Rabu, Mac 31, 2010

panasnya...


Dahaganya...


Panas sungguh 3-4 minggu ni....

Kerana Dasar negara

1) Kenapa perlunya dasar yang sama untuk 1negara? sudah tentu untuk memastikan setiap rakyat akan mempunyai standard dan layanan yang sama, tidak kira taraf ekonomi, latar belakang politik, pendidikan, bangsa dan lain-lain. Kesan jangka panjang adalah ke arah melahirkan generasi yang mempunyai pengalaman yang sama dan objektif yang sama dalam negara yang sama, sudah tentu ke arah membina negara yang lebih baik berdasarkan cita-cita negara.

2) Namun, ada beberapa perkara dasar yang berbeza, istimewa dan berkuota; bergantung kepada sasaran jangka panjang sesebuah negara. Contohnya, Dasar Ekonomi Baru (DEB 1970-1990) yang bertujuan untuk menyusun semula struktur sosio-ekonomi masyarakat dalam negara pada ketika itu. Walaupun hasilnya tidak mencapai sasaran yang dijangka, atas faktor-faktor ketirisan dan ke'tidak-bertanggungjawaban' sesetengah kelompok ahli masyarakat, ahli politik, dan lain-lain mereka yang berkepentingan, DEB sebenarnya meninggalkan kesan dan pengajaran yang penting untuk generasi hari ini mengambil iktibar. Masalahnya, tidak ramai yang mampu meng'ekstrak' pengalaman DEB dalam bentuk pembelajaran yang positif dan membina.

3) Dalam soal pendidikan, perlukah dasar yang berbeza-beza untuk memuaskan hati semua pihak kononnya atas dasar hak kemanusiaan (human right) atau atas slogan 1Malaysia, Rakyat didahulukan? Tidak kah kita belajar apa-apa daripada sejarah DEB misalnya? Di mana generasi yang punya Jiwa besar yang tinggi dan mulia, dengan asas-asas nilai rasa empati melihat orang lain susah, dan bangga melihat orang lain senang? Sikap ke'Aku'an (generasi X) yang membebankan mata dengan tirisnya asas-asas kehidupan yang bersumber Al-hikmah.

4) Adakah generasi Pemimpin hari ini, yang lahir daripada Dasar Pendidikan 1957 (Laporan Razak), adalah generasi yang sudah lupa dengan hasil kepelbagaian yang diakibatkan oleh dasar pendidikan pada hari itu? Atau sebenarnya, mereka masih ingat, dan ingin meneruskan kepelbagaian dan perbezaan 'taraf' yang semakin jauh ini, di antara satu ahli masyarakat dengan ahli masyarakat yang lain. Sebut sahaja masalah dalam masyarkat. Soal perpaduan tidak pernah selesai, soal remaja (generasi Y) yang semakin liar, soal penekanan keagamaan yang semakin rapuh, dan lain-lain lagi...

5) Ya, kejayaan hari ini adalah hasil dasar pada masa itu (1957); dan begitu juga kegagalan hari ini, adalah hasil dasar pada masa itu. Rata-ratanya, adalah umat dari generasi Baby-boomers dan generasi X yang pada hari ini menjadi Pemimpin negara dan Pendesak/Pekerja negara. Kontradiksi yang dilalui oleh dua generasi ini pula akan mengawal, dan membina Dasar negara hari ini untuk diwariskan dan memberi kesan terus kepada generasi Y yang gaya hidupnya adalah jauh berbeza dari dua generasi sebelumnya. (rujuk wiki). Bolehkah dipercayai mereka tidak akan melakukan kesilapan yang sama? Itu pun kalau sedar berlakunya kesilapan.

6) Hari ini, dasar negara kelihatan semakin tidak bijaksana dan bersifat jangka pendek dan tidak mempunyai kesinambungan walaupun pemimpin kerajaan menyatakan terdapat kesinambungannya. Golongan pendesak juga mengkehendakkan dasar yang bukan dasar, apabila semua orang boleh mendasari apa sahaja, termasuk dalam pendidikan, agama, dan lain-lain yang liberal dan terbuka seluas-luasnya sehingga mengabaikan prinsip dan asas pembinaan tamadun negara dan sejarah bangsa Malaysia. Sangat membimbangkan, apabila melihat di sana-sini, program yang dijalankan kerajaan, beralasan untuk menambah baik; mengakibatkan 'generation gap' semakin luas. Kalau dulu, generation gap adalah bersandarkan pada tahun kelahiran yang berbeza, namun, pada masa ini, (dengan dasar dan program-program yang dilihat ini), pada akan tahun-tahun mendatang, kita akan melihat generation gap adalah lebih kompleks dengan gap juga bersandarkan pada generasi yang sama.

