Effects of Migration and Other Evolutionary Processes on Allele

Effects of migration and other evolutionary processes on allele frequency and fitness Life originated from a common ancestor and due to various mechanisms of evolution, the genotype of organisms has changed. Mutation, migration, genetic drift and selection are natural processes of evolution that affect genetic diversity. Mutations are spontaneous changes in genomic sequences (Robert, et al. , 2006); it is one of the processes that influence allele frequency. A mutation can either have a positive, negative or a neutral effect on an organism’s fitness.When organisms of the same species exhibit different phenotypes, the organism is polymorphic for that particular trait. A beneficial mutation that gives rise to polymorphic traits can improve the chance of survival. For example, the grove snail, Cepaea nemoralis, is famous for the rich polymorphism of its shell. A mutation in the locus responsible for colour produces different shell colours, ranging from yellow, pink, white and bro wn (Ozgo, 2005). Snails with brown shells are found in beechwoods where the soil is dark.Snails with brown shells are able to camouflage with the soil, thus avoiding being detected by predators (Jones, et al, 1977). As a result of avoiding predation, the frequency of alleles that code for brown shells will increase. However, according to the hitchhiking model, fixation of a beneficial mutation will decrease the diversity at linked loci (Chevin, et al. , 2008). If a new mutation increases the fitness of members of a particular species, a strong selective sweep on allele frequency will result to very few haplotypes existing in the population.The frequency of alleles that are positively selected and those that are closely linked will increase, but the other alleles will decrease. A mutation can be neutral, having neither a beneficial effect nor a negative effect. However, some mutations are lethal because they have a negative effect on fitness. The accumulation of deleterious mutations and the prevention of recombination reduce the fitness of individuals (Muller's ratchet). Experiment carried out on asexual and sexual yeast strains showed that sexually reproducing parts of the genome improved survival than asexually reproducing parts (Zeyl and Bell, 1997).Asexual strains decreased overtime because of Muller’s ratchet. On the contrary, sexual strains were able to stop the build-up of deleterious mutation due to recombination between chromosomes. Mutation in collagen-I gene is another example of lethal mutation reducing fitness. Collagen is a group of naturally occurring proteins found in animals, it is one of the major components of blood vessels. An experiment carried out on mouse embryonic stem cells showed that mutation in collagen-I gene impairs the function of collagen-I (Lohler, et al. 1984). During the experiment, 13 embryos died because a mutation in mouse collagen-I gene caused the major blood vessels to rupture. According to background selection m odel, because a deleterious mutation reduces the fitness of individuals, deleterious mutations are selected against (Innan and Stephan, 2003); this will decrease the allele frequency of a population. Genetic drift is a stochastic process that refers to the fluctuations of genotype frequencies (Maynard, 1998); alleles are either fixed or permanently lost from the population.Due to the randomness of the process, genetic drift can eliminate beneficial alleles that could have improved survival. Genetic drift can also eliminate lethal alleles from a population and therefore improve survival rate. Genetic drift has larger effect on small populations than a large population (Maynard, 1998); this is because the rate of allele fixation or elimination is faster in a small population compared to a large population. Moreover, population bottleneck is an evolutionary process that increases the effect of genetic drift; it involves random events that prevent species from reproducing (van-Heerwaard en, et al. 2008). Population bottleneck decreases allele frequency and it reduces a population’s ability to adapt to new environmental pressures. For example, the current cheetah populations have low genetic diversity caused by a demographic bottleneck that occurred 10,000 years ago (Charruau, et al. , 2011). The surviving cheetah populations are not representative of the original cheetah population because they have less variation (founder effect). Due to low genetic diversity and less adaptation skills, the modern cheetah population is close to extinction. Natural selection is another evolutionary process that changes allele frequency.Organisms with advantageous alleles survive and reproduce, increasing the frequency of the advantageous alleles. Individuals with disadvantageous alleles do not survive or reproduce and therefore the frequency of the disadvantageous alleles is reduced or eliminated from the population (William and Michael, 2003). Biston betularia (peppered mot hs) is a common example used to demonstrated natural selection (Saccheri, et al. , 2008). Before the industrial revolution, non-melanic peppered moths avoided predators by camouflaging with lichen-covered trees.Their ability to camouflage improved the rate of survival which increased the frequency of non-melanic alleles. Melanic peppered moths were not able to camouflage with the lichen trees, as a result, melanic moths were detected and predated by the song thrushes. This decreased the frequency of alleles that gave rise to melanic peppered moths. However, during the industrial revolution period, symbiotic lichens living on trees were killed because smog and soot were released when coal and other materials were burnt.As a consequence of the tree trunks becoming more visible, non-melanic peppered moths were more susceptible to predation because they were unable to camouflage with the trees. The ability to camouflage helped melanic moths to survive and reproduce, changing the populat ion allele frequency from mostly non-melanic alleles to mostly melanic alleles (Saccheri, et al. , 2008). Migration of species from one place to another can increase the rate of gene flow. Gene flow is the transfer of gene from one population to another (William and Michael, 2003); it changes the allele frequency of a population.The effect of migration on the gene pool of a population depends on the rate of migration. Various studies have shown that migration rate is not the same for all species (Tajima, 1990). Species with low migration rate will have less DNA polymorphism and species with high migration rate will have more polymorphic alleles (Tajima, 1990). The benefit of plant migration, which increases the chance of hybridization between plant species, can be demonstrated by examining the adaptation skills of Iris species. Iris nelsonii is a species of hybrid origin, with traces of I. fulva, I. hexagona and I. revicaulis. I. nelsonii picked up characteristics that are not prese nt in the parent population. For example, I. nelsnii can grow in sunny wet conditions whereas the parents can either grow in sunny dry conditions or wet and shady conditions (Taylor, et al, 2011). Given that I. nelsonii can survive in challenging environments, the allele frequency of the advantageous traits will increase. Furthermore, another benefit of gene flow through means of hybridization can be demonstrated by analyzing the genetic variation of Tragopogan species. Hybridization between T. dubious and T. pratensis produces T. iscellus, an allotetraploid that has multiple enzymes needed for various biochemical pathways (Tate, et al. , 2006). Hybridisation enabled T. miscellus and T. pratensis to survive because they were able to exploit the gene pool of both parents. However, migration can also have negative effects on survival. Given that I. nelsonii will exist in niches that parents cannot live in, gene flow between the hybrid and its progenitors will be reduced. If I. nelsoni i does not have alleles that can resists infection caused by parasites, an outbreak of a pathogenic disease can wipe out the entire I. nelsonii species.Although some evolutionary processes eliminate alleles from a population, multiple alleles can be maintained through frequency-dependent balancing selection (Matessi and Schneider, 2009). In negative frequency-dependent selection, the fitness of a phenotype increases as it becomes less common. An example of negative frequency-dependent selection is in the case of Cepaea nemoralis. C. nemoralis are regularly predated by song thrush birds called Turdus philomelos. These birds have a search pattern whereby it persists in targeting the most abundant morph, even if other morphs are available (Bond, 2007).If snails with yellow shells are common, then these snails will be eaten by song thrushes. As a result, the frequency of alleles that code for yellow shells will decrease. The fitness of other morphs such as pink, white and brown shells w ill increase because song thrushes would not search for rare coloured morphs. In conclusion, the four fundamental processes of evolution, mutation, genetic drift, natural selection and migration (gene flow), alters allele frequencies in populations. The consequences on survival fluctuate. Occasionally, altering allele frequency gives rise to traits that increases fitness.However, changing allele frequencies can also give rise to phenotypes that reduce fitness. Word count: 1390 Grade: A- My essay is easy to read and follow. I have given evidences and interpreted them where possible. I also gave examples from animals and plants to show that I have done outside reading. All of the points that were made are relevant as they ultimately answer4 the question e. g. whether the evolutionary processes increase of decrease allele frequency and fitness References Bond, AB, 2007. The evolution of color polymorphism: crypticity searching images, and apostatic selection.Annual Review Of Ecology Ev olution And Systemic, 38, pp. 489-514. Charruau, P. , Fernandes, C. , Orozco-ter Wengel, P. , Peters, J. , Hunter, L. , Ziaie, H. , Jourabchian, A. , Jowkar, H. , Schaller, G. , Ostrowski, S. , Vercammen, P. , Grange, T. , Schlotterer, C. , Kotze, A. , Geigl, EM. , Walzer, C. and Burger, PA. (2011). Phylogeography, genetic structure and population divergence time of cheetahs in Africa and Asia: evidence for long-term geographic isolates. Molecular Ecology, 20, pp. 706-724. Chevin, LM. , Billiard, S. and Hospital, F. (2008).Hitchhiking both ways: Effect of two interfering selective sweeps on linked neutral variation. Genetics, 180, pp. 301-316. Innan, H. and Stephan, W. (2003). Distinguishing the Hitchhiking and Background Selection Models. Genetics, 165, pp. 2307-2312. Jones, J. S. , Leith, B. N. and Rawlings, P. (1977). Polymorphism in cepaea: a problem with too many solutions. Annual Reviews In Ecology And Systematics, 8, pp. 109–14. Lohler, J. , Timpl, R. and Jaenisch, R. (1984). Embronic lethal mutation in mouse collagen-I gene causes rupture of blood-vessels and is associated with erythropoietic and mesenchymal cell-death.Cell, 38, pp. 597-607. Matessi, C. and Schneider, KA. (2009). Optimization under frequency-dependent selection. Theoretical Population Biology, 76, pp. 1-12. Maynard, S. J. (1998). Evolutionary genetics. 2nd edition. New York: Oxford University Press. Ozgo, M. (2005). Cepaea nemoralis (L. ) in southeastern Poland: Association of morph frequencies with habitat. Journal Of Molluscan Studies, 71, pp. 93-103. Saccheri, IJ. , Rousset, F. , Watts, PC. , Brakefield, PM. and Cook, LM. (2008). Selection and gene flow on a diminishing cline of melanic peppered moths.Proceedings Of The National Academy Of sciences Of The United States Of America, 105, pp. 16212-16217. Tajima, F. (1990). Relationship between migration and DNA polymorphism in a local-population. Genetics, 126, pp. 231-234. Tate, JA. , Ni, ZF. , Scheen, AC. , Koh, J. , Gilbert, CA. , Lefkowitz, D. , Chen, ZJ. , Soltis, PS. , Soltis, DE. (2006). Evolution and expression of homeologous loci in Tragopogon miscellus (Asteraceae), a recent and reciprocally formed allopolyploid. Genetics, 173, pp. 1599-1611. Taylor, SJ. , Willard, RW. , Shaw, JP. , Dobson, MC. and Martin, NH. (2011).Differential response of the homoploid hybrid species iris nelsonii (iridaceae) and its progenitors to abiotic habitat conditions. American Journal Of Botany, 98, pp. 1309-1316. van Heerwaarden, B. , Willi, Y. , Kristensen, TN. and Hoffmann, AA. (2008). Population bottlenecks increase additive genetic variance but do not break a selection limit in rain forest Drosophila. Genetics, 179, pp. 2135-2146. William, S. K. and Michael, R. C. (2003). Concepts of genetics. 7th edition. New Jersey: Pearson Education Limited. Zeyl, C. and Bell, G. (1997). The advantage of sex in evolving yeast populations. Nature, 388, pp. 465-468.

