Job Interview

Specific purpose:
Give information to all people about the environment during the interview and the right way how people should react before, during and after the interview.

Central idea:
By exposing the environment in public and private organization, it helps to determine what type of interview that people will face and also what kind of situation that people should handle in order to promoting themselves to be selected in the interview.

1. Introduction

1.1 Interview


Interview is a conversation between two or more people (the interviewer and the interviewee) where are asked by the interviewer to obtain information from the interviewee. Interviews can be divided into two rough types, interviews of assessment and interviews for information.

1.2 Job interview

Job Interview is a process in which a potential employee is evaluated by an employer for prospective employment in their company, organization, or firm.

1.2.1 Role

A job interview typically precedes the hiring decision, and is used to evaluate the candidate. Interviews are usually preceded by the evaluation of supplied resumes, selecting a small number of candidates who seem to be the most desirable. A company seeking to fill a single position will typically interview a handful of candidates - perhaps as many as ten if the level of application has been high. While job interviews are considered to be one of the most useful tools for evaluating potential employees, they also demand significant resources from the employer and have been demonstrated to be notoriously unreliable in identifying the optimal person for the job.

Multiple rounds of job interviews may be used where there are many candidates or the job is particularly challenging or desirable; earlier rounds may involve fewer staff from the employers and will typically be much shorter and less in-depth. A common initial interview form is the phone interview, a job interview conducted over the telephone. This is especially common when the candidates do not live near the employer and has the advantage of keeping costs low for both sides. Once all candidates have had job interviews, the employer typically selects the most desirable candidate and begins the negotiation of a job offer.


1.2.2 Types of Interview

Interviewing is often just as stressful for the interviewer as it is for the job seeker. Knowing the different types of interviews, and why and when they are successful, can help make your interviews more comfortable for both parties. Organizations frequently try to come up with their own style for interviews. They have a perception about what interviewing can accomplish. Because of this practice, people who are looking for a job find the inconsistency in interviews, from organization to organization, hard and extremely stressful.

a) Telephone Interviews

The telephone interview is the most common way to perform an initial screening interview. This helps the interviewer and the candidate get a general sense if they are mutually interested in pursuing a discussion beyond the first interview. This type of interviewing also saves time and money. They may be tape recorded for the review of other interviewers. The goal, for the candidate during the phone interview, is to arrange a face to face meeting.

b) Computer Interviews

The computer interview involves answering a series of multiple-choice questions for a potential job interview or simply for the submission of a resume. Some of these interviews are done through the telephone or by accessing a web site. One type is done with pushing the appropriate buttons on the telephone for the answer you are submitting. Wal-Mart uses this method for screening cashiers, stockers, and customer service representatives.

Another type of computer interview is provided by accessing a website while using a computer keyboard and a mouse. Lowes Home Improvement uses this type of screening. Some of the questions on both of these types of interviews are related to ethics. As an example, "If you see a fellow co-worker take a candy bar and eat it, do you a. Confront co-worker, b. Tell the supervisor, c. Do nothing."

c) One-on-One Interviews

This is the traditional interview in which candidates meet with employers in person, one-on-one. Each candidate is given a somewhat unique interview. It can be loosely structured. Both the candidate and employer usually walk away from this interview with a sense of whether or not the fit is right.

d) Panel Interviews

In a panel interview, the candidate appears before a committee or panel of interviewers. This type of interview is usually done for time and scheduling efficiency to accommodate the panel. Candidates are evaluated on interpersonal skills, qualifications, and their ability to think on their feet. This type of interview can be intimidating for a candidate. The candidate sometimes feels that they have no control over the panel.

In a panel interview, the candidate should focus on one or two key members and control their reaction. However, it is very important to make eye contact and communicate individually with each member of the group or panel. An example of a situation in which a panel interview was used was Tulsa Community College's job opening for a Provost; many universities and other public institutions use panel interviews.

e) Group Interviews

In a group interview, a company interviews a group of candidates for the same position all at the same time. This type of interview gives the company a sense of a candidate's leadership potential and style. The interviewer wants to view what tools of persuasion the candidate uses. Does the candidate use argumentation and careful reasoning or does the candidate divide and conquer. An interviewer may call on the candidate to discuss an issue with the other candidates, solve a problem collectively, or discuss the candidate's qualifications in front of other candidates.

This type of interview can be overwhelming for a candidate. The candidate needs to understand the dynamics the interviewer establishes and determine the rules of the game. He needs to avoid overt power conflicts, as they make the candidate look uncooperative and immature. The interviewee needs to treat other candidates with respect while exerting influence over them. Simultaneously, he needs to keep his eyes on the interviewer so that he does not miss important cues. This is done to assess specific skills. Candidates can be given a specific, hypothetical situation or problem. They are asked how they would handle it or to describe a potential solution. This can prove to be difficult if the interviewer does not provide enough information in order for the candidate to recommend a solution or a course of action. This type of interview is used to select candidates for a job opening for Customer Service Representative in a department or discount store.

f) Stress Interview

A stress interview is generally intended to put the candidate under stress and assess their reactions under pressure or in difficult situations. A candidate may be held in the waiting room for an hour before the interviewer greets her. The candidate may face long silences or cold stares. The interviewer may openly challenge the interviewee's beliefs or judgment. They may ask the candidate to perform an impossible task on the fly, such as, convincing the interviewer to exchange shoes with the candidate. Insults, rudeness and miscommunication are very common. All of this is supposed to be designed to see whether or not the candidate has what it takes to withstand the company culture, the company's clients or any other possible stress.

