INSTRUCTOR: SITI NOR BINTI YAACOB, PhD.
OFFICE:
TINGKAT 1 BLOK A, FEM
CONTACT NO: 03-89467088/012-2841844
E-MAIL:
sitinor@putra.upm.edu.my
ADDRESS:
Jab. Pembangunan Manusia & Pengajian
Keluarga, Fakulti Ekologi Manusia,
UPM Serdang, Selangor.
SITINOR/FEM4000/KEDUA 2010-2011
43400
1
SINOPSIS KURSUS:
Perbincangan tentang isu semasa berkaitan pembangunan
manusia dalam pelbagai konteks. Pelajar menganalisis dan
membentang seminar tentang isu terpilih ke arah peningkatan
kualiti kehidupan.
2
TAJUK KULIAH
 Pengenalan kepada isu semasa dalam pembangunan
manusia
 Overview pelbagai konteks pembangunan manusia
 Panduan pengumpulan maklumat tentang isu terpilih
 Kaedah menganalisis isu pembangunan manusia
 Teknik menyediakan kertas kerja
 Teknik pembentangan kertas kerja
 Penggunaan teknologi dalam pembentangan kertas kerja
3
AMALI
 Pelajar memilih tajuk, menjalankan kajian perpustakaan
atau lapangan, menulis laporan dan seterusnya
membentangkan kertas kerja
4
HASIL PEMBELAJARAN
Pelajar dapat:
 Mengenalpasti isu semasa dan utama dalam
pembangunan manusia
 Menganalisis pelbagai isu pembangunan manusia
mengikut konteks
 Membincangkan isu tertentu ke arah peningkatan
kualiti hidup manusia
5
PENILAIAN KURSUS
Item
Penilaian
Nilai (%)
Tarikh Akhir
1
Penulisan Kertas Kerja 1
30%
2 minggu sebelum peperiksaan
akhir
2
Pembentangan Kertas Kerja
Seminar
40%
Perjumpaan Bersemuka Kedua
3
Penulisan Kertas Kerja 2
30%
2 minggu sbelum peperiksaan
akhir
JUMLAH
100%
6
RUJUKAN
Darcey, J. (1991). Human Development Across Lifespan. Dubuque:
Brown Publishers.
Kamarudin Ngah (1990). Kaedah Penyelidikan. Petaling Jaya: Penerbit
Fajar Bakti.
Pearsell, T. E. (2001). The Elements of Technical Writing. Boston:
Allyn & Bacon.
Penslar, R. L. (1995). Research Ethnics: Case Materials. Bloomington:
Indiana University.
Roze, M. & Maxwell, S. (2002). Technical Communication in the Age
of Internet. Upper Saddle River, New Jersey: Prentice Hall.
Veit, R., Gould, C., & Clifford, J. (1990). Writing, Reading, and
Research. New York: MacMillan.
Watson, W., Pardo, L., & Tomovic, V. (1989). How to Give an Effective
Seminar. Toronto: Stoddart.
7

Bagi tugasan 1 dan 2, pelajar perlu menulis kertas kerja
dan membentangkannya dalam seminar pada
Perjumpaan Bersemuka Kedua.

Tema bagi seminar ini ialah “Pembangunan Manusia
dalam Era Globalisasi: Isu dan Cabaran”.
SITINOR/FEM4000/KEDUA 2010-2011
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Subtema seminar adalah seperti berikut:
(i) Sosial dan Kekeluargaan
(ii) Ekonomi dan Kewangan
(iii) Teknologi Maklumat dan Komunikasi (ICT)
(iv) Kesihatan
(v) Alam Sekitar.
SITINOR/FEM4000/KEDUA 2010-2011
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
Tulis kertas kerja dalam Bahasa Malaysia atau Bahasa
Inggeris antara 20-25 muka surat (langkau dua).

Bentang kertas kerja yang ditulis semasa Perjumpaan
Bersemuka Kedua.

Anggaran masa pembentangan adalah 30 minit bagi setiap
pelajar.

Selepas bentang, baiki kertas kerja dan hantar 2 minggu
sebelum peperiksaan akhir.

