BI P.3: STUDY & RESEARCH ON POEM

1: POEM “IF YOU FORGET ME” BY PABLO NERUDA

I want you to know
one thing.

You know how this is:
if I look
at the crystal moon, at the red branch
of the slow autumn at my window,
if I touch
near the fire
the impalpable ash
or the wrinkled body of the log,
everything carries me to you,
as if everything that exists,
aromas, light, metals,
were little boats
that sail
toward those isles of yours that wait for me.

Well, now,
if little by little you stop loving me
I shall stop loving you little by little.

If suddenly
you forget me
do not look for me,
for I shall already have forgotten you.

If you think it long and mad,
the wind of banners
that passes through my life,
and you decide
to leave me at the shore
of the heart where I have roots,
remember
that on that day,
at that hour,
I shall lift my arms
and my roots will set off
to seek another land.

But
if each day,
each hour,
you feel that you are destined for me
with implacable sweetness,
if each day a flower
climbs up to your lips to seek me,
ah my love, ah my own,
in me all that fire is repeated,
in me nothing is extinguished or forgotten,
my love feeds on your love, beloved,
and as long as you live it will be in your arms
without leaving mine

2 : VALUES FROM THE POEM

This poem shows that there is a very thin line between love and hate. It also illustrates the denial someone might go through after finding out the person they love doesn't love them the way they want them to.

We also should believe that God's love and our love of God go hand in hand in this beautiful poem as one love.Besides, we should believe that love is a word that is thrown around very often in this day and age. The word love is very special it should be used with extreme caution.

This poem also shows us that everybody can find a part of him in this poem,because love is everybody's common value.It is of true love, the kind that one would make sacrifices for.

The words in this poem are selfless and without blame. If one should stop loving you, letting them go and easing their conscious by saying you will move on is the most honorable and unconditional kind of love there is. This poem is a touching tribute to sacrifice.

This is love that is hurting, that has been hurt in the past, and yet is open to being hurt again. There is surrender (and renunciation), but how different from, for instance, Juliet's youthful optimism in surrender.

3 : PERSONAL RESPONSE ABOUT THE POEM

The poem, I think, might seem to portray love as conditional. But I believe it is more complex than that. 'My love feeds on your love'. I think the focus here is on the nature of love. That it can only be pure if it is mutual.

Love has conditional and unconditional. First, Love has to be accepted and believed. Second, A person who truly loves never stops loving. The notion of destiny is tied in here with the first notion. And one can relate to it in one way or another.

What is obvious here, in the writing, is the time frames used. On the negative prose of the uplifting of roots, we see 'on that day, and on that hour', whereas on the non-futuristic positive prose we have 'if each day, and each hour'.

The positive prose plays on the notion of grace for the moment. The former is a more fatal blow, my guesses that that is what kind of a fate the beloved believes in. (like a religion) In other words, these two proses talk about the components of love respectively.

For love to be perfect, it has to know no rejection or disrespect. This is what I term 'Disciplinary love'. The other side of the love component is 'the Grace of love', whereby one deliberately forgets and forgives, and at that moment love is there, because true love has known no rejection.

4 : CRITIQUE ISSUES BY WRITER

Every word in this poem is so carefully selected that the poem has become a magic spell in the sense that no one can resist this tremendous beauty of expression.
The main theme of the poem is a peculiar psyche of every one who loves, for every emotion is enhanced by the response of the beloved. Everyone knows this but to express the feelings so boldly is an art and Pablo is the master of this art

In his poem “If you forget me” from Pablo Neruda, he is using many metaphors for describing his feelings.He is talking about his girlfiend like “those isles (what) are waiting for me”. He hopes that his girlfriend waits for him. That she will still love him, forever.

His feelings are described as “little boats” which are floating to the isles. Besides, he himself is described as a tree. In the heart are his roots, or the roots are leading to his heart. All the love will go there and he is living from it and because of it. With out this love he wouldn’t be himself.