Example stress interview questions:

Sticky situation: "If you caught a colleague cheating on his expenses, what would you do?"

Putting you on the spot: "How do you feel this interview is going?"


Oddball question: "What would you change about the design of the hockey stick?"


2. Main Point

2.1 Preparation

It is very important to be well prepared for an interview. A common reason employers gave the University of Delaware's career center for not hiring an applicant is the inability of the applicant to fully explain the contents of his or her resume. It is therefore of paramount importance to be able to discuss in detail every item listed on one's resume, and if possible to give examples where appropriate. It is also important to research the company before the interview. To avoid being nervous, practice answering difficult questions. A good source of interview questions can be found by searching the Internet.

2.2 Dressing for Interview Success

While the college campus may be the perfect forum in which to exhibit your flair for the latest in fashion style, the interview is not the place to do so. Campus fashions and work fashions are two different worlds. Below are the guidelines for successful interview dress:

a) Men and Women

Conservative two-piece business suit (solid dark blue or grey is best)
Conservative long-sleeved shirt/blouse (white is best, pastel is next best)
Clean, polished conservative shoes
Well-groomed hairstyle
Clean, trimmed fingernails
Minimal cologne or perfume
Empty pockets—no bulges or tinkling coins
No gum, candy, or cigarettes
Light briefcase or portfolio case
No visible body piercing (nose rings, eyebrow rings, etc.) or tatoos


b) Men

Necktie should be silk with a conservative pattern
Dark shoes (black lace-ups are best)
Dark socks (black is best)
Get a haircut; short hair always fares best in interviews
Fresh shave; mustaches are a possible negative, but if you must, make sure it is neat and trimmed
No beards (unless you are interviewing for a job as a lumberjack!)
No rings other than wedding ring or college ring
No earrings (if you normally wear one, take it out)

c) Women

Wear a suit with a jacket and skirt or slacks; no dresses
Shoes with conservative heels
Conservative hosiery at or near skin color
No purses, small or large; carry a briefcase instead
If you wear nail polish, use clear or a conservative color
Keep your makeup simple and natural (it should not be too noticeable)
No more than one ring on each hand
One set of earrings only

2.3 Nonverbal communication

Nonverbal communication (NVC) is usually understood as the process of communication through sending and receiving wordless messages. Such messages can be communicated through gesture; body language or posture; facial expression and eye contact; object communication such as clothing, hairstyles or even architecture; symbols and info graphics; prosodic features of speech such as intonation and stress and other paralinguistic features of speech such as voice quality, emotion and speaking style.

Scholars in this field usually use a strict sense of the term "verbal", meaning "of or concerned with words," and do not use "verbal communication" as a synonym for oral or spoken communication. Thus, sign languages and writing are generally understood as forms of verbal communication, as both make use of words although like speech, both may contain paralinguistic elements and often occur alongside nonverbal messages. Nonverbal communication can occur through any sensory channel sight, sound, smell, touch or taste.

2.3.1 The Most Important Interview Nonverbal

“What you say is not nearly as important as how you say it”

Many interviews fail because of lack of proper communication. But communication is more than just what you say. Often it is the nonverbal communication that we are least aware of, yet that speaks the loudest. Following are the top four nonverbal, ranked in order of importance when it comes to interviewing:

a) Eye Contact

If you look away while listening, it can indicate a lack of interest and a short attention span. If you fail to maintain eye contact while speaking, at a minimum it can indicate a lack of confidence in what you are saying and can even send the nonverbal cue that you may be lying. Do not just assume you have good eye contact. Ask. Watch. Then practice. Ask others if you ever lack proper eye contact. If they respond that they did notice, ask if it was during speaking or listening. I have met a number of candidates who maintained excellent eye contact while listening, but lacked eye contact when speaking. Or vice versa. Next, watch a recording of yourself. It does not necessarily have to be your mock interview; in fact, if you were recorded informally (that is, you were not aware you were being recorded), this will provide even stronger evidence. Then sit down with a friend and practice until you are comfortable maintaining sincere, continuous eye contact throughout the interview.

b) Facial Expressions

Take a good, long, hard look at yourself in the mirror. Look at yourself as others would. Then modify your facial expression. First, eliminate any negative overall characteristics that might exist, and then add a simple feature that nearly every interviewee forgets to include (a smile). Give a true and genuine smile that tells the interviewer that you are a happy person and delighted to be interviewing with the company today. You do not need to keep the smile plastered on for the full interview, but remember to keep coming back to it.

c) Posture

Posture sends out a signal of your confidence and power potential. Stand tall, walk tall, and most of all, sit tall. But height is not what’s important, posture is. When standing, stand up straight. When you are seated, make sure you sit toward the front of the chair, leaning slightly forward, moving within an overall range of no more than 10 degrees back or 20 degrees forward, intent on the subject at hand.

d) Gestures

Contrary to popular belief, gestures should be very limited during the interview. So please don’t use artificial gestures to try to heighten the importance of the issue at hand (pardon the pun). It will merely come off as theatrical. When you do use gestures, make sure they are natural and meaningful.

