My Chemical Romance.

My Chemical Romance. Gerard, Mikey and Frank all had drug problems. Mikey and Gerard, on top of that had alcohol problems. They got themselves better. They knew no one else could help them. What encouraged them to get better? Themselves, and the music. Ray had the absolutely awful job of having to watch them go through all of this, on top of him trying to be the perfect guitarist. Frank would do drugs over the weekend, and wake up on Monday not knowing anything that had happened. Mikey felt depressed alongside Gerard, and before shows they would heavily drink together to try and relieve the stress. I'm gonna get better. † – Gerard Way. Gerard had attempted suicide, which is not the place anyone wants to be. He called up his manager, Brian, and told him. Came out to him about everything, the drinking; the drugs; and how he has a problem. Brian had to talk him out of suicide while on the complete other side of the world to Gerard, until Gerard woke up the tour manager and they spoke together, until Gerard passed out. Ray was probably first to let Gerard know he had a bad, bad problem. Ray told him he needed help, and within 17 days of Gerard understanding that, he got sober again.The band had saved his life. The band had saved Frank Iero's life. Frank LIVES for the music, and nothing else. It's the music that keeps him alive. Mikey hit depression during The Black Parade, and had to leave the band for a while, so he could get better, and play the music once again with 3 of his best friends. The band inspired Mikey to get better. The band saved his life. Ray seriously went through so much, and he would still be either trying to make music in small, unknown bands to make himself happy. But he has My Chemical Romance. God only knows the path Ray might have taken if Gerard idn't call him up to be in the band. The band saved Rays life. My Chemical Romance are my idols because they're such caring, and inspirational men. They care about the music, each other , and safety of their fans. Do you think they'd have gotten themselves better if they were just in it for the money? If none of the music ment anything to any of them, but they just wanted money, like some bands today? No, they wouldn't. They'd have carried on drinking and doing drugs until they would take an even more serious and critical condition, and probably die. Thank you My Chemical Romance for being my idols and inspiring me.

Echoes of Heaven Essay

The world today seems to be going further and further from Christian Values. Denominations are arising against each other time after time. We no longer hear the proper preaching of the gospel because preachers prepare their sessions to suit the audience and therefore a lot of truth is left uncovered. A Christian who performs and leads a true Christian life seems very outdated. There are rumors of wars everywhere in the world today. People seem to rely on technology much more than on God. I am a born again Christian, I have been a Christian since I was born but there is a huge difference in my life after I accepted Jesus Christ. I have received tangible breakthroughs and therefore when I say so much truth is left uncovered in today’s churches I do it with reference to my personal experience. Sometimes suffering comes our way because God wants to show us our weakness without Him. We must rely on Him and not on our own understanding. I have observed Muslim practices closely and they are more devoted to their religion and believes than Christians! Charles I agree that God’s Love is better than Life Itself and would very much want to know where to get the book.

Strategic Entrepreneurship Centrol LTD Essay Example | Topics and Well Written Essays - 2500 words

Strategic Entrepreneurship Centrol LTD - Essay Example The business expanded within a year and they were on their road to success with their first big contract of waste management from the Beecham, a pharmaceutical company and Marks and Spenser. In the last forty years, the company has diversified into various areas of environmental concern that are the need of the hour. The company is renowned for its sincere commitment towards environment conservation efforts and its contribution towards environment preservation is commendable. The company’s value system is ingrained in its long term mission and vision and can be easily observed in all its activities which are designed to promote awareness towards conservation of our natural resources. The entrepreneurial strategies of the company, has been developed through the years, which are critical to its success. They followed the multi pronged strategy which became the foundation of their success. Paper and cardboard waste disposal is a widespread problem and Heaps had the foresight to see a huge opportunity in managing the paper waste disposal, He was therefore able to gradually grow his business by not only increasing the fleet of the waste disposal carriers but made efforts to use the technology efficiently to upgrade the carriers to suit the demands of the changing times that reduced timeframe, cost and at the same time helped the environment also. The company’s use of the resources was the highlight which promoted its successful diversification into areas that helped to reduce the overall cost of the waste management, attracting more clients from the domestic and foreign market. The management acquired other businesses in order to provide total solution for the all type of waste disposal needs of their clients. Thus new recycling plant was started that was able to successfully recycle paper, metal, wood, plastic etc. and the

Essentials Skills for Business Projects Essay Example | Topics and Well Written Essays - 1250 words

Essentials Skills for Business Projects - Essay Example This overview affects all types of business projects excluding projects in distance education. Several project managers underutilize their skills about project management (Crawford, 2000). This paper evaluates the key skills required for the successful completion of business projects and reviews the common reasons for project failure. By acclimatizing with better project management skills, the modern-day project managers can improve their skills in executing and accomplishing the goals and objectives of business projects as defined by the senior management.   For any business project to take off and cruise through all the obstacles and challenges, proper project planning is a key factor and skill in completing the imminent objective successfully. Project managers have to develop clear prospective outcomes as well as execute desirable tasks needed to accomplish the objectives. The most significant initial step is identifying the scope of the project (Lavell & Martinelli, 2008). By doing this, project managers can estimate the size, boundaries, and purpose of the project in such a way that they â€Å"create a box† that facilitates the real components needed â€Å"in the box† while distinguishing them from the ones â€Å"out of the box.† Consequently, skillful project managers must ensure that they deliberate on every executable task in order to unearth ideas that can propel the business project to the final stage (Remington & Pollack, 2007). After brainstorming, the tasks should be arranged in the most consistent or der to get the business project running to its completion. However, new tasks might come up in the course of the business project, and skilled project managers should not hesitate to add them appropriately without changing the scope of the project (Fairholm, 2003). With the above measures, the budget of the business project needs accurate estimation.

The Mental Status Examination Essay Example | Topics and Well Written Essays - 1000 words

The Mental Status Examination - Essay Example He was finally taken to the rehabilitation centre after along struggle. Joni finished high school and was enrolled in a middle college. However, he dropped from the college after two semesters due to drug influence. In the college, he had other friends whom they were taking drugs together. Because of this, they were suspended and warned of arrest incase they proceeded with the act. However, he stated that the administration was just suspecting and he had to move away fast before any action. However, he seems to be above average because he reports that he had passed well in high school. The language proficiency and fluency were evidenced since he could coordinate well with little difficulty. Therefore, he can be considered as brilliant. Joni initially started using the drug while at the age of eighteen. Before, he started drinking alcohol every weekend. Gradually, his interest shifted to smoking cigarettes until he graduated to cocaine use while in the college. This practice proceeded and the frequency increased daily. He did not realize that he had become addicted until one day when he missed taking the substance he became very sick and started trembling. On taking the drug, he felt good and was then motivated more to continue with the drug usage. At the age of twenty two years, the body’s demand went higher and he introduced the injection. He stared doing the injection once a day, but later in a few months the rate of usage increased to about three to four times a day. Joni is still struggling to abandon the drug use because he has started feeling the consequences and challenges. The challenges he faces are mental in nature. Since I can understand his responses, he now has some small mental challenge cases that needed to be addressed. Joni appeared to be older than his age and was looking frustrated.

General Psychology Essay Example | Topics and Well Written Essays - 1250 words - 1

General Psychology - Essay Example Focusing on ways to prevent sleep deprivation and moving toward practices of healthy sleep can assist one with mental, physical and emotional activities through daily life. The importance of sleep begins with the stages of sleep which occur as well as how this affects different stages that one goes through with the activities in the mind. The main cause of sleep is based on wave patterns in your mind that balance the sleeping and waking systems. When the wave patterns slow down, it communicates to the mind that the body should also move slower, which leads to sleep. The result is a slower pattern of brain waves which is required for certain periods of time each night. There are four stages of sleep that are a part of the cycle. Stage 1 is a light sleep where the heart rat slows down and breathing is irregular. Relaxation and alpha waves, a slower brainwave, are the two features of stage 1 sleep. Stage 2 leads to a drop of temperature and spindles of brainwave activity. Stage 3 leads to delta waves in the brain which are larger and slower than other brainwaves. Stage 4 is deep sleep and is typically reached after 1 hour. This is a slow wave of delta and can lead to a lack of consciousness from the brain (Coon, Mitterer, 186). The stages associated with sleeping are an indicator of why sleep is needed as well as what occurs when one gets enough sleep. If one doesn’t receive enough of stage 4 sleep, it can become detrimental to health, both physically and mentally. The body requires the brainwaves to move at a slower pace for a given period of time and to begin to change and relax for given periods of time. Learning, memory and functions that are associated with mental capacity aren’t able to function at full capacity if one doesn’t receive enough sleep. The complications occur with neuronal

World Bank Anti-Corruption Essay Example | Topics and Well Written Essays - 1000 words

World Bank Anti-Corruption - Essay Example Across several studies it has been shown that one standard deviation above the mean of corruption lowers investment rates by approximately three points, and lowers the average growth by almost one point per year (Kaufmann & Vicente, 2005). The World Bank (WB) seeks to monitor corruption across aided projects and developing nations (WB, 2006 a, b). To enable this to occur, the WB employs a multi-disciplinary staff with almost half of its employees located in country offices, who actively contribute to international policy formation (WB, 2006b). This paper is a formal application to the WB to demonstrate understanding of corruption issues and commitment to upholding anti-corruption business practices as determined by the WB. Firstly, a clear definition of corruption for this paper will be presented. Secondly, developing countries that currently experiences corruption will be highlighted. Thirdly, WB anti-corruption policies and protocols will be discussed, including a brief about anti-corruption considerations as a WB staff member. Next, the ability of the WB to address corruption will be debated, and best practices from around the globe will be outlined. Then, suggestions as to how the WB could effectively tackle corruption will be proposed. Finally, a conclusion shall synthesize the main points and demonstrate that this application aligns with the WB ethos of anti-corruption. Traditionall Traditionally, corruption has been defined in terms of 'the abuse of public office for private gain' (Kaufmann & Vicente, 2005). In this regard, corruption is viewed illegal, such as in the form of administration bribery, fraud or misappropriation of resources (Kaufmann & Vicente, 2005; WB, 2006a). Recently though, the term corruption has become associated with other less obvious acts, such as complicity between representatives of both the public and the private sectors. Further, collusion between parties may be considered a legal activity in some countries, such as lobbying contributions that allow legislations to be passed.Kaufmann and Vicente suggest an alternate definition to clarify corporate corruption, which in turn affects public corruption. Corruption can thus be described as "a collusive agreement between a part of the agents of the economy who, as a consequence, are able to swap [over time] in terms of positions of power (i.e. are able to capture, together, t he allocation process of the economy) (2). In this form, corruption represents high-level 'influence,' extending on the act of bribery and reflects "a particular sharing pattern of the joint payoff from the referred relationship" (3). They provide the example of a politician with strong business relationships within the private sector that are exploited for the benefit of each party, also known colloquially as "you scratch my back, I'll scratch yours". Kaufmann and Vicente's comprehensive and salient definition will be used for this paper.With regard to nations that are acknowledged to have experienced widespread corruption, they include Bangladesh, Indonesia, Chile, Paraguay, Lithuania and Russia, as just a few of the countries noted by the WB to have had extensive corruption practices (WB, 2006e). These nations have firms and individuals listed as ineligible for future WB aid for a proscribed period as they were identified as having broken anti-corruption standards as determined b y the Procurement Guidelines or the Consultants Guidelines,

Becoming A Master Student Term Paper Example | Topics and Well Written Essays - 250 words

Becoming A Master Student - Term Paper Example The book contains both study and life skills for the students to learn. The students can use these skills to invent their own ways of being successful in the Master studies. One of the most useful lessons in the book is the learning styles inventory. The author has explained a whole range of learning styles and has left upon the students to choose their styles from among them as they match their individualistic needs. The author has explained it with the example of a cell phone. A user can learn how to operate a new cell phone in numerous ways. He/she can either just start playing with the keys to know their respective functions, he/she can use the knowledge of the past cell phone and try that on the new one to see how the new set compares with the old one, he/she can use the user’s manual as a guide to learn the use of phone or else, he/she may consult someone who already posses the very phone. Likewise, students can discover their own learning preferences and check out vario us styles to see what best works for them. After the learning styles inventory, the reader is supposed to complete an exercise so that the concepts thus gained become ingrained in mind. Then, the author discusses the multiple intelligences and the VAK system.

Using the literature about IMC Essay Example | Topics and Well Written Essays - 1250 words

Using the literature about IMC - Essay Example The report has been prepared for demonstrating various approaches towards the use of IMC tools by the marketers of low involvement and high involvement products. Its aim was to evaluate the difference in strategy generation through IMC tools by the marketers. It has been found out from the report discussion that the consumers’ perception of any product is the ultimate initiator for choosing the IMC tools. The marketers of low involvement products are less interested in using the IMC tools due to the inability of the strategy pertaining to influencing the customers while on the other hand, the marketers of high involvement products are very conscious of selecting the best IMC tools because these strategies have been proved to be effective in influencing the customers of high involvement products over a long period of time.The most important aspect of both product as well as service marketing is to create effective communication with customers. The organizations which can effect ively and efficiently communicate with their respective purposes to the customers, becomes ultimately successful in achieving the organisation’s objectives. Marketers make the most use of marketing communication tools for most effectively reaching their targeted customers. In the present times, Integrated Marketing Communication (IMC) approach has developed and the marketer presumes it to be the most effective among all other individual means of marketing communication.... trategy for Relationship Building The concept of Integrated Marketing Communication has gained its importance as an effective means of communication in the recent times due to its effective credibility of creating long term relationship with customers. According to the literature presented by Perkins and Algren (2008), marketers who have the objective of enhancing relationship with their supporters are more probable of achieving success through the use of IMC tools than those who have lesser concern for relationship building. The prospect of relationship building strategy is enhanced through successful communication of organizational aims and objectives to the customers. Communication of the aims and objectives is aimed towards creation of greater value perception of the organization among the customers. Since the strength of relationship determines an organization’s age, marketers, in the modern world are all focused on building up long term relationship with their stakeholde rs. This literature has been included in this report because this will provide a basis for further analysing the marketer’s point of view regarding marketing of low involvement and high involvement products. It can, however, be cited that relationship building is the primary objective of using IMC tools by the marketers (Perkins & Algren, 2008). IMC Tools Used by Marketers of Low-Involvement Products Kitchen and Pelsmacker (2004) in their book â€Å"Integrated Marketing Communication: a Primer† have written about the fact that it does not matter as to what an advertisement provide to the people but it matters as to how the people perceive the advertisement. People are interested in spending their valuable time watching advertisements of those products only which they perceive to hold an

Discuss policies to stop the dollar falling Essay

Discuss policies to stop the dollar falling - Essay Example Bergstein (2013) notes that there has been a decline in the role of the dollar over the past three decades, and will largely continue falling. Hence, fast reforms need instigation in both the institutions and the enforcement of the rules. Achievement of these alterations can be through amendments to the charter via developed consensuses. All the institutions will then have determination toward the achievement of the goals set. In attempt to halve the slides of US dollar, the government needs to increase its interest rates. The greater the interest rates, the higher the attraction of investors and hence saving pumping in cash that will stabilize the falling of the dollar. Additionally, the high-interest rates will ensure increased savings and lead to declined spending. The situation will facilitate the reduction of imports made into the USA thus helping the dollar to appreciate in value. However, this situation might lead to lowered growth and a spare capacity in the economic state of the USA (Dubil,