7) Ya, bukan lagi antara kelompok muda dan kelompok tua; tapi, perpecahan mental dan ideal di antara kelompok muda dan muda; kelompok muda dan tua; serta kelompok tua dan tua. Hakikat ini semakin parah apabila yang kaya semakin kaya, yang miskin terus semakin miskin. begitu jgua yang pandai semakin pandai, yang bodoh semakin bodoh, yang elit, terus-terusan menjadi elit, yang kampungan, terus-terusan kekampungan...


Mungkin ini adalah andaian dan mimpi igauan buruk penulis semata-mata...
Mungkin perasaan ini terlalu sensitif dan bersangka buruk semata-mata...

Mungkin juga sebaliknya... Penulis juga adalah hasil dari Dasar negara...

Pelajar sekolah tidak tahu menulis surat?


Ramai pelajar tersingkir awal


"... KOTA BHARU - Pos Malaysia Berhad mengesan sebahagian besar daripada kira-kira 120,000 pelajar yang menyertai Pertandingan Menulis Surat Kepada Perdana Menteri yang diadakan baru-baru ini, tidak memahami teknik penulisan surat.
Pengerusi Pos Malaysia Berhad (Pos Malaysia), Tan Sri Aseh Che Mat berkata, pihaknya bimbang jika masalah itu berpunca daripada ledakan teknologi siber termasuk khidmat pesanan ringkas (SMS) menyebabkan generasi muda hari ini gagal menguasai teknik dan gaya penulisan surat dengan betul. ...." - Kosmo

Fikrah:-
1) Apakah bahana yang menimpa anak murid hari ini, bakal memudaratkan masa depan negara pada masa depan?
2) Ceteknya pemikiran masyarakat jika tidak melihat ini sebagai satu persoalan besar. Peraduan yang dibuat dalam BAHASA MELAYU, (sekarang BAHASA MALAYSIA) tidak dapat disempurnakan oleh sebahagian besar murid sekolah! Adakah kesilapan DASAR PEMBELAJARAN PPSMI selama 8 tahun selama ini satu punca?
3) Adakah ledakan teknologi persuratan SMS menjadi satu 'mind setting' bahawa persuratan formal dan tidak formal boleh dicaca-merbakan, dicampur-adukkan, dan diambil ringan?
4) Malangnya negara majoriti orang melayu apabila rakyat berbangsa Melayu sudah tidak mampu berkomunikasi dalam Bahasa Melayu Aras Tinggi, bahasa ilmu, bahasa keTamadunan, apatah lagi bahasa Perpaduan? 
5) Lebih malang, apabila bahasa Melayu, yang sekarang ini diiktiraf sebagai Bahasa Malaysia tidak digunakan sebaiknya sebagai Bahasa Perpaduan 1Malaysia, apabila kecelaruan dalam Santun Bahasa tidak diambil serius oleh murid-murid sekolah 1Malaysia?

