Sir Walter Scott :: Essays Papers

Sir Walter ScottSir Walter Scott was born in a tenement at College Wynd, in Edinburgh, on August 15, 1771. There is evidence that he may have been born in 1770 and when his m other(a) was asked about it she said she had forgotten the detail of when he was born. There was no deep warmth between parents and children in the Scott family. The Scott family had no fewer than twelve children and young Walter was the ninth. Him and his two other brothers were the only children to survive. All other nine children had died because they were premature or they died shortly after they had been born. At the time of Walters birth his mother was thirty-nine and his father was forty-two and having a child was not exciting to them anymore. His parents had named one of their first siblings Walter who was born and died in 1766 and after they named young Walter that he always felt that he had a second hand name. Walter was a healthy child until he was about eighteen months and he got a very bad fever, wh ich kept him in bed for awhile. One day when he was recovering he was in the bath and they realized he had lost the movement in his right leg. He had infantile paralysis. Doctors tried to help him and cause it but it was a lost cause. He was not fully crippled but his right leg would never be the same. His mother became pregnant over again and she could not deal with Walter while he was sick. Therefore she sent him to him to his grandfathers farm at Sandy Knowe in the spring of 1773. He stayed at this farm until he was three and a half. It was hear that his grandfather taught him to walk and eventually run. Everyone on the farm alike encouraged Walter to talk Walters aunt Janet Scott brought it upon herself to raise Walter. Over the close six years she was Walters foster mother and first teacher. Walters relationship with his father lasted twenty-eight years and went though many different stages. Dominating over everything else Walter knew that he was not an important child. Rob ert his oldest brother did not go to the High School like his brothers did but was sent to a superior boarding school. He also had the freedom to pick his profession unlike Walter.

Cubism :: essays research papers

Cubism (a appoint suggested by Henri Matisse in 1909) is a non- inclinationive approach to painting developed originally in France by Pablo Picasso and Georges Braque around 1906. The early, "pre- cubistic" period (to 1906) is characterized by emphasizing the process of construction, of creating a pictorial rhythm, and converting the represented forms into the essential geometric shapes the cube, the sphere, the cylinder, and the cone. Between 1909 and 1911, the analysis of human forms and s money box lifes (hence the name -- Analytical Cubism) led to the creation of a new stylistic system which allowed the artists to transpose the three-dimensional subjects into the flat images on the surface of the canvas. An object, seen from various points of view, could be conjecture using particular separate "views" which overlapped and intersected. The result of such a reconstruction was a summing upmation of separate temporal moments on the canvas. Picasso called this reor ganized form the "sum of destructions," that is, the sum of the fragmentations. Since color supposedly interferred in purely intellectual perception of the form, the Cubist palette was restricted to a narrow, almost monochromatic scale, dominated by grays and browns. A new phase in the development of the style, called Synthetic Cubism, began around 1912. In the center of the painters attention was now the construction, not the analysis of the represented object -- in new(prenominal) words, creation instead of recreation. Color regained its decorative function and was no longer restricted to the naturalistic description of the form. Compositions were still static and centered, moreover they lost their depth and became almost abstract, although the subject was still visible in synthetic, simplified forms. The construction requirements brought about the introduction of new textures and new materials (cf. paper collages). Cubism lasted till 1920s and had a profound effect on t he art of the avant-garde. Russian painters were introduced to Cubism through the works bought and displayed by wealthy patrons like Shchukin and Morozov. As they did with many other movements, the Russians interpreted and transformed Cubism in their own unique way. In particular, the Russian Cubists carried even further the abstract potential of the style. Some of the most outstanding Cubist works came from the brush of Malevich, Popova, and Udaltsova.

Affirmative Action :: essays research papers

AFFIRMATIVE ACTIONI. We didnt land on Plymouth Rock, my br other(a)s and sisters Plymouth Rock landed on us Malcolm Xs observation is brought out by the facts of American History. Snatched from their native land, transported thousands of miles in a nightmare of disease and death and sold into slavery, blacks were reduced to the legal status of farm animals. Even after emancipation, blacks were discriminate from whites in some states by law, and by social practice almost everywhere. American apartheid continued for another century. In 1954 the Supreme Court declared state-compelled separatism in schoolings unconstitutional, and it followed up that decision with others that struck down many forms of official segregation. Still, discrimination survived, and in most southern states blacks were either discouraged or interdict from exercising their right to vote. Not until the 1960s was compulsory segregation finally and effectively challenged. Between 1964 and 1968 Congress passed the most sweeping civil rights legislation since the determination of the Civil War. It banned discrimination in employment, public accommodations (hotels, motels, restaurants, etc.), and housing it also guaranteed voting rights for blacks in areas suspected of disenfranchising blacks. Today, several agencies in the federal government influence sweeping powers to enforce these civil rights measures.But is that enough? Equality of condition between blacks and whites seems as elusive as ever. The black unemployment rate is double that of whites, and the constituent of black families living in poverty is nearly four times that of whites. Only a small percentage of blacks ever make it into medical school or law schools.Advocates of optimistic action have focused upon these differences to support their argument that it is no longer enough just to stop discrimination. Liberal Democrats happen that the damage done by three centuries of racism now has to be remedied, they argue, and ef fective remediation requires a policy of affirmative action. At the heart of affirmative action is the use of numerical goals. Opponents call them racial quotas. Whatever the name, what they imply is the setting aside of a certain number of jobs or positions for blacks or other historically oppressed groups. Conservative Republicans charge that affirmative action really amounts to reverse discrimination, that it penalizes innocent people simply because they are white, that it often results in unskilled appointments, and that it ends up harming instead of helping blacks.The issue of preferences to address historical patterns of racial, ethnic, and gender discrimination has received a great deal of attention nationally.

Princess Diana :: essays research papers

artistic creation can be describe and shown in many ways. When I look at art, I looked to see different types of painting, sculpture, or anything that is made turn up of any object that is creative. Princess Diana exhibit was a different type of art that I would never considers as being art. At the Museum of Art in Fort Lauderdale, Diana A Celebration displayed many collections of Princess Diana Family memorable items for the world to see. My first impression I had in my mind before visiting Diana A Celebration was to see beautiful painting or sculptures, but instead I walk into a agency that portrayed as a biography of Princess Diana life. Visiting the Downtown Miami Museum kept a vision in my mind of traditional type of art. My mind has been shut minded as to what art is and what type of art is really considered art. What art really is? can be a question that is probably asked and can never be answered because of the different opinions about art. Generally, comparing to the Mus eum of Art in Downtown Miami and the Diana A Celebration exhibit, you can defiantly see the different type of Art and how it is presented. Downtown Miami Museum of Art was more of a traditionally type of Art that many people will recognize first. The museum displayed many types of paintings that were drawn by storied artist. There was a beautiful arrangement out of mirrors that when you stood in front of the piece it presented many reflections of yourself. The collections of painting at the Downtown Miami museum made you step out of the box and think so you would try to figure out what the artist is trying to reveal in their paintings. Art to me should be like a champion buster trying to solve an unsolved mystery, a beautiful sketch, or a creative piece that have never been done before. However, at the Princess Diana exhibit, I learned more about her life, contributions, and death. Princess Diana exhibit was a beautiful exhibit that displayed the time she was born, married, and sa dly died. Princess Diana of Wales was born Lady Diana Frances Spencer on 1 July 1961 in Norfolk. Princes Diana was the youngest of quatern children and she had two sisters, Sarah and Jane, and a younger brother Charles. Princess Diana lived with her father and in 1975 the family moved to the Spencer family house in Northampton shire in English Midlands.

The Downside of Facebook :: Social Networking, Social Network

While social media has made connecting and communicating with anyone at any time as easy as pie, it also has altered immatures social skills and behaviors.Sites such as Facebook, Twitter and MySpace have proven to be great tools to expedite the organic evolution of empathy, encourage task-switching or even aim somewhat shy individuals a little more out of their shells. However, social media sites have also fostered a host of psychological and behavioral problems.Cognitive development is still maturing during the teen years and the introduction of these types of online outlets can act as a platform for teenagers to speak their minds without facing peers directly, said Amy Grosso, PhD, a counselor. This can gist in negative consequences, such as bullying, narcissism, depression, distractibility and anxiety.Teens also may struggle with real-life social interactions if most of their communication has been conducted through a screen rather than in person, Grosso said.She suggests pare nts take the following steps to reduce the risk of teens experiencing the negative effects of social media

Should Gambling Be Legalized Essay -- essays research papers

Should Gambling Be Legalized?Gambling is the risking of money or other(a) possessions thats mostly depends on chance and luck, even tough some forms of gambling may be influenced by skills. Some stereotypical forms of gambling atomic number 18 found in casinos they include roulette, blackjack, craps, poker, slots and many others. Nevertheless, there are other forms of gambling that flock would not even consider them so such as playing the lottery.Gambling has been very popular since the beginning of time when people would use instruments of divination in order to try to predict the outcomes of important events such as wars. These devices were very similar to the ones we use for gambling today (Gambling). Gambling continues to be quite popular in todays society. Nevertheless, many people bel...

