Philippine National Police Directorate for Investigation and Detective Management Essay

Crime is inevitable, it occurs every day and it might be even happening right now. It is a nuisance and it greatly affects the society. People has their own reason for doing this kind of atrocity, it is a common understanding that if a person is without a job, he/she wouldn’t gain income, without income, he/she wouldn’t be able to buy their everyday needs, and without the basic needs he/she wouldn’t be able to survive, thus leaving him/her desperate for money, doing anything they can to get it, even if it means to commit a crime, crimes that might endanger the lives of others. The crime rate in the Philippines has been reduced more than 15 percent in the first three months compared with the same period last year regardless of the recent slew of high-profile urban crimes, as said by the late Interior Secretary Jesse M. Robredo. For the first quarter of the year 2012, the national crime volume declined by 11,219 cases, a drop of 16. 7 percent from a year ago, and Based on reports submitted to him by Chief Superintendent Alex Paul Monteagudo, Philippine National Police Directorate for Investigation and Detective Management (PNP-DIDM) chief, the PNP’s national crime solution efficiency rate for the first quarter of 2012 stood at 34. 38 percent, slightly better than the 25. 84 percent efficiency rate for the same period last year, this means that crimes are given justice more often than left unsolved. Evidently, crime rates are responsive to local labor market conditions. Surprisingly, little attention has been given by economists on whether crimes committed by optimizing individuals respond to labor market opportunities. Most recent research has been focused on the effects of criminal justice sanctions. However, most of the researches attempting to measure the effect of the labor market on crime are represented by studies linking unemployment and crime. (Patalinhung, 2011) Unemployment in the country dropped from an estimate of 13. million individuals in the first quarter of the year 2012 to 10. 9 million individuals in the second quarter, according to a recent survey by the Social Weather Stations, this is a proof of improvement in the labor force of the Philippines. However, more than half, or 51. 2 percent of unemployed Filipinos, were in 15-to-24 age group, which only validates the difficulty faced by fresh graduates looking for work, said Rene Ofreneo of the School of Labor and Industrial Relations at the University of the Philippines. According to National Statistics Coordination Board (NSCB) as of October 2012, the Labor Force Participation Rate is 63. 9% of the total population; this means that 36. 1% of the total population is either voluntary or in-voluntary unemployed. Freeman (1982, 1995, and 1999) concluded that unemployment had the expected positive impact on crime, but the magnitude of the impact was modest. Thus, the existing studies on unemployment rate to measure labor market prospects of potential criminals may not be so insightful. Gross National Income per capita may also contribute to the changes of Crime rate in the Philippines, since it determines the total value of good and service that an individual and includes the net factors from abroad. The Bangko Sentral ng Pilipinas (BSP) is confident that the country’s per capita income which is one of the lowest among emerging Asian economies, will significantly improve and may match those of its neighbors over the medium term. BSP Deputy Governor Diwa Guinigundo said ongoing government efforts, such as higher spending on infrastructure and social services would eventually help spread the benefits of economic growth. The purpose of this paper is to determine whether Unemployment Rate, Labor Force Participation Rate and Gross National Income per capita has an impact on the changing Crime Rate in the Philippines, the researcher hypothesized that Unemployment Rate has a positive relationship with Crime Rate and both Labor Force Participation Rate and Gross National Income per capita has a negative relationship with Crime Rate.