Selasa, Mac 30, 2010

Teachers' stress


Teachers in a trap

By PRIYA KULASAGARAN

From filing paperwork to organising events and managing irate parents, teachers today are feeling pressured from everything else — save the act of teaching itself.
LIKE many of her fellow educators, Kelantanese primary school teacher Mazi* has a few gripes about her work.
The main issue for me is getting pupils to take an interest in learning,” she says.
“Some of them are living well below the poverty line, and their parents are not too bothered about whether they do well in school or not.
“I feel like half my time in class is spent motivating these children instead of teaching them.”
She adds that her school’s physical infrastructure serves to add to pupils’ disinterest.
“I’m not talking about newer buildings or better classrooms - just basics like functioning school toilets.
“When the learning environment is not conducive, it makes it all the more harder to get pupils to care about education.”
More than enough: A 2005 survey found that seven out of 10 teachers suffer from stress, one of the main reasons of which is too much paper work that have little to do with teaching.
But Mazi sees these problems as part and parcel of her job.
“At the end of the day, teaching is all about nuturing students and achieving this with whatever resources you have,” she says.
It seems that for most, however, the burdens of teaching may be just too much to bear.
Just earlier this month, it was reported that teachers were considering holding a demonstration to highlight their plight of being laden with “irrelevant work”.
National Union of the Teaching Profession president Hashim Adnan was quoted saying that overzealous state education department heads and excessive paper work has affected teaching quality.
‘’We are mostly doing clerical work in schools and among our duties include collecting irrelevant data, attending courses, organising programmes and doing correspondence work.
‘’Also, since some schools were now Sekolah Berprestasi Tinggi, we are required to do plenty of documentation work every day ... we are unable to focus in class,’’ Hashim said.
Plans for the protest have since been shelved, as the NUTP has made arrangements with the Education Ministry and is scheduled to meet Deputy Prime Minister and Education Minister Tan Sri Muhyiddin Yassin to resolve these issues.
Suffice to say, these grouses have been brought up by the union time and time again.
In a survey carried out by the NUTP in 2005, it was reported that almost seven out of 10 teachers say that they are under stress.
When contacted for this article, the NUTP declined any comment.
Duty juggling
For some teachers, pushing paper appears to be the most tedious aspect of their working day.
“Aside from marking students’ essays and homework, we have to fill out their personal records, health records and various assessment reports,” says secondary school teacher Sharon*.
“Activities such as the Nilam reading programme may sound good in theory, but in reality they just provide an abundance of new forms to fill up.
“In order to be able to cope, I sometimes ask school prefects or class monitors to help me fill in the reports — it’s not something I’m proud of, but it leaves me time to do some actual teaching.”
Currently posted in a boarding school, Wati* says that organising school events takes up too much time.
Teachers have to balance the difficult task of managing parents’ expectations for a string of A’s and instilling a love for learning in their students.
“We have to coordinate sports days, graduation days, camps, competitions — all of which are taxing.
“While the bigger events do hold relevance for the students, a good deal of these activities fail to achieve much besides pomp and an excuse for students to be out of class,” she says.
Yeo* says that it is not uncommon for teachers to juggle various roles at one go.
“Although my teachers’ training option was English, I now teach History in addition to my English classes,” she says.
“Under the teaching of Mathematics and Science in English policy (PPSMI), I was also roped in to help the Mathematics teacher because her command of English was quite poor.
“I also act as the adviser of the school’s English society and volleyball team — this involves staying back late in school at least twice a week.”
Yeo adds that the responsibilities given have left her with little time to focus on developing her skills.
“I barely have time to prepare my lesson plans at the moment.
“At the very least, I think that teachers should be given roles that are relevant to their interests and expertise; that way, they can focus on being good at a particular area for the benefit of their students.”
Parental pressure
In the NUTP survey mentioned, it was also found that a whopping 83% of respondents citied parents and students as main sources of stress.
According to primary school teacher Tan*, the results are hardly surprising as teachers bear the brunt of blame for producing less-than-stellar students.
“In addition to pressure from the administration to ensure that all students make the grade, parents say we are not pushing their children hard enough academically,” she says.
“I’ve even had complaints from parents that I’m not doling out enough homework!”
Tan, who teaches in a vernacular school, adds that she is conflicted by the requirement to check off boxes instead of educating young minds.
Ideally, I want to instill the love of learning among my pupils, regardless of their ability. In reality, I have to force them to mug for examinations so that they have a string of A’s to show their parents.”
For Wiliam*, the main source of pressure comes from not being able to discipline his students.
He says that parents are too quick to blame teachers, and relates an incident which occurred in his secondary school in Selangor.
“The discipline teacher had caught a student smoking on school grounds, and the student was swiftly caned as a result,” says William.
“The next day, the teen’s father arrived demanding to see the teacher.
“Before my colleague could explain why he had punished the boy, the father proceed to hurl vulgar insults at the teacher, and even took a swing at him! Luckily, he missed.”
While William says that he does not condone corporal punishment, he places priority on maintaining school order.
“Some students just do not respond to reasoning, no matter how hard you try.
“I think what makes them bold is knowing that they’ll have their parents defending their actions,” he says.
Secondary school teacher Jamilah* agrees, saying that the teachers in her school avoid reprimanding students for the fear of parents.
“I once scolded a student for handing in her homework late, and for not putting enough effort into it.
“My reward for doing so was to get screamed at by the student’s mother.
“Now, I don’t bother whether students hand in their work or not — it just means that there are less books for me to mark,” says Jamilah.
Workplace politics
Much like at any other workplace, office politics are rampant in schools as well.
But a few teachers cast serious accusations regarding the practice of favouritism in their schools.
One teacher claims that she receives a heavier workload than most of her colleagues.
“I teach both English and Moral Studies, and I am a class teacher as well as an advisor for a student club. Plus, I’m always given the task of organising one school event after another.
It’s frustrating because I feel the workload is not being distributed evenly amongst the staff — those who are very ‘friendly’ with the headmistress seem to get away with doing much less.
She adds darkly, “I can’t help but notice that these teachers are of the same race as the headmistress.”
With almost 20 years of experience, another teacher claims that she has been passed over for promotions due to the colour of her skin.
“I don’t have any problems with my colleagues, but rather the principal,” she says.
Numerous younger teachers have moved up the ranks with ease, all of them of a certain race.
The only reason given to me so far was that I did not need a promotion because I’m doing so well in my current position.”
But as senior teacher Hasni* points out, any discussion of race is complicated in this country.
“I think that suspicion and fear are now so ingrained at all levels of our society – sadly, even among the educated,” she says.
“I’ve heard of similar claims in my school, but more often than not, it’s just a case of the teacher in question not being good enough.”
Generation gap
Like many wide-eyed young graduates, Azreen* was eager to put her theoretical knowledge to the test when she started teaching in a boarding school in Johor.
Much to her chagrin, she found that many of her senior colleagues were not interested in updating the status quo.
What I loved about teaching was the opportunity to try out ideas in engaging students.
“But some of the older teachers were not happy with my approaches in the classroom, although the students were responding really well,” says Azreen.
She adds that she felt pressured to adhere to norms that were at odds with her personal convictions.
“For instance, I insisted on speaking in English to my students, so as to encourage them to use and practise their language skills.
“As a result, I was ridiculed by other teachers who said that I had ‘forgotten’ my roots and I was too ‘Westernised’.”
After a few years of sticking it out, Azreen has since left the profession to join the corporate world.
Meanwhile, Bakar*, an assistant principal nearing retirement, has problems handling the younger generation of teachers.
What disheartens me the most is the complete lack of passion in the new crop of teachers,” he says.
They don’t bother taking any initiative or pride in doing their job well.”
Bakar says that having to constantly monitor teachers on basic tasks cuts into the time he needs for his own work.
I even have to check up on them to do things like preparing a lesson plan before stepping into class, or ensuring that they show up for co-curricular activities that they are in charge of.
“With a few notable exceptions, I have spoon-fed teachers with information and instructions just to get simple things done!” he exclaims.
Lecturer Chong* concedes that Bakar’s views hold water, as his teachers’ training college frequently receives such feedback from school principals.
It’s the attitude rather than the skills of young teachers that are giving administrators a headache,” says Chong, adding that the regimented environment in college may be a factor in causing apathy among trainees.
Bakar offers a more cynical point of view, saying that the problems plaguing the profession do not make it an attractive option for many.
The profession is one that demands sacrifice and patience, but a good number of young teachers are only in it for the want of other options,” he says.
“Unfortunately, the reality is that teaching is not exactly the top choice for most talented individuals, especially when they can get better paying jobs elsewhere.”
*Names have been changed.