Maori Culture Essay

AbstractThe Maori, which means ordinary or common, arrived in parvenu Zealand in the 14th blow. Polynesian by descent, they came from the mythical land of Hawaiki, believed by many experts to be a combination of places, including Tahiti, Samoa, Hawaii and the Cook Islands. Upon arriving in newborn Zealand, the Maori dubbed the picturesque land Aotearoa, or land of the long white cloud.The Maori CultureThe Maori like many different Pacific Islanders started their journey in a batchoe. alive on an island afforded the Maori with a unique and diverse culture that is soundless evident in Modern day New Zealand. In the next few pages I will give you a brief glimpse of the Maori way of life then and now. I will discuss the belief and value system, gender roles, ameliorate the sick and also the impact of Colonialism on the Maori way of life. There are ternion basic beliefs and values of the Maori. I nga wa o Mua, Whakapapa and Mana. I nga wa o Mu.Maori believe that ancestors and sup ernatural beings are ever-present and able to help the tribe in times of need. The Maori world view is to look in apparent motion of us to the past for guidance as that is where we came from. It was beca utilize of this philosophy that the Maori did non conveniently forget nigh the Treaty of Waitangi once it was signed. Through facing the past they can learn from past mistakes and not repeat them. This concept is totally reversed in other cultures, who try to encourage them to forget about the past and to stage things behind themWhakapapaWhakapapa translated means genealogy. The Maori believe that everything and everyone are connected and therefore a vocalisation of their Whakapapa. Whakapapa includes genealogies of spiritual and mythological significance, as well as information about the persons tribe and the land he or she lives on. The Whakapapa is passed down orally in the form of stories. One of the most famous stories is story of the foundation of Aotearoa. Aotearoa was pulled from the sea by the demi god Maui. Maui was the last of five brothers and was known to be clever.He hid in the canoe of his brothers and when they would not give him bait to fish he took his magical hook and slashed his face and smeared the blood on his hook so that his blood would attract the fish. Smelling the blood the god of the sea gave Maui his biggest fish. Maui asked his brothers to not cut up and eat the fish until proper arrangements had been made to appease and thank the gods for their gift. While Maui was on land trying to pull the boat to bring down his brothers started to cut the fish because it started to move. That is why Aotearoa the fish and the mountains and the valleys are where Mauis brothers tried to cut the fish.ManaAccording to the Merriam-Webster dictionary, Mana is Among Polynesian and Melanesian peoples, a supernatural force or force play that may be ascribed to persons, spirits, or inanimate objects. Mana may be good or evil, beneficial or dange rous, but it is not impersonal it is never verbalise of except in alliance with powerful beings or things. The term was first used in the 19th century in the West in connection with religion, but mana is now regarded as a symbolic way of expressing the special qualities attributed to persons of status in a hierarchical society, of providing sanction for their actions, and of explaining their failures. The Maori believe in three forms of Mana. The first type of Mana is the Mana that you have when you are born.This Mana comes from your Whakapapa and can attribute to the rank and status of your descendants. This Mana is not only the ancestor themselves but also the deeds that they did and the skills, traits and abilities taught to them by their tupuna (elders). The second type of Mana is Mana given to you by other people. Today there are people who seek Mana and deliberately go around trying to adopt Mana by telling people about their own importance. There is a Maori saying The Kum ara does not talk about its own sweetness. But Mana seekers do just that.Humbleness is a very highly valued trait in the Maori world. Many of the great leaders are very humble people, hence part of their greatness. The Maori people sing their praises, thereby heightening their Mana. You will never hear the great leaders singing their own praises. It is not that they are trying to be humble it is that they just are. The third type of Mana is Mana from the group. The best example I could come up with is the Mana of the marae. The marae is the sacred courtyard that you must be formally invited to tangle with for the first time.The marae is where challenges are met and issues are debated. When you stay on a Marae all are treated well and fed great food. When the visitor leaves they tell everyone about the great time they had thus increasing the Mana of the marae. If they tell everyone they were treated ill and unkind then the Mana of the marae decreases. Traditional Maori folklore focu ses on enemys between pairs, such as undercoat and sky, life and death, and male and female. From the time of mental home the original couple, Rangi (sky) and Papa (earth) were locked in sexual union until the god Tane was able to push them apart and provide for the creation of human life.So as you can see opposition existed before the creation of human life according to Maori conventional stories. It then would suffice that opposition would exist throughout Maori culture. Premarital sexual relationships were considered normal for Maori adolescents. Both males and females were expected to have a series of private relationships before they married.When Maori females became sexually active, they were to publicly make love this so that they could become tattooed. Tattooing marked their ritual and public passage into adulthood. It was also considered extremely attractive and erotic. Tattooing among the Maori was highly developed and extremely symbolic. Maori facial tattoos were cre ated by ii methods. One was by piercing and pigmenting the skin with a tattooing comb. The other was by creating permanent grooves in the face with a chisel-like instrument. .Females were also tattooed in Maori society. Female facial tattooing was known as ta ngutu. Designs were placed on the chin and lips. When it comes to sickness and healing in Maori culture things were very different before Colonization. In traditional times before the colonization of New Zealand, Maori saw science and religion as the same entity and believed that illnesses were caused by supernatural sources. Maori had a good concept of anatomy, physiology and the use of plants for healing however there was an undefined distinction between the mind and body.Maori believed an evil spirit or a type of witchcraft would attack an case-by-case to cause ill-health as a punishment for breaking the tapu (sacred restriction) of the family that the spirit belonged to. This type of illness was called mate atua (disease of the gods) since there was no obvious physical cause. The individual would association pain, weakness, loss of appetite, malaise, fever and occasionally delirium due to possession of the spirit. When Captain James Cook colonized New Zealand in 1830 he brought with him, evasive plants and animals as well as guns, alcohol and diseases that the Maori were previously exposed to.New Zealands isolation meant that the Maori people lacked immunity to bacterial and viral infections that were common in other countries. The Maori found that their healing methods were ineffective against the new diseases and had to rely on the practice of medicines of the missionaries. The effectiveness and popularity of the missionaries medicines assisted in the conversion of Maori to Christianity. It appeared to the Maori that the Christian god had superior powers and this attributed to the health and prosperity of the Europeans.The fundamentals of Maori society, culture, religion and medicine became str ained as religion was involved in their everyday lives and many of their beliefs were based upon it. The people began to lose their Mana due to the flaw of religion and the spread of Western knowledge undermining the tohungas ( spiritual leader) authority The downfall of the whare wananga (school of learning) was also due to conflict between Maori religion and Christianity. In 1907 the Tohunga Supression enactment was passed due to concern being raised over the practice and safety of some tohunga. Maori healing was seen as dangerous by Western modern medicine as it was not scientifically proven.The Tohunga Suppression Act was repealed in 1962 however this had little significance as some tohunga had practiced throughout the 20th century especially in remote rural areas of the country. Tohunga are still significant in current Rongoa Maori however modern tohunga have not been trained in traditional methods giving them a position of authority and prestige however they are still recogn ized as experts in their field. Many modern tohunga showed likely in their childhood by spending time with their elders and learning tribal and cultural lore.They then became an apprentice under an established tohunga to learn their expertise genuine Maori healthcare is based on a holistic model that incorporates the physical, emotional, family and spiritual aspects of health. Each aspect must be treated or used to ascertain full recovery of a patient. The current function of modern tohunga is varied. Conventional medicine is incorporated into the tohungas practice however traditional methods of karakia (chants) and inoi (prayer) are still extensively used. Native plants for medicinal purposes are widely used however application of uses varies between each practitioner.References1. Franklin- Barbajosa, Cassandra. Tattoo Pigments of Imagination. National Geographic News. March 7, 2008. http//ngm.nationalgeographic.com/ngm/0412/online_extra.html 2. Maori.org.nz.http//www.maori.org. nz/3. Moriori. encyclopedia Britannica Online. http//www.britannica.com/eb/article-9053755/Morior 4. The Legend of Maui. http//www.sacredtexts.com/pac/maui/maui04.htm 5. The Definition of Mana.http//www.merriam-webster.com/dictionary/mana6. Maori Colonization.http//www.heritagehistory.com/www/heritage.php?Dir=eras&FileName=britain_11.php

Behavior List

Sternbergs theory of intelligence states that intelligence is made up of three components uninflected intelligence refers to the ability for understanding and assessing ideas and for problem-solving and decisions making. Creative intelligence refers to the persons ability to create new and interesting ideas and practical intelligence is the ability of individuals to interpret their environment or themselves to realize their goals.These three intelligences is what Sternberg refer to as booming intelligence, which means that this intelligences can ensure that a person will become successful in his/her life within his/her sociocultural context (Sternberg, 1999). Sternbergs theory has been borne out of his researches on intelligence wherein he found that most people had the mental ability to work with math problems, number equations and to reason logically in practical situations but failed in traditional intelligence tests (Sternberg, 2000).He also reported that the context at which intelligence is viewed is an important determining factor for measuring intelligence (Sternberg, 2004) he found that Kenyan children scored well on indigenous intelligence tests but did ill in western intelligence tests. Lastly, he also observed that when creative and practical intelligence is integrated into the definition of intelligence, the group of Yale students corresponding to these intelligences became more different in terms of race, background, sex and socioeconomic status than the traditional concept of intelligence (Sternberg, 2004).Taking into consideration Sternbergs theory of intelligence, I found that my list of perfunctory intelligence did correspond to his definition of intelligence. My everyday intelligence list includes doing the laundry, cooking, and gardening, following directions and bargaining. People who cook well seem to know the correct amount of ingredients to tell in the dish and yet might not get good scores in tests of fractions and ratios, then those who are excellent gardeners know when the weather is estimable right for sowing or when to transfer the seedlings to the pots but cannot actually explain humidity and soil content.Doing the laundry also takes the ability to know how much soap goes with what example of cloth and the temperature of the water, but I am sure that they would not answer a math problem of the like variables. Following directions is also an everyday intelligence because it involves abstract thinking and imagery and a sense of direction.Now most people could find an address based on landmarks and street names but the same person would have difficulty working on pattern recognition and sequencing and bargaining is an ability that takes rapid computational skills to calculate the discount of the item or to assess how much one is willing to pay for an item. When intelligence is defined according to Sternbergs concepts I then realize that intelligence is not solely about perceiving relationships and an alogies but it is being able to make use of ones strengths and abilities to become successful at life.Practically speaking, the person who knows how to cross the street safely arrives at their destinations and is more able to achieve their goals. Sternberg also emphasized that intelligence is defined in terms of the sociocultural context of the individual thus a fisherman who knows the nautical and the types and behaviors of fishes cannot be called unintelligent if he fails in an intelligence test because as a fisherman those are what constitute intelligence.References Sternberg, R. (1996). Successful news. New York Simon & Schuster. Sternberg, R. , Forsythe, G. & Hedlund, J. (2000). Practical Intelligence in Everyday Life. New York Cambridge University Press. Sternberg, R. (2004). Why we need to explore development in its cultural context. Merrill-Palmer Quarterly 50 3, pp. 369-386. Sternberg, R. (2004). Successful intelligence in the classroom. speculation Into Practice 43 4, pp . 274-280

