instructor: siti nor binti yaacob, phd. office: tingkat 1 blok a, fem
DESCRIPTION
ISU SEMASA DALAM PEMBANGUNAN MANUSIA (FEM 4000) KREDIT: 3(1+2), PERJUMPAAN BERSEMUKA 1 - PROGRAM PJJ SEMESTER PERTAMA 2011-2012. INSTRUCTOR: SITI NOR BINTI YAACOB, PhD. OFFICE: TINGKAT 1 BLOK A, FEM CONTACT NO: 03-89467088/012-2841844 E-MAIL: [email protected] - PowerPoint PPT PresentationTRANSCRIPT
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
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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”.
SITINOR/FEM4000/KEDUA 2010-2011 8
Subtema seminar adalah seperti berikut:
(i) Sosial dan Kekeluargaan(ii) Ekonomi dan Kewangan(iii) Teknologi Maklumat dan Komunikasi
(ICT)(iv) Kesihatan
(v) Alam Sekitar.
SITINOR/FEM4000/KEDUA 2010-2011 9
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.
SITINOR/FEM4000/KEDUA 2010-2011 10
10. Rompak11. Curi12. Culik13. Simbahan Asid14. Lari dari Rumah15. Transexual16. Penderaan 17. Keganasan
Rumahtangga18. Kepincangan
Institusi Keluarga19. Sumbang Mahram
SITINOR/FEM4000/KEDUA 2010-2011 11
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
SITINOR/FEM4000/KEDUA 2010-2011 12
1. Social Network2. Pembangunan ICT3. Pengalahgunaan Internet 4. Ketagihan Internet5. Trend SMS
SITINOR/FEM4000/KEDUA 2010-2011 13
1. HIV2. Penuaan3. Merokok4. Obesiti5. Denggi6. Makanan Kesihatan7. Kos Perubatan Meningkat8. Kekurangan Doktor
SITINOR/FEM4000/KEDUA 2010-2011 14
1.Global Warming2.Kitar Semula3.Bencana Alam4.Pencemaran Alam Sekitar5.Kehausan Petroleum6.Kebersihan Bandar
SITINOR/FEM4000/KEDUA 2010-2011 15
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.
SITINOR/FEM4000/KEDUA 2010-2011 16
FEM 4000FEM 4000
TOPIK 1 TOPIK 1
PENGENALAN KEPADA ISU SEMASA PENGENALAN KEPADA ISU SEMASA DALAM PEMBANGUNAN MANUSIADALAM PEMBANGUNAN MANUSIA
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 culturalcontext (Eastern vs. Western - The larger culturalcontext (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.
WHAT IS HUMAN DEVELOPMENT?WHAT IS HUMAN DEVELOPMENT?
"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
WHAT IS HUMAN DEVELOPMENT?WHAT IS HUMAN DEVELOPMENT?
• 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.
WHAT IS HUMAN DEVELOPMENT?WHAT IS HUMAN DEVELOPMENT?
•Fundamental to enlarging these choices is building Fundamental to enlarging these choices is building human capabilities —the range of things that people can human capabilities —the range of things that people can do or be in life. 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 of standard of living and to be able to participate in the life of the community. 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
TOPIK 2 KONTEKS PEMBANGUNAN MANUSIA
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
3 trajectories of societal change:
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.
The Theory of Human Development: A cross-cultural analysis
3 trajectories of societal change:
value change comes along with SED when
expanding markets and social mobilization diversify and intensify human activities (e.g. – commercial transactions)
The Theory of Human Development: A cross-cultural analysis
3 trajectories of societal change:
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
The Theory of Human Development: A cross-cultural analysis
3 trajectories of societal change:
society’s political institutions massive trends towards more
democracy outcomes of change???
Irreversible linear trend or cyclical patterns?Global or culture specific?Desirable?
The Theory of Human Development: A cross-cultural analysis
3 trajectories of societal change:
SED, value change & democratization – tend to go together
The Theory of Human Development: A cross-cultural analysis
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
TOPIK 3 PENGUMPULAN MAKLUMAT TENTANG
ISU TERPILIH
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 4000TOPIK 5: TEKNIK MENYEDIAKAN KERTAS KERJA
FEM 4000 FEBRUARI 2011 69
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
FEM 4000 FEBRUARI 2011 70
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
PRINCIPLES OF TECHNICAL WRITING
FEM 4000 FEBRUARI 2011 71
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
PRINCIPLES OF TECHNICAL WRITING
FEM 4000 FEBRUARI 2011 72
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
PRINCIPLES OF TECHNICAL WRITING
FEM 4000 FEBRUARI 2011 73
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.
PRINCIPLES OF TECHNICAL WRITING
FEM 4000 FEBRUARI 2011 74
Contoh:
PRINCIPLES OF TECHNICAL WRITING
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.
