Video Games Can Affect Teen s Emotions - 1455 Words

Video Games Can Affect Teen’s Emotions Table of Contents Part I: Research Report: 1 Abstract: 2 Introduction: 2 Literature Review: 3 Conclusion: 7 References: 7 Part I: Research Report: Abstract: Introduction: From security preparing recreations to procedure diversions to pretending amusements, to games diversions to wagering recreations , playing computer games has turned into a gregarious marvel and the augmenting number of players that cross sexual orientation, culture, and age is on a sensational upward directi(Vorderer Bryant, 2006). Computer games are a pervasive interest among children and youths, and the expanding ubiquity of computer games has begun an open deliberation among folks, scientists, computer game†¦show more content†¦So do brutal recreations influence high schoolers, or are youngsters picking diversions that speak to what they re feeling inside? Literature Review: Test research has demonstrated that playing aggressive computer games causes higher bores of truculent insight, truculent effect, physiological excitement, and truculent deportment (in the short-term) than non-pugnacious computer games. Be that as it may, there are two noteworthy circumscriptions with these examinations. To start with, the dominant part of exploratory studies that have thought about the impacts of combative versus non-hostile computer games on animosity have neglected to balance these recreations as far as aggressiveness, exhaustingness, and pace of activity. In this manner, though the everyday finding is that antagonistic computer games cause higher gauges of hostility than non-truculent computer games, different unbeatable components past the bona fide pugnacious substance might be in charge of the lifted levels of animosity. Second, point of reference trial ponders have slanted to use an evaluation of hostility that might withal quantify aggressiveness, prompting inquiries regarding whether truculent computer games are related to animosity or intensity(P. J C Adachi Willoughby, 2011). Research on introduction to TV and motion picture savagery proposes that playing aggressive computer games will increase truculent comportment. A Meta Analytic audit of theShow MoreRelatedDo Violent Video Games Cause Aggressive Behavior?1383 Words   |  6 Pages Do Violent Video Games Cause Aggressive Behavior? Samantha Remesz Saginaw Valley State University Abstract This paper explores violent video games and their affects on people’s behavior and emotions. An experimental study was done by Smith, Lachlan, and Tamborini and is investigated further. The researchers wanted to examine people’s behavior after playing violent video games as well as nonviolent video games and compare the differences of the two. 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Advertising Improves The Standard Of Living - 954 Words

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Relevant Work Experience Of The Partners †Myassignmenthelp.Com

Question: Discuss About The Relevant Work Experience Of The Partners? Answer: Introduction: This assignment describes that how business profit can be divided between the partners in absence of any partnership agreement depending upon the factors like the capital investment made by the partners, the qualification and relevant work experience of the partners. In this assignment several scenarios of profit distribution has been considered on the basis of a case study in which two partners O'Malley O'Reilley have started a information system consulting business without any partnership management and has decided to take the share of the profit as per their own terms and conditions that will be decided by their own. The assignment also analyzes and identifies the profit distribution scenario that will be most appropriate for the partners of the business depending upon the factors under consideration (Kimmel et al.,2010). Profit distribution between the partners with respect to the following Scenarios Partnership Agreement :The financial Scenario of the given case PARTNERS Qualification Relevant job Experience(in years) Initial Investments,$ Additional investment,$ Total investment,$ Withdrawal amount in cash,$ O'Malley Masters Degree in information system 5 400000 40000 440000 50000 O'Reilley Graduate degree in information system 3 360000 360000 50000 Total Expected Profit 120000 Case Scenario-(a) Scenario-1 No suggestion of profit distribution has been given by the partners PARTNERS Assumptions: Total profit to be distributed Distributed profit share to the partners($) O'Malley profit is to be divided equally between the partners 120000 60000 O'Reilley 60000 As per the case scenario-(a) as the partner have not made any suggestion for the distribution of profit so it has been assumed that the profit will be distributed equally between the partners and thus each of the partners are earning an income of $60000 as presented in Table-2. Case Scenario-(b) Scenario-2 Distribution of profit in terms of original capital balances PARTNERS Total profit to be distributed,$ Total capital contributed,$ Percentage share of original capital contribution Distributed profit share to the partners($) O'Malley 120000 440000 55% 66000 O'Reilley 360000 45% 54000 Total 800000 Under the case scenario-(b) the partners have decided to share the profit in proportion of the capital contribution of the partners out of the total capital corpus of the business. The total capital corpus of the business is $ 800000 and the partner O'Malley have contributed 55% of the total corpus as the person having a strong financial base due to his personal inheritance and rest 45% of the corpus is contributed by the other partner O'Reilley. Thus as the capital contribution of O'Malley is higher than OReilley, So O'Malley is receiving a higher share of the profit earned by the business Case Scenario-(c) Scenario-3 Distribution of profit on the basis of closing Capital Retained Profit PARTNERS Total profit to be distributed Salary received Drawings Investments Closing capital calculation Percentage share in Closing Capital Distribution of net profit share to the partners($) Total income earned by the partner($) O'Malley 120000 40000 50000 440000 360000 3000 10000 53000 O'Reilley 60000 50000 360000 3000 10000 73000 Total Closing Capital=Investments +Net profit [Gross profit-salary paid]-Drawings (Nobes,2011) The case scenario-(c) describes that the partners have decided to value the education level and relevant work experience of the partner O'Reilley and thus decided that a salary of $60000 to be given to O'Reilley, and a salary of $40000 to O'Malley as per the relevant work experience of the partners (Steele, 2009). Apart from that both the partners will receive a 5% interest income over the closing capital (for the two months period of May June,2016 as capital withdrawal is done on 2016)and the 50% share of the residual profit [gross profit-salary paid to the partners]. Total income of partner=salary received+ percentage income from closing capital+50% share of the residual profit Please note that first of all the amount of distributable closing capital or say the residual closing capital has been calculated after deducting the drawings made by both the partners from the sum of the investments made by both the partners and net profit (Here net profit has been calculated after deducting the salary of both the partners from the gross distributable profit).Then the interest income on the closing capital has been calculated at the rate of 5% per annum for a period of 2 months from 1,st May,2016-30th June,2016 and this amount of $3000 has been added in the income of each partner as Percentage share in closing Capital($3000).After that the net profit or the accounting profit has been distributed equally between the partners. So both the calculation and distribution of the closing capital in scenario C is based on both the partners O'Malley O'Reilley. Thus the calculation in scenario-C has been done by considering and applying each of the aspects mentioned in this s cenario. A discussion on the appropriateness of the partnership agreements with respect to the above Scenarios From the above discussion of the three scenarios of profit distribution it can be said that the appropriateness of a informal agreement of sharing the profit between the partners of the business depends upon the factor which the business want to value. Generally a business can make future progress if it values the talent of the partners and employees of the business .In the given case scenario the partner O'Reilley is more experienced and posses a higher degree with respect to the relevant field of Information system consulting business. Therefore the partners should consider the scenario-3 as the most appropriate method of profit sharing that maximizes the income of O'Reilley and thus value his experience and education. If O'Reilley receives a higher pay in the business then he will apply his expertise in a better way to enhance the overall profit turnover of the business. Recommendation with respect to the partnership Agreements at the event of loss If the business incurs loss then none of the partners will be able to get any kind of payment for the investments they have made to the business both in terms of capital and talent. In such a situation both the partners should go for withdrawn of a certain amount of money from the existing capital reserves of the company in anticipation of profit. If loss made by the company then partners will at least be happy with the withdrawn. However if profit is earned then it will be distributed among the partners as per their own terms conditions decided by them depending upon the exiting financial condition of the business Conclusion: The assignment describes that in absence of any partnership agreement a strong understanding is required between the partners for smooth distribution of profit between the partners (Gitman et al.,2015). From the discussion of the above case scenarios it can be seen that if importance has to be given to the work experience and education of the partners then the scenario-3 should be the best option of profit maximization as scenario-3 maximizes the income of the partner O'Reilley who have got a higher level of education and longer period of relevant work experience with respect to the other partner named O'Malley. On the other hand if the factor capital contribution has to be given importance then scenario-2 will be the best option as it maximizes the profit sharing of the partner O'Malley who have contributed a greater portion of the total capital invested in the business. Reference: Gitman, L.J., Juchau, R. and Flanagan, J., 2015.Principles of managerial finance. Pearson Higher Education AU. Kimmel, P.D., Weygandt, J.J. and Kieso, D.E., 2010. Financial accounting: tools for business decision making. John Wiley Sons. Nobes, C., 2011. IFRS practices and the persistence of accounting system classification.Abacus,47(3), pp.267-283. Steele, M.T., 2009. Freedom of Contract and Default Contractual Duties in Delaware Limited Partnerships and Limited Liability Companies.American Business Law Journal,46(2), pp.221-242.