Setiap pelajar boleh memilih isu-isu ini sebagai tajuk atau
beri tajuk lain yang berkaitan bagi tugasan 1 dan tugasan 2.
SITINOR/FEM4000/KEDUA 2010-2011
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1. Ibu Bapa bawah Umur
2. Bunuh Diri
3. Rogol
4. Buang Bayi
5. Pemerdagangan Manusia
6. Mat Rempit/Lumba Haram
7. Dadah
8. Pelacur
9. Gangsterism
10. Rompak
11. Curi
12. Culik
13. Simbahan Asid
14. Lari dari Rumah
15. Transexual
16. Penderaan
17. Keganasan Rumahtangga
18. Kepincangan Institusi
Keluarga
19. Sumbang Mahram
SITINOR/FEM4000/KEDUA 2010-2011
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1.
2.
3.
4.
5.
6.
7.
8.
Kenaikan Harga Barang
Inflasi
Ketidaksamaan Ekonomi antara Bandar dan Luar
Bandar
Kemiskinan
Pengangguran
Pinjaman (rumah, kereta)
PTPTN
Ceti Haram-Along
SITINOR/FEM4000/KEDUA 2010-2011
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1.
2.
3.
4.
5.
Social Network
Pembangunan ICT
Pengalahgunaan Internet
Ketagihan Internet
Trend SMS
SITINOR/FEM4000/KEDUA 2010-2011
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1.
2.
3.
4.
5.
6.
7.
8.
HIV
Penuaan
Merokok
Obesiti
Denggi
Makanan Kesihatan
Kos Perubatan Meningkat
Kekurangan Doktor
SITINOR/FEM4000/KEDUA 2010-2011
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1.Global Warming
2.Kitar Semula
3.Bencana Alam
4.Pencemaran Alam Sekitar
5.Kehausan Petroleum
6.Kebersihan Bandar
SITINOR/FEM4000/KEDUA 2010-2011
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1.
Bagi tugasan 3, pelajar perlu menulis kertas kerja
berdasarkan topik yang dipilih masing-masing.
2.
Topik yang dipilih mestilah merupakan isu semasa
berkaitan pembangunan manusia global.
3.
Tulis kertas kerja dalam Bahasa Malaysia atau Bahasa
Inggeris antara 15-20 muka surat (langkau dua).
4. Serah tugasan 3 dua minggu sebelum peperiksaan
akhir.
SITINOR/FEM4000/KEDUA 2010-2011
16
FEM 4000
TOPIC 1
INTRODUCTION TO CURRENT ISSUES IN
HUMAN DEVELOPMENT
ECOLOGY OF HUMAN DEVELOPMENT
URIE BRONFENBRENNER
 study individual’s development within the context of the
system of relationships that form his/her environment.
 define complex layers of environment, each having an
effect on an individual’s development.
 changes in any one layer will ripple throughout other
layers.
 to understand individual development – must look not
only at his/her immediate environment, but also at the
interaction of the larger environment.
 Urie Bronfenbrenner specified four types of
nested environmental systems, with bidirectional influences within and between the
systems.
 The four systems are:
–Microsystem
–Mesosystem
–Exosystem
–Macrosystem
–Later a fifth system was added:
Chronosystem
Microsystem:
– Immediate environments (family, school, peer
group, neighbourhood and childcare
environments)
Mesosystem:
– A system comprised of connections between
immediate environments (i.e., a child’s home and
school)
Exosystem:
– External environmental settings which only
indirectly affect development (such as parent's
workplace)
Macrosystem:
- The larger cultural context (Eastern vs. Western
culture,national economy, political culture,
subculture)
Chronosystem:
- The patterning of environmental events and
transitions over the course of life.
 Each system contains:
– roles, norms and rules that can
powerfully shape development.
WHAT IS HUMAN DEVELOPMENT?
 Human development is the process of growing to
maturity. In biological terms, this entails growth from a
one-celled zygote to an adult human being.
In the scope of humanity, human development is an
international and economic development paradigm
Human development can refer to anthropological,
sociological, and psychological approaches to examining
human development in context
Human development can be viewed as the process of
achieving an optimum level of health and well-being. It
includes physical, biological, mental, emotional, social,
educational, economic, and cultural components.
 Human Development:
Paul Streeten describes human
development as the process of enlarging
people’s choices, the choices that are
created by expanding human capabilities
and functioning – what people do and can
do in their lives.
 (UNDP, 1999)
 Individuals do not develop their capabilities in
vacuum.
 A person’s individual attributes are influenced by
the family, community and society into which the
individual is born, grows up, and lives as an adult.
WHAT IS HUMAN DEVELOPMENT?
"The basic purpose of development is to enlarge people's
choices. In principle, these choices can be infinite and can
change over time. People often value achievements that do
not show up at all, or not immediately, in income or growth
figures: greater access to knowledge, better nutrition and
health services, more secure livelihoods, security against
crime and physical violence, satisfying leisure hours,
political and cultural freedoms and sense of participation in
community activities. The objective of development is to
create an enabling environment for people to enjoy long,
healthy and creative lives."
Mahbub ul Haq
Founder of the Human Development Report
WHAT IS HUMAN DEVELOPMENT?
• Human Development is a development paradigm that is
about much more than the rise or fall of national incomes.
•It is about creating an environment in which people can
develop their full potential and lead productive, creative
lives in accord with their needs and interests.
•People are the real wealth of nations.
•Development is thus about expanding the choices people
have to lead lives that they value.
•And it is thus about much more than economic growth,
which is only a means —if a very important one —of
enlarging people’s choices.
WHAT IS HUMAN DEVELOPMENT?
• Fundamental to enlarging these choices is building
human capabilities —the range of things that people
can do or be in life.
• The most basic capabilities for human development are
to lead long and healthy lives, to be knowledgeable, to
have access to the resources needed for a decent
standard of living and to be able to participate in the life
of the community.
• Without these, many choices are simply not available,
and many opportunities in life remain inaccessible.
CENTRAL ISSUES IN HUMAN DEVELOPMENT
 Issues in Human Development may draw upon
many different disciplines:
– the natural, social and behavioral sciences.
– humanistic and cultural studies.
 helps in the illustrations and understanding
of human experience and behavior.
CENTRAL ISSUES IN HUMAN DEVELOPMENT
 Some critical topics in Human Development:
– the nature of human development and changes
across the life span
– the social and environmental contexts in which
human development takes place
– the determinants of human development and
behavior
– the domains and dimensions of thought,
emotion and action
EXAMPLES OF SPECIFIC ISSUES IN HUMAN
DEVELOPMENT
 Health issues
 Educational issues – information and knowledge
 Income/ economy/ poverty – levels of living
 Environmental issues
 Technological innovations
 Globalization
 Ageing population
 Human capital development/ socialization
 Human rights
 Civil society – values, moral, ethics, integrity
 migration/ foreign workers
 balancing work and family
 Social ills
FEM 4000
TOPIC 2
CONTEXTS OF HUMAN DEVELOPMENT