When in Doubt, Leave Scare Quotes Out

When in Doubt, Leave Scare Quotes Out When in Doubt, Leave Scare Quotes Out When in Doubt, Leave Scare Quotes Out By Mark Nichol When quotation marks are employed to suggest the irony or dubious validity of a word or phrase, or the writer’s remove from credit or blame for its use, they are called scare quotes. However, other uses- to introduce a new or unfamiliar term, to signal that a term is not being used in its traditional or literal sense, or to provide emphasis- are usually heavy-handed and seldom aid in clarity of composition. The sentences below, accompanied by discussions and revisions, provide examples of extraneous use of scare quotes. 1. Next, we will discuss the so-called â€Å"high-impact, low-likelihood† risks. The phrase so-called serves the same function as scare quotes, so using both in a sentence is redundant: â€Å"Next, we will discuss the so-called high-impact, low-likelihood risks.† However, be just as cautious in the use of so-called as in employment of scare quotes; the term is rarely useful and therefore unlikely to be necessary. In this case, it would be better to identify who characterizes the risks that way (â€Å"Next, we will discuss what John Smith calls high-impact, low-likelihood risks†), to use passive construction to soften the introduction by writing something like â€Å"Next, we will discuss what are called high-impact, low-likelihood risks,† or to omit any qualification at all: â€Å"Next, we will discuss the high-impact, low-likelihood risks.† 2. Risk management should be an embedded process that ultimately becomes part of the company’s â€Å"DNA.† Here, DNA is being used figuratively to refer to something that is a fundamental part of an organization, but the fact that it is not being employed literally does not justify scare quotes; the metaphorical use is clear: â€Å"Risk management should be an embedded process that ultimately becomes part of the company’s DNA.† 3. It is imperative to understand â€Å"what to do† as well as â€Å"what not to do.† Although the phrases â€Å"what to do† and â€Å"what not to do† are being presented as categorical concepts conceivably spoken or written as part of an effort to inform, this usage does not merit any emphasis: â€Å"It is imperative to understand what to do as well as what not to do.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:The Yiddish Handbook: 40 Words You Should KnowFive Spelling Rules for "Silent Final E"Supervise vs. Monitor

A Timeline of the Russian Revolution From 1914 to 1916

A Timeline of the Russian Revolution From 1914 to 1916 In 1914, the First World War erupted across Europe. At one point, in the early days of this process, the Russian Tsar was faced with a decision: mobilize the army and make war almost inevitable, or stand down and lose massive face. He was told by some advisors that to turn away and not fight would undermine and destroy his throne, and by others that to fight would destroy him as the Russian army failed. He seemed to have few correct choices, and he went into war. Both advisors might have been right. His empire would last until 1917 as a result. 1914 June - July: General Strikes in St. Petersburg. July 19th: Germany declares war on Russia, causing a brief sense of patriotic union amongst the Russian nation and a downturn in striking. July 30th: The All Russian Zemstvo Union for the Relief of Sick and Wounded Soldiers is created with Lvov as president. August - November: Russia suffers heavy defeats and a large shortage of supplies, including food and munitions. August 18th: St. Petersburg is renamed Petrograd as Germanic names are changed to sound more Russia, and hence more patriotic. November 5th: Bolshevik members of the Duma are arrested; they are later tried and exiled to Siberia. 1915 February 19: Great Britain and France accept Russias claims to Istanbul and other Turkish lands. June 5th: Strikers shot at in Kostrom; casualties. July 9th: The Great Retreat begins, as Russian forces pull back into Russia. August 9th: The Dumas bourgeois parties form the Progressive bloc to push for better government and reform; includes the Kadets, Octobrist groups and Nationalists. Auguest 10th: Strikers shot at in Ivnovo-Voznesà ©nsk; casualties. August 17-19th: Strikers in Petrograd protest at the deaths in Ivnovo-Voznesà ©nsk. August 23rd: Reacting to war failures and a hostile Duma, the Tsar takes over as Commander-in-Chief of the armed forces, prorogues the Duma and moves to military headquarters at Mogilev. Central government begins to seize up. By associating the army, and its failures, with him personally, and by moving away from the centre of government, he dooms himself. He absolutely has to win, but doesnt. 1917 January - December: Despite successes in the Brusilov offensive, the Russian war effort is still characterised by shortages, poor command, death and desertion. Away from the front, the conflict causes starvation, inflation and a torrent of refugees. Both soldiers and civilians blame the incompetence of the Tsar and his government. February 6: Duma reconvened. February 29th: After a month of strikes at the Putilov Factory, the government conscripts the workers and takes charge of production. Protest strikes follow. June 20: Duma prorogued. October: Troops from 181st Regiment help striking Russkii Renault workers fight against the Police. November 1st: Miliukov gives his Is this stupidity or treason? speech in reconvened Duma. December 17/18th: Rasputin is killed by Prince Yusupov; he has been causing chaos in the government and blackened the name of the royal family. December 30th: The Tsar is warned that his army wont support him against a revolution.

