Bachelor of Education (Honours) In Science(Biology) ED 227

pekeliling 1 tahun 2010 berkaitan PTPTN kepada biasiswa

2010-07-06T18:58:00.000-07:00

rujuk
http://www.ptptn.gov.my/docs/Pekeliling/1-2010.pdf

www.anwaruitm.blogspot.com

TERKINI E-GST anwar siri 3

2010-06-24T19:29:00.000-07:00

MOHON sebarkan kepada rakan-rakan yang belum isi Sebelum 30 Jun 2010:

http://apps.emoe.gov.my/egst/mohon/index.cfm

Tarikh tamat: 10 jun 2010

Tarikh pengesahan senat : 10 Jun 2010

tarikh konvo : 1 nov 2010 (yang ni tarikh dummy aje)

DALIL:

SURAT PENGESAHAN BERGRADUAT

denga ini dimaklumkan bahawa mesyuarat senat universiti kali ke 141 yang bersidang pada 10 jun 2010 telah mengesahkan bahawa anda telah lulus peperiksaan akhir, memenuhi semua syarat pengijazahan dan layak dianugerahkan ijazah sarjana muda secara rasmi berkuatkuasa pada NOVEMBER 2010: SARJANA MUDA PENDIDIKAN (KEPUJIAN) SAINS (KIMIA)

sekian untuk makluman

t.t

tuan haji jamaludin

Sebelum ini ada ura ura mengatakan bahawa borang itu bukan untuk kita, tetapi sila rujuk iklan ini:

1.0 PENGENALAN

Sistem permohonan secara dalam talian bagi urusan pengambilan Guru Sandaran Terlatih diperkenalkan bertujuan untuk meningkatkan kecekapan pengurusan pengambilan guru oleh Kementerian Pelajaran Malaysia dan memudahkan graduan pendidikan memohon jawatan guru di bawah Kementerian Pelajaran Malaysia.

2.0 SYARAT DAN KELAYAKAN ASAS

	2.1	Kewarganegaraan
		Pemohon mestilah warganegara Malaysia.

	2.2	Umur
		Pemohon mestilah berumur melebihi 18 tahun dan kurang daripada 50 tahun pada tarikh permohonan.

	2.3	Kelayakan
		i.	Memiliki Ijazah Sarjana Muda Pendidikan yang diiktiraf oleh kerajaan; atau
		ii.	Memiliki Ijazah Sarjana Muda beserta Diploma Pendidikan yang diiktiraf oleh kerajaan; dan
		iii.	Memiliki kepujian Bahasa Melayu di peringkat Sijil Pelajaran Malaysia atau setaraf dengannnya.

			*Calon yang telah disahkan Senat Universiti telah tamat pengajian dan layak dianugerahkan Ijazah/Diploma berkenaan juga layak memohon.
			SIAPA calon yang telah disahkan senat? dan tamat pengajian? kitalah itu............................ dan, UPSI telah menghantar SMS kepada pelajarnya tarikh-tarikh penting tersebut. setelah senat mereka bersidang. (Aini Syahidah, 2010) MPP UPSI telah menjawab segala persoalan berkaitan e-gst ini di laman mereka .(rujuk http://upsikini.blogspot.com/2010/06/tunggu-sehingga-pengesahan-senat.html ) di UKM, Fakulti menguruskan urusan posting seperti ini (Shazili, 2010) DENGAN SYARAT, SEMASA TEMUDUGA, KITA MEMBAWA SURAT PENGESAHAN SENAT YANG KITA LAYAK BERGRADUAT! surat itulah yang dimohon di PRPK (pejabat konvo di atas pejabat POS menara-isi borang) itu amat penting jika temuduga sebelum konvo. tetapi kalau temuduga selepas konvo, rasanya perkara surat ni x menjadi isu... rujuk kes: FB Afida Mustafa dan kawannya di http://anwaruitm.blogspot.com/2010/06/egst-anwar.html ENTRI INI MENAFIKAN KETIDAKPASTIAN PADA ENTRY YANG LALU. SAYA BERTANGGUNGJAWAB TERHADAP MAKLUMAT INI (menggunakan ilmu research methodology level degree). Maklumat ini tidak disahkan oleh mana-mana pegawai atau pensyarah. jika ada pembetulan sila beritahu.

sELAMAT HARI GURU KEPADA SEMUA WARGA PENDIDIK

2010-05-14T11:41:00.001-07:00

JIKA HARI INI SEORANG PERDANA MENTERI BERKUASA JIKA HARI INI SEORANG RAJA MENAIKI TAKHTA JIKA HARI INI SEORANG PRESIDEN SEBUAH NEGARA JIKA HARI INI SEORANG ULAMAK MULIA JIKA HARI INI SEORANG PEGUAM MENANG BICARA JIKA HARI INI SIAPA SAJA MENJADI DEWASA SEJARAHNYA DIMULAKAN OLEH SEORANG GURU BIASA DENGAN LEMBUT SABARNYA MENGAJAR TULIS BACA... "SELAMAT HARI GURU KEPADA SEMUA GURU DAN BAKAL GURU SELURUH MALAYSIA."

AnwarJauhari

www.anwaruitm.blogspot.com

"Dari Abi Said Al-Khudri r.a, katanya : Aku mendengar Rasulullah SAW bersabda : "Sesiapa antara kamu yang melihat kemungkaran, hendaklah ia mengubahnya dengan tangannya (kuasanya). Sekiranya ia tiada berkuasa, hendaklah ia mengubahnya dengan lidahnya (nasihatnya). Sekiranya ia tiada berkuasa, hendaklah ia mengubahkannya dengan hatinya (tidak meredhai perbuatan tersebut). Dan yang demikian adalah selemah-lemah iman."

PD227-kenangan

2010-05-09T02:54:00.000-07:00

gambar di sini merupakan sebahagian sahaja gambar terpilih .jika anda mahu lagi, sila ke laman facebook ,mereka sendiri...TQ.

PD227-akaun tunai

2010-05-09T01:47:00.000-07:00

FINAL VACATION

2010-05-01T07:39:00.000-07:00

assalamualaikum.
maklumat sedia ada:dana kelas RM300 pertimbangan berasaskan kadar kewangan yang minimum. dan kesuntukan masa persediaan.

RASIONAL DAN KONSEP
1-jika untuk makan, makan, kita telah buat jamuan raya, kenduri tahlil di surau, jamuan rumah tun, kenduri nisha dll
2-jika ke air terjun, kita dah ke sg tekala..
3-aktiviti hutan , kita dah pergi field trip.
4-aktiviti lasak , kita dah ke gua tempurung
5-aktiviti air- kita dah ke sunway
6.boling-dah buat

MERIT UNTUK PERTIMBANGAN

1-aktiviti sukaneka-supaya kita merasa gembiranya berkumpulan dengan semua tanpa mengira latar belakang. kos rendah,persediaan singkat.
2-mesti laksanakan sesuatu untuk tutup akaun ed227 sebanyak rm300.jangan bandingkan kita dengan group lain kerana mereka ada wang yang lebih. kita pula lewat bertindak dan memikirkan kekangan kewangan yang agak membebankan.

cadangan konsep
1-Kump izani -air terjun sg congkak
2- Kump syafa - pantai
3- Kump nisha -just aktiviti suka-suka /sukaneka di padang shah alam
4- Kump naufal syaz - kem al azhar morib/ aktiviti
5- cadangan luar -makan seafood kat sg sembilang, jln kapar
6-cadangan air terjun lain - sg sendat , ulu Yam 7-cadangan

TARIKH
jumaat 7 mei
sabtu 8 mei

cadangan dalam pertimbangan
jika mahu bermalam kem raudhah, gombak (ada chelet dan lata/sungai.(anggaran rm 50 minimum)
jika mahu makan-makan -seafood sg sembilang
jika mahu aktiviti -dataran merdeka shah alam.

MOHON USUL DIBINCANGKAN SECARA PROFESSIONAL..

FACE BOOK GROUP : ED227 sentiasa dihatiku

cadangan lokasi perkelahan akhir pengajian

2010-04-28T19:55:00.000-07:00

The Waterfalls of

The State of Selangor has a state boundary at the western slopes of the Main Range. The annual Monsoon rains and tropical storms results in major rivers with many tributaries and waterfalls. Rainfall level is fairly consistent on this windward side of the Main Range.
Hence, the size of waterfalls found in Selangor varies not much in size the whole year round.

Accessability: Easy
Picture	Name/Location	Type	Activities	Description
	Gabai Falls Hulu Langat	Multiple falls	Picnic Swimming	This is a popular waterfall, suitable for families, can be crowded during weekends Last update June 2004
	Kanching Falls Between Selayang and Rawang	Cascades Multiple falls	Picnic Swimming Trekking	This recreation park is within easy access from KL. The lower part is easy, suitable for families. The upper falls require trekking. Last update December 2003
	Komanwel Fall Between KL and Rawang	Single fall	Picnic Trekking	Small waterfall in quiet surroundings Last update September 2009
	Perdik Fall Ulu Langat region	Multiple falls	Trekking	Small, unknown waterfall in the Ulu Langat region Last update January 2009
	Perigi Tujuh North of Rawang, near Serendah	Single fall	Picnic	Not a real waterfall anymore. It has been replaced by seven "wells" and a dam. The effect, however is quite picturesque Last update December 2003
	Sendat Falls 5 km from Ulu Yam Baharu	Cascades Multiple falls	Picnic Swimming Trekking Camping	Still unspoilt, but for how long? Last update April 2005
	Serendah Fall near Serendah	Cascades Single fall	Picnic Swimming	A beautiful vertical drop. But ruined by developers.... Last update April 2005
	Sungei Tua Near Selayang	Rapids Cascades Single fall	Picnic Swimming Camping	A couple of nice waterfalls besides the road. Recreation park on the other side of the road Last update April 2005
	Tekala Falls near the Semenyih Dam	Cascades Multiple falls	Picnic Swimming	A popular recreation park in Hulu Langat. Suitable for families Last update June 2004
	Templar Park Between KL and Rawang	Rapids Cascades	Picnic Swimming Trekking Camping	A nice family site, near to the better known Kanching Falls Last update January 2005
Accessability: Moderate
Picture	Name/Location	Type	Activities	Description
	Batangsi Fall near Semenyih	Rapids Cascades	Swimming Trekking	Cascades and rapids in the Sungei Batangsi. Last update April 2005
	Bukit Apeh Fall Ulu Langat FR, access from Cheras	Multiple falls	Picnic Swimming Trekking	Attractive fall, near to the town Last update January 2009
	Chiling Falls Between KKB and the Gap	Multiple falls	Swimming Trekking Camping	A beautiful fall at the end of an interesting river trekking, during which you have to cross the river several times Last update August 2007
	Jeram Perlus Ulu Langat region	Single fall	Picnic Swimming Trekking	Unspoilt waterfall Last update May 2008
	Kedondong Fall Alongside the road between Batang Kali and Gohtong Jaya	Cascades Single fall	Picnic Swimming Trekking	Unknown waterfall near popular recreation park Last update March 2009
	Lawing Falls Near Kg Sg Lui, Ulu Langat region	Cascades Multiple falls	Swimming Trekking	Unknown, pristine waterfall in the backyard of KL Last update November 2009
	Lepok Fall in Ulu Langat, near Kg Pangsun	Single fall	Swimming Trekking Camping	Lonely,beautiful fall in Ulu Langat. A two hour trek is needed, worth the effort Last update June 2004
	Lolo Fall Near Kg Pangsun	Single fall	Swimming Camping	The water flow can be very reduced sometimes, because of a water catchment dam
	Lubuk Kawah Fall Near Tanjung Malim	Cascades Multiple falls	Swimming Trekking Camping	Pristine fall in Ulu Bernam. Guide needed Last update June 2009
	Pisang Fall Near Gombak and the Karak Highway	Single fall	Swimming Trekking Camping	Nice small waterfall, reachable from the Karak highway (easy) or after a trek from the old Gombak Road Last update November 2003
	Sg Ampang Falls Ulu Klang, near KL	Multiple falls	Swimming Trekking	Unspoilt waterfalls in scenic surroundings. The first fall also known as Kemansah Fall Last update January 2005
	Siong Fall Semenyih Dam to Negri Sembilan	Single fall	Trekking	The tall cascade can be seen from the main road. An Orang Asli guide is advisable. Pristine conditions Last update September 2004

edu401 :issues in education

2010-04-28T09:49:00.000-07:00

For educational purpose only. plagiarism is prohibited.

