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

New Quick Test Method for Hazardous Waste

The main reason is the waste contained chemical elements that belonged to other waste and went unnoticed. Among the these wastes, there ere some unidentified ones mixed in; some identified wastes were mixed into other kind of wastes by carelessness. Both mixtures increase the uncertainty which contributes to exhaust emissions beyond the safe limitation and low performance of cement. The mixture, however, is hard to avoid because there are serial possibilities.Making sure the quantity of chemical elements which can heavily influence emission and quality not beyond limitation is an economic choice. That needs to monitor the chemical elements of waste instantly during the co-processing. 3 Details of the solution Increasing the frequency of hazardous waste testing is the reasonable choice. That means we need to acquire a new method to test the elements of waste quickly and cheaply due to the fact that the traditional method cannot meet the requirement of speed or cost.First of all, we sh ould identify the main elements that highly relate to emission and cement performance. Second of all, we should configure which kind of element is frequently mixed with other waste. Third of all, develop the new method for individual elements. Finally, we should combine all these new testing method to a cage and compile software to calculate, stimulate and control co-processing not beyond safe limitation. Benefits of the solutions After having these abilities, we will have several profits. The potential risk can also be controlled effectively.What is more, the capacity of co-processing hazardous waste can be increased more than 30% without investing other co-processing line, it may save a huge amount of money. Furthermore, these abilities may become the national standard, which will be our technique defense to other competitors and may become our new business to provide to other costumers. Schedule for implementing the solution Find out the main elements that influence the emission and cement, and then confirm which kind of waste includes these elements and their existing styles, such as, organic or inorganic.Find out the co-processing limitation of these elements under the safety 4 conditions( Reiterate,Melanin. M. C. , &Tokheim, 2013). This phase will last three to five months. The second phase is to develop the quick testing method for the main elements and will last half year or even more. The final phase is to compile the software to calculate and simulate the co-processing ND test this software and will last three months. 5 Reference Reiterate. W. K. H, Melanin. M. C. , &Tokheim. (2013).Optimum feeding rate of solid hazardous waste in a cement kiln burner. International Journal of Energy and 777-786. Auber. J. E, Huston. B, & Sacrament. N. (2006). Utilization of municipal solid waste incineration (MISS) fly ash in blended cement Part 1: Processing and characterization of MISS fly ash. Journal of Hazardous Materials, Bal 36,624-631. Auber. J. E, Huston. B , & Sacrament. N. (2007). Utilization of municipal solid waste incineration (MISS) fly ash in blended cement Part 2: Mechanical strength of mortars and environmental impact.

Employment Law Essay

1. When can an employee’s religious belief qualify as a bona fide occupational qualification? Religious organizations are permitted to discriminate as long as the position relates to the promotion of the religion. Religious belief is considered a bona fide occupational qualification. For example, if a catholic church is looking for a clergy member. The Catholic Church would argue that only catholic could effectively practice and preach the tenants of their religion. 2. In the law firm of Milton, Madden & Herman (â€Å"MM&H), a request has been filled by two Sikhs to wear turbans. Although MM&H’s dress code does not speak to this issue, MM&H decides to prohibit this attire. How would you advise the Sikhs to proceed? Sikhs can argue that MM&H prohibited the turban which is part of his religion. The company can always accommodate his religious beliefs as long as Sikhs explain what his religious beliefs are and how they are being compromised by the employer because of the task at hand. Reasonable accommodation of a religious belief must be made by the employer if such accommodation does not compromise the rights of others does not require lots of cash. 3. Johnny Carlton attended the University of Lebanon while his father was stationed in the military in that country. When Kurt Munson review Carlton’s application for employment, he asks Carlton why he chose to attend college there. Carlton explains. When Carlton, who is qualified for the position, is subsequently denied, he reasons that Munson’s inquiry was determining factor. Carlton initiates a Title VII claim for national origin discrimination. Munson asserts that Carlton does not fall under that protected class. Is Carlton covered? Yes, Carlton is covered. Even though he  is not of national origin and not part of the protected class he attended a school or religious institution that is identified with people of a specific national origin. In this case Lebanon. Carlton can sue because the Title VII of the Civil Rights Act and the Immigration Reform and Control Act of 1986 says that individuals are protected from discrimination based on national origin. 4. Harvey Jameson was recently terminated as comptroller at the age of 66 from Better Beef, Inc. His replacement is Tammy Parker, age 45. Because both he and his replacement are covered under the ADEA, Jameson is wondering whether he is precluded from suing. Harvey can go ahead and sue, but, he might not win this one because once he does initiate the case the employer must provide legitimate nondiscriminatory reason for the discharge. In this case, it seems that he was â€Å"let go† because of his performance. Then Harvey must prove that the employer’s reasoning was false and that the real reason was to discriminate. 5. Rita Hall has kidney failure and is forced to be on dialysis three times a week. She is a financial analyst for Bull and Bear. She is asking for three afternoons off each week. Hall is offering to work. Late two days and on Saturdays to make up the remaining time off. She does not believe this will adversely affect her duties. Bull and Bear refuses, claiming it is disruptive to the work environment. How would you advise Hall to proceed? For Rita Hall is more of revenue problem and not an age discrimination. The company can claim that to keep this employee would be not beneficial to the company in financial terms.

Stacking Passengers in Airplanes Research Paper Example | Topics and Well Written Essays - 750 words

Stacking Passengers in Airplanes - Research Paper Example Before this proposal, Airbus had issued a different patent that proposed using bicycle-style airplane seats, with French-based firm Zodiac Seats proposed face-to-face style seats in airplanes. These issues bring some pressing concerns to the passengers who travel using air, as they fear the airlines might demand that passengers pay an extra plane that transports the passenger luggage. Paying an extra plane means increased spending, a factor many people are not comfortable complying to. Another issue that comes with the Airbus plan is the limited amount of space each passenger will have. It is already hard enough that passengers have to complain about the limited legroom, and now they will face a bigger conundrum of watching that they fit in the hollow space provided. This is because the arrangement would push traveling passengers very close to the ceiling of the plane. Also, many people decide to travel by air not because of the speed, but because of the adequate room, the comfortabl e space, and not crowded space that allows for free movement within the aircraft. Many people fear that stacking the airplanes would be like traveling by bus, which would be much less comfortable.The company executives compared the unused space in aircrafts with the passenger cabins, which are fitted with multiple rows of passenger seats. The seats also have very limited space between them and small space for seats. The airline seems to copy this style of designing and try to incorporate its effectiveness in aircrafts.

