yang dicapai dalam PEKA, tidak menyumbang terus kepada pencapaian keseluruhan markah dalam UPSR.Ini mungkin akan menjejaskan penyalahgunaan sistem dimana penilaian dalam PEKA tidak dijalankan secara serius oleh guru-guru kerana ianya bersifat terlalu subjektif. (Reference Tan, J. N. (1999). The Development and Implementation of The Primary School Science Curriculum in Malaysia. Unpublished PhD thesis of the Unive rsity of East Anglia, Norwich, United Kingdom. ) Latihan 1Tulis satu laporan perubahan dalam kurikulum sains sekolah rendah di Malaysia. 2. Nyatakan rasional perubahan dalam kurikulum sains sekolah rendah di Malaysia. 3.Lukis jadual untuk membuat pembandingan bagi setiap kurikulum sains sekolah rendah yang telah dilaksanakan di Malaysia, Memikir Kajian kurikulum sains sekolah rendah sekarang. Bincangkan dan tulis laporan sama ada kurikulum ini adalah adaptasi, pengubahsuaian atau pendekatan baru daripada kurikulum sebelumnya. Rujukan Tan, J. N. (1999). The Development and Implementation of The Primary School Science Curriculum in Malaysia. Unpublished PhD thesis of the University of East Anglia, Norwich, United Kingdom. Pusat Pembangunan Kurikulum (2002). Huraian Sukatan Pelajaran Sains. Kementerian Pelajaran Malaysia Tamat Topik 2TAJUK 3 Kurikulum Sains Pendidikan Rendah Malaysia I SINOPSIS Topik ini mengkaji objektif, hasil pembelajaran, penekanan, organisasi kandungan dan skop Kurikulum Sains Pendidikan Rendah Malaysia . HASIL PEMBELAJARAN 1. Menerangkan penekanan Falsafah Pendidikan Sains Kebangsaan. 2. Menyatakan matlamat dan objektif kurikulum sains sekolah rendah KBSR 3. Membincangkan cabaran-cabaran yang terlibat dalam menggabungkan kurikulum sains sekolah rendah KBSR dalam pengajaran sains. 4. Menjelaskan organisasi isi kandungan dalam kurikulum sains sekolah rendah KBSR Kerangka Tajuk-tajukRajah 3. 0 Kerangka Tajuk ISI KANDUNGAN 3. 1Objektif Matlamat kurikulum sains sekolah rendah adalah untuk memupuk minat dan kreativiti murid melalui pengalaman dan siasatan setiap hari yang menggalakkan pemerolehan pengetahuan sains dan kemahiran berfikir disamping menerapkan sikap saintifik dan nilai-nilai murni. 3. 2Hasil Pembelajaran Peringkat satu Kurikulum Sains bertujuan 1. Memupuk minat dan merangsang perasaan ingin tahu murid tentang dunia di sekeliling mereka. 2. Menyediakan murid dengan peluang-peluang untuk mengembangkan kemahiran proses sains dan ke mahiran berfikir. . Membangunkan kreativiti murid. 4. Menyediakan murid dengan pengetahuan asas dan konsep sains 5. Menyemai sikap saintifik dan nilai-nilai positif. 6. Menyedari kepentingan memelihara dan menyayangi alam sekitar Peringkat dua Kurikulum Sains bertujuan 1. Memupuk minat dan merangsang perasaan ingin tahu murid tentang dunia di sekeliling mereka. 2. Menyediakan murid dengan peluang-peluang untuk mengembangkan kemahiran proses sains dan kemahiran berfikir. 3. Membangunkan kreativiti murid. 4. Menyediakan murid dengan pengetahuan asas dan konsep sains 5.Menyediakan peluang pembelajaran untuk murid mengaplikasi pengetahuan dan kemahiran secara kreatif, kritikal dan analitikal bagi menyelesaikan masalah dan membuat keputusan. 6. Menyemai sikap saintifik dan nilai-nilai positif. 7. Menghargai sumbangan sains dan teknologi ke arah pembangunan negara dan kesejahteraan manusia. 8. Menyedari kepentingan memelihara dan menyayangi alam sekitar 3. 