The Theory of Human Development: A CrossCultural Analysis – Welzel et al. (2002)

3 trajectories of societal change:



socioeconomic development
value change
society’s political institutions
The Theory of Human Development: A crosscultural analysis



3 trajectories of societal change:
socioeconomic development
Set of closely linked changes including
technological innovation, productivity
growth, improving health and life
expectancy, increasing incomes, rising
levels of education, growing access to
information and increasing social
complexity.
The Theory of Human Development: A crosscultural analysis


3 trajectories of societal change:
 value change

comes along with SED when
expanding markets and social
mobilization diversify and intensify
human activities (e.g. –
commercial transactions)
The Theory of Human Development: A crosscultural analysis


3 trajectories of societal change:
 value change

it weaken vertical authority relations,
strengthen horizontal bargaining
relations

emergence of civic cultural values;
individual modernity; postmaterialistic
values; liberal values; self-expression
values
The Theory of Human Development: A crosscultural analysis


3 trajectories of societal change:
 society’s political institutions
 massive trends towards more
democracy
 outcomes of change???
Irreversible linear trend or cyclical patterns?
Global or culture specific?
Desirable?
The Theory of Human Development: A crosscultural analysis


3 trajectories of societal change:

SED, value change & democratization –
tend to go together
 The Theory of Human Development: A cross-cultural analysis
HUMAN DEVELOPMENT
ECONOMIC
DIMENSION
CULTURAL
DIMENSION
INSTITUTIONAL
DIMENSION
COMPONENTS
INDIVIDUAL
RESOURCES
EMANCIPATIVE
VALUES
FREEDOM RIGHTS
GENERATING
PROCESS
SED
Emancipative
cultural change
Democratization;
extension of rights
SOCIETAL SPHERES
Sphere of means
(social structure)
Sphere of motives
(political culture)
Sphere of rules
(regime institutions)
PREVAILING CAUSAL
DIRECTION
Means-motive linkage
UNDERLYING THEME
Motives-rules linkage
Human choice on a mass level