New Public Management has led to a convergence between the public and Essay

New Public Management has led to a convergence between the public and private sector and enhanced the delivery and organization of public services. Discuss - Essay Example In some public organizations when the measure of success is considered to be on the basis of powerlessness or apathy, all efforts would be geared towards this even if it compromises the quality of services given to the service users. In such instances, the traditional tools and avenues for measuring success in the business and private sector cannot be employed. While the two sectors share several similarities in terms of management methods, they are not entirely the same. This difference can only be appreciated when one accepts that the administration means as well as the values in the sectors are very much dissimilar. Ferlie et al. (2006) notes that the public sector greatly values the interest of the public and also puts emphasis on political compromise when undertaking its initiatives. On the other hand, the private entities are more focused on profitability and they therefore strive to come up with ways of management and operation that will ensure that they achieve the goals. Despite this being the case, there has been a very interesting phenomena whereby there appears to be a convergence between the public and the private sector aided by the New Public Management (NPM). This treatise discusses how this convergence has taken place and the effect it has had on the delivery and the organization of public services. Esping-Anderson (1990) remarks that in order to appreciate the effect that New Public Management has had on both the private and private sector operations, it is imperative to explore the traditional sectors and how the two operated in terms of management and priorities. Haynes (2003) says that businesses in the private sector normally engage in the creation and distribution of services and other commodities to be able to enhance the quality of life of the buyers while at the same time making profits for the shareholders. This, therefore, calls for constant innovations to reward

The understanding of modern urban life Essay Example | Topics and Well Written Essays - 1250 words

The understanding of modern urban life - Essay Example Simmel underlined that "the city conspires to erase difference by assaulting the individual with an overwhelming and never-ending stream of visual stimuli" (Byram, 2002) and also that our society consists of individual interactions and this defines its identity: "While there is no perception of society until individuals begin to interact, once formed by the interaction of individuals, the society affects the individuals as an outside force" (Crow Ch., et al., 2000). Benjamin considered the modern urban experience through the development of technologies and supported communications development; he was positive about new technologies, emphasizing their liberating influences. He was positive towards such technologies as film and photography: "New media technologies such as phonographs, epic theatre, and especially film and photography, not only destroy art's 'aura' but demystifies the process of creating art, making available radical new access and roles for art in mass culture" (Bicket, 2001). Simmel and Benjamin both underlined the importance of technological development and its influence on art, culture and our understanding of social environment. Simmel's views tend towards the negative influence of urban life on individuals, while Benjamin is more positively inclined tof technological and cultural aspects of modern and post-modern urban society. _______________________________________ Link both essays in together and edit from 1100 to 600 words ie what is contained between the line above and the line at the end A utopia is an imaginary place, situated in a particular time and space, that is socially, morally, and politically ideal, and a dystopia is its exact opposite. Ideologies are as transient as fashions and can be subjective, as they are relative to the perspective employed. Hitler and his comrades had a utopia in mind when they sought to create the Thousand Year Reichbut Jews, Gypsies, homosexuals, and other victims of his vision would beg to differ (Tartar, 2004). Human rationality implies, for enlightened thinkers, an attempt to know and understand the natural world. As Norman Hampson writes, "human reason, operating by means of careful observation and checking its conclusions by further observation or experiment, could for the first time in the history of man reveal the mechanism of the natural world. "The extreme rationalism of Descartes, its traditional alternative and empiricist aspects and the debate between them, constitute the most influential part of Enlightenment in the nineteenth century. The Enlightened thinkers were generally confident that they could use rational principles to solve social interaction problems and this belief led to the Enlightened faith in social progress and the culmination of the Enlightenment ideals in a utopian society. Nietzsche opposed this Enlightened faith in progress as nave;but being unable to elude it, itwas the Enlightenment's utopianism that accompanied him through his most radical critiques (Call, 1995). A second theme involves the contradictions that necessarily exist between communality and individuality. Human consciousness is passive in accepting ideology, doctrine, orthodoxy and mass thinking and often sees reality in terms of the liturgy of certain

Organization Chart Assignment Example | Topics and Well Written Essays - 500 words

Organization Chart - Assignment Example This level also include the general manager. The design of Chicago Bulls organizational structure is a typical functional structure. According to Pedersen et al (2011), a functional structure is organized on the basis of roles and responsibilities. As elucidated by Pedersen et-al (2011), a functional structure analogous to Chicago Bulls structure has high levels of specialization. In other words, each unit or department has its own distinct role. From the Chicago Bulls organizational structure, it is evident that the organizational has adopted a centralized system whereby control managers and staff are allowed to make specific decisions on their own. Operations are also standardized, and the number of processes varies within departments. Specialization and centralization of control is imperative as ability to concentrate on specific functions and ability to make key decisions promotes innovativeness. In a nutshell, a functional organizational structure categorizes processes based on functions, roles, and

HRD Essay Example | Topics and Well Written Essays - 750 words - 3

HRD - Essay Example tation, staff training and development, performance management of employees, compensation arrangement and benefits and career development of the organization’s staff (Sims, 2007). Human resource planning is an organizational design that ensures that the future personnel of the organization needs will be met in the most appropriate and in a consistent manner. Through human resource planning, managers of the organization ensure that they acquire the right number of employees for the organization, and the most appropriate persons to fill the various positions in the organization at the right time. Kumar (2011) points out that this process seeks to acquire the most capable staff who can in an effective and most efficient manner handle the tasks assigned to them. An analysis of the internal factors of the organization reveals the current and expected skills requirements, vacancies and departmental expansions and reductions. Environmental factors survey shows the labour markets and use of information systems to build and maintain employee information. Human resource planning is incorporated within the strategic plan of the organization. Recruitment aims at acquiring the most appropriate applicants who match the criteria of the certain job. Employee recruitment is the process in which an organization locates, identifies, and attracts the most capable applicants for an advertised job position. It is involved in the development of a pool of successful candidates in accordance to the human resource plan of the organization (Gitman & McDaniel, 2009). Employee decruitment is however the technique for reducing the labour supply within the organization in cases of over staffing through firing, employee layoffs, transfers and retirements of both aged and yet to be aged employees. â€Å"Business Services Support† (2006)  advises that when recruiting employees for any position, certain considerations have to be put into place. Job description, which is part of the