Literacy in the Modern World

Literature In the Modern World When exploring what it means to fill and write, it is easy to forget how valuable the noesis of literacy is. People take for granted the fact that our whole world revolves around communication and that our main sources of communication are interpretation and writing. Whether Ive realized it or not, involvement in ordering and writing comes into play for all different scenarios. It is used for everyday tasks such as conveying directions, writing a mart list, interpretating an email, or checking Facebook.Through this I have noticed how much reading and writing I actually do. In effect, it plays a huge role in how I communicate with others as well. Since current perceptions on literacy are typically schoolwork related I want to begin to rethink what it actually means to read and write. I want to explore the different types of literacy that have shaped who I am and what perceptions I have of myself when it comes to the knowledge of literacy. Throughou t high school I strictly thought of reading and writing as a school related burden.I always viewed it with a narrow mind set because the fun of reading and writing was always overshadowed by the amount of mandatory work I had. Therefore, I typically had a poor attitude and fightd when it came down to writing a paper. Papers such as argumentative, persuasive, and research were skilful a few of the different kinds I was needful to do. When getting started, I always had a hard-boiled time coming up with topics sentences and a thesis statement. I generally knew what I wanted to say, but getting it out into words was the hard part.I too had a hard time with transitioning paragraphs and concluding my papers. Reiterating what I had said in my introduction was always difficult. This could be part of the reason writing for school neer excited me. It wasnt until college application time that I found a school related writing type that made me see that writing could be enjoyable. After wri ting essay after essay I noticed how fun this type of creative writing was. I really enjoyed the creativity that was required and how you could use stories and personal examples to get your point across.Creative writing broadened my way of thinking and for the first time ever I was proud of my own writing. Aside from my struggle with school writing, school reading was not as bad. The reading I did was not by choice but I usually ended up appreciating the things I had to read. From Newsweek articles to history books, I always seemed to learn something new. Also by studying different types of literature through and through English classes I was able to recognise different writing styles and appreciate how they relate to different time periods.Some memorable readings that I enjoyed from school were Frankenstein, the Scarlett Letter, Pride and Prejudice, to Kill a Mockingbird and The Great Gatsby. in all of theses books were so different and I learned something new from each one. yar n got difficult when it would drag on. Fortunately I always seem to get through them even when the reading is not the most interesting. For example, I had to really focus when reading, Creating a world without Poverty but after I got through it I appreciated the knowledge I now know and have found it to be really eye opening.I feel that school literacy through its ups and downs has really grow my critical thinking level. Aside from the school related reading and writing, I find that my attitude towards literacy becomes more positive as the readings get more interesting. Reading and writing for fun is so different because there is no stress and there is no one to grade you on it. I encourage myself and others to read for fun and learn at the same time without all the pressure. Fun reads for me consist of fashion magazines or celebrity news articles. These are what interest me and coffin nail be read without all of the pressure.I also like being able to choose what books I would lik e to read. The Twilight series were fun books that I chose on my own and I could sit there and read without worrying about finishing it. My most recent book was called The Girl with the Dragon Tattoo, which again, I read for my own preference. I also enjoy reading when it comes to communicating though text messages, Facebook, twitter, or Gmail. On these Internet and technology sites I am ever reading and writing but without stress. Therefore my approach on outside of school literacy is much more positive.Although it can be tedious and time consuming, literacy is pregnant in the world we live in today. After exploring the various types of reading and writing. I have come to find that it is a much larger spectrum than just associating it with school related work. Without it, communication would be almost impossible. I have come to find that I have a lot more bang in reading and writing than I thought. I now, must work harder to hone my skills and become more experienced so that I h ave a limitless amount of knowledge for the future. My perception of my writing can only improve the more I do.

