instructor: siti nor binti yaacob, phd. office: tingkat 1 blok a, fem

INSTRUCTOR: SITI NOR BINTI YAACOB, PhD.OFFICE: TINGKAT 1 BLOK A, FEMCONTACT NO: 03-89467088/012-2841844E-MAIL: [email protected]: Jab. Pembangunan Manusia & Pengajian Keluarga, Fakulti Ekologi Manusia, 43400 UPM Serdang, Selangor.

SITINOR/FEM4000/KEDUA 2010-2011 1

2

SINOPSIS KURSUS:Perbincangan tentang isu semasa berkaitan pembangunan manusia dalam pelbagai konteks. Pelajar menganalisis dan membentang seminar tentang isu terpilih ke arah peningkatan kualiti kehidupan.

TAJUK KULIAH Pengenalan kepada isu semasa dalam pembangunan

manusiaOverview pelbagai konteks pembangunan manusiaPanduan pengumpulan maklumat tentang isu terpilihKaedah menganalisis isu pembangunan manusiaTeknik menyediakan kertas kerjaTeknik pembentangan kertas kerjaPenggunaan teknologi dalam pembentangan kertas kerja

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AMALI

Pelajar memilih tajuk, menjalankan kajian perpustakaan atau lapangan, menulis laporan dan seterusnya membentangkan kertas kerja

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Pelajar dapat: Mengenalpasti isu semasa dan utama dalam

pembangunan manusiaMenganalisis pelbagai isu pembangunan manusia

mengikut konteksMembincangkan isu tertentu ke arah peningkatan

kualiti hidup manusia

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HASIL PEMBELAJARAN

PENILAIAN KURSUS

Item Penilaian Nilai (%) Tarikh Akhir

1 Penulisan Kertas Kerja 1 30% 2 minggu sebelum peperiksaanakhir

2 Pembentangan Kertas Kerja Seminar

40% Perjumpaan Bersemuka Kedua

3 Penulisan Kertas Kerja 2 30% 2 minggu sbelum peperiksaanakhir

JUMLAH 100%

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RUJUKAN Darcey, J. (1991). Human Development Across Lifespan.

Dubuque: Brown Publishers.

Kamarudin Ngah (1990). Kaedah Penyelidikan. Petaling Jaya: Penerbit Fajar Bakti.

Pearsell, T. E. (2001). The Elements of Technical Writing. Boston: Allyn & Bacon.

Penslar, R. L. (1995). Research Ethnics: Case Materials. Bloomington: Indiana University.

Roze, M. & Maxwell, S. (2002). Technical Communication in the Age of Internet. Upper Saddle River, New Jersey: Prentice Hall.

Veit, R., Gould, C., & Clifford, J. (1990). Writing, Reading, and Research. New York: MacMillan.

Watson, W., Pardo, L., & Tomovic, V. (1989). How to Give an Effective Seminar. Toronto: Stoddart.

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Bagi tugasan 1 dan 2, pelajar perlu menulis kertas kerja dan membentangkannya dalam seminar pada Perjumpaan Bersemuka Kedua.

Tema bagi seminar ini ialah “Pembangunan Manusia dalam Era Globalisasi: Isu dan Cabaran”.


Subtema seminar adalah seperti berikut:

(i) Sosial dan Kekeluargaan(ii) Ekonomi dan Kewangan(iii) Teknologi Maklumat dan Komunikasi

(ICT)(iv) Kesihatan

(v) Alam Sekitar.


Tulis kertas kerja dalam Bahasa Malaysia atau Bahasa Inggeris antara 20-25 muka surat (langkau dua).

Bentang kertas kerja yang ditulis semasa Perjumpaan Bersemuka Kedua.

Anggaran masa pembentangan adalah 30 minit bagi setiap pelajar.

Selepas bentang, baiki kertas kerja dan hantar 2 minggu sebelum peperiksaan akhir.

Setiap pelajar boleh memilih isu-isu ini sebagai tajuk atau beri tajuk lain yang berkaitan bagi tugasan 1 dan tugasan 2.