The Homeless Essays (645 words) - Human Development, Childhood

The Homeless Mary Tidwell Herding University The following resources released in 2006 were compiled from a variety of sources related to issues affecting homeless children, youth, and families. These include scholarly books and periodicals, governmental publications, and national organizations. Although this is not an exhaustive list, the intention was to include information that would inform, educate, and empower those who serve homeless children, youth, and families. Chester Hartman, Director of Research at the Poverty Race Research Action Council in Washington, DC, focuses on the serious and negative consequences associated with students changing schools during the academic year. Although poor and minority students (including homeless, immigrant, and foster children) are particularly prone to higher mobility rates, there are also detrimental outcomes for stable students, as well as teachers, school administrators, and the entire educational system. (Chapter 63(5), p. 20-24. ) Hartman notes several best practices, including federal and local programs, and makes recommendations for state and local governments and school districts. In addition to reducing mobility, creating smoother transitions, and improving data collection, he concludes with suggestions that school districts collaborate with child welfare and housing personnel to serve highly mobile students. Dr. Necati Engec, Assistant Professor, Educational Leadership, at South Carolina State University, investigated the relationship between student mobility and student performance and behavior using criterion-referenced test (CRT) and norm-referenced test (NRT) data indexes from the 1998-1999 school year. Results showed that as the mobility of students increased within the school year, their test performance on the CRT and the NRT decreased. Also, suspension rates were high for students who had changed schools within a school year. Engec concludes that students who experience single or multiple transfers within a school year should receive particular attention because they are likely to have discipline and performance problems. (Chapter 99(3), p. 168-178.) Although various risk factors have been linked to runaway behavior, no systematic investigation of the impact of size of community on runaway behavior had been done. So, these authors from sociology departments of three U.S. universities designed this study to compare runaways from smaller cities and rural areas to their urban counterparts. Their findings indicate that adolescents exposed to neglect and sexual abuse ran away earlier and were more likely to be victimized on the street. Rural adolescents who experienced higher levels of physical abuse relied more heavily on deviant subsistence strategies and remained in abusive homes longer than their urban counterparts. The study concluded that rural youth subjected to elevated levels of familial abuse are at greater risk of deviant subsistence strategies, which increase the likelihood of street victimization. (Chapter 30(10), p. 1117-1128. ) The findings reveal that the average number of placements children experience could be reduced by placing them with relatives, giving them initial stability without the need for a subsequent change in placement. The authors use findings concerning workers' assessments of the causes of placement moves, recommendations for services needed to stabilize placements, and positive results of treatment foster homes to argue that foster-family-centered services may mitigate placement instability. Reference: Hartman, C. (2006). Students on the move. Educational Leadership, 63 (5) , 20-24 Engec, N. (2006). Relationship between mobility and student performance and behavior. Journal of Educational Research, 99 (3), 168-178. Thrane, L., Hoyt, D., Whitbeck, L., Yoder, K. (2006). Impact o f family abuse on running away, deviance, and street victimization among homeless rural and urban youth. Child Abuse Neglect , 30 (10),1117-1128.

Comical Side of Scoop essays

Comical Side of Scoop essays Evelyn Waugh was one of literature's great curmudgeons and a scathingly funny satirist. Scoop is a comedy of England's newspaper business of the 1930s and the story of William Boot, an innocent hick from the country who writes careful essays about the habits of the badger (Editorial Reviews). "With this book England's wittiest novelist sets a new standard for comic extravaganza...the real message about SCOOP is that it is thoroughly enjoyable, uproariously funny and that everyone should read it at once" (The New York Times). This is just one example of the popularity of the comical relief hidden within the bindings of the book Scoop. This book sets forth a new standard for comic extravaganza. The novel reads as though it had been formed with slapstick, but it is architecture of amazement. For example, his delightful style of the keys of typewriters in the personal quarters of one of Fleet Streets greatest press lords made no more sound than the drumming of a bishops finger tips on an upholstered prie-dieu; the buzzers of the telephones were muffled and purred like wart cats; the massive double doors, encased in New England rosewood, by their weight, polish and depravity of design, proclaimed unmistakably, Nothing but Us stand between you and Lord Copper (Waugh). Other additives were set forth with just the names of the newspapers and of the characters. Newspapers have fabulous names- the Brute, the Beast. A Communist named Pappenhacker, one of the cleverest men in Fleet Street, (Waugh 92) has difficulty finding places to eat because of his bullying of waiters (Waugh 92). This bullying has sound theory behind it. Every time you are polite to a proletarian, Pappenhacker believes, you help bolster up the capitalist system (Gelder 1). Pappenhacker hated the lower class. Another chara ...

Free Essays on Mount Vernon

The United States of America is the land of the free, but was this true for everyone in the early part of our country’s history. Being born into a world in which slavery was accepted, George Washington owned slaves at the early age of eleven. Inheriting his father’s land, George and Martha Custis became married and settled at Mount Vernon. Although Washington would purchase many more slaves to work on his estate, his attitude changed as he grew older. During the Revolution, as he and fellow patriots strove for liberty, Washington became increasingly conscious of the contradiction between this struggle and the system of slavery. In this paper I will discuss the life of Washington’s family and his slaves at Mount Vernon. During the 17th and 18th centuries, chattel slavery was a common aspect of American society; so common in fact, that at least seven of our first ten presidents, including George Washington, owned slaves (Randall 23). These slaves were considered property with the same legal standing as a horse or wagon. Slaves could not legally own property or get married and could be bought, sold, or rented. They were given as gifts, bequeathed to friends and relatives in wills, and even offered as lottery prizes. The colonial plantation system in early America was dependent upon the availability of abundant labor and George Washington’s Mount Vernon estate was no exception. George Washington was born into this society, inheriting slaves from his father at the age of eleven. When he and Martha Custis married in 1759, their combined slave-community numbered about fifty. By 1772, just two years before the Revolutionary War, Washington had purchased an additional fifty slaves. It was during this War for Independence that his views on slavery began to change, eventually leading to his resolve never to buy or sell another human being. During his presidency, Washington privately encouraged members of Congress to champi... Free Essays on Mount Vernon Free Essays on Mount Vernon The United States of America is the land of the free, but was this true for everyone in the early part of our country’s history. Being born into a world in which slavery was accepted, George Washington owned slaves at the early age of eleven. Inheriting his father’s land, George and Martha Custis became married and settled at Mount Vernon. Although Washington would purchase many more slaves to work on his estate, his attitude changed as he grew older. During the Revolution, as he and fellow patriots strove for liberty, Washington became increasingly conscious of the contradiction between this struggle and the system of slavery. In this paper I will discuss the life of Washington’s family and his slaves at Mount Vernon. During the 17th and 18th centuries, chattel slavery was a common aspect of American society; so common in fact, that at least seven of our first ten presidents, including George Washington, owned slaves (Randall 23). These slaves were considered property with the same legal standing as a horse or wagon. Slaves could not legally own property or get married and could be bought, sold, or rented. They were given as gifts, bequeathed to friends and relatives in wills, and even offered as lottery prizes. The colonial plantation system in early America was dependent upon the availability of abundant labor and George Washington’s Mount Vernon estate was no exception. George Washington was born into this society, inheriting slaves from his father at the age of eleven. When he and Martha Custis married in 1759, their combined slave-community numbered about fifty. By 1772, just two years before the Revolutionary War, Washington had purchased an additional fifty slaves. It was during this War for Independence that his views on slavery began to change, eventually leading to his resolve never to buy or sell another human being. During his presidency, Washington privately encouraged members of Congress to champi...