The last metaphor is that he is describing other girls, potential girlfriends, as another land. He will seek there if his present girlfriend will forget him.

This poem is also about lovers who are really not committed to each other. If you are really committed you will not forget each other when tough times comes.

ELP P.3: EXAMPLE MINUTES OF MEETING

Minutes of the 5^th Sri Mahkota School Alumni Association Meeting

June 11, 2009

8.30 p.m., Camelia’s Tea Room, Premier 101

Present:

Aiman Azizi, Nasir Ahmad, Aishah Nordin, Daniel Joy, Rani Narayan, and Choi Won.

Attendance: 6/10

Absent with Apologies:

Sarah Badri, Amalina Akmal, Joanne Jong, and Vincent Teo.

NUM.	AGENDA	ACTION
1	Opening Address The Chairperson called the meeting to order at 8.30 p.m.
2	Establishment of Quorum, Roll Calls, Apologies - Quorum – 6/10, 60% of Executive Committee attended - Apologies – refer to list above
3	Adoption of Agenda Being no amendments, the agenda was proposed to be adopted by Nasir and seconded by Aisyah.
4	Confirmation of Last Meeting Minutes and Matters Arise Therefrom Being no amendment, the minute was proposed to be adopted by Aiman and seconded by Nasir.
5	President’s Report - No report.
6	Secretary’s Report - Minutes of meetings are up to date. - Report was proposed to be accepted by Aiman and seconded by Aisyah.
7	Projects and Activities Report 7.1 Bank Account - Current type of bank account (No. 01700342201) was opened with Hong Leong Bank (Pending branch) under the names of Aisyah and Daniel (both from Group A); and Rani and Aiman (both from Group B) on June 6, 2009. - Cheque book will be ready for collection this week. - The bank required RM500 deposit to open the account. - The RM500 deposit was loaned to the association as follows: i. Aiman paid RM300 ii. Rani RM100 and iii. Aisyah RM100. - Deposit to be reimbursed to the above in due course. - Issuing of cheques requires a signature from 1 member from each group (i.e. total of 2 signatures). - Cheques to the association have to be issued under 2 names – 1 from each group – and the named parties must endorse on the back of the cheques. - For ease of transaction, the grouping for the payment of cheques shall be, but not limited to: Aisyah (from Group A) and Rani (from Group B). 7.2 Education Fair - Total of 2 posters to be used: 1 poster to be printed, the other photocopied. - Banner stands to be borrowed from The Spring (KIV) - Aiman to email outline of talk to speakers. - Cheques from the participating education counsellors to be issued to Aiman and Daniel for this time as Aisyah and Rani would not be present during the Education Fair. - Companies will be setting up their stalls at 8 am and Aiman will be at the venue to supervise. - Confirmed speakers: Aiman, Nasir, Daniel and Vincent Wong - All involved are to meet at Lodge at 12 am on June 20, 2008. - Aiman and Daniel to bring laptops on that day - Next follow up meeting: June 17, 2008 with Vincent at 8 pm, Venue being Atmosfera. - Aisyah to bring chop and receipt book on during the meeting.	Aiman Nasir Aiman, Daniel Aisyah
8	Any Other Business - Membership drive to officially begin in July o Possible welcoming gifts upon receipt of payment for each member – Nasir to follow up with the souvenir/gift company on the range and budget (tentatively set at RM10)	Nasir
9	Incoming Matters (to be discussed at next meeting) - Next meeting will be held on July 8, 2008 at 8.00 p.m. - Venue: Atmosfera
10	Adjournment Meeting adjourned at 9.00p.m.

Prepared by:

Daniel Joy

Secretary

ELP P.3: EXAMPLE OF SHORT STORY

The Princess and the Pea

Once upon a time there was a prince who wanted to marry a princess; but she would have to be a real princess. He travelled all over the world to find one, but nowhere could he get what he wanted. There were princesses enough, but it was difficult to find out whether they were real ones. There was always something about them that was not as it should be. So he came home again and was sad, for he would have liked very much to have a real princess.
One evening a terrible storm came on; there was thunder and lightning, and the rain poured down in torrents. Suddenly a knocking was heard at the city gate, and the old king went to open it.