2.4 Do and Don’t

a) The things you should do:

Be on time
Learn the name of you interviewer, and do not forget it.
Greet you interviewer with a firm handshake
Show interest in the conversation: listen carefully and do not interrupt.
Relax (it sounds easy) and answer the questions concisely, do not talk too much.
Be honest; do not lie about your qualifications.
Be positive, cooperative and enthusiastic
When you leave, thank the interviewer.

b) The things you should never do in the interview.

Arrive late
Chew gum
Give a poor handshake
Leave your cell phone on
Eat
Treat the receptionist impolitely.
Say something negative about your past employer

3. Conclusions

In conclusion, to be a success candidate we must determined the real environment involving in the interview process. The study process of the environment include of what type of interview that we will face and how we should handle it. It is important for us to be prepared well before we can attend any interview. We actually can predict what environment of interview that we will face. It is because the environments are different in public and also in private organization. Public organization is more towards selecting people who are manage to support the government sector and most of the interview will using the Malay language. On the other hand, the private organization is more towards selecting people who are having a skill and manage to give full effort in achieving the company target and most of private organization will use English language in the interview session. The most important aspect for every people who would like to attend the interview is how they should prepare themselves. The key element is the way they dressing, communicate; give feedback such as asking questions, the movement of body posture and gesture. If they have prepared for all this, they will feel confident in facing any type of interview.

4. Recommendation

a) It’s important to candidates to be prepared.
b) Avoid nervous by relaxing your mind.
c) Think positive and speak confidently when answering the questions.
d) Focus and respect the interviewer.
e) Making eye contact with the interviewer.
f) Don’t forget to say thanks to the interviewer after the end of interview session in order to show that you are appreciated to be interview in that time.

BIBLIOGRAPHY:


Job interview Retrieved Sept. 11, 2007, from World Wide Web: http://www.hotjobs.yahoo.com

Job interview Retrieved Sept. 12, 2007, from World Wide Web: http://www.wikipedia.org/wiki/job_interview.com

Job interview Retrieved Sept. 12, 2007, from World Wide Web:
http://www.jobfairy.com

Job interview Retrieved Sept. 14, 2007, from World Wide Web:http://www.wikipedia.org/wiki/nonverbal_communication.com

Job interview Retrieved Sept. 14, 2007, from World Wide Web:
http://www.humanity-radzi.blogspot.com

Malaysian Culture

Specific purpose:

To promote local people and also foreigners from other countries about the culture in Malaysia involving people, events, Malaysian Crafts and Malaysia Food.

Central idea:

By exposing the culture in Malaysia, it will encourage foreigners to come to Malaysia and also implement the government encouragement towards Visit Malaysia 2007.

Introduction

Culture can be defined as the collection of value, belief, behavior, customs and attitudes that distinguish one society from another. A society’s culture determines the rule that govern how firms operate in the society.

Characteristic of culture

1) Learned behavior

Culture reflects learned behavior that transmitted from one member of society to another. Some elements of culture are transmitted intergenerationally, as when parents teach their children table manner. Other example is a children gesture when they want shows their respect to old people.

2) Interrelated

For example when we talk about Malaysia, we know that we are a part of country which are the majority of the people are Islamic people. Global example, Japan’s group-oriented, hierarchical society stresses harmony and loyalty, which has historically translated into lifetime employment and minimal job switching.

3) Share

Culture is share by members of the society and indeed defines the membership of the society. Individuals who share a culture are members of the society; those who do not are outside the boundaries of the society

Importance term in culture

1) Language

As we know, language is the most importance subject in order to develop one community in every country in the world. Malaysia is one of the countries that have unique culture in term of language. It is because Malaysia has differences races among the community who are living harmony and peaceful. For example, we have Malay races as majority compare to other races. Other races such as Chinese and Indian also live in Malaysian country. All the races have their own language. Malay for example has Malay language as the common language when they want to communicate among them. It same also with Chinese, they have mandarin language to be used when they want to communicate among them. But Malay language is most common language in Malaysia because all races know how to speak and use this type of language.

2) Communication

Communication can be referring to verbal and nonverbal communication. Verbal communication is when someone success in sending the message or information by speak whether using face to face communication or not. It is different to nonverbal communication. It happened when member of society communicate with each other using more than words. This nonverbal communication includes facial expression, hand gesture, eye contact, body positioning and body posture. For example Malaysian people are very familiar with the words ‘smile give thousand meaning’. Smile without say any words is a part of facial expressions. It can give either positive or negative meaning. Positive meaning means someone smiles to other people just want to show that they are friendly or respect to other people. But it is contrast in the negative meaning. Negative means someone smile to other people because they want to do crime to other people.

3) Religion

There are three main people groups in Malaysia: Malays, Indians and Chinese. Many Chinese are Buddhist; many Indians are Hindu, but some are Muslim and Malays are
officially Muslim. The following is a brief description of these religions.

Buddhism

Buddhists believe there are only good and evil people. Buddhism stresses the value and dignity of individuals. The serious Buddhist may follow many commands which could include: do not steal, destroy life, commit adultery, lie, get drunk, eat in the afternoon, and watch dancing, singing or plays, sleep in luxurious beds or accept silver or gold. Buddhists believe life is very real; it is real suffering. Buddhists believe humans must save themselves; they can expect no help from God. Buddha did not believe that people have souls: Buddhists see Jesus as a great teacher. They have no problem with His claims to be God in the flesh because they see everyone as God in the flesh, or containing some sort of potential divinity.