Supply Chain Essay Example | Topics and Well Written Essays - 5250 words

Supply Chain - Essay Example II. Options of recommendation of a supply chain strategy: Keiretsu network The business will utilize the keiretsu network for the power tool company. Keiretsu is a network of organizations linked together by having a stake in each other's organization. The structure is usually likened to a spider's web and was designed to diffuse the adversarial relationship between buyer and supplier. The supplier also becomes a stakeholder of the organization and this set up induces the parties to work for their mutual benefit. This kind of relationship promotes cooperation and collaboration as each organization becomes a stakeholder in each other's organization whereby all stakeholders will share the fruit of profit or in the case of loss, also a share in the financial setback (Miyashia and Russel, 1994). The parts needed for the power tools (electric drills, saws, and sanders) are highly specialized and costly. It has a high learning curve and cannot be procured with any supplier overnight becaus e its specifications must be met before it can purchase from a certain supplier. Needless to say, a collaborative long-term and non-antagonistic relationship with suppliers is favorable for the company due to the requirements of its parts. The keiretsu procurement network serves this purpose. This kind of procurement strategy is aligned with the company's vision of producing the highest quality for its power tool because the company will be working close with its suppliers. Keiretsu is basically a collaborative supplier-client networking where each player has a stake in each other and this kind of supplier chain relationship serves this purpose. Power tools depend on the quality, timeliness and reasonability of the cost of its parts and it is imperative that the supplier that provides the parts of the power tools is committed to delivering its supplies according to those requirements. Of all the supply chain strategies, keiretsu network is the best option that serves the company's o bjectives. The best way to commit suppliers to provide supplies of quality, timely and cost effective is to build a relationship with them whereby the company can work with the supplier on how to better achieve these business objectives. This will not only produce better power tool products, but also allow better prices making the company more competitive in the market making keiretsu a top choice. The only downside of keiretsu network is that if a non-performing (tardy on delivery) and substandard (not meeting specifications) supplier is wrongly chosen, it would be difficult shake it off because the company has committed itself on a long-term basis, especially if there is a contract between the two parties. These issues can be easily remedied. For the issue of incorrectly choosing non-performing and substandard supplier, the power tool company must first establish a strict criteria before looking for a supplier. These criteria must reflect the objectives, quality standard and timel iness of the company and must be met by the supplier in consideration. This would avoid incorrectly choosing a wrong supplier. For the issue of binding the company to a wrong supplier, it can be remedied by stipulating an opt out and a fine in the event that supplier will renege the contract. This will compensate the company for any

Technical choice of dam materials and their environmental impacts Essay

Technical choice of dam materials and their environmental impacts - Essay Example is indispensable that technological advancements alongside scientific innovations have immensely contributed towards making life what it is at present. The field of geotechnical engineering has not lacked behind either. As early as the fourth century BC, the Chinese had discovered that they could use drilling fluids, which was in the form of water, to permeate grounds in such of hydrocarbons (Veil, J, 2002). A drilling fluid, in this respect, is a kind of fluid often used in drilling boreholes on the earth surface such as water wells (Zupan, T, & Kapila, M, 2000). Over time, drilling of deeper and challenging wells necessitated improvements to be implemented in the drilling technology. This led to a somewhat increased efficient and effective fluid for drilling (Wait, S, &Thomas, D, 2003). Since then, the drilling fluids have been adopted in drilling of the natural gas and oil wells, as well as in exploration of the drilling rigs. Drilling mud, on the other hand, is a type of drilling fluid that is in the form of liquid. This liquid is often added into the wellbore to aid in the drilling process (Talal, Y, & Al-Awad, J, 2004). It does so through controlling pressure, provision of buoyancy, stabilization of the given exposed rocks, suspension of the cuttings, cooling the rock and making sure the rock is well lubricated (Stephenson, R, & Seaton, D, 2004). In essence, drilling fluids are vital elements for the whole drilling process that is for maximization of the recovery, as well as reducing on the amount of time required to get the first oil. The drilling fluid falls into three main categories (Omar, A, & Al-Awad, J, 2002). They include water-based muds, non-aqueous muds and the gaseous liquid fluid. Water-based muds can either be categorized as dispersed or... This paper Technical choice of dam materials and their environmental impacts seeks to unveil key issues on matters pertaining the link between, drilling fluid and oil recovery in homogenous reservoirs. It seeks to suggest better ways of utilizing the current drilling fluids in the recovery of oil, as well as future methods that are better suited in the exploration of oil. The Influence of drilling fluid on oil recovery literature contains results of many research projects that were contacted over a period of time. It is evident that the total number of such publications is quite overwhelming, although this does not mean that all the pertinent publication were reviewed, though none of those that were applicable and useful to this work were excluded intentionally. Difficulties that were encountered in review of literature are an attempt to develop the relationship between the two parameters. Initially there has been an attempt to quantify the existing relationship between the use of dr illing fluid and the oil recovery in homogenous reservoirs. Most of these studies were centered on issues that are related with the offshore drilling operations rather than how drilling fluid influences oil recovery on the homogenous reservoirs. In this study it is expected that the results indicate that there is a positive correlation between drilling fluid use and oil recovery in homogenous rocks. Earlier works by Bobik, and Deneki, concluded that the use of drilling fluid increases the recovery of oil in homogenous reservoirs.