Kssr Sains

TAJUK 1 Isu-isu dalam Pendidikan Sains SINOPSIS Topik ini membin massgkan 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 intuition plan that will help shallow students develop their scientific competencies alongside their acquisition of attainment knowledge necessitates attention to four issues. 1. Selection of cognizance content (knowledge, skill, consciousness and think ofs) in that location is a consistent criticism that galore(postnominal) of the problems and issues in intuition education arise from the structure of science curricula whic h tend to be knowledge-heavy and alienating to a significant number of students.A class that covers an extensive run of science ideas hampers the efforts of redden the best teachers who attempt to provide engaging science development 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 plan. Rather than developing understanding, students therefore oblige a tendency to deposit on memorisation when taking tests of their science learning. The challenge is to identify the science concepts that atomic number 18 burning(prenominal) and can be realistically understood by students in the learning time accessible. genius 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 computer programme. There is a reluctance to replace the old with t he new. Rather, there is a tendency to simply add the new science ideas to the traditional unitys. Accompanying this desire to defy the traditional knowledge base is a feeling that understanding this content exemplifies intellectual rigor. Obviously such a situation is non sustainable.The consequence is that many students are losing interest in science. The question then engages 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 pertinent to routine 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 funda psychogenic 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 perspectives, contemporary and local issues and available learning resources. In managing this choice, there is a need to be conscious of the potential risk of infection of repetition of knowledge through a students take 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 coach. 2. Relevance of science learning a curriculum is much likely to provide a basis for the training 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 rea dily relate.Instead of simply violenceing 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 fixed 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 hefty 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 sole(prenominal) be addressed in scathe of what may be possible or probable rather than the certainty of what will happen. Even when the risks inherent in making a particular ratiocination are assessable by science, the cultural or social aspects also need to be taken into consideration.The school science curriculum should provide opportunities to look 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 being needs and wants. Every application of science has an impact on our environment. For this reason, angiotensin-converting enzyme needs to appreciate that decisions concerning science applications take on 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 scie nce seem even more difficult. The answer is not to exclude contemporary issues, hardly rather to theatrical role 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 apply using teaching and learning approaches that involve students in inquiry and activity. inwardly 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 student s should know in each stage of schooling. In this way, students can build their science inquiry skills based on an understanding of the major ideas that underpin our scientific endeavour. 3.General capabilities and science education There is an argument, based on research within science education, that curriculum needs to achieve a better balance between the traditional knowledge-foc utilize 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 speci fically to science content, the importance of science may be unnoted and the curriculum time devoted to it decrease. The science curriculum can readily 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 helper 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, adenosine deaminaseptable curriculum resources and sustained effective professional learning. 4. Assessment When a curriculum document is nimble there is an expectation that what is written will be what is taught and what is assessed. Unfortunately, there i s sometimes a considerable gap between ntended curriculum, the taught curriculum and the assessed curriculum what can be assessed often determines what is taught. This disconnect is a result of the different pressures and expectations in education system. An obvious goal in curriculum development is that the intended, taught and assessed dimensions of curriculum are in harmony. The importance of assessment in curriculum development is highlighted in the process referred to as backward design in which one works through tierce 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 capture 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 assign 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 draw and paper tests. For that reason, it is important to emphasise the need for a variety of assessment approaches. While assessment is important, it should not dominate the learning process.Structure of the curriculum There is value in differentiating the curriculum into various parts that are relevant to the needs of the students and the school structure (Fensham, 1994). 5. In regard to the school structure, the nature of the teachers expertise becomes a factor to consider. For early childhood teachers, their expertise lies in the understanding of how children learn. Secondary science teachers have a rich understanding of science while senior secondary teachers have expertise in a particular discipline of science. Each part would have a different curriculum focus.The four parts are early childhood primary junior secondary senior secondary. Developing scientific competencies takes time and the science curriculum should bounce 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 intrinsic 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 specialisation of the sub-disciplines of science may be appropriate, but as local and club issues are inter disciplinary, 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. green children have an intrinsic curiosity about their immediate world. They h ave a desire to explore and investigate the things around them.Purposeful play is an important feature of their investigations. rumination 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 th at 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 beat will also be fostered. 3. Junior secondaryCurriculum focus justifying 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,t eachers 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. internal 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 prison term 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 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. Scienc e is just about the facts, not human interpretations of them. 7. To be scientific one must conduct experiments. 8. Scientific theories only change when new information becomes available. 9. Scientists manipulate their experiments to produce particular results. 10. Science proves facts true in a way that is definitive and final. 11. An experiment can prove a theory true. 12. Science is partly based on beliefs, assumptions, and the nonobservable. 13. Imagination and 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. An accepted scientifi c 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 0 ravish = A+ 2. T 10. F 18. T 1 wrong = A 3. F 11. F 19. T 2 wrong = A- 4. T 12. T 20. F 3 wrong = B+ 5. T 13. T 21. T 4 wrong = B 6. F 14. F 22. T 5 wrong = B- 7. F 15. F 23. T 6 wrong = C 8. F 16. T 24. F 7 wrong = D 8 or more wrong = F RujukanFleer, M. , & Hardy. T. (2001). Science for Children Developing a Personal Approach to Teaching. ( 2nd Edition). Sydney 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 sekolah rendah di Malaysia. 3. Membandingbezakan kekuatan dan kelemahan setiap kurikulum sains sekolah rendah yang telah diperkenalkan di Malaysia. Kerangka Tajuk Rajah 2 Kerangka Tajuk-TajukISI KANDUNGAN 2. 0Sa ins Sekolah Rendah Mengimbas kembali Dalam sejarah perkembangan pendidikan sains sekolah rendah di Malaysia, ia boleh disimpulkan bahawa perubahan kurikulum adalah satu inovasi (Kementerian Pelajaran dan UNESCO, 1988 SEAMEO-RECSAM, 1983 SEAMEO-RECSAM, 1973). Perubahan ini juga merupakan multidimensi dalam erti kata lain ia melibatkan sekurang-kurangnya tiga dimensi dalam pelaksanaannya (Fullan, 1991). Komponen-komponennya adalah seperti berikut (i)penggunaan bahan-bahan kurikulum yang disemak semulaatau baharu atau berteknologi ii)penggunaan pendekatan baharu (iii)pengubahsuaian kepercayaan, contohnya, andaian pedagogi dan teori berkenaan polisi baharu atau inovasi. Di Malaysia, semua perubahan kurikulum yang berlaku akan dilaksanakan oleh Kementerian Pendidikan dan akan disebarkan kepada semua sekolah-sekolah di negara ini. 2. 1Kajian Alam Semulajadi Pada akhir abad kesembilan belas hingga pertengahan abad kedua puluh, sains diajar di sekolah rendah sebagai Kajian Alam Semulajadi, melibatkan pengetahuan tentang fakta-fakta dan hukum-hukum alam semulajadi sebagai asas penyiasatan saintifik.This approach had the advantage that students were encouraged to learn through careful observation and classification, but it ignored much of the natural environment that had an impact on students lives(Keeves and Aikenhead, 1995). Pengajaran sains di peringkat sekolah rendah telah dilaksanakan dalam semua bidang (botani, biologi, sains bumi, kimia dan fizik) secara beransur-ansur dan dihubungkaitkan dengan persekitaran dan pengalaman seharian murid. 2. 2Projek Khas KajianAlam Semulajadi telahdigantikan dengansukatan pelajaranSainsRendahpada tahun 1965.Inovasiini telah diadaptasikandariNuffield Junior Science project,UK (1964),tetapidisesuaikandengan keperluantempatan. Kurikulumberasaskan subjek, di manatumpuan adalahpadapenguasaanpengetahuan saintifikdan bukannyaciri-cirimurid. Kebanyakanguru-gurusainsdisekolah rendah, terutamanyadi kawasan luar bandar mempunyai latar belak angpendidikan 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 baharu 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 kuriku lum. 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 fop 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 rattling know all the conc epts 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 grasp experiences in a concept that is taught. It is hoped that pupils will be attracted to science not only in the primary schools but also in the secondary schools. (Standard One Science Guide-book, 1971)Pada tahun 1970, satu pelan tindakan telah disediakan bertujuan untuk menentukan tarikh bagi melengkapkan setiap fasa dalam projek khas ini. Pensyarah-pensyarah maktab latihan guru dan guru-guru sekolah sains rendah telah dihantar berkursus di luar negara untuk mendapatkan pengalaman terus berkenaan model kurikulum dan bahan-bahan yang digunakan di sana dan membuat penyesuaian untuk keperluan 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 s tandard 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 aktiv iti 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. The cost of curriculum development and implementation has got to be paid in time, not merely in cash and personnel.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 kuriku lum. 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 religious meaning and significance of scientific discoveries.In other words, the syllabus is cognitively orientated with little attention given to the affective body politic 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 2 powerful variables, namely, examination and textbooks. (Awang Had Salleh, 1983 p. 63 64) Pandangan-pandangan ini mewujudkan beberapan persoalan What is science education for? What kind of pupils and society do we want to produce? Pandangan-pandangan ini menyebabkan perubahan radikal dalam pendidikan sains. Ia termasuk pendekatan pelbagai disiplin kepada pendidikan sains di mana motivasi untuk belajar dipermudahkan melalui kandungan sains kepada masalah sebenar alam sekitar. Penekanan diberi kepada kemahiran asas dalam pendidikan dan sains yang merupakan sebahagian daripada isi kandungan dalam mata pelajaran. Alam dan Manusia dalam KBSR. Kurikulum itu diperkenalkan pada tahun 1982 sebagai kajian rintis dan dilaksanakan sepenuhnya di semua sekolah rendah pada tahun 1983.Terdapat tiga komponen utama dalam mata pelajaran Alam dan Manusia iaitu manusia, alam sekitar, dan interaksi manusia dan alam sekitar. Hubungan antara ketiga-tiga komponen itu ditunjukkan dalam Rajah 1. Bersepadu adalah perkataan yang utama dalam kurikulum sebagai kaedah untuk mengurangkan beban kandungan dan komponen-komponen disiplin dalam kurikulum yang terdahulu. Bersepadu dalam merentas kurikulum merangkumi sains, sejarah, geografi, sains kesihatan dan sivik. Terdapat juga kajian persekitaran untuk mewujudkan perkaitan sains sosial kepada dunia di luar bilik darjah.Kesepaduan hubungan antara manusia dan alam sekitar wujud melalui pendekatan siasatan dalam pengajaran dan pembelajaran. Di samping itu, terdapat kesepaduan antara bidang, di mana kandungan kurikulum dimasukkan ke dalam struktur konsep dimana terdapat tema konsep tertentu melalui proses 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. , 1 988). 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 capital of Peru 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 seperti 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 ker ja tambahan, mengakibatkan guru menjadi cemas, hilang keyakinan dalam pengajaran, bergantung kepada buku teks dan tidak memaksimumkan penggunaan bahan-bahan kurikulum. Pelaksanaan kurikulum ini hanya berlaku sebahagian sahaja kerana guru-guru tidak menggunakan strategi pedagogi dan bahan-bahan yang dicadangkan. Guru-guru masih menekankan pemerolehan pengetahuan melalui fakta ,melalui kaedah deduktif berbanding dengan pendekatan siasatan. Tiada bukti bahawa ada perubahan dalam kepercayaan dan nilai guru ke arah inovasi.Alam dan Manusia , menekankan kurikulum humanistik iaitu kesepaduan disiplin, pendekatan siasatan dalam pembelajaran, meningkatkan kemahiran berfikir dan penerapan nilai-nilai moral. Kajian Alam Semulajadi dan Sains Rendah adalah relevan dalam pendekatan pengajaran sains. Ia dapat menarik minat kanak-kanak dan memberi makna kepada kanak-kanak kerana berkaitan dengan pengalaman harian mereka. Ia disesuaikan dengan perkembangan kognitif mereka. Dalam Projek Khas, pendeka tan baru dalam pengajaran melalui penggunaan buku panduan dan bahan-bahan yang sesuai untuk membangunkan kognitif kanak-kanak diberi tumpuan. 2. 