Hinduism

Hindus believe Brahman, Vishnu and Shiva are three parts of the “force” God: one creating, one preserving and one destroying. Hindus believe life is an illusion, meaningless. Hindus believe that each person has a portion of the god-force. Hindus see Jesus as a great teacher.

Islam

The religion of Islam came into being about 600 years after the resurrection of Christ. Islam is a mixture of ideas from Judaism and Christianity. Muslims believe in one God, Allah. They don’t believe Jesus was God come to earth. They call Jesus Christ a prophet and believe he was able to escape death on the cross by substituting Judas (in disguise) at the last minute. Many of the events in the Koran are taken from the Old Testament, though the facts have been altered from the Biblical accounts. Islam teaches that getting to heaven involves following the regulations laid down by the prophet Mohammed. These are mostly prescribed actions that must be followed. They include: praying to Allah five times a day, fasting, helping the needy and making an once-in-a-lifetime journey to the holy city of Mecca.



4) Value and attitudes

Value can be define as belief about what is right and wrong and what is importance in live. Value can be generated or it will come personally from human itself. Personal value will give positive site whether t the owner or people around them. Attitude means the way that you think and feel about or the way that you behave towards. When this two element combine, it will give positive result. For example people in Malaysia most of them have their own attitudes and value. When doing a job, some of them a really focus and punctual about what they was doing but in negative site, some of them are very lazy in doing their. It show the differences between the personal value and the value that we must generate in order to achieve good result.



Malaysian People

Malay

The Malay is Malaysia's largest ethnic group, accounting for over half the population and the national language. With the oldest indigenous peoples they form a group called bumiputera, which translates as "sons" or "princes of the soil." Almost all Malays are Muslims, though Islam here is less extreme than in the Middle East. Traditional Malay culture centers on the kampung, or village, though today one is just as likely to find Malays in the cities.

Chinese

The Chinese traded with Malaysia for centuries, then settled in number during the 19th century when word of riches in the Nanyang, or "South Seas," spread across China. Though perhaps a stereotype, the Chinese are regarded as Malaysia's businessmen, having succeeded in many industries. When they first arrived, however, Chinese often worked the most grueling jobs like tin mining and railway construction. Most Chinese are Tao Buddhist and retain strong ties to their ancestral homeland. They form about 35 percent of the population.

Indians

Indians had been visiting Malaysia for over 2,000 years, but did not settle en masse until the 19th century. Most came from South India, fleeing a poor economy. Arriving in Malaysia, many worked as rubber tappers, while others built the infrastructure or worked as administrators and small businessmen. Today ten percent of Malaysia is Indian. Their culture -- with it's exquisite Hindu temples, cuisine, and colorful garments -- is visible throughout the land.

Tribal People

The oldest inhabitants of Malaysia are its tribal peoples. They account for about 5 percent of the total population, and represent a majority in Sarawak and Sabah. Though Malaysia's tribal people prefer to be categorized by their individual tribes, peninsular Malaysia blankets them under the term Orang Asli, or "Original People." In Sarawak, the dominant tribal groups are the Dayak, who typically live in longhouses and are either Iban (Sea Dayak) or Bidayuh (land Dayak). In Sabah, most tribes fall under the term Kadazan. All of Malaysia's tribal people generally share a strong spiritual tie to the rain forest.


Events

Hari Raya Puasa

The major Islamic events are connected with Ramadan, the ninth month of the Muslim calendar. The major Malaysian festival is Hari Raya Puasa, which marks the end of Ramadan with three days of joyful celebrations. Hari Raya Haji marks the successful completion of the hajj (pilgrimage to Mecca) with a two-day feast of cakes and sweets.

Chinese New Year

Chinese New Year, in January or February, is welcomed in with dances, parades and much good cheer.

Thaipusam

The festival of Thaipusam in late January is one of the most dramatic Hindu festivals (now banned in India) during which devotees honour Lord Subramaniam with acts of amazing masochism - definitely not for the squeamish. In KL, devotees march to nearby Batu Caves; in Penang, the event is celebrated at the Waterfall Temple.

Tamu Besar

The Kota Belud Tamu Besar is a huge tribal gathering held in May at Kota Belud near Kota Kinabalu in Sabah. It includes a massive market, traditional ceremonies, ornately decorated horsemen, medicine men and tribal handicrafts. A smaller tamu is held in Kota Belud every Sunday if you're not visiting during May.

Wayang Kulit (Shadow Play)

Wayang Kulit is a traditional theater art-form using puppets and shadow-play to tell the epic tales of the Ramayana. The puppets are made of buffalo hide and mounted on bamboo sticks. There may be as many as 45 puppets - handled entirely by a single master puppeteer, known as the Tok Dalang.



Maggagong (Gong Ensembles)

Brass or bronze gong ensembles form an inherent part of Sabah's ethnic music. The melody varies from district to district. The Kadazan Dusun group include six songs and a drum called the sopogogungan (Penampang) in their musical composition while the Bajau from Kota Belud add kulintangan, a set of kettle-bedded gongs.

Bunga Malai (Garland Making)

Flowers form an integral part of the cultural heritage of Malaysian Indians for religious occasions, weddings, moving house, or welcoming an important guest. Flowers, holy basil, and the leaves of the margosa or mango tree are strung together to form a malai or garland. They are done in different styles to suit each particular occasion.