Characteristics of Start-Ups - Entrepreneurship in Germany Term Paper

Characteristics of Start-Ups - Entrepreneurship in Germany - Term Paper Example Diversity in teams is considered to be a positive force leading to the effective functioning of the team (Knight et al. 1999). The Top Management Team (TMT) comprises of individuals with power and authority to make strategic decisions (Camelo-Ordaz, Herna ´ndez-Lara, & Valle-Cabrera) and thus, diversity in TMT can impact the organizational outcome. Top Management Team (TMT) has been defined as the â€Å"the relatively small group of most influential executives at the apex of an organization†¦the top three to ten executives† (Finkelstein & Hambrick, 1996: 8, cited by Tacheva, 2007). An entrepreneurial team consists of two or more members who jointly invest in a business in which they have an equal financial interest (Cooney, 2009). They have shared commitment, shared accountability and shared independent tasks and outcomes for these tasks. In this report, the TMT team includes a team of four experienced entrepreneurial CEOs at Omnis Mundi AG, who have pooled in their talent and expertise to foster the creation of new businesses in Europe. This report would hence evaluate the TMT characteristics in startups. Diversity in TMT is desirable in different fields but this report would focus on functional or task-related diversity, background affiliation, tenure/turnover and demographic heterogeneity. Diversity and heterogeneity are synonymous and hence interchangeably used throughout the report. Diversity can be observable (demographic) or non-observable (cognitive) diversity attributes (Tacheva, 2007). The observable characteristics include age, tenure, functional and educational background, and these account for managerial psychological behaviour. These are also known as relations-oriented attributes. Knowledge, skills and expertise or functional background are observable task-related attributes. Non-observable attributes are difficult to assess and hence the TMT is selected based on their observable attributes. According to the upper echelon theory, the TMT behaviour influences firm performance.  

Dialogue Assignment Example | Topics and Well Written Essays - 500 words

Dialogue - Assignment Example In essence, the term described the groundbreaking cultural shift from uniqueness to seriality, from authenticity to replication, and from the original artwork to its inherent soulless mechanical copy. Me: As far as the communication and journalism is concerned, the concept has come under serious criticism, especially the lack of clear-cut and stable categorization from your writings (Benjamin 23). Indeed, a portion of the critics suggests that your writings provoke multivalent and ambiguous, rather than offering neat shorthand for transition from the traditional to modern culture. Your take please? Benjamin: Well, I think their basis for criticism is rather vague. In my essay The Work and Art in the Age of Its Technological Reproducibility, I specifically emphasize on the concept of aura and the decline of photography, similar to other technological innovations. Further, I challenge the uniqueness and originality of photography due to the unprecedented replications. Benjamin: A programmatic analysis of the essay that I previously mentioned will show that I present the relationship between photography and aura as a clear-cut opposition. Thus, photography, as a medium of mechanical reproduction, is among the driving forces behind the decline, and thus destruction, of aura. I clearly assert that the element that withers in the era of technological reproducibility of artwork is its aura. In essence, the process is symptomatic, and perhaps extends beyond the boundaries of art. This is because photographic reproduction of original works of art endows them with accessibility and mobility, thus altering their fundamental mode of reception (Benjamin 24). In this regard therefore, the contemplation characteristic of the traditional spaces of museum and gallery submits to an eagerness for control and possession. Me: That is a very sensational explanation.

Wearable and performance technology is surging to fashion industry Essay

Wearable and performance technology is surging to fashion industry - Essay Example Products that are both wearable and smart gadgets are used to monitor the emotions and the activity of the user (Gaimster, 2012, 170). The second is the medical and health care category. In this category, the devices require the approval of the FDA or an equivalent body, relative to the country in which the products are on sale. These devices assist in monitoring the user’s vital signs as well as the augmentation of the wearer’s senses (Editorialist, n.d., n.p.). The third is the military and industrial category. In this category, the performance and wearable technology has the ability to transmit and receive real-time data in both industrial and military environments. The fourth category is infotainment. Products under this category have the ability to transmit and receive real-time information for purposes of entertainment as well as espouse the enhancement of the wearer’s lifestyle (SportTechie, n.d., n.p.). To find out more on the employment of technology in fashion, the researcher shall undertake a primary research through use of questionnaires. These questionnaires will contain structured questions that will enable the respondent to provide their opinion on the effects of performance and wearable technology on different sectors in the economy, including the fashion industry. The respondents will be selected from the fashion industry to enable the researcher to acquire relevant information concerning the effects of technology in fashion. The questionnaire to be used for the primary research is attached to this document. Performance and wearable technology has contributed considerably to the development of fitness and wellness, especially through the devices that assist in monitoring an individual’s physical development (Scaturro, 2008, 471). The demand for Performance and wearable technology products in this category comes from professional athletes, managers of corporate wellness programs as well as consumers of recreational fitness.