4Sains KBSR.Sukatan pelajaran sains sekolah rendah dalam KBSR telah digubal berpandukan Falsafah Pendidikan Kebangsaan dan prinsip-prinsip Rukunegara. KBSR adalah pendekatan bersepadu kepada pengetahuan, kemahiran dan nilai-nilai, pembangunan keseluruhan individu, peluang sama rata untuk pendidikan dan pendidikan sepanjang hayat. Tujuan utama KBSR adalah untuk menyediakan pendidikan asas untuk semua murid-murid dan memastikan perkembangan potensi murid-murid. secara menyeluruh. Perkembangan potensi murid-murid secara menyeluruh termasuk pembangunan intelek, rohani, fizikal dan emosi serta pembangunan diri dan memupuk nilai-nilai moral serta sikap.Sukatan pelajaran sains sekolah rendah direka untuk menampung prinsip-prinsip dan matlamat KBSR. (a)Matlamat dan Objektif KBSR Matlamat sukatan pelajaran sains sekolah rendah adalah untuk memupuk b udaya 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 al am (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 Penguas aan 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 kemahiran psikomotor seperti mengendali,membersih dan menyimpan alat radas sains, mengendali secara selamat spesimen hidup, dan melukis secara betul spesinen dan alat radas (PSS Syllabus Handbook, 1993 m. s. 3 5). (c)Sikap dan nilaiSukatan PSS juga untuk menyemai sikap saintifik dan nilai yang positif ke dalam diri murid seperti minat , sifat ingin tahu kepada dunia disekeliling, kej ujuran, ketepatan dalam mereko, mengesahkan data,keluwesan dan keterbukaan minda,kesabaran,kerjasama,bertanggungjawab terhadap diri sendiri,orang lain dan alam sekitar,bersyukur kepada tuhan dan menghargai sumbangan sains dan teknologi perkembangan positif sikap dan nilai perlu menjadi matlamat akhir pendidikan. (PSS Syllabus Handbook, 1993, m. s. 3 6). Menurut Lewis dan Potter (1970), (d)Isi kandungan PSS dilihat sebagai suatu bidang ilmu dan juga sebagai pendekatan inkuiri.Sebagai suatu bidang ilmu,sains menyediakan suatu kerangka untuk murid-murid memahami persekitaran mereka melalui aplikasi prinsip sains dalam kehidupan harian. Pendekatan inkuiri membolehkan murid melakukan penyiasatan pada dunia di sekeliling mereka. Ini akan 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 membuat 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 m encapai kesepaduan dalaman secara melintang supaya apa yang dipelajari hari ini mampu dihubungkaitkan dengan apa yang dipelajari kelmarin dan apa yang akan dipelajari esok dan kesepaduan menegak supaya apa yang dipelajari dalam sesuatu bidang seharusnya berkait dengan bidang penerokaan yang lain.Satu ciri yang penting tentang sains adalah setiap murid seharusnya mencapai tahap minimum kefahaman dan pengalaman dalam setiap disiplin sains. (e) Strategi pengajaran Sukatan PSS merujuk kepada dua pandangan tentang pembelajaran sains. pandangan proses dan pandangan konstruktivis. Pandangan proses menyokong pendekatan inkuiri (Livermore, 1964). pandangan konstruktivis menyokong kenyataan bahawa murid mengambil bahagian secara aktif dan kreatif 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 se cara 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 scientific activity in the primary school (The International Encyclopaedia of Education, Vol. 9). (i)Tahap I sekolah rendah (Tahun 1,2 dan 3) Dalam PSS (Primary School Science ) Tahap 1 (diimplementasi pada Januari 2003 dalam bahasa Inggeris ),bahan-bahan kukrikulum adalah dalam bentuk pakej yang mengandungi buku panduan guru ,buku aktiviti untuk murid, huraian sukatan untuk guru dan CD-ROMs sebagai sokongan dalam pengajaran da n pembelajaran.Guru-guru yang mengajar sains juga dibekalkan dengan komputer riba dan LCD untuk mengintegrasikan penggunaan teknologi ke dalam pengajaran dan pembelajaran sains. (ii)Tahap II sekolah rendah ( Tahun 4,5 and 6) Dalam tahun 4, 5 dan 6 (diimplementasi pada Disember 1994 dalam Bahasa Inggeris), bahan-bahan kurikulum adalah dalam bentuk pakej yang mengandungi buku teks guru,buku teks murid, buku pukal bimbingan dan latihan (PULSAR) untuk guru yang mengandungi 12 modul. Guru juga menggunakan pelbagai buku teks komersial,buku kerja,carta dan bahan lut sinar. g)Kumpulan sasaran PSS adalah wajib bagi semua murid-murid di sekolah rendah (h)Peruntukan masa Di sekolah rendah, matapelajaran sains diperuntukan 3 waktu seminggu selama 30 minit setiap waktu manakala di sekolah menengah diperuntukkan 5 waktu seminggu selama 30 minit setiap waktu. (i)Pentaksiran Prosedur Pentaksiran dalam KSSR terdiri dari dua bahagian pentaksiran formatif dan pentaksiran sumatif. Murid-murid ditaksir pada tiga aspek sukatan pelajaran pengetahuan,kemahiran,sikap dan nilai (KSSR Syllabus Handbook, 1993, m. s. 11- 12).Pentaksiran formatif adalah pentaksiran berasaskan sekolah dalam bentuk ujian bertulis,ujian amali,projek,portfolio, kerja lisan dan kerja kumpulan. Tujuan utama adalah untuk mengesan kelemahan murid dan memperkasakan pembelajaran. Pentaksiran sumatif biasanya terbahagi kepada dua iaitu pentaksiran kerja amali (PEKA) dan UPSR. PEKA adalah penilaian yang berterusan untuk mengukur sejauh mana murid-murid telah menguasai kemahiran proses sains dan kemahiran manipulatif sains (Guide to PEKA, 1997). Ianya telah di implementasi dalam tahun enam untuk tempoh enam bulan.Berdasarkan kepada penialaian berasaskan kriteria yang dibangunkan oleh Lembaga Peperiksaan Malaysia ,KPM, guru-guru merancang beberapa siri eksperimen untuk menilai murid di dalam bilik darjah. Instrumen penilaian adalah skala berkadar dan portfolio. Murid-murid dinilai pada lapan kemahiran proses memerhati, membuat pengkelasan, mengukur dan menggunakan nombor, berkomunikasi, menggunakkan hubungan ruang-masa, mendefinisikan secara operasi, mengawal pembolehubah-pembolehubah dan menjalankan eksperimen.Mereka juga akan dinilai pada lima kemahiran manipulatif mengguna dan mengendalikan bahan-bahan dan alat radas sains dengan betul, mengendalikan spesimen yang mati dan hidup dengan selamat, melukis specimen,bahan dan alat radas dengan tepat, membersihkan alat radas sains dengan betul, dan menyimpan bahan dan alatan sains denan baik dan selamat. Pentaksiran kepada aptitud, sikap dan nilai juga dibina dalam item ujian PEKA. Pentaksiran lain adalah UPSR, di mana ianya merupakan suatu bentuk penilaian bertujuan untuk melihat sejauh mana sistem pendidikan menyediakan murid-murid untuk kurikulum sekolah menengah.Ianya adalah ujian bertulis yang mengandungi dua bahagian bahagian A dan bahagian B. Bahagian A mengandungi tiga puluh soalan aneka pilihan dan bahagian B mengandungi lima soalan berstruk tur. Peruntukan markah untuk bahagian A adalah 30 markah dan bahagian B adalah 20 markah. Penekanan diberikan kepada soalan-soalan dalam bahagian B yang menguji kebolehan murid-murid berfikir secara kritis dan kreatif. Untuk mendapat keputusan yang baik dalam peperiksaan sains, murid harus lulus pada Bahagian B. Yang menariknya markah yang dicapai dalam PEKA, tidak menyumbang terus kepada pencapaian keseluruhan markah dalam UPSR.Ini mungkin akan menjejaskan penyalahgunaan sistem dimana penilaian dalam PEKA tidak dijalankan secara serius oleh guru-guru kerana ianya bersifat terlalu subjektif. (Reference Tan, J. N. (1999). The Development and Implementation of The Primary School Science Curriculum in Malaysia. Unpublished PhD thesis of the 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 memb uat pembandingan bagi setiap kurikulum sains sekolah rendah yang telah dilaksanakan di Malaysia, Memikir Kajian kurikulum sains sekolah rendah sekarang. Bincangkan dan tulis laporan sama ada kurikulum ini adalah adaptasi, pengubahsuaian atau pendekatan baru daripada kurikulum sebelumnya. Rujukan Tan, J. N. (1999). The Development and Implementation of The Primary School Science Curriculum in Malaysia. Unpublished PhD thesis of the University of East Anglia, Norwich, United Kingdom. Pusat Pembangunan Kurikulum (2002). Huraian Sukatan Pelajaran Sains. Kementerian Pelajaran Malaysia Tamat Topik 2TAJUK 3 Kurikulum Sains Pendidikan Rendah Malaysia I SINOPSIS Topik ini mengkaji objektif, hasil pembelajaran, penekanan, organisasi kandungan dan skop Kurikulum Sains Pendidikan Rendah Malaysia . HASIL PEMBELAJARAN 1. Menerangkan penekanan Falsafah Pendidikan Sains Kebangsaan. 2. Menyatakan matlamat dan objektif kurikulum sains sekolah rendah KBSR 3. Membincangkan cabaran-cabaran yang terlib at dalam menggabungkan kurikulum sains sekolah rendah KBSR dalam pengajaran sains. 4. Menjelaskan organisasi isi kandungan dalam kurikulum sains sekolah rendah KBSR Kerangka Tajuk-tajukRajah 3. 0 Kerangka Tajuk ISI KANDUNGAN 3. 1Objektif Matlamat kurikulum sains sekolah rendah adalah untuk memupuk minat dan kreativiti murid melalui pengalaman dan siasatan setiap hari yang menggalakkan pemerolehan pengetahuan sains dan kemahiran berfikir disamping menerapkan sikap saintifik dan nilai-nilai murni. 3. 2Hasil Pembelajaran Peringkat satu Kurikulum Sains bertujuan 1. Memupuk minat dan merangsang perasaan ingin tahu murid tentang dunia di sekeliling mereka. 2. Menyediakan murid dengan peluang-peluang untuk mengembangkan kemahiran proses sains dan 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. Kema hiran saintifik terdiri daripada kemahiran proses sains dan kemahiran manipulasi Berfikir merupakan satu proses mental yang memerlukan seseorang individu mengintegrasikan pengetahuan, kemahiran dan sikap dalam usaha memahami alam sekitar. Salah satu objektif sistem pendidikan negara adalah untuk meningkatkan keupayaan berfikir murid-murid. Objektif ini boleh dicapai melalui kurikulum yang menekankan pembelajaran berfikrah. Pengajaran dan pembelajaran yang menekankan kemahiran berfikir adalah asas untuk pembelajaran berfikrah.Pembelajaran berfikrah dapat dicapai sekiranya murid terlibat secara aktif dalam proses pengajaran dan pembelajaran. Aktiviti perlu dirancang untuk memberi peluang kepada murid menggunakan kemahiran berfikir dalam 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 meneriman ya. Seseorang yang berfikir secara kreatif mempunyai tahap imaginasi yang tinggi, mampu untuk menjana idea-idea asal dan inovatif, dan mengubah suai idea dan produk.Strategi pemikiran adalah kemahiran berfikir aras tinggi yang melibatkan pelbagai langkah. Setiap langkah melibatkan pelbagai kemahiran berfikir kritis dan kreatif. Keupayaan untuk merangka strategi pemikiran adalah bermatlamat untuk memperkenalkan aktiviti-aktiviti berfikir dalam pengajaran dan pembelajaran . Pengalaman pembelajaran sains boleh digunakan sebagai satu cara untuk menyemai sikap saintifik dan nilai-nilai murni dalam diri pelajar. Penerapan sikap saintifik dan nilai-nilai murni secara amnya berlaku melalui perkara berikut * Menyedari kepentingan dan keperluan sikap 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 sewa jarnya kepada perkara di atas bagi memastikan penerapan sikap dan nilai saintifik yang berterusan . 3. 4Organisasi Kandungan Kurikulum sains dianjurkan secara bertema. Setiap tema terdiri daripada pelbagai bidang pembelajaran, setiap satunya terdiri daripada beberapa objektif pembelajaran. Objektif pembelajaran mempunyai satu atau lebih hasil pembelajaran.Hasil pembelajaran ditulis dengan menyatakan hasil tingkah laku yang boleh diukur, kriteria dan situasi. Secara umum, hasil pembelajaran bagi setiap objektif pembelajaran dinyatakan tahap kesukarannya. Walau bagaimanapun, dalam proses pengajaran dan pembelajaran, aktiviti-aktiviti pembelajaran harus dirancang dengan cara yang holistik dan bersepadu yang membolehkan pencapaian hasil 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 Pembelajara n memberi maklumat tentang skop dan dimensi hasil pembelajaran. Aktiviti-aktiviti pembelajaran yang dinyatakan di bawah lajur Cadangan Aktiviti Pembelajaran diberi dengan tujuan untuk menyediakan beberapa panduan tentang bagaimana hasil pembelajaran boleh dicapai. Aktiviti yang dicadangkan boleh meliputi satu atau lebih hasil pembelajaran. Guru boleh mengubahsuai cadangan aktiviti yang sesuai dengan kebolehan dan gaya pembelajaran murid-murid mereka. Guru juga digalakkan mereka bentuk aktiviti pembelajaran yang inovatif dan berkesan untuk meningkatkan pembelajaran sains . LatihanJawab soalan-soalan berikut. (Rujuk Kurikulum Spesifikasi Sains Rendah. ) Kurikulum Sains Pendidikan Rendah Malaysia I 1. Berikan dua dokumen penting yang mesti 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. Ny atakan 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 terse but? Tema Tahun 1 Tahun 2 Tahun 3 Tahun 4 Tahun 5 Tahun 6 10. Dalam Spesifikasi Kurikulum, organisasi kandungan ditunjukkan dengan menggunakan 5 lajur. Nama dan terangkan setiap tajuk lajur tersebut. 11. Kurikulum Sains Rendah mengintegrasikan pengetahuan, kemahiran dan nilai-nilai dalam pengajaran dan pembelajaran sains.Dengan memberikan contoh-contoh yang sesuai tunjukkan bagaimana seorang guru dapat mengintegrasikan ketiga-tiga elemen tersebut dalam pelajaran sains. 12. Cadangkan strategi pengajaran dan pembelajaran yang sesuai untuk kurikulum sains sekolah rendah. Berikan penerangan ringkas tentang setiap strategi tersebut. 13. Apakah tiga aspek yang dinilai dalam kurikulum sains sekolah rendah dan bagaimanakah aspek tersebut dinilai? Bahan Bacaan dan Internet Banding bezakan Kurikulum Sains Sekolah Rendah di Malaysia dan crude 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 sains. Ia merangkumi pelbagai strategi, aktiviti-aktiviti pembelajaran dan prosedur pentaksiran.HASIL PEMBELAJARAN 1. Mengenalpasti masalah-masalah dalam pembelajaran sains 2. Menghuraikan pelbagai strategi, aktiviti dan pentaksiran yang boleh di 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 ad alah 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 kaed ah pengajaran dan pembelajaran mampu meningkatkan minat murid-murid dalam pembelajaran sains. Kelas sains yang tidak menarik akan menjejaskan motivasi murid untuk belajar sains dan ini akan mempengaruhi pencapaian mereka. Pemilihan kaedah pengajaran perlu memenuhi kehendak kurikulum, kebolehan murid, kecerdasan pelbagai murid, dan kemudahan sumber pengajaran dan pembelajaran dan infrastruktur.Aktiviti-aktiviti yang pelbagai harus dirancang untuk murid-murid yang mempunyai gaya pembelajaran dan kecerdasan yang berbeza-beza. Berikut adalah penjelasan ringkas tentang kaedah pengajaran dan pembelajaran. 4. 2. 1Eksperimen Eksperimen adalah kaedah yang biasa digunakan dalam kelas sains. Semasa melaksanakan eksperimen murid-murid menguji 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,at au guru memberi peluang jika bersesuaian kepada murid-murid untuk merekabentuk eksperimen mereka sendiri. Ini melibatkan murid-murid merancang eksperimen, bagaimana membuat pengukuran dan menganalisis data dan pembentangan hasil eksperimen mereka. 4. 2. 2Perbincangan Perbincangan adalah suatu aktiviti dimana murid-murid bertukar-tukar soalan dan pandangan berdasarkan alasan yang jelas. Perbincangan boleh dijalankan sebelum, semasa atau selepas sesuatu aktiviti.Guru memainkan peranan sebagai fasilitator dan memimpin perbincangan untuk merangsang pemikiran dan menggalakkan murid-murid supaya menyatakan pendapat atau pandangan mereka. 4. 2. 3Simulasi Dalam simulasi, aktiviti yang dijalankan menyerupai situasi atau keadaan sebenar. Contoh 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.Semas a akativiti permainan murid-murid belajar prinsip-prinsip yang spesifik atau memahami proses untuk membuat sesuatu keputusan. Model digunakan untuk mewakili objek-objek atau situasi sebenar supaya murid-murid dapat membuat gambaran mental dan memahami konsep dan prinsip sains yang hendak dipelajari. 4. 2. 4Projek Projek adalah suatu aktiviti pembelajaran yang dilakukan oleh individu atau kumpulan untuk mencapai objektif pembelajaran yang khusus. Projek memerlukan beberapa sesi pengajaran untuk diselesaikan . Hasil projek boleh berbentuk laporan, artifak,atau dalam bentuk persembahan yang akan dibentangkan oleh murid-murid atau guru.Kerja projek menggalakkan perkembangan kemahiran menyelesaikan masalah, pengurusan masa dan pembelajaran 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