Fikrah Q:
1) what goes in, goes out?
2) what u give, u get back?
3) for things to change, u have to change first?
4) People can't accept change, still they changed... sooner or later..
5) certain idealism can be practical when we change?
6) we used to be in the school, as students. still, our experiences are different.
7) My points of view may not be same as yours... although we see the same things?
8) Some people see only the trees, without seeing the forest...

Selamat Malam



Selamat malam
(Faizal Tahir)


Biarkan berlalu
Semua kepedihanmu
Lelapkan matamu
Biarkan mimpi membawamu
Ke mana kau mahu
Selamat malam
Tidurlah sayangku
Siang kan tiba bercahaya
Bermula baru semua untukmu

Biarkan berlabuh tirai kisah semalam
Yang indah itu ada padamu
Dengan setiap impian dan harapan
Selamat malam
Tidurlah sayangku
Siangkan tiba bercahaya
Bermula baru semua untukmu

Kan ku menjadi arjuna dalam mimpi-mimpimu
Kan ku panah tepat ke jiwamu atas nama cintaku
Pari-pari ku utus bawa kau ke sini lagi
Terhapus semua air mata dengan senyuman

Selamat malam sayang
Selamat malam kasih
Selamat malam sayang

Selamat malam sayang
Selamat malam kasih
Selamat malam sayang

Tidurlah sayangku
Siangkan tiba bercahaya
Bermula baru semua untukmu

Selamat malam
Tidurlah sayangku

Jumaat, Mac 26, 2010

My name is Khan, and I'm not a terrorist





My Name is Khan (2010)


Plot

Rizwan Khan (Tanay Chheda) is a Muslim child who grew up with his brother Zakir and his mother (Zarina Wahab) in a middle class family in the Borivali section of Mumbai. Rizwan is different from the other children and no one, including his mother, can understand why. However, he has certain gifts, particularly a special ability to repair any machine that is broken. His difference leads to special tutoring from a reclusive scholar and extra attention from his mother. This attention, however, leads to a heightened level of jealousy from his brother Zakir, who eventually leaves his family for a life in the United States.