Students Diversity and Teaching Practices Essay Example for Free

Students Diversity and Teaching Practices Essay Teaching practice is the practical aspect of teacher training and it is an assortment of factual and dramatic characteristics. During the teaching practice student teachers find an opportunity to use the acquired knowledge, especially in the areas of psychology, teaching methods, teaching principles and teaching techniques. During teaching practice student teachers are like apprentices to acquire skills. Teaching practice is a valuable opportunity, where student teachers are in a position to increase their knowledge, do experiments on the basis of acquired knowledge and to solve the problems related to teaching. Student teachers which are on teaching practice, if they are aware about their lacking experience and need of more learning, as well as willing to learn and gain, then they can learn practically much more from experienced teachers and teacher educators. During teaching practice, it is not only that they have opportunity of teaching but they also have the opportunity to observe inside and outside of the classroom. In this connection data was collected from 650 student/prospective teachers who have completed their teaching practice and it was found that in Pakistan teaching practice is not taken seriously and many interesting findings were found in this regard. Key Words: teaching practice, problems, issues, Pakistan Introduction Practice teaching occupies a key position in the programme of teacher education. It is a culminating experience in teacher preparation. It provides opportunity to beginning teachers to become socialized into the profession (Furlong et. al, 1988). Performance during practice teaching provides some basis for predicting the future success of the teacher. Outgoing popularity and centrality of practice teaching is an important contributing factor towards the quality of teacher education programme. During practice teaching working with students in schools provides a high degree of emotional involvement mostly of a 1Federal 2 College of Education H-9, Islamabad, Pakisatn,[emailprotected] com G C University, Faisalabad,Pakistan 3The niversity of Gujrat, Pakistan 4Federal College of Education H-9, Islamabad, Pakisatn  © 2010 International Online Journal of Educational Sciences ISSN: 1309-2707 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa positive nature. Student teachers feel themselves grow through experience and they begin to link to a culture of teaching. During practice teaching, they feel engaged, challenged and even empowered (Trowbridge and Bybee, 1994; sharafuddin, and Allison, 1969). Definitions of Teaching Practice A number of terms such as the practice teaching, student teaching, teaching practice, field studies, infield experience, school based experience or internship are used to refer to this activity (Taneja, 2000). The term practice teaching embraces all the learning experiences of student teachers in schools (Ashraf, 1999). The term practice teaching has three major connotations: the practicing of teaching skills and acquisition of the role of a teacher; the whole range of experiences that students go through in schools; and the practical aspects of the course as distinct from theoretical studies (Stones and Morris, 1977). Teaching practice is the name of the preparation of student teachers for teaching by practical training. It is the practical use of teaching methods, teaching strategies, teaching principles, teaching techniques and practical training and practice / exercise of different activities of daily school life. Objectives of Practice Teaching According to Akbar (2002) Following are the objectives of practice teaching: 1. To provide the prospective teachers with an opportunity of establishing an appropriate teacher pupil relationship. 2. To provide an opportunity for evaluating the student potential as a teacher and suitability for the teaching profession. 3. To develop personal relationship with others: administrators, teachers, parents and students. 4. To provide the future teacher with practical experience in school to overcome the problems of discipline and enable him / her to develop method of control. 340 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 5. To provide with an opportunity to put theories into practice and to develop a deeper understanding of educational principles and their implication for learning. 6. To enable the student teachers effectively to plan and prepare lessons. . To develop skill in the use of fundamental procedures, techniques and methods of teaching. 8. To develop desirable professional interests, attitudes and ideas relative to teaching profession. 9. To enable student teachers to acquire desirable characteristics / traits of a teacher and to display appropriate behaviour. 10. To provide student teachers with an opportunity to have teaching evaluated and to gain from the benefit s of constructive criticism. 11. To provide an opportunity for self evaluation and to discover own strengths and weaknesses. 12. To develop skills in future teachers related to teaching like fluent speaking, meaningful reading, using blackboard and other teaching material. 13. To provide an opportunity to liaison with school environment, its functioning and with community and its resources. 14. To provide for the exchange of ideas and methods between practicing school and teacher training institution, by teacher training institutions’ staff and students, perceiving new ideas material and equipment in use in practicing schools and introducing new ideas, material and equipments into the school. Stages in teaching practice Following are the stages in teaching practice 341 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Primary Stage It is necessary to make a trip of student teachers to that particular school, where they are going for practice teaching. The main aim of this tour is to see the concerned head teacher, class teachers and school staff in order to acquire information about school and its environment. Student teachers must observe the teaching methods of school, methods of concerned class teacher, copies or notebooks of the students and their usual routine. On return from the tour student teachers must have the details about scheme of studies, age of the students, strength of the class, abilities and specific problems of the students, timing of the school, textbooks and teaching aids. Preparation of Lesson For the preparation of lesson student teachers must know the subject, the relevant books and audio visual aids which he / she is going to teach. Well prepared lecture gives confidence to the teacher in the class. Student teachers and supervisor can reform the teaching learning process after its evaluation. Qualities of a Good Lesson A good lesson has the following qualities: I. II. III. IV. V. VI. VII. Lesson planning should be in complete detail. Lesson should be interesting. Effective and timely use of teaching methods and teaching aids. Student should be ready for learning. Students should be involved practically in teaching learning process. Lesson should be taught in professional and friendly environment. All students should be given same attention by keeping in view their individual differences. 342 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Teaching in Classroom The stage of teaching in the classroom is known as practice teaching. Student teachers while teaching in the classroom passes through different steps of his / her teaching (Introduction, presentation, recapitulation) and concerned teacher / supervisor assesses / observes his / her lesson. Evaluation of Teaching Practice In order to evaluate the teaching practice supervisor observes the student teacher while teaching in the classroom. Supervisor evaluates / observes the punctuality, lesson planning, teaching methods, use of audio visual aids, adequacy of audio visual aids, pitch of voice, dress, start and end of lesson, interest of the students, discipline of class, use of black / white board, students’ notebooks and objectives of the lesson. Participation in other Routine Works of School Teaching in classroom is not the only objective of teaching practice, but also to provide training in all activities which student teachers are going to perform in future during their job as a professional teachers. For this purpose they have to spend whole day in school as teacher. They have to participate in all the activities of school e. g. preparation of timetable, preparation and maintenance of different registers, evaluation of class work and home work, arrangement of tutorial groups, sports / games, morning assembly, co-curricular activities, duty during recess, duty as day master, duty before and after school timing, decoration of classroom, preparation and maintenance of attendance board, news board, information board, look after and arrangements of A V aids room, home economics room, science laboratories and library. How to deal with students’ parents, officers of the school, school employees and guests are also the part of teaching practice. Duties as invigilators, preparation of question papers for examinations, evaluation of answer scripts and compilation of results is also part of teaching practice. 343 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Role of Supervisor in Teaching Practice Supervisor’s duty is not only to evaluate the lessons of teaching practice, but by using his/her all the abilities to make this experience (All the stages of teaching practice) result oriented. He/she should have got all the activities planned before hand. He/she should have meeting and conversion with teacher educators, experienced teachers of the institution, educationists, concerned school head teachers and other teachers. Introductory lectures should be arranged before the departure of student teachers to the practicing schools in order to aware the student teachers about the preparation of lesson plans and other assigned activities. During teaching practice it is the duty of supervisors to supervise their lessons, other assigned activities, guidance and counselling as well as provide the student teachers with feed back and to enable them so that they can criticize and reform themselves. During the teaching practice student teachers should not be criticized in front of the practicing school staff and students. If there is a need then all the student teachers should be gathered and should be scolded and warned without nominating and asking the name. Supervisors’ role is to prepare teachers for future, therefore he / she should act as a facilitator. Teaching Practice in Pakistan A variety of teacher training courses are being offered in Pakistan. In all the programmes teaching practice is compulsory component except M. Ed (Master of Education). In true spirit we can produce good teachers through this activity, but the procedure adopted in Pakistan is just to pass / kill the time. Teaching practice duration is very short; it is about 4 to 8 weeks or teaching of 60 to 75 lessons. During teaching practice student teachers are bound to the classrooms for teaching. They are not trained for the other activities performed in schools. Therefore, effective learning could not take place. Student teachers are bound to use easy principles and methods of teaching. They are just being taught how to start the lesson, how to control the class, how to keep an eye over the students while writing on the black / white board. 344 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Teaching practice is doing nothing to serve the purpose and is working on adhoc basis. Those schools in which teaching practice is being conducted are not taking active part in preparing the teachers for future but only tolerating this activity. The administration and teachers of the participating schools are not aware of the required information for evaluation techniques, which are to be used during teaching practice. They are not fully aware of the importance of teaching practice for student teachers and future generations. It is fact that student teachers are not ideal teachers and due to this fact practicing school teachers cannot give them full authority but at least they can trust them. Practically two behaviours are seen here in Pakistan. Firstly these uninvited guests are considered inferior teachers and criticized without any justification. Secondly some teachers transfer their all burden to them. In some teacher training institutions selection of lessons is kept up to the choice of student teachers and they select such lessons which are very easy and in which minimum audio visual aids are used. Research Questions 1. 2. 3. What are the issues and problems of teaching practice in Pakistan? How do the prospective teachers view the trends of teaching practice in Pakistan? How far does the Practice Teaching help the student teachers in anticipating the problems they might face in their professional lives? Research Methodology Population and Sampling The population of the study consisted of all the prospective teachers who are admitted to B. Ed programme in public sector institutions in four provinces of Pakistan. 650 prospective teachers were considered as the sample of the study. These students were selected from 26 teacher training institutions, 25 students from each institute. 345 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Research Tool Development and Data Collection Since the study was descriptive in nature, therefore, survey approach was considered appropriate to collect the data. For the purpose, a twenty seven item questionnaire was developed out of which seven had the option of â€Å"yes† and â€Å"No; while the remaining 20 items had three options as â€Å"Maximum†, â€Å"To some extent† and â€Å"Not at all†. Administration of Research Tool The questionnaires were administered on prospective teachers personally and responses were received. Data Analysis The data collected through questionnaire was terms of percentage and mean scores. coded and analyzed through SPSS XII in Findings Data collected through the questionnaire was analyzed in terms of percentage and mean score. The findings drawn out from the data analysis are given below. Table 1. I agree with the importance attached to practice teaching. Yes Number of Responses Percentage 87. 6% 12. 4% 569 No 81 650 Total Above table reveals that 87. 6% prospective teachers responded that they agree with the importance of teaching practice and 12. 4% responded in negative. 346 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table 2. There is clarity of concepts before the actual process of teaching. Yes Number of Responses Percentage 487 No 163 650 74. 97% 25. 03% Total Above table reveals that 74. 7% prospective teachers reported that they have been given orientation before the start of teaching practice and 25. 03% reported in not. Table 3. The help extended by the Parent institution was quite appropriate. Yes Number of Responses Percentage 63. 54% 25. 46% 413 No 237 650 Total Above table shows 63. 54% respondents were in favour that department /institute extended help provided the criteria for the evaluation of the teaching practice and 25. 47% are not in favour. Table 4. It helps when you replicate the assessment and evaluation procedure adopted by your teachers during the theoretical sessions. Yes Number of Responses Percentage 65. 38% 34. 62% 425 No 225 650 Total 347 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table reveals that 69. 38% prospective teachers are in favour that they have been provided with the manual of rules and regulation regarding teaching practice and 34. 62% not reported in favour. Table 5. The school provided the necessary infrastructure and the attitude of the staff was encouraging. Yes Number of Responses Percentage 56% 44% 364 No 286 650 Total Above table reveals that 56% respondents have responded in favour that attitude of the staff was encouraging and 44% not responded in favour. Table 6. Peer co-operation develops critical thinking and polishes teaching skills. Yes Number of Responses Percentage 56. 46% 43. 54% 367 No 283 650 Total Above table shows that 56. 46% have reported that they have been provided with separate staff room in the practicing school during teaching practice and 43. 54% reported in negative. Table 7. The school staff often visits the classrooms and gives informative tips. Yes Number of Responses Percentage 54. 6% 45. 24% 348 No 294 Total 356 650 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Above table reveals that 54. 76% respondents are affirmative that the staff of practicing school is cooperative and 45. 24% are not affirmative. Table 8. Appropriate information in orientation about teaching practice. Maximum Number of Responses Percentage 36. 92% 20. 76% 42. 30% 240 T o Some Extent 135 Not at All 275 650 1. 94 Total Mean Above table reveals that 36. 92%respondents responded for maximum, 20. 76% for to some extent and 42. 30% for not at all and mean score is 1. 4, which shows that appropriate information about teaching practice are mostly not given in orientation. Table 9. The school administration paid due consideration to my preferences while allocating the classes. Maximum Number of Responses Percentage 48% 10. 30% 41. 69% 312 To Some Extent 67 Not at All 271 650 2. 06 Total Mean Above table reveals that 48% prospective teachers opted for maximum, 10. 30% for to some extent and 41. 69% for not at all and mean score is 2. 06, which supports that choice of prospective teachers are mostly not considered for assigning the lesson. Table 10. From the attitude of the school administration, I got a fair experience of how to organize a school. Maximum To Some Extent Not at All Total Mean Number of Responses Percentage 30. 15% 11. 07% 58. 76% 349 196 72 382 650 1. 71 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table reveals that 30. 15% respondents are in favour of maximum, 11. 07% in favour of to some extent and 58. 