3Penekanan Sains menekankan pen yiasatan dan penyelesaikan masalah. Dalam penyiasatan dan proses penyelesaian masalah, kemahiran dan pemikiran saintifik digunakan.Kemahiran saintifik penting dalam mana-mana penyiasatan saintifik seperti menjalankan eksperimen dan projek. Kemahiran saintifik terdiri daripada kemahiran proses sains dan kemahiran manipulasi Berfikir merupakan satu proses mental yang memerlukan seseorang individu mengintegrasikan pengetahuan, kemahiran dan sikap dalam usaha memahami alam sekitar. Salah satu objektif sistem pendidikan negara adalah untuk meningkatkan keupayaan berfikir murid-murid. Objektif ini boleh dicapai melalui kurikulum yang menekankan pembelajaran berfikrah. Pengajaran dan pembelajaran yang menekankan kemahiran berfikir adalah asas untuk pembelajaran berfikrah.Pembelajaran berfikrah dapat dicapai sekiranya murid terlibat secara aktif dalam proses pengajaran dan pembelajaran. Aktiviti perlu dirancang untuk memberi peluang kepada murid menggunakan kemahiran berfikir dalam pengkons eptualan, menyelesaikan masalah dan membuat keputusan. Kemahiran berfikir boleh dikategorikan kepada kemahiran pemikiran kritis dan kreatif. Seseorang yang berfikir secara kritis sentiasa menilai sesuatu idea secara sistematik sebelum menerimanya. Seseorang yang berfikir secara kreatif mempunyai tahap imaginasi yang tinggi, mampu untuk menjana idea-idea asal dan inovatif, dan mengubah suai idea dan produk.Strategi pemikiran adalah kemahiran berfikir aras tinggi yang melibatkan pelbagai langkah. Setiap langkah melibatkan pelbagai kemahiran berfikir kritis dan kreatif. Keupayaan untuk merangka strategi pemikiran adalah bermatlamat untuk memperkenalkan aktiviti-aktiviti berfikir dalam pengajaran dan pembelajaran . Pengalaman pembelajaran sains boleh digunakan sebagai satu cara untuk menyemai sikap saintifik dan nilai-nilai murni dalam diri pelajar. Penerapan sikap saintifik dan nilai-nilai murni secara amnya berlaku melalui perkara berikut * Menyedari kepentingan dan keperluan sikap sa intifik dan nilai-nilai murni. Memberi penekanan kepada sikap dan nilai-nilai ini. * Mengamal dan menghayati sikap saintifik dan nilai-nilai murni Apabila merancang aktiviti pengajaran dan pembelajaran, guru perlu memberi pertimbangan yang sewajarnya kepada perkara di atas bagi memastikan penerapan sikap dan nilai saintifik yang berterusan . 3. 4Organisasi Kandungan Kurikulum sains dianjurkan secara bertema. Setiap tema terdiri daripada pelbagai bidang pembelajaran, setiap satunya terdiri daripada beberapa objektif pembelajaran. Objektif pembelajaran mempunyai satu atau lebih hasil pembelajaran.Hasil pembelajaran ditulis dengan menyatakan hasil tingkah laku yang boleh diukur, kriteria dan situasi. Secara umum, hasil pembelajaran bagi setiap objektif pembelajaran dinyatakan tahap kesukarannya. Walau bagaimanapun, dalam proses pengajaran dan pembelajaran, aktiviti-aktiviti pembelajaran harus dirancang dengan cara yang holistik dan bersepadu yang membolehkan pencapaian hasil pembelajar an yang pelbagai mengikut keperluan dan konteks tertentu. Guru seharusnya mengelak daripada menggunakan strategi pengajaran yang mengasingkan setiap hasil pembelajaran yang dinyatakan di dalam Spesifikasi Kurikulum.Cadangan Aktiviti Pembelajaran memberi maklumat tentang skop dan dimensi hasil pembelajaran. Aktiviti-aktiviti pembelajaran yang dinyatakan di bawah lajur Cadangan Aktiviti Pembelajaran diberi dengan tujuan untuk menyediakan beberapa panduan tentang bagaimana hasil pembelajaran boleh dicapai. Aktiviti yang dicadangkan boleh meliputi satu atau lebih hasil pembelajaran. Guru boleh mengubahsuai cadangan aktiviti yang sesuai dengan kebolehan dan gaya pembelajaran murid-murid mereka. Guru juga digalakkan mereka bentuk aktiviti pembelajaran yang inovatif dan berkesan untuk meningkatkan pembelajaran sains . LatihanJawab soalan-soalan berikut. (Rujuk Kurikulum Spesifikasi Sains Rendah. ) Kurikulum Sains Pendidikan Rendah Malaysia I 1. Berikan dua dokumen penting yang mesti diruj uk oleh guru bagi memahami Kurikulum Sains Rendah. Apakah tujuan utama setiap dokumen tersebut? 