Compares essay Example | Topics and Well Written Essays - 500 words - 1

Compares - Essay Example e actually grouped into three’s to dramatically focus on Jesus at the center, in a triumvirate melancholic position, appropriately manifesting the solemnity of the supper, in conjunction with the anticipated passion and suffering to come. The colors were actually matte and nothing glaring or domineering exists in the painting. Judas, the betrayer, was included with the twelve, so viewers who are familiar with Jesus life and story would strain to determine who among them would betray Jesus. Da Vinci’s Last Supper is more solemn, more remorse, despite the depicted movements of the disciples all seated with Jesus. There is balance in the whole painting, with Jesus at the center; there appears to be exactly four panels on the left and right walls of the room, and the three windows at the back diametrically positions Jesus at the center. When viewed together with Tintoretto’s own interpretation of The Last Supper, one’s own contention is that Da Vinci’s work is more sublime, formal, with a uniform structure in style manifesting balance and harmony in figures. Tintoretto’s depiction of the painting was more dramatic manifesting dynamic movements of the disciples, with predominantly more participants in terms of other observants, in addition to the 12 disciples. The latter’s paintings contain heavenly figures in the form of angels and Jesus, with halo, in radiant splendor, in complete contrast to the basically dark background. There appears no balance as there is more light on the left portion of the painting illuminating from Jesus’ halo, in stark contrast to the right dark side. Further, Judas, the betrayer, was positioned in the darkness to manifest the tragedy of his actions and be interpreted as being away from the light. There are similarities in Da Vinci’s and Tintoretto’s The Last Supper in terms of theme, subject, and context. Otherwise, all other elements contain disparities: in medium, in dimensions (Da Vinci’s painting was larger), in