76% are in favour of not at all, the mean score is 1. 71 which supports that attitude of school administration do not provide a fair experience about the organization of school. Table11. There is a sufficient availability of Audio-Visual Aids. Maximum Number of Responses Percentage 11. 05% 21. 56% 67. 38% 72 To Some Extent 140 Not at All 438 650 1. 44 Total Mean Above table shows that 11. 05% respondents opted for maximum, 21. 56% for to some extent and 67. 38% for not at all, the mean score is 1. 44. This shows that audio visual aids are not available in the practicing school. Table 12. The Supervisors were quite frequent in their visits to the schools. Maximum Number of Responses Percentage 50. 92% 19. 69% 29. 38% 331 To Some Extent 128 Not at All 191 650 2. 21 Total Mean Above table reveals that 60. 92% respondents opted for maximum, 19. 69% for to some extent and 29. 38 %for not at all, the mean score is2. 21 which shows that mostly each lesson plan is checked and remarks are given by the supervisors. 350 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table13. The supervisors regularly assessed the lesson plans before the start of the classes. Maximum Number of Responses Percentage 37. 23% 39. 53% 23. 07% 242 To Some Extent 257 Not at All 150 650 2. 14 Total Mean Above table reveals that 37. 23% respondents opted for maximum, 39. 3% for to some extent and 23. 07% for not at all, the mean score is 2. 14. This shows that to some extent supervisors regularly assessed the lesson plans before the start of the classes. Table14. The supervisors visited the classes regularly. Maximum Number of Responses Percentage 26. 50% 44. 61% 28. 92% 172 To Some Extent 290 Not at All 188 650 1. 98 Total Mean Above table reveals that 26. 50% re spondents opted for maximum, 44. 61% for to some extent and 28. 92% for not at all, the mean score is 1. 98. This shows that supervisor did not visit the classes regularly. Table15. The supervisors often discuss the ongoing teaching practice with the school administration. Maximum Number of Responses Percentage 41. 69% 25. 84% 32. 46% 271 To Some Extent 168 Not at All 211 650 2. 09 Total Mean 351 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table reveals that 41. 69% respondents favoured for maximum, 25. 84% to some extent and 32. 46% not at all. The mean score is 2. 09, which show that supervisors often discuss the ongoing teaching practice with the school administration. Table16. Teaching practice scheduled is strictly followed. Maximum Number of Responses Percentage 50% 25. 23% 24. 76% 325 To Some Extent 164 Not at All 161 650 2. 25 Total Mean Above table shows that 53. 06% respondents opted for maximum, 32. 65% to some extent and 14. 29 not at all. The mean score is 2. 39, which supports that mostly teaching practice scheduled is strictly followed. Table17. I got enough experience and knowledge of delivering the lessons and organizing the classes. Maximum Number of Responses Percentage 35. 53% 40 % 24. 46% 231 To Some Extent 260 Not at All 159 650 1. 80 Total Mean Above table shows that 38. 3% respondents are in favour of maximum, 40% to some extent and 24. 46% to not at all. The mean score is 1. 80, which proves that mostly student teachers got enough experience and knowledge of delivering the lessons and organizing the classes. 352 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table18. There were enough chances for development of awareness as far as Teaching Skills are concern ed Maximum To Some Extent Not at All Total Mean Number of Responses Percentage 64. 92% 22% 13. 07% 422 143 85 650 2. 58 Above table reveals that 64. 2% respondents opted for maximum, 22% for to some extent and 13. 07% for not at all. The mean score is 2. 58, which proves that mostly there were enough chances for development of awareness as far as teaching skills are concerned. Table19. Performance Assessment should take place during Teaching Practice. Maximum Number of Responses Percentage 35. 23% 22. 30% 42. 46% 229 To Some Extent 145 Not at All 276 650 1. 92 Total Mean The above table reveals that 35. 23% respondents are in favour of maximum, 22. 30% in favour of to some extent and 32. 46% in favour of not at all. The mean score is 1. 2, which shows that the evaluation process for teaching practice is not satisfactory. Table 20. There was a possibility of shifting the Methods from one to the other during the classes Maximum Number of Responses Percentage 22% 50% 28% 353 To Some Ex tent 325 Not at All 182 Total Mean 143 650 2. 05 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table shows that 22% respondents are in favour of maximum, 50% to some extent and 28% not at all. The mean score is 2. 05; this shows that all the teaching methods and techniques studied theoretically were applied practically to some extent. Table 21. There is a need to improve the quality of teaching practice to meet the latest challenges. Maximum Number of Responses Percentage 62. 61% 18. 15% 19. 23% 407 To Some Extent 118 Not at All 125 650 2. 43 Total Mean Above table shows that 62. 61% respondents opted for maximum, 18. 15% for to some extent and 19. 23% for not at all. The mean score is 2. 43, which shows that there is a dire need to improve the quality of teaching practice to meet the latest challenges. Table 22. There was an opportunity after the teaching practice to discuss the problems with the teachers and give suggestions Maximum Number of Responses Percentage 19. 3% 18. 15% 62. 61% 125 To Some Extent 118 Not at All 407 650 1. 56 Total Mean Above table indicates that 19. 23% respondents are in favour of maximum, 18. 15% are in favour of to some extent and 62. 61% in favour of not at all. The mean score is 1. 56, this shows that there was not an opportunity after the teaching practice to discuss the problems with the te achers and give suggestions. 354 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table 23. Given the choice, I shall change the techniques and methods I had employed during teaching practice. Maximum Number of Responses Percentage 46. 15% 19. 23% 34. 61% 300 To Some Extent 125 Not at All 225 650 2. 11 Total Mean Above table indicates that 46. 15% respondents are in favour of maximum, 19. 23% are in favour of to some extent and 34. 61% in favour of not at all. The mean score is 2. 11, which shows that mostly students used different methods and techniques during teaching practice. Table 24. More time should be devoted to preparing teachers before teaching practice starts. Maximum Number of Responses Percentage 64. 61% 30. 76% 4. 61% 420 To Some Extent 200 Not at All 30 650 2. 0 Total Mean Above table indicates that 64. 61% respondents are in favour of maximum, 30. 76% are in favour of to some extent and 4. 61% in favour of not at all. The mean score is 2. 60, which shows that students are strongly of the view that more time should be devoted to preparing teachers before teaching practice starts. 355 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Ta ble 25. The student teachers should be allowed to sit in each other’s classes to observe strengths and weaknesses. Maximum Number of Responses Percentage 65. 53% 24. 92% 9. 3% 426 To Some Extent 162 Not at All 62 650 2. 56 Total Mean Above table indicates that 65. 53% respondents are in favour of maximum, 24. 92% are in favour of to some extent and 9. 53% in favour of not at all. The mean score is 2. 56, which shows that students are strongly of the view that student teachers should be allowed to sit in each other’s classes to observe strengths and weaknesses. Table 26. I had the availability of all the instructional material that I needed. Maximum Number of Responses Percentage 30. 76% 11. 53% 57. 69% 200 To Some Extent 75 Not at All 375 650 1. 73 Total Mean Above table indicates that 30. 76% respondents are in favour of maximum, 11. 53% are in favour of to some extent and 57. 69% in favour of not at all. The mean score is 1. 73, which shows that students did not have the availability of all the instructional material that they needed. Table 27. Overall, I am satisfied with the quality of teaching practice as conducted in Pakistan. Maximum To Some Extent Not at All Total Mean Number of Responses Percentage 26. 92% 19. 23% 53. 84% 175 125 350 650 1. 73 356 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Above table indicates that 26. 2% respondents are in favour of maximum, 19. 23% are in favour of to some extent and 53. 84% in favour of not at all. The mean score is 1. 73, which shows that students are not satisfied with the quality of teaching practice as conducted in Pakistan. Discussion Teaching practice is a compulsory component in teacher training programme, but some respondents were denied to have it, one possible reason might be that their institution did not send them for the purpose. Government of Pakistan (2003) states that quality education requires motivated and competent teachers at all levels. Teaching practice is a segment, which provides opportunity to prospective teachers; apply theoretical knowledge practically in real situation. The importance of teaching practice is not recognized practically in the teacher training institutions of Pakistan. Government of Pakistan (1998) accepted that the existing teacher education programme as considered is not being adequately responsive to the demands for quality in the school system. Objective, manual, orientation, rules and regulation of teaching practice are neither prepared nor supplied properly. These are prepared in few institutions but not supplied to all concerned person of the teaching practice. Rashid (1999) quoted that an objective is more specific and describes definite activities. Application of all methods and techniques are very essential for quality training, developing confidence, competency and skills, which are helpful in transfer of learning and knowledge comprehensively. But in prevailing situation teaching practice is based on conventional style. There is no use of latest techniques; the departments/ institutions are also not providing A V aids and other helping material. The role of supervisors in the teaching practice is very rare. The supervisors do not provide proper guidance. Supervisors are seen over loaded and sufficient facilities and incentives are also not being provided by the departments/institutions. Issani and Virk (2004) describe that due to lack of adequate training facilities for university teachers the present position of teacher with proper professional competencies and training is alarming low. 357 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Evaluation and assessment criteria is also very formal like satisfactory, unsatisfactory, good, very good or marks % etc. during evaluation all the aspects of teaching skills are not being considered. The segment of teaching practice in teacher training institution is not considered seriously. Modern techniques are neither supplied nor applied. Rafaquat (2002) quoted that mostly the teacher training institution are following lecture methods. It is recommended to adopt modern and better teaching training methodology like demonstration, discovery or participation methods to attain qualitative improvement. The duration of teacher training should be lengthened to develop favourable attitudes of prospective teachers towards teaching profession. It is need of the new trends of education to improve the quality of teaching practice. New inventions demand that teachers must be well trained, having latest knowledge and be able to apply the new approaches with latest technology. Quality of education and implementation of all policies and plans are depended upon the motivated and quality based teachers. Duration of teaching practice is short. It is not up to the international standard. Farooq (1990) who has pointed out short duration of teacher training programme as compared with the developed countries. Rafaquat (2002) who reported that the duration of teaching practice of teaching may be increased according to the programme of training. The quality of teaching practice may be improved by providing adequate human: physical resources and special consideration must be given to the practical components of teacher training programme for producing quality teachers. Conclusions Teaching practice is an activity, which can play an important role in preparing teachers for future challenges in a classroom. Its effectiveness for the nation is beyond any doubt. It is a milestone for professional adolescence. It is a fuel for an endless journey and a combination of personality, professional skills, knowledge and training. Now it is the duty/responsibility of teacher educators and teachers of practicing schools to make this fuel endless. Brief conclusions on the basis of the findings are as follows. Most of the respondents agreed that manual of rules and regulations of teaching practice were not provided to the 358 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 rospective teachers before going to practicing schools. The supervisors neither indicated shortcomings in the lesson plan nor did they assess practically each lesson of the prospective teachers on daily basis. Objectives of teaching practice were not prepared properly and supplied to all the concerned in writing. Before commencing the teaching practice, orientation was not given to prospective teachers and the concerned staff, where they could be able to share the ambiguities regarding procedure, manual and evaluation process. Time table/schedule of the teaching practice was strictly followed by the departments/institutions but evaluation and supervision criteria were not up to the mark. The interest and choices of the prospective teachers were not considered while assigning the period and timetable during the teaching practice. Feedback from the participating school, administration, supervisors and prospective teachers was not taken so the practice could not play an effective role to develop confidence, vision and competency in the prospective teachers. Recommendations Rules and regulations of teaching practice should be defined by the institutions before the student teachers go for teaching practice. It will not only help the student teachers but also the supervisors to achieve the predefined targets. Specific teachers should be appointed by the concerning departments to observe teaching of student teachers so that they may stay whole day in school to check the activities of the students and comment honestly. Orientations should be given to the student teachers before teaching practice so prepare them mentally for the challenges coming in their way during teaching practice. Teaching practice should be given proper weight age. Students should be informed before hand the process of evaluation of teaching practice so that the teacher students may try their best to improve their performance consciously. It seems that student teachers are not satisfied with their time table and periods during their teaching practice. Institutions should properly contact schools before starting teaching practice and set their time table according to students’ choice other wise students should be prepared accordingly. It would be a good practice if institutions develop permanent sort of links with some specific schools to adjust their students instead of selecting schools haphazardly to improve this 359 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa practice and to make it more effective. School administration can be cooperative if it finds some kind of incentive in it for their school otherwise it might think that student teachers are there only to disturb the school. Feedback from student teachers regarding the problems faced by them in schools should be considered important to improve the practice for next time. Institutions should try to fill the gap between theory and practice because some times the situation in schools is different to that taught to the students in theory so to save the student teachers from any sort of bewilderment. References Akbar, R. A. (2002). A study of Teaching practice of Prospective Secondary School Teachers and Development of a Teaching practice Model, Arid Agricultural University, Rawalpindi (Unpublished PhD Thesis). Ali Murtaza, (2005). Comparative Study of Practice Teaching in Formal and Non formal Systems and Development of a Model, Arid Agricultural University, Rawalpindi (Unpublished PhD Thesis). Brwn, P. D. Brown N. R. (1990). Effective Teaching Practice. Stanley Thornes, England Cohen, A. Carver, N. (1970). A Students’ Guide to Teaching Practice. University of London Press, London. Cohen, L. Manion, L. (1983). A Guide to Teaching Practice. Methuen, London. Government of Pakistan (1998). National Education Policy 1998-2010, Ministry of Education, Islamabad. Government of Pakistan (2003). Islamabad. Furlong, V. J. ; P. U. Hirst and K. Pocklington. (1988). Initial Teacher Training and The Role of the School. Open University Press, Philadelphia. Education for all 2001-2015, Ministry of Education, 360 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Govt. of Pakistan. (1997). Pakistan Vision 2010. Report; Seminar on Education. Planning and Development Division, Islamabad. Issani, C, U. A. G M, L, Virk (2004). Higher Education in Pakistan: A Historical and Futuristic Perspective, National Book Foundation, Islamabad. Malik, S. R. (1992). The System of education in Pakistan. National Book Foundation, Lahore. Muhammad Ashraf (1990). Dictionary of Primary Education. A. P. H. Publishing Corporation, New Delhi. R, A, Farooq (1994). Education System in Pakistan: Issues and Problems, Asia Society for Promotion of Innovation and Reforms in Education, Islamabad. Rashid, M (1999). Teaching Strategies, Allama Iqbal Open University, Islamabad. Shah, R. A. (1995). Education and Teacher education in Pakistan. Pakistan study Centre, University of Sindh, Jamshoro. Taneja, R. P. (2000). Encyclopaedia of Comparative Education, Vol. 4. Anmol Publications Pvt. Ltd. , New Delhi. 361