Sumpit (Blow Pipe)

The tribal people of Sarawak are known for their magnificent hunting skills. They are aided by the sumpit, a six-foot long wooden blowpipe with a poisoned or a barbed tip. One quick puff sends the dart (sometimes twenty-yards away) to the victim, usually a wild pig, deer, or bird.

Silat (The Malay Art of Self defense)

Silat, the Malay art of self-defense combines a series of supple movements, which enables a person to defend himself under provocation. The aim of silat is to instill confidence in oneself in the face of adversity. Occasionally, a keris (small dagger) may be used.


Malaysian Crafts

Batik

Hindu traders first brought batik to Malaysia eons ago, and the art of dying fabric has been an established tradition for centuries. Designs are first sketched out on cloth, and then blocked off with wax outlines. They are then painted and later sealed with TK.

Kite Making

Kites, called waus, are painstakingly designed and crafted in vibrant colors and patterns. Intricate floral cutouts are pasted on, building up the design until the kite is ready for the bright paper tassels that complete its decoration. Kite construction is an ancient art passed down from the nobles of the Melakan court.

Pewter Making

Having the world's largest reserves of tin, it seems appropriate enough that Malaysia also produces what is widely regarded as the world's finest pewter. Most of it is produced at the Royal Selangor Pewter Factory, which lies just outside of Kuala Lumpur. The factory was founded in 1885 by Yoon Koon, a Chinese artisan who crafted objects only for the aristocracy. Today Royal Selangor is the largest single manufacturer of fine pewter in the world, and and it is still run by Koon's third-generation descendants. The factory gives a full tour of the production floor, and visitors to the gift shop have the privilege of buying any of the items duty-free.

Weaving

The jungle provides an abundance of ideal materials for Malaysia's many types of weaving. The thorny vines of the rattan tree, for example, are worked and woven into comfortable chairs and tables -- unique furniture that was so popular with the English that it could be seen in the parlors of just about every British resident. The strong and versatile fronds of the sago palm are also superbly suited for crafting. In Borneo, the sago is dyed and woven into beautiful and distinctly patterned jewelry, baskets, hats, floor mats, and more.

Wood Carving

On both the peninsula and in Borneo, wood carving reaches an astounding level of intricacy. What is truly special about this art form in Malaysia is that all of her cultures have perfected it. You see it everywhere: in the delightful porticos of Malay houses, in the roofs and altars Chinese and Hindu temples, on the prows of colorful fishing boats, and in the burial poles and masks of Sarawak.

The Art of Making Kris

A kris is can only be made by an empu, a revered artisan who is also endowed with magical powers. Once an empu selects a day to begin the task, he fasts and prays, warding off evil spirits and wining the favors of the demit, or good genies.To forge a kris blade, the empu alternates one layer of steel with two layers of special iron extracted from a meteorite. This is necessary for the pamor, or silvery marbling of the blade. The layers are forged together and flattened. To obtain a particular pamor, the empu twists the two halves of the steel bar separately. This is repeated as many times it takes to get the desired effect. The sequence of layering, bending, beating and forging forms a number of layers. Generally, a good kris has 64 layers of iron and pamor. It is said that some have thousands.


Food in Malaysia

Malaysia has many kinds of restaurants almost everywhere in the cities and towns. There are Malay Restaurants, Chinese restaurants, Indian Restaurants, Thai Restaurants and more. Eating out in Malaysia is a real gastronomic adventure. There is such a great variety; spicy Malay Food, a seemingly endless variety of Chinese food, exotic cuisine from North and South India, as well as Nyonya and Portuguese Food. Popular Malaysian dishes include satay, nasi lemak, rendang, roti canai, murtabak, laksa, chicken rice, and fried noodles. Western cuisine is also easily available. In addition, international fast food chains operate in major towns side by side with thousands of road side stalls and food bazaars.

1) Malay Food

Nasi Dagang

The dish is made by cooking rice and glutinous rice together, to which coconut cream is added once it is cooked. Nasi Dagang is eaten with its own specially made side dishes of tuna fish curry and a light vegetable pickle.

Keropok Lekor / Keping

A popular and the most visible fried snack in Terengganu, the keropok is made of fish meat, ground to a paste, and mixed with sago. Coming in two main different forms, the long chewy ones are called 'lekor', while the thin, crispy ones are called 'keping'. Keropok is best eaten hot with its special chili dip.

Fried Chicken

This is a popular chicken dish. Simply meaning fried chicken, this dish is prepared by first marinating the chicken with various spices like turmeric and curry powder. It is then deep fried in hot oil and served.

2) Chinese Food

Chinese food has its vast array of choices, from Chinese mushroom, steamed bamboo fungi bunches, braised raw gluten, herbs, and many more. Seafood salad - clams, oysters, cuttlefish, prawns, and fish. They are decorated with salad leaves, watermelon, and tomatoes. Tiger prawns are often variously featured - from wok-fried prawns with Mango fan or avocado pearls, to the ever delightful BBQ prawns on sugar cane sticks with spicy apricot sauce. Oysters…more oysters!!! Dishes include fresh oyster au natural, steamed fresh oyster with minced gardec, and baked oyster with Portuguese sauce. Steamed seafood dumplings with shark's fin, steamed soft noodles with shrimps, steamed crabsticks stuffed with fish paste, deep-fried dumplings with salted eggs and red bean paste.