Mediating Morality Essay

This case has lots of different goals by each person and different feelings about what needs to be done. Syl priority is to get the project completed while Daniel is more focused on his belief that he is being discriminated against. Robert also wants to get the project completed but does not want to work with Daniel the same way his was before he discovered Daniel is in a homo-sexual relationship. Syl did a good thing having separate conversations with both Daniel and Robert on a way to still complete the project but when she brought them together to discuss how they would precede it fell apart. I believe when things became heated she should have ended the meeting. Allowing the guys to argue back and forth created more tension in the situation. I also believe that she should have been more commanding of here statements and not allow Robert to spread his bias to other employees. Daniel is worried about Robert spreading rumors and dislike for him to other employees. This is especially true because Robert is bringing two other employees into the project to replace Daniel because of he doesn’t like Daniel’s lifestyle. I also agree with Syl about Daniel not having a discrimination lawsuit because this situation is not hurting Daniel’s work life unless they do not complete the project. He may become uncomfortable with certain co-workers because of them listening to Robert but his work position and being able to advance it will not be affected. Robert’s priority is to also complete the project but he does not want to complete it with Daniel. He believes moral standards should be upheld in the workplace and this is important. The only thing I have against this is that this company already has a benefits process in place for same sex spouses. Knowing the company has this if Robert does not believe in same sex marriage and does not want to be around it he should consider finding a new job. This is a hard case to digest and deal with but well placed mediation and goal setting can help the process. Robert should consider a new job or counseling to help deal with his dislike of same sex marriage. Daniel should not let this affect his priorities of completing the project.

Thomas Hobbes State of Nature

Thomas Hobbes’ â€Å"State of Nature† argument: Morality as a prerequisite for peaceful social co-existence I have chosen to write about what Thomas Hobbes’ calls â€Å"The State of Nature† and how morality is needed in order to maintain peace among different societies. I will begin by briefly describing â€Å"The State of Nature† argument and illuminate some of the basic features within this theoretical situation. Then, through the use of excerpts from Hobbes’ book The Leviathan I will give specific facts regarding the conditions of human life as expressed within the state of nature.Next, I will demonstrate how these specific facts caused Hobbes’ to conclude that human life within the state of nature will be ruled by constant fear of other people, otherwise known as the â€Å"state of war†. I will then offer solutions for individuals to escape such an unpleasant situation because the majority of humans would find that life unde r constant fear of being harmed is unacceptable. Next, I will discuss James Rachels’ beliefs concerning the two fundamental conditions that would ultimately allow people to escape the state of nature by enabling individuals to work together.Lastly, I will explain why by putting these two fundamental conditions in place it amounts to an agreement, known as the social contract, between people to obey the basic rules of morality; I will also define the term social contract. The state of nature argument suggests that people would naturally do whatever was necessary to obtain their wants and desires without considering the consequences of their actions; there are no innate moral values that control people’s actions nor is there pure good or evil.Hobbes’ writes that morality solves the issue of societies’ tendency of self-interest and is needed in order to promote a healthy, peaceful environment for all people (Rachels, 80). Hobbes’ believed that life in this manner would be short, hard, and nasty. He dreaded a life in which there would be â€Å"no industry, no society, no commodities, no letters, no arts, and no account of time† (Rachels, 81/Excerpt from The Leviathan). There are four basic facts about life which according to Hobbes’ would make life awful; they are the equality of need, scarcity, the essential equality of human power, and limited altruism (Rachels, 81).More specifically, these four facts highlight that all humans require the same basic things in order to survive such as food and shelter however the world is not equipped with the proper amount of these needed resources to supply all beings with and no one individual is entitled to a larger share of these goods than another human being because everyone is capable of being overpowered or outsmarted; lastly, this poses an issue because everyone will put the needs of themselves above others in times of conflict so all human beings must be able to stand up for themselves.No one person is ever more powerful than another human being however a person’s desire to power others poses a major concern; Hobbes’ believes that human life within the state of nature will be ruled by constant fear of others. Hobbes’ states that the worst result, stemming, of the state of nature argument is the â€Å"continual fear and danger of violent death† (Rachels, 81/Excerpt from The Leviathan). Hobbes maintained that the constant back-and-forth mediation between the emotion of fear and the emotion of hope is the defining principle of all human actions. Either fear or hope is present at all times in all people.In a famous passage of Leviathan, Hobbes states that the worst aspect of the state of nature is the â€Å"continual fear and danger of violent death. † In the state of nature, as Hobbes depicts it, humans intuitively desire to obtain as much power and â€Å"good† as they can, and there are no laws preventing the m from harming or killing others to attain what they desire. Thus, the state of nature is a state of constant war, wherein humans live in perpetual fear of one another. This fear, in combination with their faculties of reason, impels men to follow the fundamental law of nature and seek peace among each other.Peace is attained only by coming together to forge a social contract, whereby men consent to being ruled in a commonwealth governed by one supreme authority. Fear creates the chaos endemic to the state of nature, and fear upholds the peaceful order of the civil commonwealth. The contract that creates the commonwealth is forged because of people’s fear, and it is enforced by fear. Because the sovereign at the commonwealth’s head holds the power to bodily punish anyone who breaks the contract, the natural fear of such harm compels subjects to uphold the contract and submit to the sovereign’s will.

International Human Resource Management Essay Example | Topics and Well Written Essays - 7000 words

International Human Resource Management - Essay Example The world of internÐ °tionÐ °l business mÐ °y, of course, not involve IHRM: it is not relevÐ °nt in, for exÐ °mple, the spreÐ °d of frÐ °nchising operÐ °tions Ð °nd the growth of conglomerÐ °tes which hÐ °ve no strÐ °tegic objective of mÐ °ximizing their internÐ °tionÐ °l operÐ °tions. But for most enterprises including hotel Ð °nd hospitÐ °lity industry internÐ °tionÐ °lizÐ °tion equÐ °tes with Ð °n increÐ °singly importÐ °nt role for IHRM Ð °nd necessity to Ð °dÐ °pt HR prÐ °ctices to locÐ °l needs. Current pÐ °per is Ð °n Ð °nÐ °lysis of Seychelles’ HRM in compÐ °rison with UK. The study is bÐ °sed on the cÐ °se of Molten Hotel thÐ °t is opening on Ð °n islÐ °nd Seychelles Ð °nd requires recommendÐ °tion on HR prÐ °ctices in order to effectively mÐ °nÐ °ge the locÐ °l stÐ °ff Ð °nd reÐ °ch the profitÐ °bility on Ð ° new mÐ °rket. Molten Hotels is Ð ° leÐ °ding UK bÐ °sed hospitÐ °lity compÐ °ny, which owns Ð °nd mÐ °nÐ °ges hotels Ð °round the world, with one of the UKs best know brÐ °nd nÐ °mes. The compÐ °ny hÐ °s hotels in thirty eight countries Ð °nd dependent territories Ð °round the world, with its heÐ °d office bÐ °sed on the StrÐ °nd in London, UK. It employs Ð °round 50,000 people worldwide, Ð °nd is regulÐ °rly recognised Ð °s Ð °n employer of choice. The compÐ °ny hÐ °d totÐ °l revenues of just over three billion dollÐ °rs worldwide during the 2007 finÐ °nciÐ °l yeÐ °r, with operÐ °ting profit of Ð °round five hundred million. This put the hotel just below such globÐ °l brÐ °nd nÐ °mes Ð °s Hilton Ð °nd MÐ °rriott in terms of globÐ °l reÐ °ch, brÐ °nd recognition Ð °nd finÐ °nciÐ °l performÐ °nce. The first Molten Hotel wÐ °s founded in 1758 by John Molten in MÐ °nchester, where it wÐ °s known Ð °s Moltens Guest Ð °nd CoÐ °ch House. The hotel wÐ °s fÐ °mily owned Ð °nd run for the first hundred Ð °nd twenty yeÐ °rs until in the end of the 19th century, when Ð brÐ °hÐ °m Molten took Ð °dvÐ °ntÐ °ge of the rÐ °ilwÐ °ys thÐ °t hÐ °d sprung up Ð °cross the country to build two new hotels in