Despite this resentment, as an adult Zakir (Jimmy Shergill) sponsors Rizwan (Shahrukh Khan) to come and live with him in San Francisco. It is at this time that Zakir's psychologist wife, Haseena diagnoses Rizwan as having Asperger's syndrome, a disorder which makes it difficult for people to interact socially. Rizwan also begins to work for Zakir as an herbal salesman and in the process he meets a Hindu woman, Mandira and her young son, Sameer or Sam (Yuvaan Makaar), from a previous marriage. Despite Zakir's hostility to the match, they marry and settle down in the fictional town of Banville, where both Mandira and Samir take Rizwan's last name as their own. They also live next door to the Garrick family. Sam is close with their young son, Reese (Kenton Duty and Michael Arnold) while Mark (Dominic Renda) is a journalist and Sarah (Katie A. Keane) is a friend of Mandira.

The Khans' perfect existence gets disrupted, however, after the September 11 attacks on the twin towers in New York City. Mark goes to cover the war in Afghanistan and dies there. At the same time, the Khan family begins to experience post 9-11 prejudice in their community and Reese begins to turn against Sam as well. One afternoon, an argument between them turns into a racially motivated schoolyard fight between Sam and a number of older students. Reese tries to stop the fight but is held back and Sam is injured so badly that he dies. A shattered Mandira blames Rizvan for his death stating that Sam "died only because his name was Khan." She then tells Rizwan that she no longer wants him in her life. When he asks her what he has to do to be a part of her life, she tells him that he has to tell the people of the United States, and the President that his name is Khan and that he is not a terrorist.

Then, his adventure continues...


Fikrah:-
Love is much greater than hatred!

FULLY RECOMMENDED

Just one Great Movie

INVICTUS (2009)



1) People forget that Nelson Mandela came to power at a time when his country was bitterly divided. There was the bitter experience that white South Africans saw in their neighboring countries,i.e., Rhodesia, now Zimbabwe and other nations where the White colonialist had been replaced by Black African politicians and a stable government had been replaced by corrupt, self-serving regimes where those in power feathered their nests after seizing the assets of their former White citizens and placed all their friends in positions of authority with the result of the country going to the dogs. The scene where the Afrikaaner newspaper remarks, "Mandela can get elected but can he run a country?" and the superb Morgan Freeman remarks to his bodyguard that the headline raises a good point.

2) In a sense, this film is about Mandela. The rugby team becomes a metaphor of what he faced when ascending to the presidency, a nation divided. Noting that the Black South Africans were cheering for the opposition in the face of the old Apartheid guard whose love of rugby unified them. It's easy to forget that there was a great division among White South Africans, i.e., the descendants of the Boers, Afrikaaners, and the rest. There was even a middle ground with the "Coloreds," Asian South Africans, being caught between these two worlds and there were bitter rivalries among the competing African political interest groups as well.

3) Mandela's focus on reviving the national rugby team and making it a symbol of a new united nation homes in on the role of Matt Damon, an Afrikaaner who's the captain of the team. Francois is the catalyst that makes this story work and Damon, the rugged Mick from Boston, does a fantastic job showing the transition from hopelessness to hope as many White South Africans felt at that time.

4) The wonderful thing about this film is its touching on all the levels. It goes beyond being merely the story of a single man or group of men. Sure, we love a "feel good" movie and of course we love an "underdog can win" flick, but this film works works because its about people working together to rebuild something new for everybody.


Note:Invictus is based on Playing the Enemy: Nelson Mandela and the Game That Changed a Nation (2008) by John Carlin. The book was adapted for the movie by American screenwriter Anthony Peckham. Carlin's book was republished in 2009 under the title Invictus: Nelson Mandela and the Game That Made a Nation.

Selasa, Mac 23, 2010

MANUSIA MELAYU DENGAN KRISIS NILAI

MANUSIA MELAYU DENGAN KRISIS NILAI

Saya selalu mendengar ucapan-ucapan para politikus tentang betapa berbudi bahasanya manusia Melayu ini. Saya juga ada membaca dalam kitab dan buku-buku lama tentang nilai nilai indah manusia Melayu. Malah ada si polan dan si polan yang tanpa segan silu dan tanpa selidik yang dalam telah berani mengakui bahawa manusia Melayu - satu satunya manusia di dunia ini yang bersopan santun dan berbudi bahasa.

Memang betul – ada kebenaran kenyataan ini. Manusia Melayu lima puluh tahun dahulu bersopan santun dan berbudi bahasa. Memang betul manusia Melayu tiga puluh tahun dahulu memiliki nilai kemanusiaan yang kukuh. Tetapi hari ini semuanya telah berubah dan bertukar. Sadikit demi sadikit nilai budi bahasa sopan santun manusia Melayu itu telah berubah.