Comparative policing systems Essay Example for Free

Comparative policing systems Essay Introduction Policing is not a recent issue in terms which duty of state as protecting both public and state still remains as a concept to focus on, yet, it is current enough to remember and to consider again. In this comparative study, policing systems of United Kingdom, Turkey and France will be controversially discussed in terms of policing related to its legitimacy, its structure, and its function. In the first section, the concepts of legitimacy, structure, and function will be defined. Afterwards, British policing system will be examined in terms of these three conceptions. Following British system, Turkish policing system which has been remarkably adapted to new policing concepts despite the fact that there are more to deal with will be following subject. Then, lastly, French system which has effectively been a model for some countries will be analyzed so as to understand The Continental Model. After analyzing three countries, the similarities and differences between British and The Continental System will be focused on, more particularly within a proposition that British Policing leads the way. Policing: Legitimacy, Structure, and Function Modern police was often seen as an instrument of progress, consistent with the idea of free enterprise, academic freedom, constitutional protection against arbitrary government (Liang, 2002, p: 4). Although there has been a common acceptance of policing recently, as Liang stated, there are different police systems all over the world. In order to be able to analyze and compare police systems, there are three terms by the help of which policing in different societies can be examined; legitimacy, structure, and function. In his early study, Bayley asserts that three characteristics of the police contemporarily exist in todays world and these as dichotomous are public/private, specialized/no specialized, professional/nonprofessional. Being public/private oriented refers to the nature of the police agency and can easily be confused with community authorization, specialization for a police agency, in opposite terms of that unspecialized police force is authorized to use force but do many other things as well, concentres on the application of force, and professionalism refers to explicit preparation to perform the unique police function (Bayley, 1990, p: 11-13). Using this triple explanation, Bayley originally emphasizes on legitimacy, structure and function of policing. Similarly, Mawby attempts to compare different police systems according to legitimacy, structure, and function. Moreover, he defines these terms. Legitimacy implies that the police are granted some degree of monopoly within society by those with the power to so authorize, be they an elite within the society, an occupying power, or the community as a whole.(1990, p: 3). Structure means specialization/non specialization, and function implies that the role of the police is concentrated on the maintenance of law and order prevention and detection of offences. Nevertheless, this is not only about these fixed concepts, but also the balance between law and order, or prevention and detection and being service-related, administrative, or concerned with political control (Mawby, 1990). United Kingdom; Policing System Police systems in England and Wales prior to the 19th century are portrayed private, non-professional, and unspecialized by authors such as Critchley (1978) and Radzinowicz (1956a). After creation of new police, The Metropolitan Police Force (1829), Londons first centralized, uniformed, wholly professional, centrally-controlled police force (Reynolds, 1998) and similar forces were established in other urban and rural areas between 1835 and 1888, so the nineteenth century was a breakpoint. After a dynamic duration in 20th century, now there are currently 43 police forces in England and Wales employing over 233,000 personnel, over 140,000 police officers, nearly 78,000 police staff and over 15,600 Police Community Support Officers. Additionally, there are currently in excess of 14,500 volunteer police officers known as Special Constables in England and Wales (Home Office, 2009). The 51 police forces those were over 100 prior to the Police Act of 1964 in England, Wales, and Scotland each headed by a Chief Constable who is accountable to a Police Authority (Tupman and Tupman, 1999). In Scotland, there are 8 constabularies corresponding to the 8 former regional governments of Scotland. Initially, in terms of function, the polices role is crime control and maintenance public order, more specifically crime prevention through uniformed patrol while, at the same time, fulfilling a welfare and service order public (Mawby, 2008). Secondly, in terms of structure, there is a balance between local and central control and organization. The modern police system in England and Wales is traced back to the early nineteenth century, this idea is reinforced by Bayley in such a way that he states that The modern English police constable is medieval Tythingman1, still acting under royal authority but now serving at public expense in a chosen career (1990, p: 29). The 1962 Royal Commission on the Police identified the protection of local police forces autonomy through the institution of the three partite structure of accountability: individual chief constables, police authorities and central government claims Mawby in his study dedicated to compare policing systems all over the world (2008). From a more general perspective, in UK structure is decentralized compared to continental system, and there are local police forces with the help of these information, but Northern Ireland has a different system based on colonial system (Mawby, 1992). It is possible, in terms of structure, to say that police is decentralized, unarmed, and civilian force (Mawby, 1990). Afterwards, in terms of legitimacy there is a tendency to do what public want. It is possible to see on the green paper that the police are in attempts to improve the connection between public and the police: This Green Paper sets out proposals for a new policing pledge which will be developed in partnership between the police and local people (Green Paper, July 2008). In his recent study, Mawby states that there at least four attempts to allay public concern by providing public access to local police management: Crime and Disorder Reduction Partnerships (CDRPs), the formation of police consultative committees, the establishment of lay visitors schemes, and the introduction of Independent Advisory Groups to monitor police racism following the Stephen Lawrence Inquiry (Mawby, 2008, p: 21). Turkey; Policing System The history of the police in Turkey derives from Ottoman Empire in 19th century like public administration through adapting to French prefecture model (Mercedes and Newburn, 2008, p: 34). Moreover, Turkish civilian administration system is influenced by the French civilian administration system and its domestic security approach (Celador, Gemma Collantes et al 2008). Security function is provided by both public and private sector, and there are three public law enforcement institutions: the police, the jandarma (gendarmerie) and the coast guard command. The jandarma and the coast guard command are responsible to the Minister of Interior as well as the police; yet, the jandarma and the coast guard command are military institutions. In terms of promotions, appointments, personnel administration, disciplinary and judiciary procedures, the jandarma corps is located within the military structure headed by the Office of the Chief of General Staff, who, in turn, responds to the Office of the Prime Minister, instead of to the Ministry of National Defence. Additionally, the national police force and the jandarma are different in terms of their respective jurisdictions and responsibilities vis-à ¯Ã‚ ¿Ã‚ ½-vis the civilian government authorities (Celador, Gemma Collantes et al 2008, p: 8). Jurisdiction of the police geographically differs from the jandarmas jurisdiction; the police provide security in urban areas rather whereas the jandarma are responsible for rural areas. In terms of structure, the police force is centralized, thus, compared to western central administration models, this structure is excessively central (Cerrah, 2005).In terms of function, there is obviously a higher number of the jandarma compared to the police, although urban areas contain more population than rural areas. There are some 193,000 police whereas the jandarma are between 280,000 and 300,000 (Mercedes and Newburn, 2008). According to Mercedes and Newburns study which is one of the last studies about Turkey and policing system, number of the jandarma is highly more than the polices. There are several reasons but, eventually, as a result of disproportional allocation, the priority is not welfare but the continuity of order in terms of administrative and political tasks in addition to crime prevention. Last of all, in terms of legitimacy, police legitimacy derives from law rather than public. After legislation through the EU twinning projects, for example with amendments and modifications on Law on Powers and Tasks of Police (1936), the government has aimed at changing consideration of police as a service rather than power. Nevertheless, in practice, this is not easily possible. Despite all the time that has passed since then, the Turkish police organisation has been unable to establish systemic institutional civilian participation and a satisfactory control mechanism. On both national and regional level, security policies and practices are only run and supervised by appointed civilian administration authorities and police administrators. claims Cerrah (2005) and as he adds the police still have to do more to be more accountable. Unless the police are more accountable and open to be controlled by civilian mechanism, legitimacy of the police will be discussed as well as its function. However, community policing is a new issue in Turkey with a pilot practicing in ten big cities including Istanbul, Ankara, Izmir, and Bursa (Directorate General of Security, 2009). There is a tendency to be more people-oriented. France; Policing System French police system is arguably the first modern system in Europe whereas The London Metropolitan Police is known to be the first modern police (Mawby 1990, p: 34, Bowden, 1978, p: 140). Bowden also adds that 615 is the year first peace and police existed in France, but, ironically, French is the nation who has frequently experienced the discontinuity in a nations political life despite the fact that they developed the most sophisticated police in Europe (1978). The police function in France is rooted to Roman law tradition, and since the French Revolution (1789), historically, there are significant processes but it is not going to be discussed because of lack of space. Today, police system in French can be analyzed through being distinguished as the police nationale and gendarmerie nationale. The gendarmerie are accountable to three different authorities: to Minister of Justice for criminal investigations, to the Ministry of Interior for public order, or administrative matters, and to the Ministry of Defence for all other aspects of their work whereas the police nationale are responsible to the Minister of Justice for criminal investigations, and to the Ministry of Interior for public order, or administrative matters (Hodgson, 2005). According to Hodgsons account, which compares French criminal justice system to British systems and includes an extensive investigation, the police nationale is composed of some 120,000 officers now according to Interpol 126,000 whereas the Gendarmerie comprises some 85,000 officers now according to Interpol 90,000 (2009) (2005). Moreover, there are some 3000 small municipal police forces. In terms of structure French police system is centralized as it is seen from this portray, the police forces are armed and not exactly- militaristic. France is typically an example of continental European system and in terms of function police system in France is putting emphasises on administrative and political tasks rather than welfare (Mawby, 2008, p: 22). As a consequence of being centrally organized, France has more centralized policing system with two main forces the police nationale and the gendarmerie compared to British policing system and less centralized compared to Turkish police system. Compared with UK, the availability of other community initiatives involving polis-public cooperation such as neighbourhood watch or volunteer police auxiliaries are relatively unknown (Mawby, 1990). As a continental European country, in terms of legitimacy the police and the gendarmerie are closely tied to government rather than public or law. United Kingdom (Excluding Northern Ireland) Turkey France Legitimacy Local government Central government Central government Function Welfare Crime prevention, emphasis on administrative tasks Crime prevention, emphasis on administrative tasks Structure Decentralized Centralized (More excessively) Centralized It is possible to infer from whole information that United Kingdom, excluding Northern Ireland, has community-oriented policing system where as France and Turkey have continental and highly centralized and government oriented policing systems. Mawby who has a range of comparative police studies since early 1990s sees continental police systems in the past as being distinguished in terms of their lack of accountability, being directly responsible to the head of state, and he adds in another study that While this less easily reconciled with the liberal democracies of post-war Europe, it is still the case that public accountability is more restricted in countries where the police are more centralized and militaristic (2008, p: 23). Also in Turkey, more recently, with the increased quality of the police training and education, the rising numbers of commissioners and officers receiving masters and doctorates (some on topics including human rights law, technologically more advanced crime-fighting methods, etc.) and the positive impact of EU twinning projects, a younger reformist wing seems to have emerged within the police. This wing is also psychologically supported by civil societal demands for the establishment of more professional, accountable and transparent police structures. (Celador, Gemma Collantes et al, 2008, p: 9) From a historical perspective; between 1804 and 1810 in France, during Napoleons dictatorship Fouchà ¯Ã‚ ¿Ã‚ ½ was his strong right arm and was commanding French police. Fouchà ¯Ã‚ ¿Ã‚ ½, Duc dOtranto, had an army consisting of spies and agent provocateurs spreading insidious terror and repression throughout France (Manwaring-White, 1993). As Manwaring-White states, there was a very real fear in Britain that any sort police force like in France would result the same fearful invasion of privacy and liberty. On the other, while Robert peel was introducing his Metropolis Police Improvement Bill, he had figures to show a population increase of 19 per cent in London and Middlesex, but an increase in crime of 55 per cent between the periods of seven years from 1811 to 1818 and from 1821-1828 (Emsley, 1991). The bill passed through the parliament and The Metropolitan Police of London was established contrast to French militaristic system. However, contentiously, despite the horror of the Fouchà ¯Ã‚ ¿Ã‚ ½ regime in France, the British government did employ spies and agents to try and uncover hints of treasonable activity or political unrest and despite anathema to French style spies, a detective department was reorganised in Scotland in 1842 (Manwaring-White, 1993). There several attempts contrast to thought because of which the Met was established. Furthermore, during the 70s the developments in police riot brought the English police closer in their riot tactics and equipments, yet, unlike continental neighbours, employers were not specialized riot squads (Emsley, 1991). Finally, the men, responsible for creation the English police during the 19th century, wanted to restrict the political and military nature of the new police, but Emsley states that despite these reasons of creation of English police, the economic, political and social nature of Victorian England was instrumental in helping some people to achieve their aim (1991). By contrast with whom see centralized system as incorporating problems of non-accountability and partisanship, Mawby critically examines this idea. Firstly, one should not assume that locally, community-oriented systems are necessarily panaceas; they may incorporate problems of non-accountability, elite control and partisanship. Secondly, however, although political policing has been more a future of policing systems in countries where the police are militaristic, there is no clear relationship between the presence of one, central police system and these features. Nor is a central system necessarily incompatible with local accountability. Last of all, as illustrated in his study, the presence of absence of a single, centralized police is no more evidence of a police state than is the presence or absence of the jury system (Mawby, 1992, p: 125-126). Today, in terms of function, structure, and legitimacy, community-oriented systems are seen more advantageous, but privacy and liberty of individuals are threatened by the surveillance, bugging and file-keeping methods of modern police (Manwaring-White, 1993). Bibliography Books Bayley, David H. (1990) Patterns of Policing: A Comparative International Analysis, Rutgers University Press. Bowden, T. (1978), Beyond the Limits of Law, Harmondsworth: Penguin Cerrah, Ibrahim, Police, in Cizre, Umit (ed.), Almanac Turkey 2005: Security Sector and Democratic Oversight, Istanbul: TESEV Publications, 2006, pp. 86-99. Critchley, T.A. (1978), The History of Police in England and Wales in Mawby, Rob I. (1990), Comparative Police Issues: The British and American system in international perspective, London: Unwin Hyman. Celador, Gemma Collantes et al (2008), Fostering an EU Strategy for Security Sector Reform in the Mediterranean: Learning from Turkish and Palestinian Police Reform Experiences, EuroMeSCo Paper 66 (January 2008) Emsley, Clive (1991), the English Police, a Political and Social History, Second Edition, Addison Wesley: Longman Hin, Mercedes S and Newburn, Tim (2008) Policing Developing Democracies, Taylor Francis Hodgson, Jacqueline (2005), French Criminal Justice: A Comparative Account of the Investigation and Prosecution of Crime in France, Hart, University of Michigan Lambert, John L. (1986) Police Powers and Accountability, Taylor Francis Manwaring-White, Sarah (1983) the Policing Revolution, Police Technology, Democracy and Liberty in Britain, the Harvester Press Mawby, Rob I. (1990), Comparative Police Issues: The British and American system in international perspective, London: Unwin Hyman. Mawby, RI (1992) Comparative police systems: searching for a continental model, pp: 108-132 in K. Bottomley, T. Fowles and R. Reiner (eds.) (1992) Criminal Justice: Theory and Practice, British Criminology Conference 1991, London: British Society of Criminology. Mawby Rob I. (2008), Models of Policing, in Newburn, Tim (ed.) (2008) Handbook of Policing, 2nd Edition, Cullompton: Willan, pp: 17-46. Radzinowicz, L. (1956a), A history of English Criminal Law and its administration from 1750, Volume 1: The Movement for Reform in Mawby, Rob I. (1990), Comparative Police Issues: The British and American system in international perspective, London: Unwin Hyman. Reynolds, Elaine A. (1998), Before the Bobbies, Stanford University Press. Liang, Hsi-Huey (2002), The Rise of Modern Police and the European State System from Metternich to the Second World War, Cambridge University Press, pp: 11-13. Tupman, Bill and Tupman, Alison (1999), Policing in Europe, Intellect Books. Websites Home office (2009) About Us, available: http://police.homeoffice.gov.uk/about-us/ last accessed 18 March 2009. Directorate General of Security (2009) Community Policing, available: http://www.asayis.pol.tr/tdpyapilanmasunumu_dosyalar/frame.htm. Last accessed 18 March 2009. Interpol (2009) France: Police system, available: http://www.interpol.int/Public/Region/Europe/pjsystems/France.asp. Last accessed 18 March 2009 Additional Source Green Paper (2008), From the Neighbourhood to the National: Policing Our Communities Together, Green Paper, Home Office, July 2008 1 Tythingman was of Saxon times and he was elected by his peers in the local community and exercised wide responsibilities for all aspects of local government on heir behalf He was not , however, a royal officer, as his authority derived from the community he served rather than from the sovereign (Lambert, 1986, p: 21)