3) Indian Food

Spices are the heart and soul of Indian cooking.

Chapatis

As well as rice, a number of different styles of unleavened, wheat-flour bread are eaten with Indian cuisine. Chutneys, pickles, and relishes are always served to complement and balance the main dishes.

Pappadum Rolls

Pappadums are made from lentil flour and are sometimes flavored with whole cumin seeds. These flat, thin breads are almost always made in factories by skilled workers and are sold all over the world in small, plastic wrapped packets containing about 30 pappadums.

Piquant Chick Peas

Much of the Indian population is vegetarian, and they enjoy the most extensive vegetable dishes in the world. Each region has distinct cooking techniques and flavoring principles for these dishes.

Tandoori Chicken Kebabs

Chicken is highly regarded in India and often served at special occasions. Shop-bought tandoori and vindaloo pastes can be kept tightly closed in the refrigerator for several months.

4) Nyonya Food

Nyonya food, also referred to as Straits Chinese food or Lauk Embok Embok, is an interesting amalgamation of Chinese and Malay dishes thought to have originated from the Peranakan (Straits Chinese) of Malacca over 400 years ago. This was the result of inter-marriages between Chinese immigrants and local Malays, which produced a unique culture. Here, the ladies are called nyonyas and the men babas.

Nyonya Assam Curry Fish

The nyonya assam curry fish is cooked with assam jawa juice, shallots, garlic, lengkuas, buah keras, serai (lemon grass), buah kantan, daun kesom, chili boh, tumeric powder, belacan powder, chicken stock, and sugar. It is best served with steaming hot rice.

Brinjal curry

Brinjal is sliced and seasoned with tumeric powder (serbuk kunyit), dried prawns, roasted belacan (shrimp paste), and other spices. Served with hot rice and garnished with fried onions.

Popiah

The basic ingredients are the same - shredded turnip, carrots, bean sprouts, cucumber, prawns, Chinese Taro, dried onion flakes, and garlic. However, the Nyonya popiah has the addition of a chili and sweet sauce made from palm sugar, wet spices, and a rice flour mixture that gives it a distinct taste. Egg is also added to the batter to give the popiah skin a moist texture.


Recommendation

Malaysia can take advantages in term of economic.

Foreign exchanges – culture can attract more investor to invest inside the country. Reports such as gross domestic product (GDP), employment levels, retail sales, capacity utilization and others, detail the levels of a country's economic growth and health. Generally, the more healthy and robust a country's economy, the better its currency will perform, and the more demand for it there will be.

International business – transfer or expand knowledge about cultural in Malaysia to foreigners. It is a term used to collectively describe topics relating to the operations of firms with interests in several countries. Malaysia can provide exchange of goods and services across international boundaries or territories.

International relation – Malaysia will have effective cooperation and partnership with other countries that can contribute to economic benefits. International relation is the study of foreign affairs and global issues among states within the international system, including the roles of states, inter-governmental organizations (IGOs), non-governmental organizations (NGOs), and multinational corporations (MNCs). This is the innovative program for Malaysia on responding quickly to changing developments on the national, regional, and world fronts.


Conclusion

Malaysia is a multi-racial country with a rich cultural heritage. The base of the national culture is Malay culture, which is native to this region. Islamic values are embedded in Malay Culture. The Malay culture emphasizes values on courtesy, moderation, tolerance, harmony and cordial relations among family members, neighbours and community. As Malaysian respect each other's beliefs and faiths, cultural and religious festivals such as Hari Raya, Chinese New Year, Deepavali, Christmas, Gawai Day and other auspicious occasions are given due importance. One of the unique features of Malaysia is its multi-racial population which practises various religions such as Islam, Buddhism, Taoism, Hinduism and Christianity. Each ethnic group has its own beliefs. Under the Federal Constitution, Islam is the official religion of Malaysia but there is freedom of worship. The Malay Language is the national language of the country. However, the people are free to use their mother tongue and other languages. English as the second language is widely used in business. Nowadays, Malaysia as a multi-racial country must show good nationality to encourage foreigners to come and have attraction for making investment. Different culture in Malaysia can give opportunity to the country to get much benefit from it. Although Malaysia's different cultural traditions are frequently maintained by seemingly self-contained ethnic communities, all of Malaysia's communities open their doors to members of other cultures during a religious festival to tourists as well as neighbours.



REFERENCE:

Ricky W.Griffin, Michael W.Pustay (2005).International Business. Pearson Education, Inc, Upper Saddle River, New Jersey 07458.


Malaysian culture. Retrieved Aug. 2, 2007, from World Wide Web: http://www.marimari.com/content/malaysia/food.html


Malaysian culture. Retrieved Aug. 2, 2007, from World Wide Web: http://www.geographia.com/malaysia/performarts.html


Malaysian culture. Retrieved Aug. 2, 2007, from World Wide Web: http://www.malaysianfood.net/Eurasianfood.html.


Malaysian culture. Retrieved Aug. 2, 2007, from World Wide Web: http://www.holidaycityflash.com

Impact Technology Towards Education

Specific purpose:
To give information about the technology and its impacts in the education system in Malaysia.

Central idea:
By exposing the technology environment in Malaysia, it helps to determine the advantage and disadvantages of the technology in education system and also encourage students to be an excellent person in their studies using the technology education.