Human Development:
Paul Streeten describes human development as
the process of enlarging people’s choices, the
choices that are created by expanding human
capabilities and functioning – what people do and
can do in their lives.
(UNDP, 1999)
 Individuals do not develop their capabilities in
vacuum.
 A person’s individual attributes are influenced by the
family, community and society into which the
individual is born, grows up, and lives as an adult.

Social contexts of human development:
 Population
 Poverty and equality
 Social infrastructure
 Families and household
 Education, health and social security.
FEM 4000
TOPIC 3
GATHERING OF INFORMATION ON
SELECTED TOPIC

Determine your information needs
• Define your topic
• Increase familiarity with your topic
• Map your ideas
• Types of assignment
• Amount of information
• Types of sources
• Types of publications

Identify and obtain information

•
Define your topic
Before you begin looking for information, you should identify:
•
•
•
•
the exact problem you wish to solve
the concepts and terms that describe
the problem
the amount of information required to
solve the problem
the type of information required to
solve the problem.

Increase familiarity with your topic
Do some preliminary research of your set
topic by familiarising yourself with your lecture
notes, relevant chapter etc.
 Map your ideas
•
TEORI
INTERNAL
PUNCA
BULI
EXTERNAL
FIZIKAL
IMPAK
PSIKOSOSIAL
Types
•
•
•
•
•
of assignment
Assignments can vary from a short 5
minute oral presentation, to a technical
report, literature review, or thesis.
The type of assignment you are asked to
produce has a direct affect on:
the amount of information you require
the types of sources you require
the types of publications you require.

Amount of information
Some assignments can be completed by consulting
your lecture notes...
 ... while other assignments require more detailed and
comprehensive information.
 How much is enough?




The question of how much information is required is a matter of
judgement.
To ensure you meet the requirements and present an appropriate
depth of coverage of your topic, refer to the marking and
assessment criteria set by your lecturer.
The length, weight, marks, and task should guide the amount of
information required.

Types of sources
 You
may be directed to use only primary
sources for your assignment......while
other assignments might require use of
both primary and secondary sources.
 Information sources can be regarded as
primary or secondary depending on
their:
 originality
 proximity to the source or event.

Types of sources


Primary sources come directly from the
source or person. They are original materials,
which have not been filtered through
interpretation.

For example: patents, statistics, interviews
and surveys
Secondary sources analyse, interpret and
comment on primary information.

For example: biographies, journal articles

Evaluate Information or Resources
Relevance
 Timeliness
 Reliability
 Validity
 Coverage
 Accuracy

Relevance

Read the table of contents, abstract or
summary. Ask yourself:

Does the information sound relevant?

Who is the intended audience?

Are they central or peripheral to your topic?

Primary or secondary source?

Comprehensive enough for your needs?

Express particular point of view?

Level of the presented information

Timeliness – is the information timely?



when published/ compiled?
information regularly updated? How often?
still valid for your topic?

Reliability – is the information reliable?






who is the author?
credentials of the author?
come from an authoritative
source?
where published? Journal?
Popular magazines?
been edited/ reviewed?
how stable is the information?

Validity

What process was used to gather and
analyse the information?


When assessing the validity of the information,
ensure that its collection used sound
methodology based on established principles
and fact or is consistent with accepted
professional and industry standards.
Documentation of methods, assumptions and
sources of error should be transparent.

Coverage – is the information complete?







does it cover the topic in terms of:
time – historical information, current
information
geography – local, regional, national,
international
specificity – how specific? Detailed or
general?
point of view – a single point, an opposing
points, or a range of view points?
is the information complete / abridged?
all the information accessible? Summary
only?

Accuracy – is it accurate or bias?






how is it presented? fact or opinion?
is it correct? can verify?
obvious errors or omissions?
facts misquoted or misrepresented?
language use – concrete, objective, specific.
is it biased? represent particular point of view,
intentionally exclude others?
TOPIC 4:
METHODS OF ANALYZING ISSUES IN
HUMAN DEVELOPMENT

Many psychologist study human development.
They tend to understanding what is the unique about humans.
Methods and techniques are developed to study how humans
learn.