10. Rompak11. Curi12. Culik13. Simbahan Asid14. Lari dari Rumah15. Transexual16. Penderaan 17. Keganasan

Rumahtangga18. Kepincangan

Institusi Keluarga19. Sumbang Mahram


1.Ibu Bapa bawah Umur2.Bunuh Diri3.Rogol4.Buang Bayi5.Pemerdagangan

Manusia6.Mat Rempit/Lumba

Haram7.Dadah8.Pelacur9.Gangsterism

1. Kenaikan Harga Barang2. Inflasi3. Ketidaksamaan Ekonomi antara Bandar

dan Luar Bandar4. Kemiskinan5. Pengangguran6. Pinjaman (rumah, kereta)7. PTPTN8. Ceti Haram-Along


1. Social Network2. Pembangunan ICT3. Pengalahgunaan Internet 4. Ketagihan Internet5. Trend SMS


1. HIV2. Penuaan3. Merokok4. Obesiti5. Denggi6. Makanan Kesihatan7. Kos Perubatan Meningkat8. Kekurangan Doktor


1.Global Warming2.Kitar Semula3.Bencana Alam4.Pencemaran Alam Sekitar5.Kehausan Petroleum6.Kebersihan Bandar


1. Bagi tugasan 3, pelajar perlu menulis kertas kerja berdasarkan topik yang dipilih masing-masing.

2. Topik yang dipilih mestilah merupakan isu semasa berkaitan pembangunan manusia global.

3. Tulis kertas kerja dalam Bahasa Malaysia atau Bahasa Inggeris antara 15-20 muka surat (langkau dua).

4. Serah tugasan 3 dua minggu sebelum peperiksaan akhir.


FEM 4000FEM 4000

TOPIC 1 TOPIC 1

INTRODUCTION TO CURRENT ISSUES IN INTRODUCTION TO CURRENT ISSUES IN HUMAN DEVELOPMENTHUMAN DEVELOPMENT

ECOLOGY OF HUMAN DEVELOPMENT ECOLOGY OF HUMAN DEVELOPMENT URIE BRONFENBRENNERURIE BRONFENBRENNER

study individual’s development within the context of the study individual’s development within the context of the system of relationships that form his/her environment.system of relationships that form his/her environment.

define complex layers of environment, each having an define complex layers of environment, each having an effect on an individual’s development.effect on an individual’s development.

changes in any one layer will ripple throughout other changes in any one layer will ripple throughout other layers.layers.

to understand individual development – must look not to understand individual development – must look not only at his/her immediate environment, but also at the only at his/her immediate environment, but also at the interaction of the larger environment.interaction of the larger environment.

Urie Bronfenbrenner specified four types of Urie Bronfenbrenner specified four types of nested environmental systems, with bi-nested environmental systems, with bi-directional influences within and between the directional influences within and between the systems. systems.

The four systems are:The four systems are:–MicrosystemMicrosystem–MesosystemMesosystem–ExosystemExosystem–MacrosystemMacrosystem–Later a fifth system was added: Later a fifth system was added:

ChronosystemChronosystem

Microsystem:Microsystem: – Immediate environments (family, school, peer Immediate environments (family, school, peer

group, neighbourhood and childcare group, neighbourhood and childcare environments) environments)

Mesosystem: Mesosystem: – A system comprised of connections between A system comprised of connections between

immediate environments (i.e., a child’s home and immediate environments (i.e., a child’s home and school) school)

Exosystem:Exosystem:– External environmental settings which only External environmental settings which only

indirectly affect development (such as parent's indirectly affect development (such as parent's workplace) workplace)

Macrosystem:Macrosystem: - The larger cultural context (Eastern vs. Western - The larger cultural context (Eastern vs. Western

culture,national economy, political culture, culture,national economy, political culture, subculture) subculture)

Chronosystem:Chronosystem: - The patterning of environmental events and - The patterning of environmental events and

transitions over the course of life. transitions over the course of life.

Each system contains:Each system contains:

– roles, norms and rules that can roles, norms and rules that can powerfully shape development.powerfully shape development.

WHAT IS HUMAN DEVELOPMENT?WHAT IS HUMAN DEVELOPMENT?