Teachers workload

High performing school

Politics in primary school

School sports

Review the school curriculum

Sex education in school

Unity through education

Shortage of trained teacher

Prepare teachers for rural stint

Teacher must be unselfish

anwarjauhari@gmail.com

PHOTOSYNTHESIS...inovasi pengajaran biologi

2010-04-23T11:50:00.000-07:00

rehat sebentar setelah baca plant physiology,....dan terjumpa inovasi pelajar berkaitan pelajaran biologi.

mungkin boleh diaplikasikan di sekolah...

LAGU FOTOSINTESIS

http://www.youtube.com/watch?v=C1_uez5WX1o&playnext_from=TL&videos=65t9aw_Q_Mg&feature=rec-LGOUT-exp_fresh%2Bdiv-1r-2-HM

VERSI LAWAK FOTOSINTESIS

http://www.youtube.com/watch?v=I2-KbYH9sw4&feature=related

VERSI BUKAN-BAROQUE

http://www.youtube.com/watch?v=xTdeoLB4j0g&feature=related

FOTOSINTESIS -THE LION KING

http://www.youtube.com/watch?v=p_RgsNmr3gw&NR=1

Discipline problem in school: Initiative of SMK Sri Istana (SMKSI), Klang.

2010-04-03T23:24:00.000-07:00

this assignment will be submitted to pn Syarifah Muzlia for EDU 646, Current issues in education.
please comment..

Discipline problem in school: Initiative of SMK Sri Istana (SMKSI), Klang.

Introduction

Discipline problem is a phenomenon in every school in Malaysia. The reason is the students comes from different socioeconomic background, level of cognitive, and socio emotion. The development of the community also influences the discipline problem in school. Nowadays, the discipline problems become uncontrollable and complex. There are four categories for discipline problem as follow (Mok Soon Sang,2009):

Category	Type of discipline problem
Crime	Vandalism, thief, gambling, fighting, bullying, Drug abuse, drawing or writing nude comment, and fighting with teacher.
Negative behavior	Long hair, wearing colored shoes and stoking, wearing T-shirt to school, long nail, smoking, rude, talking using dialect, did not respect the teacher, eat in the classroom, bullying, did not bring book to school, and did not finish the homework.
Absenteeism	Did not come to school, class, co curriculum activity, late to school, eating in the canteen during class hour, did not attend the assembly and sleeping in the class.
Lying	Copying during exam, copying other’s homework, did not submit the homework, signature on behalf of their parents, lying and pretending to sick.

A to Z initiative in SMK Sri Istana Klang related to the discipline problem.

A- Administrative involvement

Principal is the most important figure in every issues related with the school. In general, the Principal is the head of the school. This person is wholly in-charge of office management, financial matters, staffs, academic and co-curriculum. The Principal is responsible for the Curriculum and Co-Curriculum and then to ensure its implementation is parallel with the Ministry of Education Policy.

The Principal is also responsible for the school management, organization, and school’s financial affairs. Together with that, it is the duty of the Principal to create a two-way communication between the community and other agencies within the nation. Finally, the Principal is expected to teach certain amount of times (teaching periods) according to the 3/67 1982 policy.

The chart above is the top administration hierarchy in SMK Sri Istana. Through my observation, every of them had play their own role in order to control the discipline problem in school. Pn Hjh Mawarni is very close to student. In fact, she always call the ‘black listed’ student to her office. She explores each aspect of the students from the family background, social activities, and other issues related to the students. The interesting part of her conversation with every student is; she will set an agreement with them. For example, a hand phone was raided during a spot check by the discipline board. One who want their hand phone back have to refer to the Principal. Pn Hjh Mawarni will give back the hand phone if and only if the student complies with some of agreement. That is her way and I am proud to know that the most problematic student claimed that “ pengetua lebih sayang saya daripada orang lain” . I look at the method from the positive perspective.

The method complied by the afternoon supervisor is a little bit different from hjh Mawarni. En Hijazi prefer the aggressive approaches, but it still acceptable and did not exceed the humanitarian limit. In one case, he himself waiting and peeping at the school canteen for a week just to catch the unknown burglar who broke in into the school canteen. At the day he nearly catch the burglar, the security guard (who is know nothing about En Hijazi’s undercover) had alert the burglar and he finally run away. I really proud to have En Hijazi as an afternoon supervisor as he is so committed and readiness do anything for the sake of SMK Sri Istana.

B- Board of discipline and student prefect

Board of discipline is a special board to look into students discipline with the help from every teacher and school prefect. In the School Discipline Board, Principal is at the top as the advisor and assisted by the afternoon supervisor. The Senior Assistant 2 (Students Affair) is the one who fully take charge on the student’s issues.

The Senior Assistant 2 (Students’ Affairs) is responsible for all things related to students’ affairs including discipline, counseling, students’ activities, facilities for students etc. This person will also be the person in-charge of Principal’s and Senior Assistant 1’s posts whenever needed.

The disciplinary board is helped by the students’ prefect. The selected students, who have capability to be a leader, will help the school especially in controlling the behavior of their peers. Without them, Disciplinary Board cannot work effectively due to the limited number of discipline teacher in school. In SMK Sri Istana, the prefect was trained in a Leadership Camp and they are supervised by the Discipline teacher.

C- Co curriculum activity

Co-curriculum had been implemented long time ago before independent day of our country. The implementation of co-curriculum policy was started in 1956 in National Education Policy 1956 .The policy being improved in Razak Report 1956, Education ordinance 1952/1957,Rahman Talib Report 1960 and Education Act 1961. On 1957, ministry had provided a guideline for school tour. School tours were considered as part of extracurricular activity and this guideline based on the Education Ordinance, 1957.

In SMK Sri Istana, the co curriculum activity was conducted based on the guideline provided by the Ministry of Education. There were three categories of co curriculum activities sports and games, club and association, and uniform organization. In my observation in SMK Sri Istana, I found that the student participate actively in the co curricular activity. Most of the ‘black listed’ students will change their character in the co curriculum activity especially in uniform body. The teacher that control the uniform unit is the discipline teacher and I realized that he can play his role better through this co curriculum activities.

During my practicum, I had organized a trip for my students to do a marching performance in UiTM. During the training, the teacher warn the student; “ Amir, saya tak akan benarkan awak masuk, kalau awak ponteng kelas lagi, Shah, kalau awak nak terus masuk dalam pertandingan(persembahan) ini, awak jangan buat perkara yang pelik-pelik di sekolah. Saya serius ni. Saya tahu awak merokok, jangan sampai saya dapat tahu awak merokok semasa latihan ataupun semasa kat UiTM nanti”. From my observation, the message delivered in this training session is more effective rather than during school hour, although by the same teacher.

Amazingly, the student will tight in their shirt during marching but not doing so when wearing school uniform. They cut their hair short, voluntarily just because they want to be in the marching team compared to the spot check time at the school. I realized that the co curriculum can be an effective way to control the students discipline especially for the ‘black listed students’.

D- Demerit system

Demerit system is one of the systems introduced by Jabatan Pendidikan Negeri (JPN) to reduce the discipline problem in school. In this system, misbehavior conducted by the students will be recorded and the student will get “demerit” points regarding to the type of disobedience. The point accumulated by the student will be evaluated every month and the punishment is based on the demerit point gained by the students.

The table below is the punishment for the student based on their demerit point (Mok Soon Sang, 2009).

*Garis Panduan Hukuman/ ganjaran*
*Mata Demerit*
10 mata	Merotan 1 kali
20 mata	Merotan 1 kali/ menasihat/kelas tahanan
40 mata	Merotan 2 kali/ memberitahu ibu bapa/ kaunseling/surat jaminan murid/ kelas menahan
50 mata	Berhenti Sekolah seminggu/kaunseling/surat jaminan ibu bapa/ kelas tahanan
80 mata	Berhenti Sekolah dua minggu / kaunseling/ surat jaminan ibu bapa/ kelas Tahanan
*Mata Merit*
2-5 mata	Bagi kelakuan murid yang beransur baik, mata demerit yang dikumpulkan boleh dikurangkan daripada mata merit yang diperolehinya.
Malebihi 5 mata	Guru mesti mendapat pendangan jawatankuasa disiplin Sekolah terlebih dahulu, sekiranya ingin member mata merit yang melebihi 5 mata.

SMK Sri Istana also implements this “demerit” system to control the student’s discipline. Every teacher, especially class teacher have the power to demerit the students according to their disobedient. The lowest demerit point is 2 (The examples are did not bring books to school, did not complete the homework, late to school and etc) and the maximum point is 30 point (Scolding the teacher, scolding the on duty prefect and etc).

During my practicum, the discipline teacher explains about the demerit point gained by the student in the morning assembly. According to him, almost all of the male Form 5 students had reaches the highest demerit point. In the briefing , the school warn the students to behave themselves or if not they will be “ digantung sekolah”. From my eyes of view, this demerit system can be used to measure the level of discipline problem among the student and to control the students. But in order to make it efficient, cooperation among all teachers is needed.

E- Ex student involvement

Most of the ex-students are voluntarily involved as the trainer in co curriculum activities. This positive value helps the school to make the controlling students discipline using co curriculum activity approaches more effective.

F- Factors

There were many factors contributing to the discipline issues. Some of the factors are listed below (Mok Soon Sang ,2009):

· Teaching and Learning- students cognitive development did not at the same level as the subject, teacher did not attractive to the students, teaching aid did not capture students interest.

· Personal- poverty, family problem, influence by peers, environmental stress and etc.

· Mental- illiterate, problem in reading, writing and arithmetic, mental problem, and other problem.