It was a princess standing out there in front of the gate. But, good gracious! what a sight the rain and the wind had made her look. The water ran down from her hair and clothes; it ran down into the toes of her shoes and out again at the heels. And yet she said that she was a real princess.

Well, we'll soon find that out, thought the old queen. But she said nothing, went into the bed-room, took all the bedding off the bedstead, and laid a pea on the bottom; then she took twenty mattresses and laid them on the pea, and then twenty eider-down beds on top of the mattresses.

On this the princess had to lie all night. In the morning she was asked how she had slept.
"Oh, very badly!" said she. "I have scarcely closed my eyes all night. Heaven only knows what was in the bed, but I was lying on something hard, so that I am black and blue all over my body. It's horrible!"
Now they knew that she was a real princess because she had felt the pea right through the twenty mattresses and the twenty eider-down beds.
Nobody but a real princess could be as sensitive as that.

So the prince took her for his wife, for now he knew that he had a real princess; and the pea was put in the museum, where it may still be seen, if no one has stolen it.
There, that is a true story.

KF : ALAT BERFIKIR

BAHAGIAN 1 : PENDAHULUAN

Kehidupan sememangnya tidak pernah lekang dengan masalah. Masalah dapat menguji kekuatan, keimanan serta tahap kesabaran seseorang dan masalah jugalah yang mengajar seseorang itu tentang ereti kehidupan yang sebenar. Namun, harus diingat bahawa bukan semua individu dapat menjalani dan menghadapi sesuatu masalah itu dengan jayanya.
Hal ini kerana tidak semua dapat menyelesaikan masalah yang melanda. Masalah-masalah yang menimpa haruslah diselesaikan menggunakan kaedah yang berbeza dan bergantung kepada keadaan. Beberapa faktor juga harus ditimbang tara. Kita mestilah berfikiran matang dan menggunakan alat-alat berfikir yang betul bagi menyelesaikan sebarang konflik yang berlaku.
Justeru, bagi mengasah cara berfikir saya, saya telah diberi tugasan ini. Saya perlu menjawab lima soalan pendek yang diberikan dengan mengaplikasikan lima alat berfikir yang sesuai. Alat berfikir ini adalah berdasarkan CoRT 1 iaitu Cognitive Research Trust yang diperkenalkan oleh Edward de Bono. CoRT bertujuan memperluaskan pandangan supaya lebih kreatif, konstruktif dan juga kritis.
Terdapat tujuh komponen atau alat berfikir yang termasuk dalam CoRT 1 iaitu PMI, CAF, AGO, C & S, FIP, APC dan juga OPV. Komponen CAF, AGO, C & S, FIP serta OPV telah saya aplikasikan dalam penyelesaian soalan tugasan dan penerangannya telah saya sertakan dalam bahagian yang seterusnya.

BAHAGIAN 2 : ALAT BERFIKIR 1

Soalan : Aplikasikan CAF ke atas cadangan berkongsi kereta ke tempat kerja.

CAF atau Consider All Factor merupakan alat berfikir untuk meninjau semua aspek situasi dengan lengkap dan menyeluruh. Alat berfikir ini membolehkan kita menyenaraikan semua faktor yang terbabit dalam sesuatu idea dan memilih mana-mana yang sangat berkaitan dan penting sahaja.
Faktor-faktor yang ingin disenaraikan boleh dikelaskan kepada beberapa bahagian. Seperti dalam membuat keputusan mengenai cadangan berkongsi ke tempat kerja ini, faktor dari segi sosial, alam sekitar, kewangan, keselesaan serta sebagainya boleh dipertimbangkan. Antara faktornya adalah sebagaimana dalam berikut:
Faktor Sosial
1. Merapatkan silaturahim antara rakan sekerja.
2. Mewujudkan integriti kaum.
3. Wujudnya masyarakat hipokrit sama ada ikhlas atau tidak untuk berkongsi kereta.
4. Menimbulkan rasa curiga antara penumpang dengan penumpang dan mungkin juga melibatkan pemandu.
5. Tidak ada privasi untuk melakukan sesuatu.