2. Kurikulum Sains Rendah digubal selaras dengan Falsafah Pendidikan Kebangsaan (FPK). Nyatakan empat elemen penting yang ditekankan dalam FPK 3. Nyatakan matlamat Kurikulum Sains Rendah. Bagaimana matlamat ini selaras dengan aspirasi FPK? 4. Senarai semua objektif Kurikulum Sains Rendah. Apakah perbezaan di antara objektif kurtikulum Tahap I dan Tahap II? . Berikan tiga penekanan utama / unsur-unsur Kurikulum Sains Rendah. Bincangkan cabaran-cabaran dalam menggabungkan penekanan ini ke dalam pelajaran. 6. Senaraikan kemahiran dan nilai-nilai kurikulum yang diharap untuk dibangunkan. Mengapa kemahiran dan nilai-nilai tersebut penting? 7Dengan menggunakan pengurusan grafik yang sesuai, tunjukkan bagaimana kandungan kurikulum sains yang anda pilih dapat dibina. 8. Kurikulum Sains Sekolah dibina berdasarkan tema-tema tertentu. Tuliskan tema-tema tersebut untuk Tahap I dan Tahap II 9. Setiap Tema dalam kandungan kurikulum terdiri daripada pelbagai Bidang Pembelajaran.Bina Jadual Bidang Pembelajaran mengikut tema-tema yang sesuai bagi Tahun 1 hingga 6. Apakah yang dapat anda simpulkan tentang susunan bidang-bidang pembelajaran tersebut? Tema Tahun 1 Tahun 2 Tahun 3 Tahun 4 Tahun 5 Tahun 6 10. Dalam Spesifikasi Kurikulum, organisasi kandungan ditunjukkan dengan menggunakan 5 lajur. Nama dan terangkan setiap tajuk lajur tersebut. 11. Kurikulum Sains Rendah mengintegrasikan pengetahuan, kemahiran dan nilai-nilai dalam pengajaran dan pembelajaran sains.Dengan memberikan contoh-contoh yang sesuai tunjukkan bagaimana seorang guru dapat mengintegrasikan ketiga-tiga elemen tersebut dalam pelajaran sains. 12. Cadangkan strategi pengajaran dan pembelajaran yang sesuai untuk kurikulum sains sekolah rendah. Berikan penerangan ringkas tentang setiap strategi tersebut. 13. Apakah tiga aspek yang dinilai dalam kurikulum sains sekolah rendah dan bagaimanakah aspek tersebut dinilai? Bahan Bacaan dan Internet Banding bezakan Kurikulum Sains Sekolah Rendah di Malaysia dan radical Zealand dari segi objektif, penekanan dan skop. ( radical Zealand Primary Science Curriculum ttp//www. tki. org. nz/r/science/curriculum/toc_e. php ) Rujukan Pusat Pembangunan Kurikulum (2002). Huraian Sukatan Pelajaran Sains. Kementerian Pelajaran Malaysia Ministry of Education, Wellington, New Zealand (2002). Science in the New Zealand Curriculum. Retrieved on 10 Sept. 2009 from http//www. tki. org. nz/r/science/curriculum/toc_e. php Tamat Topik 3 TAJUK 4 Kurikulum Sains Pendidikan Rendah Malaysia II SINOPSIS Topik ini membincangkan amalan-amalan yang baik dalam pengajaran dan pembelajaran sains. Ia merangkumi pelbagai strategi, aktiviti-aktiviti pembelajaran dan prosedur pentaksiran.HASIL PEMBELAJARAN 1. Mengenalpasti masalah-masalah dalam pembelajaran sains 2. Menghuraikan pelbagai strategi, aktiviti dan pentaksiran yang boleh di implementas i dalam pembelajaran sains.. KERANGKA TAJUK Rajah 4. 0 Kerangka Tajuk ISI KANDUNGAN 4. 1Strategi Pengajaran dan pembelajaran Strategi pengajaran dan pembelajaran dalam kurikulum sains menekankan kepada pembelajaran berfikrah. Pembelajaran berfikrah adalah suatu proses yang boleh membantu murid-murid menguasai ilmu pengetahuan dan kemahiran yang akan membantu mereka untuk membangun pemikiran ketahap optimum.Pembelajaran sains berfikrar boleh dicapai melalui pendekatan yang pelbagai seperti inkuiri, konstruktivisme, pembelajaran kontektual dan pembelajaran masteri. Oleh yang demikian aktiviti pembelajaran perlu dirancangkan kepada merangsang pemikiran kraeatif dan kritis murid-murid dan tidak hanya tertumpu kepada pembelajaran secara rutin atau kebiasaan. Murid-murid harus menyedari tentang kemahiran berfikir dan strategi berfikir yang mereka gunakan dalam pembelajaran . Mereka harus di cabar dengan masalah dan soalan-soalan aras tinggi untuk menyelesaikan masalah yang memerlukan kepa da penyelesaian masalah.Proses pengajaran dan pembelajaran seharusnya dapat membolehkan murid-murid menguasai ilmu pengetahuan, kemahiran dan memperkembangkan sikap saintifik dan nilai murni secara bersepadu 4. 