Perubahan ini muncul kerana asas sistem ekonomi manusia Melayu itu berubah. Dari masyarakat feudal yang berasaskan ekonomi pertanian manusia Melayu telah memasuki ke alam ekonomi kapitalis. Perubahan ini tidak dapat tidak telah juga mengubah pembudayaan manusia Melayu itu sendiri.

Satu ketika dahulu kenduri nikah kahwin adalah kerja bergotong royong untuk sanak saudara dan jiran sekampong – kini semuanya dijalankan oleh kontrektor. Tenaga dan masa yang satu ketika dahulu melimpah ruah dan diberikan secara percuma kini – masa dan tenaga - telah di ukur dengan nilai wang ringgit. Justeru kita tidak akan hairan kadangkala upacara keagamaan juga memerlukan perbayaran. Iman dan Tok Kadi kini perlu dibayar untuk doa dan kehadiran mereka. Tiga puluh tahun dahulu mustahil pekara ini berlaku.



>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>


Peralihan dari sistem ekonomi semi feudal ke semi kapitalis ini telah didatangkan dengan mendadak. Peralihan ini bukan satu evolusi – sadikit demi sedikit. Ianya adalah sebahagian dari nilai budaya Dasar Ekonomi Baru yang diajukan oleh kerajaan United Malays National Organisation bermula dari tahun 1970. Dalam masa tiga puluh tahun manusia Melayu kampong berubah untuk menjadi manusia Melayu bandar. Dari suasana kampong yang aman permai manusia Melayu telah di lambakkan ke dalam kota dan pekan yang hiruk piruk dan penuh dengan persaiangan.

Peralihan dari ekonomi semi feudal ke semi kapitalis ini adalah perjalanan sejarah ekonomi kapitalis. Ini adalah hukum perjalanan ekonomi kapitalis yang beralih dari satu bentuk ke satu bentuk yang lain. Ini bukan menghairankan. Apa yang menjadi masaalah disini ialah proses peralihan ini datang mendadak kepada manusia Melayu. Dalam masa satu jenerasi – tiga puluh tahun - kaum tani Melayu telah berubah dari bercucuk tanam untuk menyara hidup kepada penjual tenaga untuk membeli makanan.

Ekonomi wang ringgit yang dipekenalkan oleh sistem kapitalis ini telah membawa nilai-nilai baru. Manusia Melayu kini berhadapan dengan gelombangan pasang surut ekonomi kapitalis dunia. Manusia Melayu tidak lagi tinggal bersendirian dalam tempurong suasana kampong yang aman permai.

Perubahan mendadak ini telah melahirkan kekacauan budaya. Ianya juga melahirkan kekacauan nilai. Ianya juga melahirkan kekacauan jati diri. Ketiga-tiga kekacauan ini sedang berlaku sekarang ini. Semua manifestasi dari kekacauan ini dapat kita lihat. Setiap hari jika kita memberi perhatian yang rapi maka apa yang kita baca dari akhbar atau ada yang kita dengar dari radio atau lihat dikaca tv – adalah manifestasi dari kekacauan ini. Apa yang dipanggil masaalah sosial itu sebenarnya adalah manifestasi kekacaun nilai manusia Melayu.

Ekonomi kapitalis ini telah menobatkan hak individu lebih tinggi nilainya dari hak orang ramai. Hak individu lebih dihormati dari hak kelompok. Ekonomi kapitalis ini telah membuat ukuran dan rujukan bahawa kesempurnaan hidup dan kejayaan hidup akan dinilai dengan jumlah harta benda yang dimiliki. Susuk tanpa pemilikan akan di cap sebagai susuk yang gagal.



Kerana ini kita lihat manusia Melayu ketika ini dalam keadaan bagitu kacau sekali. Jiwa dan hati nuraninya sedang dirobek-robek oleh keadaan sekeliling. Zaman hidup aman damai tanpa penggunaan wang ringgit yang banyak masih lagi dalam ingatan. Nilai kampong yang penuh dengan berbudi bahasa kini dalam peralihan. Nilai ini sedang bertembung dengan nilai ringgit dan dinar.

Hasil pertembungan ini, sadikit demi sadikit nilai budi murni manusia Melayu terhakis. Sadikit demi sedikit nilai kejujuran yang dimiliki oleh manusia kampong lupus. Kuasa ringgit dan dinar cukup ampoh. Kuasa ringgit dan dolar telah dapat menengelamkan nilai kemanusiaan yang dimiliki oleh manusia Melayu. Nilai ini mewajibkan manusia Melayu berlumba dan bersaing. Manusia Melayu diwajibkan untuk merebut peluang ekonomi duit ringgit kalau tidak mereka akan dilihat gagal.