Heat of Fusion of Ice Discussion of Theory

Heat of Fusion of Ice Discussion of Theory Measuring the specific latent heat of fusion of water (ice): Introduction In our daily lives, heat can be found in everywhere. Cooking food heat is needed, it also makes people feel warm and produce more energy. Therefore to know the specific latent heat of fusion of water, both we need to know process of the heat was transferred and kinetic energy.The aim of this experiment was to find out the specific latent heat of fusion of water and steam. First of all, heat is a kind of energy, which transfers from one object to another because of their different temperatures. The SI unit of the specific latent heat is joule per kilogram (J kg-1). The specific latent heat of fusion which is the unit used to calculate the energy need to change unit mass of a substance from a solid into a liquid without in temperature. The equation Q=ItV=ML was used to calculate the energy needed from solid to liquid. Where Q is the heat supplied; m is the mass of the solid, L stands for the specific latent heat of fusion. However, in this process, first to be calculated the energy sup plied to the heater and divided it by the mass of ice melted by the heater to find the specific latent heat of fusion of ice. Next is the specific latent heat of vaporization, which was used to calculate how much heat energy for a substance need to change units of mass from liquid into vapour without in temperature. It also defined as the equation is Q=m lv +h â€Å"where lv represents the specific latent heat of vaporization of the liquid and h is the heat lost from the ‘jacket in time t†. Duncan (2000: 69). Finally, calorimeter is just a kind of equipment which uses to measure heat. There are some equations were use in the result calculation. The basic theory of the simple experiment is as above.MethodsPart.1 the specific latent heat of fusion of iceThe equipment of this experiment was two funnels and two barrels, an ammeter and a voltmeter supplied. Firstly, two funnels were filled with crushed ice, and then the heater was put in one of the funnels and left them both for five minutes. During these, the heater reached the temperature of the ice in order to change the ice to water quickly. Next, while turned on the heater, the value of voltage and current were recorded. After recording the values, the mass of water was measured that caught from each funnel in five minutes. Finally, after getting the values of masses, voltage and current, the calculation was done.Figure 1, more ice melts in the side with the beaterPart.2 the specific latent heat of vaporization of waterFinding lv can be done using the equipment below in figure 2. First of all, put a measuring cylinder on a top pan balance and surround the cylinder with lagging. The inside aluminium metal container was measured by electronic balance and the lid keep open. After the measuring cylinder was filled with water, the power was turned on to supply. Then wait the moments until the water came back to the boil. After the water was boiling, the mass of water was recorded and the clock was started. Thirdly, the p ower supply was connected and the power was set to 1100w. Finally, a little of the water in cylinder was emptied to become steam and the mass of water also was recorded. The apparatus in this experiment as in figure 2.Figure 2, the boiling water in measuring cylinderResultsPart 1. The specific latent heat of fusion of ice.Table.1 The measurement of latent heat of fusion of ice.The ice with heaterFunnel without heaterMass of cup (g)7373Mass of cup with water (g)9383Mass of water (g)2010Table.1 shows the measurement of latent heat of fusion of ice. The masses are measured by electronic balance; the current of the circuit is 1.5A and the voltage of the circuit is 6V.The error of mass:  ± 1gThe error of heat:  ± 10JPart.2 the specific latent heat of vaporization of water.M1 ( the boiling water)M2 ( after 3 minutes)100049Table.2 The data of the specific latent heat of vaporization of water.Table.2 shows the data of the specific latent heat of vaporization of water which is the difference of the masses of water. In the experiment, the mass of the balance is 79g; the temperature of the water is 100â„Æ';the power of cylinder is 1100W; the time is 3 minutes. And the error of the mass is  ± 1g.DiscussionThe specific latent heat of fusion of ice and the specifi c latent heat of vaporization of water are calculated by the measurement in the tables of result section. The calculation of the specific latent heat of fusion of ice is as follows. Heat lost by water is equal to the mass times the specific latent heat of fusion and the equation is VtI=ML, M is mass of water in difference, t stands for the time taken for heat the ice and L is the latent heat of fusion of ice. ThereforeL ==∠µ=2700J ∠´L=2.7Ãâ€"105Jkg-1 and it is not very similar to the exact value of the latent heat of fusion of ice, which is 3.3Ãâ€"105 Jkg-1. Next part is the specific latent heat of vaporization of water. The heat gained to the water and the cylinder is equal to the work down by the circuit which is 1100W, E=W Ãâ€" t=M lv, which E is the energy gained to the water and the cylinder, M is mass of balance, lv represents the specific latent heat of vaporization of water. From the equation just above, therefore Lv= => and then Lv =2.5Ãâ€"106 Jkg-1. It is also not very similar to the exact value of the specific latent heat of vaporization of water, which is 2.3Ãâ€"106 Jkg-1.According to Duncan (2000:68) â€Å"the kinetic theory sees the supply of latent heat to a melting solid as enabling the molecules to overcome sufficiently the force between them for the regular crystalline structure of the solid to be broken down. And when vaporization of a liquid occurs a large amount of energy is needed to separate the molecules and allow them to move around independently as gas molecules†.

Example Essay on Organization Management in Construction Industry

Example Essay on Organization Management in Construction Industry INTRODUCTION The aim and objective of this essay is to emphasize the basic understanding of people and organization management principles as it relates to construction industries of the 21st century. People and organization management is a fundamental factor in achieving a realistic and efficient use of resources, especially human resources. A heavy responsibility is placed on managers and the activities of management on the processes, systems and styles of management Laurie J Mullins (1996)13 Construction companies are faced with difficulties of how to organize and manage resources due to complexity of project and as such have a greater effect on the projects in terms of time, cost and quality. Every company has its own ideas about how to organize itself and its work, an effective organization will ensure that clear line of authority exist, and that every member of the project knows what he or she must do to make the project a success Dennis Lock (1996)11. Management is a description of a variety of activities carried out by those members of organizations whose role is that of a manager ie someone who has a formal responsibility for the work of one or more persons in the organization or who is accountable for specialist advisory duties in support of key management activities. This essay will address people and organization management principles by considering various definitions of management, main approaches to organization, structure and management theories and also relationship between an individual and the organization and advantages of management theories to 21st century construction industries. However, if action is to be effective, the theory must be adequate and appropriate to the task and to improved organization performance. It must be a good theory Laurie J Mullins (1996)39 DEFINITION OF MANAGEMENT Management can be define as the process of planning, organizing, controlling efforts of organization members and using all organization resources to achieve stated organization goals. According to G.A Cole (2004)7 , management is a collection of activities involving planning, organizing, motivating and controlling. Other writers also indicate their view about the definition of management as shown below: To manage is to forecast and plan, to organize, to command, to coordiate and to control H.Fayol (1916)1 Management is a social processà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ the process consists of à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.planning, control, coordination and motivation E.F.L Brech (1957)2 Managing is an operational process initially best dissected by analyzing the managerial functionsà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦The five essential managerial functions are : planning, organizing, staffing, directing and leading, and controlling Knoontz and O Donnell (1984)3 Five area of management constitute the essence of proactive performance in our chaotic words: (1) an obsession with responsiveness to customers, (2) constant innovation in all area of the firm, (3) partnership the wholesale participation of and gain sharing with all people connected with the organization, (4) leadership that loves change ( instead of fighting it) and instills and shares an inspiring vision, and (5) control by means of simple support systems aimed at measuring the right stuff for todays environment T. Peters(1988)4 Basically, in a broad understanding considering all the above options, management is process that enables organization to set and achieve their objective by planning, organizing and controlling their resources, including gaining the commitment of their employees (motivation). ORGANIZATION According to H. Kerzner (2006)89, organization can be define as group of people who must coordinate their activities in other to meet organization objectives. Organization can also be defined according to the following school of thought: Organizations are intricate human strategies designed to achieve certain objectives Argyris(1960)8 Since organizations are systems of behaviour designed to enable humans and their machines to accomplish goals, organizational form must be a joint function of human characteristics and the nature of the task environment. Simon(1976)9 Organizations are systems of inter-dependent human beings. Pugh(1990)10 Organization are set up to achieve purposes that individuals cannot achieve on their own. Organizations then provide a means of working with others to achieve goalsà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. Likely to be determined by whoever is in the best position to influence themà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦A key characteristic of organization is their complexity. Stewart(1994)11 PEOPLE AND ORGANIZATION MANAGEMENT In Construction company setup, managers are expected to have adequate knowledge and skill to manage people and their characteristic behaviours, works to be done and technology involved and all external environmental factors as it affects construction industry. The effects of the operation of the organization within its environment are reflected in terms of the management of opportunities and risk and the successful achievement of its aims and objectives. Laurie J Mullins (1996)6 People and organization management can therefore be treated using understanding of management theories, approaches in terms of classical, human relation and systems perspectives, all of which will be critically examined in the course of this essay. The Construction industries depend heavily on its workforce, they sometimes face several challenges if its recruitment to deliver expected project at estimated cost, expected or planned time and quality. The industry can improve its performance by attracting the right people(organization to look strongly at recruitment pool and think on how people can do different job in different way), keeping the right people (acknowledging a change their culture) and satisfying customer (develop focused strategy). PEOPLE AND ORGANIZATION MANAGEMENT PRINCIPLES AND MANAGEMENT THEORIES, APPROACHES There Are between six to eleven management theories and school of thought but for the purpose of this essay we will adopt the approach as explained by Laurie J Mullins (1996)39, that is analysis revolving around a framework based on four main approaches of: Classical, Human resources, Systems and Contigencies. The figure 1.0 below indicate simply the main approaches to organization, structure and management: Classical Human Relations Systems Contingency Emphasis on purpose, Attention to social The integration of the No one best design of formal structure, factors at work, classical and human organizations. Form of heirarchy of management, group, leadership, relations approaches. structure, management, technical requirements, the informal Importance of the and success of the and common principles organization, and socio- technical system. organization dependent of organisation behaviour of people The organization within upon a range of its external environment. situation variables. Fig 1.0 the main approaches to organization, structure and management. Laurie J Mullins (1996)39 The Classical Theories Classical theories focuses on improving the organization structure as a means of increasing efficiency, it emphasizes on the importance of the principles for the design of a logical structure of organization. The classical approach to management was primarily concerned with the structure and activities of formal, or official, organization. Issues such as the division of works, the establishment of a hierarchy of authority, and the span of control were seen to be of the utmost importance in the achievement of an effective organization G.A Cole(2004)4 Managers role in classical theory is that of planner and trainer.They are responsible to know what is expected of individual and develop a structure that works for the organization to achieve the main goal. The Human RelationTheories The fundamental idea behind the human relation approach to management is motivation based on a hierarchy of human needs, ranging from basic physiological needs(food, sleep) to higher psychological needs, such as self- fulfillment. This serves as a means of achieving organizational effectiveness. The human relations approach recognized the importance of the informal organization which will always be present within the formal structure. This informal organization will influence the motivation of employees who will view the organization for which they work through the values and attitudes of their colleagues. Their view of the organization determines their approach to work and the extent of their motivation to work well or otherwise. . Laurie J Mullins (1996)53 Construction managers are expected to have mind of motivating workers, understand the method, basic needs of the employees so that he can have maximum use of their support to enhance production. The System Theories According to Laurie J Mullins (1996)55 , the system approach attempts to reconcile the two earlier approaches and the work of the formal and the informal writers. Attention is focused on the total work organization and the interrelationships of the structure and behaviour, and the range of variables within the organization. This approach can be contrasted with a view of the organization as separate parts. The system approach encourages managers to view the organization both as a whole and as part of a larger environment. The idea is that any part of an organizations activities affects all other parts. The system approach is a complex social systems, responsive to a number of interdependent and important variables. The major variables in adopting system approach to organizations are; people (as individual and in group), technology (in terms of the technical requirements of work, organization structures and environment (the external conditions affecting the organization). Construction managers should therefore focus on interrelationships, both with subsystems and between the system and the external environment. He should be able to explain the trend and articulate the vision of the organization. The Contigency Theories The contingency approach can be seen as an extension of the system approach, it highlights possible means of differentiating among alternative forms of organization structures and systems of the management. The contingency approach implies that organization theory should not seek to suggest one best way to structure or manage organizations but should provide insights into the situational and contextual factors which influences management decisions. Laurie J Mullins (1996)57 Also according to G.A Cole(2004)82, a contingency approach build on the diagnostic qualities of the systems approach in order to determine the most appropriate organizational design and management style for a given set of circumstances. Essentially the contingency approach suggests that issue of design and the style depend on choosing what is the best combination, in the light of prevailing conditions of the following variables; the external environment, technological factors and human skill and motivation. BENEFIT OF MANAGEMENT THEORIES TO 21ST CENTURY CONSTRUCTION INDUSTRY Critical appraisal and thorough understanding of people and organizational management theoretical concepts will enable the construction managers to be fully aware and knowledgeable about different organizational management approaches in dealing with different situations and to adopt those approaches that best suit the particular requirement of the job. A problem relating to structure, the ideas of the classical writers or contingency theory may be adopted. When there is problem relating to personnel management, ideas from the human relations theorists might be valuable. If the problem is environmental, the systems approach might prove most useful. Generally, the knowledge and understanding of management theory will help the construction manager in tackling the complexities of people and organizational management of the 21st century. However, no single approach to organization and management that can provide all the answers but the comparative study of different theoretical approaches will yield benefits and strategically position the manager in facing the people and organizational management challenges of the industry. RELATIONSHIP BETWEEN AN INDIVIDUAL AND THE ORGANISATION Since any organization is comprised of individuals, individuals then become the unit of analysis in organizations principles and theories. Individuals behave in different ways according to their background, knowledge, education and psychosocial factors. The knowledge and understanding of the individual behaviors, the behavioral patterns and personal development is therefore crucial to the construction manager amidst the complexities of construction organizations. Construction managers need to be aware of factors that govern individual behavior, recognize individual potential and harness it to achieve the organizational goals and to understand how the individual behaviors affects the general organizations culture. Part 2 PERSONAL REFLECTION OF MANAGEMENT COMPETENCIES I have discovered through reading series of management textbooks and journals, past work experience and academic teachings that the practice and application of management skills and competencies is the panacea to management and organizational problems facing the construction industry given the complexities and the dynamic environment. Due to my technical training and work experience in a construction company, I have developed some of these management skills and competencies. Some were acquired by management training, some inculcated through organizational culture and some merely by intuition. Some of this competencies are, teamwork, leadership skill, organizational ability, interpersonal skills, decision making, managing change, drive for achievement, creative problem solving and analysis, negotiating skills, managing conflicts and listening skills. However, there are management skills and values that I still need to acquire or develop further during the course of my studies as a project manager. These include organizational ability, strategic planning, self management and prioritizing, information collection and analysis, good communication skills and resource management. Before now, I have always taken organizational values, adequate planning and self management, and prioritizing for granted due to management ignorance, but having learnt and discovered that they are very important for a successful project manager, I have begun to imbibe the values of effective planning, organizing and prioritizing my academic works, personal activities as scheduled and always seek a way of developing them further and further. During my studies, I have discovered that all these skills and values are very important for any construction manager to be able to adequately plan, organize, motivate workers, make good and timely decisions, manages constant changes, manage limited resources, conflicts e.t.c., and communicate effectively within and outside the organization in order to meet the enormous challenges of the complex construction industry. Also based on my background, all the management theories has been experienced as day to day references in attending to issues, improving output, getting result out of human resources and achieving company goal at a profitable margin and make the shareholders happy. CONCLUSION It is very important for a construction manager to develop good management skills and organizational competencies in order to effectively and efficiently meet the challenges of complex 21st century construction industry within the dynamic environment. Implementation and understanding of all management theories is very important for construction manager to be able to deliver project at estimated time, within the budgeted cost and specified quality.