Human development is the process of growing to Human development is the process of growing to maturity. In biological terms, this entails growth from a maturity. In biological terms, this entails growth from a one-celled zygote to an adult human being.one-celled zygote to an adult human being.In the scope of humanity, human development is an In the scope of humanity, human development is an international and economic development paradigm international and economic development paradigm Human development can refer to anthropological, Human development can refer to anthropological, sociological, and psychological approaches to examining sociological, and psychological approaches to examining human development in context human development in context Human development can be viewed as the process of Human development can be viewed as the process of achieving an optimum level of health and well-being. It achieving an optimum level of health and well-being. It includes physical, biological, mental, emotional, social, includes physical, biological, mental, emotional, social, educational, economic, and cultural components. educational, economic, and cultural components.

Human Development:Human Development:

Paul Streeten describes human Paul Streeten describes human development as the process of enlarging development as the process of enlarging people’s choices, the choices that are people’s choices, the choices that are created by expanding human capabilities created by expanding human capabilities and functioning – what people do and can and functioning – what people do and can do in their lives. do in their lives.

(UNDP, 1999)(UNDP, 1999)

Individuals do not develop their capabilities in Individuals do not develop their capabilities in vacuum.vacuum.

A person’s individual attributes are influenced by A person’s individual attributes are influenced by the family, community and society into which the the family, community and society into which the individual is born, grows up, and lives as an adult.individual is born, grows up, and lives as an adult.


"The basic purpose of development is to enlarge people's "The basic purpose of development is to enlarge people's choices. In principle, these choices can be infinite and can choices. In principle, these choices can be infinite and can change over time. People often value achievements that do change over time. People often value achievements that do not show up at all, or not immediately, in income or growth not show up at all, or not immediately, in income or growth figures: greater access to knowledge, better nutrition and figures: greater access to knowledge, better nutrition and health services, more secure livelihoods, security against health services, more secure livelihoods, security against crime and physical violence, satisfying leisure hours, crime and physical violence, satisfying leisure hours, political and cultural freedoms and sense of participation in political and cultural freedoms and sense of participation in community activities. The objective of development is to community activities. The objective of development is to create an enabling environment for people to enjoy long, create an enabling environment for people to enjoy long, healthy and creative lives."healthy and creative lives."

Mahbub ul HaqMahbub ul Haq Founder of the Human Development ReportFounder of the Human Development Report


• Human Development is a development paradigm that is Human Development is a development paradigm that is about much more than the rise or fall of national incomes. about much more than the rise or fall of national incomes. •It is about creating an environment in which people can It is about creating an environment in which people can develop their full potential and lead productive, creative develop their full potential and lead productive, creative lives in accord with their needs and interests. lives in accord with their needs and interests. •People are the real wealth of nations. People are the real wealth of nations. •Development is thus about expanding the choices people Development is thus about expanding the choices people have to lead lives that they value. have to lead lives that they value. •And it is thus about much more than economic growth, And it is thus about much more than economic growth, which is only a means —if a very important one —of which is only a means —if a very important one —of enlarging people’s choices. enlarging people’s choices.


• Fundamental to enlarging these choices is building Fundamental to enlarging these choices is building human capabilities —the range of things that people human capabilities —the range of things that people can do or be in life. can do or be in life.

• The most basic capabilities for human development are The most basic capabilities for human development are to lead long and healthy lives, to be knowledgeable, to to lead long and healthy lives, to be knowledgeable, to have access to the resources needed for a decent have access to the resources needed for a decent standard of living and to be able to participate in the life standard of living and to be able to participate in the life of the community. of the community.

• Without these, many choices are simply not available, Without these, many choices are simply not available, and many opportunities in life remain inaccessible. and many opportunities in life remain inaccessible.

CENTRAL ISSUES IN HUMAN DEVELOPMENTCENTRAL ISSUES IN HUMAN DEVELOPMENT

Issues in Human Development may draw upon Issues in Human Development may draw upon many different disciplines:many different disciplines:

– the natural, social and behavioral sciences. the natural, social and behavioral sciences.

– humanistic and cultural studies. humanistic and cultural studies. helps in the illustrations and understanding helps in the illustrations and understanding

of human experience and behavior. of human experience and behavior.