The Importance Of Education In Malaysia Education Essay

The Importance Of Education In Malaysia Education Essay Education in Malaysia has gone through extensive changes throughout the years. These constant changes or reforms are carried out with perhaps only one vision in mind, and that is to improve the current existing teaching and learning procedures in schools and higher institutions of learning. Such action highlights the governments endless efforts in trying to improve the quality of education for its people. After a decade into the New Millennium, the education scenario is more pressed to undertake even more improvements in trying to cope with the demands and expectations of education in the 21st century. We can no longer be satisfied with what we have, but instead there is a need to constantly compare ourselves to that of more developed nations, and this is especially true with the field of education. This is to ensure that our people will be able to compete internationally in this borderless world. This is very much in-line with the vision of our longest-serving Prime Minister Tun Mahathir Mohammad. Tun, back in the 90s shared his vision and dreams for this nation through Wawasan 2020 or Vision 2020. According to his article Malaysia on Track Vision 2020, as a doctor he is attracted to the optometrist measurement of Vision 2020 which indicates 100 percent perfect vision. He further explains that Vision 2020 in relation to the future of this country would be the quest for Malaysia to have clear vision of our future as in where we want heading and what we want to be in the New Millennium. As Malaysia plans to transform into fully-developed nation, education becomes the priority of the government since it is one of the most powerful entities that would determine the success or failure of the nation. The future of any country depends on its people. It is therefore important to ensure that everyone is equipped with the necessary knowledge, skills and values to survive in this highly competitive and globalised world which is impacted by rapid development in science, technology and information. The importance of education has become more paramount especially in our Nations process of moving from an economy-based on labor-intensive and lower-end manufactured products to k-economy or knowledge economy. The Ministry of Education (MOE) and The Ministry of Higher Education (MOHE) are two bodies which are responsible in ensuring that nation is moving towards the specified target. This is clearly outlined in the 2 key thrusts under the National mission (Mid-term Review of Ninth, 2008); Thrust 2: to raise capacity for knowledge and innovation and nurture first class mentality. Thrust 3: to address persistent socio-economic inequalities constructively and productively. In line with the drive towards developing the nations K-Economy, the current economical trend is to focus on the advancement and rise in emphasis on the area of science and technology. As a measure to achieve this vision, the government has adopted a holistic approach in Malaysian education system by emphasizing on mastery knowledge, intellectual capital and developing technology and entrepreneurial skills. Since science and technology play a major role in contributing to a more developed nation, the government seems to give more emphasis on teaching and learning process of science in the primary, secondary and higher education. It is coherent with Malaysias aim which to produce more experts in science or in general to produce a future generation of intellectuals. Therefore, as science educators, it is important to be aware of the demand of the nation. There is a need to ensure that the teaching and learning process is focused in producing individuals who fulfill the governments aspiration. Hence, it requires teachers to have passion, creativity, intelligence and determination to make sure that the delivery of knowledge is truly effective. Among other things, methods in teaching, teachers knowledge and performances are frequently being observed to ensure that teachers remain excellent in their teaching. This is because; teachers play a major role in ensuring the effectiveness and the success of the actual delivery and implementation of the Malaysian curriculum. Therefore, when planning a lesson, teachers need to be aware of the objectives of the curriculum by incorporating good content values into the lesson, implement the curriculum designed by the ministry and at the end of it all, assess the outcomes of the curriculum. But it is not enough to focus only on the teacher without looking at the relevancy of the Malaysian science curriculum, which actually contributes to the success or failure of science education. In fact, it is actually a major issue that is constantly discussed among science educators and academicians in Malaysia. Is the Malaysian science curriculum measurable to that of the standards of other countries? This is pertinent question that needs to be answered. Therefore it would be useful to compare Malaysian science curriculum with other developed countries in order to determine the standard of Malaysian curriculum. 