Juvenile Justice Essay Example | Topics and Well Written Essays - 750 words

Juvenile Justice - Essay Example Delinquent offender is a crime or antisocial behavior that is committed by juveniles and is also considered as a crime if committed by adults. Status offenses are only committed by juveniles (Elrod and Ryder 362). Juveniles’ courts have intervened in the lives of status offenders. There are several arguments that have been put forward for and against for the legal basis of juvenile courts intervening in the lives of status offenders (Elrod and Ryder 363). Proponents of juvenile court intervention assert that status offenders have unique needs that can only be provided by the juvenile court intervention. For instance, many status offenders suffer from family neglect (Elrod and Ryder 363). Treatment of the status offenders require more financial resources than delinquent offender’s treatment thus this services can only be provided by juvenile courts. Status offenses will escalate to more criminal behaviors in the future since running away from home may lead to robbery if the courts fail to intervene. Status offenders are at more risk of victimization and death since incorrigibility expose the youths to drugs and prostitution. Juvenile courts have a primary mission of protecting the interests of children thus they have a duty of supporting lawful parental authority. Compulsory education laws would be undermined if juvenile courts relinquish authority over status offenders (Elrod and Ryder 363). On the other hand, critics of juvenile court involvement in Status offender lives assert that such intervention is ineffective and inappropriate since it may lead to more harm (Elrod and Ryder 364). Social agencies are better equipped to deal with Status offenders since juvenile courts lack the necessary expertise and financial resources to offer the required services. The processing of the status offense lead to labeling thus status offenders receive harsh punishment and are likely to engage in more antisocial behaviors (Elrod and Ryder 364). Status offenses revolve around family problems thus no need of juvenile court intervention since it hinders the responsibility of schools and social institutions in solving the community problems (Elrod and Ryder 364). In my opinion, the juvenile courts should not intervene in Status offenses since it is a violation of the constitution since all citizens should be protected equally regardless of age, race or color. The laws tend to be harsh towards children from poor families who are more likely to be subjected to cruel punishment like the delinquent offenders. Such intervention removes the parental responsibility on the behavior of juveniles and transfers it to the children. Juvenile courts involvement in the lives of status offenders dates back to the development of the parens patriae legal concept (Elrod and Ryder 365). Juvenile courts were designed to deal with delinquent juveniles and also troublesome children. The state has the duty to protect children and several statutes outline the duties of parents and teachers to the children. Legal statutes require the children to attend school regularly and obey curfews, and not to run away from the family (Elrod and Ryder 366). Some states refer status offenders as children in need of supervision (CHINS). The historical basis for juvenile courts intervention in status offenders is rooted in the Biblical passage that children are supposed to obey their parents

Virgin Group Case Study Assignment Example | Topics and Well Written Essays - 250 words - 2

Virgin Group Case Study - Assignment Example Some of the aspects of transformational leadership of Branson include inspirational motivation. For instance, he believes in collective responsibility of teams and motivated employees. Another aspect of the transformational leadership of Branson intellectual stimulation since he challenges the existing assumptions and promotes creative ideas. He invented space travel since he believes that the earth is tiny, unlike space, and he is also committed to developing a submarine that can reach ocean floors. He has idealized influence and acts as a role model for his employees. He instills trust and high ethical behavior in his business since he is committed to environmental conservation and charity work. Branson also makes individualized consideration through listening to all employees and showing support for the teams. He understands the needs of customers and employees and this is mainly why he dressed up in and boots a cowboy hat during the opening of regular flights to Dallas to symboli ze the needs of American customers (Daft 425). If Virgin Group was to go public tomorrow, I would be willing to purchase the stock. Richard Branson would be committed to ensuring profitability and high return on the shareholder's investments. I would be assured of positive returns since his diversification and acquisition strategies would ensure positive returns even during harsh business environment. Branson has high-performance expectations thus would pursue aggressive investment strategies in order to meet the expectations of the shareholders.

Using the Concept of Network Externalities in Detecting Monopolistic Essay

Using the Concept of Network Externalities in Detecting Monopolistic Practices as in the Case of Microsoft Company - Essay Example they are connected in a virtual network. Examples of compatible products are computer hardware and software, phonographs and records, and television sets and programing. In extreme cases, network externalities may cause markets to fail as when an inferior product ‘tips’ the network towards adopting it over a superior product because it arrived first (Page & Lopatka, 1999, p.955). A market is said to have ‘tipped’ when it settles on a single standard for a product, such as software platforms (p.960). Proposition: ‘Microsoft acted illegally to extend its monopoly power.’ Corporate acts deemed anticompetitive are those that foster competition not on the merits, and lead to insufficient distribution compensation. An example is when a sufficiently large number of distributors agree to exclusivity over a sufficiently lengthy period, because this tends to drive rival firms out of the market. Distributors who have not by then signed up with the dominant firm will then have to pay a monopoly price (Rasmusen, Ramseyer & Wiley, 1991). Microsoft, as dominant firm intending to defend its market position, undertook four actions with regard to Internet Explorer (IE) vis-a-vis original dominant browser, Netscape Navigator: (1) Microsoft invested massively in browser technology; (2) IE was zero-priced; (3) Microsoft signed exclusive distribution contract with Internet access providers; and (4) Microsoft bundled IE with Windows. The court found that investment in browser technology and zero pricing were not uncompetitive, but declared exclusive distribution contracts and tying or bundling arrangements as uncompetitive (Klein, 2001, pp.46-47). Arguments in favor of illegality Microsoft engaged in actively ‘tipping’ the market, thus preventing the adoption of what could...This paper offers a comprehensive review of the concept of network externalities and its practical applications in helping to detect the uncompetitive actions f rom companies. Using the example of the Microsoft company, the essay exhibits its possible excessive use of dominant market position, through the help of provisions of network externalities theory In separate cases, governments (the US and EU) and attorneys in class action suits claimed that Microsoft’s contracts with original equipment manufacturers (OEMs) were exclusionary and anticompetitive, thereby maintaining its operating system (OS) and later its internet browser. These allegedly caused consumers to pay higher prices, discouraged innovation, and restricted trade in violation of the Sherman Act. Microsoft countered that it was not a monopoly because it still faced strong competition in a dynamic industry; its success was procompetitive because consumers benefited from its software distribution; and imposition of antitrust remedies would reduce innovation instead of encouraging it. Corporate acts deemed anticompetitive are those that foster competition not on the merits, and lead to insufficient distribution compensation. Microsoft’s OS provided a platform with network and family effects, and its contracts, while exhibiting some arguably anticompetitive characteristics such as imposing penalties, also includes terms that provide exceptional value to its customers that, as in the case of AOL, tangibly improve their businesses.

Human service paper Essay Example | Topics and Well Written Essays - 1250 words

Human service paper - Essay Example The professionals further require understanding the individual’s knowledge, the society and relationship to family and culture of the client (p.13). In human services, the client and the helper establish a relationship that enables the client to focus on the problems early in the helping process. Abraham Maslow in the hierarchy of needs emphasized that in order for an individual to rise to the higher levels the lower level needs must be met. Most of the clients are usually overwhelmed by their problems such that they are clueless on where and how to start. Usually it is best to commence from the most basic needs (p. 17). These factors are just, but a few to be considered when dealing with human services and should be highly valued by all stakeholders of the human service to achieve results. In the 1500s, the Catholic Church was tasked with the responsibility of offering human services to individuals. Under the church’s guidance, institutions were founded to meet the needs of the poor, orphans, the elderly and the sick (p.31). The hospital also served as a pivotal point where people not only accessed medical facilities but also were fed, housed and rested. For instance, England under the Crown’s rights held that it was the responsibility of the king to protect people with needs, especially the mentally challenged and provide them with necessities of life. Feudal lords also assumed responsibility of people living with disabilities in their land. With the onset of the industrial revolution, the poor put a strain on the government in England. This prompted a policy that was meant to tackle poverty in large scale. The Elizabethan poor law of 1601 was passed (Woodside & McClam, 2011). This law offered a guideline to England and the United States on specifications on who could provide human services to the poor for the next 350 years. This law is part of the processes that recognized trends of poverty and a dire need for human

The Capital Asset Pricing Method (CAPM) Essay Example | Topics and Well Written Essays - 1750 words - 10

The Capital Asset Pricing Method (CAPM) - Essay Example The present research has identified that the CAPM model does not wholly explain the returns on investment portfolios. A number of assumptions have to be identified for CAPM equilibrium to be achieved. The assumptions include the fact that investors must have the same expectations and also apply similar input list, they also have to maximize their estimated utility of wealth, the investors have to plan for a homogenous holding period, no transaction costs or taxes are incurred, the rate of borrowing equals the rate of lending and that there exists an environment where there is availability of numerous investors each having an endowment of wealth that is small in comparison to the whole endowment. When the model was developed, a variety of empirical tests were conducted on the model by using proxies and a number showed that the model was unsuitable and inaccurate when predicting the prices of assets and in many situations did not hold. However, it was later asserted that the model was theoretically probable but was very hard, by using empirical tests to prove because stock indexes coupled with other market measures were not adequate proxies for the variables of the CAPM model. The Capital Asset Pricing Method makes use of a variety of assumptions regarding the behavior of the investor and market in order to provide a group of equilibrium conditions which enable people to estimate the expected return of an asset I compare to its non-diversifiable risk. The model makes use of systematic risk measure in order to facilitate a comparison between the assets in consideration and other assets in the market. Theoretically, using the systematic measure of risk it enables managers to calculate their needed rate of return while also assisting investors to better their portfolios.