CENTRAL ISSUES IN HUMAN DEVELOPMENTCENTRAL ISSUES IN HUMAN DEVELOPMENT

Some critical topics in Human Development:Some critical topics in Human Development: – the nature of human development and changes the nature of human development and changes

across the life spanacross the life span– the social and environmental contexts in which the social and environmental contexts in which

human development takes placehuman development takes place– the determinants of human development and the determinants of human development and

behaviorbehavior– the domains and dimensions of thought, the domains and dimensions of thought,

emotion and actionemotion and action

EXAMPLES OF SPECIFIC ISSUES IN HUMAN EXAMPLES OF SPECIFIC ISSUES IN HUMAN DEVELOPMENTDEVELOPMENT

Health issuesHealth issues Educational issues – information and knowledgeEducational issues – information and knowledge Income/ economy/ poverty – levels of livingIncome/ economy/ poverty – levels of living Environmental issuesEnvironmental issues Technological innovationsTechnological innovations Globalization Globalization Ageing populationAgeing population Human capital development/ socializationHuman capital development/ socialization Human rightsHuman rights Civil society – values, moral, ethics, integrityCivil society – values, moral, ethics, integrity migration/ foreign workersmigration/ foreign workers balancing work and familybalancing work and family Social illsSocial ills

FEM 4000

TOPIC 2 CONTEXTS OF HUMAN DEVELOPMENT

The Theory of Human Development: A Cross-Cultural Analysis – Welzel et al. (2002)

3 trajectories of societal change:

socioeconomic development value change society’s political institutions

The Theory of Human Development: A cross-cultural analysis


socioeconomic developmentSet of closely linked changes including technological innovation, productivity growth, improving health and life expectancy, increasing incomes, rising levels of education, growing access to information and increasing social complexity.



value change comes along with SED when

expanding markets and social mobilization diversify and intensify human activities (e.g. – commercial transactions)



value change it weaken vertical authority relations,

strengthen horizontal bargaining relations

emergence of civic cultural values; individual modernity; postmaterialistic values; liberal values; self-expression values



society’s political institutions massive trends towards more

democracy outcomes of change???

Irreversible linear trend or cyclical patterns?Global or culture specific?Desirable?



SED, value change & democratization – tend to go together


HUMAN DEVELOPMENT

ECONOMIC DIMENSION

CULTURAL DIMENSION

INSTITUTIONAL DIMENSION

COMPONENTS INDIVIDUAL RESOURCES

EMANCIPATIVE VALUES

FREEDOM RIGHTS

GENERATING PROCESS

SED Emancipative cultural change

Democratization; extension of rights

SOCIETAL SPHERES Sphere of means (social structure)

Sphere of motives (political culture)

Sphere of rules (regime institutions)

PREVAILING CAUSAL DIRECTION

Means-motive linkage Motives-rules linkage

UNDERLYING THEME Human choice on a mass level

Human Development:

Paul Streeten describes human development as the process of enlarging people’s choices, the choices that are created by expanding human capabilities and functioning – what people do and can do in their lives.

(UNDP, 1999) Individuals do not develop their capabilities in vacuum. A person’s individual attributes are influenced by the family, community and society into which the individual is born, grows up, and lives as an adult.

Social contexts of human development: Population Poverty and equality Social infrastructure Families and household Education, health and social security.

FEM 4000

TOPIC 3 GATHERING OF INFORMATION ON

SELECTED TOPIC

Determine your information needs• Define your topic• Increase familiarity with your topic• Map your ideas • Types of assignment• Amount of information• Types of sources• Types of publications

Identify and obtain information

Define your topic

• Before you begin looking for information, you should identify:

• the exact problem you wish to solve • the concepts and terms that describe

the problem • the amount of information required to

solve the problem • the type of information required to

solve the problem.

Increase familiarity with your topic

• Do some preliminary research of your set topic by familiarising yourself with your lecture notes, relevant chapter etc.

Map your ideas

Types of assignment

• Assignments can vary from a short 5 minute oral presentation, to a technical report, literature review, or thesis.

• The type of assignment you are asked to produce has a direct affect on:

• the amount of information you require • the types of sources you require • the types of publications you require.