Pharmacy Inventory System Essay

1.1 INTRODUCTION AND ITS BACKGROUNDA pastor named Ferdie Sinense together with his wife Marisa Sinense who works as an auditor, established Rapa Generics pharmacy on September 23, 2011. The main branch of this Pharmacy is located at Las Pias-Zapote Road in Las Pias City. Anthony Rudil, a licensed pharmacist and Jennifer Robela the attendant pharmacist are currently managing the pipeline. In addition to that, the business rotateed its door to three to a greater extent branches located in Pulang Lupa, Las Pias and Marikina. The approach of new technology, virtually comp whatever nowadays is utilise computers in their accomplishments. Pharmacies in particular, are now devising their remainss computerized since that divine services them minimize the while and efforts consumed by use manual of arms(a) transcription. bit-of-cut-rate exchange memorandum organisation is one of the demand components of a successful business. It is a modern replacement for cash register in retail coats. It tidy sum help to record firm all the gross revenue and clients orders and track products.A sale refers to the ex sort of product or religious services for an measuring rod of money or its equivalent while farm animal, on the other hand, is the total amount of items and the act of counting them. A pharmacy owner must contend the precise number of items in their storage areas in order to place orders and comprise losses up to date. Hence, computerizing both Sales and archive constitution go pop come in reconcile an easier and unfalteringer transaction among the guests as well as monitoring the acquits of the products. Furthermore, the musical arrangement likewise ease ups the person up-to-the-minute and detailed in setion on for each one item in your inventory. He/she impart know exactly how practically inventory comes in is on-hand now, and where it goes. In fact, or so entrepreneurs these days find that computerizing a governance gives them a far wider range of training with less effort.Sales and inventory programs now on the market al scurvys one to track usage, monitor switch overs in unit of measurement be, calcu novel items when you need to reorder, and analyze inventory levels on an item-to-item basis. In contrast, using a manual Point of Sale (POS) with catalogue System bay window arrogate the whole business process in end points of sales and security of confidential paperss since it is non reliable enough. Common problems uniform slow inventory process, muzzy records, inventory shortages, and high risk oferrors burn down affect the whole business as a whole. Point of Sale with stock certificate System makes a particular business much more efficient, lowering the tolls of running the business while improving customer service and making the business more nice to work with. It withal helps the management to control the inventories, lower overall operating costs in the areas of labor, facilities an d logistics as well as improve customer service metrics and fulfillment rates.1.2 OBJECTIVE OF THE STUDY1.3.1 General ObjectiveThe purpose of this study is to create and design a Point of Sale and Inventory System which entrust make every transaction easier, fast, secured, efficient and reliable by increasing information reporting accuracy transaction monitoring of Rapa Generics Pharmacy.1.3.2 Specific Objectives* To concentrate modify inventory and sales reports.* To lead a better security for pharmacy inventory management body for pharmacy inventory management clay. * To sustain manpower and at the equivalent time increase the daily activities. * To build an inventory system that includes transaction process, so it will enable to calculate the stock balance. * Helps to make sure that product purchased from a provider is correctly dispensed to the customer.1.3 STATEMENT OF THE PROBLEMThis study aims to develop a Point of Sale (POS) Inventory System which will address the fol lowing problems of Rapa Generics Pharmacy * How might a computerized system differ from a manual system for processing a transaction? * How a computerized system stick out reduce human effort and errors in processing transaction? * How croup be the inventory records arranged in ripe order? * How accurate the information of a product if it is unattached? * What is the assurance for the security of a record?1.4 SIGNIFICANCE OF THE STUDYThis study will help the Rapa Generics Pharmacy for keeping track of the sales and the inventory. Specifically, this study aims to give benefit to the following Owner. Using computerized point of sales and inventory system is efficient to practise so the benefits of it is the owner can search theproducts availability faster and also they can chequer the sales and inventory records easily. Customer. They can save time when they get large standard of products especially they dont need to fall in roue. Stock Clerk. They are updated the availabilit y of a products. They can easily change the prices of a product.1.5 SCOPE AND DELIMITATIONThis study foc delectations on making a computerized point of sale and inventory system to alter the manual/ traditionalistic course so that transactions in the field will survive more reliable and to resolve or so problems that were encountered using the old / manual system. This study will be conducted in Zapote Road, Las Pias City particularly in the field of Rapa Generics Pharmacy. It will cover its employees as well as some members of the say Pharmacy. It will involve fieldwork, several interviews with the owner, some employees, and customers as well as observing their activities which whitethorn contribute to their existing problem. This system is limited save for save data and calculations in the pharmacy. It cant be use or all other records like information system and payroll computing. The system will also not accept a credit card as payment and our proposed system is not online or web base transactions.1.6 DEFINITION OF monetary valueAncillary Business. This marge describes any business put downp acquire created by a law firm or lawyer that offers law-related services to their clients and to those new clients who are not customers of the lawyer or law firm being cand. It is also referred to as dual practice business. Centerpiece. This marches is something in a central position and most important feature. Generics. This term described any products as a food, drug or cosmetics that can be sold without a brand name. Interactive vowelise Response(IVR). This term allows customers to interact with a companys host system via telephone keypad or by speech recognition and it also a technology that allows a computer to interact with humans through the use of voice. Missouris Ozark Country(MTM).This term is a country located in southerly Central Missouri in the get together States. The county was eventually renamed to Ozark County after the Ozark Mountains and was officially organized on January 29,1841.Medication Therapy Management(MTM). This term is a service or theme of services that optimizes drug therapy with the intent of improved therapeuticoutcomes for several(prenominal) patients .Formulating a medication treatment plan, monitoring efficacy and safety of medication therapy, enhancing medication esteem through patient empowerment and education, and documenting and communicating MTM services to prescribers in order to maintain comprehensive patient care. Niche. This term is the habitat supplying the factors necessary for the cosmea of an organism or species the ecological role of an organism in a community especially in regard to food consumption a alter market. Patent. This term is a legal document affording full protection for any new or useful device. Design or other invention open to public knowledge.Pharmaceutical. This term is related to pharmacy or pharmacists the pharmaceutical industry And also related to drugs us ed in medical treatment drug or medical specialty that is prepared or dispensed in pharmacies and used in medical treatment. apothecary Clerk. This term describes to the one employed to keep records or accounts or to perform everyday works. Point of Sales. This term is a modern replacement for the cash register in retail applications. It can help to record securely all the sales and customers orders and track products. A sale refers to the exchange of product or services for an amount of money or its equivalent. Practitioners. This term is a person engaged in the practice of a profession or occupation and also a person who practices something specified. Probiotics.This term is a give-up the ghost microorganisms that may confer a health benefit on the host. Probiotics are also delivered in fecal transplants, in which stool from a healthy donor is delivered like a suppository to an infected patient. Rox Express Delivery. This term is a UK sales talk. parliamentary laws under 50 are shipped via Royal Mail Signed For with a shipping time of 3-5 working days after dispatch. Stock. This term describes as a supply of something a keep of goods in a shop, warehouse. Synergy. This term describes as the interaction of quintuple elements in a system to produce an effect different from or greater than the sum of their individual effects it also means working together. United States Route 66. This term also known as the Will Rogers Highway and colloquially known as the Main Street of America or the acquire Road, was a highway indoors the United States Highway System. One of the original United States Highways, Route 66 was established on November 11, 1926with road signs erected the following year. Widespread. This term describes as a spread over a wide area or extendingover a wide area.CHAPTER IIREVIEW OF RELATED literary productions AND STUDIES2.1 RELATED LITERATURE2.2.1 Local LiteratureRose Pharmacy is one of the Philippines top pharmaceutical retailers with o ver 183 branches it was established in 1952 in Cebu City with the customer being the centrepiece of its corporate plans, Rose Pharmacy has streamlined its branch operation by installing advanced point of sales system in all branches thereby providing not only fast and efficient computerized service but also accurate accounting and inventory monitoring. Rose Pharmacys also enhance customer service thru on-line product inquiry and ordering and other on-line services.2.2.2 Foreign Literature scramning in the late 1970s, a number of vendors began developing software systems to manage paper-based documents. These systems dealt with paper documents, which included not only printed and published documents, but also photographs, prints, etc. Later developers began to hold open a second fibre of system which could manage electronic documents, all those documents, or files, created on computers, and often stored in users local file-systems. The earliest electronic document management (EDM) systems managed either proprietary file types, or a limited number of file formats. Many of these systems later became known as document imaginativeness systems, because they focused on the capture, storage, indexing and retrieval of image file formats. EDM systems evolved to a point where systems could manage any type of file format that could be stored on the network. The applications grew to encom run out electronic documents, collaboration tools, security, work tend, and auditing capabilities.These systems enabled an organization to capture faxes and forms, to save copies of the documents as images, and to store the image files in the repository for security and quick retrieval (retrieval make possible because the system handled the extraction of the text from the document in the process of capture, and the text-indexer function provided text-retrieval capabilities). While umteen EDM systems store documents in their native file format (Microsoft Word or Excel, PDF), some web-ba sed document management systems are beginning to store issue in theform of html. These policy management systems take on content to be imported into the system. However, once content is imported, the software acts like a search engine so users can find what they are looking for faster. The hypertext markup language format allows for better application of search capabilities such as full-text searching and stemming.2.2 RELATED STUDY2.3.3 Local admitPHARMACY INVENTORY TRACKING governing body healthcare industries today are looking for opportunities to improve their daily operations efficiencies by reducing costs without effecting patient care. In addition, for these industries to function better they require accurate medical supply and equipment orders, tailored to the patients needs, and delivered on-time. Inventory is a pillow slip in business that is hope can maximize profit. However, in many cases inventory has turned into a major cash flow constraint that cause necessary to optimize inventory using analytical and statistical manners in manual approach that is using papers. This will lead to paper wastage. In healthcare industries, inventory management system can handle their inventory especially in pharmacy department. This includes all the activities that run in a pharmacy such as transaction, order items, items movement tracking, and generate reports.2.3.4 Foreign StudyANALYSIS OF INVENTORY OF DRUG AND PHARMACYThe health care in modern days has become more complex sophisticated and more overpriced in terms of cost of drugs, surgical equipment and hospital stay. With rise in per capital income of general population and also with rise in the level of general information and education of people, the demand for more sophisticated medical care has come up. However, the rise in hospital costs has been substantially more than the rise in general consumer price. Since 1950, the cost of one days stay in a hospital has increased more than 1,000 per centum c ompared with 135 percent