A Letter To Shakespeare :: essays research papers

A Letter to Shakespeare January 23, 1997 William Shakespeare Stratford upon Avon Dear Mr. Shakespeare Just recently, I have read what it probably your most highly acclaimed works, Romeo and Juliet. I must give you credit for doing some great work with it, being that there are many people who enjoy it tremendously, however, I have a few problems with your story. I guess the main point that I am trying to stress, is that your story, yet good, is written to be understood by people from many centuries ago. Much of the script is written in old English, and it is very hard to understand and comprehend for people living today. I know that the setting for the story is several centuries ago, but I think that you could make a more revised version of the story for people today to read. One part that really stuck out to me was the very famous "balcony scene". Much of the language here could use some revision. For example, when Juliet says, "Romeo, Romeo, where for art thou Romeo?", I think it would be much better if she simply said something to the affect of "Romeo, where are you?" since that is practically all she is saying. And at the end of the balcony scene, instead of Juliet saying "Parting is such sweet sorrow," although that is very dramatic, she could just say something like, "I wish you didn't have to go so soon." Another part that I noticed was in the scene where Mercutio was insulting Tybalt, right before they fought in the streets of Verona. Mercutio had called Tybalt "prince of cats" since Tybalt was an ordinary name for house cats at that time. I think that it would be all right to keep this part, however you might want to think about changing Tybalt's name to something that is more common for cats today like Felix or even better, Whiskers, however that might not be a suitable name for a normal person. I think that in making these changes in your story, that it would make it much easier to read for people today, and I think that it might make school students who have to read it, like it even more. You might even want to think about changing the names of the characters to something more modern, or even something just completely stupid so it would appeal to people even more. For example, you could change Romeo and Juliet to Cocaine Chris and Kitty or Josh The Trashman and Maud. I think that would capture the readers' attention much better than just a couple of 16th century A Letter To Shakespeare :: essays research papers A Letter to Shakespeare January 23, 1997 William Shakespeare Stratford upon Avon Dear Mr. Shakespeare Just recently, I have read what it probably your most highly acclaimed works, Romeo and Juliet. I must give you credit for doing some great work with it, being that there are many people who enjoy it tremendously, however, I have a few problems with your story. I guess the main point that I am trying to stress, is that your story, yet good, is written to be understood by people from many centuries ago. Much of the script is written in old English, and it is very hard to understand and comprehend for people living today. I know that the setting for the story is several centuries ago, but I think that you could make a more revised version of the story for people today to read. One part that really stuck out to me was the very famous "balcony scene". Much of the language here could use some revision. For example, when Juliet says, "Romeo, Romeo, where for art thou Romeo?", I think it would be much better if she simply said something to the affect of "Romeo, where are you?" since that is practically all she is saying. And at the end of the balcony scene, instead of Juliet saying "Parting is such sweet sorrow," although that is very dramatic, she could just say something like, "I wish you didn't have to go so soon." Another part that I noticed was in the scene where Mercutio was insulting Tybalt, right before they fought in the streets of Verona. Mercutio had called Tybalt "prince of cats" since Tybalt was an ordinary name for house cats at that time. I think that it would be all right to keep this part, however you might want to think about changing Tybalt's name to something that is more common for cats today like Felix or even better, Whiskers, however that might not be a suitable name for a normal person. I think that in making these changes in your story, that it would make it much easier to read for people today, and I think that it might make school students who have to read it, like it even more. You might even want to think about changing the names of the characters to something more modern, or even something just completely stupid so it would appeal to people even more. For example, you could change Romeo and Juliet to Cocaine Chris and Kitty or Josh The Trashman and Maud. I think that would capture the readers' attention much better than just a couple of 16th century

The Singing School: An American Tradition :: essays research papers

The Singing School: An American Tradition   Ã‚  Ã‚  Ã‚  Ã‚  The Singing School was an institution that was uniquely American. it was established to serve a dual purpose: the desire to create music and the need for sociability. Generations were taught to read and sing music by itinerant singing masters, who developed characteristic methods and materials of instruction, and distinctive performance practices. Through this institution, many people were given the opportunity to participate in music, either as a singer, a teacher, or as a composer. The Singing School foreshadowed the development of church choirs and musical societies.   Ã‚  Ã‚  Ã‚  Ã‚  Early settlers in this country brought with them their native English music, both sacred and secular. They made use of various Psalters compiled in Europe. It was not until 1640, however, that the Puritan ministers in America made their own translation of the psalms. The Bay Psalm Book was the first book printed in British North America and was widely used. The most distinguishing feature of this book was its rhymed and metered English poetry. This allowed a few tunes, having the same rhythms as the poetry, to be used as melodies for many psalms. In addition, the text employed the vernacular, and consequently promoted memorization. The ninth edition of the Bay Psalm Book, published in 1698, was the first edition published with tunes. This edition had printed the letters F-S-L-M, representing the solmization syllables fa, sol, la, and mi, under the notes. This indicates that there was a familiarity with and an interest in music instruction as applied to psalmody.   Ã‚  Ã‚  Ã‚  Ã‚  It was not until the early 18th century, however, that as a direct result of agitation by ministers for a reformation in congregational singing, arguments were advanced promoting regular singing and the eventual establishment of singing schools.   Ã‚  Ã‚  Ã‚  Ã‚  The singing school grew out of the employment by the churches in New England of regular singing. Records indicate that the first singing school was probably established in Boston, the most advanced town in New England, around 1720.   Ã‚  Ã‚  Ã‚  Ã‚  The singing school gradually spread throughout New England during the next twenty-five years. Throughout the eighteenth century, the scope and span of the singing schools continued to grow. The advent of the 19th century saw singing schools established from Maine to Pennsylvania.   Ã‚  Ã‚  Ã‚  Ã‚  The first singing schools were church-oriented, due to the face that the original purpose of the schools was to improve congregational singing. After selecting a date (usually two to four weeks during the winter or between planting and harvesting of crops), a teacher was secured (in most cases, the local school master or an itinerant singing teacher), and location was established (either in the local school house or some other public building).

Sustainable Health Education Essay -- Health

The concept of sustainability derives from principles grounded in developing and maintaining a harmonious environment, society, and economy. Regardless of the discipline, these three areas must be the focus of concentration, as they are not mutually exclusive of one another. Above all, education must be recognized as the chief factor in achieving sustainability. Dr. Rosalyn McKeown’s Education for Sustainable Development Toolkit is based on the notion that success depends on a community’s willingness and ability to integrate education with sustainable efforts. Given the length of Dr. McKeown’s toolkit, it is virtually impossible for this writer to diffuse every detailed point. However, one is able to dissect key concepts deemed appropriate to teaching sustainability in the context of health education. Health Education is the â€Å"comprising of consciously constructed opportunities for learning, involving some form of communication designed to improve health literacy, including improving knowledge, and developing life skills which are conducive to individual and community health† (Kirch, 2008). The U.S. Department of Labor Bureau of Labor Statistics infers that health education specialists promote, maintain, and improve individual and community health. Considering these points, health education, in a philosophical sense, is rooted in the fundamental concept of sustainability. There are many factors which contribute to health education sustainability. Given the broad spectrum of health education, and all that the discipline entails, educators should focus efforts to assisting communities in making healthy choices and addressing major risk factors. At the forefront should be an emphasis on physical activity, healthy food consumption, ... ...cco use. Concrete goals and objectives must be met and mastered in the pursuit of sustainable development. Forming strong partnerships to use and allocate resources is crucial to success. Policies must be created before training can ensue. Health educators left with the task of achieving sustainable development should not micro-manage the process. Above all, community members must understand and appreciate how personal health impacts the environment, economy, and society at large. Works Cited Kirch, Wilhelm. (2008). The Encyclopedia of Public Health. New York, NY: Springer Science and Business Media, LLC. McKeown, Rosalyn. (2002). Education for Sustainable Development Toolkit. Retrieved from http://www.esdtoolkit.org/default.htm The Health Education Specialist: A Companion Guide for Professional Excellence (6th ed.). (2010). Whitehall, PA.