European Politics Essay Example for Free

European Politics Essay Not long after taking office as President, Nicolas Sarkozy initiated a bold agenda of sweeping governmental and economic reform which enflamed controversy and engendered violent confrontation within the French government and among the French population regarding both the state of economic parity within French society, and Frances role in a swiftly changing global-political climate. Sarkozy, a former member of the National Assembly, a two-time appointee as Minister of the Interior, and a past President of the UMP, rose to prominence as a widely popular (and also widely unpopular) figure in the conservative wing of French politics. Although Sarkozys personal and romantic life as well as his financial dealings and his public image have all fallen under the intense scrutiny of the French and International media, the most controversial issues associated with President Sarkozy have generally been and continue to be issue and policy oriented. Prior to being elected President, Sarkozy made International news headlines when, as Minister of the Interior, Sarkozy, insisted that Muslim women pose bare-headed for official identity photographs (Scott, 2005), a move which provoked a storm of opposition within France and throughout the globe. However, Sarkozys intentions were even much wider than revealed by his policy regarding identity photos; Sarkozys main recommendation, accepted by Chirac in January 2004, was for a law prohibiting the wearing of ostentatious signs of religious affiliation in public schools. This is now the law of the land (Scott, 2005). Sarkozys record prior to becoming President indicated that he was a man unafraid to pursue a controversial course of action. As president, one of Sarkozys first publically criticized actions was his handling of a Libyan hostage crisis which involved the retrieval of Belgian health-care workers who had been held in Libya. In return for releasing the Belgians, the Libyan dictator Gaddafi was able to gain President Sarkozys signature on a treaty which transferred hundreds of millions of euros, along with important military equipment to Libya. This move was met not only with criticism but with a call for an investigation at the parlimentary level which was requested by the head of the French Socialist Party. Although this single example may seem slight in light of the forthcoming discussion regarding governmental reform and the EU policy on climate change which will form the heart of the present study of Sarkozys administration, the incident is illustrative of the odd duality which seems to stamp itself on many of Sarkozys policies, programs, and initiatives. The duality is one rooted on one side in what many might consider a superficial, yet effective, understanding of public image and political theater; on the other side, it is rooted in what many might call brutally pragmatic economics. Critics of Sarkozy go further than to call the President an economic pragmatist. Many members of Sarkozys own conservative party, the UMP, have criticized the President for being a strong advocate of free-trade while simultaneously backing sweeping reforms in the working-class sector including his â€Å"loi de modernisation de leconomie† (Lawday, 2007), or Modernization of the Economy Law which in addition to relaxing federal restrictions on retail prices and work-regulations, allowed workers who worked over thirty-five hours a week to collect their overtime pay tax-free. If, basically, Sarkozys economic policies reflect a free-market, self-responsibility venture that he claims every advanced country in Europe, from Britain to those in Scandinavia, and lately Germany, has adopted to its advantage (Lawday, 2007) they also reflect an essentially conservative philosophy which stands in odd contrast to Sarkozys iconoclastic image as an agent of change. As one observer phrased it, Sarkozys economic philosophy and national economic program represents not so much novelty as catch-up politics with a conservative twist (Lawday, 2007) and, as such, Sarkozys economic programs include the curbing of labor unions and their power. These aspects of Sarkozys approach to government and economic matters leaves little room for doubt that at least in relation to financial matters the President is a true conservative, although his vision may be, overall, a bit more modern than that which is commonly associated with conservatism, the end-result is the same. Sarkozys economic philosophies are important not only because they impact one of the most crucial sectors of public policy and governmental influence in France the economy but also because they indicate the aforementioned duality of purpose and bearing which seems to stand as part and parcel of Sarkozys political career. If on e the one hand, Sarkozy wanted to amend the 35-hour working week so that it is no longer the reposeful regulation it implies (Lawday, 2007), he also sought to simultaneously force strikers to maintain a minimum service for trains, buses and other public services (Lawday, 2007) and to slice into the bloated state bureaucracy, where the unions are strongest, by permitting one replacement for every two retiring government office workers (Lawday, 2007) while at the same time admitting in the face of the recent global economic crisis that laissez faire capitalism is dead. The economic platform and policies which Sarkozy has advocated indicate that above all else Sarkozy is a pragmatist. This fact is s very useful fact because, by keeping it firmly in mind, a more complete understanding of Sarkozy the politician can be gained. In point of fact, most of what passes for populism in Sarkozys public image is precisely due to his pragmatic approach. His populist reputation as a French nationalist who is for robust immigration reform may collide somewhat uncomfortably with his status as the (rotating) President of the European Union, just as his stand on unions collides with his recent, public statements regarding socialism where Sarkozy responded to the question: have you become a socialist? with the answer Maybe (Lawday, 2007). Sarkozys radicalism which stands in sharp contrasts to his fiscal conservatism and his conservatism on issues such as immigration and unions manifests itself not in ideology, necessarily, but within the framework of his aforementioned pragmatism. In other words, Sarkozy may be a populist to the extent that he adopts positions which will curry favor with French Nationalists, such as the headscarf legislation mentioned at the opening of this paper, he may be a fiscal conservative bent on busting the unions and generating a productive working class base for French society, but in each case his convictions, while arguably difficult to pin down under a single umbrella of ideology, are always enacted by way of robust action. Sarkozy may be many things, but one thing he certainly is not is a dawdler. One of the most illustrative examples of Sarkozys style and substance as a leader, and specifically as the President of France, is his massive reform of French government and the displacement of governmental power. Although as will be demonstrated shorty Sarkozys controversial reforms to French government have the design and purpose of bringing the government into the modern era of global-politics and allowing for a more efficiently run government within France itself, the same reforms have been assailed by Sarkozy;s critics, primarily by the French Socialist party, as being tantamount to instating a dictatorship in France with Sarkozy himself enthroned as dictator. Although the specificities and complexities of Sarkozys reforming of French government pose much too vast a too vast to exhaust within the confines of this short discussion, the overall impact and intention of his reform policies offer profound insight into not Sarkozys ambitions as President but into the potentially radical reshaping of French government as well as Frances relationship to the EU. Before delving into the specifics of the reform legislation, it is useful to remember just how the French Constitution regarded the separation of governmental powers and more importantly what role the President of France was accorded by the Fifth Republics Constitution. Because Sarkozys program of governmental reform offers, as a centerpiece, the apparent expansion of Presidential power and authority, while simultaneously strengthening the role and power of parliament, sorting out the specific angles by which Sarkozy enabled the expansion of Presidential power can be quite difficult to achieve. However, the role of the French President, according to the Fifth Republics Constitution was limited: Article 5 [ ] states that the President ‘Provides by their arbitration for the regular functioning of the public authorities and the continuity of the State’ (Bell, 2000, p. 15), with nothing mentioned about the Presidents own power to legislate. This aspect of the Constitution is the key area by which Sarkozy sought to expand, in the