Ethical Issues in Research Essay Example for Free

Ethical Issues in Research Essay Ethical issues are essential factors that must be given due and proper consideration in research. This becomes even more applicable when researchers deal with studies that involve human beings and animals. Numerous experiments are being made to achieve progress in various fields of discipline, including psychology. In doing so, human beings and animals must be protected, especially since using them in these experiments involves their well-being. For this reason, ethical standards are established. Ethical standards serve as the guidelines that govern the proper and improper participation and utilization of these life forms in research (University of Alberta, 2008). These standards ensure that studies which involve human beings and animals are subjected to limitations so that they would not be taken advantage of. According to the British Psychological Society (BPS) (2008), ethical guidelines give importance to respecting an individual as the researchers should not express any sign of prejudice toward the participants due to differences in racial descent, sexuality, language, and such. The privacy of the participants should also be respected. Thus, researchers must only acquire the personal information necessary for the study, and this information must be kept confidential. The researchers should also obtain the consent of the individuals who will participate in the study. During the study itself, participants should also be protected from any kind of harm, may it be psychological (e. g. , stress and anxiety) or physical. Moreover, the researchers also have to respect the participant’s right to leave an experiment any time that he or she wishes to. In another perspective, ethics tend to limit the advancement of psychological science. Since there are many guidelines and rules that have to be followed, researchers do not have full control over their participants. This sometimes hinders and impedes the experimentation process. Furthermore, obtaining the necessary license for this kind of research could be time-consuming, which can be used for the study itself (BPS, 2008). Scientists should accept and follow the limitations brought about by ethical guidelines because these guidelines only give due importance to the life of the participants. The main justification for these research studies is that the findings obtained from these would contribute to the knowledge and information on various fields of discipline and help improve the lives of individuals. This gives such studies an objective that is morally good (National Academy of Sciences, 2006). Hence, scientists should value the lives of the people they claim to help. Lastly, the one responsible in identifying the parameters of the participants’ protection are competent organizations that are familiar with the field of study being researched. In the case of the United States, the American Psychological Association (APA) (2008) is an organization that represents the psychologists in the U. S. APA (2008) implements an ethics code that every member of the organization must adhere to. References American Psychological Association. (2008). APA Ethics Office. Retrieved September 15, 2008, from http://www. apa. org/ethics/.British Psychological Society. (2008). Ethics. Scienceaid. co. uk. Retrieved September 15, 2008, from http://scienceaid. co. uk/psychology/approaches/ethics. html. National Academy of Sciences. (2006). Scientific and ethical justification for using animals in research. Online Ethics Center for Engineering. Retrieved September 15, 2008, from http://www. onlineethics. org/cms/16216. aspx. University of Alberta. (2008). Human Ethics, Biohazards, and Animal Welfare. Retrieved September 15, 2008, from http://www. rso. ualberta. ca/certification. cfm.