Pengajaran berbantukan ICT melalui penerokaan

PENDAHULUAN1.1 PENGENALANMalaysia berusaha menerapkan Teknologi Maklumat dan Komunikasi ( ICT ) dalam pelbagai bidang seperti perniagaan, industri, komunikasi dan pendidikan untuk mengembang dan mengekalkan kemajuan negara ke arah sains dan teknologi berlandaskan Wawasan 2020. Pada tahun 2001, kerajaan telah mewartakan k-Ekonomi Master Plan. Ekoran itu, hasrat k-Ekonomi Master Plan dimanifestasikan dalam bentuk reformasi sistem pendidikan Malaysia dan lahirnya pelbagai usaha untuk meningkatkan penggunaan ICT seperti media elektronik berbentuk e-book dan e-Learning untuk menggantikan media pengajaran dan pembelajaran ( P & A ; P ) yang konvensional ( Chan, 2002 ) . Pengajaran berbantukan ICT melalui penerokaan sumber digital boleh membantu meningkatkan minat pelajar serta menjadikan proses P & A ; P lebih berkesan. Bagi menghadapi cabaran baru kesan daripada globalisasi, liberasi, pengantarabangsaan dan perkembangan ICT pada abad ke-21, Kementerian Pelajaran Malaysia ( KPM ) menyediakan Pelan Induk Pembangunan Pendidikan ( PIPP ) 2006-2010 yang dapat melahirkan warganegara yang berilmu pengetahuan, celik ICT, berkemahiran dan berakhlak mulia. Matlamat pelan tersebut adalah untuk merapatkan jurang digital dengan menyediakan kemudahan ICT antara lokasi dan meningkatkan kemahiran ICT dalam kalangan guru dan pelajar ( PIPP 2006-2010, 2006 ) . Walaupun pelbagai usaha telah dilaksanakan untuk meningkatkan pengintegrasian ICT dalam P & A ; P, namun isu sejauhmana proses pendifusian memberi kesan kepada penerimaan dan pengintegrasian ICT masih dipersoalkan. Kesannya matlamat penggunaan ICT sebagai alat bantuan P & A ; P untuk membolehkan penyampaian sesuatu konsep dengan berkesan dan memudahkan pemahaman Directorate for Inter-Services Intelligence pengajaran oleh pelajar tidak tercapai. Oleh itu, disertasi ini bertujuan untuk mengenal pasti dan mengkaji hubungan faktor-faktor yang perlu diberi penekanan semasa mendifusikan sesuatu inovasi ICT dengan penerimaan guru untuk mengintegrasikan inovasi ICT tersebut dalam P & A ; P.1.2 LATAR BELAKANG KAJIANPendifusian inovasi adalah teori tentang bagaimana sesuatu thought atau objek baru tersebar dapat diterima oleh individu yang disasarkan ( Rogers, 2003 ) . Teori ini diasaskan oleh Everett Rogers pada tahun 1964 melalui bukunya yang berjudul ‘Diffusion of Innovations ‘ . Konsep difusi didefinisikan sebagai satu proses yang menerangkan bagaimana sesuatu inovasi dikomunikasikan melalui pelbagai saluran media pada jangka Masa tertentu dalam sesebuah sistem sosial. Manakala inovasi pula didefinisikan sebagai sesuatu objek, amalan atau thought yang baru dan dicipta untuk mewujudkan keselesaan, kos efektif dan lebih berkesan ( Rogers, 2003 ) . Teori Pendifusian Inovasi Rogers menjelaskan terdapat beberapa faktor yang menentukan penerimaan sesuatu inovasi. Penerimaan seseorang individu terhadap inovasi yang diperkenalkan adalah tidak sama dan boleh dipengaruhi oleh ciri-ciri peribadi serta latar belakang individu itu sendiri ( Surry & A ; Ely, 2002 ) . Penubuhan Koridor Raya Multimedia ( MSC ) pada tahun 1996 dengan memberi penekanan kepada tujuh aplikasi utama iaitu kerajaan elektronik, tele-perubatan, sekolah bestari, kad pintar, pemasaran tanpa sempadan, kelompok penyelidikan dan pembangunan jaringan perusahaan sedunia merupakan sebahagian usaha kerajaan untuk mengukuhkan lagi penggunaan ICT di Malaysia. Pada tahun 1999, kerajaan telah melancarkan plan Sekolah Bestari dengan melibatkan 88 buah sekolah dan plan ini merupakan projek yang menjadi kesinambungan daripada penubuhan MSC. Seterusnya, pada tahun 2003 kerajaan telah melaksanakan plan Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris ( PPSMI ) bermula dengan Tahun 1, Tingkatan 1 dan Tingkatan 6 Rendah di seluruh negara. Beberapa strategi pelaksanaan PPSMI ialah menyediakan guru dengan latihan intensif Indonesian Inggeris, Kursus Orientasi Kurikulum, peralatan teknologi maklumat, latihan penggunaan ICT dan bahan perisian. Usaha yang diambil dalam pelaksananan plan PPSMI ialah menggalakkan guru untuk menggunakan bahan pengajaran yang menggabungkan elemen multimedia seperti sound, picture, grafik, teks dan animasi. Elemen-elemen multimedia ini dipercayai dapat membawa perubahan dalam cara pengajaran guru dalam bilik darjah dan menjadikan proses P & A ; P mata pelajaran Sains, Matematik dan Bahasa Inggeris lebih menarik dan berkesan ( Noor Azliza & A ; Lilia, 2002 ) . Oleh itu, penggunaan Multimedia dalam pendidikan merupakan satu keperluan dalam epoch teknologi maklumat dan komunikasi. Teknologi Multimedia dianggap sebagai edutainment ( education amusement ) dan Infotainment ( Information amusement ) ( Handwerker, 2001 ) . Multimedia merupakan rangsangan kepada perubahan dalam proses pengajaran berbanding dengan kaedah pengajaran konvensional ( Gayle & A ; Uma, 1996 ) . Di Malaysia, Kementerian Pelajaran Malaysia telah mula sedar Akan kepentingan penggunaan perisian kursus multimedia interaktif ke atas persekitaran pembelajaran dalam bilik darjah. Pengajaran dengan berbantukan perisian kursus boleh berubah menjadi panduan atau wise man dengan maklum balas secara interaktif daripada hanya berfungsi sebagai pembekal maklumat asas dan pemahaman sahaja ( Lee, Cheung, & A ; Chen, 2005 ) . Dengan adanya teknologi multimedia kemungkinan akan wujud sekolah Mayan dan sekolah planetary bagi aplikasi jarak jauh ( Saade & A ; Bahli, 2005 ) . Mata pelajaran Matematik merupakan mata pelajaran yang wajib dipelajari oleh semua pelajar sekolah menengah. Matematik mengandungi topik-topik yang sukar difahami oleh pelajar kerana perkara yang ingin disampaikan adalah berbentuk abstrak. Perkaitan antara satu konsep dengan konsep yang lain menimbulkan kekeliruan dan menyebabkan pelajar sukar memahami konsep yang baru dan berbeza-beza dalam Matematik. Dalam keadaan ini, pendekatan pengajaran konvensional tidak dapat menarik minat dan merangsang proses pembelajaran. Kesannya pencapaian pelajar dalam mata pelajaran Matematik terjejas ( Mohd Salahuddin, 2006 ) . Menurut Pusat Perkembangan Kurikulum ( PPK ) ( 2000 ) , penggunaan perisian kursus multimedia interaktif boleh membantu pelajar untuk menvisualisasi konsep Matematik yang abstrak dengan lebih berkesan. Selain itu, penggunaan perisian juga dapat membantu murid memodelkan masalah yang mereka terokai dengan lebih berkesan. Menurut Mohd Nizar ( 2007 ) , penggunaan perisian kursus multimedia interaktif dalam pengajaran Matematik dapat menggalakkan penglibatan aktif pelajar dalam P & A ; P seterusnya meningkatkan prestasi pencapaian akademik mereka.1.3 PENYATAAN MASALAHKajian tentang pendifusian dan penerimaan inovasi telah dijalankan secara meluas dalam pelbagai bidang. Contohnya dalam bidang ekonomi ( Mukoyama, 2005 ) ; rangkaian sosial ( Alkemade & A ; Castaldi, 2005 ) ; imigran ( Kabbar & A ; Crump, 2006 ) ; perubatan ( Huskey, 2009 & A ; Kilmon & A ; Fagan, 2007 ) dan pendidikan ( Ismail & A ; Ann, 2006 ; Ndubisi, 2004 & A ; Richardson, 2007 ) . Kajian-kajian tentang pendifusian ini t elah menumpukan bagaimana sesuatu inovasi disebar dan diterima oleh pengguna, faktor-faktor yang mempengaruhi penerimaan inovasi serta halangan-halangan yang dihadapi dalam pendifusian sesuatu inovasi. Justeru, kajian-kajian ini juga menjelaskan tentang kepentingan proses pendifusian dalam memastikan kejayaan atau kegagalan sesuatu inovasi. Inovasi ICT merupakan suatu inovasi yang membolehkan guru dan pelajar mengakses pelbagai maklumat tanpa batasan Masa dan tempat. Namun demikian, sebagaimana inovasi-inovasi lain adenosine deaminase kemungkinan inovasi ICT juga Akan diterima atau ditolak. Oleh itu, kejayaan pelaksanaan inovasi ICT banyak bergantung kepada keberkesanan proses pendifusian serta penerimaannya dalam P & A ; P. Pihak Kementerian Pelajaran Malaysia menganggap ICT sebagai suatu alat yang dapat merevolusikan pembelajaran, memperkayakan kurikulum, memperkembangkan pedagogi dan meningkatkan penguasaan pelajar. Bagi memantapkan ICT dalam pendidikan, KPM telah membelanjakan RM580 juta untuk menyediakan pelbagai bahan teknologi untuk digunakan dalam P & A ; P, memberikan latihan kepada guru dan menyediakan kemudahan. Keputusan untuk menggunakan ICT dipengaruhi oleh pelbagai faktor seperti pengetahuan dan kemahiran guru, kemudahan dan kekangan di sekolah. Bagi tujuan membantu menyepadukan ICT dalam P & A ; P, guru-guru dibekalkan dengan perisian kursus multimedia interaktif. KPM berharap penerimaan dan pengintegrasian perisian kursus yang berasaskan multimedia interaktif dapat membawa perubahan yang besar terutama daripada aspek kaedah pengajaran guru dan cara belajar pelajar ( KPM, 2001 ) . Perisian kursus multimedia interaktif mempunyai potensi untuk meningkatkan mutu P & A ; P di samping menyediakan capaian kepada maklumat dan menggalakkan interaksi antara pelajar melalui pelbagai aktiviti ( Roblyer & A ; Edwards, 2000 ) . Perisian kursus multimedia interaktif juga membolehkan parity pelajar memperoleh ilmu dan kemahiran-kemahiran menerusi pembelajaran kendiri. Kajian oleh Mohd Nizar ( 2007 ) dan Azizah ( 2006 ) menunjukkan bahawa perisian kursus multimedia interaktif berjaya meningkatkan pencapaian pelajar dan meningkatkan motivasi mereka terhadap mata pelajaran yang dipelajari. Penggunaan perisian kursus multimedia interaktif menjadikan mata pelajaran Matematik lebih menarik dengan adanya pelbagai teknik pengajaran dan elemen-elemen multimedia. Penggunaan perisian kursus multimedia interaktif dalam mata pelajaran Matematik dapat melatih kemahiran penyelesaian masalah atau menjadi alternatif kepada pengajaran sesuatu topik yang sukar dikuasai oleh pelajar menerusi ka edah pengajaran yang sedia adenosine deaminase ( Ibrahim, Baharuddin & A ; Jamalludin, 2005 & A ; Nor Azan, Halimah & A ; Shahrul Azman, 2009 ) Walaupun pelbagai usaha telah dilakukan untuk memperkenalkan dan menggalakkan penggunaan perisian kursus multimedia interaktif dalam P & A ; P, namun timbul persoalan sama adenosine deaminase guru bersedia untuk menerima dan menggunakan perisian kursus multimedia interaktif seperti yang diharapkan. Ini adalah kerana penerimaan dan penggunaan perisian kursus multimedia interaktif dalam P & A ; P didapati masih berada pada tahap yang rendah ( Fong, 2006 ; Pusat Perkembangan Kurikulum, 2006 ) . Ini disokong dengan dapatan kajian oleh Azizah ( 2006 ) yang mendapati penggunaan perisian kursus multimedia interaktif dalam kalangan guru di Malaysia masih pada tahap yang rendah. Dapatan kajian ini, menunjukkan bahawa guru hanya menerima dan menggunakan perisian kursus multimedia interaktif sebagai sumber sokongan dalam P & A ; P. Kemampuan inovasi teknologi tersebut tidak digunakan sepenuhnya oleh guru ( Moersch, 1995 ) . Justeru, ini menggambarkan proses pendifusian inovasi perisian kursus m ultimedia interaktif adalah kurang berkesan. Oleh yang demikian, kajian ini adalah sangat perlu untuk mengenal pasti faktor-faktor pendifusian yang menjadi penyumbang kepada peningkatan penerimaan perisian kursus multimedia interaktif dalam kalangan guru. Menurut Sanders dan Morrison ( 2001 ) , terdapat tiga sebab yang memerlukan kajian tentang proses pendifusian dalam bidang teknologi pendidikan. Sebab pertama ialah kebanyakan ahli teknologi pendidikan kurang pengetahuan tentang mengapa produk mereka diterima atau sebaliknya. Drum sanders dan Morrison ( 2001 ) percaya bahawa kajian tentang pendifusian dapat membantu ahli teknologi pendidikan untuk memahami punca berlakunya keadaan tersebut. Manakala sebab yang kedua ialah bidang teknologi pendidikan tidak dapat dipisahkan dengan inovasi dan ahli teknologi pendidikan perlu mempunyai pengetahuan tentang proses pendifusian dan theoretical account pendifusian inovasi. Dengan itu, ahli teknologi pendidikan akan menjadi lebih bersedia untuk menghadapi penerima sesuatu inovasi. Akhir sekali, sebab yang ketiga ialah kajian tentang pendifusian dapat membantu untuk membina theoretical account pendifusian yang lebih sistematik. Surry dan Ely ( 2002 ) mendapati sikap pereka yang hanya menumpukan kepada pembangunan bahan teknologi yang menjadi punca kepada kurangnya penggunaan sesuatu teknologi dalam kalangan guru. Keadaan ini menyebabkan tidak adenosine deaminase jaminan untuk mendifusikan teknologi. Menurut Rogers ( 2003 ) , proses pendifusian adalah satu proses yang rumit dan dipengaruhi oleh banyak faktor. Kelebihan teknologi itu sendiri hanya merupakan satu faktor yang mempengaruhi keputusan seseorang guru untuk menerima dan menggunakan sesuatu inovasi. Ciri-ciri seperti interaksi sosial yang kompleks dan faedah penggunaan juga mempengaruhi penerimaan sesuatu teknologi dan penggunaannya ( Rogers, 2003 ) . Dalam hal ini, Teori Pendifusian Inovasi boleh diaplikasikan untuk mencari penyelesaian kepada masalah kurangnya penerimaan perisian kursus multimedia interaktif dalam proses P & A ; P. Kepercayaan guru terhadap kemampuan sesuatu kaedah atau bahan akan mempengaruhi keputusan guru untuk menerima dan mengaplikasikan kaedah atau bahan tersebut dalam P & A ; P ( Pajares, 2002 ) . Di samping itu, sikap bimbang dan kurang keyakinan terhadap diri sendiri untuk menguasai sesuatu teknologi juga akan menyebabkan guru kurang berminat untuk menerima sesuatu inovasi ICT. Justeru, pengalaman guru yang negatif semasa menggunakan teknologi mendorong guru untuk tidak menerima inovasi ICT yang baru ( Mohd Nizar, 2007 ) . Di samping itu, kekurangan perisian kursus multimedia interaktif yang berkualiti dan kesukaran mengendalikan perisian kursus juga menyebabkan guru menganggap bahawa penggunaan inovasi ICT dalam pengajaran pembelajaran tidak berkesan ( Sima, Jayakaran & A ; Roselan, 2009 ) . Seterusnya guru di sekolah menghadapi masalah kekurangan masa untuk mereka bentuk pelajaran yang melibatkan penggunaan inovasi ICT. Guru juga menghadapi masalah kekurangan sokongan dari segi sokon gan pihak pengurusan dan sokongan peralatan ICT untuk menerima dan mengintegrasikan inovasi ICT seperti yang disasarkan ( Mohammad, Jamalul Lail & A ; Mohd Izham. 