Essay --

Brian McGrath Mr. Miller Accelerated US History I 25 February 2014 In the early part of the 18th century, the British government implemented salutary neglect toward its colonies with limited engagement in economic and political affairs. From across the Atlantic, Britain enacted protocols such the Navigation Laws and the Molasses Act (OI), but enforcement of such trade regulation was minimal. The colonists and British existed in symbiosis. The colonists benefited from a relationship without great limitations and displayed a friendly and appreciative attitude toward the British; the British held the colonists on a long leash and reaped the benefits of the fertile and productive land offered by the New World. However, the French and Indian War drastically altered this mother-daughter relationship, significantly changing the ideological, political, and economic association between Great Britain and its American colonies. When the British saw the necessity for imperial control, colonists were repulsed by the unexpected disrespect they received. Through t he actions of Britain gain greater control over its colonies politically, the behaviors that incited ideological shifts, the economic hostilities in the aftermath, and the generally rebellious repercussions in the colonies, the French and Indian war molded a healthy mother-daughter relationship into one of enmity. The origins of the French and Indian War can be found in international disputes such as Queen Anne’s and King William’s Wars (OI), but also, earlier, in the settlement of both the French and the British in the Ohio valley region of America. The tense power balance evolved as the French and British sought to take control of the region from the Native American. Desperately opp... ...e war incited violent retaliations from the colonists and an unforeseen breach of trust between Great Britain and its American colonies. The French and Indian War played a large role in the decline of relations between the British and the colonists, in the control that Britain sought over the colonies during the fighting and the contact between the British and American soldiers. However, the transgressions to which colonists were most adamantly opposed occurred in the aftermath of the fighting. Taxes, stationing of troops, control of major cities, and other actions by the British government only brought about greater agitation in America. The events that took place during and after the French and Indian War, politically, ideologically, and economically influential, shaped the faces of both America and Britain as the two progressed towards the American Revolution.