· Physical- working part time and sleepy in school, did not get enough diet, and any physical problem.

· Psychology- phobia, low esteem, identity confusion and other psychological phenomenon.

From my observation in SMK Sri Istana, most of the discipline problems come from the personal and family problem, followed by the teaching and learning factors. In order to solve the problem, the first and important step is to know the causes.

G- Group mentoring

Students tend to be in their group especially the ‘black listed’ students. teachers aware on this phenomenon and they make use of this grouping behavior to control the students. in my observation, school will focus on the leader of the group and give more effort to them without neglecting the others. This strategy is effective because when the leader is under control, he will then influence the other follower (in his group). This is a smart strategy that suggested by the most counselor especially SMK Sri Istana counselor.

Besides that, the group mentoring also enables the teacher to solve some of the fighting cases. The formula is simple; caught one student, and you will get the entire student involved on the cases. The fighting cases in school are based on the group and gang. Even if they have a small private problem, they will call the entire group to ‘help’.

H- Holistic approaches

“Pendidikan di Malaysia adalah satu usaha berterusan ke arah memperkembangkan potensi individu secara menyeluruh dan bersepadu untuk melahirkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Usaha ini adalah bertujuan untuk melahirkan warganegara Malaysia yang berilmu pengetahuan,berketrampilan, berakhlak mulia, bertanggungjawab dan berkeupayaan mencapai kesejahteraan diri serta member sumbangan terhadap keharmonian dan kemakmuran keluarga masyarakat dan negara.

(Akta Pendidikan 1996)”

In order to comply with national education policy to develop student in holistic approaches, SMKSI also tried to combine the intellectual, emotional, physical and religious aspect in every single approaches in controlling the discipline problem.

I- Islamic approaches

In SMK Sri Istana, Department of Social Science had designed a religious assembly every Friday morning. For the Muslim students, the activities will be rotated between reciting al-Quran, reading al-Matsurat and tazkirah. For the non Muslim students, there will be a session according to their belief and will be conducted by their Christian, Buddhist or Hindu teacher. The attendance is compulsory and the assembly will take from 7.20am to 8.10am.

School uses this platform to reduce the discipline problem through the religious method. Special prayer, Yaasin recitation and solat hajat for ‘keep the school clean from any problem and to change the problematic students’ is one of the alternatives. They also invite good speaker to motivate the students to be a good believer. This is a holistic approach and seems to be effective. This initiative comes from teacher’s ideas and it gets approval from JPN to conduct the activity.

J- Joint venture programmed and social activity

The responsibility to control the students discipline cannot be fully charged on the teachers’ responsibility. Parents and society also plays an important role to make sure there were balance stressors for students to be discipline. In SMK Sri Istana, there was a NGO named ‘Persatuan Hunafa’ who is actively played their role to cater this issues. During my practicum, the ‘Persatuan Hunafa’ sponsor a program specially designed for the ‘black listed’ students. the problem consist of three phase; in phase one, all of the students have to attend three day camp for free. For the second phase, the student must go back to their school and do a beneficial project such as planning a computer class, managing a science park, plant tree in the school compound, painting the school and etc. The third phase, the NGO will sponsor the student to a vacation but they must complete their project and change in their behavior.

From my observation, this is an effective way, give them input and reason why they must to improve, let them pay back to the school and make them proud and love to their school, and the last part is giving reward if and only if they complete their project and change their discipline. But the only reason why this initiative cannot be carried out effectively is due to the financial limit. Thank to the ‘Persatuan Hunafa’ for at least plays the community role and minimize the school burden in controlling the students.

K- Knowledge based approaches.

Every department in SMKSI conduct their internal activity such as environmental week, science exhibition, social science week and etc. Through these activities, they provide the students with the extra information and knowledge outside the class. This activities can stimulates student interest in learning, and make them filling their time with school project rather than wasting it.

L- Log book

Every class in SMK Sri Istana is provided with a log book. The log book is the second attendance book to prevent absenteeism and truancy. Every teacher need to sign in the log book as they enter the class according to their period. At the log book, there were three column; name of the teacher, subject taught, activity in class/topic, attendance, condition of the class, signature and remarks. In the ‘remarks’ column, the teacher need to write any problem occurs during the teaching and learning process. This log book is mean to control the behavior of the students and top prevent truancy.

The log book is then submitted to the Senior Assistant 1 (HEA) for further action.

M- Meeting and discussion

Principal of SMKSI always remind the teachers that; “every problem can be solved and we need to sit together and discuss to find the best solution”. She applied the concept in every problem related to the teacher, school management and also to solve the problem among students. She prefers to solve any problem with discussion. She will discuss with the students about their fault, and get the factors behind it. Then she set an agreement with the student to follow. Then, she will discuss the issues with the teacher in the weekly meeting. She explain her approaches and seek for other suggestion from other teachers. For the big cases, she will call the parent and set a talk for the benefit of their son.

From my observation, not all the teacher agrees with her approaches at first. But, as the time pass, most of the teacher accept her approaches and give their full support and cooperation. I can see that this psychological approach is better than aggressive physical punishment.

N- A new student who comes from other school will be watched closely by the teacher to prevent him from contributing new problem in the school.

O- Other relevance parties (Security officer, canteen contractor)

Security officer and canteen operator also plays their role in controlling student’s discipline. In one cases, I saw the security guard refuse to open the main gate for the students to go out in school hour. This shows that the school security guard also plays their important role in controlling student’s discipline.

For the canteen operator, they refused to sell food if the students come not in the recess time. They also take initiative to hang up positive poster in the canteen to promote healthy school environment. These phenomenon shows me that the discipline problem is not only responsibility of the parents and the teacher, but it also the responsibility of other parties.

P- Parent and teacher association (PTA/ PIBG)

PTA in SMKSI was established to help the school organization especially in terms of financial. This is to enhance the academic, co-curriculum, discipline and attitude development. In addition, the PTA also helps the school administration to find solution to whatever problems regarding the children. The PTA also aids the school especially the facilities and necessities to produce a more conducive school environment. PTA in SMKSI helps to run programs or projects (academic and co-curricular) and look for extra funding.

The PTA and the school management share a strong link/bond as to update the parents with their children’s achievement and report. Thus, there will be at least one or two members from the PTA (parents) who attend the weekly staff meeting on every Thursday (12.30-1.15pm). This is to ensure that the parents get the update of school’s activities and any relevant matters regarding the field of interest. Among other roles for PTA in SMKSI are:

· To activate the PTA meeting regularly,

· To use the PTA as a resource, and

· To encourage parents to come to school, discussing children’s academic and discipline matters with teachers.

The chart above is the organization chart of the PTA SMK Sri Istana. From my observation, PTA plays their role in the discipline issues in the school. But they only can give support to the school in the term of fund, support school program, and give cooperation if asked to do so. The limitation of PTA role is due to lack of awareness among the parents to their responsibility to work with the school and not burden the disciplinary task to the school only.

During my observation, there were some cases the parents come to school to take their own action on the student if their son is being bullied. There were two cases happened in front of my eyes. The first incident, a mother come to school and scolding a student who is accused to bully her daughter. The second incident, a brother comes to school to defend his sister from being slap by a boy. This is not the exact way to solve the problem; they should refer to the school teacher and not put the law aside. Educate the parents to be discipline is a must to make sure their son also being discipline.

Q- Quality of teacher

Teacher plays an important role in this discipline issues. There were significant relationships between classroom management and students discipline. The relationship is shown as below:

Effective classroom management is needed to make teaching and learning activity become systematic and effective. The conducive environment can only be achieved if the students follow the school rules and follow the teacher’s instruction.

During my practicum, I caught some of the students who loitering at the toilet during class hour. When I asked them, why they do not enter the class, they answered “cikgu tu ajar boring la….subjek ni sahaja saya ponteng. Subjek lain saya masuk kelas”

In order to solve this problem, teacher must realized that their teaching process also influence the discipline problem. SMK Sri Istana conducts in-house training for the teacher to make sure the teaching process going effectively. LADAP or ‘Latihan Dalam Perkhidmatan’ is one of the courses that compulsory for the teacher to enhance their teaching credibility. The following table shows the LADAP schedule on 2009:

Program	Date	Notes
LADAP I	18 July 2009	Effective communication skill
LADAP II	25 July 2009	School Management

R- Reward and punishment strategy to comply with B.F Skinner ideas.

S- Sports and tournament approaches to built the students self confident and control their discipline.

T- All teachers and administrative staff play their respective role and support the school initiatives.

U- ‘Unit Bimbingan dan Kaunseling’ approaches

Counselors in ‘Unit bimbingan dan kaunseling (UBK)’ are the referral person in every students discipline problem faced by the teacher. UBK also responsible to manage the program related to the student development and discipline awareness.

V- Vandalism

Vandalism is one of the discipline issues in school. In SMK Sri Istana, only one toilet open for the students and the teacher’s toilet need to be lock. This is to control vandalism and to prevent waste in the water supply. During my practicum, the first week, there were no doors for each cubical, due to the vandalism. In the fourth week, the water supply being suspended by the principal. This is because the 2 week aged tab pipe was destroyed by the students. There was no water for the one week. To solve this problem, principal give one week trial and warn the students in the assembly that, “the toilet will never get watered if the vandalism did not stop”. Thank God, now the toilet can be used without any problem.

There were many cases regarding the vandalism of school facilities. In some cases, principal put the responsibility to the class teacher to control the facilities in their classroom. The teachers have to fill in inventory form and each facility was labeled according to the student (user). They also responsible to other facilities in their class such as white board, projector, notice board, lamp, fan and etc.

W- Watch and alert

Weekly meeting for teacher in SMK Sri Istana is conducted every Thursday 12.30 to 2.10 pm. During this meeting, every aspect of the school management, teacher’s activities and student’s issues is being discussed. During my practicum, the principal remind the entire teacher to alert with any problem related with their students. She reminds that all of the problem can be solved, but teacher must help them in solving their problem.

She also notifies the current discipline problems and the action taken by school to solve the problem. She always reminds the teacher to help her watching some students and give report on their attitude because the student had made an agreement with her. By doing this, all of the teacher will keep their eye on the specific student in that week.

X- X-ray (monthly spot check)

SMK Sri Istana conducts weekly assembly from 7.20am to 8.10am. But, the exact time for the assembly is being extended until 8.20am for informal briefing and spot check. The weekly spot check is aimed to control the minor mistake such as long hair, bread, did not wear school uniform, incomplete school uniform, wearing any jeweler and other ‘Type C fault’ (Mok Soon Sang, 2009). Discipline teacher and teacher on duty is responsible for this weekly spot check. The prefect also plays their role to check the students.

Once a month, SMKSI will conduct a spot check from class to class. This operation did not involve the student prefect and the operation is done within the class time. The results of this operation include cigarette, mobile phone, game player, VCD, magazines, and etc. Conducting the spot check can be an effective way to control the discipline problem among students.