Impact Of Globalisation On The Nation State Politics Essay

Impact Of Globalisation On The Nation State Politics Essay The term globalization has been a contentious topic in the field of social sciences and disciplines alike in recent years. The expansive pattern of globalization makes a holistic definition of the concept difficult. Interestingly, in spite of the vast nature of the concept, there is a tendency to homogenize its meaning. Some commentators posit that globalization depicts a polyvalent, promiscuous, controversial word that often obscures more than it reveals (Jessop 2002, p.113), and that globalization remains the most over used and under specified term in the international policy domain since the passing of the Cold War (Higgot 1999, p.1). Indeed the inclination to generate a broad and homogeneous meaning to the concept of globalization may be as a result of the open nature of the concept itself, which makes it quite complex to conceive. However, a key theme in the globalization discourse today is the extent to which the process has led to the weakening and/or strengthening of the nation state. Some scholars have argue that the nation state is central in driving the process of globalization (skeptics), while others contend that the increase in transnational networks has weakened the nation state (Globalist). This paper does not intend to take side with any of these assertions; rather it seeks to analyze the various impacts that the process of globalization has had on the nation state in interacting with global networks and institutions. To achieve this, the first part of this essay looks at the concept of globalization vis a vis the evolution of the nation state within Europe from pre-modern era. This will bring to fore certain phenomenal changes in the contemporary global political economy of state which has lead to the changing role of the nation state in recent years. Using four key factors as my reference point, the second part delves into the impact globalization has had on the nation state under the following parameters The global capital, global environment, global citizenship as well as post-nuclear politic. This will help to suggest the varying consequence of globalism over nationalism In the final analysis, I find the structure for potential globalism evident, thus conclude that indeed the expansion of global network have transformed the function of nation states in today`s global polity, rather than erode the autonomy and sovereignty of nation states. Conceptualising Globalisation: Globalisation presupposes an ongoing process which applies to a broad spectrum of activities ranging from economic actions to the sphere of politics, law, and culture. It is defined as the deepening and expansion of socio-cultural and socio-political ties beyond national frontiers aided by a strong and complex technological breakthrough (Holm Sorensen 1995, p.1). The empirical revelation of economic interdependence however, finds a place in the globalization thesis when Scholte stressed that the growth in global flow of capital through foreign direct investments, the spread of transnational co-operation, foreign exchange transfers, and the establishment of export processing zones, has enmeshed the global economy into an integrated market arena. (2000, p.86). Unarguably the global political economy from the twentieth century has witnessed extensive integration of national economies particularly through cross-border investment and trade, however these interconnectedness tend to shape the policy of state actors via engagements with global institutions without recourse to place and time. Although while the economic logic of globalizations may have shifted to the consciousness of a borderless world (Ohmae 1990, p .172), it is worth noting that the interplay is not universally applicable as some state borders seem demarcated from contemporary global integration( some countries in the south). Thus these states adopt isolationist policies in the excuse that their domestic economic posture is not viable enough to interconnect with external forces. Therefore not all social relations have reached the stage of global civilization; while some nation states assume that international political power outflank its role (Taylor 1996, p. 11), others believe that global politics runs over state-centric political network into a more spatial extensive framework in contemporary times. The Nation State Evolution: During the Middle age epoch in Europe, political authority was distributed between individuals and religious institutions (Axtmann 2004, p.259). The exercise of authority was managed by wealthy merchants, royal families and religious heads in almost all matters during pre-modernization. Although the influence of religious institutions in exercising its authority witnessed a decline in the 16th century through the 18th century, Monarchs became increasingly powerful as a result of certain structural changes in Europe caused by the industrial revolution (Sorensen 2004, p.10). However the king in collaboration with a strong military presence at the time introduced taxes and used states apparatus to legitimize their actions. State managed infrastructure established for credit and monetary concerns were used to sustain the status quo by maintaining legitimacy and guaranteeing trade (Sorensen 2004, p. 10). This system carved out a central authority arrangement upon which the monarchs and the citizens related, giving rise to an administrative framework that metamorphosed in the emergence to the early form of the modern nation state creation. As a follow up, the signing of the Westphalia treaty in 1648 legitimized state structure as a sovereign entity. The principle of sovereignty was premised on the supremacy of the nation state over its subjects, territorial integrity and natural resources. Fundamentally, it is instructive to point out that prior to the Westphalia treaty being entrenched, more than two hundred European entities engaged in dialogues (Sorensen 2004, p.10). The consequence of those negotiations saw Europe having only about fifty states currently. This represents the highest form of fragmentation which passed through series of conflict processes especially during the 1900 to 2000, spanning across various wars with the death toll of over 115 million people (Tilly 1992, p. 6 7). Hence, the process of consolidating states into a transformed entity often navigates through a gradual stage of fierce engagements. This slow but effective transformatory stage is the standard, for launching into the international society; therefore the prevailing global society of states is a product of thorough creation following long standing interest articulation and trade-offs. One characteristic of modern state formation, is the severe decline of internal conflict and civil unrest and the prevalence of the rights of nations and human with the threats to violent conflict almost non-existent (Sorensen 2004, p.11). The presence of these attributes will guarantee the legitimate use of force, based on laid down principles and this will shape the relationship between the state and its citizen. Also since the authority which was once distributed amongst varying actors is centrally managed in a modern nation state, it naturally translates the allegiance of citizens towards to state in a manner that tends to create a sense of community from their history. This sequential establishment of the modern nations state is crucial to understanding the transformations that prepared states towards opening up to the global space. Just after the emergence of the modern nation states, technological and economic advancement tolerated dramatic development to occur within states and they became keen to protect their own interest in relation to others. In the present day, advancement in almost all spheres of interaction has opened up the distribution and consumption of hitherto domestic goods to become global products. What this implies is that globalization now plays a dominant role in the relation of the society of states such that economic activities either within or outside the state is done without emphasis on location. Although the economic relation of states are more often between states, the production of goods and services still remain territorially defined, thus the need to often comprehend international trade through state relations. Examining the effects of globalization on the nation state Global Capital: The enthusiasts of capital mobility, in the wake of advancement in information technology have identified the transformation of capital to be more global than national. They argue that in a formal geographical sense, the ownership of capital has shifted from the territorially bounded entity into an extensive global community (Mann 1977, p 479). Prior to the 1980`s capital mobility was at the purview national government through bond issuance to manage trade deficit/surplus for healthy competition. However the dismantling of state regulations to evolve a loose global market was in tandem with European consciousness to liberalize. Today, the speedy nature of the foreign exchange electronic market, likely explains the scale of contemporary global financial flow. The foreign exchange market accounted for tremendous growth from $1 billion in the middle of 1970s to over $1.2 trillion by 1990, surpassing the global trade ratio of 60:1(Cohn 2000, p.10). Also international bank lending have sky rocketed from a minor level in the 1960`s to over 20 billion annually in the 70`s and a steady growth of 10 times that level in 1990`s. In comparism to the state centric standard of control, contemporary financial capital has become intensively mobile that it no longer yields to the actions of determined governments as thought by many (Ohmae 1990, p.158). It is even more fascinating that the foreign exchange market has attracted almost any body without formal training, and this has become a speculators heaven due to its high yield opportunities it provides. An attempt by regulators to manage the foreign exchange deficits has been unsuccessful since capital gain from the foreign exchange market remains un-tax. Rees-Mogg and Davidson best describe the deregulation in global capital mobility when they stated that the Internet will make avoiding taxes so easy and risk-less that sovereignty will inevitably shift to the individual, leaving the nation-state to die of fiscal starvation (1997, P.159). This clearly shows the extent to which huge capital can literally travel miles across national borders with just a push on a k ey board button. On the other hand however, its been argued that even though capital movements have become largely trans-national the shares and currencies traded are usually pegged to national stock markets principles (Wade 1996). The sceptics response to the flow of capital either through trade or investment is that the institutional origin in which capital flow thrives is largely nationally based. Therefore the role of multi-national co-operations in spreading foreign direct investment around the world does not necessarily make them stateless. For instance the cost of establishing an electronics industry requires hi-tech manufacturing skilled labour, hence to ensure effective production cost, an FDI initiative will allows for the recruitment of local citizens and the avoidance of tariff barriers. This will result in the Manufacturing Company retaining a large proportion of local origin and blend to local conditions as against the claim that MNC`s are placeless. Fundamentally, the wave of globalization has transformed national economies from subsistent production to a global production apparatus. This means that the world of states is adjusting to the irreversible dynamics of globalization, as societies are becoming more competitive and coalescing to create an international system of interdependence. However this trend is not necessarily even or universal, the indications of globalization on the nation state has varying consequences. While a genuine single market is evident in Europe, North America and East Asia, the same cannot be said of Sahara Africa or the Balkans. Yet most literature more often generalizes nation state experience in its interaction with the global network. Global Environment: Human environment is full of overwhelming potential hazards. This risk is attributable to a number of factors, not exclusive to global capitalism. The environmental pressure of coping with economic production has indeed deeply affected the atmosphere and climate of the world. Dealing with this destruction will require nation state to take necessary steps in protecting their immediate environment. Europe, America and recently Singapore have sponsored the cleaning up of their environment. Nevertheless the need to respond to this challenge in contemporary global space demands both the rich and poor nations to share the burden. Richard Falk argues that the danger of ozone depletion requires the involvement of the optimist and pessimist alike (1999, p.28). This means that the current global era shifts the responsibility of solving the ecological damage from immediate domestic actor to a compliant network of actors which could be voluntary or through agreements. It is perhaps correct to say that responses to environmental challenges can be seen in duality, private firms now use slogans like Think globally, act locally to create an open concern towards the decay of the environment. The green peace initiative is in the forefront of disseminating the rejection of scientific exploitation of nature on energy grounds clean. In doing so its uses its western connection to influence the energy policy of national government across the globe, this is also similar to what the global civil society (GIS) does. Through an awareness campaign, the (GCS) cajole national governments into subscribing to the international code of conduct on environmental practices. On the other hand however, while it is imperative to `think globally and act locally` as some environmental activist advocate, the assumption that all environmental problems require global concern is quite misleading. For instance environmental concern arising from human activity on the soil such as deforestation and watershed failure are certainly dealt with at local level. In spite of emergencies and spread of international networks on environmental problem, the compliance of various nation states is important for positive result. Therefore Michael Mann affirms that the policy makers in transnational agencies are also representatives of their various nation state, therefore `soft geopolitics` remains a viable tool for effective policy implementation (1997,p.490). Moreover the skeptic view finds actuality in the history of international co-operations on global environment, as there are several examples of negotiations failing due to either structural imbalance of the North/South, or because states do not find such engagements helpful to their economic and political concerns. The Copenhagen summit failed due to this kind of suspicion. The weakness of the UN climate convention document as not reflecting the concerns of poor developing countries on the limit of emission reduction, created the deadlock negotiations at Copenhagen. Notwithstanding, one thing the Copenhagen summit would have achieved today is the fact that national governments are now well informed of the reality of climate change, therefore legislations from various national governments now seeks to address climate change within their own internal agencies. Global Citizenship: The current age of information technology has made the monopoly of information by nation states difficult. Across geographical boundaries peoples access to information on global development creates the opportunity for them to have varieties of preferences on products and life styles. Gone are the days when the flow of information was managed by government to suit their policy interest, currently people`s free access to information have made them cosmopolitan in their character (Ohmae 1990, p.19). The swiftness of information travel from the internet and cable network in an increasingly globalised world provides a background for understanding the changing role of the state with regards to citizenship. Richard Falk has described citizenship as a shifting set of relationship and attitude without any necessary territorial delimitation (Brecher 1993, p.39). The dynamics of economic, cultural and ecological transformation offered by globalization is responsible for this shift. Therefore human experience in contemporary global era makes global citizenship irreversible as it is impossible to territorially manage the relations of people. As stated in Ohmae`s borderless world, The Japanese have become global citizens through perpetual travel abroad. This he claims would not have been possible in the past if not for the flow of information around the world. (1990, p.19). Conversely, the global citizenship phenomenon has been challenge by skeptic who holds to the view that nationalism remains a powerful devise to the primary identity which gives people the rights and privileges they enjoy within a given boundary. They argue (Skeptics) that the legitimate role of citizen has been offered by the foundation of political democracy through constitutional framework which allows for periodic elections and the assurance of rights. However the generalization of global citizenship may have been overstated. The evidences are more conspicuous in Europe where the mentality towards market, politics and security has been largely de-territorialized. By contrast this mentality does not find credence in sub-Saharan Africa were negotiations to act collectively has often been a mirage. (Falk 1990, P.159). Post-Nuclear Politic:- Understanding the New World Order : The dominant discourse after the two great wars in political life has been how to fashion out a universal body to govern the world as a whole. The defining political challenge was to establish a world order based on sustainable democratic principles. A consciousness that was pioneered by the Western states after the lesson learnt from `hard geopolitics` was to build a world order bases on collective action. Therefore the concept of globalization and the use of `soft geopolitics` sets an agenda to restructure the world without necessarily going through the face of transformation that occurred in Europe.(Mann 1997,p.493). Consequently, threats ranging from rising nuclear tension in states like Pakistan and India and separatist agitations in other countries around the world continue to slap down reluctant militarist nations in global affairs. Globalization however offers a plausible platform to contain potential danger through global geopolitical order. In this regards, the United Nations represent a marginal player in global security concern. Even though its more often accused of failing, the evident bearing has shifted towards regionalism. The approach to build a global governance structure through regionalism has yielded positive results. With an experience from the European Union, security issues are now articulated within regions shaped by the UN charter . At least it is apparent that regional institution remains feasible potential network towards the emergence of positive globalism. In refuting the impact of global governance over the nation state, Max Weber maintains that the monopoly of territory remains a distinctive feature which only the modern state possesses (1968, p.56). This means that the prevailing role of governance is exclusive to nation states, therefore the choice to engage in the society of states or international relations is not forceful but dependent on the willingness do so. Since nation states develop into self-sufficient entities acting on their own will (Bull 1977). Globalization and Governance: According to the Keynesian welfare state which calls for powerful government involvement in economic planning and social welfare, the developed economies of the world embraced the Keynesian model since the end of WW II until the 1970`s. This system thrived as it became an effective management tool that strengthened the network between states in relation to the market. However the economic crisis at the end of the 1970`s informed by the oil strike of Arab and the resultant economic downturn, paved way for rapid economic liberalization and fiscal control. The wave of globalization has coerced national governments to reshape their functions towards a vast catalyst role of consensus building and mediation as against been the provider (UN, 2001, World Public Sector: 21). Hence, the liberal economic consciousness revamped the role of central governments in interfering with their national economy to mere regulatory roles, bases on neo liberal ideas. It is fascinating to discover that the adoption of new watchdog role as offered by open economic market principles in the United Kingdom witness speedy economic recovery than the socialist economic model of France at that time (Sorensen 2004: 33). The authorities that states exercise in managing economic activities became private regulated by non-state actors in the global political economy. Nonetheless, a complex network does exist between the state and the market in addressing governance issues. For instance, the Global Reporting Initiative (GLI) which is saddled with the responsibility of measuring the private actors impact comprises of NGO`S, MNC`S, the government and professional bodies. On the other hand also economic and political networks at the regional level have emerged viz :- ASEAN, NAFTA, EU and the AU all comprised of nations states showing awareness and wiliness tackling the prevailing demands of globalization. It is safe to state that globalization has transformed state structure and national government in coming to terms with the dynamics that the era presents. New partnerships between public and private sector have been on the rise and this has led government to be more accountable and productive. The Conditional Cash Transfer (CCT) programs established in Mexico and Brazil have been adopted by many other states in the United States, e.g. The New York Citys Opportunity NYC (World Bank Seminar 2007). Conclusion:- The culmination of factors necessitated by the wave of globalization has provoked many thoughts concerning the future of the state. Indeed numerous revelations emanating from the literates suggest that the nations state has lost its role, some other thoughts argue the state still retain its character. It is against this background that I delve into the discursive debate. It has become clear to me that the impact of globalization is multi dimensional. Consequently the triumph of globalism over nationalism remains an ironic claim if not dubious; this is so because at every point of convergence the state remains an unsurpassed political actor for global engagements. While I do not affirm to be statist in my disposition or ascribe to the borderless world thesis, I correspond from my finding, that states are responding to the dynamics of global pressure and that the market is still subject to state control to some extent. In sum, the world has become anarchical with the technological advancement of our age, much as economic globalization has made the world replete with global product. Therefore the structure of global governance rests upon an engaging society of state rather than an imaginary global society. Hence impartial proposals, trade-offs and negotiations will help erect a true international society.