eyes of the anti-reformers, Presidential power. Specifically, the most controversial aspect of the reform-laws was Sarkozys plan to allow the president to address parliament, opening up the possibility of a US State of the Union-style address. That has not been permitted since 1875, in an attempt to keep the executive and legislative branches separate (BBC News), and it is by this seemingly simple move that Sarkozy expanded Presidential authority while simultaneously seeming to limit that same authority. Because the Fifth Republics Constitution calls for the President to function as an arbitrator the American-style Presidency of the President as the leader of the legislature, addressing parliament, becomes a specter of dread to those who view this as an incursion on the Constitutional separation of powers. While it is true that Article 5, which implicitly restricts the Presidency, has been a subject of controversy (Bell, 2000, p. 15), Sarkozys expansion of Presidential authority has proven to be even more divisive. Sarkozys plan to rewrite the Fifth Republics Constitution represents the two primary aspects of his governing style which have formed the roots of the current discussion; these aspects are his inherent conservatism and his obvious pragmatism. The reform legislation introduced radical, pragmatic steps toward affecting sweeping change in France and rewrote the French Constitution, but while Sarkozy verbalized his assurances that the reforms represented Movement, change, modernity,' (BBC News) as well as a victory for French democracy, the same reforms also contributed to the strengthening of Presidential authority and resulted in a divided parliament with Sarkozys reform bill passing by 539 votes to 357 one vote more than the three-fifths majority of the combined Assembly and Senate required to pass the reforms BBC News), so if strengthening democracy was Sarkozys intention, his initial result was to divide the parliament and pass a sweeping reform to the French Constitution with next-to-no consensus. This fact in itself would seem to confirm the trepidation regarding his proposed reforms (now law) which engulfed his detractors in parliament. One of these detractors, Socialist senator Bernard Frimat told lawmakers before t he vote at a special session at the Chateau of Versailles (BBC News) that Sarkozy had offered a consolidation of monocracy, (BBC News) but Sarkozy, always careful to play to populist ideas and ideals, counter-weighted the expansion of Presidential authority with corresponding limits and restrictions on the French Presidency. The reform laws while strengthening the Presidents role in the legislature also limit the President to two five year terms, gives parliament a veto over some presidential appointments, ends government control over parliaments committee system, allows parliament to set its own agenda, and ends the presidents right of collective pardon (BBC News). Seemingly, by these latter reforms, Sarkozy was interested in limiting not expanding the powers of the French President; however the telling point of the reform laws as they relate to the French Presidency lies within the mere expansion of the Presidents role as a lawmaker rather than, as the Fifth Republics Constitution advocated, a a neutral ‘umpire’ who has three principal tasks: i) to see that the Constitution is respected; ii) to ‘arbitrate’ to ensure the continuity of the state; iii) to be vigilant on the issues of national independence, territorial integrity and the respect for treaties (Bell, 2000, p. 16). Sarkozys vision of the President and the reform legislation he was able to enact to realize this vision stands in direct opposition to Article 5 of the French Constitution. Sarkozys radical pragmatism extends beyond the parameters and confines of French domestic issues into the realm of International affairs. As the acting President of the European Union, Sarkozy has applied a similarly hands on approach to issues of international importance such as climate change. As illustrated by Sarkozys reform legislation and the somewhat concealed agenda therein which provided for the expansion of Presidential authority, Sarkozy seems to have adopted a similar approach to his position as EU President. On the topic of global warming and climate change, Sarkozy has proven to be as pragmatic and as forceful as he was on the issues of crime, immigration, and government reform in France. At the thirty-third summit of the G8, Sarkozy offered a plan to reduce French CO2 emissions by half and what followed was the adoption of this concept by the G8 nations as a whole. Although the agreement which was reached at the summit was non-binding, Sarkozys lead enabled the G8 nations to put forth a collective plan to cut in half the global emissions of greenhouse gasses. Sarkozy continued to push for a binding agreement, but his efforts proved futile. Nevertheless, his approach to the issue of climate change represented, as his approach to governmental reform. a pragmatic and comprehensive approach to a hard problem. Of interest is the fact that the binding agreement regarding greenhouse gas emissions was apparently blocked by the United States with its President, George W, Bush, citing the refusal of third-world nations to also enter into the agreement. Responding tot his obstacle, Sarkozy turned his efforts not toward America or the Third World, but to China, utilizing his status as EU President to put forward a comprehensive and progressive energy policy which included a collaborative effort with the Chinese. Sarkozys successful brokering of a deal on energy adn climate change between the EU adn China marks one of the most important accomplishments of his pragmatic and often radical approach to governing. It is due to this combination of tenacity and creativity that Sarkozy has evolved from a controversial cabinet member in the French government known mostly for being a strong conservative to an actor on the world stage who seems to be equal parts populist and conservative. It is, perhaps, not necessary, to understand which of the aspects, conservative or populist is dominant in Sarkozy, it is possibly not even that important to understand, at a personal, human level, which aspect represents more honestly Sarkozys own world-view. While some observers may claim that Sarkozys populism is merely a smokescreen to conceal his ambitious moves toward a consolidation of personal power, others may claim, with good reason, that Sarkozys populism represents a genuine attempt to represent the global sea-change which has currently cast global economics and world-affairs into an ambiguous and dangerous place. No matter which of these perspectives lies closer to the objective truth of Sarkozy the man, the result of Sarkozys actions as a world-leader will involve much more than a consideration of President Sarkozys motives. One of the most compelling aspects of Sarkozy as a world leader is his simultaneous insistence of modernity while maintaining an acute, almost reverential, respect for the past. Like the other dualities apparent in Sarkozys governing style adn thinking style, this duality of past vs. future manifest, in Sarkozy, not as an abstract idealogy but in pragmatic application. In addition to his highly controversial reforms in regard to economics, government, unions, immigration, and climate change, Sarkozy has also generated a great deal of controversy regarding his position of cultural subjects and education in France. While seeming to be a strong nationalist with a true conservatives reverence for tradition, Sarkozy has readily admitted that France has failed to democratize its culture and that in doing so, accomplished one of the chief failures of the past 50 years of French government (Sarkozy out to Democratize, 2007, p. B01). As always, his suggested course of action revealed a blend of populism and conservatism and fused the cultural concerns of France with the power of the French government: Sarkozy defined democratisation de la culture as providing the means for the largest number of people to understand and appreciate Sophocles, Shakespeare and Racine. He added that the purpose of education is to teach you how to tell the difference between Madame Bovary and a police blotter, or between Antigone and Harry Potter. Later, you can read what you like. (Sarkozy out to Democratize, 2007, p. B01) In conclusion, Sarkozys style of governing offers a curious and sometimes uncomfortable blend of populism and conservatism. In the area of domestic policy, he has proven to be both radical in his approach and keenly aware of the political impact of his pragmatic reforms, on international issues he has proven to be creative, opportunistic, and decisive. While Sarkozys bold embracing of modernity may be authenticated by his actions in some cases, many of his policies and programs reveal an essentially conservative politician who seeks, not merely reform, but the type of reform which ensures the continuation of his carefully crafted ideological beliefs.