Y- Youth psychology

Every approaches taken by school to control the discipline problem is based on the psychological theory. The teachers need to master the theory and apply the best theory according to the background of the students and the problems. In SMK Sri Istana, the counselor will help the teacher to find the best approach to apply. The school management also invite speakers to broaden teachers perspective about psychological approaches in solving the problem.

Z- Zero discipline problem

Zero discipline problems were the ideal school environment. It is impossible to get it because the factors that contribute to the problems is come from many aspect; students, parents, teachers, environment, society and etc. The best way we can do is to control the students discipline in whatever method that we have faith to the successfulness.

Conclusion

The A to Z initiative of SMK Sri Istana in solving the discipline issues is based on writer’s opinion and experience during conducting practicum training in the school. This is not a complete write-up to explain every initiative taken by the school management to solve the discipline problem. There was many more initiative taken by the committed school management. The important thing to be expressed in this writing is, every problem can be solved and there was not only by a single method. Various alternative can be done as long as every parties plays their roles. In SMKSI, they can have more than A to Z initiatives, but the important keys is the responsibility and cooperation from all parties.

Refferences

Badrunsham Dahalan, Menangani isu disiplin pelajar, Majalah Pendidik, (Bil 37/Jun 2007),, Widad Publication Sdn bhd

Dr Hasani Dali, 5 langkah bentuk ketegasan disiplin, Majalah Pendidik, (Bil 51/Ogos 2008), Widad Publication Sdn bhd

Ramlan Hamzah, Lily mastura harun (2006).Panduan Ulangkaji Bimbingan dan kaunseling untuk Prasarjana Muda dan KPLI, Kumpulan Budiman Sdn Bhd.

Mok Soon Sang (2009).Teks komprehensif PTK:Bahagian II: Khusus/ fungsional Pengajaran dan pembelajaran (P&P), Penerbitan Multimedia Sdn Bhd.

Appendices

a day without gravity

2010-04-03T08:45:00.000-07:00

A DAY WITHOUT GRAVITY :

AN EDUCATIONAL TRIP TO SUNWAY LAGOON THEMEPARK

SCE 553:

Creativity and Creative Teaching in Science

PREPARED BY:

HAIRUL ANUAR BIN SOBIKIN 2006825903 ED227U8A

SUBMITTED TO:

DR BEH KIAN LIM

A DAY WITHOUT GRAVITY

SUNWAY LAGOON

Sunway lagoon is a famous theme park in Malaysia. It is located in the Bandar Sunway, Petaling Jaya about 45 minutes from UiTM Shah Alam. It is the first fully-integrated theme resort including a 5-Star hotel, a grand shopping mall, and other facilities. Sunway Lagoon is officially opened on April 29, 1993 by Prime Minister YAB Dato’ Seri Dr Mahathir Mohamed. It is now 16 years old, and the numbers of the visitors are increasing every year. Sunway lagoon is not only a favorite park for Malaysian, but it also receives a large number of foreign visitors especially from the Middle East.

This 80 acre theme park is separated into 6 major themed lands. Each land shows their own exciting attractions in term of activities and amazing landscape. The themes were listed below:

THEME 1: Extreme Park

THEME 2: Sunway Wild Life

THEME 3: World of Adventure

THEME 4: Wild Wild West

THEME 5: Waters of Africa

THEME 6: Sunway Surf Beach

Mr Duck: Mascott of Sunway lagoon

THEME 1: Extreme Park

1. Paintball Shooting Range

2. Wall Climbing

3. Air Terrain vehicle

4. Paintball War Zone

5. Kayaking

6. Jet boat

7. Swan ride

8. Flying Fox

The activities in this extreme park are the same as the ordinary extreme park. I had experience the Paintball shooting, wall climbing, kayaking, and using flying fox. Thus, the extreme park in the Sunway lagoon did not get my attention.

My suggestion to people who want to experience those activities is: you better go to the ordinary extreme park. This is because the facilities in the Sunway Lagoon are not great as compared to the other specialized extreme park. In Shah Alam, the best park is at Section 13, near the Shah Alam Stadium. In addition, the fee for this park is lower compared to the Sunway Lagoon ticket.

THEME 2: Sunway Wild Life

1. Rimba

2. Village

3. Aviary

4. Jungle trail

5. Big Cat Walk

6. Pet village

7. Wildlife Theatre

8. Elephant Walk

Study biology make me interested to enter the Sunway Wild Park. But the ticket not allowed us to do so. I just observe the beautiful of the creatures through the several cage at the main enterance. Most of us were focusing on the adventorous activity and none of us enter this Sunway Wild Life. In addition, we had been go to the field trip for ecology and biodiversity subject at the previous semester.

The only wild life that I can observe closely is the Malayan Tiger. The cage is about 50 meter square and completed with the artificial waterfall, river and jetty. Unfortunately, I feel that the tiger is mingling around the cage in a very unhappy and not comfortable with their condition. Their cage is big , but it is not the same as the real place for them to live.

THEME 3: World of Adventure

1. Wagon Wheel

2. Fun Fair

3. Lost City Of Gold

4. Tiger Adventure

5. Pirate’s revenge

6. Apache Pots The cave

7. Pedestrian Suspension bridge

8. Tomahawk

In this World of Adventure, I can find myself in euphoria state. Yes, I am very excited riding the “Lost of Gold”, “Pirates Revenge”, “Apache Pots of the Cave” and the ”Tomahawk”. The first activity is pirates Revenge. I did not scream loudly because I already bear in mind in what will happen to me. I am the second group riding the “pirates Revenge”. If I am the first group, I think I will scream louder than everyone. Here I found that mental preparation and setting is more important. I can control my level of excitement and prevent myself to scream loud. Although in the “pirates Revenge” is my first experience to G-Force, but for me I got other values: about the mind setting.

For the second activity, “Lost of Gold” train which I never know what will happen to me strengthen my previous hypothesis. In the beginning, the train looks not dangerous, but in the middle of the journey I found my expectation is wrong. the railways is 90 degree and now I really express my very loud scream. Unexpected scream comes out naturally. In this train, I found that my hypothesis about mind power is right. Opss, there is no right or wrong in science. I only can say “For the time being, my hypothesis is right until I found some evidence to reject the hypothesis”. Now I understand the “Natural of Science “subject that being thought by Dr Beh in the First semester.

The tomahawk machine is the 360 degree rotation killing machine. I am so excited to feel the rotation, and I found it is so scary. I really excited and feel the “free fall” phenomenon here. This is because; the safety belt is not tight for me. At the top of the rotation, I found myself unlocked. I was falling down for 5 inch. And my heart start to boom-bang-boom-bang and it was the very unforgettable incident. This “Tomahawk” warn me about my bad behavior “driving without safety belt”. Now I realized, going for the trip not only teach me about gravity, but also about other aspect in my life.

From left: View from the top of ‘Wgoon Wheel” and the “Apache Pots” spinning to gives G-Force experience.

From Left: Very long 2 KM “Pedestrian Suspension Walk” and “Tomahawk” giant machine which rotate 360 degree without insane.

THEME 4: Wild Wild West

1. Vultures

2. Bufallo Bill

3. Coaster Niagara Falls Flume Ride

4. Chief Crazy Horse Carousel

5. Colorado Splash

6. Butch Cassidy trail

7. Grand Canyon River Rapids

8. Alamo (Game Archade)

Riding “Grand Canyon River Rapids” allows me to feel the “ancient log transport” through the specially 80 degree artificial river. There was no machine and no need to paddle to move the log along the track. The only power that moves the log is the water. I am so impressed to know the power of the water can move the heavy material without any help. Now I understand the effectiveness of trafficking the log through the river.

The power of water moves the “Grand Canyon River Rapids” and rotating “Buffalo Bills”

THEME 5 : Waters of Africa

1. Zulu Walk

2. Cameroon Climb

3. African Phytom

4. Tube Slides

5. Splash down Dock

6. Congo Challenge

7. Kalahari Kids

8. Little Zimbabwe

9. Lake kariba

10. Mall Cove

11. Wave Pool

12. Wave pool stage

13. Voodoo Adventure

14. Zamboal River

15. Victoria Falls

16. Harbor Deck

THEME 6: Sunway Surf Beach

1. Body Wash area

2. Promonade

3. Surt Beach

4. Pergolas

5. Island

6. Surf Deck

7. Surf Deck

8. Gang Slide

9. Volcano

I am not interested with both “Waters of Africa” and “Sunway Surf Beach”. Again , I would like to advise better places for Beach Surfing. The Natural Beach, Pantai Lidor, Port Dickson, Pantai Klebang, Pulau Pangkor and lots more natural beach in Malaysia is better than this artificial beach. I just walk alongside the Sunway Surf Beach to see the foreigner especially from Arabic country playing with their family. I think they only interested with the water compared to me, who only interested to the giant anti Gravity machine.

Here I meet a family from Yemen. Talking to foreigner using my bad English is so embarrassing. They are in vacation, summer school break which take about 2 weeks. Their children were very independent and I found they are very happy in this theme park. I guess in their country, there is no theme park like the Sunway Lagoon in Malaysia. I am very satisfied with the meeting and my new international friends are so rich with smiling. I come to Sunway to find “Gravity-in-action” and get extra bonus “new Friend from Yemen”. This is a very nice study trip.

FISH SPA

Fish Spa is not related with the gravity, and most of my friends did not take seriously into this activity. But for me, as a biology student, this small fish really attract my attention. When we put our foot inside the fish tank, the small fish rush towards our foot to “eat” the dirt and sucking our tiny foot hair. The fish is small, so it seems to be not dangerous to our foot. But they are too many and makes the therapy full of laugh for those who never tried this theraphy.

The therapy is relaxing and the fish ‘massage’ the foot without any problem. The most interesting part is when we look at the tiny fish surrounding the foot happily and actively without any problem. It is so relaxing and amazing. Since the fee for this theraphy is too expensive, I cannot let the fish to ‘kiss’ my foot. But I enjoyed sitting about an hour at the tank and watching the foreigner experience this wonderful activity.

THE ACCELEROMETER

The picture show a sample of a handmade accelerator. The accelerometer is subject to two force: gravitational force and ground reaction force.This accelerometer is made by a plastic Malaysia Flag, a smooth spring, a pendulum ball and cellophone tape. The cost to make this accelerometer is less than RM 5.00.

The accelerometer is used to measure the G-Force along the verticle axis. Below is the reading of accelerometer from some of the activity in the Sunway lagoon:

Activity	Accelerometer reading
“Lost of Gold”, and	-1
“Pirates Revenge”,	Free fall
“Apache Pots of the Cave”	-1
”Tomahawk”.	-3
“Buffalo Bills”	-1

Since the accelerometer is a handmade accelerometer, the reading is not accurate. But I can really understand the concept of G-Force after get the reading and experience the activity. I had ride the Tomahawk, Niagara Falls, Pirate revenge, and Lost City of Gold and I really enjoyed experience the G-Force +2 from these wonderful ride. The result above is taken from Physics education group because my group’s accelerometer is not functioning well during the wonderful day.