2001 ) . Dalam konteks pendidikan di Malaysia, hanya terdapat beberapa kajian yang dijalankan tentang pendifusian dan penerimaan inovasi. Antaranya ialah kajian oleh Nor Aziah dan Ahmad Marzuki ( 2004 ) yang telah mengkaji tentang pendifusian dan penerimaan Sistem Pengurusan Pembelajaran dalam meningkatkan kualiti P & A ; P. Mereka mengkaji proses pendifusian Dari perspektif penerima dengan menggunakan variabel tingkah laku positif dan sikap terbuka guru untuk menerima inovasi tersebut. Kajian oleh Azwan, Abdul Ghani, Mohammad Zohir dan Abd. Rahman ( 2005 ) juga telah menggunakan perspektif penerima untuk mengkaji kesan efikasi kendiri guru Sejarah terhadap Pengajaran Berbantukan Teknologi Maklumat dan Komunikasi ( ICT ) sekolah menengah kebangsaan harian di negeri Perlis Indera Kayangan. Dapatan kajian menunjukkan terdapat hubungan antara efikasi kendiri dengan amalan pengajaran berbantukan ICT. Sima, Jayakaran dan Roselan ( 2009 ) pula telah mengkaji pendifusian dan pengintegrasian Pengajaran Berasaskan Web ( WBI ) dalam kalangan staf Fakulti Bahasa Inggeris di Universiti Putra Malaysia Dari perspektif inovasi. Pendifusian Pengajaran Berasaskan Web dikaji Dari aspek kelebihan relatif, kesesuaian, kesenangan mengguna, mudah untuk percubaan, visibleness dan consequence provability. Rodney, Michael dan Christina ( 2009 ) juga telah menggunakan perspektif inovasi dalam kajian mereka. Mereka telah mengkaji penerimaan inovasi perbincangan dalam talian dalam kalangan pensyarah Universiti Swinburne Kampus Sarawak dengan menggunakan Technology Acceptance Model ( 1986 ) . Selain itu, terdapat juga kajian-kajian yang menggunakan dua perspektif untuk mengkaji pendifusian dan penerimaan inovasi teknologi. Contohnya, Mohd. Sarif ( 1998 ) yang telah mengkaji tentang faktor-faktor yang menjadi penghalang kepada pendifusian teknologi pendidikan dalam kalangan guru Sekolah Menengah Sains di pantai Tamerlane Semenanjung Malaysia. Kajian ini telah menggabungkan variabel-variabel Dari perspektif penerima dan perspektif persekitaran iaitu individu, birokratik, ekonomi dan logistik. Manakala Azizah ( 2006 ) pula telah menggabungkan perspektif inovasi dan perspektif persekitaran dalam kajiannya. Azizah telah mengkaji tahap penerimaan dan penggunaan perisian kursus multimedia interaktif Sekolah Bestari dalam kalangan guru dan pelajar sekolah di Malaysia serta halangan-halangan yang dihadapi dalam penerimaan inovasi tersebut. Ini menunjukkan dalam kajian-kajian Lepas parity penyelidik hanya menumpukan kepada faktor-faktor daripada perpektif tertentu sahaja, sama adenosine deaminase Dari perspektif penerima, inovasi atau persekitaran. Tetapi kajian ini akan menggabungkan ketiga-tiga perspektif tersebut. Walaupun terdapat banyak faktor yang boleh mempengaruhi penerimaan sesuatu inovasi, tetapi dalam kajian ini enam faktor yang menjadi dominan dalam ketiga-tiga perspektif tersebut dipilih dan dinamakan sebagai faktor-faktor pendifusian ( pengalaman dan efikasi kendiri Dari perspektif penerima, kelebihan relatif dan kerumitan Dari perspektif inovasi, dan sokongan dan Masa Dari perspektif persekitaran ) . Pemilihan faktor-faktor pendifusian adalah berdasarkan kepada empat teori iaitu Teori Pendifusian Rogers ( 2003 ) , Technology Acceptance Model ( 1986 ) , Theory of Reasoned Action ( 1975 ) dan Theory of Planned Behavior ( 1986 ) . Teori-teori tersebut digabungkan dan digunakan sebagai asas dalam kajian ini untuk mengkaji hubungan antara faktor-faktor pendifusian dengan penerimaan perisian kursus multimedia interaktif dalam kalangan guru Matematik yang mengajar Tingkatan 1 di Sekolah Menengah Kebangsaan harian di negeri Kedah. Selain itu, kajian ini juga mengkaji sumbangan variabel-variabel jantina, umur, pengalaman mengajar dan lokasi sekolah sebagai moderator hubungan antara faktor-faktor pendifusian dengan penerimaan perisian kursus multimedia interaktif.1.4 OBJEKTIF KAJIANObjektif kajian ini secara umumnya adalah untuk meninjau hubungan antara faktor-faktor pendifusian dengan penerimaan guru Matematik terhadap perisian kursus multimedia interaktif. Secara khususnya kajian ini ber tujuan untuk: 1. mengenal pasti hubungan antara faktor-faktor pendifusian ( pengalaman, efikasi kendiri, kelebihan relatif, kerumitan, sokongan & A ; masa ) dengan penerimaan perisian kursus multimedia interaktif. 2. mengkaji perbezaan terhadap penerimaan perisian kursus multimedia interaktif antara variabel jantina, umur, pengalaman mengajar dan lokasi sekolah. 3. mengenal pasti faktor pendifusian ( pengalaman, efikasi kendiri, kelebihan relatif, kerumitan, sokongan & A ; masa ) yang menjadi peramal utama kepada penerimaan perisian kursus multimedia interaktif. 4. menentukan sama adenosine deaminase variabel jantina, umur, pengalaman mengajar dan lokasi sekolah menjadi moderator antara hubungan faktor-faktor pendifusian dengan penerimaan perisian kursus multimedia interaktif.1.5 PERSOALAN KAJIANBerdasarkan objektif kajian di atas, soalan-soalan kajian berikut dibentuk: 1. adakah terdapat hubungan antara faktor-faktor pendifusian ( pengalaman, efikasi kendiri, kelebihan relatif, kerumitan, sokongan & A ; masa ) dengan penerimaan perisian kursus multimedia interaktif? 2. adakah terdapat perbezaan penerimaan perisian kursus multimedia interaktif antara variabel jantina, umur, pengalaman mengajar dan lokasi sekolah? 3. apakah faktor pendifusian ( pengalaman, efikasi kendiri, kelebihan relatif, kerumitan, sokongan & A ; masa ) yang menjadi peramal utama kepada penerimaan perisian kursus multimedia interaktif? 4. adakah variabel jantina, umur, pengalaman mengajar dan lokasi sekolah menjadi moderator antara hubungan faktor-faktor pendifusian ( pengalaman, efikasi kendiri, kelebihan relatif, kerumitan, sokongan & A ; masa ) dengan penerimaan perisian kursus multimedia interaktif?1.6 HIPOTESIS KAJIANBerdasarkan objektif kajian, beberapa hipotesis telah dibentuk bagi menjawab persoalan kajian. Ho1 Tidak terdapat hubungan antara faktor-faktor pendifusian ( pengalaman, efikasi kendiri, kelebihan relatif, kerumitan, sokongan & A ; masa ) dengan penerimaan perisian kursus multimedia interaktif. Ho1a: Tidak terdapat hubungan yang positif antara faktor pengalaman dengan penerimaan perisian kursus multimedia interaktif. Ho1b: Tidak terdapat hubungan yang positif antara faktor kendiri dengan penerimaan perisian kursus multimedia interaktif. Ho1c: Tidak terdapat hubungan yang positif antara faktor kelebihan relatif dengan penerimaan perisian kursus multimedia interaktif. Ho1d: Tidak terdapat hubungan yang negatif antara faktor kerumitan dengan penerimaan perisian kursus multimedia interaktif. Ho1e: Tidak terdapat hubungan yang positif antara faktor sokongan dengan penerimaan perisian kursus multimedia interaktif. Ho1f: Tidak terdapat hubungan yang positif antara faktor Masa dengan penerimaan perisian kursus multimedia interaktif. Ho2 Tidak terdapat perbezaan penerimaan perisian kursus multimedia interaktif antara variabel jantina, umur, pengalaman mengajar dan lokasi sekolah. Ho2a: Tidak terdapat perbezaan signifikan antara jantina dengan penerimaan perisian kursus multimedia interaktif. Ho2b: Tidak terdapat perbezaan signifikan antara umur dengan penerimaan perisian kursus multimedia interaktif. Ho2c: Tidak terdapat perbezaan signifikan antara pengalaman mengajar dengan penerimaan perisian kursus multimedia interaktif. Ho2d: Tidak terdapat perbezaan signifikan antara lokasi sekolah dengan penerimaan perisian kursus multimedia interaktif. Ho3 Faktor pendifusian ( pengalaman, efikasi kendiri, kelebihan relatif, kerumitan, sokongan & A ; masa ) tidak menjadi peramal utama kepada penerimaan perisian kursus multimedia interaktif. Ho3a: Faktor pengalaman tidak menjadi peramal utama kepada penerimaan perisian kursus multimedia interaktif. Ho3b: Faktor efikasi kendiri tidak menjadi peramal utama kepada penerimaan perisian kursus multimedia interaktif. Ho3c: Faktor kelebihan relatif tidak menjadi peramal utama kepada penerimaan perisian kursus multimedia interaktif. Ho3d: Faktor kerumitan tidak menjadi peramal utama kepada penerimaan perisian kursus multimedia interaktif. Ho3e: Faktor sokongan tidak menjadi peramal utama kepada penerimaan perisian kursus multimedia interaktif. Ho3f: Faktor Masa tidak menjadi peramal utama kepada penerimaan perisian kursus multimedia interaktif. Ho4 Variabel jantina, umur, pengalaman mengajar dan lokasi sekolah tidak menjadi moderator antara hubungan faktor-faktor pendifusian ( pengalaman, efikasi kendiri, kelebihan relatif, kerumitan, sokongan & A ; masa ) dengan penerimaan perisian kursus multimedia interaktif. Ho4a: Variabel jantina tidak menjadi moderator antara hubungan faktor-faktor pendifusian dengan penerimaan perisian kursus multimedia interaktif. Ho4b: Variabel umur tidak menjadi moderator antara hubungan faktor-faktor pendifusian dengan penerimaan perisian kursus multimedia interaktif. Ho4c: Variabel pengalaman mengajar tidak menjadi moderator antara hubungan faktor-faktor pendifusian dengan penerimaan perisian kursus multimedia interaktif. Ho4d: Variabel lokasi sekolah tidak menjadi moderator antara hubungan faktor-faktor pendifusian dengan penerimaan perisian kursus multimedia interaktif.1.7 KERANGKA TEORI KAJIANRajah 1.1 Kerangka Teori kajianRajah 1.1 menunjukkan kerangka teori kajian yang menggabungkan Teori Pendifusian Rogers ( 2003 ) , Technology Acceptance Model ( TAM ) ( 1986 ) , Model Theory of Reasoned Action ( TRA ) ( 1975 ) dan Model Theory of Planned Behavior ( TPB ) ( 1986 ) . Berdasarkan teori pendifusian Rogers, penerimaan sesuatu inovasi dipengaruhi oleh faktor-faktor daripada perspektif penerima, perspektif inovasi dan perspektif persekitaran. Kerangka teori menjelaskan bahawa niat untuk melakukan sesuatu tindakan dan persepsi kawalan kelakuan ( Model TRA dan TPB ) akan mempengaruhi keputusan sesorang individu untuk menerima sesuatu inovasi. Dalam konteks kajian ini, niat kelakuan dan persepsi kawalan kelakuan diwakili oleh faktor pengalaman guru dan faktor efikasi kendiri guru untuk mengkaji hubungan faktor -faktor tersebut terhadap penerimaan inovasi perisian kursus multimedia interaktif. Model TAM pula menjelaskan bahawa kesenangan mengguna dan persepsi kebergunaan yang ada pada sesuatu inovasi akan menjadi penentu kepada penerimaan inovasi tersebut dalam komuniti penerima. Dengan itu, faktor kelebihan relatif dan kerumitan dipilih untuk mewakili perspektif inovasi dalam mengkaji hubungan antara faktor kelebihan relatif dan kerumitan dengan penerimaan inovasi perisian kursus multimedia interaktif. Di samping faktor-faktor daripada perspektif penerima dan perspektif inovasi, Rogers ( 2003 ) menjelaskan bahawa penerimaan sesuatu inovasi juga dipengaruhi oleh sokongan persekitaran di mana inovasi tersebu disebarkan. Sokongan persekitaran dapat dilihat dari aspek sokongan pihak pengurusan, sokongan kemudahan dan sokongan teknikal di samping keperluan Masa untuk membolehkan guru menerima sesuatu inovasi dan mengintegrasikannya dalam P & A ; P. Dalam konteks kajian ini, perspektif persekitaran diwakili oleh faktor-faktor sokongan dan Masa untuk mengkaji hubungan perspektif persekitaran dengan penerimaan perisian kursus multimedia interaktif.1.8 KERANGKA KONSEPTUAL KAJIANVariabel Bebas Variabel BersandarVariabel ModeratorRajah 1.2: Hubungan antara Faktor Pendifusian dengan PenerimaanPerisian Kursus Multimedia InteraktifRajah 1.2 menunjukkan kerangka konseptual kajian yang dibina berasaskan kepada Teori Pendifusian oleh Rogers ( 2003 ) , Technology Acceptance Model ( 1989 ) , Model Th eory of Reasoned Action ( 1975 ) dan Model Theory of Planned Behavior ( 1986 ) . Pemilihan faktor-faktor pengalaman dan efikasi kendiri yang mewakili perpektif penerima adalah berdasarkan kepada Model Theory of Reasoned Action dan Model Theory of Planned Behavior. Model-model ini menjelaskan bahawa pengalaman guru dan efikasi kendiri merupakan faktor-faktor penting yang menyumbang kepada penerimaan sesuatu inovasi. Penerimaan inovasi bergantung kepada individu itu sendiri untuk membuat keputusan sama adenosine deaminase untuk menerima atau menolak sesuatu inovasi. Manakala faktor-faktor kerumitan dan kelebihan relatif dipilih berdasarkan Technology Acceptance Model. Kedua-dua faktor ini dikatakan mempunyai pengaruh yang kuat ke atas penerimaan sesuatu inovasi yang berasaskan teknologi. Model ini menekankan bahawa tahap penerimaan sesuatu inovasi adalah bergantung sepenuhnya kepada ciri-ciri inovasi itu sendiri. Faktor-faktor bagi perspektif persekitaran pula dipilih berdasarkan Model Pendifusian oleh Rogers. Model Pendifusian menjelaskan bahawa persepsi dan sokongan persekitaran dari segi sokongan dan Masa amat mempengaruhi pendifusian sesuatu inovasi. Guru di sekolah memerlukan sokongan pentadbiran dan teknikal serta Masa yang secukupnya untuk menggunakan sesuatu inovasi. Berdasarkan tinjauan literatur di samping faktor-faktor pendifusian ( pengalaman, efikasi kendiri, kelebihan relatif, kerumitan, sokongan & A ; Masa ) , variabel-variabel jantina, umur, pengalaman mengajar dan lokasi sekolah juga mempengaruhi penerimaan sesuatu inovasi teknologi. Variabel-variabel tersebut dijadikan sebagai variabel moderator dalam kajian ini kerana menjadi penyederhana antara hubungan faktor-faktor pendifusian dengan penerimaan perisian kursus multimedia interaktif.1.9 SKOP KAJIANKajian ini dijalankan di 30 buah Sekolah Menengah Kebangsaan ( SMK ) harian bandar dan 30 buah SMK harian luar bandar di negeri Kedah Darul Aman. Di negeri Kedah terdapat 144 buah SMK harian yang meliputi 11 buah daerah pentadbiran iaitu Kota Setar, Kuala Muda, Kulim, Kubang Pasu, Langkawi, Padang Terap, Sik, Baling, Yan, Pendang dan Bandar Baharu. Pembangunan pendidikan di Negeri Kedah adalah berlandaskan polisi pendidikan peringkat kebangsaan yang memberi penekanan kepada kecemerlangan ak demik dan peningkatan golongan profesional dalam pelbagai bidang. Bagi memenuhi keperluan pendidikan di negeri Kedah, kerajaan telah membina sekolah rendah dan sekolah menengah di bandar dan luar bandar. Selain itu, di negeri Kedah juga terdapat beberapa institusi pengajian tinggi awam iaitu Universiti Utara Malaysia, Universiti Teknologi Mara, Universiti Islam INSANIAH dan Kolej Universiti Pertanian. Rasional pemilihan mata pelajaran Matematik dalam kajian ini adalah kerana Matematik merupakan mata pelajaran yang melibatkan konsep-konsep yang abstrak. Perkara ini menyebabkan parity pelajar menghadapi masalah dalam membina perkaitan antara satu konsep dengan konsep yang lain. Kajian oleh Siaw ( 2008 ) mendapati pencapaian pelajar yang mengikuti pengajaran Matematik secara konvensional iaitu ‘chalk and talk ‘ adalah lebih rendah berbanding pencapaian pelajar yang belajar dengan berbantukan teknologi. Justeru, pengajaran konvensional hanya menekankan kepada konsep hafalan terhadap fakta-fakta yang diberikan oleh guru tanpa memahami perkaitan antara satu konsep dengan satu konsep. Ini menyebabkan pelajar tidak dapat memahami konsep Matematik dengan jelas dan memperoleh pencapaian yang rendah. Pengintegrasian ICT di sekolah menyebabkan pelbagai peralatan teknologi dan perisian kursus multimedia interaktif dibekalkan kepada guru Matematik untuk memudahkan pengajaran dalam Indonesian Inggeris dan meningkatkan pemahaman pelajar dalam Matematik. Di samping itu, pendekatan pengajaran juga berubah daripada pendekatan konvensional kepada pendekatan berbantukan teknologi. Penggunaan teknologi dalam P & A ; P membantu parity pelajar membina konsep abstrak dengan ocular yang konkrit. Rasional pemilihan guru Matematik yang mengajar Tingkatan 1 sebagai sampel kajian adalah berdasarkan pada pelaksanaan awal PPSMI di peringkat Darjah 1, Tingkatan 1 dan Tingkatan 6 Rendah. Memandangkan plan ini telah dilaksanakan sejak tahun 2003, guru tersebut merupakan kumpulan perintis pertama yang telah menjalani P & A ; P Matematik menggunakan Bahasa Inggeris. Mereka telah mempunyai pengalaman mengajar dengan menggunakan perisian kursus multimedia interaktif. Pelajar-pelajar yang memasuki Tingkatan 1 juga telah mempunyai pengalaman belajar dengan menggunakan perisian kursus multimedia interaktif semasa berada di sekolah rendah. Hal ini memudahkan guru untuk mengajar Matematik dengan menggunakan perisian kursus multimedia interaktif.1.10 KEPENTINGAN KAJIANTujuan kajian ini adalah untuk mengkaji hubungan faktor-faktor pendifusian seperti pengalaman, efikasi kendiri, kelebihan relatif, kerumitan, sokongan dan Masa dalam mempengaruhi penerimaan perisian kursus multimedia interaktif d alam P & A ; P. Walaupun terdapat banyak faktor yang mempengaruhi penerimaan sesuatu inovasi, tetapi terdapat enam faktor yang dominan dalam tiga perspektif iaitu penerima, inovasi dan persekitaran dipilih untuk melihat hubungan faktor-faktor tersebut dalam menjamin keberkesanan pendifusian dan penerimaan perisian kursus multimedia interaktif. Di samping itu, dapatan kajian ini dapat membantu untuk mengenal pasti faktor-faktor yang perlu diberi penekanan dalam pendifusian dan penerimaan perisian kursus multimedia interaktif dalam kalangan guru. Hasil kajian ini boleh membantu individu yang terlibat dalam mereka bentuk perisian kursus multimedia interaktif untuk P & A ; P. Pereka bentuk perisian kursus dapat mengetahui reka bentuk plan pendidikan yang diharapkan oleh guru dan pelajar. Dengan itu, mereka akan menitikberatkan ciri-ciri pengguna sasaran semasa mereka bentuk produk pendidikan. Dalam konteks kajian ini, perisian kursus multimedia interaktif yang dihasilkan perlu memenuhi keperluan pendidikan dan harus mengambil kira tentang kepelbagaian kebolehan murid dan guru. Penggunaan perisian kursus multimedia interaktif perlu sesuai dalam pelbagai