Human Resource Management (HRM) in Cement Industry

Human Resource Management (HRM) in Cement Industry In this research we are trying our best to provide a framework to optimally utilize the valuable manpower resource. 1.10 CORE VALUES OF LUCKY CEMENT LIMITED (2009) At Lucky Cement we comprehend our core values to be the most significant factor leading to the existence and growth of this prestigious organization. How we accomplish our mission is as vital as the mission itself. Thus these values are not only on paper and pen but lounge deep in the heart of each individual working or associated with lucky cement. These values are reflected within the name of LUCKY itself: They are as follows. L = LEADERSHIP We dont just innovate industry practices we are defining the way business will be done in the future. We are pioneers. U = UNDERSTANDING Whereby we understand the demands of cement industry at a global level, parallel to the needs of people, associated with us in one way or the other. C = COMMITMENT One word that sums it all at Lucky Cement is the commitment of people to quality, relationship and most importantly our customers, who can never be disappointed at any cost. K = KONSTANT The most important element to balance any equation worldwide, at Lucky Cement we assign the value of Konstant with consistency of profits, as profits are required to sustain and grow any organization. They are in-turn the ultimate measure of efficiency. Y = YOU This attitude is a built-in character. At lucky cement we always maintain, You first, Me last approach, not only to please but to delight our employees, shareholders, customers, and all the other people who expect a result from Lucky Cement. Lucky Cement Ltd produces 25000 tons of cement per day with about 4000 employees working in this industry. This industry plays an important role in a sustained economic growth of the country. Sponsored by well known Yunus Brothers Group one of the largest export houses of Pakistan, Lucky Cement Limited currently has the capacity of producing 25,000 tons per day of dry process Cement. Lucky Cement came into existence in 1996 with a daily production capacity of 4,200 tons per day, currently is an omnipotent cement plant of Pakistan, and rated amongst the few best plants in Asia. With production facilities in Pezu (Production capacity: 13,000 Tons per day) as well as in Karachi (Production capacity: 12,000 tons per day), it has the tendency to become the hub of cement production in Asia (2009) Lucky Cement Limited is managed by the team of professionals, who are committed and dedicated to fulfill the mission and vision of the organization. Two production plants and five marketing offices are managed by the staff strength of then 1800 permanent employees throughout Pakistan. Production Sales Volume Performance: During the year under review, our Company achieved all time high volume of production and sales as enumerated in the table below: A comparative analysis of sales volume of the industry vis-à  -vis our Company is as The analysis of the market share of Our Company is as under: Financial Performance: A comparison of the key financial results of Our Company for the year ended June 30, 2008 with the same period last year is as under: Sales Performance During the year under review our company achieved an overall net sales revenue growth of 35.43% as compared to same period last year. Increase in revenue was attributed due to both increases in volume by 19.75% and net retention by 15.68%. Our Company continued to focus more on exports because of strong establishment of its brand in various export markets with higher retention margins. The domestic sales registered a negative growth of 6.38% because of higher exports made by the company which registered a growth of 116.29%. The ratio of sales revenue from exports was 54.43% whereas the local sales accounted for 45.57% during the financial year under review. The average combined net retention prices per ton improved by 13.10% over the comparative period last year. The prices in the international markets remained robust whereas the prices in the domestic market were under pressure, however in the last quarter the prices started increasing because of substantial increase in production c ost coupled with duties and taxes increased by the Government in federal budget Cost of Sales The major cost of production for cement manufacturing is the energy cost which constitutes 68.77% of the total cost of production. The energy cost is further divided into heat energy and power energy which constitutes 44.12% and 24.65% respectively of the total cost of production. As a matter of fact, the international prices of coal and oil have increased manifold during the year under review which have badly affected the cost of production both in Pakistan and abroad. The international prices of coal were approximately US$ 80 per ton by end of last year which has now increased to US$ 210 per ton by the year ended June 30, 2008. The prices of furnace oil have also increased tremendously which have also affected the cost of production. Except loose cement sales, the cement is packed either in paper bags or polypropylene bags. The increase in the prices of paper and the polypropylene in the international markets have also increased the cost of cement bags substantially. Similarly, the other cost factors have been increased either because of inflation, oil prices and depreciation of Pak Rupee for imported items. We are pleased to report that, our Company has taken various measures to mitigate the impact of increase in cost of production. Resultantly, the production cost per ton of our Company was only increased by 18.89%. Gross Profit Our Company achieved a gross profit rate of 25.73% for the year ended June 30, 2008 compared to 29.35% gross profit rate achieved same period last year. However, the gross profit in term of absolute value was increased by 18.71% because of the volumetric growth. Finance Costs The finance costs was reduced substantially from Rs.186 per ton last year to Rs.23 per ton during the year ended June 30, 2008 mainly because of interest rates hedging executed by the Company by entering into cross currency swaps agreements with the banks. These hedging transactions allowed the company to offset positive interest differential between KIBOR and LIBOR against the total financing cost of the Company. On the other hand, these swaps exposed the Company to currency risk for depreciation of Pak Rupee but at the same time ever increasing exports of the Company provided a natural hedge against these swaps transactions to mitigate the currency risk. As you know the economic and political scenario of the Country started deteriorating from November 2007 resultantly the Pak Rupee lost almost 12% of its value by June 30, 2008 as compared to June 30, 2007. Due to the depreciation of Pak Rupee our Company on the one hand incurred exchange loss of Rs.800.359 million on cross currency swap but on the other hand realized exchange gain of Rs.277.816 million on realization of GDR proceeds and export sales. Distribution Costs Distribution costs incurred by the Company were in-line with the increase in the volume of export sales. The percentage of distribution costs to net export sales was 12.51% for the year ended June 30, 2008 compared to 11.66% last year. Deferred Taxation During the year under review, the deferred tax provision amounted to Rs.456.53 million was reversed out of the total provision of Rs.1,515.54 million created in prior years due to higher ratio of local sales. Since the ratio of exports has increased which are covered under presumptive tax regime on which no deferred tax provision is required, therefore to that extent deferred tax was reversed. Contribution to the National Exchequer Our Company contributed a total amount of Rs.3.907 billion (2007: Rs.4.137 billion) to the Government Treasury in shape of taxes, levies, excise duty and sales tax. In addition to that our Company earned precious foreign exchange of approximate US$ 150 million during the year under review from exports besides bringing foreign investment of US$ 109 million against the issuance of GDRs in the international market. We briefly describe the problem at hand in the following paragraphs. 