THE IMPORTANT OF GRAVITY

What is gravity? Gravity is an invisible pulling force between two objects. Gravity can be found between everything and everywhere on earth, stars and spaces. Although gravity is in space and keeps our planet and all others in orbit, people in space do not always feel the effects of gravity and can float around.

Gravity was discovered 3 centuries ago by a mathematician and physicist named Sir Isaac Newton. He discovered that there is a specific force that is required to change the speed or direction of something that is moving and it is the same forces that cause apples to fall from trees.

The amount of gravity that an object has depends on a three things: the place, the mass and the distance. The amount of gravity varies from place to place on earth. The mass of the objects also affects the amount of the gravity. The bigger the object mass the more gravity it will have. Another factor that affects the gravity is the distance between the two objects. The closer they are, the stronger the gravity will be.

Gravity is important in our daily life. Gravity brings us back down to the ground when we jump. It stops us from floating into space. Gravity keeps other object in order, keeps the earth on the orbit, keeps the earth near enough to the sun and not freezing, gravity keeps water, atmosphere, and other earth inhabitant to be in their places and pulls the rain down to the earth and watering the plants. Gravity also allows material separated according to their densities. All of these phenomenons are will never happened without gravity. Gravity makes our life easier.

A DAY WITHOUT GRAVITY

Human still can life without gravity. The basic thing to human is water, oxygen and nutrients. As long as these three elements can be provided, human still can life without gravity. The first thing to happen to human if gravity is “lost” is we will float like the astronaut in the space.

Humans are created to adapt for life in earth can handle the constant force that gravity applies to the body. The thickness of the bones and the muscles is adapted and related to the gravity. Blood pressure and circulation also need gravity to circulate throughout the body. Living without gravity for a long time would affect human body. NASA claimed that the effect of living in microgravity can take years to recover from. Astronaut will lose muscle and bone mass very quickly and it takes years to replenish.

Brain will naturally degenerate other unnecessary muscle, hormone and other biological element if we not use it for the long time. That is the basic principle to explain the effect of living without gravity to human. Human can live without gravity, but God creates human as the best creature to adapt with the gravity in the earth. Without gravity, human will suffer with biological and physical effect.

CAN LIFE EXIST WITHOUT GRAVITY

Gravity is everywhere in the universe and every molecule produce its own gravity. The statement provides a simple hypothesis: a universe without gravity does not exist. Even in the space, the astronaut still bounded with gravity but in very small amount of gravity and sometimes considered as zero gravity.

In the term of existence of living thing, the stars, planets, atmosphere and other system will not exist in the present condition. It will be a cloud of dust in the universe. The orbit of each planet is due to gravity. Earth located exactly not too far and not too near with the sun. It enable life exist and not freezing. The source of energy in the universe is the sun and it’s really required the gravity to work. Without sun, there will be no source of energy and no energy means no life can exist.

Theoretically, without the gravity, the universe cannot form and there is no source of energy. Thus life cannot exist.

CONCLUSION

Teaching science in the theme park is a wonderful approach. The teacher needs to explain the basic science concept before the trip and let the students experience the concept independently. The student will able to see, touch, hear, and then think to relate about the theory in the class with their real experience. Student will also able to correlate the trip with other subject in school, develop soft skills, enhance communication skills and the important thing is they able to learn many new things in interesting way. At the same time, they can relief their stress in an educated way.

Going to Sunway Lagoon not only give me a wonderful weekend, but also teach me about the physics (gravity, G-force, centrifugal force), biology (human adaptation to gravity, hormone, biodiversity and human brain), mathematic (equation, curve and theorem), communication skills (meeting a new international friends), management (the security, the wrist tag) and entrepreneurship (the unexpected expensive food stall). I will never forget this wonderful trip.

*this article was uploaded in my blog www.ed227.blogspot.com

REFFERENCES

The forces of nature - Google Books

http://books.google.com.my/books?id=oww5AAAAIAAJ&printsec=frontcover&source=gbs_v2_summary_r&cad=0#v=onepage&q=&f=false

NASA - Astrobiology - Latest News

http://astrobiology.arc.nasa.gov/news/expandnews.cfm?id=988

NASA

http://health.knowledgedd.com/exercise/life-in-space-living-on-the-iss/

Yahoo! Answers - What would Life be like without Gravity

http://malaysia.answers.yahoo.com/question/index;_ylt=AuKv_EPQSskeukjT4TZBiXDhQAx.;_ylv=3?qid=20090517235622AANEFcR

Life Without Gravity. -- Britannica Online Encyclopedia

http://www.britannica.com/bps/additionalcontent/18/36335204/Life-Without-Gravity

Yahoo! Answers - Can life exist without gravity My physics teacher asked this question today, and we disagreed on the answer

http://malaysia.answers.yahoo.com/question/index;_ylt=An3SoVwCA9pXoDikkAkc09zhQAx.;_ylv=3?qid=1006051621689

Would humans survive on earth without gravity - Yahoo! Answers

http://answers.yahoo.com/question/index?qid=20081103101224AA2AUwN

What would daily life be like without gravity - Yahoo! Answers

http://answers.yahoo.com/question/index?qid=20081206124156AAbMAoZ

http://wiki.answers.com/Q/What_would_life_be_like_without_gravity

What would happen if gravity became non-existant in the Universe

http://hubpages.com/forum/topic/4526?page=1

gravity for children

http://ellerbruch.nmu.edu/classes/cs255f03/cs255students/jedens/p4/factpg4.html

life without gravity

http://www.selfgrowth.com/articles/life_without_gravity

sunway lagoon map

http://www.visit-malaysia.com/images/themepark-img-sunway-map.jpg

Web 2.0 Social Spaces and Techno-pedagogical Skills in Pre-service teacher

2010-03-30T03:10:00.000-07:00

Web 2.0 Social Spaces and Techno-pedagogical Skills in Pre-service teacher

Web 2.0 Application by definition is an Architecture of Participation built on the World Wide Web (Richard Monson-Haefel). Web 2.0 is a term describing changing trends in the use of World Wide Web technology and Web design that aims to enhance creativity, information sharing, and collaboration among users. It led to the development and evolution of Web-based communities and hosted services such as social networking sites, video sharing sites, wikis, blog etc (Wikipedia). Increasingly,Web 2.0 has become a topic that dominates discussions related to advances in the Internet. Some suggest that Web 2.0 is a transformed and more advances in the Internet. Others appear critical, but only incremental of Web 2.0 and argue that there is no such thing progression of the Internet to a new level enabled by growth in capabilities of software and hardware technologies. For them, Web 2.0 is meaningless “buzz” word (Daniel Churchill, 2007). In any case, it appears that Web 2.0 is at least a metaphor that signifies the number of novel technologies possibilities that have emerged on the Internet, mostly since the dot-com bubble deflation in 2001. These novel applications under Web 2.0 constitute advances in number of ways from the traditionally predominant uses of the internet as an information-delivery channel.

Web 2.0 Application often enables users not only to consume but also to create information and contribute to the sites by publishing content. In this context, Web 2.0 is also referred as to “read-write web” (Gillmor, 2004; Richardson, 2006), while a blog is best described as Web-based publication system that allows an ordinary Internet user to create a Web page consisting of periodical articles (Wikipedia). In general, no sophisticated technical skills are required to create a blog. The final web page can contain text, graphics, animations and other media and provide links to other sites. The general web community or selected group of individuals can read this Web page and add their comments to the articles. As a part from standard text-based blogs, there are other blogs such as linkblogs ( a collection of links maintained by an individual) and a moblogs (blogging with content posted from mobile devices. A blogger is someone who has a personalblog and provides periodical posts, while the blogsphere is the community of bloggers.

Wiki is also a Web-based publication system, which differs from blogs in that it supports an ordinary internet user to participate in collective publishing activities to produce internet-based informational resources. The best known collection of informational resources developed with wiki is Wikipedia (Wikipedia). Articles in Wikipedia are written by individuals interested in particular topics. Once article is initiated and written in its first version by someone, others are able to edit it and upgrade its content. The system keeps the history of versions of the article, and there might also be some accompanied discussions about the credibility and accuracy of its content.

The widespread of Web 2.0

A number of innovative web 2.0 applications that have come to notice through the last couple years have been shown to be possibly some of the most socially engaging phenomena in human history. Information from major new sources suggests that currently millions of people across the world visit Web 2.0 sites. These digital end citizens (Katz, 1997) provide their contribution in forms such as multimedia content, blogs, comments and tags that develop new partnership and discover new knowledge from a pool of collective intelligence existing in these environments.

For example some major new sources report that the You Tube digital video repository, which emerged just over a year ago, attracts more than 25 millions hits a day (Hardy, 2006). It was declared as the invention of the year for 2006. Ordinary internet users have uploaded over 40 millions unique video clips to this site and regularly comment upon, rank, tag and recommended these resources. You Tube was initially set up by three individuals who used their credit card funds as start-up capital where it was acquired late in 2006 by Google in a deal valued at US$1.6 Billion. Similarly, the social networking site My Space reportedly has over US$90 millions members (BBC News, 2006). News Corp acquired it early in 2006 from its original founders, intermix media, for almost US$600 Millions. Google has committed US$900 Millions to My Space for integrating their search engine in its environment.

Wikipedia is another Web 2.0 phenomenon, housing over 5 million articles in over 100 languages (Wikipedia, 2006) and it is believe to increase rapidly over years. It has become one of the world’s most visited Websites, with millions of hits and thousands of edit and new articles per day (Giles, 2005). Finally, blogs demand mention. Reportedly, blogs have contributed to the enormous growth of internet sites over the last few years. The Web 2.0 site technocrat tracks to be monitoring around logs, and claims to be monitoring around 60 million (Technoratti, 2006) although there are many more on the internet. As many as 75,000 blogs are created everyday, and bloggers (Reynolds, 2006) calls them an army of irregulars – add over 50,000 updates every hour. Reportedly, 8 millions Americans have created a blog (BBC News, 2005), while it predicted in 2006 that by now (2007) there would be up to 60 million bloggers just in China (Reuters, 2006).

Web 2.0 Social Spaces

Web 2.0 Applications are usually about engaging people in collective activities in a social space where they, for example, converse, exchange resources and ideas or simply have some fun. Examples of web 2.0 social spaces are MySpace and Facebook. It is often suggested than in Web 2.0, individuals benefit from “harnessing the collective inelligence” of communities (O’Reilly, 2005).

In Web 2.0 Social Spaces, individuals can create, manage, and publish information and resources that they want others to access. This might include blogs, information about favorite’s activities, movies, and bands or images and audio or video clips. Members of such spaces usually identify and connect with other individuals and form sub-communities of interest (Daniel Churchill, 2007). Typically a member has his or her Web page with resources and other content that includes information about friends, with links to their spaces. By visiting a friend’s space, other member can discover “friends of a friend” and expand their network by adding some of these to their spaces.

Resources sharing and referencing system are another powerful for of Web 2.0 Social Spaces. Examples are YouTube (for sharing video), del. icio. us (for referencing websites), Flickr (for sharing image), Napster (for sharing music), and CiteUlike (for referencing of academic articles). However, these systems are not just about sharing resources and referencing. Usually, such system allows users to add a resource and through this process also to create their own tags or label descriptive of that resources.