Amount of information

Some assignments can be completed by consulting your lecture notes... ... while other assignments require more detailed and comprehensive information. How much is enough?

The question of how much information is required is a matter of judgement.

To ensure you meet the requirements and present an appropriate depth of coverage of your topic, refer to the marking and assessment criteria set by your lecturer.

The length, weight, marks, and task should guide the amount of information required.

Types of sources

You may be directed to use only primary sources for your assignment......while other assignments might require use of both primary and secondary sources.

Information sources can be regarded as primary or secondary depending on their:

originality proximity to the source or event.

Types of sources

Primary sources come directly from the source or person. They are original materials, which have not been filtered through interpretation. For example: patents, statistics, interviews

and surveys Secondary sources analyse, interpret and

comment on primary information. For example: biographies, journal articles

Evaluate Information or Resources

Relevance Timeliness Reliability Validity Coverage Accuracy

Relevance

Read the table of contents, abstract or summary. Ask yourself:

Does the information sound relevant? Who is the intended audience? Are they central or peripheral to your topic? Primary or secondary source? Comprehensive enough for your needs? Express particular point of view? Level of the presented information

Timeliness – is the information timely?

when published/ compiled? information regularly updated? How often? still valid for your topic?

Reliability – is the information reliable?

who is the author? credentials of the author? come from an authoritative

source? where published? Journal?

Popular magazines? been edited/ reviewed? how stable is the information?

Validity

What process was used to gather and analyse the information? When assessing the validity of the information,

ensure that its collection used sound methodology based on established principles and fact or is consistent with accepted professional and industry standards.

Documentation of methods, assumptions and sources of error should be transparent.

Coverage – is the information complete?

does it cover the topic in terms of: time – historical information, current

information geography – local, regional, national,

international specificity – how specific? Detailed or

general? point of view – a single point, an opposing

points, or a range of view points? is the information complete / abridged? all the information accessible? Summary

only?

Accuracy – is it accurate or bias?

how is it presented? fact or opinion? is it correct? can verify? obvious errors or omissions? facts misquoted or misrepresented? language use – concrete, objective, specific. is it biased? represent particular point of view,

intentionally exclude others?

TOPIC 4:METHODS OF ANALYZING ISSUES

IN HUMAN DEVELOPMENT

Many psychologist study human development.They tend to understanding what is the unique about humans.Methods and techniques are developed to study how humans learn.

Millicent Shinn of Niles, California is the first person to complete observation on a child. She observed on her niece and made records. The records was published in The Biography of a Baby.

This will help many psychologists to understand how importance of the scientific study in research area.

This topic surveys the methods that developmental psychologist use in studying the human beings.

Contents:• Cross-sectional method• Longitudinal method• Cross cultural studies• Co-twin studes

Key to be remember: - Compare groups that differ in age or

background.

It aims to compare developmental levels at various ages or background.

Gather data at one point in time. It contrast with longitudinal method.

Example:Study the developmental level of infant from birth to 1 year-old. Different group with different age infants will be investigated to compare their developmental level. Various group of subjects participate in a study:

A group of 1 month-old infants, a group of 2 months-old infants……a group of 12 months-old infant. Compare these 12 groups of subject.

Longitudinal MethodLongitudinal Method Key to be remember: - Observe one group at different times.

Same group of subjects will be studied in different times.

Normally used in study the stages of human development.

Strength:- Able to observe the subject’s developmental

stage from beginning to end of the study.

Weakness:- Attrition/subject loss- Subject loss occurs when participants fail to

complete the study.

Cross Cultural StudiesCross Cultural Studies

Key to be remember: -Compare groups from different cultures.

It focus on how culture influences on human’s development. People differ in culture, customs, and roles are being studied and compared.

Topics which related with cross cultural studies:Individualism vs. collectivismGender rolesIntelligence

Key to be remember:- Differences between identical twins are not caused by heredity.

When developmental psychologist want to rule out the effects of heredity in their study.This method aims to compare the identical twins who have been given different kinds or training or reared apart.