2Aktiviti Pembelajaran Kepelbagaian kaedah pengajaran dan pembelajaran mampu meningkatkan minat murid-murid dalam pembelajaran sains. Kelas sains yang tidak menarik akan menjejaskan motivasi murid untuk belajar sains dan ini akan mempengaruhi pencapaian mereka. Pemilihan kaedah pengajaran perlu memenuhi kehendak kurikulum, kebolehan murid, kecerdasan pelbagai murid, dan kemudahan sumber pengajaran dan pembelajaran dan infrastruktur.Aktiviti-aktiviti yang pelbagai harus dirancang untuk murid-murid yang mempunyai gaya pembelajaran dan kecerdasan yang berbeza-beza. Berikut adalah penjelasan ringkas tentang kaedah pengajaran dan pembelajaran. 4. 2. 1Eksperimen Eksperimen adalah kaedah yang biasa digunakan dalam kelas sains. Semasa melaksanakan eksperimen murid-murid menguji hipot esis melalui penyiasatan untuk menemukan konsep dan prinsip sains. Semasa menjalankan eksperimen, murid-murid menggunakan kemahiran berfikir, kemahiran saintifik dan kemahiran manipulatif.Aktiviti eksperimen boleh dilaksanakan secara bimbingan guru,atau guru memberi peluang jika bersesuaian kepada murid-murid untuk merekabentuk eksperimen mereka sendiri. Ini melibatkan murid-murid merancang eksperimen, bagaimana membuat pengukuran dan menganalisis data dan pembentangan hasil eksperimen mereka. 4. 2. 2Perbincangan Perbincangan adalah suatu aktiviti dimana murid-murid bertukar-tukar soalan dan pandangan berdasarkan alasan yang jelas. Perbincangan boleh dijalankan sebelum, semasa atau selepas sesuatu aktiviti.Guru memainkan peranan sebagai fasilitator dan memimpin perbincangan untuk merangsang pemikiran dan menggalakkan murid-murid supaya menyatakan pendapat atau pandangan mereka. 4. 2. 3Simulasi Dalam simulasi, aktiviti yang dijalankan menyerupai situasi atau keadaan sebenar. Contoh a ktiviti-aktiviti simulasi adalah main peranan , permainan dan penggunaan model. Di dalam aktiviti main peranan murid-murid memainkan peranan yang tertentu berdasarkan syarat-syarat yang diberikan. Permainan memerlukan prosedur yang harus diikuti.Semasa akativiti permainan murid-murid belajar prinsip-prinsip yang spesifik atau memahami proses untuk membuat sesuatu keputusan. Model digunakan untuk mewakili objek-objek atau situasi sebenar supaya murid-murid dapat membuat gambaran mental dan memahami konsep dan prinsip sains yang hendak dipelajari. 4. 2. 4Projek Projek adalah suatu aktiviti pembelajaran yang dilakukan oleh individu atau kumpulan untuk mencapai objektif pembelajaran yang khusus. Projek memerlukan beberapa sesi pengajaran untuk diselesaikan . Hasil projek boleh berbentuk laporan, artifak,atau dalam bentuk persembahan yang akan dibentangkan oleh murid-murid atau guru.Kerja projek menggalakkan perkembangan kemahiran menyelesaikan masalah, pengurusan masa dan pembelajaran i ndividu secara bebas . 4. 2. 5Lawatan dan penggunaan sumber luaran Pembelajaran sains tidak hanya terhad kepada aktiviti-aktiviti yang dijalankan dalam kawasan sekolah sahaja. Pembelajaran sains boleh dikembangkan lagi melalui penggunaan sumber luaran saperti zoo,muzium,pusat-pusat sains,institusi-institusi penyelidikan kawasan paya bakau dan kilang-kilang. Lawatan ke tempat-tempat berikut akan menjadikan pembelajaran sains itu lebih menarik. bermakna dan berkesan. Untuk mengoptimumkan pembelajaran lawatan perlu dirancang dengan teliti.Murid-murid perlu dilibatkan dalam membuat perancangan dan tugasan yang spesifik perlu ditetapkan sebelum lawatan. Lawatan pembelajaran ini tidak akan lengkap tanpa pos-perbincangan selepas lawatan. 4. 2. 6Penggunaan Teknologi Tekno