This system also allows individuals to add comments, provide recommendations, and assign a number of stars to the resource indicating its value in some way. These tags and other information surrounding the resource then become useful to others to dig through when searching for resources. Others can locate resources that are tagged with a particular tag, filter out resources that are evaluated with five or fewer stars, or explore resources provided by a particular person. In addition, such websites usually track tags used, including the number of times they were used, and plot this information into a “cloud” of tags which are clickable and linked to resources that use them (Daniel Churchill, 2007). This internet-based information retrieval methodology is referred to by the Web 2.0 community as “folksonomy”.

In such systems we are also able to access recommendations from the crowd about a resource, explore how the majority values the resource, and by examining tags used by the community to describe that resource, and explore the collective perception of it. It is often said that much information retrieval is amplified by the collective activities of all users of the system, and such environment are spoken of places where individuals can harness the “wisdom of crowds” (Suriowecki, 2005). These systems often allow individuals to subscribe for information, such as when a particular resource that is marked with a particular tag has been added to the collection.

Education and Web 2.0

Although right now it is not clear why Web 2.0 attracts such a higher number of ordinary internet users, fully understanding why people behave as they do is a classical challenge for social sciences. One thing is certain based on the enormous numbers of Web 2.0 Internet users: A large number of students will be coming to our classes with understandings and expectations of technologies aligned with Web 2.0. These understanding and expectations will reflect the world and technology as they know it. In education, we are somehow stuck with a more rigid culture that often results in our being reluctant or slow in adapting (Daniel Churchill, 2007).

In education, we can learn from Web 2.0 to design a technology-integration strategy that leads to pedagogically more productive engagements meeting the profiles of our students, and being otherwise relevant to the world. Web 2.0 is often seen as a “paradigm shift” to a new level of human understanding and expectations of the Internet and associated technologies (Daniel Churchill, 2007). An indicator that something is already moving on out there is the emergence of terms such as E-learning”. This shows that the educations nowadays is moving towards and using the most up-to-date technologies to enhance the process of learning.

In education, we can explore the benefits of a social space that supports the sharing of resources for teachers. In Web 2.0 Social Spaces, the system will allow teachers to share, catalog, and reuse digital resources. Surrounding this repository will be a social space. A repository based on Web 2.0 ideas should be in many ways different form and conceptually more advanced than learning object repositories currently promoted (Merlot, 2008). The sharing of resources is not the primary purpose for the existence of a digital repository and social space. Resources are a kind of “carrot on a stick” to bring teachers into a community that is willing to co-exist and contribute (Daniel Churchill, 2007).

The main idea of this system is the social space, where teacher benefit from harnessing the ideas and activities of colleagues. Through discovery of useful pedagogical ideas, sharing of experiences, recommendations, and ranking of resources, and digging through tags and other methods of “community plumbing” within this space, the teacher would contribute and develop their own knowledge and pedagogical expertise, while increasing the base of available resources at their disposal (Merlot, 2008). In this context, the system might serve as a novel and powerful collective intervention strategy, leading to the advancement of teaching and learning.

In education, unless we give serious attention to Web 2.0 development, we could be encountering students who have expectations that are incompatible with our own thinking and the ways we integrate technology into our pedagogical practices. It is also a danger that unless we accommodate Web 2.0 developments in our teaching, we might find ourselves producing students unable to function in the Web 2.0 literate world outside. We need to explore possible implications of Web 2.0 and mobilize resources to research and test applications of these technologies in teaching and learning (Daniel Churchill, 2007).

Techno-pedagogical skills and Techno-pedagogical Exploration

We define technology exposure as something far more than just having students develop skills in particular technology. Technology exposure includes all of the following: integration methods, lab protocol, developing technology skills, and learning how to gather tutorials and learning materials from the internet. Virtual field trips would be an effective method to assist in exposing pre-service teachers to real-life or real-classroom technology integration. Virtual field trip has the potential to target two major areas of common concern in teacher technology preparation. First, they assist in addressing what the best practices are for preparing students to work in a computer lab.

Many of the pre-service teachers were unaware of the basic classroom issues of working with technology. As a result, the virtual field’s trip raises questions for current and future consideration: How do I teach in a lab? What is the best way to structure a lab? How can I facilitate collaborative inquiry in lab? The virtual field trip also has the potential to have students see both exemplary and questionable practices and critically reflect on various applications of technology in classroom. This leads to the second major benefit of virtual field trips by having pre-service teachers develop critical reflection skills (Alain Breuleux & Pat Baker. 1999). Learning to question what is happening when they see technology being used in the virtual trip classroom environments forces pre-service teacher to engage in active, critical, and collaborative reflection.

The example of publishing student work will provide with multiple opportunities to learn new web techniques from advanced students in the classes. Richard (2003) posited that, “I rarely hold a class these days without having students writes a technology autobiography early in the term. I find, consistently, that some students enter the course with, what I would call, advanced literacy skills related to web development. These skills and their access to advanced software and hardware allow them to manipulate and incorporate images, animations, audio, and video clips and place them artfully onto web pages. Or they may have programming skills that allow them to create interactive surveys through which the class might gather information from online visitors.”

Students usually remain open to valuing their new literacy skills, therefore there is no reason why, together, can’t explore and access these new technologies critically. Richard (2003) posited that ‘I usually require that these technically advanced students not only produce materials, interfaces, or media for the class, but also demonstrate how they created these products for the class and show us where other students (and I!) can go to acquire the skill they posses. As a group, we spend time analyzing the rhetorical effectiveness of their web development. How sustainable it is? Who benefits and who excluded from using this new media?

Students can become experts in the class and enhance their techno-pedagogical skills when they learnt by time about next generation web tools and where to go to learn more through Web-based technology exploration. As Richard (2003) stated on his research, “It is difficult for me to keep up with the film and conversation threads in real time. For most students however, it seems to be much less of an issue. They watch the film (It is best to choose one that students have already seen), make observations, talk about others perceptions and relate personal experiences all at once. In essence they are exploring a media experience that is largely beyond their teacher’s ability”.

Building Techno-pedagogical Skills in Pre-service Teacher

Learning and teaching with technology is hard, it can be overwhelming, and the field is always changing (Jacobsen, Clifford, and Friesen 2001). Although pre-service teachers do have a degree of knowledge with regard to Information and Communication Technologies (ICT’s), but still they have little know-how or techno-pedagogical ability with which to integrate those technologies into their teaching practices (Karsenti, 2001, 35). It is the reason why higher education institute have an eye on developing techno-pedagogical skills in students and it is needed to provide technology integration experiences including selecting and assessing software, hardware, and peripherals as well as approaches to integrative instructional technology for students completing a Bachelor of Education at the University (Alberta, Canada).

Preparing teachers to use technology effectively is a major area of concern for teacher education. Effective technology use includes such activities as linking curriculum outcomes with various technologies, establishing a learning context of discovery and process in the use of technology, collaborating with others both face-to-face and virtually to achieve learning outcomes, stimulating real world environments and assessing outcomes. In turn, faculty modeling of effective technology use has often been emphasized as a key means of illustrating such activities in teaching education programs. “If pre-service teacher education’s is to make a difference in how teachers use technology, then teacher educators must model effective technology use” (Milligan and Robinson, 2000).

While we agree that faculty modeling is necessary, though often absent, component of pre-service teacher preparation, it is only one part of developing techno-pedagogically skilled teachers. We must show pre-service teachers how to learn by outlining what process works for combining technology and pedagogy; they need to be exposed to theory and research on technology in order to develop evidence-based instructional strategies and a conceptual framework for integrating and evaluating technology applications (Corey Hadden, 2005). We have heard the argument that effective technology integration should begin with the curriculum area (such as social studies or science) and move to finding technologies (such as spreadsheets or digital imaging) that are appropriate for the given curriculum. This implies that educators should use technologies to assist in effectively and efficiently achieving curriculum objectives. Hadden (2004) attests that technology is best learned within the contexts of applications- that activities, project and problems that replicate real-life situations are among the most effective approaches for learning technology.

It outlines an approach that encourages pre-service teachers to develop both techno-pedagogical skills and reflective practitioner skills (Corey Hadden, 2005). This process includes exploring features of various technologies, identifying the appropriateness of using various technologies in teaching and learning, and devising methods to infuse these technologies into their teaching and learning. Lorraine Beaudin (2005) posited that students learnt to be cognizant of the fact that we live in a culture of constant change, a technology may be appropriate today but not tomorrow. This philosophy underpins the programs and encourages students to be reflective in their teaching and learning. As Riel and Baker (2000) state, “the rapid speed of technological development brings new computer mediated tools to the classrooms door each year. Teachers have to make continual decisions about how to best utilize these tools in teaching, learning, and assessment”.

Summary

All uses of technology have a critical edge to them, and as a teacher, they can choose to integrate those edgy moments into classes. Each activity provides learning opportunities for teacher and students during which can thoughtfully explore current changing practices as well as the more traditional, often restrictive, institutional expectations that we all have to live with (Richard, 2005). Web 2.0 Social Spaces can be used as a medium in techno-pedagogical exploration. It can serves as a novel and powerful collective intervention strategy, leading to advancement of teaching and learning (Beaudin L., 2005).

New working contexts require new practices, hence the redefinition of the competence evaluation process, as well as new assessment methods regarding the learning process itself. In order to boost the qualification of teachers and trainers, and educators in general, it is necessary to establish proper contextual learning situations where educators can develop such competences to both learn and mentor their learners, and also peers. This should include new (self-) assessment possibilities, access to relevant information as well as tools for the creation of new content (Volungeviciene and Rutkauskiene, 2006). While Web 2.0 is used in some advanced cases, on the whole, online collaboration and social networking between teacher and student or between students themselves is not yet sufficiently exploited. (Kasperiúniené J., 2007). There are key areas educators should be empowered with to enable them to perform their revised roles as 21st century educators efficiently and effectively. 21st century skills are centred on the development of mentoring and Web 2.0 competences for teaching and learning (Nikolov, 2007; Grodecka, Wild and Kieslinger, 2008). It will not only place them in the 21st century e-skills sphere; it will equally enable them to mentor learners towards their future in a more autonomous, connected and contextual way, while they themselves also develop their own skills and practice.

How far the involvement of students in Web 2.0 Social Space?

2010-03-30T03:07:00.000-07:00

INTERVIEW QUESTIONS

Research question 1

How far the involvement of students in Web 2.0 Social Space?

1) Do you have any social spaces account? How many?
2) Do you participate actively in each social space that you joined?
3) Do you enjoy participating in such spaces like chatroom, post comments etc

Research question 2

What are the effects of usage of Web 2.0?
1) How many hours in a day that you spend in such spaces?
2) Does it affect your study schedule?
3) Do you agree that social spaces helps you associates better among your friends?
4) Do you agree that through this social spaces can enhances your techno-pedagogical skills.

Research question 3

Does Web 2.0 Social Spaces enhance the student’s learning experiences?