persekitaran pembelajaran ( Eliane, 2001 ) . Perisian kursus multimedia interaktif juga perlu mempunyai reka bentuk antaramuka yang baik serta dihasilkan secara profesional supaya dapat digunakan dalam pelbagai gaya P & A ; P. Selain itu, dapatan kajian ini Akan membantu pereka bentuk produk untuk merancang latihan dan pembangunan staf serta mencari penyelesaian kepada pendifusia n sesuatu inovasi yang akan dibangunkan.1.11 LIMITASI KAJIANPenerimaan dan penggunaan teknologi pendidikan hanya berfokus kepada inovasi perisian kursus multimedia interaktif yang dibekalkan oleh Bahagian Teknologi Pendidikan, KPM untuk mata pelajaran Matematik. Di mana, perisian kursus ini mengandungi Directorate for Inter-Services Intelligence pelajaran yang lengkap untuk mata pelajaran Matematik serta mengikut sukatan pelajaran sepenuhnya. Responden yang terlibat dalam kajian ini adalah guru Matematik yang mengajar Tingkatan 1 di sekolah menengah kebangsaan ( SMK ) harian yang terletak dalam negeri Kedah sahaja. Sekolah yang terlibat dalam kajian ini adalah terdiri daripada sekolah di bandar dan luar bandar seperti yang telah dikategorikan oleh Jabatan Pelajaran Negeri Kedah. Kajian ini juga terbatas kepada penerimaan perisian kursus multimedia interaktif dalam mata pelajaran Matematik sahaja. Penerimaan perisian kursus multimedia interaktif dalam mata pelajaran Sains tidak dikaji. Proses pembelajaran mata pelajaran Matematik adalah kompleks dan dinamik. Pengajaran Matematik yang melibatkan konsep-konsep yang abstrak menyebabkan pelajar menghadapi kesukaran menguasai kemahiran Matematik. Perkaitan di antara satu konsep dengan konsep yang lain juga menimbulkan kekeliruan dan menyebabkan pelajar sukar memahami konsep yang baru dan berbeza-beza. Dalam perisian kursus multimedia interaktif Directorate for Inter-Services Intelligence pengajaran disusun dan dipersembahkan secara teratur supaya pelajar dapat membina konsep dan kemahiran Matematik secara aktif dan bermakna.1.12 DEFINISI OPERASIONALDalam kajian ini, terdapat istilah-istilah yang perlu diberi definisi untuk pemahaman umum tentang sesuatu makna dan konsep. Definisi istilah tersebut adalah seperti be rikut:1.12.1 Faktor Pendifusian1.12.1 ( a ) PengalamanTahap pengetahuan dan kebolehan sedia ada guru dalam menggunakan perisian kursus multimedia interaktif dalam P & A ; P.1.12.1 ( B ) Efikasi kendiriKepercayaan guru tentang kemampuan menggunakan perisian kursus multimedia interaktif dalam P & A ; P.1.12.1 ( degree Celsius ) Kelebihan relatifPerisian kursus multimedia interaktif yang diterima mampu menggantikan teknologi yang sedia ada serta menjadi penyelesaian kepada perkara-perkara lain.1.12.1 ( vitamin D ) KerumitanKesukaran untuk memahami dan menggunakan perisian kursus multimedia interaktif dalam P & A ; P.1.12.1 ( vitamin E ) SokonganLatihan tentang cara penggunaan perisian kursus multimedia interaktif dalam P & A ; P, maklumat atau bahan-bahan yang boleh didapati daripada perisian kursus dan sokongan pihak pentadbiran dalam menggalakkan guru untuk menggunakan perisian kursus multimedia interaktif dalam P & A ; P.1.12.1 ( vitamin E ) MasaMasa untuk mempelajari cara menggunak an perisian kursus multimedia interaktif dan membuat persediaan untuk mengajar dengan menggunakan teknologi tersebut.1.12.2 Penerimaan Perisian Kursus Multimedia InteraktifPengintegrasian perisian kursus multimedia interaktif dalam proses P & A ; P mata pelajaran Matematik.1.12.3 Perisian Kursus Multimedia InteraktifBahan pengajaran dalam bentuk CD-ROM yang dibekalkan untuk penggunaan guru oleh Bahagian Teknologi Pendidikan untuk mata pelajaran Matematik. Perisian kursus multimedia interaktif yang dibangunkan adalah bersifat resource based berdasarkan kurikulum dan bertujuan membantu pelajar dalam aspek pembelajaran. Bahan pengajaran ini menggabungkan elemen-elemen teks, picture, grafik, animasi dan sound di dalam komputer dan pengguna boleh berinteraksi dengannya ( Putt & A ; Henderson, 1996 ) .1.12.4 Sekolah Menengah Kebangsaan HarianSekolah menengah kebangsaan ( SMK ) harian yang ditentukan berdasarkan informations daripada Jabatan Pelajaran Negeri Kedah.1.12.5 Lokasi SekolahLoka si sekolah bandar atau luar bandar ditentukan berdasarkan informations daripada Jabatan Pelajaran Negeri Kedah.1.13 KESIMPULANPerkembangan ICT di Malaysia telah membawa pelbagai perubahan dalam pendidikan. Di mana, pelbagai inovasi teknologi diperkenalkan untuk meningkatkan lagi keberkesanan penyampaian pengajaran dalam bilik darjah. Perisian kursus multimedia interaktif merupakan suatu inovasi penting yang diperkenalkan dalam proses P & A ; P mata pelajaran Matematik dan Sains menerusi plan PPSMI. Pihak KPM berharap penerimaan perisian kursus multimedia interaktif dapat membawa perubahan besar Dari aspek kaedah pengajaran guru dan cara pembelajaran pelajar. Walau bagaimanapun, kajian-kajian Lepas menunjukkan penerimaan perisian kursus multimedia interaktif dalam kalangan guru masih berada pada tahap yang rendah. Oleh itu, enam faktor yang menjadi peramal utama dalam keberkesanan pendifusian dikaji untuk melihat hubungan antara faktor-faktor tersebut dengan penerimaan perisian kursus multimedia interaktif dalam kalangan guru Matematik di Sekolah Menengah Kebangsaan harian di negeri Kedah. Di samping itu, sumbangan variabel-variabel jantina, umur, pengalaman mengajar dan lokasi sekolah sebagai moderator hubungan antara faktor-faktor pendifusian dengan penerimaan perisian kursus multimedia interaktif juga turut dikaji.BAB 2TINJAUAN LITERATUR2.1 PengenalanKajian ini bertujuan untuk mengenal pasti faktor-faktor yang boleh mempengaruhi proses pendifusian dalam persekitaran pendidikan. Faktor pengalaman dan efikasi kendiri digunakan untuk mengkaji ciri-ciri penerima inovasi. Faktor kelebihan relatif dan kerumitan dipilih untuk melihat ciri-cir i inovasi itu sendiri. Manakala faktor sokongan dan Masa pula adalah berasaskan kepada ciri-ciri persekitaran di mana sesuatu inovasi akan diperkenalkan. Tinjauan literatur ini Akan memberi fokus kepada teori pendifusian inovasi, model-model, faktor-faktor pendifusian, pelaksanaan pengajaran berbantukan perisian kursus multimedia interaktif dan penerimaan inovasi.2.2 Konsep dan definisi Pendifusian InovasiPendifusian inovasi ialah suatu proses bagaimana inovasi disebarkan melalui saluran komunikasi tertentu kepada ahli-ahli dalam suatu sistem sosial. Rogers ( 2003 ) menegaskan bahawa penerimaan sesuatu inovasi bergantung pada empat unsur iaitu ciri inovasi, saluran komunikasi, masa dan sistem sosial. Menurut Yusuf ( 1998 ) sesuatu inovasi yang diperkenalkan boleh dikatakan berjaya melalui proses pendifusian sekiranya lebih 84 peratus pengguna akhir telah menerima dan menggunakan inovasi itu. Dengan itu, kejayaan sesuatu inovasi banyak bergantung pada faktor pendifusian inovasi terse but. Menurut Sherry dan Gibson ( 2002 ) kajian tentang penggunaan inovasi telah dijalankan lebih daripada 30 tahun dahulu dan teori Pendifusian Rogers ( 2003 ) telah menjadi asas kepada kajian-kajian yang berkaitan dengan pendifusian inovasi. Teori Pendufisian Rogers ( 2003 ) mempunyai hubungan yang kuat dengan inovasi di dalam bidang teknologi pendidikan kerana menekankan proses penyebaran maklumat setelah berlakunya sesuatu inovasi. Menurut Rogers ( 2003 ) , sesuatu thought atau inovasi baru amat sukar diterima walaupun thought tersebut mempunyai banyak kelebihan. Ini menyebabkan kajian tentang pendifusian inovasi diberi tumpuan untuk mengenal pasti punca penerimaan atau penolakan sesuatu inovasi.2.3 Teori Pendifusian Rogers ( 2003 )Teori Pendifusian oleh Rogers sering digunakan sebagai kerangka penyelidikan oleh penyelidik di seluruh dunia. Dalam teorinya, beliau menerangkan tentang proses pendifusian, kategori penerima, sifat-sifat inovasi dan kadar pendifusian. Teori ini memberi pene kanan bahawa di samping mereka bentuk sesuatu inovasi yang baik, ahli teknologi pendidikan juga perlu memikirkan tentang cara untuk mendifusikan inovasi tersebut. Perkara utama yang perlu dititikberatkan dalam pendifusian inovasi ialah bagaimana sesuatu inovasi itu diterima dan mengapa penerimaan inovasi ini berlaku pada kadar yang berbeza. Sumber: Terjemahan dari Rogers ( 2003 )Rajah 2.1: Teori Pendifusian Inovasi Rogers ( 2003 )Rajah 2.1 menunjukkan proses pendifusian mengikut Teori Rogers ( 2003 ) . Berdasarkan teori tersebut proses pendifusian terbahagi kepada Lima langkah iaitu pengetahuan, pujukan, membuat keputusan, pelaksanaan dan pengesahan. Seseorang yang bakal menerima sesuatu inovasi perlu memahami dengan lebih mendalam tentang inovasi tersebut serta cara penggunaannya sebelum membuat keputusan untuk menerima inovasi tersebut atau sebaliknya. Apabila sesuatu komuniti masyarakat telah bersedia untuk menerima inovasi yang baru maka pereka bentuk perlu merancang cara untuk menyalurkan inovasi tersebut kepada masyarakat. Rogers ( 2003 ) menyatakan faktor- faktor utama yang mempengaruhi proses penyebaran ialah inovasi itu sendiri, bagaimana untuk menyebarkan maklumat tentang inovasi yang telah dibuat, Masa penyebaran dan struktur masyarakat di mana inovasi itu disebarkan. Teori pendifusian amat penting kerana teori ini menyatakan bahawa proses pendifusian bukanlah satu perkara yang muktamad malah merupakan satu proses berterusan yang boleh dikaji, dipermudahkan dan disokong. Menurut Rogers ( 2003 ) penerimaan seseorang individu terhadap inovasi yang diperkenalkan adalah tidak sama. Penerimaan terhadap inovasi banyak dipengaruhi oleh ciri-ciri peribadi serta latar belakang individu itu sendiri tentang sejauh mana bersedia untuk menerima inovasi. Menurut Rogers ( 2003 ) terdapat lima tahap penerima inovasi iaitu perintis ( pioneers ) ( 2.5 % ) , penerima awal ( early adoptive parents ) ( 13.5 % ) , penerima majoriti awal ( early bulk ) ( 34 % ) , penerima majoriti lewat ( late bulk ) ( 34 % ) dan penerima lembab ( dawdlers ) ( 16 % ) . Secara keseluruhannya, Teori Rogers ( 2003 ) membincangkan dengan mendalam bagaimana sesuatu yang baru sama adenosine deaminase dalam bentuk thought, teknologi, barangan atau teknik-teknik berkembang dalam berbagai-bagai khalayak sehingga diterima dan diamalkan sepenuhnya oleh masyarakat. Dalam konteks kajian ini, Teori Pendifusian Rogers digunakan untuk mengkaji penerimaan perisian kursus multimedia interaktif dalam P & A ; P dalam kalangan guru dan faktor-faktor yang mempengaruhi keputusan guru untuk menerima inovasi perisian kursus multimedia interaktif.2.4 Model-modelBerikut merupakan model-model yang digunakan dalam kajian untuk melihat pengaruh faktor-faktor pendifusian dengan penerimaan teknologi perisian kursus. Technology Acceptance Model ( 1989 ) merupakan model utama yang dirujuk dalam kajian ini manakala Model Theory of Reasoned Action ( 1975 ) dan Model Theory of Planned Behavior ( 1986 ) digunakan untuk menyokongnya.2.4.1 Theory of Reasoned Action ( 1975 )Fishbein dan A jzen ( 1975 ) merupakan pengasas kepada Model Theory of Reasoned Action ( TRA ) . Model ini adalah asas kepada perhubungan di antara dua komponen kepercayaan iaitu persepsi terhadap kebergunaan ( sensed utility ) dan persepsi terhadap kesenangan mengguna ( sensed easiness of usage ) . Berdasarkan Model TRA ( Rajah 2.2 ) , niat menjadi penentu kepada berlakunya sesuatu kelakuan. Di mana, kepercayaan individu akan mempengaruhi sikap individu dan seterusnya membentuk niat yang akan menghasilkan sesuatu kelakuan. Sumber: Fishbein dan Ajzen ( 1975 )Rajah 2.2: Theory of Reasoned Action ( 1975 )Model ini menjelaskan bahawa sikap seseorang terhadap kelakuan dan norma subjektif Akan menentukan niat kelakuan. Sikap seseorang terhadap kelakuan merujuk kepada penilaiannya bahawa sama adenosine deaminase pelaksanaan sesuatu kelakuan adalah baik atau buruk. Manakala norma subjektif pula menunjukkan pengaruh sosial yang mempengaruhi seseorang sama adenosine deaminase melaksanakan sesuatu kelakuan atau tidak. Di samping itu, theoretical account TRA juga menegaskan bahawa sikap merupakan satu fungsi daripada kepercayaan. Pada umumnya, seseorang individu yang mempercayai bahawa pelaksanaan sesuatu kelakuan akan membawa hasil positif dan ini Akan menyebabkan indvidu tersebut menunjukkan satu sikap yang baik ke arah pelaksanaan kelakuan tersebut dan sebaliknya ( Fishbein dan Ajzen, 1975 ) . Model TRA telah menjadi asas kepada kewujudan Model Theory of Planned Behavior ( 1986 ) dan Technology Acceptance Model ( 1989 ) . Dalam konteks kajian ini, Model TRA akan digunakan untuk mengenal pasti bagaimana pengalaman guru dalam menggunakan teknologi dapat mempengaruhi penerimaan perisian kursus multimedia interaktif dalam kalangan guru Matematik. Pengalaman seseorang guru akan mengurangkan kebimbangan dan menggalakkan guru untuk mengubah sikap atau tingkah lakunya untuk menerima perisian kursus multimedia interaktif dan mengintegrasikannya dalam P & A ; P mata pelajaran Matematik.2.4.2 Theory of Planned Behavior ( 1986 )Theory of Planned Behavior ( TPB ) diasaskan oleh Ajzen dan Madden ( 1986 ) Mereka telah mengubahsuai theoretical account TRA dengan memasukkan satu variabel tambahan iaitu persepsi kawalan kelakuan ( sensed behavioural control ) . Persepsi kawalan kelakuan merujuk kepada tanggapan seseorang individu terhadap halangan dalaman atau halangan luaran yang dihadapi semasa melakukan sesuatu kelakuan ( Ajzen, 1985 ) . Sumber: Ajzen dan Madden ( 1986 )Rajah 2.3: Theory of Planned Behavior ( 1986 )Model TPB ( Rajah 2.3 ) menjelaskan bahawa pengawalan kelakuan secara langsung mempengaruhi niat untuk melaksanakan sesuatu kelakuan dan kemungkinan juga secara langsung mempengaruhi kelakuan dalam situasi di mana pengguna berniat untuk melaksanakan sesuatu kelakuan tetapi dihalang daripada melakukan tindakan tersebut. Mengikut theoretical account TPB, kelakuan seseorang individu dapat dijelaskan melalui niat kelakuan seseorang itu di mana niat kelakuan dipengaruhi juga oleh sikap, norma subjektif dan persepsi kawalan kelakuan. Pengaplikasian theoretical account TPB dalam kajian ini dapat dilihat dari aspek bagaimana kawalan kelakuan mempengaruhi niat guru untuk menerima perisian kursus multimedia interaktif dalam P & A ; P mata pelajaran Matematik. Persepsi kawalan kelakuan yang positif dalam kalangan guru akan mempengaruhi niat guru untuk menerima perisian kursus multimedia interaktif. Manakala persepsi kawalan kelakuan yang negatif boleh menyebakan wujud halangan-halangan kepada penerimaan perisian kursus multimedia interaktif. Dalam konteksi kajian ini, persepsi kawalan kelakuan akan diwakili oleh variabel efikasi kendiri.2.4.3 Technology Acceptance Model ( 1989 )Technology Acceptance Model ( TAM ) dibina oleh Davis ( 1986 ) dan diperkenalkan oleh Davis, Bagozzi dan Warshaw ( 1989 ) . Model ini merupakan adaptasi daripada Model Theory of Reasoned Action. Dalam TAM terdapat dua konstruk yang penting yang terlibat dalam penerimaan teknologi maklumat iaitu persepsi terhadap kebergunaan ( sensed utility ) d an persepsi terhadap kesenangan mengguna ( perceived ease-of-use ) . TAM menekankan bahawa niat untuk menggunakan sesuatu sistem adalah ditentukan oleh kedua-dua persepsi terhadap kebergunaan dan persepsi terhadap kesenangan mengguna. Rajah 2.4 menunjukkan hubungan konstruk-konstruk dalam TAM. Sumber: Davis et Al. ( 1989 )Rajah 2.4: Technology Acceptance Model ( 1989 )Persepsi terhadap kebergunaan dijelaskan sebagai individu merasakan teknologi maklumat mudah dikendalikan untuk melaksanakan tugas-tugas yang diberikan di tempat kerja. Manakala persepsi terhadap kesenangan mengguna pula menjelaskan individu mempunyai persepsi bahawa penggunaan teknologi maklumat di tempat kerja akan meningkatkan kualiti kerja dan produktiviti. Kedua-dua persepsi ini Akan mempengaruhi sikap individu terhadap penggunaan sesuatu teknologi manakala sikap dan persepsi terhadap kebergunaan akan meramalkan niat perlakuan individu. Selain itu, persepsi terhadap