History: Spanish Colonization of the Americas and Spanish Conquest Essay

1. Briefly discuss (but in detail) the similarities/differences between the initial Spanish colonization of the Caribbean and the Yucatan. In your discussion include the initial reaction of the Taino and Maya to the presence of the Spanish and the rational for the Spanish conquest. The Spanish colonization of the Caribbean and Yucatan was the campaign of the Spanish conquistadores against Postclassical Maya stares and polities specifically on the central Yucatan Peninsula. The Spanish conquest of Caribbean and Yucatan which began in the early 16th century is similar in the sense that it serves as an extension of their quest for Gold and God (Carmack, R. 2003). They conquered both the empires in Caribbean and Yucatan by simply supplanting the Indian nobles with Spanish settlers. The colonization imposed the religion of Catholicism which is a male dominates and typical military affair. The colony gradually became a commercial enterprise however the European Spaniards remains to be a part of the colonial elite. The indigenous people of Taino attained their needs by farming or hunting, their political systems have been governed by societies. The Mayans own primitive societies for hundreds of years before the Tainos molded their cultural representation in the Mesoamerican region. Their similarities are on functional basis to search for their necessities that their societies needed during their time. This is the same reason on the vast differences in development stages between Tainos and Mayans. The presence of the Spanish in the Caribbean where Tainos culture exists reacted with dissatisfaction and relentlessness for they felt that their culture is not extinct and must not be invaded. The Spanish conquest resulted to harsh slavery, cruel treatment and virtual extinction (Sharer, R. 1994). On the other hand, the Maya lands were poor in resources and Spanish does not have interest because they cannot seize great quantities of precious metals like gold and silver. However, the prospects of new land and acquisition of labor forces made Spanish intentions turned to the Maya region that remained restive against the Spanish rule. Their discontentment in Yucatan later erupted into open revolt in the middle of 19th century. 2. Discuss the cultural changes that each group endured during colonization. Be sure to include specific changes that were made, by all groups, voluntarily as well as those that were the result of force (non-environmental). In addition, discuss the specific outcome of these changes and the impact they had on each group (where applicable). Here, be sure to discuss how the Maya and the Taino were able to continue with some of their respective cultural practices. There are cultural changes that both Mayans and Tainos endured during Spanish colonization. Tainos experienced sufferings and exploitations from the hands of the Spanish conquistadores, their being gentle and unsuspecting people have been subjected to unspeakable atrocities from their oppressors. The refusal of Tainos to Spanish conquest grew physically violent over time. Their resistance with sticks and stones has no match with guns and armors of the Spanish conquerors. This led to massive Spanish slave trade was they forced to do gold mining, providing sexual companionship and raising Spanish food. The refusal of Tainos to participate with the Spanish lifestyle being forced upon them resulted to their widespread malnutrition and suicide. The time of Spanish arrival, majority of Mayan states in Yucatan were ruled by prestigious dynasties which had been established in the wake of the 15th century (Coe, M. 2002). The Spanish succeeded in gaining an alliance with the ruling dynasties while other competing Mayan states resisted. The Maya and the Taino were able to continue with some of their cultural practices of having their social mobility, living in extended family groups and houses were built similar to the open plaza space. Mayan society continues to practice their patrilineal and patriarchal form leading the society along one line of kinship (Gill, R. 2000). The religious aspect of Mayan was structured and significant and based on their literacy level whereas the Tainos didn’t. The Taino’s political structure was governed by a leader called a Cacique whom they believed to God’s living representative on earth. The leader’s opinions were not queried and hereby accepted blindly by their followers. Typically, their leader is female with matrilineal family blood line in reference to their view that the life is female in origin. 3. Through comparison of cultural behavior, discuss in detail at least 3 significant similarities shared by Spanish and the Maya and at least one example of the blending of culture between the Spanish and the Taino. The Spanish conquest of Mayan empire resulted to significant similarities in some aspects of their cultural behavior. The religious practice of Roman Catholicism is one among the similarities between Mayan and Spanish wherein several million Maya practice this kind of religion. The Maya also believed with the encouragement of fertility and importance of astronomy and astrology like Spanish that made use of these practices for their exploration and constant travel. Some aspects of cultural behavior which typically characterized worships and retaining of many elements of religion have been practice both by Mayans and Spanish. On the other hand, there was blending of culture between Spanish and Taino in terms of being sea-going people with courage to travel on high oceans and special skills to locate their way around the world. One good example is when Columbus was amazed by finding lone Taino men who is sailing in the open ocean while making his way among the island. These Taino men followed their voyages from island to island until captured by Columbus flagship but nevertheless jumped and spirited away from the high sea. References Carmack, R. (2003). A historical anthropological perspective on civilization. Social Evolution and History, Volume 2, No. 1. Coe, M. (2002). The Maya. 6th Edition. New York: Tames and Hudson. Gill, R. (2000). The great Maya droughts. Albuquerque: University of New Mexico Press. Sharer, R. (1994). The Ancient Maya, 5th Edition. Stanford California: Stanford University Press.

Moral Quandary of Race Essay

In his book, â€Å"I am not a Racist, But†¦The Moral Quandary of Race,† Lawrence A. Blum, a professor of Philosophy and Liberal Arts, ventures into unrecognized and little known aspects of racism. His definition and analysis of racism and its implications, projects the vastness of the subject, which had generally been regarded as just a white attitude. Blum describes racism as antipathy towards individuals of a racialized group, stemming from â€Å"inferiorization† or the idea that the group is inferior in relation to other groups. Blum considers a person to be a racist only when he intentionally makes racist comments or jokes, driven by racial antipathy. He feels that the moral significance of the term ‘racism’ seems to be losing its value, as it is being overused or too commonly used. Today, in practical life, any direct or indirect references which affect feelings of racial groups are considered racist. This not only dilutes the very meaning of racism but also weakens its power of ethical condemnation. The word ‘racism’ and its related terminology needs to be more clear, due to its relevance in personal racism, racist, racist beliefs at various levels. The author feels the term ‘racism’ is being more used out of context, like black students intending to sit with other black students for lunch or white teacher being uncomfortable talking with the black parents, which are all regarded as racism. The book also emphasizes the need to report race-based statistical data with greater care and concern as they influence individual perceptions. The statistical differences among the views of racial groups must be projected without any overracialization (p35). Overstating the differences of such views would only reinforce A book review 3 an individual’s racist opinion and close them to persuading arguments or rational conversation. Opposing the general notion that racial groups have a common agenda with regard to their group, Blum emphasizes the need to recognize the existence of internal diversity within social groups. Racial groups with a sizable population cannot have a single opinion or viewpoint. Several factors including age, gender, religion, culture etc. influence the formation of a viewpoint of an individual (p55). Blum therefore attributes it to misrecognition or inadequate recognition rising from ignorance, when any single viewpoint is attributed to an entire race. Although Blum feels that whites should not forget their relevance and association with racism, he adds that racism is not confined only to the whites. For instance Chinese, Japanese, and blacks too exhibit racist attitude to other colored people and whites. The belief of their racial superiority is developed by colored people, which makes them regard other groups inferior (p33). In this book, Blum indicates our hypersensitivity to the word ‘racism’ and suggests that racist insensitivity and subconscious racial intolerance are indeed acts, which need to be eliminated, but need not be tagged as ‘racist’. Blum is of the opinion that racial prejudice is an unavoidable consequence of cultural diversity. Our view and way of life today is associated with racist ideologies, which we have inherited. The concept of race had developed from the sixteenth century, A book view 4 reaching its peak in the late nineteenth century. History holds the key for our present interpretation on human diversity in terms of similarity, differences and superiority among races (p109). Blum explores the idea of doing away with the concept of race, but warns that it should be only after all associated wrongdoings are fully addressed. The book covers all vital aspects of racism including its history and, what we actually mean and think of race. It incorporates much useful information on the topic, carefully thought and reasoned, illustrated by suitable examples. â€Å"I am not a Racist, But†¦The Moral Quandary of Race† is indeed an important book not only to scholars but also to the common man in quest of understanding racism.