1.1 Background of Study This comparative study between the Malaysian science curriculum and the Steiner Waldorf in science curriculum was conducted primarily to gain insights on the much-researched and discussed about Steiner curriculum. Having experienced the Malaysian science curriculum and after pursuing an honors degree in science education, the researcher is very familiar with the countrys science education curriculum, especially issues pertaining to its content and pedagogical approach. However, the researcher is with the opinion that new knowledge of new educational curriculum can be useful in ensuring better quality of science education. This is important in view of providing the best in science in the context of Malaysian schools. In view of trying to improve the existing curriculum it would be interesting to find out the standard of Malaysian science curriculum in comparison to other developed countries. This is important to ensure that our students will be able to compete globally. Comparative study of curriculum across countries provides background information about how to understand existing strengths and weaknesses of the present curriculum (Moosa Che Azura Che An, n.d). Therefore, this research can suggest ways to help students to perform in the subject of science and also help science teachers in their teaching. This is crucial as over the past few years, there have been a lot of problems discussed about the Malaysian science curriculum and the major part of the discussion revolves around the teaching and learning process. As a result, it raised the researchers interest to look into the matter so that the researcher could discover ways to improve the Malaysian science curriculum in order to create effective lessons yet in enjoyable environment for the students to learn science. In Malaysia, the idea associated with science education is intended to be in-line with existing policies which is specifically to prepare students for examination. There are a few officially recommended practices for science teaching such as constructivist teaching, mastery learning, science process skills, thinking skills, and metacognition, self-directed, self-paced and self-assessed learning and others that, if carried out properly can ensure the successful and effective lessons. Current thinking in science is looking towards a paradigm that is more inclusive of the diversity that exists in our life-worlds (Revathi, R et al, 2003). Science is also perceived as a process of meaning-making and countries such as the United States, Canada, Australia and South Africa (Aikenhead, 2000) are implementing science teaching approaches that incorporate learners cultural and linguistic bearings. For example the science classroom needs to be one that is interesting and multi-discursive which pe rmits the teacher and students to work together in creating knowledge. However, such an approach or a feature is not common in the Malaysian science curriculum. The idea to produce a generation that is ideally competent in science seems difficult and this seems to suggest that there is need for Malaysian science curriculum to be reviewed. From the objectives of the curriculum to the issues of assessment, everything becomes crucial and needs thorough reevaluation. The features and function of science discourse include formulating hypotheses, designing investigations, collecting data, drawing conclusions and communicating results (Chamot OMalley, 1994) and these are the skills which are basically being emphasized by the teacher in the classroom. Sadly, the application is not obvious in the students daily life especially in the context of Malaysia. By conducting this research, the researcher hopes to be able to get some insights into the Steiner Waldorf curriculum and the Malaysian science curriculum. Having done this, it is hoped that the research suggestions may highlight existing gaps in curricular, pedagogical or other aspects through comparison between Malaysian science curriculum with Steiner Waldorf education. From the suggestions made, hopefully the teaching and learning of science will be more effective and more enjoyable for the students. By having a good time in learning science through effective methods employed by the teacher, the researcher believes that it will help students to perform better in all the science subjects and at the same time acquire scientific knowledge in a wider perspective. Apart from that, it will also help to produce all rounded students as outlined in the National Education Philosophy. 1.2 Statement of the Problem The Integrated Curriculum for Secondary School (Kurrikulum Bersepadu Sekolah Menengah, KBSM) is the continuation of the New Primary School Curriculum (Kurikulum Baru Sekolah Rendah, KBSR). This change in the curriculum structure is the governments strategy to shift the emphasis of education that existed in 1970s to a more contemporary holistic concept of learning that encompasses moral, religious, social, physical, and intellectual development of a person (Rosnani.H, 2004). In science education, holistic education aims to produce students who are able to relate the content that they learned in the classroom to their daily life. It refers to their ability to use scientific thinking and processes in a wider context so that it will highlight the effectiveness of the KBSM which subscribes to the principles of lifelong learning. After having informal interviews with a few seniors teachers and lectures with science education background, the researcher found out that Malaysian science curri culum somehow does not support the holistic education as being mentioned and fails to achieve the intended outcomes. The following is the opinion given by the senior lecturer who was interviewed by the researcher; My hunch is the general population of the students does not relate what they learn to everyday situation because many studies have shown that students do not like science and they find science isolated or do not associate with them. So we can infer from that the students do not related what they learned nor practice their scientific attitudes. (personal communication) This is further supported by the results of Trends in International Math Science, TIMMS