Millicent Shinn of Niles, California is the first person to
complete observation on a child. She observed on her niece
and made records. The records was published in The
Biography of a Baby.

This will help many psychologists to understand how
importance of the scientific study in research area.
 This topic surveys the methods that
developmental psychologist use in studying the
human beings.
Contents:
• Cross-sectional method
• Longitudinal method
• Cross cultural studies
• Co-twin studes




Key to be remember:
Compare groups that differ in age or background.
It aims to compare developmental levels at various
ages or background.
Gather data at one point in time.
It contrast with longitudinal method.

Example:
Study the developmental level of infant from birth to 1
year-old.
Different group with different age infants will be
investigated to compare their developmental level.
Various group of subjects participate in a study:
A group of 1 month-old infants, a group of 2 months-old
infants……a group of 12 months-old infant.
Compare these 12 groups of subject.
Longitudinal Method



Key to be remember:
Observe one group at different times.
Same group of subjects will be studied in different times.
Normally used in study the stages of human development.
Strength:
- Able to observe the subject’s developmental stage from
beginning to end of the study.

Weakness:
- Attrition/subject loss
- Subject loss occurs when participants fail to complete the
study.

Cross Cultural Studies
Key
to be remember:
-Compare groups from different cultures.
It
focus on how culture influences on human’s
development.
People differ in culture, customs, and roles are being
studied and compared.
Topics
which related with cross cultural studies:
Individualism vs. collectivism
Gender roles
Intelligence
Key to be remember:
- Differences between identical twins are not
caused by heredity.

When
developmental psychologist want to rule
out the effects of heredity in their study.
This method aims to compare the identical
twins who have been given different kinds or
training or reared apart.
Co-twin Studies
For example,
Hilgard (1933) had conducted a study about memory
performance.
1.Trained one twin to remember digits in the first year
2.Trained the other twin to remember digits in the second
year.
3.Compare their memory performance.
Result:
1.The twin trained later did better than the twin trained in
the first year.
2.Both of the twins lost their achievement after training was
ended.
Co-twin Studies
 This indicates that time of training could influence twins’
memory performance.
 Time of training served as an Independent variable/
environmental factor in the study.
 Journal related:
Borkenaua, P., Riemann, R., Angleitner, A., & Spinathc, F. M. (2002).
Similarity of childhood experiences and personality resemblance
in monozygotic and dizygotic twins: a test of the equal
environments assumption. Personality and Individual Differences,
33: 261-269.
FEM 4000
TOPIC 5: TECHNIQUES IN PREPARING SEMINAR PAPER
The word “technical” is defined as having
special, usually practical knowledge.
- Webster
 Technical – derived from Greek word “tekhnê”
and “tektõn” which mean “craft” and “carpenter”.

Craft and carpentry are skills that require
special knowledge.

Suggests that technical writing is writing that
involves special knowledge and vocabulary.

FEM 4000 FEBRUARI 2011
68
PRINCIPLES OF TECHNICAL WRITING
1.
2.
Technical writing is chiefly writing and
secondly technical.
The basic function of technical writing is to
inform.
1. Descriptions – specific details
2. Explanations – logical analysis
FEM 4000 FEBRUARI 2011
69
PRINCIPLES OF TECHNICAL WRITING
3.
The form and tone depend on its purpose and audience.
1.
Purpose: to inform, instruct, persuade, to obtain
something – or a combination of purpose.