>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>


Justeru hari ini kita melihat adanya Melayu yang ingin menjadi Arab. Ini adalah jalan senang untuk tafsiran jati diri kemelayuan mereka. Mengikut takrifan mereka menjadi Arab/Melayu/Islam ini adalah benteng pertahanan jati diri dari serangan kapitalis global. Dalam masa yang sama kita melihat Melayu yang gaya hidupnya cukup kosmopolitan yang bebas dari ciri-ciri nilai Melayu tradisional.

Hakikatnya nilai majoriti manusia Melayu hari ini amat kacau. Kejujuran, budi bahasa and tulus ikhlas semakin berkurangan. Ampu bodek dan bermuka muka menjadi budaya harian. Kalau dahulu : Kata akan di kota sebagai pegangan budaya Melayu. Kini kata wajib disadur dengan ringgit dan dolar. Semua ini adalah nilai-nilai yang dilahirkan oleh budaya sistem ekonomi kapitalis.

Pada awal tahun 2010 ini krisis nilai manusia Melayu telah sampai ke satu kemuncak persimpangan. Manusia Melayu di Malaysia pada thun 2010 ini sedang di uji sama ada dalam roh kemelayuan mereka ada atau tidak lagi tersimpan nilai-nilai kejujuran. Apakah manusia Melayu boleh bercakap benar. Apakah manusia Melayu itu akan tahu apa yang hak dan apa yang batil.



>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>


Manusia Melayu akan diuji sama ada mereka berani berkata benar apabila melihat fakta yang terpampang di hadapan mata mereka. Atau mereka memilih untuk menjadi manusia yang tidak jujur untuk terus menipu diri sendiri kerana kepentingan ekonomi.

Ujian yang akan sampai ini adalah ujian terahir untuk tamadun Melayu. Ujian ini adalah ujian nilai tentang harga budaya bangsa, jati diri bangsa dan masa hadapan tamadun negara bangsa. Di kemuncak persimpangan ini semua manusia Melayu - tua dan muda - wajib melihat dan menilai diri mereka sendiri

Di akhir ujian ini jiwa halus manusia Melayu akan bertanya sendiri apakah maksud kata-kata ini : Bercakap benar didalam sebuah negara yang penuh dengan kezaliman dan penindasan ialah satu jihad. Bercakap benar dalam sebuah negara kuku besi adalah langkah revolusi. (TT)





(http://tukartiub.blogspot.com/2010/03/berhenti-sabentar-dan-fikirkan.html)

Rabu, Mac 17, 2010

kisah suri rumah


A man was SICK and TIRED of going to work every day while his wife stayed home.

And further jealous of her, as she received lot of Women's Daywishes and compliments

He wanted her to see what he went through so he prayed:

"Dear Lord: I go to work every day and put in 8 hours while my wife merely stays at home. I want her to know what I go through. So, please allow her body to switch with mine for a day.Amen!"

Poof!!!

God, in his infinite wisdom, granted the man's wish.


The next morning, sure enough, the man awoke as a woman.
He arose,

cooked breakfast for his mate, Awakened the kids,

Set out their school clothes, Fed them breakfast,

Packed their lunches, Drove them to school, Came home and picked up the dry cleaning,

Took it to the cleaners And stopped at the bank to make a deposit,

Went grocery shopping, Then drove home to put away the groceries,

Paid the bills and balanced the check book...

He cleaned the cat's litter box and bathed the dog.

Then, it was already 1.00pm

And he hurried to make the beds...

...do the laundry...

vacuum, Dust, And sweep and mop the kitchen floor...

...Ran to the school to pick up the kids and got into an argument with them on the way home.

Set out milk and cookies and...


...got the kids organized to do their homework. Then,


set up the ironing board and watched TV while he did the ironing. At 4:30pm,


he began peeling potatoes and washing vegetables for salad...


...rolled meatballs and snapped fresh beans for supper. After supper,


He cleaned the kitchen, Ran the dishwasher.. .


...Folded laundry, Bathed the kids, And put them to bed. At 9.00pm,


He was exhausted and, though his daily chores weren't finished, he went to bed where he was expected to make love,

which he managed to get through without complaint.

The next morning,
he awoke and immediately knelt by the bed and said:


"Lord, I don't know what I was thinking. I was so wrong to envy my wife's being able to stay home all day. Please, Oh! Oh! Please, let us trade back. Amen!"

The Lord, in his infinite wisdom, replied:
"My son, I feel you have learned your lesson and I will be happy to change things back to the way they were. You'll just have to wait NINE MONTHS, though. You got pregnant last night."