The Importance of the First Two Scenes in King Lear Essays -- King Lea

The Importance of the First Two Scenes in King Lear      Ã‚  Ã‚   "King Lear, as I see it, confronts the perplexity and mystery of human action." (Shakespeare's Middle Tragedies, 169)  Ã‚  Ã‚  Ã‚   As the previous quotation from the scriptures of Maynard Mack implies, King Lear is a very complex and intricate play which happens to be surrounded by a lot of debate.   "The folio of 1623, which was, as is well known, edited by two of Shakespeare's fellow actors" (Notes and Essays on Shakespeare, 242),   contains not only historical errors, but errors which pertain to certain characters speaking other characters lines.   Amidst all the controversy one fact can be settled upon by all;   King Lear is one of Shakespeare's best tragedies.   While being a great play, the bulk of the plot in King Lear comes mainly from the first two scenes where most of the key events happen.   Along with the plot there is also extensive amounts of setup that occur within the dialogue which key the audience in on the morals and values of the characters.   Marilyn French is completely accurate when she states that "Everything about the play hangs on the first two scenes not just the plot but the values as well" (Shakespeare's Division of Experience, 226).      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The opening scenes of King Lear do an immaculate job of setting up the plot and forming the basis for all the events which occur in the later scenes of the play.   "The elements of that opening scene are worth pausing over, because they seem to have been selected to bring before us precisely such an impression of unpredictable effects lying coiled and waiting in an apparently innocuous posture of affairs." (Shakespeare's Middle Tragedies, 170)   Not onl... ...ill unfold.   The first two scenes of King Lear are pivotal in influencing every aspect of the play including the plot, and the values of the characters contained within the plot.    Works Cited    Clemen, Wolfgang. The Development of Shakespeare's Imagery. New York, NY, USA: Methuen & Co. 1977.    French, Marilyn. Shakespeare's Division of Experience. New York: Summit Books. 1981.    Hales, John. Notes and Essays on Shakespeare. New York, NY, USA: AMS Press. 1973.    Lerner, Laurence. Shakespeare's Tragedies. Middlesex, England: Penguin Books Ltd. 1964.    Shakespeare, William. King Lear.   As reprinted in Elements of Literature. Toronto:   Oxford University Press.   1990.    Young, David. Shakespeare's Middle Tragedies - A Collection of Critical Essays. Englewood Cliffs, New Jersey, USA: Prentice-Hall, Inc. 1993.

Art - A Culturally Constructed Myth :: American Culture Essays

Art - A Culturally Constructed Myth The development of semiotics in the 20th century revealed much about ideology in mass culture. Structuralist Roland Barthes' texts on the matter are very much products of their times, yet many still have a troubling modern-day relevance. Barthes' Mythologies demonstrates the possibilty to find meaning through the 'trivia' of everyday life. He claims to want to challenge the 'innoncence' and 'naturalness' of cultural texts and practices, as they are capable of producing a multitude of supplementary meanings, or 'connotations'. Although objects, gestures and practices have a certain utilitarian function, they are not resistant to the imposition of meaning. Barthes wants to suspend consideration of function, and concentrate rather on what things mean and how they function as signs. Mythologies is a study of the ways in which mass culture constructs this mythological reality and encourages conformity to its own values. Barthes' analysis of signs reveals that there are very few 'innoncent' objects, that almost everything is 'coded' (assigned meaning). Barthes arrives at this conclusion based on his theory of myth: that a form (expanded from Saussure's sound-image, which was limited to linguistics) and a concept create mythologies: sign systems that render one dominant meaning (or 'signification'). For the receiver, this signification arrives automatically and smoothly, thus seemingly denying the intentional re-coding. Barthes believes that this constant creation of myth is how a culture invents its beliefs and narratives, and is able to find meaning in the world. This premise draws a particular parallel in our contemporary society: for it is my hypothesis that our culture now locates meaning through mythological art (whether fine, commercial, popular, industrial etc.). Has art truly become myth? In order to 'read' or deconstruct myth, Barthes suggests, one must (1) accept the myth as a cultural construction, thus emptying its meaning; (2) rear the myth as full, identifying all possible signs and significations; and finally (3) recognize the signifier as both empty and full, capable of signifying many things, yet with only one clear, dominant meaning. It is my argument that such a deconstruction can render art as myth. Having realized art as a structured cultural phenomenon, and having emptied its direct and apparent meaning, it is possible to identify all its possible significations. Interestingly enough, I find that art reveals many diametrically opposed significations: expression and oppression, bias and acceptance, individual and society, creativity and confinement, and freedom and convention, among others. Art signifies the de-politicization of our culture, for even the most political of pieces cease to cause a stir among the masses.

Wuthering Heights Heathcliff Essay -- English Literature Heathcliff V

Wuthering Heights' Heathcliff "Wuthering Heights" centres on the story of Heathcliff. The first paragraph provides a vivid physical picture of him, as Lockwood describes how his "black eyes" withdraw suspiciously under his brows at Lockwood's approach. Nelly's story begins with his introduction into the Earnshaw family. His vengeful desire to do evil and his love for Catherine drive the entire plot. Heathcliff, however, defies being understood and it is difficult for the reader to resist seeing what they want to see in him. By the name Heath-cliff it hints to the reader that he is empty like a heath or dangerous like a cliff. The house which he is brought to also gives the reader a picture of stormy bad weather. Bronte teases the reader with two sides to his character. One that his cruelty is only an expression of his frustrated love for Catherine and thus seen as a romantic hero. The other, a demon or a devil who is hungry for recognition, money and power and thus seen as a villain. A romantic hero in a novel is usually someone who appears dangerous, daring or cold at first who later emerges to be fiercely devoted and loving. A villain is usually someone who's violent and ill disposed towards others, the wicked enemy of the hero in a story or play. As soon as Heathcliff entered the home after being picked up from the streets of Liverpool he caused havoc and jealousy. He upset the family and above all Hindley, as Mr. Earnshaw seemed to have a soft spot for him. Heathcliff abused from this and used it as an opportunity to blackmail Hindley. Once, when the father gave them two horses, Heathcliffs' appeared to have a defect so he made Hindley change with him or he would have his father of the beating... ...e would be with Catherine again he saw happiness "last night I was at the threshold of death, alone, I am within sight of my heaven. I have my eyes on it hardly three feet to sever me!" Bronte was very successful in combining two completely distinct characters into one man. As the reader has seen Heathcliff could either be seen as a romantic hero somewhat like Romeo in "Romeo and Juliet" who at the end of the play took his own life to be with his love Juliet as he could not stand being alone in this world without her or as a tyrant who destroyed the lives and futures of two families. In my opinion I see Heathcliff as a villain he managed single handedly to win his way from nothing. Nevertheless happiness is restored at the end of the novel moral rightness is restored when Hareton and Cathy get married and the two house holds are left to rest in peace. Wuthering Heights' Heathcliff Essay -- English Literature Heathcliff V Wuthering Heights' Heathcliff "Wuthering Heights" centres on the story of Heathcliff. The first paragraph provides a vivid physical picture of him, as Lockwood describes how his "black eyes" withdraw suspiciously under his brows at Lockwood's approach. Nelly's story begins with his introduction into the Earnshaw family. His vengeful desire to do evil and his love for Catherine drive the entire plot. Heathcliff, however, defies being understood and it is difficult for the reader to resist seeing what they want to see in him. By the name Heath-cliff it hints to the reader that he is empty like a heath or dangerous like a cliff. The house which he is brought to also gives the reader a picture of stormy bad weather. Bronte teases the reader with two sides to his character. One that his cruelty is only an expression of his frustrated love for Catherine and thus seen as a romantic hero. The other, a demon or a devil who is hungry for recognition, money and power and thus seen as a villain. A romantic hero in a novel is usually someone who appears dangerous, daring or cold at first who later emerges to be fiercely devoted and loving. A villain is usually someone who's violent and ill disposed towards others, the wicked enemy of the hero in a story or play. As soon as Heathcliff entered the home after being picked up from the streets of Liverpool he caused havoc and jealousy. He upset the family and above all Hindley, as Mr. Earnshaw seemed to have a soft spot for him. Heathcliff abused from this and used it as an opportunity to blackmail Hindley. Once, when the father gave them two horses, Heathcliffs' appeared to have a defect so he made Hindley change with him or he would have his father of the beating... ...e would be with Catherine again he saw happiness "last night I was at the threshold of death, alone, I am within sight of my heaven. I have my eyes on it hardly three feet to sever me!" Bronte was very successful in combining two completely distinct characters into one man. As the reader has seen Heathcliff could either be seen as a romantic hero somewhat like Romeo in "Romeo and Juliet" who at the end of the play took his own life to be with his love Juliet as he could not stand being alone in this world without her or as a tyrant who destroyed the lives and futures of two families. In my opinion I see Heathcliff as a villain he managed single handedly to win his way from nothing. Nevertheless happiness is restored at the end of the novel moral rightness is restored when Hareton and Cathy get married and the two house holds are left to rest in peace.