Categories of technical writing:
1. Proposal
2. Feasibility report
3. Survey report
4. Progress report
5. Complaint report
6. Trip report
7. Conference report
8. Laboratory report.
9. Technical paper.
10.Instruction manual
FEM 4000 FEBRUARI 2011
70
PRINCIPLES OF TECHNICAL WRITING
3.
The form and tone depend on its purpose and
audience.
2. Audience:
i. Who are they?
ii. What do they know about the subject?
iii. What do they want?
iv. What do they want it for?
i & ii – set the tone for technical writing
iii & iv – what to cover and to emphasize
FEM 4000 FEBRUARI 2011
71
PRINCIPLES OF TECHNICAL WRITING
4.
Accuracy.
 Information is correct and complete.
 Fulfills special purpose and directed to its
specific audience.
 Foundation of accuracy :
 solid research
 Careful transcription of notes
 Thorough checking of figures
 Careful reading of draft
FEM 4000 FEBRUARI 2011
72
PRINCIPLES OF TECHNICAL WRITING
5.
The essential qualities – clarity, coherence and
conciseness.
 Clarity:
 writing is clear when the reader can grasp
its meaning in the first reading.
 The writer bears this responsibility
 Clarity begins where obstruction ends.
FEM 4000 FEBRUARI 2011
73
PRINCIPLES OF TECHNICAL WRITING
Contoh:
Acoustical problems are
realized due to the lack
of proper insulation.
Unfortunately, our
competitors have
adopted this procedure,
but we have not.
The lack of proper
insulation causes
acoustical problems.
Our competitors have
adopted this procedure, but
unfortunately we have not.
FEM 4000 FEBRUARI 2011
74
PRINCIPLES OF TECHNICAL WRITING
5.
The essential qualities – clarity, coherence
and conciseness.
 Coherence:
 Smooth and logical flow.
 All the parts hang together to form a
whole.
FEM 4000 FEBRUARI 2011
75
PRINCIPLES OF TECHNICAL WRITING
Contoh:
All calls appear to be handled
simultaneously, but the two memory
devices make it possible for the
system to operate so quickly. The
data on how to connect call is
contained in the program store,
which exchanges information with
the call store. Central control
processes the information of both
stores. All the call in progress are
recorded in the call store, but the
system executes only instruction at a
time. Stored program control uses
these two memory devices.
Stored program control uses these two
memory devices. A program store and
a call store. The program store
contains the data required to instruct
central control how to connect calls
and the call store keeps track of all the
calls in progress. The two memory
stores exchange information and feed
instruction to central control, which
processes them. Although the system
executes only one instruction at a time,
it operates so quickly and appears to
handle all calls simultaneously.
FEM 4000 FEBRUARI 2011
76
PRINCIPLES OF TECHNICAL WRITING
5.
The essential qualities – clarity, coherence and conciseness.
 Conciseness:
 The expression of much in few words (relevance and
necessity).
 Contoh:
The reason that quality
control over the past several
years has gone down is that
management has not taken
the trouble to train
inspectors enough to do the
job.
Quality control has
suffered in recent years
because management
has not trained
inspectors adequately.
FEM 4000 FEBRUARI 2011
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PRINCIPLES OF TECHNICAL WRITING
6.
Describe objects, explains processes, theories and policies –
usually in combination.

Object.

A die is a solid cube that is cast on a flat surface,
usually in pairs in a games of chance. Carved in
bone, or molded in plastic, it ranges in size from
1.27 to 1.58 cm squares, and is usually white, green
or red. Each face of the die is marked with ………

Process

The functioning of the brains depends on the flow of
information through elaborate circuits consisting of
networks of neurons. Information is transferred
from one cell to …………
FEM 4000 FEBRUARI 2011
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PRINCIPLES OF TECHNICAL WRITING
6.
Describe objects, explains processes, theories and policies –
usually in combination.

Theory

Policy

The teacher, under the principles of academic freedom,
has the right to discuss in his classroom all issues,
however controversial, that he considers relevant to the
nature of his course. This right carries with it the
responsibility of considering controversial objectively.
While the teacher has the right to present conclusion to
which he believes the evidence points, he has
responsibility of acknowledging the existence of – and
showing respect for – opposing opinions.
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DEVELOPING AN OUTLINE

AN OUTLINE IS:
 A logical, general description.
 A schematic summary.
 An organizational pattern.
 A visual and conceptual design of your
writing.
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DEVELOPING AN OUTLINE

Purpose:
 General and specific.