Co-twin Studies

For example,Hilgard (1933) had conducted a study about memory performance. 1.Trained one twin to remember digits in the first year2.Trained the other twin to remember digits in the second year.3.Compare their memory performance.

Result: 1.The twin trained later did better than the twin trained in the first year. 2.Both of the twins lost their achievement after training was ended.

Co-twin StudiesCo-twin Studies

This indicates that time of training could influence twins’ memory performance.

Time of training served as an Independent variable/ environmental factor in the study.

Journal related: Borkenaua, P., Riemann, R., Angleitner, A., & Spinathc, F. M. (2002).

Similarity of childhood experiences and personality resemblance in monozygotic and dizygotic twins: a test of the equal environments assumption. Personality and Individual Differences, 33: 261-269.

FEM 4000 FEBRUARI 2011 68

The word “technical” is defined as having special, usually practical knowledge.

- Webster

Technical – derived from Greek word “tekhnê” and “tektõn” which mean “craft” and “carpenter”.

Craft and carpentry are skills that require special knowledge.

Suggests that technical writing is writing that involves special knowledge and vocabulary.

FEM 4000TOPIC 5: TECHNIQUES IN PREPARING SEMINAR PAPER


1. Technical writing is chiefly writing and secondly technical.

2. The basic function of technical writing is to inform.

1. Descriptions – specific details

2. Explanations – logical analysis

PRINCIPLES OF TECHNICAL WRITING


3. The form and tone depend on its purpose and audience.1. Purpose: to inform, instruct, persuade, to obtain

something – or a combination of purpose. Categories of technical writing:

1. Proposal2. Feasibility report3. Survey report4. Progress report5. Complaint report6. Trip report7. Conference report8. Laboratory report.9. Technical paper.10.Instruction manual



3. The form and tone depend on its purpose and audience.2. Audience:

i. Who are they?ii. What do they know about the subject?iii. What do they want?iv. What do they want it for?

i & ii – set the tone for technical writingiii & iv – what to cover and to emphasize



4. Accuracy. Information is correct and complete. Fulfills special purpose and directed to its

specific audience. Foundation of accuracy :

solid research Careful transcription of notes Thorough checking of figures Careful reading of draft



5. The essential qualities – clarity, coherence and conciseness.

Clarity: writing is clear when the reader can grasp

its meaning in the first reading. The writer bears this responsibility Clarity begins where obstruction ends.



Contoh:


Acoustical problems are realized due to the lack of proper insulation.

The lack of proper insulation causes acoustical problems.

Our competitors have adopted this procedure, but unfortunately we have not.

Unfortunately, our competitors have adopted this procedure, but we have not.


5. The essential qualities – clarity, coherence and conciseness.

Coherence: Smooth and logical flow. All the parts hang together to form a

whole.



Contoh:


All calls appear to be handled simultaneously, but the two memory devices make it possible for the system to operate so quickly. The data on how to connect call is contained in the program store, which exchanges information with the call store. Central control processes the information of both stores. All the call in progress are recorded in the call store, but the system executes only instruction at a time. Stored program control uses these two memory devices.

Stored program control uses these two memory devices. A program store and a call store. The program store contains the data required to instruct central control how to connect calls and the call store keeps track of all the calls in progress. The two memory stores exchange information and feed instruction to central control, which processes them. Although the system executes only one instruction at a time, it operates so quickly and appears to handle all calls simultaneously.


5. The essential qualities – clarity, coherence and conciseness. Conciseness:

The expression of much in few words (relevance and necessity).

Contoh:


The reason that quality control over the past several years has gone down is that management has not taken the trouble to train inspectors enough to do the job.

Quality control has suffered in recent years because management has not trained inspectors adequately.


6. Describe objects, explains processes, theories and policies – usually in combination. Object.

A die is a solid cube that is cast on a flat surface, usually in pairs in a games of chance. Carved in bone, or molded in plastic, it ranges in size from 1.27 to 1.58 cm squares, and is usually white, green or red. Each face of the die is marked with ………

Process The functioning of the brains depends on the flow of

information through elaborate circuits consisting of networks of neurons. Information is transferred from one cell to …………



6. Describe objects, explains processes, theories and policies – usually in combination. Theory

Policy The teacher, under the principles of academic freedom,

has the right to discuss in his classroom all issues, however controversial, that he considers relevant to the nature of his course. This right carries with it the responsibility of considering controversial objectively. While the teacher has the right to present conclusion to which he believes the evidence points, he has responsibility of acknowledging the existence of – and showing respect for – opposing opinions.