kesenangan mengguna akan mempengaruhi persepsi terhadap kebergunaan. Peningkatan pengantaraan di antara pengguna Akan memberi kesan yang kuat terhadap kedua-dua persepsi ini. Tambahan pula, Davis ( 1986 ) telah menyatakan bahawa persepsi terhadap kesenangan mengguna akan memberi kesan positif kepada penerimaan teknologi. Dalam TAM, persepsi terhadap kebergunaan adalah faktor utama manakala persepsi terhadap kesenangan mengguna adalah faktor kedua menjadi penentu kepada penggunaan teknologi ( Saade & A ; Bahli, 2005 ) . Dalam konteks kajian ini, kebergunaan perisian kursus dan kesenangan menggunakan perisian kursus dikaji untuk melihat hubungan faktor-faktor tersebut terhadap penerimaan perisian kursus multimedia interaktif dalam kalangan guru Matematik. Berdasarkan teori ini, faktor kebergunaan dan kesenangan mengguna perisian kursus multimedia interaktif akan mempengaruhi guru untuk menerima dan mengintegrasikan perisian kursus multimedia interaktif dalam P & A ; P mata pelajaran Matematik. Model ini menjelaskan ciri-ciri yang ada pada perisian kursus multimedia interaktif akan menjadi penentu kepada penerimaan inovasi tersebut dalam kalangan guru Matematik yang mengajar Tingkatan 1.2.5 Faktor-faktor yang telah dikenal pasti menjadi halangan kepada Pendifusian dan Penerimaan InovasiPakar bidang pendifusian inovasi mendapati bahawa tidak terdapat satu faktor khas atau sekumpulan faktor yang boleh digunakan untuk menerangkan kekurangan penerimaan sesuatu inovasi. Pakar teknologi pendidikan telah men jalankan beberapa kajian untuk mengenal pasti faktor-faktor yang mempengaruhi pendifusian dan penerimaan sesuatu inovasi teknologi. Rogers ( 2001 ) telah menjalankan kajian dengan menggunakan kaedah temu bual untuk mengenal pasti halangan-halangan yang dihadapi semasa pendifusian sesuatu teknologi. Antara halangan yang dikenal pasti ialah keperluan staf sokongan bahagian teknikal, keperluan Masa yang lebih, keperluan latihan dan kekurangan perkongsian maklumat. Morris ( 2001 ) pula mendapati faktor-faktor kekurangan bantuan teknikal, kekurangan peralatan, Masa terhad, kekurangan kemahiran komputer dan ketiadaan sokongan daripada pihak pengurusan menjadi halangan kepada guru semasa menerima dan mengintegrasikan teknologi dalam pengajaran. Kajian oleh Anderson, Varnhagen dan Campbell ( 1998 ) ke atas 557 Pongo pygmaeus guru telah mengenal pasti sembilan faktor yang menjadi penghalang kepada penerimaan bahan teknologi iaitu kekurangan kewangan, kekurangan Masa, infrastruktur, perkakasan komputer, sokongan pihak pengurusan, pengetahuan tentang cara menggunakan teknologi dalam pengajaran, capaian kepada perisian, kekurangan latihan dan sokongan dan maklumat tentang teknologi yang sedia adenosine deaminase. Kajian tinjauan oleh Beggs ( 2000 ) ke atas 348 Pongo pygmaeus guru mendapati terdapat hubungan yang signifikan antara gaya pengajaran guru, teknologi yang sesuai, dan sokongan pihak pengurusan dengan penerimaan dan penggunaan teknologi. Ini menjelaskan bahawa peningkatan dalam faktor-faktor tersebut turut menyebabkan peningkatan dalam tahap penerimaan teknologi. Mohd. Sarif ( 1998 ) yang telah mengkaji tentang faktor-faktor yang menjadi penghalang kepada pendifusian teknologi pendidikan dalam kalangan guru Sekolah Menengah Sains di pantai Tamerlane semenanjung Malaysia. Mohd. Sarif telah menguji empat faktor iaitu individu, birokratik, ekonomi dan logistik dan mendapati faktor-faktor tersebut menyumbang kepada keberkesanan proses pendifusian dan peningkatan penerimaan teknologi pendidikan dalam kalangan guru. Ini menjelaskan bahawa sumbangan pelbagai faktor yang terkandung proses pendifusian menjadi penentu kepada kejayaan penerimaan sesuatu inovasi atau sebaliknya dalam kalangan komuniti penerima inovasi tersebut. Kelebihan inovasi itu sendiri hanya merupakan satu faktor yang mempengaruhi penerimaan inovasi kerana kejayaan penerimaan inovasi turut dipengaruhi oleh faktor penerima, sokongan, kemudahan, kewangan dan Masa.2.6 Faktor-faktor Pendifusian InovasiTerdapat enam faktor yang dianggap mempunyai pengaruh yang kuat dengan proses pendifusian inovasi. Faktor-faktor ini dipilih berdasarkan Teori Pendifusian Rogers ( 2003 ) dan TAM ( 1989 ) , TRA ( 1975 ) dan TPB ( 1986 ) yang berkaitan dengan proses inovasi dan difusi yang merangkumi tiga perspektif iaitu perspektif penerima, perspektif inovasi dan perspektif persekitaran.2.6.1 Perspektif PenerimaPerspektif penerima merujuk kepada ciri-ciri peribadi seseorang individu Dari segi pengalaman dan efikasi kendiri.2.6.1 ( a ) PengalamanPengala man didefinisikan sebagai tahap pengetahuan dan kebolehan sedia ada pengguna dalam menggunakan sesuatu inovasi. Bandura ( 1997 ) telah menegaskan bahawa pengalaman mungkin dapat mengurangkan kebimbangan dan menggalakkan individu untuk mengubah sikap atau tingkah lakunya. Anderson, Varnhagen dan Campbell ( 1998 ) mendapati guru teknologi yang menggunakan pelbagai plan komputer lebih mahir dan mempunyai pengalaman yang banyak berbanding guru lain. Stone dan Henry ( 2003 ) menyatakan bahawa pengalaman yang positif akan menyebabkan seseorang pengguna lebih yakin apabila menggunakan inovasi yang hampir serupa. Dengan kata lain, pengalaman Lepas yang positif akan meningkatkan keyakinan terhadap sesuatu inovasi, manakala pengalaman negatif akan menyebabkan keyakinan terhadap sesuatu inovasi semakin berkurangan. Kajian oleh Ndubisi ( 2004 ) menunjukkan bahawa pengalaman menggunakan komputer mempunyai kaitan secara tidak langsung dengan keinginan seseorang menerima teknologi baru. Dalam konteks kajian ini, pengalaman dilihat dari aspek tahap pengetahuan dan kebolehan sedia ada pengguna dalam menggunakan perisian kursus multimedia interaktif dalam P & A ; P. Pengetahuan tentang teknologi dan pengalaman yang menarik akan meningkatkan sikap positif guru terhadap penerimaan perisian kursus multimedia interaktif dan pengintegrasiannya dalam pengajaran, seterusnya mengurangkan atau menghilangkan kebimbangan terhadap penerimaan teknologi ( Bruce, 2005 ) .2.6.1 ( B ) Efikasi KendiriMenurut Teori Efikasi Kendiri Bandura ( 1997 ) , pertimbangan efikasi kendiri adalah berdasarkan kepada beberapa jenis maklumat. Antaranya ialah pelaksanaan prestasi, pengalaman, kebangkitan emosi dan pujukan lisan. Bandura ( 1997 ) menyatakan efikasi kendiri yang positif mampu menggalakkan pembelajaran kemahiran-kemahiran baru manakala efikasi kendiri yang negatif boleh mewujudkan halangan-halangan kepada penerokaan perkara baru. Dapatan kajian oleh Lin dan Jeffres ( 1998 ) menunjukkan guru yang mempunyai efikasi kendiri yang rendah mempunyai tahap kebimbangan yang tinggi terhadap komputer. Kesan ini akan meningkatkan halangan-halangan untuk seseorang pendidik mempelajari teknologi baru. Di samping itu, Pajares ( 2002 ) mendapati perasaan rasa selesa atau bimbang terhadap komputer boleh mempengaruhi keyakinan individu terhadap komputer. Justeru, tahap keyakinan memainkan peranan sebagai penentu yang signifikan dalam menentukan keinginan untuk mempelajari kemahiran teknologi. Bennett dan Bennett ( 2003 ) telah mengkaji tentang ciri-ciri teknologi yang boleh mempengaruhi penerimaan teknologi tersebut dalam P & A ; P. Berdasarkan dapatan kajian, Bennett dan Bennett merumuskan bahawa kekurangan bajet dan kelemahan teknologi bukan lagi menjadi faktor utama penerimaan sesuatu teknologi. Bennett dan Bennett mendapati kekurangan keyakinan guru terhadap kemampuan teknologi dan kurangnya kesediaan guru dalam menerima sesuatu teknologi merupakan faktor penting yang menentukan penerimaan sesuatu teknologi baru dalam P & A ; P.2.6.2 Perspektif InovasiPerspektif Inovasi merujuk kepada ciri-ciri inovasi itu sendiri Dari segi kelebihan relatif dan kerumitan dalam penerimaannya.2.6.2 ( a ) Kelebihan RelatifKelebihan relatif ditakrifkan sebagai ciri-ciri inovasi yang dianggap lebih baik, mampu menggantikan teknologi yang sedia ada serta menjadi penyelesaian kepada perkara-perkara lain ( Rogers, 2003 ) . Tahap kelebihan relatif sesuatu inovasi sering dikaitkan dengan aspek keuntungan, prestij sosial atau faedah lain. Kelebihan relatif guru dijangka dapat meningkatkan tahap penerimaan sesuatu inovasi ( Moore & A ; Benbasat, 1991 ) . Rogers ( 2001 ) merumuskan bahawa kelebihan relatif sesuatu inovasi akan mempengaruhi kadar pendifusian secara positif. Butler dan Sellbom ( 2002 ) telah menjalankan kajian tinjauan ke atas 410 Pongo pygmaeus guru untuk mengenal pasti faktor-faktor yang mempengaruhi guru menerima teknologi pengajaran dan kekangan-kekangan yang dihadapi semasa menerima sesuatu teknologi pengajaran. Dapatan kajian Butler dan Sellbom ( 2002 ) menunjukkan kelebihan teknologi itu sendiri menjadi faktor yang penting dalam membantu guru membuat keputusan menerima dan menggunakan sesuatu teknologi dalam P & A ; P.2.6.2 ( B ) KerumitanKerumitan dimaksudkan kesukaran untuk memahami dan menggunakan sesuatu inovasi teknologi pendidikan ( Rogers, 2003 ) . Sesuatu inovasi yang dianggap rumit untuk diguna Akan menghadapi pelbagai halangan dalam usaha untuk menggalakkan penerimaan dan proses pendifusian berbanding inovasi yang lebih mudah untuk dipelajari ( Moore & A ; Benbasat, 1991 ) . Oleh itu, Rogers ( 2003 ) merumuskan bahawa tahap kerumitan sesuatu inovasi akan memberikan kesan yang negatif ke atas tahap pendifusian sesuatu ino vasi. Dalam konteks kajian ini, kerumitan penggunaan perisian kursus multimedia interaktif dikaji. Lin dan Jeffres ( 1998 ) mendapati wujud hubungan yang positif antara kemudahan penggunaan dan tingkah laku. Lin dan Jeffres ( 1998 ) mendapati kemudahan penggunaan menjadi faktor penentu penerimaan sesuatu inovasi. Ini menjelaskan bahawa sekiranya penggunaan perisian kursus multimedia interaktif menjadi kompleks dan menyukarkan guru, ia Akan memberi kesan kepada tahap penerimaannya.2.6.3 Perspektif PersekitaranPerspektif Persekitaran pula merujuk kepada persepsi dan sokongan persekitaran dari segi sokongan dan Masa.2.6.3 ( a ) SokonganFarquhar dan Surry ( 1997 ) berpendapat gabungan faktor-faktor organisasi dan faktor-faktor penerimaan sesuatu inovasi oleh individu amat mempengaruhi proses pendifusian dan penggunaan sesuatu produk pendidikan. Farquhar dan Surry ( 1997 ) menyatakan bahawa kekurangan sokongan persekitaran boleh menjadi penghalang utama kejayaan sesuatu pendifusian inovasi. Groves dan Zemel ( 2000 ) mendapati aspek sokongan seperti latihan tentang cara penggunaan sesuatu teknologi, maklumat atau bahan-bahan yang boleh didapati, dan sokongan pihak pentadbiran adalah faktor-faktor yang penting yang mempengaruhi penggunaan teknologi dalam pendidikan. Morris ( 2001 ) pula mendapati kekurangan sokongan teknikal, tidak mempunyai kelengkapan yang mencukupi atau perisian dan kekurangan guru atau sokongan pentadbiran adalah antara faktor-faktor yang menghalang guru dalam mengaplikasikan teknologi pendidikan dalam proses P & A ; P. Dalam kajian lain, Askar dan Usluel ( 2005 ) telah menjalankan temu bual ke atas 27 orang guru untuk mengenal pasti faktor-faktor yang mempengaruhi pendifusian Komputer di sekolah. Hasil temu bual menunjukkan faktor kekurangan sokongan dari segi penyediaan kemudahan perkakasan dan perisian, peruntukan bajet untuk membeli peralatan teknologi dan latihan kepada guru menjadi penghalang utama dalam mendifusikan teknologi komputer di sekolah.2.6.3 ( B ) MasaKajian oleh Seminoff dan Wepner ( 1997 ) menunjukkan bahawa guru kurang menggunakan teknologi dalam pengajaran kerana mereka tidak diberikan Masa untuk membuat persediaan. Dalam kajian ini, faktor Masa dikaji untuk melihat pengaruh masa dan penerimaan perisian kursus multimedia interaktif dalam pengajaran. Dalam kajian mengenai faktor-faktor yang mempengaruhi penggunaan teknologi dan halangan-halangan untuk penggunaan teknologi, Groves dan Zemel ( 2000 ) mendapati masa interaksi memainkan peranan yang penting dalam mempengaruhi penggun aan sesuatu inovasi kerana guru memerlukan Masa untuk mempelajarinya. Norhayati ( 2000 ) telah menjalankan ke atas 15 orang guru yang mengajar mata pelajaran komputer dalam pendidikan. Dapatan kajian Norhayati menunjukkan guru menghadapi masalah kekangan masa untuk menyediakan bahan pengajaran yang berbantukan komputer kerana jadual waktu pengajaran yang padat dan dibebani dengan tugas-tugas lain. Braak ( 2001 ) yang telah mengkaji tentang faktor yang mempengaruhi penerimaan teknologi dalam kalangan guru sekolah menengah mendapati kekurangan masa merupakan antara faktor utama yang menyebabkan kurangnya penerimaan dan penggunaan teknologi Computer Mediated Communications ( CMC ) dalam P & A ; P. Oleh yang demikian, guru perlu diberi Masa yang mencukupi untuk membuat persediaan mengajar dengan menggunakan perisian kursus multimedia interaktif. Beban tugas guru yang mengajar mata pelajaran Matematik, Sains dan Teknologi perlu dikurangkan supaya mereka mempunyai Masa untuk meneroka inovasi baru dan mengaplikasikannya dalam P & A ; P ( Poe, 2000 ) .2.7 Penerimaan Inovasi dengan variabel Jantina, Umur, Pengalaman Mengajar dan Lokasi SekolahKajian oleh Norhayati ( 2000 ) ke atas guru-guru yang mengajar mata pelajaran komputer dalam pendidikan menunjukkan latar belakang guru amat mempengaruhi tahap penerimaan komputer dalam P & A ; P. Selain itu, Shahrinaz ( 2009 ) telah membuat kajian tentang penerimaan web log sebagai alat pembelajaran dalam kalangan pelajar universiti swasta. Beliau mendapati faktor latar belakang responden seperti jantina, umur dan pengalaman yang dijadikan sebagai variabel moderator memberi sumbangan kepada peningkatan dalam niat pelajar untuk menerima teknolo gi web log sebagai alat pembelajaran. Kajian oleh Chen ( 1986 ) tentang jantina dan komputer mendapati responden lelaki mempunyai sikap yang lebih positif berbanding responden perempuan. Dupagne dan Krendl ( 1992 ) juga menyatakan bahawa guru lelaki lebih bersikap positif tentang komputer jika dibandingkan dengan guru perempuan. Walau bagaimanapun, kajian oleh Abdul Wahab Kamaliah dan Hasrina ( 2006 ) tentang penerimaan teknologi pendidikan dalam kalangan guru sekolah menengah di negeri Pulau Pinang mendapati tidak terdapat perbezaan yang signifikan antara guru lelaki dan guru perempuan dalam penerimaan komputer dalam P & A ; P. Namun demikian, Phang ( 1998 ) telah menjalankan kajian penerimaan komputer dalam kalangan guru sekolah menengah dan mendapati terdapat perbezaan yang signifikan di antara umur guru dan penerimaan komputer. Walaupun guru yang lebih tua mempunyai sikap yang positif terhadap komputer tetapi tahap penerimaan komputer mereka adalah lebih rendah berbanding dengan guru yang muda. Manakala kajian oleh Abdul Wahab et Al. ( 2006 ) menunjukkan tidak terdapat perbezaan yang signifikan antara kategori umur Dari segi penerimaan teknologi pendidikan dalam proses P & A ; P. Kamarudin ( 1997 ) telah menjalankan kajian tentang literasi komputer dalam kalangan guru sekolah menengah di Daerah Kuala Muda/Yan, Kedah. Dapatan kajian beliau menunjukkan tidak terdapat perbezaan signifikan dalam kalangan guru yang mempunyai pengalaman mengajar yang berlainan. Manakala kajian oleh Ting ( 2004 ) tentang tahap penerimaan komputer dalam kalangan guru Kemahiran Hidup di SMK di Daerah Johor Bharu mendapati guru yang berpengalaman mengajar lebih lama mempunyai tahap penerimaan komputer yang lebih tinggi. Bagi mengukur variabel lokasi sekolah, dapatan kajian Kamarudin ( 1997 ) menunjukkan tidak terdapat perbezaan signifikan dalam tahap literasi di antara guru-guru yang bertugas di sekolah dalam bandar dan di luar bandar. Justeru, kajian oleh Siti Norazlina ( 2008 ) untuk mengenal pasti halangan yang dihadapi dalam penggunaan komputer dan ICT dalam kalangan guru SMK luar bandar di Daerah Kulai Jaya mendapati tahap penggunaan komputer dan ICT dalam kalangan guru masih sederhana. Dapatan menunjukkan kekurangan kemudahan merupakan halangan utama dalam penggunaan komputer dan ICT di sekolah luar band