Processes:
 Determine purpose of paper
 Determine audience
 Develop the thesis of the paper.
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DEVELOPING AN OUTLINE

Structure of an outline:

Principles:
 Parallelism
 Coordination.
 Items of equal significance are given
comparable designations.
 A is equal to a B, a1 to a2 etc.
 Contoh:
A. Word processing programs
B. Database programs
C. Spreadsheet programs
A. Word processing programs
B. Microsoft words
C. Page Maker
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DEVELOPING AN OUTLINE

Coordination.
A. Types of programs
 Contoh:
1. Word processing
2. Desktop publishing
B. Evaluation of programs
1. Word processing
a. Word
b. Word perfect
2. Desktop publishing
a. Page Maker
b. Q express
FEM 4000 FEBRUARI 2011
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DEVELOPING AN OUTLINE

Subordination
1. Word processing
a. Word
b. Word perfect
2. Desktop publishing
a. Page Maker
1. Word processing
programs
a. Word
b. Useful
c. Obselete
b. Q express
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A.
A Word
1. Positive features
2. Negative features
B.
Word Perfect
1. Positive features
2. Negative features
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DEVELOPING AN OUTLINE

Division.
A. Personal computers: hardware
1. Types
2. Cost
3. maintenance
B. Personal computers: software
FEM 4000 FEBRUARI 2011
86
DEVELOPING AN OUTLINE

Division.
A. Computers
1. Mainframe
2. Micro
3. Floppy disk
4. Hard disk
B. Computers uses
1.
2.
Institutional
Personal
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DEVELOPING AN OUTLINE - RESEARCH PAPER


TITLE:
The Influence of Ecological Factors on Teenage
Depression
OUTLINE:

INTRODUCTION

LITERATURE REVIEW

METHODS

FINDINGS AND DISCUSSION

CONCLUSION, IMPLICATION &
RECOMMENDATION

REFERENCES
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DEVELOPING AN OUTLINE - RESEARCH PAPER


TITLE:
The Influence of Ecological Factors on
Teenage Depression
OUTLINE:
 INTRODUCTION
 Research questions
 Objectives
 LITERATURE REVIEW
 Definition
 Contributing factors
FEM 4000 FEBRUARI 2011
89
DEVELOPING AN OUTLINE - RESEARCH PAPER



METHODS
 Research design
 Sample and sampling technique
 Data collection
 Instrumentation
FINDINGS AND DISCUSSION
 Descriptive findings
 Multivariate analysis/correlational
analysis/hypothesis testing
CONCLUSION, IMPLICATION &
RECOMMENDATION
FEM 4000 FEBRUARI 2011
90
DEVELOPING AN OUTLINE - REVIEW/ THEORETICAL
PAPER


TITLE:
Keadilan Sosial di Malaysia: Satu Penilaian
OUTLINE:
 PENGENALAN
 KEADILAN DI MALAYSIA
 UNSUR KETIDAKADILAN SOSIAL
 FAKTOR YANG MENYUMBANG KEPADA
KETIDAKADILAN SOSIAL
 KESIMPULAN
FEM 4000 FEBRUARI 2011
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DEVELOPING AN OUTLINE - REVIEW/ THEORETICAL
PAPER


TITLE:
Keadilan Sosial di Malaysia: Satu Penilaian
OUTLINE:

PENGENALAN
 Fokus
 Makna keadilan sosial

KEADILAN DI MALAYSIA
 Ekonomi
 Politik
 Perundangan dan kehakiman
 Hubungan antara kaum
FEM 4000 FEBRUARI 2011
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DEVELOPING AN OUTLINE - REVIEW/ THEORETICAL
PAPER




UNSUR KETIDAKADILAN SOSIAL
 Ekonomi
 Politik
 Perundangan dan kehakiman
 Hubungan antara kaum
FAKTOR YANG MENYUMBANG KEPADA
KETIDAKADILAN SOSIAL
 Ekonomi
 Politik
 Perundangan dan kehakiman
 Hubungan antara kaum
KESIMPULAN
RUJUKAN
FEM 4000 FEBRUARI 2011
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TOPIC 6: ORAL PRESENTATION
Introduction
 Oral
reports in class:
Will increase ability and confidence to think
on your feet
 Longer term – not only help in launching a
career, but in career advancement

 Brief,
focused presentations.
 Well prepared, but not “memorized
speeches”
FEM 4000/KEDUA 2010-2011/SNY
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How to Prepare & Present Oral Report
 In
content & structure – similar to written
report
Both need introduction, a body and an
ending
 But additional factors must be considered in
each section when a report is presented
orally.