climb in the consumer price index. Economics of materials control is a matter of self presentation in todays competitive environment.Materials control is a matter of rupee control it is axiomatic that stringent controls must be placed on high value items. The management of inventory pares the avenues for optimizingthe costs of Medicare services besides making on hand(predicate) materials to the patients which increase the quality of health care services. prohibited of materials, drugs consume a major portion of hospital budget. The introductory social issue confronting medical practice today is how to improve the organization of utilization of the fruits of medical knowledge, the technological advancement and managerial innovation in Health Care Institutions on most economical terms.The rising hospital cost and methods to contain this have attracted the attention of one and all be it the professionals, the public and buck private sector management and ev en the trade union activist. The hospital management has to ensure the availability of various drugs round the clock as these are essential and vital for patient care. The Pharmacy Departments are most often charged with responsibility for managing drug and delivery system costs. Systems should develop to utilize drug and delivery resourcefulnesss in a cost effective fashion.The pharmacy management team should focus on developing effective strategies to maximize leverage of drugs and human resource cost. Since there is widespread concern about the cost of health care, a variety of cost containment initiatives have been pursued. The main health concern now-a-days is allocation of resources on a rationale basis. Management must therefore lay stress on the cost analysis and formulate guidelines for the definitions of cost and established standards through cost analysis. Cost analysis is a research tool for the financial management in a hospital. The nonsubjective of the study was to analyze the drugs stored in Drug and Pharmacy of Sher-i-Kashmir institute of Medical sciences according to their cost and criticality.CHAPTER IIIRESEARCH METHODOLOGY3.1 REASEARCH DESIGNThe research method used in this study is the interview method. This method helped the proponents know what would be the appropriate system be used in making research work easier. This also helped in describing the existing manual system and explaining how the system works. The survey and observation method was used in determining what is the confusing question or situation that is difficult by the users.3.2 RESEARCH localeThe study was conducted in Rapa Generics Pharmacy Zapote Road, Las Pias City to reach data and information. The proponents decided to improve the manual watching of the product, the manual receipt, and the sales that happen in a day, and monthly sales by creating or by developing a new highly computerized Point of Sales and Inventory System that eventually helps the company in th e future.3.3 DATA GATHERING PROCEDUREThe proposed system was made by gathering information from the internet, pharmacist, respondents and thesis book made from the previous students to give the proponents an idea. initial, the proponents interviewed the Pharmacist at the drugstore who used the manual process of checking products, give manual receipt and the proponents observed that pharmacist/employee exceed time to check their products, the be and expiration date of the products and eventually take risk of using the manual system.Second, the proponents gave a survey questionnaire answerable by Yes or NO to the customer to gather some information if they encounter or not a problems by using manual system of Rapa Generics Pharmacy. After the survey, the proponents analyzed the answer of the respondents based on the questionnaire provided. The proponents tallied the result of the survey conducted at the Rapa Generics Pharmacy Zapote Road Las Pinas City. Then last, the proponents se arched in the internet and different thesis made by the previous students to get more idea for the system.3.4 DATA PROCESSING DESIGNThe proponents gathered data and information through the internet, after the proponents made the propose system, keep the aforementioned helped or checking the in or out of the products and issuance of the receipt.3.5 INSTRUMENTATIONThe proponents used survey questionnaire answerable by Yes or No or quantitative method of research as an instrument to gather more information. A self-administered questionnaire was distributed to the customers. The questionnaire was structured in such a way that the respondents will be able to answer it easily. In this type of questionnaire, the respondents willgive five questions. Make some questions to be answered by the pharmacist and the owner regarding the advantages of manual system and our proposed system because this is the convenient and the easiest way for the proponents, for the customer and for the Pharmacist s o they will not disturb for what they doing.3.6 PROCEDUREAt first the proponents find a company who are using manual system. The proponents explained and discussed to the round about the intention of the researcher to their company. Then, the researcher asked permission to the one of the employee if it is ok to them if the proponents make a computerized Point of Sale and Inventory System for their company with a promised that all the information gathered is confidential. Its only for the researchers thesis. After the proponents got the permission from the owner of Rapa Generics Pharmacy. The proponents conduct a title defence if it would pass to the proponents professor. After the title defence the proponents started to study the flow of the manual system by interviewing the Pharmacist at the drugstore who use the manual process of checking products, giving manual receipt and the proponents observed that pharmacist/employee exceed time to check their products, the remaining and exp iration date of the products and eventually take risk of using the manual system.Second, the proponents gave a survey questionnaire answerable by Yes or NO to the customer to gather some information if they encounter or not a problems by using manual system of Rapa Generics Pharmacy. After the survey, the proponents analyzed the answer of the respondents based on the questionnaire provided. The proponents tallied the result of the survey conducted at the Rapa Generics Pharmacy Zapote Road Las Pinas City. Then last, the proponents searched in the internet and different thesis made by the previous students to get more idea for the system. After that the researcher started to make the computerize Point of Sale Inventory System and its documentation.3.7 POPULATION AND SAMPLEThe Pharmacist give tongue to that she estimate their customers every weekends like Friday, Saturday and Sunday are 100 to 150 customers in Rapa Generics Pharmacy. Out of the said estimated customers, the proponents got 50 respondents of Rapa Generics Pharmacy to gather information. 50 respondentsanswered the survey questionnaires made from the researchers. The proponents used the Incidental Sampling in choosing those costumers of Rapa Generics Pharmacy who are most available to be asked. The total respondents are 50 out of many customers who encounter a problem by using a manual system of the said Pharmacy.3.8 STATISTICAL TOOLSFor gathering information from Rapa Generics Pharmacy, the proponents used an Incidental Sampling. This is a sample which is taken because they are the most available. The researcher simply takes the nearest individuals as subject of the study. The proponents used Incidental Sampling because this is the most convenient and not hassle especially to the customers. The following questions are answerable by YES or NO.1. Do you prefer to use generic type of euphony?Figure 1.1 Shows the distribution of respondents in terms of using generic type of medicine in and out of 50 r espondents 39 people or 78% of the respondents answered YES and 11 people or 22% of the respondents answered NO. Based on some research, the generic medicine is a copy of the original branded product. Once the patient for the original product has run out, the pharmaceutical company who developed the medicine no lengthy has the exclusive right to produce and distribute the medicine. Other pharmaceutical companies are able to create their own version of the medicine.The type and quantity of the active fixings in the generic product is the same as the branded version, but the inactive ingredients are slightly different. The generic medicine is sold under a different brand name and it may look different (e.g. in color or shape) to the original. Without properly understanding the similarities and differences between generic and branded medicines, it is balmy to become confused and anxious about taking a new medicine. This is particularly the case when someone is used to taking a certai n medicine and is introduced to a new medicine that has a different name and appearance but is the same thats why some people preferred to use this type of medicine. (Source Virtual medical center) 2. Do you prefer to use mark type of medicine?Figure 1.2 Shows the distribution of respondents in terms of using Brandedtype of medicine and out of 50 respondents 13 people or 49% of the respondents answered YES and 37 people or 51% of the respondents answered NO. According to ( The discern Benefits of Generic Versus Branded Medicines University of Pretoria) Branded medicines are originator products or medicines that have been discovered by a company and are patented to maximize any economic gain that may result from being the sole company producing a new drug treatment for a particular illness or disease condition. This is the avenue for the company to recoup their expenditure in the area of enquiry and Development (R&D) of the drug. For a period of time after the patent is granted, n o one else can produce a drug that is the same as the patented drug the medicine be eagle-eyeds exclusively to the original company.For this reason, branded medicines are the most well known and most trusted type of that particular medicine. (Google Virtual Medical Center) as we can observe branded medicine is Pharmaceutical companies making branded medicines spend a lot of money building their brands, that is, that of the corporate image and those of their individual lines of products. 3. Did you experience to wait a long time when you pervert a large quantity of medicine? Figure 1.3 Shows the distribution of respondents in terms of experiencing a long time when buying a large quantity of medicine and out of 50 respondents 35 people or 70% of the respondents answered YES and 15 people or 30% of the respondents answered NO. Previous research shows that the objective and subjective waiting time have negative effects on affective and cognitive waiting time evaluation. Taylor (1994) s ays that service delay will importantly influence the feeling of anger.Moreover, Pruyn and Smidts (1998) find out that the perceived waiting time will affect the cognitive aspect of the waiting time evaluation. Consequently, perceived waiting time will influence on customers waiting time satisfaction. There are other reasons that will determine waiting time satisfaction. In mental theory, during the waiting period, consumers face doubt about how long they have to wait, and experience stress (Bielen & Demoulin, 2007). Some researchers suggest that any information provided during the waiting period can reduce the uncertainty of the wait and lower the level of stress experienced by consumers (Bielen & Demoulin, 2007 Maister, 1985).Moreover, the uncertainty waiting time will influence customers emotional responses, and thusly the customers emotional responses will affect theirservice evaluation to this restaurant (Bielen & Demoulin, 2007). For example, in some restaurants, when custo mers arrive, at the beginning, the host will ask them to wait around 30 minutes, but this 30 minutes just for waiting to get the beeper. After customers get the beeper, the host will tell them to wait another period of uncertainty time, in order to get seats. This situation will make customers feel this waiting period never ends and cause their anxious feeling.4. Did you experience a long line when you buy a medicine?Figure 1.4 Shows the distribution of respondents in terms of experiencing a long line when buying a medicine and out of 50 respondents 36 people or 71% of the respondents answered YES and 14 people or 29% of the respondents answered NO. The study investigates consumption time when waiting in line especially the negative aspects associated with consumption time. To describe what is viewed as negative, wasted or unproductive consumption time spent in waiting lines, the term regret time is used. This allows the exploration to determine if an individual who does have regret time would alter his/her behavior (in the shop situation) to reduce regret time and, if so, how this individual would alter his/her behavior. Thus, the hypothesis tested is For individuals exhibiting different regret levels (ranging from high to low) A. Individuals with high regret levels will spend less time in grocery store waiting lines and thus alter their shopping behavior* by buying fewer groceries and spending less time shopping in the grocery store.B. Individuals with low regret levels will spend more time in grocery store waiting and thus not alter their shopping behavior. *Altering shopping behavior might also include switching grocery stores in the future, leaving the grocery store and returning at another time. (Advances in Consumer Research Volume 11, 1984 Pages 41-45 5. Did you experience an incorrect amount of change when you buy a medicine? Figure 1.5 Shows the distribution of respondents in terms of experiencing an incorrect amount of change when buying a medicine out of 50 respondents 31 people or 69% of the respondents answered YES and 19 people or 31% of the respondents answered NO.This may be the cost of using manual system of giving a receipt for the customers and there are several factors that can be attributed to this problem First is lack of knowledge of the employee interms of giving the right amount of change Second is because of the influx of customers. In many cases inventory has turned into a major cash flow constraint that cause necessary to optimize inventory using analytical and statistical methods in manual approach that is using papers. This includes all the activities that run in a pharmacy such as transaction, order items, items movement tracking, and generate reports.