Achieving Parallel Structure in Sentences with Parenthesis

Achieving Parallel Structure in Sentences with Parenthesis Achieving Parallel Structure in Sentences with Parenthesis Achieving Parallel Structure in Sentences with Parenthesis By Mark Nichol When a sentence includes a form of parenthesis- a word, phrase, or clause framed by a pair of commas, dashes, or parentheses- writers must take care that the statement surrounding the interjection is structurally valid so that if the optional parenthesis is omitted, the remaining wording is still coherent. To test whether the sentence’s composition is complete, temporarily omit the interjection, then repair any syntactical and grammatical issues that manifest themselves before reinstating (or restating) the parenthesis. 1. He is considered to be one of, if not the, deadliest assassin in the empire. This sentence, without the parenthesis, is â€Å"He is considered to be one of deadliest assassin in the empire.† This faulty construction demonstrates that the article the must appear in the main clause before the interjection to form a complete sentence, and assassin must be in plural form to correspond with the modifying phrase â€Å"one of the† (â€Å"He is considered to be one of the deadliest assassins in the empire†); in addition, a repetition of deadliest must be inserted into the parenthesis to form a complete thought: â€Å"He is considered one of the deadliest assassins, if not the deadliest, in the empire.† (The extraneous â€Å"to be† has been deleted as well.) 2. Effective risk management can help predict- and prevent- major implementation problems from occurring. In this case, the wording that remains after the parenthesis is excised- â€Å"Effective risk management can help predict major implementation problems from occurring†- is syntactically flawed, because â€Å"from occurring† modifies prevent but not predict. For the sentence to make sense, that phrase should be inserted into the interjection: â€Å"Effective risk management can help predict- and prevent from occurring- major implementation problems.† Better yet, integrate the interjection (with a pronoun standing in for a repeat of â€Å"major implementation problems†) into the main clause: â€Å"Effective risk management can help predict major implementation problems and prevent them from occurring.† 3. This has not (and should not) prevent smart companies from taking advantage of innovation. With the parenthesis in this sentence removed, the remaining statement is â€Å"This has not prevent smart companies from taking advantage of innovation.† Because â€Å"has not† and â€Å"should not† must be accompanied by differing forms of prevent, both forms of the verb, one in the main clause and one in the parenthesis, should be employed: â€Å"This has not prevented (and should not prevent) smart companies from taking advantage of innovation.† Note that the three forms of punctuation are interchangeable, although their functions vary slightly: Commas are neutral, parentheses suggest that the information is incidental, and dashes signal information that is divergent or unexpected. 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:Good At, Good In, and Good With26 Feel-Good WordsSit vs. Set

Surfactant Definition and Examples

Surfactant Definition and Examples Surfactant is the word that combines the terms surface active agent. Surfactants or tensides are chemical species that act as wetting agents to lower the surface tension of a liquid and allow for increased spreadability. This can be at a liquid-liquid interface or a liquid-gas interface. Surfactant Structure Surfactant molecules are usually organic compounds that contain hydrophobic groups or tails and hydrophilic groups or heads. This allows the molecule to interact with both water (a polar molecule) and oils (which are nonpolar). A group of surfactant molecules forms a micelle. A micelle is a spherical structure. In a micelle, the hydrophobic or lipophilic tails face inward, while the hydrophilic heads face outward. Oils and fats can be contained within the micelle sphere. Surfactant Examples Sodium stearate is a good example of a surfactant. It is the most common surfactant in soap. Another common surfactant is 4-(5-dodecyl)benzenesulfonate. Other examples include docusate (dioctyl sodium sulfosuccinate), alkyl ether phosphates, benzalkaonium chloride (BAC), and perfluorooctanesulfonate (PFOS). Pulmonary surfactant provides a coating on the surface of the alveoli in the lungs. It acts to prevent fluid accumulation, keep airways dry, and maintain surface tension within the lungs to prevent collapse.

Do high protein diets increase the risk of kidney stones Essay

Do high protein diets increase the risk of kidney stones - Essay Example Atkins diets have led to the rise and prevalence of kidney stone formation (Siener, 2006). Kidney stones are among the most painful and prevalent of urologic disorders. According to the National Institute of Diabetes and Digestive Kidney Disease, a kidney stone can be defined as a solid crystallized piece of material that forms in the kidney from substances in the urine. It may be as small as a grain of sand or as large as a pearl. The process of kidney stone formation is medically known as nephrolithiasis or urolithiasis. The most common stones contain calcium in combination with oxalate and/or phosphate. A less common type is caused by urinary tract infection known as struvite or infection stone. Apart from these, there are also other rare types made of pure uric acid stones, cystine stones etc (http://www.ucof.com/education A number of risk factors like dehydration, improper diet, systemic disorders etc are suggested to be important determinants of stone formation. Stone formation usually results from an imbalance between factors that promote urinary crystallization and those that inhibit crystal formation and growth (Coe et al, 2005). Some of the known metabolic markers of kidney stone formation include increased level of calcium and uric acid excretion, and a decrease in urinary citrate (Curhan, 2007).

3M CORPORATION BUSINESS STRATEGY Essay Example | Topics and Well Written Essays - 1000 words

3M CORPORATION BUSINESS STRATEGY - Essay Example This structural change comprised of very fast changes in information and product technologies and the globalization of markets. This globalization had influenced the kind of leadership capabilities that were required for the success of the organization. The two challenges faced by 3M that I managed to identify are: First, it needed to update its model of corporate leadership, while at the same time cultivating the leadership talent that was required for the company’s growth. Secondly, 3M needed to make its succession planning process more effective so that the company could make sure the deployment of capable leaders on the organization. The question raised for 3M became a major issue for the company.3M has had an emphasis on its efficiency as a result of which the question was raised on the company’s creativity and innovation being neglected. 3M is the company whose identity is built on innovating so this was a vital issue to consider for 3M. 3M had launched a couple o f efficiency programs which were designed to correct their work processes in order to make them defect less or at least minimize defects. Because of these kind of efficiency increasing initiatives, 3m’s creativity was very easily neglected. As innovation was a necessity and something that brings about new challenges and changes the problem was of managing innovation along with efficiency. Factors involved FUTURE GROWTH 3M needed to fight Competitive pressures in order to survive. The company needed to grow as well to deal with these issues. So the company needed to strengthen its leadership on its management side and also high potential leadership talent side. LEADERSHIP SUCCESSION The second challenge face by 3M was about its leadership team policy of the company is to do its promotions from within only so that employees who will become future leaders would have a good understanding of 3M’s diversified business so they can be capable of being effective leaders. Theref ore, it was quite an issue for the company to manage its succession planning and properly target its leadership development process. 3M needed a companywide leadership profile on which it could base its assessment of leadership potential Strategic options The strategic options being explored are in different aspects of the business. One of these is the creation of new models to capture the value created for the customers For this it was required by 3M to have an up to date model of leadership so that the company would be able to guide the leadership development across the company’s very strong succession planning process and diversified business. What 3M required to do, as figured by its senior executives, was to develop a global framework of leadership competencies which would be specific with the company’s vision, values and business 3M had to create a model that would clearly define the company’s desired competencies. This model would then help the management of the company in developing behaviors and skills that would be in line with the company’s corporate objectives. This became a major issue for 3M in the midst of the competitive pressures. This approach was to increase overall effectiveness. In the past, 3M has developed a leadership competency model of this sort however current literature suggested that competencies needed to be updated because of the changing philosophies of the new global business environment. (S. Sharma, 2011) Strategic analysis tools The strategic analysis tools that can be used in this case are SWOT analysis, core competence analysis of 3M, Porter’s five forces and PEST analysis. The reason why these tools can be used is because they will help the company in