AN OUTLINE IS: A logical, general description. A schematic summary. An organizational pattern. A visual and conceptual design of your

writing.

DEVELOPING AN OUTLINE


Purpose: General and specific.

Processes: Determine purpose of paper Determine audience Develop the thesis of the paper.



Structure of an outline: Principles:

Parallelism Coordination.

Items of equal significance are given comparable designations.

A is equal to a B, a1 to a2 etc. Contoh:


A. Word processing programs

B. Database programs

C. Spreadsheet programs

A. Word processing programs

B. Microsoft words

C. Page Maker


Coordination. Contoh:


A. Types of programs

1. Word processing

2. Desktop publishing

B. Evaluation of programs

1. Word processing

a. Word

b. Word perfect


a. Page Maker

b. Q express


Subordination


1. Word processing

a. Word

b. Word perfect


a. Page Maker

b. Q express

1. Word processing programs

a. Word

b. Useful

c. Obselete


A. A Word1. Positive features2. Negative features

B. Word Perfect1. Positive features2. Negative features


Division.

A. Personal computers: hardware

1. Types

2. Cost

3. maintenance

B. Personal computers: software



Division.A. Computers

1. Mainframe2. Micro3. Floppy disk4. Hard disk

B. Computers uses1. Institutional2. Personal



TITLE:

The Influence of Ecological Factors on Teenage Depression

OUTLINE: INTRODUCTION LITERATURE REVIEW METHODS FINDINGS AND DISCUSSION CONCLUSION, IMPLICATION &

RECOMMENDATION REFERENCES

DEVELOPING AN OUTLINE - RESEARCH PAPER


TITLE:

The Influence of Ecological Factors on Teenage Depression

OUTLINE: INTRODUCTION

Research questions Objectives

LITERATURE REVIEW Definition Contributing factors



METHODS Research design Sample and sampling technique Data collection Instrumentation

FINDINGS AND DISCUSSION Descriptive findings Multivariate analysis/correlational

analysis/hypothesis testing CONCLUSION, IMPLICATION &

RECOMMENDATION



TITLE:

Keadilan Sosial di Malaysia: Satu Penilaian OUTLINE:

PENGENALAN KEADILAN DI MALAYSIA UNSUR KETIDAKADILAN SOSIAL FAKTOR YANG MENYUMBANG KEPADA

KETIDAKADILAN SOSIAL KESIMPULAN

DEVELOPING AN OUTLINE - REVIEW/ THEORETICAL PAPER


TITLE:

Keadilan Sosial di Malaysia: Satu Penilaian OUTLINE:

PENGENALAN Fokus Makna keadilan sosial

KEADILAN DI MALAYSIA Ekonomi Politik Perundangan dan kehakiman Hubungan antara kaum



UNSUR KETIDAKADILAN SOSIAL Ekonomi Politik Perundangan dan kehakiman Hubungan antara kaum

FAKTOR YANG MENYUMBANG KEPADA KETIDAKADILAN SOSIAL Ekonomi Politik Perundangan dan kehakiman Hubungan antara kaum

KESIMPULAN RUJUKAN


94

Oral reports in class: Will increase ability and confidence to

think on your feet Longer term – not only help in launching

a career, but in career advancement Brief, focused presentations. Well prepared, but not “memorized

speeches”

TOPIC 6: ORAL PRESENTATIONIntroduction

FEM 4000/KEDUA 2010-2011/SNY

FEM 4000/KEDUA 2010-2011/SNY 95

In content & structure – similar to written report Both need introduction, a body and

an ending But additional factors must be

considered in each section when a report is presented orally.