assessment in science taken by Malaysian students in 2003. The TIMMS assessment is designed to help to improve students learning in math and science where the assessment generally focuses on the students mathematics and science skills. In the assessment, our students scored an average of 504 which exceeds the international average of 474 (Martin et al, 2004) and placed Malaysia to be at 19th out of 44 participating countries. The performance actually is not truly impressive if compared to the performance of students from other developing countries in Asia pacific such as Singapore Chinese-Taipei and Republic of Korea. The line of argument is what are the aspects that lacking in Malaysian students since those nations secured the top 3 placing and therefore have clearly performed better than our students. Another interesting insight which the researcher gathered through informal interviews with the senior teachers and lectures, as well as his personal experience as a science student and in-service teacher is the fact that Malaysian education system gives too much focus on examination. In order to survive in the Malaysian education system, students need to excel in public examinations (UPSR, PMR, SPM). Somehow the situation affects teaching and learning process which is a part of the curriculum. Teachers admitted that the focus is only to finish the syllabus within the time allocated by the school administration. Through informal interviews with the students, the researcher also discovered that students think it is easier for them to focus and prepare themselves for the examination instead of engaging in meaningful learning. The researcher also found out that because of the need to finish up the syllabus, the lessons were not conducted properly by teachers. Teachers rarely make reflections on their teaching. Even though the accomplishment of the objective and learning outcomes are the measurement to a successful lesson in Malaysian education system; most of the time, teachers do not have attempt to find out whether their students have actually acquired the specified learning outcomes. An effective science classroom should be able to make students think and process the knowledge received in the classroom. Ironically, the scenario does not happen in most Malaysian classrooms. Because of the examination matter, the researcher believes that teachers tend to neglect their method in teaching science. In true fact, a science class should be filled with interesting and varying activities so that students will enjoy the class. However, in reality most science lessons, more often than not, are not only plain and d ull but also could kill students excitement in learning the subject. This is another concern of the researcher since there is a tendency that the situation mentioned above could cause the students to lose interest in learning science. The Steiner Waldorf education is similar to the Malaysian education system in terms of its emphasis on the development of human beings and in the provision of holistic education. What is different is in terms of the implementation and the effectiveness of the curriculum. Scieffer and Busse (2001) in their research discovered that the students from Steiner school did better than students in state school in United States. Other research (Easton, 1997; Oberman, 1997; Uhrmacher, 1993b) also suggested a positive relationship between Steiner school education, learning and students achievement. Moreover, research on Steiner education also mentioned about consistency of Steiner students performance in National test from 2000 to 2004. Ogletree (2000) in investigating the creative ability among the students in England, Scotland and Germany through the use of Torrance Test of Creative Thinking Ability; found that generally Steiner school students obtained significantly higher creativity scores than their state school peers. It actually reflects the effectiveness of the emphasis on creativity in Steiner curriculum. Jalinek and Sun (2003) in research that they conducted which aimed to compare the education in Steiner and mainstream schools revealed that, the Steiner children who tested in logical reasoning and science activity which developed by TIMMS international comparative study performed better than students from other schools. The scientific reasoning of Steiner school students was found to be outstanding. The research suggested that the result of the test is actually influenced by the culture of the Steiner education which taught less content to the students and the Steiner education itself creates less examination pressure to the students. Indeed, the Steiner Waldorf science curriculum has its own unique approach and method which proved to encourage effective learning. Such a situation ceases to exist in the Malaysian science curriculum. It is with this problem in mind that the researcher has decided to embark on this comparative research study with the hope to draw on some of the best practices to be incorporated into Malaysian classroom. 1.3 Research Objectives The main objective of the research is to compare the Malaysian education and Steiner Waldorf education in science curriculum with respect to objective, content, implementation or instruction and the assessment. In comparing both curriculums, the researcher wish to find out the characteristics of Steiner education science classroom and wish to look at their strengths and uniqueness which is present and try to see how this is different from the Malaysian science curriculum. From the data gathered, a thorough analysis will be made by the researcher, and the findings of the research could be the basis for the researcher to give suggestions for the betterment of Malaysian science curriculum as well as to bridge the gap between these two curriculums. Research Questions Two research questions are as follows: What are the characteristics of Steiner Waldorf science class? How does the Steiner Waldorf science curriculum differ from the Malaysian Secondary Science Curriculum with respect to their objectives, content, implementation/instruction, and evaluation/assessment? 