1.20 The Problem Domain This research work is concerned with adaptation of Optimization Techniques to utilize the manpower resources in a best possible way in cement industries with reference to Lucky Cement Ltd, Pezu, Pakistan. In this research we are trying our best to develop a framework how to utilize the manpower resources optimally in industrial sector, especially in cement industries. Literature review reveals that no exact attempt has been made by researchers, although much relative work has been done in one or in the other form. 1.30 Aims and Objectives The basic objectives of the research work can be summarized as below: To develop a questionnaire for finding decision-making parameters along with their weights To prepare a group of models that can depict the research work clearly To validate the Symbolic Model through test data To publish the results of the research work Nationally as well as Internationally Similarly, aims of this study are given as under: To prepare a standard knowledge acquisition tool for facts finding To develop a framework that might work just like a pedagogical device for students as well for researchers To pinpoint the importance of human resource utilization, so that govt. and other organization may know the importance of this valuable resource To prepare a baseline for further research in this field To minimize the cost of production in cement industries To apply the model in other industries 1.4 Scope This study is limited to the application of Optimization Techniques to Manpower resources in cement Industries with respect to Lucky Cement Ltd, Pakistan. However, it can be applied to all cement industries in Pakistan and in the rest of the world. Test data will be chosen from the different plants of Lucky Cement Ltd, Pakistan, which is the largest cement industry in the Asia. This research work is a multidisciplinary approach, which will combine the knowledge of experts of various fields of sciences, like, Management, Economics, Operations Research/Quantitative Techniques, Computer Science, Information System, Decision Theory and Statistics. 1.5 Justification of the Study The whole universe has been created by Almighty Allah for humanity, while human, as stated earlier are given the power of intelligence. So the first and foremost job of human being is to know their importance in the world and how to utilize this most valuable resource. Each and every thing in the universe has some value and importance whether we have knowledge about it or not yet but men have the capability to mobilize the remaining resources of the universe. Intelligence people can utilize these resources in a best possible way to fulfill their unlimited wants. Among all the inputs to any system i.e. Management, Money, Material, Men, Machinery, Mansion, Message etc the most important one is the Man who is responsible to operate and activate these resources economically, efficiently and effectively to achieve maximum utility. That is why when managerial staff makes rational decisions; right information at the right time and in right form is required to them. Hence research is required to find out ways and means of optimum utilization of the manpower resource in the industrial sector in general and in cement industries as special. Literature Review Manpower planning is truly an interdisciplinary activity rooted in such diverse fields as economics, psychology, law and public administration, industrial relations, computer science, and operations research. National manpower planning is the integral portion of macro-economic planning which attempts to achieve maximum utilization of human resources in terms of societal goals (Bib09). The closest reference to the expression optimal utilization of resources is value-for-money. According to this universally-recognized concept, all business processes are characterized by the use of a group of inputs (resources), which are transformed (activities) into outputs (results). The optimization of resources is based on three characteristics: economy, effectiveness and efficiency. The economy of resources consists of acquiring resources of the required quality, at a reasonable cost and in a timely manner. The effectiveness of resources is aimed at ensuring the adequacy of resources relative to business needs and their appropriate use. The efficiency of resources is measured by the attainment of an organizations business objectives (Bettm). Various optimization techniques for Integrated Renewable Energy Sources have been reported in the literature like: (i) Linear Programming (LP) (ii) Geometric Programming (GMP) (iii) Integer Programming (IP) (iv) Dynamic Programming (DP) (v) Stochastic Programming (St P) (vi) Quadratic Programming (QP) (vii) Separable Programming (Se P); (viii) Multi-objective Programming (MOP); (ix) Goal Programming (GP); (x) HOMER; (xi) VIPOR; and (xii) Hybrid 2, etc (A.K. Akella, M.P. Sharma and R.P. Saini, 2007). In the USA, for example, the Presidents Commission on National Goals issued the following list with its attendant implications for manpower needs: improved living standard, capital expansion with emphasis on transportation and utilities, urban development, social welfare, health coverage, education, transportation, national defense, research and development increases, international aid, space exploration, agriculture, manpower retraining, area redevelopment to promote full employment in regionally depressed regions, and development of natural resources (Bib09). Boxall, Purcell, and Wright distinguish among three major subfields of human resource management (HRM): micro HRM (MHRM), strategic HRM (SHRM), and international HRM (IHRM). Micro HRM covers the sub functions of HR policy and practice and consists of two main categories: one with managing individuals and small groups (e.g., recruitment, selection, induction, training and development, performance management, and remuneration) and the other with managing work organization and employee voice systems (including union-management relations). Strategic HRM covers the overall HR strategies adopted by business units and companies and tries to measure their impacts on performance (Mark L. Lengnick-Hall, Cynthia A. Lengnick-Hall, Leticia S. Andrade, Brian Drake, 2009). Broadly stated, manpower planning is the process to ensure that the right people are at the right place at the right time in sufficient numbers to efficiently accomplish anticipated tasks. Indeed, the field can be viewed as embracing information systems, management participation, and mathematical modeling largely represented by the disciplines of computer science, organization theory, behavioral science, and operations research (Bib09). Strategic human resource management (SHRM) focuses on aligning internally consistent human resource management (HRM) practices to build employees knowledge, skills, and abilities in an effort to support competitive strategies and achieve business objectives. SHRM is gaining increasing importance because strategic management, in a knowledge-based economy, emphasizes that employees are considered to be a primary component for attaining a competitive advantage. SHRM is gaining increasing importance because strategic management, in a knowledge-based economy, emphasizes that employees are considered to be a primary component for attaining a competitive advantage HRM practices create procedures that institutionalize the building of employees knowledge, skills, and abilities throughout the organization to promote valued, unique, and difficult to imitate organizational competencies which support competitive advantage (James D. Werbel, Samuel M. DeMarie, 2005). Project scheduling techniques under human resource constraints are referenced with the objective of minimizing project duration, and a proper human resource allocation algorithm standing on multi-project scheduling, with a heuristic procedure for searching out approximate optimal allocation, is adopted. A forward/backward scheduling technique is the primary allocation algorithm; it evaluates maximal and minimal labor power allocations for activities (al., 2006). Analysts develop strategy for allocating limited manpower resources based on command priorities, historical utilization data, and analysis of mission and functions. Analysts should have thorough knowledge of the Planning, Programming, Budgeting and Execution System (PPBES) documents or systems, the Structure and Manpower Allocation System (SAMAS), command plan, and TAADS for use in distributing and tracking approved allocations by budget program and organization (Man09). 2.1 Welcome to the global village MIS Theres no doubt that the world of work as we know it is rapidly changing. Even as little as fifteen years ago, the times were calmer than they are today. Back in 1973, with the first oil embargo, U.S. businesses began to realize the important effects that international forces had on profit and lost statements. The world was changing rapidly, with other countries making significant inroads into traditional U.S. markets. Unfortunately, U.S. business did not adapt to this changing environment as quickly or adeptly as they should have. The result was that U.S. Businesses lost out in the world markets and have had to fight much harder to get in. Only by the late 1980s done U.S businesses begin to get the message. But when they did, they aggressively began to improve production standards, focusing more on quality and preparing employees for the global village (The production and marketing of goods services worldwide). It is on this latter point that human resources will have the biggest effect (David A. Decenzo and Stephen P. Robbins, 2002). Computer and information Technology has converted the world into a globe and definitions of different terminologies have been changed such as: Market was defined as a place where two parties comes and make transaction, but due to Internet, no place is required for dealing making transactions. Every thing can be made at home i.e. purchasing, selling, bank transactions etc. T. Lucey (Lucey, 1991-1992) define MIS as The combination of human computer-based resources that results in the collection, storage, retrieval, communication use of data for the purpose of efficient management of operations for business planning (Lucey, 1991-1992). 