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How to Prepare & Present Oral Report

Introduction
 should announce your subject, purpose &
scope
 Gain the audience attention
 Thought provoking question
 Make a dramatic statement
 Present an interesting fact
 Shouldn’t be too gimmicky
FEM 4000/KEDUA 2010-2011/SNY
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How to Prepare & Present Oral Report

Body
 Limit the number of points you cover
 Normal limitations of the attention span
 Orient the audience more – e.g., a third factor
that may hinder the progress …..
 Rule of thumb for structuring the body of
presentation is to build as many signposts as you
can.
 Tell the audience what you’re going to tell
them
 Tell them
 Tell them you’ve told them
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How to Prepare & Present Oral Report

Ending
 Audience interest is highest at the beginning and
end of presentation
 Thus, use ending to summarize/ highlight the main
points
 Use the method of ending that is most suitable to
your subject and purpose:
 A summary
 A conclusion
 A recommendation
 An appeal to action
 An appropriate generalization
FEM 4000/KEDUA 2010-2011/SNY
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How to Prepare & Present Oral Report

Presentation
 Use note cards that contain key word or phrases
instead of complete sentences.
 Reduce anxiety:
 Prepare
 Practice
 Visit the site
 Take a few deep breaths
 Concentrate on friendly faces in the audience
at first to build confidence.
 Move your arms, feet or point to something to
release nervous energy.
FEM 4000/KEDUA 2010-2011/SNY
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How to Prepare & Present Oral Report

Presentation as a whole – some strategies to get the most out
of your planning/preparation:
 Look at your audience and talk directly to them
 If faces make you nervous, Look at forehead instead –
appear to the audience that you are looking right into
their eyes
 Stand on both feet – stop nervous shifting
 Let your arms move to accompany your words
 Speak loud enough so everyone can hear you
 Speak clearly
 Speak slow enough to give the audience time to absorb
what you say.
 Talk naturally
 Let your voice show that you are interested in your
subject.
FEM 4000/KEDUA 2010-2011/SNY
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How to Prepare & Present Oral Report

Handling Visuals during the Speech
 Position visuals so they are visible from all parts of
the room
 Introduce any visual you show
 Explain the visuals or talk about the key ideas they
suggest
 Stand next to the visual not in front of it.
 Point the visual with the arm closest to it. Don’t
reach across your body 9blocks view and
interferes with eye contact)
 Show the visual long enough for the audience for
the audience to grasp its details
FEM 4000/KEDUA 2010-2011/SNY
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TOPIC 7: USE OF TECHNOLOGY IN SEMINAR PAPER
PRSENTATION
Creating an Effective PowerPoint Presentation
1.
2.
3.
4.
5.
6.
7.
8.
Effective PowerPoint slides
Text guidelines
Clip Art and Graphics
Audience
Prepare your presentation
What happens if the computer does not work but
your audience still expects a presentation?
Rehearse, test presentation on colleagues.
Don’t read off the screen!
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1.
Effective PowerPoint slides








Use design templates
Standardize position, colors and styles
Include only necessary information
Limit the information to essentials
Content should be self-evident
Use colors that contrast
Be consistent with effects, transitions and
animation
Too many slides can lose your audience
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2.Text guidelines
o
o
o
o
o
o
o
o
o
o
Generally no more than 6 words a line
Generally no more than 6 lines a slide
Avoid long sentences
Larger font indicates more important information
Font size generally ranges from 18 to 48 point
Be sure text contrasts with background
Fancy fonts can be hard to read
Words in all capital letters are hard to read
Limit punctuation marks
Avoid abbreviations and acronyms
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3. Clip Art and Graphics
 Should balance the slide
 Should enhance and complement the text,
not overwhelm
 No more than two graphics per slide
4. Audience
Who
is your audience?
What is their background?
What do they expect to get from the
presentation?
What is the age of your audience?
Your
message may be great but you will irritate
your audience if they can not read your slides.
5. Prepare your presentation




What is your message and what do you want to
accomplish with your presentation?
What is your time constraint?
How do you wish to handle questions, during or
after the presentation?
Your audience may determine that for you.
6. What happens if the computer does not work
but your audience still expects a presentation?

Handouts of your slides may be useful even if
the computer does work.

You may print small versions of your slides or
the outline version.
7. Rehearse, test presentation on colleagues.
8. Don’t read off the screen!
Use
slides as prompts, outlines, or conversation
points, not cue cards.
It is very boring for the audience to see every word
you say or have you read from note cards.