1.4 Significance of the Study This research aims to look at the Malaysian science curriculum. By doing this, it will help us to have a clear picture of how a curriculum functions and at the same time, it allows us to measure the success of the curriculum. Many teachers have expressed their discontentment over current problems faced by the teachers and students in science education, and the blame is usually on the ineffectiveness of the curriculum. This is an alarming problem as it could affect the number of students who are interested in science subjects and if this happens, Malaysia will actually sway from its efforts to achieve Vision 2020. This comparative study of the Malaysian science curriculum and the Steiner science curriculum is crucial in realizing our dreams of producing human beings who know their ability and self-potential. This is the core value stressed in the Steiner Waldorfs curriculum which aims to provide learners with meaningful learning and turn them into deep learner. Steiner Waldorf students are encouraged to generate creative ideas and this indirectly nurtures the students to be critical thinkers. Therefore it is very crucial for the researcher to find out in what aspects that the Malaysian science curriculum can be improved by adapting the Steiner Waldorf education. Hopefully, the findings of the comparative research will help to improve science education in Malaysian schools. 1.5 Research Limitations Time constraint is the major limitations of this research. The researcher believes it is ideal to have longer time for the researcher to collect data regarding Steiner Waldorf education in United Kingdom, UK. Longer period of study will able the researcher to do observations in greater depth and visit more schools to be included in study. Instead of time constraint, monetary is also one of the limitations in this research. Since the research was funded by the university, the researcher has to complete the process of data collection within the stipulated time. However, what is done by the researcher is sufficient to have a general picture of the difference between the two curriculums. 1.6 Scope of Study The focus of the research is only to compare the Malaysian education and Steiner Waldorf science curriculum. This study involved data collected from one school in Plymouth and a Steiner Waldorf Department in University of Plymouth. Since this is a preliminary comparative study of these two curriculums, focus will briefly highlight the four parts of the curriculum which is the objectives, contents, implementation and the assessment of both curriculums. However, extra emphasis will be given on the implementation and assessment procedure as compared to the first two parts in the curriculum. Though it would have been ideal to be able to carry out observation and interviews in more schools across the UK, these two chose are sufficient to give a clear preliminary picture of what Steiner Waldorf education involves. 1.7 Operational Definition Malaysian science curriculum Malaysian science curriculum refers to science curriculum which developed and implemented in Malaysia for secondary level. However, in order to show the continuation and the development or progression of this curriculum the researcher wills sometime highlights the science curriculum at the primary level. Steiner Waldorf Education Steiner Waldorf Education refers to the education that founded by the Rudolf Steiner in 1919. This education is worldwide and does not refers or belong to a specific country. The part of this education that being discuss in this research is its science curriculum. Science Education Science can be defined as knowledge attained through study or practice, or knowledge covering general truths of the operation of general laws, especially as obtained and tested through scientific method and concerned with the physical world. It may also refer as a system of acquiring knowledge where the system uses observation and experimentation to describe and explain about natural phenomena. Science also term which can refer to the organized body of knowledge people has gained using that system. Therefore, the term science education that been using in this research refers to the process of educating science to the students or may refers to the field of science itself. Which the field of science in education that being discussed in this research covers the major branches in science such as biology, physics, chemistry, general science and natural science. Source: Websters New Collegiate Dictionary cited in http://www.sciencemadesimple.com 1.8 Conclusion As a conclusion, review and reform in Malaysian science curriculum is necessary or perhaps a need as we refer to the current educations condition in Malaysia. It has been 53 years that Malaysia achieved its independence, and throughout the 53 years, Malaysia had gone through lots of transformation and changes. However, the researcher believes that, in order for Malaysia to reach to the level of developed country, education should be the foundation of the aspiration. Education in Malaysia requires more changes as well as ideal and realistic policies and implementation, so that it will be able to produce human capitals that are scientific, knowledgeable and competent.