FEM 4000 FEBRUARI 2011 75
5. The essential qualities – clarity, coherence and conciseness.
Coherence: Smooth and logical flow. All the parts hang together to form a
whole.
PRINCIPLES OF TECHNICAL WRITING
FEM 4000 FEBRUARI 2011 76
Contoh:
PRINCIPLES OF TECHNICAL WRITING
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.
FEM 4000 FEBRUARI 2011 77
5. The essential qualities – clarity, coherence and conciseness. Conciseness:
The expression of much in few words (relevance and necessity).
Contoh:
PRINCIPLES OF TECHNICAL WRITING
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.
FEM 4000 FEBRUARI 2011 78
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 …………
PRINCIPLES OF TECHNICAL WRITING
FEM 4000 FEBRUARI 2011 79
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.
PRINCIPLES OF TECHNICAL WRITING
FEM 4000 FEBRUARI 2011 80
AN OUTLINE IS: A logical, general description. A schematic summary. An organizational pattern. A visual and conceptual design of your
writing.
DEVELOPING AN OUTLINE
FEM 4000 FEBRUARI 2011 81
Purpose: General and specific.
Processes: Determine purpose of paper Determine audience Develop the thesis of the paper.
DEVELOPING AN OUTLINE
FEM 4000 FEBRUARI 2011 82
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:
DEVELOPING AN OUTLINE
A. Word processing programs
B. Database programs
C. Spreadsheet programs
A. Word processing programs
B. Microsoft words
C. Page Maker
FEM 4000 FEBRUARI 2011 83
Coordination. Contoh:
DEVELOPING AN OUTLINE
A. Types of programs
1. Word processing
2. Desktop publishing
B. Evaluation of programs
1. Word processing
a. Word
b. Word perfect
2. Desktop publishing
a. Page Maker
b. Q express
FEM 4000 FEBRUARI 2011 84
Subordination
DEVELOPING AN OUTLINE
1. Word processing
a. Word
b. Word perfect
2. Desktop publishing
a. Page Maker
b. Q express
1. Word processing programs
a. Word
b. Useful
c. Obselete
FEM 4000 FEBRUARI 2011 85
A. A Word1. Positive features2. Negative features
B. Word Perfect1. Positive features2. Negative features
FEM 4000 FEBRUARI 2011 86
Division.
A. Personal computers: hardware
1. Types
2. Cost
3. maintenance
B. Personal computers: software
DEVELOPING AN OUTLINE
FEM 4000 FEBRUARI 2011 87
Division.A. Computers
1. Mainframe2. Micro3. Floppy disk4. Hard disk
B. Computers uses1. Institutional2. Personal
DEVELOPING AN OUTLINE
FEM 4000 FEBRUARI 2011 88
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
FEM 4000 FEBRUARI 2011 89
TITLE:
The Influence of Ecological Factors on Teenage Depression
OUTLINE: INTRODUCTION
Research questions Objectives
LITERATURE REVIEW Definition Contributing factors
DEVELOPING AN OUTLINE - RESEARCH PAPER
FEM 4000 FEBRUARI 2011 90
METHODS Research design Sample and sampling technique Data collection Instrumentation
FINDINGS AND DISCUSSION Descriptive findings Multivariate analysis/correlational
analysis/hypothesis testing CONCLUSION, IMPLICATION &
RECOMMENDATION
DEVELOPING AN OUTLINE - RESEARCH PAPER
FEM 4000 FEBRUARI 2011 91
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
FEM 4000 FEBRUARI 2011 92
TITLE:
Keadilan Sosial di Malaysia: Satu Penilaian OUTLINE:
PENGENALAN Fokus Makna keadilan sosial
KEADILAN DI MALAYSIA Ekonomi Politik Perundangan dan kehakiman Hubungan antara kaum
DEVELOPING AN OUTLINE - REVIEW/ THEORETICAL PAPER
FEM 4000 FEBRUARI 2011 93
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
DEVELOPING AN OUTLINE - REVIEW/ THEORETICAL PAPER
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”
FEM 4000 – TOPIK 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.
FEM 4000 - ORAL PRESENTATION 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 - ORAL PRESENTATION How to Prepare & Present Oral Report
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 - ORAL PRESENTATION How to Prepare & Present Oral Report
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 - ORAL PRESENTATION How to Prepare & Present Oral Report
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 - ORAL PRESENTATION How to Prepare & Present Oral Report
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 - ORAL PRESENTATION How to Prepare & Present Oral Report
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
FEM 4000 - ORAL PRESENTATION How to Prepare & Present Oral Report
Topic 7: Penggunaan Teknologi dalam Topic 7: Penggunaan Teknologi dalam Pembentangan Kertas KerjaPembentangan Kertas Kerja
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.