(Local literature PHARMACY INVENTORY TRACKING SYSTEM) CHAPTER IVPRESENTATION, INTERPRETATION AND ANALYSIS OF THE SYSTEM4. ANALYSIS OF THE EXISTING SYSTEM4.1.1 Flow of the Existing SystemIn their manual existing system, the pharmacist writes down the products on the receipt in their transaction. The existing system uses manual process for searching the availability of the products for their inventory they are also using manual system. The pharmacist manually counts the products to know how many stocks are still available thats why she exceeds too much time for checking and searching their products. And also it takes another time eat by updating their inventory because the user also needs to record their sales when the day ends, to make every transactions recorded so that the owner can review their daily sales if their business is still going right and by doing all this needs much time to finish, effort in writing and focused on what she is doing.4.1.2 Examination of the ProcessUsers who use manual system had a hard time in making transactions to customer, to check the products and its availability. The proponents observe that using manual system is not appropriate in the pharmacy. As the researcher observed they need many things to do a nd it consumes time by only doing those things like searching products in their manual list. They need to scan all their files to find what the customers need, and because of that it can cause to have a long line or the other customer waiting for their turn to buy a medicine. Waiting at such time some buyers didnt have a long patience some will go and find another Pharmacy which they can buy faster at less time.4.1.3 Comprehensive total of the ProblemThere are some existing systems just like the hand written system which arenot readable and, hence, cannot be understand checking the product. It is definitely hard to retrieve records through manual in reference to this, the Pharmacy is contemplating how they could provide the best way of meeting customers need, wants and demand conducive to them and to the Pharmacy, respectively.4.1.4 data Flow Diagram of the Existing SystemProcessManual Product SearchingManualReceiptPharmacistCustomerWhen the customer buy a medicine they can ask t o the Pharmacist and the pharmacist will search the product manually and give it to the customer . After the transaction the customer will pay and the pharmacist will provide a manual receipt.Supplier4.1.5 Process Diagram of the Existing SystemCustomerSelling ProductsReceive OrderStocksAvailableNoYesPayment4.2 PRESENTATION OF THE PROPOSE SYSTEM4.2.1 Overview of the Proposed SystemAfter two months of hardship to complete this thesis, The proponents able to make a system which is Point of Sale and Inventory System for Rapa Generics Pharmacy to improve and help the employees and owner to easily check the availability of the products faster than their manual existing system. The proponents provide a system to help them make their work easier by making transactions and searching products. It is much faster and efficient than what they did before. Point of Sale and Inventory System is a computerizedsystem also like their manual but this is much more user friendly to use and it is also sec ured because of having an account which only the admin can operate first before the employee, the employees can also make an account by the help of the admin so that they can also operate the system anytime.Through this system once you type what you need to search it automatically shows the product what you need and once you make transactions the sales automatically updates the inventory, it counts the sales of products in the pharmacy every day, update the number of products or shocks they still have. The pharmacist can also add new products and delete some items and it can also record the delivery of products daily.4.2.2 Flow of the proposed systemThe flow of the proposed system revolves around two people, first is the pharmacist and the second is the administrator. Pharmacist must enter his/her password in the login form and when she/he entered a correct password then the program will automatically open but in a limited access, he/she can access only the form used in selling of p roducts and also the printing of the receipt. Administrator, when the administrator is signed in, she/he can use all forms used in various transactions like suppliers from, product form to input new product, returned form to manage the product return, sale form, product display to form to search for an existing products, and the print form to monitor and create reports on list of products, product expiration, product warranty, sales, and returned products.4.2.3 Benefits of the Proposed SystemThis proposed system will benefit the user which is the costumer, employee and the owner of the said Pharmacy. Through this system the users will not spend more time to check and update the availability of their products and also can help them to give the receipt for the costumer on time. This system can help them to do their task fast and easily.4.2.4 DATA FLOW plat OF THE PROPOSED SYSTEM4.2.4.1 Data Flow Diagram for PharmacistProduct SearchEnter PasswordLog-InPharmacistBegin TransactionPayment CustomerPrint Receipt4.2.4.2 Data Flow Diagram for AdministratorAdminLog-outCheck the StocksCheck the SalesLog-In4.2.5 PROCESS DIAGRAM OF THE PROPOSED SYSTEMCustomer ask thePharmacist about theProducts he/she precious to buyBegin theTransactionEnterPassword4.2.5.1 Process Diagram for PharmacistLog-inPharmacistAfter searching, the pharmacists tell the customer if the products that he wanted to buy are available or notThe Customer tell how many product he/she neededPharmacist search the productsThe pharmacist, compute the total cost and get the payment of the customer and give the change if there is a change Print theReceipt4.2.5.2 Process Diagram for AdministratorLog-outCheck theSalesEnter PasswordLog-inAdminView all the details that the admin wanted to know4.3 DESIGN PLAN OF THE PROPOSED SYSTEM feasibility AnalysisIn this generation people knew that it is a very high technology because of many gadgets existing, like android cell phones and very updated operating system so that the p roponents thinks that creating an Point of Sale and Inventory System is possible by the help of computer application like the proponents use which is the visual basic enterprise 6.0, starting with brain storming on how this system flows so that the proponents knows where to start to make the system.4.4.1 Operational FeasibilityThe proposed system can be easily employed by the user since it is user-friendly and can be managed in a convenient way. The system is fully automated and everything can be attained by just clicking a certain button. Thus, users need not to worry anymore for the reason that the proposed Point of Sales and Inventory System is operationally feasible.4.4.2 Technical FeasibilityThe proponents applied new technology through using computerized system. The proposed system is compatible in windows XP and windows 7 and the software requirements in visual basic. The recommended hardware requirements are processor that must be Intel Pentium IV 1.5 GHz and the Random Acce ss Memory should be 512 MB or higher and the hard disk drive should at least 100 MB if free space or higher and the operating system is Windows XP or any higher version. The proposed system will really help the Rapa Generics Pharmacy because of its efficiency in using and processing transactions by applying the technical requirements mentioned earlier.4.3.3 Economic FeasibilityThe researchers are certain that the proposed system is economically feasible because it can be afford at a price ranging from 10,000-15,000php. The technical requirements can be available in the nearest establishment selling computer parts and accessories that is why it is very accessible. The proposed system contains all in one package of a Point of Sales andInventory System, hence users do not need to buy anything that will just add to the expenditures of the organization.4.3.4 Schedule FeasibilityThe proponents created and designed the proposed system within 3 months. The proponents constructed a computeri zed system and it took a lot of time for the team to accomplished it, never4.4 System Development Life Cycle4.4.1 System be afterIn system planning, first, the proponents provide different titles and conducted a title defense. The proponents got curious on the computerized Point of Sale and Inventory System. Second, the proponents interview the employee of the Pharmacy and study the flow in their existing manual system. It easy to plan on how to make a computerized system that will help to the staff for transacting to the customer. It will help also to easily find the availability of the products. The proponents planned to make a computerized Point of Sales and Inventory System at Rapa Generics Pharmacy because they are still using manual system.4.3.5 System AnalysisIn system analysis the proponents conducted an interview in the Rapa Generics Pharmacy with the branch Pharmacist to gather information regarding the existing system. The proponents conducted a survey to the customer to get their opinion about the existing manual system. If they encounter any problem for using a manual system of the Rapa Generics Pharmacy.4.3.6 System DesignThe proposed system is designed to handle the transaction in selling medicines in Rapa Generics Pharmacy. this system was created in many purposes and the first is for security purpose, this proposed system includes a login form to ensure that only authorized personnel are allowed to use the system just to make sure that the data is secured and aside from that the transaction in selling medicines are become more faster because this system the proponent included the database of all available medicines in the pharmacy so that the pharmacist do not consume time in searching the appropriate medicine needed by the customer or the availability of the product.4.3.7 System ImplementationThe proponents gave a request letter to Rapa Generics Pharmacy to ask their permission to use their company for the proponents research locale. The res earchers conducted an interview to the owner and his pharmacist to gather some information needed to start the proposed computerized system and after that the researchers created a survey questionnaire that serve as a tool to gather information coming from the costumers of the Pharmacy. The one hundred survey questionnaire gave to the costumer of Rapa Generics Pharmacy. The proponents analysis and tabulated the data gathered in survey and displayed it in a graphical form using a graph. Once again conduct an interview to the owner and pharmacist to know those problems encountered using a manual system, base from the problem, the proponents produced a solution and applied it to the proposed computerized system.4.3.8 System SupportIn system support, it will explain on how the program will flow and will be used. The proponents provide a system which is user friendly for the staff and also to the customer.CHAPTER VSUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION5.1 SummaryHaving a Com puterized Point of Sales and Inventory System has the productive activity or application featured required to run a Pharmacy. Computerized Receipt and Inventory System alter the manual/traditional way of transactions between receipt, return products, and inventory that has a facility to generate report to analyze the daily and monthly sales. And the field will become more reliable to resolve some problems that were encountered using the old manual system. Computerized Point of Sale and Inventory System is the perfect way for managing a business with less time that can increase the total income produce by the sources. This study aims to change the current manual system that would be accurate and much easier to both customers and staff to use. The proponents use diagrams to implement the flow of the proposed system.5.2 ConclusionThe proponents therefore conclude that creating and designing a Point of Sale and Inventory System can help to improve every transaction easier, fast,secured, efficient and reliable by increasing information reporting accuracy transaction monitoring of Rapa Generics Pharmacy. This system also concludes that having a concentrated automated inventory and sales report can provide a better security for their management. To save manpower at the same time can increase daily activities includes transaction process, so it will enable to calculate the stock balance. Helps to make sure that product purchased from a supplier is correctly dispensed to the customer5.3 RecommendationAfter studying and analyzing the flow of the existing system of Rapa Generics Pharmacy, the proponents would like to recommend the following The system proves to have a fast and accurate monitoring of the availability of the products, efficient and reliable for the process of transaction. The system could also save time, and make every transaction fast and make the work easier.