Make Poverty History Essay

Poverty and the related problems of unemployment, economic inequality, poor social infrastructure and inability to access basic needs and services have for long been part of the international community. In 2005, the European Union developed the slogan â€Å"make poverty history†, that was directed at uniting developed countries in formulating policies for the eradication of poverty. The policy calls for a shift of focus from massive individual industrialization to synchronized growth of wage and capital goods, from substitution for self sustained development to export led growth. The solutions to the major problems of unemployment, poverty and income inequalities for all countries lie within policies for the integration of changes in domestic production and expenditure patterns. The â€Å"make poverty history† calls for a change of attitude from the developed countries to formulate policies and establish assistance for the improvement of the economic status of the poor especially those in third world countries. The policy aims at ensuring that the real world competition fair, the mobility of labor sufficient for development purposes and the governments aware of their fiscal responsibilities to the poor within their borders. Is It Possible? Many arguments support the proposition that if all developed countries united and came under one umbrella in fight against poverty, the issues related to poverty would be eliminated in a few years. The developing countries are in need of an economic mechanism in the international world that is capable of blending the interests of economic agents with those of the state more coherently. The economic mechanism needs to recognize the prevailing growth obstacles that can be considered for economic reforms. Mawhinney (2002,p. 157)Countries that are part of an international economic order such as the international trade organization, can be thought to be a subset of the organization, with the rules and regulations implemented by the organization affecting the behavior of the nations with respect to implied international repercussions. As such the economic order consists of â€Å"explicit or implicit† principles, rules and norms around which members are expected to converge. The rules and regulations prevail on the existing practices for making and implementing policies. It follows therefore that the decisions of the umbrella body will by far have more effect on individual country policies. For this reason the â€Å"make poverty history† polices that are implemented by the economic integration bodies will have a much higher success rate and impact on individual member country policies. International trade and economic organizations have time and again prevailed upon individual governments to change their economic policies by imposing sanctions and quotas that make it difficult for the counties to trade. The economic and trade organization being one of the largest and most influential economic organization has the unique power o influence changes in the developed and developing countries. They can impose salient features and prevail upon countries to reform their economic and social policies that are enhancing and promoting the spread of poverty. There is however a growing concern among experts that questions the impact of international economic organizations such as the European Union of individual and government state policies. Although the organization may have some form of control on their members, they are not very influential when it comes to private government policies. They may therefore be unable to influence their members with economic policy changes especially if such said members are powerful within their representation in the organization. Additionally, even though the economic changes can be made by the members, economic organizations cannot influence the change by other non-member countries. This means that the impact of the policy changes will only be felt by a small percentage of the poor. The impact may in fact be so small that it does not justify the implementation of new policies. How Can It Be Achieved Improvement of the commodity market: the developing countries and low income groups are haunted by the trade policies in their countries which are characterized by duality. The main parts of such markets (e. g. in agriculture) barter forms of transactions, rather than monetary transactions take place. The â€Å"make poverty history† campaign aims at educating the government and policy makers in the states to implement policies that encourage monetary trade. The value of the products coming from these countries is often higher than the value of the products included in the barter trade. The income trickling down to the producer and his workers therefore is much smaller than would have been possible in the monetary markets. The state governments should take advantage of the quality products to demand higher prices for their individual producers and exporters. Industrialization: for more than a quarter century, the debate on industrial policy has ebbed and flowed, with it the interest and commitment of state governments. The international community has always been aware of the importance of industrialization to increase employment and per capita income of the poor. Yet even with all the evidence little has been done to improve the state of the industrial process. The focus has quickly shifted to taking advantage of the countries with not industrialization power. Industries have to be allowed the chance to develop in order for the poor countries to be able to compete effectively in the international markets. Premised on the notion of strategic trade policies, proponents of this policy argue that it is possible for governments and the international community to intervene effectively to support local and national firms. In the developing countries policies there has been an impression that industrial policy is no longer considered part of the political agenda, and that policies of privatization and deregulation have replaced them. While the latter do reflect an increased emphasis on market force, they are not key factors to the improvement of competitiveness. Therefore a change in government policies may be necessary to redefine the industrial polices and the principle tenets of the last two decades. Unemployment and income distribution: the development designs for economies have to be structured around the objectives of maximum impact on employment. In the process of implementing policies for labor absorption, its quality and productivity have also to be enhanced so that the average level of incomes is not adversely affected. Without proper training and improvement of labor production, absorption of more people to employments will only lead to adverse effects on the income distribution patterns, (Strange and Bayley 2008, P. 42). In addition, a re-distribution of originating incomes has to be achieved simultaneously with changes in the product mix which match the altered structure of demands. This implies a much larger output of basic consumer goods and essential services like education, medical care, public transport and cheaper communication. Control population growth: the full employment and higher average income cannot be realized within a reasonable time structure if the poor populations continue to grow at the present rates. Consequently it is important for governments to pursue more effective polices of family planning and population control. The most powerful aids in this policy include the spread of general education and health facilities, more working opportunities for women and higher family incomes. Nevertheless, specific measures to promote later marriages, birth control practices, and health education have to be intensified in the low income earning groups along with programmes to alter social attitudes towards family size, male progeny and women property rights. Without a change in the total matrix, the desired benefits of income distribution and poverty alleviation cannot be achieved. Income Inequality and Bridging the Gap The probability of redistributing current incomes on any scale, while at the same time having positive welfare effects in the short run, is likely to be severely limited. There may be high cost in terms of growth in the long term from potentially damaging effect on the incentives, savings and investment of the upper income group. The policies designed for income redistribution are also likely to face strong resistance from this group. There will be less resistance and hostility from the main investors in the economy if the redistribution of income does not affect their income in any way. However this then denies the logic of the income redistribution polices, (World Bank, 2008, p. 12). On the other hand investing in the human and physical assets of poverty groups is likely to have a high pay off in welfare terms as it will lead to income growth in groups that have higher welfare weights. But it may also require some sacrifice of output in the short run in so far as returns on investment in human capital take longer to develop. To this extent it may involve a short run cost to upper income groups but these groups may also benefit in the long run as the productivity and income of the poor improve. Poverty: Problem or Affluence The main issue in economic development is the discussion on whether poverty is the problem or wealth. The problem facing the economic development is the structure of the poverty scale and not the wealth. The country’s affluent contribute significantly to the national income and growth rate, while the poverty scales make it difficult for this impact to be accounted for. Personal income is spent on purchase of consumer goods and services, while a part of the same is saved. This is only possible for the wealthy who not only by their purchasing power influence the employment of others but also invest in new industries that improve the income earning of the poor. Issues to Be Considered In Poverty: Unemployment Employment generation is a major factor in curbing poverty. The employment programmes often have more impact on the poor than temporary relief during periods of scarcity. International communities have invested heavily in local industries in order to increase the employment index. By investing in local industries, the international community hopes to increase the chances for employment in the countries, (Blakely 2002, P. 57). Locally, apart from investment in industries, the government has formulated policies that encourage employment generation. The government aims at providing equal employment opportunities especially for the country’s youth by encouraging and supporting innovative self employment plans and encouraging institutional placement. Technology and Credit By making the technology available to citizens and small scale producers, experts imply that production will increase on a large scale while at the same time reducing the costs of production. The immediate impact will be higher income generation. Technology confers a superior position for small scale producers correlated by stronger willingness and capacity to bear risks. Small scale producers are transformed to large scale employers through the implementation and use of new technology measures, (organization for economic cooperation and development 2001, P. 160). To ensure that small scale producers and entrepreneurs can access the technology available to make production less costly for them, the American government has reduced the lending rate and increased its investment in the government credit programs. This means that more and more entrepreneurs can access the credit necessary to purchase new and useful technology. Assets and Skills The low income earners form a mixed group on the criteria of economic prospects and accessibility. They are less educated and therefore possess less skill to offer to the employment market. The international community has put pressure on countries with low education indexes to improve their provision of education. Additionally, implementation of adult programmes and technical colleges has seen an improvement in the human skills and as such the employment rate of the uneducated. It is a constant struggle for the American government to impose on its population the importance of education in the employment world. While in the previous years the high school dropout rate has been a major concern to education officials, it has now become the trend for high school drop outs to return to school in an attempt to acquire the high school diploma. Government policies have made the small document so glamorous and easy to achieve that more and more American citizens are being drawn by the prestige of the diploma. Welfare Programmes Welfare programmes play two different but equally important roles in removal of poverty. First, they try to provide subsidized cost or free a wide range of amenities and services which the poor would not be able o acquire for a long time given their low and slow growing incomes. The second role is that of helping the poor invest themselves to improve the attributes important for participation in economic development processes such as orientation, reception, absorption capacity and ability to take initiatives. Although internationally and locally, the welfare policies and programs have drawn a lot of attention and increased their spread to the poor populations; careful monitoring and implementation of these programmmes is a dimension calling for priority attention . The polices need to be directed and implemented only when the poor move sufficiently beyond the subsistence level to appreciate the importance and advantage of investing in themselves European Union: Competition Policy Although the pitfalls of monopoly and anti-competitive conduct have long been recognized by economists, the application of polices to curb such behavior has only been done recently. It is the uncompetitive nature of today’s markets; where the large firms are given monopoly and control of the market forces that is enhancing the poverty scale. If the small firms lack the opportunity to compete in new industries, then it means that they will either go bankrupt and the unemployment rate will continue to increase. Like in the European markets it is necessary for the government to encourage competition by providing incentives for smaller firms wishing to enter monopolized industries and formulating integrated markets, (Pinder and Usherwood 2007, p. 67). The articles in the European Union agreement discourage and often penalize the action of firms and governments that may discourage competition and influence the market structure. This means that large and influential firms and governments are not allowed to impose unfairly high or low prices, limit production or apply specific conditions that are not related to transition of goods. Governments and firms are permitted to seek aid to improve their competitive nature and promote their contribution to the economic development. Conclusion Make poverty history proposal envisages fundamental changes in the role of governments and economic bodies in development. The shift to be considered is towards the sustainable development of the community. The make poverty history campaign has taken root in a number of countries that have committed themselves to implementing economic and social policies that will improve the lives of the low income earners. The United States is among the active players in the campaign to end poverty. Not only has the country taken part in policy changes but it has also increased its budget that is aimed at providing economic assistance to countries struggling with poverty. The success of the â€Å"make poverty history† campaign has relied heavily on the economic sanctions implemented by major trade organizations and major players in international markets. Because of its ability to draw the support of major developed countries and international organizations, together with the campaigns’ global capacity, the â€Å"make poverty history† campaign is likely to be the most successful poverty eradication program to date. References 1. Blakely. E. J. 2002. Planning Local Development, Third Edition. London. Sage Publications 2. Mawhinney. M. 2002. Sustainable Development: Understanding the Green Debates. Oxford. Blackwell Publishing 3. Organization for Economic Cooperation and Development. 2001. Sustainable Development: Critical Issues. Washington. OECD Publishing. 4. Pinder. J and Usherwood. S. 2007. The European Union: A Very Short Introduction. Oxford. Oxford University Press 5. Strange. T and Bayley. A. 2008. Sustainable Development: Linking Economy, Society, Environment. Washington. OECD Publishing 6. World Bank 2008. World Development Indicators 2008, Volume 2008. Washington. World Bank Publications