How to Prepare & Present Oral Report

FEM 4000/KEDUA 2010-2011/SNY 96

Introduction should announce your subject, purpose

& scope Gain the audience attention

Thought provoking questionMake a dramatic statementPresent an interesting fact

Shouldn’t be too gimmicky


FEM 4000/KEDUA 2010-2011/SNY 97

Body Limit the number of points you cover

Normal limitations of the attention span Orient the audience more – e.g., a third

factor that may hinder the progress ….. Rule of thumb for structuring the body of

presentation is to build as many signposts as you can.

Tell the audience what you’re going to tell them

Tell them Tell them you’ve told them


FEM 4000/KEDUA 2010-2011/SNY 98

Ending Audience interest is highest at the

beginning and end of presentation Thus, use ending to summarize/ highlight

the main points Use the method of ending that is most

suitable to your subject and purpose: A summary A conclusion A recommendation An appeal to action An appropriate generalization


FEM 4000/KEDUA 2010-2011/SNY 99

Presentation Use note cards that contain key word or

phrases instead of complete sentences. Reduce anxiety:

Prepare Practice Visit the site Take a few deep breaths Concentrate on friendly faces in the

audience at first to build confidence. Move your arms, feet or point to

something to release nervous energy.


FEM 4000/KEDUA 2010-2011/SNY 100

Presentation as a whole – some strategies to get the most out of your planning/preparation: Look at your audience and talk directly to them

If faces make you nervous, Look at forehead instead – appear to the audience that you are looking right into their eyes

Stand on both feet – stop nervous shifting Let your arms move to accompany your words Speak loud enough so everyone can hear you Speak clearly Speak slow enough to give the audience time to

absorb what you say. Talk naturally Let your voice show that you are interested in

your subject.


FEM 4000/KEDUA 2010-2011/SNY 101

Handling Visuals during the Speech Position visuals so they are visible from all

parts of the room Introduce any visual you show Explain the visuals or talk about the key

ideas they suggest Stand next to the visual not in front of it. Point the visual with the arm closest to it.

Don’t reach across your body 9blocks view and interferes with eye contact)

Show the visual long enough for the audience for the audience to grasp its details


TOPIC 7: USE OF TECHNOLOGY IN SEMINAR TOPIC 7: USE OF TECHNOLOGY IN SEMINAR PAPER PRSENTATIONPAPER PRSENTATION

Creating an Effective PowerPoint Presentation

1. Effective PowerPoint slides2. Text guidelines3. Clip Art and Graphics 4. Audience5. Prepare your presentation 6. What happens if the computer does not

work but your audience still expects a presentation?

7. Rehearse, test presentation on colleagues.8. Don’t read off the screen! FEM 4000/KEDUA 2010-2011/SNY 102

1. Effective PowerPoint slides

Use design templates Standardize position, colors and styles Include only necessary information Limit the information to essentials Content should be self-evident Use colors that contrast Be consistent with effects, transitions and

animation Too many slides can lose your audience

FEM 4000/KEDUA 2010-2011/SNY 103

2. Text guidelineso Generally no more than 6 words a line o Generally no more than 6 lines a slide o Avoid long sentences o Larger font indicates more important

information o Font size generally ranges from 18 to 48

point o Be sure text contrasts with background o Fancy fonts can be hard to read o Words in all capital letters are hard to

read o Limit punctuation markso Avoid abbreviations and acronyms

FEM 4000/KEDUA 2010-2011/SNY 104

3. Clip Art and Graphics

Should balance the slide Should enhance and complement

the text, not overwhelm No more than two graphics per slide

4. Audience

Who is your audience? What is their background? What do they expect to get from the presentation? What is the age of your audience?

Your message may be great but you will irritate your audience if they can not read your slides.

5. Prepare your presentation5. Prepare your presentation

What is your message and what do you want to accomplish with your presentation?

What is your time constraint? How do you wish to handle questions,

during or after the presentation? Your audience may determine that for

you.

6. What happens if the computer does not work but your audience still expects a presentation?

Handouts of your slides may be useful even if the computer does work.

You may print small versions of your slides or the outline version.

7. Rehearse, test presentation on colleagues.

8. Don’t read off the screen! Use slides as prompts, outlines, or conversation points, not cue cards. It is very boring for the audience to see every word you say or have you read from note cards.

instructor: siti nor binti yaacob, phd. office: tingkat 1 blok a, fem

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