2.2 Problems with MIS: In developing countries such as Pakistan, Different problems are faced during improvement in any field with respect to MIS. T. Lucy generalized all the problems in to six categories (Lucey, 1991-1992) Lack of management involvement with design of MIS; Narrow and /or inappropriate emphasis of the computer system; Undue concentration on low level data processing application particularly in accounting area Lack of knowledge management of computers; Poor appreciation by information specialists of managements true information requirements and of organizational problems; Lack of top management support; 2.3 Knowledge Requirements for MIS: As there are new concepts techniques are developed and also developing with respect to the solution of the problems. T. Lucey figure out the major areas of knowledge with respect to development operation of MIS (Lucey, 1991-1992). General Systems Concepts Management Functions Levels The Nature of Data Information Communications The Influence Of Information Technology Planning Decision Making Methods Techniques Control Principals Feedback Feed forward Organizational Structures and Processes Knowledge Requirements for the Development   Operation of MIS T. Lucey also describes the information system in outline as shown in the figure (Lucey, 1991-1992); Data Capture Data Data Processing File Storage Processed Data Data Communication Processed Data Users Users Processing/ Understanding Users Memory/Knowledge base I Information Actions/ Decisions/ Changes etc Information System in Outline Mehmet describes and evaluates seven methods of fore-casting requirements by industry and occupation: Econometric method Productivity method Trend projection method Employers survey method Method of forecasting specialized manpower requirements inter-area comparisons method Elasticity of factor substitutions method. (O., 1965) Ahamad and Blaug (Ahmad B. and Blaug M.) point out that manpower forecasting is still in its infancy yielding crude and often useless results. All too many models are still based on the woefully lacking fixed-coefficient approach pioneered by Fames utilizing productivity, education and participation ratios. The predominantly demand-oriented approach, the assumption that ratios are independent of technological growth, changes in industry output and education standards, and the failure to accommodate substitution effects have contributed to make the models suspect as serious undertakings (S, 1962). Broadly stated, manpower planning is the process to ensure that the right people are at the right place at the right time in sufficient numbers to efficiently accomplish anticipated tasks (E.W., 1967). Wlkstrom (W.D, 1971) identifies seven contributing factors: Rapidity of technological change. long lead time for training and development, tight labor market, demographic changes (e.g., lower birthrate during depression produced decrease in 35-44 age group), manpower coming to be viewed as critical corporate resource, government influence through programs and contracts, Manpower planning is becoming accepted as integral part of corporate planning. The last point only serves to attest to the complexity of manpower planning as an integral component of corporate planning a vast and ill-defined field in its own right. As Lorange (Lorange.P, October 30 November 2, 1974) comments in his survey: I am left with the uncomfortable feeling that somehow it is difficult to fit the bits and pieces together. There seems to be considerable lack of consensus in the literature when it comes to such central issues as the nature of planning systems, what constitutes relevant empirical areas of research, etc. Also, the common vocabulary seems to be surprisingly small and too often lacks adequate definitions. The research design frequently seems to be sloppy, particularly in neglecting to state assumptions when limit the universality of the sample. 2.4 Models: There are different models that are used for planning and decision making. T. Lucey Defined the model in simple words Model is any simplified abstract of reality. It may be physical object such as architectural scale model or it may be what is termed as symbolic model. These are representation of reality in numeric, algebraic, symbolic or graphical form. Business model are symbolic models which represent the organization operations by set of logically linked arithmetic algebraic statements. These models are used to enhance a manager analytical ability. T. Lucy broadly classified the models used for management purpose (Lucey, 1991-1992). Computer Based Management Models Simulation Models -Enable Different Conditions to be Explored Optimization Models -e.g. Linear Programming (Useful for deriving the best solution in certain structured Probabilistic Models -Incorporate Uncertainty by Allowing Multi-Point Estimates Deterministic Models -Assume Certainty by using single point Estimates decisions usually at Tactical operational Levels) (Useful for Exploring Risk Uncertainty and Complex Relationships Provide answers to What If? Questions can be useful at all levels) 2.5 Model Development: According to T. Lucey To develop a model which is realistic and has adequate predictive qualities is a collaborative effort between management and information specialists (Lucey, 1991-1992). He Key points are: The model should have a purpose and be objective oriented. Model building is an iterative, creative process with the aim of identifying those variable and relationships which must be included in the model so that it is capable of predicting overall system performance. It is not essential or indeed possible, to including all variables in a model. The variables in a model of greatest importance are those which govern, to a greater or less extent, the achievement of the specified objectives. These are the critical variables. The best model is the simplest one with the fewest variables that has adequate predictive qualities. To obtain this ideal there must be a thorough understanding of the system. The management who operate the system have this understanding and must be involved in the model building, otherwise over elaborate and overly mathematical models may result if the model building exercise is left to systems professionals. OR Systems Expertise Model Development System being Studied, including Management and Personnel, Physical Resources, Inputs and Outputs etc Model Objectives Management Know How Raw Data Model Validation and Testing Implementation Of Decisions Management Review of Model Results Processing of Model Management Model Results Decisions Optimization: James. O Brien defined optimization as It is a process of finding optimum value for one or more target variables, given certain constraints. Then one or more other variables are changed repeatedly, subject to the specified constraints, until the best value for the target variable are discovered (O Brien). Mer P. Martin define optimizing as The process of seeking the best possible choice (C Merk P. Martin, 1991) Purkiss (Purkiss) developed a linear programming (LP) model for hiring, firing, and redeployment of workers in the British Steel Industry. Assuming constant flow rates, his model minimized manning costs (over manning, under manning, and current level). Purkiss acknowledged the difficulty of determining cost coefficients and agreed that it is preferable to have hierarchically structured sub-objectives. Morgan (RW) proposes an LP model for the Royal Air Force in which he minimizes costs associated with recruitment (advertising and training) , redundancy, over manning, and pensions by controlling manning levels, promotions and redundancies subject to establishment and flow constraints. While it might seem to the uninitiated reader the LP models currently dominate the field, this is not necessarily the case. In many instances, aggregated simulation models precede more complex work. Another approach is entity simulation modeling in which individual records are stochastically aged during a simulated time horizon (Piskor, 1976). 2.7 Reasons for Using Models T. Lucey summarized the reasons into three main categories (Lucey, 1991-1992); The model is cheaper. Study and redesign. Specialized assistance. Research Methodology The plan of the study has the following stages: Problem Identification Development of a Questionnaire, Data Gathering Data Analysis Data Modeling Testing and Results Publication of Results Documentation Data Collection Analysis The expected results of this study may be: A data gathering tool in the form of a Questionnaire A group of models, like, Conceptual Model, Physical Model, Symbolic Model etc Results and Information for Decision Making Thesis and results Publications