1. Introduction

1.1 Education

Education can be defined as 'to draw out', facilitating realisation of self-potential and latent talents of an individual. It is an application of pedagogy, a body of theoretical and applied research relating to teaching and learning and draws on many disciplines such as psychology, philosophy, computer science, linguistics, neuroscience, sociology and anthropology.

1.2 Technology education

A typical Managed Learning Environment with a navigation menu and iconsTechnology is an increasingly influential factor in education. Computers and mobile phones are being widely used in developed countries both to complement established education practices and develop new ways of learning such as online education (a type of distance education). This gives students the opportunity to choose what they are interested in learning. The proliferation of computers also means the increase of programming and blogging. Technology offers powerful learning tools that demand new skills and understandings of students, including Multimedia literacy, and provides new ways to engage students, such as classroom management software. Technology is being used more not only in administrative duties in education but also in the instruction of students. The use of technologies such as PowerPoint and interactive whiteboard is capturing the attention of students in the classroom. Technology is also being used in the assessment of students. One example is the Audience Response System (ARS), which allows immediate feedback tests and classroom discussions.

Information and communication technologies (ICTs) are a “diverse set of tools and resources used to communicate, create, disseminate, store, and manage information.” These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony. There is increasing interest in how computers and the Internet can improve education at all levels, in both formal and non-formal settings. Older ICT technologies, such as radio and television, have for over forty years been used for open and distance learning, although print remains the cheapest, most accessible and therefore most dominant delivery mechanism in both developed and developing countries. The use of computers and the Internet is still in its infancy in developing countries, if these are used at all, due to limited infrastructure and the attendant high costs of access. Usually, various technologies are used in combination rather than as the sole delivery mechanism. For example, the Kothmale Community Radio Internet uses both radio broadcasts and computer and Internet technologies to facilitate the sharing of information and provide educational opportunities in a rural community in Sri Lanka.The Open University of the United Kingdom (UKOU), established in 1969 as the first educational institution in the world wholly dedicated to open and distance learning, still relies heavily on print-based materials supplemented by radio, television and, in recent years, online programming. Similarly, the Indira Gandhi National Open University in India combines the use of print, recorded audio and video, broadcast radio and television, and audioconferencing technologies.

1.3 Education history

A depiction of the world's oldest university, the University of Bologna, Italy

The history of education according to Dieter Lenzen, president of the Freie Universität Berlin 1994 "began either millions of years ago or at the end of 1770". Education as a science cannot be separated from the educational traditions that existed before. Education was the natural response of early civilizations to the struggle of surviving and thriving as a culture. Adults trained the young of their society in the knowledge and skills they would need to master and eventually pass on. The evolution of culture, and human beings as a species depended on this practice of transmitting knowledge. In pre-literate societies this was achieved orally and through imitation. Story-telling continued from one generation to the next. Oral language developed into written symbols and letters. The depth and breadth of knowledge that could be preserved and passed soon increased exponentially. When cultures began to extend their knowledge beyond the basic skills of communicating, trading, gathering food, religious practices, etc, formal education, and schooling, eventually followed. Schooling in this sense was already in place in Egypt between 3000 and 500BC.

1.4 Primary education

Primary School in "open air".

Teacher (priest) with class from the outskirts of Bucharest, around 1842.Primary or elementary education consists of the first years of formal, structured education that occur during childhood. In most countries, it is compulsory for children to receive primary education (though in many jurisdictions it is permissible for parents to provide it). Primary education generally begins when children are four to eight years of age. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age (adolescence); some educational systems have separate middle schools with the transition to the final stage of secondary education taking place at around the age of fourteen. In the United Kingdom, Ireland, New Zealand, Australia, South Africa, etc., schools which provide primary education are referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior schools.

1.5 Secondary education

In most contemporary educational systems of the world, secondary education consists of the second years of formal education that occur during adolescence. It is characterised by transition from the typically compulsory, comprehensive primary education for minors to the optional, selective tertiary, "post-secondary", or "higher" education (e.g., university, vocational school) for adults. Depending on the system, schools for this period or a part of it may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these varies between the systems. The exact boundary between primary and secondary education varies from country to country and even within them, but is generally around the seventh to the tenth year of education. Secondary education occurs mainly during the teenage years. In the United States and Canada primary and secondary education together are sometimes referred to as K-12 education. The purpose of secondary education can be to give common knowledge, to prepare for either higher education or vocational education, or to train directly to a profession.


1.6 Higher education


The University of Cambridge is an institute of higher learning.

Higher education, also called tertiary, third stage or post secondary education, often known as academia, is the non-compulsory educational level following the completion of a school providing a secondary education, such as a high school, secondary school, or gymnasium.
Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education (sometimes known collectively as tertiary institutions). Examples of institutions that provide post-secondary education are vocational schools, community colleges and universities in the United States, the TAFEs in Australia, CEGEPs in Quebec,and the IEKs in Greece. They are sometimes known collectively as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees. Higher education includes teaching, research and social services activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school).

In the United Kingdom post-secondary education below the level of higher education is referred to as further education. Higher education in that country generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy.


2. Main Point

2.1 Types of Technology Education

A) Services

E-learning services have evolved since computers were first used in education. There is a trend to move toward blended learning services, where computer-based activities are integrated with practical or classroom-based situations.