Faktor Alam Sekitar
1. Mengurangkan kadar pencemaran udara dan bunyi akibat kurangnya jumlah kenderaan.
2. Mengurangkan kesesakan di jalan raya terutamanya ketika waktu puncak.
Faktor kesesakan/ masa
1. Mengurangkan kenderaan di jalan raya bagi mengelakkan kesesakan lalu lintas.
2. Mengelakkan kemalangan jalan raya dari berlaku.
Faktor kewangan
1. Kos petrol menjadi rendah kerana berkongsi bayaran .
2. Kenderaan awam semakin kurang mendapat sambutan.
Faktor keselesaan
1. Keadaan di dalam kenderaan menjadi padat dan tidak selesa .

Jadi, setelah mengambil kira kesemua faktor, kita boleh memikirkan yang manakan lebih menguntungkan dan banyak membawa impak positif berbanding negatif. Kita boleh membuat timbang tara yang sewajarnya dalam menentukan keputusan terbaik. Dalam kes ini, ternyata, cadangan berkongsi adalah pilihan yang lebih bijak kerana ia mendatangkan banyak kebaikan.

BAHAGIAN 3 : ALAT BERFIKIR 2

Soalan : Gunakan alat berfikir OPV untuk menyelesaikan situasi pelaksanaaan mata pelajaran pendidikan seks di sekolah.

Alat berfikir OPV selalunya digunakan untuk mendengar pandangan orang lain dalam sesuatu hal. OPV yang bermaksud Other People’s Views amat penting terutamanya bagi pemimpin kerana mereka perlu melihat sama ada keputusan yang dibuat itu nanti mendapat sokongan atau bantahan pihak lain.
Dalam menyelesaikan isu pelaksanaan pendidikan seks di sekolah ini, pandangan dari pelbagai kelompok masyarakat haruslah didengar agar kita dapat membuat keputusan terbaik dan memuaskan hati semua pihak. Pandangan guru-guru, ibu bapa, serta pelajar terutamanya amat penting kerana mereka merupakan tiga golongan paling utama terlibat dalam isu ini.
Bagi mendapatkan maklum balas terbaik, saya telah membuat beberapa tinjauan umum mengenai isu ini. Saya mendapatkan pandangan beberapa masyarakat umum melalui penulisan artikel dalam blog. Hasil dari tinjauan saya adalah ramai pihak yang tidak setuju terutamanya dari golongan ahli agama. Sebab-sebab mereka tidak setuju adalah kerana:
Sebab-sebab keputusan:
BIL SASARAN SEBAB-SEBAB KEPUTUSAN
1. PELAJAR-PELAJAR - Masih tidak sesuai dengan status pelajar dan umur yang masih mentah.
- Bimbang tidak dapat memahami serta menyalahgunakan pengetahuan seks.
2. IBU BAPA -Risau tindakan liar anak apabila mereka mengetahui dan mempelajari seks tanpa memahaminya daripada sudut yang betul.
3. GURU-GURU -Tidak mengetahui cara penyampaian yang terbaik untuk pelajarasalah sosial yang semakin meningkat di sekolah.
4. AHLI AGAMA -Bimbang rasa gelojak, ingin tahu serta nafsu pelajar semakin meningkat setelah mengetahui tentang seks

Keputusan di atas menunjukkan bahawa respon yang diberikan oleh pelbagai pihak adalah mengikut pandangan masing-masing untuk menyelesaikan situasi pelaksanaan mata pelajaran pendidikan seks di sekolah.

BAHAGIAN 4 : ALAT BERFIKIR 3

Soalan : Jika ibu bapa boleh memilih sifat-sifat guru untuk anak-anak mereka, apakah lima sifat yang paling penting yang perlu dipertimbangkan. Aplikasikan FIP dalam hal ini.