Selasa, Mac 16, 2010

Jumaat, Mac 12, 2010

Coalition of Essential Schools (CES) Common Principles


The Coalition of Essential Schools (CES) is an organization created to further a type of whole-school reform originally envisioned by founderTed Sizer in his book, Horace's Compromise. CES began in 1984 with twelve schools; it currently has 600 formal members. The Coalition was founded on nine "Common Principles" that were intended to codify Sizer's insights from Horace's Compromise and the views and beliefs of others in the organization. These original principles were:

  1. Learning to use one's mind well The school should focus on helping young people learn to use their minds well.
  2. Less is More, depth over coverage - The school's goals should be simple: that each student master a limited number of essential skills and areas of knowledge. While these skills and areas will, to varying degrees, reflect the traditional academic disciplines, the program's design should be shaped by the intellectual and imaginative powers and competencies that the students need, rather than by "subjects" as conventionally defined.
  3. Goals apply to all students - The school's goals should apply to all students, while the means to these goals will vary as those students themselves vary.
  4. Personalization - Teaching and learning should be personalized to the maximum feasible extent. Efforts should be directed toward a goal that no teacher have direct responsibility for more than 80 students in the high school and middle school and no more than 20 in the elementary school.
  5. Student-as-worker, teacher-as-coach - The governing practical metaphor of the school should be student-as-worker, rather than the more familiar metaphor of teacher-as-deliverer-of-instructional-services. Accordingly, a prominent pedagogy will be coaching, to provoke students to learn how to learn and thus to teach themselves.
  6. Demonstration of mastery - Teaching and learning should be documented and assessed with tools based on student performance of real tasks. Students not yet at appropriate levels of competence should be provided intensive support and resources to assist them quickly to meet those standards. Multiple forms of evidence, ranging from ongoing observation of the learner to completion of specific projects, should be used to better understand the learner's strengths and needs, and to plan for further assistance.  The emphasis is on the students' demonstration that they can do important things.
  7. A tone of decency and trust - The tone of the school should explicitly and self-consciously stress values of unanxious expectation ("I won't threaten you but I expect much of you"), of trust (until abused) and of decency (the values of fairness, generosity and tolerance). Incentives appropriate to the school's particular students and teachers should be emphasized. Parents should be key collaborators and vital members of the school community.
  8. Commitment to the entire school - The principal and teachers should perceive themselves as generalists first (teachers and scholars in general education) and specialists second (experts in but one particular discipline). Staff should expect multiple obligations (teacher-counselor-manager) and a sense of commitment to the entire school.
  9. Resources dedicated to teaching and learning - Ultimate administrative and budget targets should include student loads that promote personalization, substantial time for collective planning by teachers, competitive salaries for staff, and an ultimate per pupil cost not to exceed that at traditional schools by more than 10 percent.
  10. Democracy and equity (this principle was added later, in the mid-nineties) - The school should demonstrate non-discriminatory and inclusive policies, practices, and pedagogies. It should model democratic practices that involve all who are directly affected by the school. The school should honor diversity and build on the strength of its communities, deliberately and explicitly challenging all forms of inequity.

This was intended to make explicit the Coalition's views on race, class, and gender equality and democratic governance of schools. It is relatively unclear how wide or deep the adoption of the tenth principle is, particularly as regards "democracy", as the sorts of evaluations CES schools are likely to undergo are more oriented towards pedagogy and student performance, and many of the schools that are members of CES, especially those with partial affiliation, may not have had to demonstrate this younger principle rigorously.

6 phases of working

Phase 1

You are listening to jazz -- Your first day at  work is great.
Your co-workers are wonderful, your office is  cute,
you love your boss, and your President is the  best! 


Phase 2

You are listening to pop music -- After a while  you are
so busy that you are not sure if you're coming or going  anymore.


Phase 3

You are listening to heavy metal -- 
This is  what happens after about SIX Months! 


Phase 4

You are listening to hip hop -- You become bloated  due to stress,
you're gaining weight due to lack of exercise  because you are so
tired and have so much work to do and when  you get home you have more work to do.
You feel sluggish and  suffer from constipation.
Your fellow co-workers are too  cheerful for your liking and the walls of your cubicle are closing  in.


Phase 5

You are listening to GANGSTA RAP -- 
After more  time passes, your eyes start to twitch,
you forget what a 'good  hair day' feels like as you
just fall out of bed and load up on  caffeine.


Phase 6

You are listening to the voices in your head --   
You have locked the office door to keep people out,
You  wonder WHY you are even here in the first
place and WHY did I  come to work today!  







Which phase are you in?