1) Do you agree that Social Spaces could be a medium for you to share your knowledge’s with other friends in terms of sharing resources in pedagogical expertise?
2) Have you ever use conference to discuss about academic or doing discussion group? With who?

background for puppet show

2010-03-24T22:09:00.000-07:00

model for puppet show background. the current puppet show conducted last week had a major problem on the background transition. so this is the possible model for the alternative background.

Agrobacterium Tumifacience

2010-03-22T04:48:00.000-07:00

Agrobacterium Tumifacience

Compiled by: Hairul Anuar bin Sobikin

Agrobacterium tumefaciens is a ubiquitous soil borne pathogen responsible for Crown Gall disease , affecting many higher species of plant. The pathogen is a problem for agriculture all over the world. DNA transfer from Agrobacterium tumefaciens to eukaryotic cells is the only known example of interkingdom DNA transfer .

A. tumefaciens is most well known for its ability to integrate a small part of the Ti plasmid into the host plant genome, which causes the plant cells to become cancer cells and produce specific compounds called Opines, which the bacterium utilise as a carbon source. This property means that many textbooks class A. Tumefaciens as a genetic parasite, since the bacterium redirects the metabolic activities of the plant to produce compounds specific to the bacterium. It is this process which gives A. Tumefaciens its potential to be used as a tool for plant transformation.

Agrobacterium tumefaciens is a gram negative, motile, rod shaped bacterium which is non sporing, and is closely related to the N-fixing rhizobium bacteria which form root nodules on leguminous plants. The bacterium is surrounded by a small number of peritricious flagella. Virulent bacteria contain one or more large plasmids, one of which carry the genes for tumor induction and is known as the Ti (tumour inducing) plasmid. The Ti plasmid also contains the genes that determine the host range and the symptoms, which the infection will produce. Without this Ti plasmid, the bacterium is described as being non virulent and will not be able to cause disease on the plant

This organism inhabits the soil in many regions of the world. It often congregates around the roots of plants, trees, and shrubs to take advantage of nutrients which may leak from the root system to sustain it. As long as a plant remains healthy, Agrobacterium tumefaciens should not be a problem, as the surface layers of the roots will keep the bacteria out.

The Agrobacterium injects a plasmid (naked circular DNA) into the host (in this case tomato) cells.

The idea that the cell cycle could be regulated by chemicals was inspired by the relationship between Agrobacterium tumefaciens (a bacterium) and its host plants. An infection with this bacterium caused a rapidly growing tumor to develop in just about any tissue of suitable host species. This fact indicated that the cells of higher plants are totipotent (capable of becoming meristematic...changing its developmental fate). This tumor was a lump of undifferentiated (having no particular fate) cells. Once infected, the lump could be cured of its infection by either heat shock or by antibiotics and the tumor would continue to grow in a tumor form.

The Agrobacterium injects a plasmid (naked circular DNA) into the host (in this case tomato) cells. This plasmid is called the Ti (Tumor inducing) plasmid. This piece of prokaryotic DNA has two segments of DNA called the "left border" and the "right border" with genes in between. These "borders" permit recombination of the genes into the host genome. The genes turn on cytokinin synthesis!

This, in turn results in the development of a "crown gall" tumor on the plant. The fact that the plant can be cured of the bacteria later and the tumor continues to thrive, simply demonstrates that the Ti DNA has become a permanent addition to the host genome. The bacteria may be killed, but the genes remain in the cells.

This realization of course provided the smart researcher with a useful tool for transforming plant cells with foreign DNA. Anytime a scientist wants to insert an engineered gene into a plant cell, the gene simply has to be put between the borders of the Ti plasmid (probably along with an antibiotic resistance gene for selection purposes) and let the Agrobacterium inject the gene into the cells for incorporation in the genome. Of course we are interested in making a transgenic whole plant, so we cut out the cytokinin synthesis gene and replace it with the gene of our research interest. Since the cytokinin over-production genes are absent, the cells can develop into whole transgenic plants (thanks to totipotency of plant cells!). This process is briefly outlined below.

The relative amounts of cytokinins and auxins can regulate the differentiation that can occur from transformed cells. So when it is time to regenerate whole plants from engineered cells, the relative ratio of these two hormones regulates what develops. Here you can see an array of cytokinin concentrations and auxin concentrations on callus growth. The no hormone control is in the lower left corner.

Infection by Agrobacterium Tumefaciens

When a plant is injured, however, it allows the bacteria to enter, setting up an opportunity for the bacteria to colonize and cause crown gall disease. The bacteria themselves are actually not responsible; rather, the tumor is caused by a plasmid produced by the bacteria. This plasmid is known as a tumor inducing (Ti) plasmid, referencing the fact that it carries DNA which will cause tumors to develop. When bacteria are stripped of the Ti plasmid, they are still functional.

For plants infected with Agrobacterium tumefaciens, there may not be much to be done. The plants can be pruned to remove the growth, and measures such as soil sterilization can also help. In some cases, it may be necessary to fully remove plants and their roots and to sterilize the soil to start from scratch. Since it can take several years to bring production up to previous levels, this measure is often avoided, if possible, to cut down on losses caused by infection.

Crown Gall Disease

Crown Gall disease is a common plant pathogen, affecting over 600 types of plants. The disease mostly affects monocotyledonous species, such as woody and herbaceous plants and can be identified by the appearance of tumors or galls of varying size and shape on the lower stem and main roots of the plant. Crown Gall disease can affect many commercially important and valuable crops such as Grapes, Rice and Sugar Beet.

Crown Galls first appear as small, white, soft protrusions, initially found at the base of the plant stem. As the tumors enlarge, the surface takes on a mottled dark brown appearance due to the death and decay of the peripheral cells. The tumor usually appears either as a swelling of the plant tissue, or as a separate mass of tissue close to the plant surface, joined only by a narrow neck of tissue. Tumors can either be soft and spongy and may crumble on touch, or can be hard and appear knobby or knotty. Some tumors can reach up to 30cm in diameter; though 5-10cm is more common. The tumors may rot away in the autumn, only to re-appear again the following spring.

When infected with the bacterium, plants may also become stunted, produce small chlorotic leaves, and are more susceptible to extreme environmental conditions such as winter cold and wind.

Plant disease

Plant disease is currently a major problem facing the developed world. Currently as much as 30% of the yearly total production of food crops is lost due to plant disease. At the current time, there is enough food produced to feed the population, but only just. If the predicted population increase over the next 2-3 decades take place, it will be necessary to increase food production to meet demand. As such a large proportion of crops are lost to plant pathogens each year, there is currently much interest in developing strategies to increase plants natural resistance to pathogenic attack. A. tumefaciens can remain dormant in the soil over winter, and can live saprophytically for many years.

The diagram below gives some of the applications for plant transformation technology.

Usefulness as a gene delivery system

Agrobacterium tumefaciens is seen as such a useful gene delivery system because it is able to carry any gene of interest within the T-complex, and insert the gene into the target plants DNA with a high degree of success. The reason for this is because unlike other mobile genetic elements such as transposons and retroviruses, the T-DNA strand does not encode functions required for movement and integration of the DNA. Therefore the T-DNA strand can be replaced by a gene of interest which will be inserted automatically into the host plant nucleus with a high degree of success and with little human intervention. This process is usually much more efficient than traditional methods of genetic modification. Follow the link below to the Purdue Agricultural Biotechnology Website, to see an animated demonstration of how A. tumefaciens can be used to genetically modify plants.

A. tumefaciens mediated transformation is relatively efficient for many species, and a low copy number of intact, unmonified transgenes are frequently integrated successfully into the plant genome. However, transformation of many crop species has, in the past, been relatively ineficient, although recent advances in transformation technology is set to change that.

There are however a few species of dicotyledonous plants and most species of monocotyledonous which are recalcitrant to transformation by A. tumefaciens. Ke et al. (2001) investigated whether synthesis at a high level of a T-strand DNA intermediate could improve the transformation efficiency of plants. It was found that a mutation in the gene regulator virG & VirGN54D when combined to produce a strain producing high level of T-strand DNA did indeed have a positive effect on the efficiency of transformation.

Despite the many recent developments in the world of plant genetic manipulation, A. tumefaciens still remains a major method of choice for transforming plant cells, despite the development of sophisticated alternative gene transfer methods. Work is still ongoing to try and improve our understanding of the gene transfer mechanism. A number of economically important cereals have now been transformed using A. tumefaciens (Newell, 2000), working alongside other, more traditional gene transfer methods.

Applications of the Technology

Agrobacterium tumefaciens may prove to be the breakthrough needed in order to successfully insert foreign DNA into plant genomes for genetic modification. Bacterial vectors such as Eschericia colihave already been used successfully as vectors in microbiology (Kikkert et al., 1999) ; this same technology can now be applied to the field of botany. Several different plant species have already been successfully transformed, including Lettuce (Curtis, 1995), Rice (Hiei, 1997) and Tomato (Tzfira et al., 2002). This proves that direct gene transfer methods are no longer the only avenue of approach for transforming important crop plants (Newell, 2000). One of the main reasons for favouring transformation by A. tumefaciens is that it allows delivery of a well defined piece of DNA into the plant genome, although the success rate is not 100% (Gheysen et al., 1998). There are however some valid arguments against the validity of A. tumefaciens mediated transformation.

Conclusion

Since the identification of Agrobacterium tumefaciens as the causative agent of Crown Gall disease, the interaction of this species with the host plant has been of great fascination to many botanists. However, it was nut until recently when it was apparant just how useful A. tumefaciens could be as a gene delivery system. During the last 15 years, improvements in biotechnology have come a long way since the realisation that plants can be genetically modified to give desirable phoentypic variations. Now that we are able to make transgenic plants, the main questions facing plant scientists are how to regulate gene expression, how can transformation be made more efficient and consistent, and perhaps most importantly, what are the environmental implications of this technology.

One of the main drawbacks of A. tumefaciens is its inability to effectively transform many monocotyledons, although current research by Ke et al. (2001) suggest that genetically engineered "supervirulent" strains may be effective in transforming many different plant species.
Important problems facing plant transformation which still remain to be solved include regulation of the DNA integration, and achieving the holy grail of plant transformation technology, that is targeted gene disruption and gene replacement by homologous recombination. Recent reports of efficient targeting in Arabidopsis thaliana suggest that this breakthrough is closer than we might think (Gelvin, 1998).
It seems probable that Agrobacterium mediated transfer techniques will soon be extended to other recalcitrant species of commercially important plants as soon as the methodologies are optimized.

http://www.wisegeek.com/what-is-agrobacterium-tumefaciens.htm

http://arabidopsis.info/students/agrobacterium/index.html

http://arabidopsis.info/students/agrobacterium/introduction.html

http://plantphys.info/plant_physiology/cytokinin.shtml

DNA technology

2010-03-22T03:17:00.000-07:00

During the mid 1970s, as the development of new ways of studying DNA led to radically new research approaches, a revolution in the field of biology began. These techniques have had a major impact, and not just in genetic studies. DNA technologies affect a wide range of areas from cell biology and evolution to ethical and societal issues.