FIP disebut ‘Fip’. FIP ini bermaksud First, Important, Priorities iaitu Utama, Penting, dan juga Prioriti. Alat berfikir ini mengambil kira perkara-perkara penting sahaja dalam menentukan priority serta mengelakkan perkara yang tak patut diutamakan.
Dalam hal ini, terdapat banyak sifat-sifat guru yang penting. Namun, ada antara sifatnya yang menjadi keutamaan serta prioriti. Kita boleh menyenaraikannya seperti di bawah:
Sifat-sifat guru :
1. Baik hati
2. Penyayang
3. Amanah
4. Jujur
5. Berdisiplin
6. Tegas
7. Penyabar
8. Prihatin
Sifat-sifat guru yang penting, utama dan prioriti:
1. Amanah
Rasional: Menjamin bahawa guru tersebut melaksanakan tugasnya dengan penuh dedikasi, bersemangat serta tidak menyeleweng.
2. Penyabar
Rasional: Membuatkan guru tersebut dapat bertahan dengan pelbagai kerenah serta ragam pelajar.
3. Prihatin
Rasional: Menjadikan guru tersebut mengambil berat akan hal ehwal serta permasalahan pelajarnya.
4. Penyayang
Rasional: Setiap guru haruslah bersifat penyayang dan menganggap pelajarnya seperti anak atau adik mereka sendiri. Hal ini penting agar timbul rasa tanggungjawab dalam iri mereka.
5. Berpengetahuan luas
Rasional : Guru mesti berpengetahuan luas serta berkemahiran agar ilmu dapat disampaikan sebaiknya kepada para pelajar.

Pemilihan sifat-sifat yang penting, utama dan prioriti ini telah saya tentukan dengan menemubual beberapa ibu bapa serta meminta pandangan rakan-rakan. Sifat-sifat ini dipilih kerana rasionalnya yang lebih penting berdasarkan sifat-sifat guru yang lain.

BAHAGIAN 5 : ALAT BERFIKIR 4

Soalan: Anda adalah ahli dalam jawatankuasa Disiplin pelajar. Bagaimana anda menyelesaikan masalah pelajar ponteng sekolah dengan mengambil kira alat berfikir AGO.

AGO disebut ‘a-go’ yang membawa maksud Aims, Goals and Objectives ataupun Tujuan, Matlamat dan Objektif. Setiap hal atau tindakan yang ingin kita ambil pastinya memiliki tujuan, matlamat serta objektif tersendiri untk dicapai.
Sebagaimana untuk menyelesaikan masalah pelajar ponteng sekolah ini, pastinya beberapa program di atur untuk mencegahnya. Program tersebut haruslah berlandaskan AGO yang jelas seperti :
Tujuan :
1. Menyedarkan pelajar akan keburukan akibat ponteng sekolah.
2. Melatih pelajar supaya lebih berdisiplin dan beretika.
3. Mengurangkan masalah disiplin.
4. Meningkatkan semangat pelajar dalam menuntut ilmu.
5. Melahirkan generasi pelajar yang berilmu.
6. Mengurangkan masalah sosial melibatkan pelajar.
1. Mencapai rekod sifar ponteng.
Matlamat :
1. Mengadakan sesi kaunseling terhadap pelajar yang terlibat dengan
masalah tersebut agar permasalahan mereka dapat difahami.
2. Mengadakan taklimat ringkas dan bual bicara dengan ibu bapa pelajar yang bermasalah.
3. Memberi ceramah motivasi dan pengisian jiwa kepada para pelajar.
4. Wujudkan program mentor mente supaya pelajar lebih terbimbing
5. Memperbanyakkan aktiviti luar yang boleh menarik minat pelajar untuk menyertai.
6. Mewujudkan rondaan polis bagi mengawal para pelajar.
7. Menyediakan rekod keluar kelas agar setiap pelajar diketahui arah tujunya.
8. Mengadakan kempen sifar ponteng.
9. Melancarkan slogan serta “botton kami benci ponteng”
Objektif :
1. Melahirkan para pelajar yang cemerlang dan berjaya dalam kurikulum dan kokurikulum.
2. Mengurangkan kes ponteng dan masalah disiplin lain.
3. Mewujudkan guru yang prihatin terhadap masalah pelajar.