B) Computer Based Learning

Computer Based Learning, sometimes abbreviated CBL, refers to the use of computers as a key component of the educational environment. While this can refer to the use of computers in a classroom, the term more broadly refers to a structured environment in which computers are used for teaching purposes. The concept is generally seen as being distinct from the use of computers in ways where learning is at least a peripheral element of the experience (e.g. computer games and web browsing).

C) Computer Based Training

Computer-based training (CBT) services are where a student learns by executing special training programs on a computer relating to their occupation. CBT is especially effective for training people to use computer applications because the CBT program can be integrated with the applications so that students can practice using the application as they learn. The increase in PC computing power, and especially the growing prevalence of computers equipped with CD-ROMs, is making CBT a more viable option for corporations and individuals alike. Many PC applications now come with some modest form of CBT, often called a tutorial.[citation needed] Web-based training (WBT) is a type of training that is similar to CBT; however, it is delivered over the Internet using a web browser. Web-based training frequently includes interactive methods, such as bulletin boards, chat rooms, instant messaging, videoconferencing, and discussion threads. WBT is usually a self-paced learning medium, however some systems allow for online testing and evaluation at specific times.


2.2 Advantages of Technology Education


A) Flexibility, convenience and the ability to work at any place where an internet connection is available and at one’s own pace.

E-classes are asynchronous which allows learners to participate and complete coursework in accordance with their daily commitments. This makes an E-learning education a viable option for those that have other commitments such as family or work or cannot participate easily e.g. depending on a disablility. There are also transportation cost (and time) benefits with not having to commute to and from campus.

B) Teachers became comfortable with the technology, they reported they were enjoying their work more and feeling more successful with their students.

Over time, they also reported that they interact differently with their students - more as guides or mentors and less like lecturers. In fact, their personal efforts to make technology an integral part of their classrooms caused them to rethink their most basic beliefs about education and opened them to the possibilities of redefining how they went about providing opportunities for students to learn

C) Technology offers the opportunity to change the roles that teachers and students have traditionally played.

With technology dispensing information, teachers are free to coach and facilitate students learning. With technology monitoring learning, students can become active learners, working to effectively acquire new skills as they solve problems. If the goal of creating high-performance learning organizations is to be realized, the reinvention of American education has to incorporate these new tools.

D) Technology create easiest practice of learning

Technology today has created easiest way for student to construct their learning. Technologies such as advancement in internet make them easy to find more information to settle their work. Other such as e-mail, video conferring and power point presentation are the solution for the student in make their performance in the highest level of education towards the challenges in the globalization environment.

E) Benefits to Educational Practices:

"New technologies provide the potential for drawing the policymakers themselves, information resources, and all other components of the system 'toward a politics of collaboration.'"
"Computers and telecommunication systems are driving changes in how we manage educational organizations, how we teach, and how our students learn."
"Technology: Equity is addressed by an increase in state and local funding, school-business partnerships, development of tech-based community learning centers."
"Technology-rich classrooms are most successful when advanced technologies are linked with advanced teaching strategies; such as cooperative learning, thinking skills, guided inquiry, and thematic teaching."


2.3 Disadvantages of Technology Education

A) Lack of face-to-face interaction with a teacher.

Critics of E-learning argue that the process is no longer "educational" in the highest philosophical sense (for example, as defined by RS Peters, a philosopher of education). Supporters of E-learning claim that this criticism is largely unfounded, as human interactions can readily be encouraged through audio or video-based web-conferencing programs, threaded discussion boards, of fact, many in K12 would support E-learning if it was not associated with the more extreme versions that attempt to cut out the directed teacher-student relationship.

B) There is less "teaching" when learning is happening online.

When advance in technology, teachers now are less teaching compare to the era of starting the education system. The example of this issue is such as learning without instruction from the teacher using the video conferring technology education. Student can get more information without referring to their teacher.

C) Abuse technology for education

Technology in education become not effectively if students not use the technology appropriately such playing games which is wasting their time and their assignment cannot be done. Then, students use the internet but for other purpose such chatting, porno web that resulting of their low performance.

D) Costly

It is very expensive in cost to adapt in technology education such to have personal computer or desktop, setting the internet network, buying computer for every school and more. In addition, if computer at school having a system problem, it will cause higher cost of maintenance.

3. Conclusion

In conclusion, it is depending on the person to accept the technology as the easiest way in education environment or not. Technology education has advantages and disadvantages. To eliminate disadvantages of technology education, people must know how to conduct themselves of using education technology. Many of them are not realizing that the advantages of the technology towards education are more than the disadvantages. Changing on behavior from the negative to the positive way of thinking will help them to perform the technology education according to their real task. Students should realize that the technology education actually help them to get successful performing in their leaning system. Technology such as computer, software, internet, power point, projector and more are really helping them to complete their job. Lastly, community now must appreciate the changing in technology which affects the system of education through the “Technology Education”.

4. Recommendation

1. To avoid misuse of technology education, the lecturer or the teachers should monitor their students when using internet for doing their task.

2. Even students get information from the internet for completing their job assignment; they must refer the information to their lecturer. It is important to avoid information that not related to their assignment task. It is because not all information are relevance for their learning environment such political information which influence students to change the way of their thinking. As students, they should focus on their education and not participate in any kind of political environment.





BIBLIOGRAPHY:


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