In the recombinant DNA technology, researchers splice together DNA from different organisms in the laboratory. The primary goal of this technology is to enable scientist to obtain many copies of any specific DNA segment. The purpose is to study it biochemically. Using recombinant DNA technology, scientist introduces foreign DNA into the cell of microorganisms. Under the right conditions, when a cell divides, this DNA is replicated and transmitted to the daughter cell. In this way, a particular DNA sequence is amplified, or cloned. It is cloned to provide millions of identical copies that are isolated in pure form. Today these methods have been supplemented by extremely valuable technique for the cloning of DNA in vitro.

Safety and ethical questions raised by DNA technology

Early concern about potential dangers associates with recombinant DNA technology focused on the possibility that hazardous new pathogens might be created. Today, most public concern about possible hazards centers not on recombinant microbes but on genetically modified organisms used as food. In common language, a GM organism is one that has acquired by artificial means one or more genes from the same or another species. Salmon for example, have been genetically modified by addition of a more active growth hormone gene. However the majority of the GM organism that contribute to our food supply are not animals, but crop plants.

Some countries have been cautious of the GM revolution. The safety of GM food and possible environmental consequences of growing GM plants being the major concerns. In 1999, for instance, the European Union suspended the introduction of new GM food pending new legislation. Early in 2000, 130 countries agreed on a “Biosafety Protocol” that requires exporters to identify GM organisms present in bulk food shipments. The protocol also required the exporters to allows importing countries to decide whether the products pose environmental or health risks.

Today Governments and regulatory agencies throughout the world are grappling with how to facilitate the use of biotechnology in agriculture, industry and medicine while ensuring that new products and procedures are safe.

In this paper, we are interested to point out the pro and contra regarding to the Genetic Modified Organism especially in the agriculture, industry and medicine products.

this article is submitted to Dr Norrizah for Plant Physiology assignment.

Hairul anuar bin sobikin 2006825903

Smart Fish Feeder

2010-03-21T21:20:00.000-07:00

Introduction

The smart fish feeder is an automatic fish feeder. It will feed the pet every 12 hour automatically. This innovation is the solution for the pet lovers who can happily travelling without worried about their pet to starving.

The component

The main components used for the innovation of the smart fish feeder are a conventional alarm clock and a motor (obtained from the Racing car). A little modification is done to the alarm clock to ensure the motor can be functioning whenever the alarm ringing. Most of the clock component are remain and not changed.

Novelty of this project

Throughout this innovation, student will able to explore the gear concept, electromagnetic concept and electronic circuit concept. In order to modify the circuit in the alarm clock, students have to explore and really understand the component inside the clock before modified it. This step will provide the student an experiential learning and stimulates their creativity. They will understand more on the gear, electromagnetic and circuit lesson if they experience the real and safe exploration. This small scale experience will give major impact on their understanding on the huge scale of the gear in their car, electromagnetic power in power plant, and electrical circuit in their house.

They have to be critically thinks on how to do the modification on the present clock circuit. The thinking strategy in this innovation is based on how to add something on the clock to make it more worthy without disturbing the present conditions. The other thinking strategy applied in this project is on how to combine two elements (toy car and alarm clock) to be one interesting and beneficial “Smart Fish Feeder”

The students also need to instill the scientific noble values to complete their project. Working with the circuit need the students to be patient and focus with their works. The best way to explain the challenge in modified the circuit can be describes by the 1000 trial done by Thomas Edison before successfully invent a light bulb.

The theories related in this project are:
The gear theory
The electromagnetic theory
The electrical circuit

this article is submitted for ED227 SCE553- using Toy In Science Teaching
Hairul anuar bin sobikin 2006825903

other picture related to our group presentation:

www.anwaruitm.blogspot.com

related sites :

http://www.aquariumlife.net/

Lions for lambs

2010-03-13T06:07:00.000-08:00

this assignment is submitted for EDU646-current issues in education (movie critique)

Prepared by Hairul Anuar Bin Sobikin
Submitted to Pn Sharifah Muzlia Binti Syed Mustafa
Feb 2010

"OPEN FOR COMMENT AND CRITIQUE-TQ"

Introduction

Lions for lambs is written by Matthew Michael Carnahan , directed by prolific Robert Redford and starring by charismatic actors Tom Cruise and Meryl Streep. Robert Redford also plays as Professor Stephen Malley, a Vietnam veterans, radical activist and a well known academician. Tom Cruise act as Senator Jasper Irving, an ambitious congressman who is trying to sell a new plan of action for the war on terror to a reporter Janine Roth starred by Meryl Streep. Andrew Garfield act as Todd Hayes, a potentially gifted college student who is no longer goal-directed as he once was. Micheal Pena and Derek Luke play as Ernest and Arian, both are Prof Malley’s former promising student who stranded in Snowy Mountain in Afghanistan.

This 92 minutes film is divided into three segments in the different geographical setting but in the same time frame and all are linked together. The first segment is an interview between Janine Roth and Senator Jasper Irving in the White House. The second segment is a dialogue between Professor Stephen Malley with his potentially gifted student, Todd Hayes in the college. The third segment take place in Afghanistan where Ernest and Arian stranded during an army operation and fighting for their life. All of these segments are in the same time setting, interconnected and each segment tried to tell different point of view in the same theme “if you don’t stand for something, you will fall for nothing”.
The senator and the reporter.

Senator Jasper Irving is selling his plan to stop the war in Afghanistan to a veteran reporter Janine Roth. He spoon fed the reporter with the exclusive scoop and let Roth to play her role in spreading the truth. The role of Senator Jasper Irving is simply like George W. Bush who gives the same tired answer over and over and he always labels anyone who disagrees with him as unpatriotic or as terrorist. The decision planned by the senator is based only by his optimist strategy “from the air cond room”. The interviews conducted by Janine Roth reveal the truth and hidden political agenda in the US policies. The “war of terror” is only the mask for the hidden “war for the oil” in Afghanistan. There were many “unpublished” truths behind the war propagated by the US. He rose up the role of media to stop the war together with his new promising strategy. For him, media plays the most important role to terminate the war same as the ways media sell and ignite the war at the beginning. He rose up the dishonorable media reporting the issues. The hidden value from this character is: “the senator is always right, and always doing what they felt was needed to be done”.

The problems on the media today are presented by the role of Janine Roth in reporting the exclusive scoop she gets from the Senator. In this film, it reveals on how the media are being hypocrite and contradict themselves by going along with what the government says without questioning and then criticizing them. This movie also tells the truth about the news goal now is to get rating and money and not to tell the truth. Roth is trapped between his principal to tell the truth or to remain her status quo in the ANX Channel. She had financial problem, to take care his mother and possibly become unemployable in her middle-aged if leave her current job. In the other words, she is trapped by the demands of her status quo or should she have to sacrifice and take on considerable risk to stray; “to do what she fell is correct”.
The professor and the student

Professor Stephen Malley is a Vietnam Veteran and had been actively involved as a political radical activist. Now, he is a respected academician in well known college. In this 60 minutes meeting, Prof Malley is mentoring his potentially student, Todd Hayes who seems to have given up and no longer goal-directed as he once was. He tries to motivate the intelligent liberal minded but apathetic student. Prof Malleys explain almost 50 years of political and social change in America to ponder during the hour spends. He sees the Hayes’s potential and trying to open him up like a can of sardines using the great questions: “What I’m going to do with life while I’m here on earth and what I can do to make changes”.

Todd Hayes, a typical students disillusioned with politics and the government , distrusts politiciann and does not care at all about the war or current events. This character portrayed most of the college student especially in Malaysia. However, deep down the heart, he does care. Prof Malley effort to get him back into the right track seems to be successful. Hayes realized that he need to stand up and exercise his democratic right and to contribute something to the societies.
Struggling for life in Afghanistan.

The two students from an impoverished neighborhood make the risky choice between going to an elite graduate school, taking on more debt and pursuing a high paying career to pay it down or enlisting in the military to fight in the Middle East so that upon their return, their experience will allow their voices to be heard. The government also will pay for their graduate education. Then they can pursue a career that will allow them to make different.

The young educated Ernest and Arian, both are Prof Malley’s former students who get inspired by their inspirational professor to answer the great question “what I can do to make change in the world?”. Although Prof Malley did not agree with their decision, he can do nothing to stop both young soldiers.
The new strategy implemented by Senator gives major impact to the life of the two young soldiers. Through the conversation during trapped in the mountain was show that “if we do not do anything to stop the violence in the world, hardworking intelligent people won’t be around”

ABC Comments

Academic issues

The professor is concern with his student. It shows the professionalism of the academician and he aware for his responsibility to motivate their students to plays their role in the society. The professor also opens with his student. He use psychological way to solve the problem and this is a great way to solve the student’s problems. The professor also being transparent on the marks he given to the students. All of these acts remind us about the power of discussion to solve any problems.

Bright,brave and brilliant.

Senator, professor, student, the reporter and the soldier, most of them got the bright, brave and brilliant trait in their personalities. These three traits seems to be the important and main reason for them in conducting their role. The senator is bright formulating the strategy to end the war, brave in trying the new strategy, and choose the brilliant step to spoon feed the veteran reputable reporter.The reporter is bright in seeing the opportunity of the exclusive scoop, brave to standing in her principal, and brilliant because she can control the interview to get the needed answer, not only the given answer. The soldier is extremely brave, bright in making decision, and both are brilliant Prof Malley’s student.
Charismatic Senator
The senator is seem to be an opportunistic and prolific senator. The ideas and the vision is clear and he committed with his decision. Through the real scenario, the senator act really represents the Republican government especially during George W. Bush era. The issues raised by the senator are also a reality and presented through the film in the great way.

iscipline and time management

This movie shows the discipline of all the actor in all setting to stick on their time : just one hour to complete the scene. The professor provide one hour to mentoring his student before other students appointment, the senator rush after one hour interview to get fund for his political campaign, and the military base only got limited time to save the two young soldier. This movie shows the value of one hour that can change anything: even the life of others.

ucation issues

In this movie, it really shows the role of the professor who is really taken care of their students. Education in Malaysia should have the Prof Malley’s sense of caring. Prof Malley also open in discussing his opinion and receiving his students point of views. I realize that by discussing, most of the problem in education nowadays can be solved.

friendship

Both young soldier, Ernest and Arian is from the same neighborhood, study in the same college, and being in the same platoon, and the true friendship essence is when both stay together for their last breath in the battle field. There is no black and white racist issues, because friendship know no colour.
Conclusion

Redford expertly shows the audiences how difficult, but important , doing the right thing is and reminds the audience that by deciding to do nothing , we are actually making the decision to let the other side call all the shoot.
Refferences

http://www.imdb.com/title/tt0891527/

bio611; photosynthesis

2010-02-09T07:08:00.000-08:00

calvin cycle.

ANIMATION BEST:
http://www.science.smith.edu

http://www.hort.purdue.edu/hort/courses/hort101spring/Plantstructure/tsld001.htm

http://www.osun.org/calvin+cycle-ppt.html