BAHAGIAN 6 : ALAT BERFIKIR 5

Soalan: Guru pada masa akan datang akan bekerja mulai 8 pagi dan balik jam 5 petang. Buat satu C & S untuk jangka masa panjang mengenai isu ini.

C & S disebut ‘C’ dan ‘S’ dan digunakan untuk memikirkan kesan dan akibat yang mungkin terjadi hasil pelaksanaan sesuatu cadangan. C & S di sini adalah berasal dari perkataan bahasa inggeris iaitu “consequence and sequel”
Cadangan agar guru bekerja mulai 8 pagi dan balik jam 5 petang haruslah difikirkan dari pelbagai aspek iaitu kesan dan akibatnya untuk beberapa temph seperti:
Tempoh masa
jangka panjang Positif Negatif
1 - 5 tahun 1. Pelbagai aktiviti boleh dijalankan.
2. Mempunyai masa yang lebih banyak untuk pelajar. 1. Guru mengalami kepenatan.
2. Guru akan kurang masa bersama keluarga.
5 -25 tahun 1. Telah biasa dengan sistem waktu kerja yang panjang.
2. Prestasi pelajar dapat ditingkatkan. 1. Guru akan mengalami
tekanan.

25 – dan ke atas 1. Kerja lebih sistematik.
2. Struktur pendidikan lebih teguh dan efisien.
3. Dapat melahirkan modal insan yang berjaya. 1. Ramai yang tidak berminat menjadi guru.

Setelah ,mengambil kira kesan dan akibat cadangan ini,barulah saya dapat membuat keputusan. Guru wajar bekerja mulai 8 pagi dan pulang jam 5 petang kerana ia akan mendatangkan banyak impak positif kepada generasi muda. Meskipun guru terpaksa berkorban masa, namun di situlah terletaknya tanggunggjawab dan kemuliaan seorang guru. Guru tidak harus mementingkan diri sendiri sebaliknya melaksanakan tugasnya dengan tulus kerana di bahu guru teletak masa depan negara.

BMT P.1:NEGATIVE NUMBERS

CHAPTER 1 : ABOUT NEGATIVE NUMBERS

Negative numbers are the numbers which have the values less than 0.It located at the left of 0 (0 as the origin or separator) in a numberline.
Negative numbers in the numberline are stretches to infinity. We need to put the negative sign (-) on everytime we write negative numbers.
Two numbers that lie on the same distance from the origin in opposite directions are called opposites.
Example:
- "NEGATIVE 5" IS THE OPPOSITE OF "POSITIVE 5."

CHAPTER 2 : PROSSES OF NEGATIVE NUMBERS

There are many prosses can be done using the negative number such as addition, subtraction and prosses with coefficient.
Example of Addition prosses are:
- Negative + Positive = Positive
Eg : (-9) + 10 = 1
: (-2)+ 9 = 7
- Negative + Negative = Negative
Eg : (-9) + (-10) = (-19)
: (-2) + (-9) = (-7)
And example of Subtraction prosses are:
- Negative - Positive = Negative
Eg : (-9) – 10 = (-19)
: (-2) – 9 = (-11)
- Negative - Negative = Positive
Eg : (-9) – (-10) = 1
: (-2) – (-9) = 7

Prosses with coefficient has the same pattern like addition and subtraction prosses but the difference is they have an unknowm after the number like 3y , y is the unknown.
Examples of prosses with coefficient are
• Eg : (-9x) – 10x=(-19x)
: (-2y) – 9y = (-11y)
: (-9z) – (-10z) = 1z
: (-2a) – (-9a) = 7a