Kssr Sains

TAJUK 1| Isu-isu dalam Pendidikan Sains| SINOPSIS Topik ini membincangkan 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 science curriculum that will help school students develop their scientific competencies alongside their acquisition of science knowledge requires attention to four issues. 1. Selection of science content (knowledge, skill, understanding and values) There is a consistent criticism that many of the problems and issues in science education arise from the structure of science curricula which tend to be knowledge-heavy and alienating to a si gnificant number of students.A curriculum that covers an extensive range of science ideas hampers the efforts of even the best teachers who attempt to provide engaging science learning for their students. The effect of such knowledge-laden curricula is for teachers to treat science concepts in a superficial way as they attempt to cover what is expected in the curriculum. Rather than developing understanding, students therefore have a tendency to rely on memorisation when taking tests of their science learning. The challenge is to identify the science concepts that are important and can be realistically understood by students in the learning time available.One of the realities faced in science education is that scientific knowledge is rapidly increasing. While this is valuable for our society, it adds to the pressure on the science curriculum. There is a reluctance to replace the old with the new. Rather, there is a tendency to simply add the new science ideas to the traditional ones . Accompanying this desire to retain the traditional knowledge base is a feeling that understanding this content exemplifies intellectual rigor. Obviously such a situation is not sustainable.The consequence is that many students are losing interest in science. The question then needs to be asked: what is important in a science curriculum? This paper argues that developing science competencies is important, understanding the big ideas of science is important, exposure to a range of science experiences relevant to everyday life is important and understanding of the major concepts from the different sciences is important. It is also acknowledged that there is a core body of knowledge and understanding that is fundamental to the understanding of major ideas.The paper also proposes that it is possible to provide flexibility and choice about the content of local science curriculum. The factors that influence this choice include context, local science learning opportunities, historical per spectives, contemporary and local issues and available learning resources. In managing this choice, there is a need to be conscious of the potential danger of repetition of knowledge through a student’s school life and ensure repetition is minimised and that a balanced science curriculum is provided for every student.Finally, when selecting content for a national science curriculum it is important to determine 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 primary and secondary school. 2. Relevance of science learning a curriculum is more likely to provide a basis for the development of scientific competencies if it is relevant to individual students, perceived to have personal value, or is presented in a context to which students can readily relate.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 will be better placed to understand the concepts if they can be applied 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 contemporary (and possibly controversial) issues in the science curriculum.In doing so, it is important to note that the complexity of some scientific issues means that they do not have clear-cut solutions. Often, the relevant science knowledge is limited or incomplete so that the questions can only be addressed in terms of what may be possible or probable rather than the certainty of what will happen. Even when the risks inherent in making a particular decision are assessable by science, the cultural or social aspects also 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 technology to the real world is often concerned with risk and debate (Rennie 2006). Science knowledge can be applied to solve problems concerning human needs and wants. Every application of science has an impact on our environment. For this reason, one needs 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 balance the issues of constraints, consequences and risk. While many students perceive school science as difficult, the inclusion of complex issues should not be avoided on the basis that there is a potential for making science seem even more difficult. The answer is not to exclude contemporary issues, but 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 size fits all’, but rather a curriculum that is differentiated so that students can engage 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 using teaching and learning approaches that involve students in inquiry and activity. Within the flexibility of a science curriculum that caters for a broad cohort 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 ide as that underpin our scientific endeavour. 3.General capabilities and science education There is an argument, based on research 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 also pressure in some Australian jurisdictions to develop a broader general school curriculum that embraces the view of having knowledge and skills important for future personal, social and economic life.While there is much value in such futuristic frameworks, there is the danger that the value of scientific understanding may be diminished. Unless the details 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 re adily provide opportunities to develop these general capabilities. Such general capabilities as thinking strategies, decision-making approaches, communication, use of information and communication technology (ICT), team work and problem solving are all important dimensions of science learning.There is an increasing number of teachers who will require assistance to structure 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, adaptable curriculum resources and sustained effective professional learning. 4. Assessment When a curriculum 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 tau ght. 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 planning 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 tool of assessment. Senior secondary science assessment related to university entrance has long reinforced a content-based summative approach to assessment in secondary schools.To improve the quality of science learning there is a need to introduce more diagnostic and formative assessment practices. These assessment tools help teachers to understand what students know and do not know and hence plan relevant learning experiences that will be beneficial. Summative testing does have an important role to play in monitoring achievement standards and for accountability 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, understand and can demonstrate. It should also show what they need to do to improve. It should be noted 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 e mphasise 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 teacher’s 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 curriculum focus.The four parts are: †¢ early childhood †¢ primary †¢ junior secondary †¢ senior secondary. Developing scientific competencies takes time and the science curriculum should reflect the kinds 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 well those who prefer 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 thei r investigations. Observation is an important skill to be developed at this time, using all the senses in a dynamic way. Observation also leads into the idea of order 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, water and movement.Within these topics the science ideas of order, change, patterns and systems should be developed. In the early years of primary 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 begin 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: earth 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 fields 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 unit on an open 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 determining 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 appreciation of evidence, models and theories. There are some students ready to begin a more specialised 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, 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 Science Curriculum: Initial advice. Retrieved 10 Sept. 2009 from www. acara. edu. au/verve/_†¦ /Science_Initial_Advice_Paper. pdf) | Latihan| 1. Baca kandungan diatas. 2. Nyatakan isu-isu dalam pendidikan sains yang ditemui 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 turn out a certain way. | | 2. | Science only produces tentative conclusions that can change. | | 3. | Science has one uniform way of conducting research called â€Å"the scientific method. | | 4| Scientific theories are explanations and not facts. | | 5. | When being scientific one must have faith only in what is justified by empirical evidence. | | 6. | Science is just about the fa cts, 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 creativity 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 confirmed. | | 16. | Scientists’ education, background, opinions, disciplinary focus, and basic guiding assumptions and philosophies influence their perception and interpretation of the available data. | 17. | A scientific law will not change because it has been proven true. | | 18. | A n 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 construct theories to guide further research. | 23. | Scientists accept the existence of theoretical entities that have never been directly observed. | | 24. | Scientific laws are absolute or certain. | | Jawapan 1. T|   9. T | 17. F |   Ã‚  Ã‚  | 0 wrong = A+| 2. T | 10. F | 18. T |   Ã‚  Ã‚  | 1 wrong = A| 3. F  | 11. F | 19. T |   Ã‚  Ã‚  | 2 wrong = A-| 4. T | 12. T | 20. F |   Ã‚  Ã‚  | 3 wrong = B+| 5. T | 13. T | 21. T |   Ã‚  Ã‚  | 4 wrong = B| 6. F | 14. F | 22. T |   Ã‚  Ã‚  | 5 wrong = B-| 7. F | 15. F | 23. T |   Ã‚  Ã‚  | 6 wrong = C | 8. F | 16. T | 24. F |   Ã‚  Ã‚  | 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: Prentice 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 kurikulum sains s ekolah 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 ak an 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 ke perluantempatan. 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 bah aru 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 Sheikh Tahir, menulis dalam halaman 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. All 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 untu k keperluan tempatan. 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 dikendalikandalam 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 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. â€Å"The cost of curriculum development and implementation has got to be paid in time, not merely in cash and pe rsonnel.The ultimate price of having 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 syllabus is towards mastery of scientific facts with little emphasis on social and rel igious meaning and significance of scientific discoveries.In other words, the syllabus is cognitively orientated with little attention given to the affective domain of educational objectives†¦ The orientation of the textbooks reinforces memory work and encourages very little, if at all, enquiry 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 : â€Å"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 st ruktur konsep dimana terdapat tema konsep tertentu melalui proses inkuiri. 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 Tahun 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 se perti saiz kelas yang besar dan kemudahan yang tidak mencukupi; kurang jelas dalam reka bentuk 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 berfik ir 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 men yeluruh 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 inovasi 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 (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 tingkahlaku 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 School 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 kema hiran 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 apl ikasi prinsip sains dalam kehidupan harian. Pendekatan inkuiri membolehkan murid melakukan penyiasatan pada dunia di sekeliling mereka. Ini akan menggalakkan 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 mem buat perbandingan antara bahan semulajadi dan bahan buatan manusia . unia dan alam semesta meneliti bumi dan hubungannya dengan matahari,bulan dan planet-planet 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 pro ses menyokong pendekatan inkuiri (Livermore, 1964). pandangan konstruktivis menyokong kenyataan bahawa murid mengambil bahagian secara aktif dan kreatif dalam 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 ‘hands-on’ 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 scient ific 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 lu t 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 kepad a 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 k erana 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 University 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 Sain s. Kementerian Pelajaran Malaysia | Tamat Topik 2|TAJUK 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 S ains 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. . 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 penyiasatan 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 berf ikrah dapat dicapai sekiranya murid terlibat secara aktif dalam proses pengajaran dan pembelajaran. Aktiviti perlu dirancang untuk memberi peluang kepada murid menggunakan kemahiran berfikir dalam pengkonseptualan, 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 m enyemai 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 saintifik 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 ke sukarannya. Walau bagaimanapun, dalam proses pengajaran dan pembelajaran, aktiviti-aktiviti pembelajaran harus dirancang dengan cara yang holistik dan bersepadu yang membolehkan pencapaian hasil pembelajaran 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 men ingkatkan pembelajaran sains . | Latihan|Jawab soalan-soalan berikut. (Rujuk Kurikulum Spesifikasi Sains Rendah. ) Kurikulum Sains Pendidikan Rendah Malaysia I 1. Berikan dua dokumen penting yang mesti dirujuk 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 dala m 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 New Zealand dari segi objektif, penekanan dan skop. (New 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 sa ins. 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 implementasi 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 kepada 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 pembelaj aran 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 hipotesis 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 se bagai 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 aktiviti-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 pengajar an 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 individu 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