Emplyment Relation Essay Example | Topics and Well Written Essays - 1000 words

Emplyment Relation - Essay Example Another difficult which is disturbing the circumstance is the course of action of accounts for the back-pays and the future compensation increments by the boards. The question goals procedure can be isolated into three stages dependent on the kinds of complaints. All the three stages will be grinding away all the while with three separate HR groups taking a shot at the task. The main stage will address the issues of the representatives who have been exposed to pay cuts. It is clear that no representative will acquiesce to their pay cut on the guise of social equity. Be that as it may, the budgetary reasonability of actualizing the equivalent compensation strategy necessitates that some financing of climb in compensation be done through some pay cuts. In this way, the primary thing that should be possible is to reconsider the evaluations of those representatives who have been exposed to pay cuts. This will be a tedious exercise, anyway it will help in staying away from any further case. Some time can be spared by taking a gander at information from past suits by such representatives. It has been seen that some specific employments had been rede signed subsequent to going into case. This information can be useful in re-reviewing. An objective time can be set for this stage and during this time the compensations and other work terms stay unaltered. For those whose evaluations are redesigned after the re-assessment work out, overdue debts can be paid at a later settled upon time. With this progression the issues of the most oppressed segment of representatives can be tended to. The timespan for this re-assessment of evaluations ought not be over 9 months. For those whose compensations will be overhauled after the re-evaluating exercise, there will be proper pay raise. For other people, whose evaluations despite everything should be reexamined towards the lower side, there will be no decrease in pay yet just grade change. There different advantages will be minimized however not the pay. They will be given a marking reward as 2.5% of their pay increase. These

Watership Down Essays - Watership Down, Tales From Watership Down

Watership Down Watership Down was composed by Richard Adams, who was conceived May 9, 1920, in Berkshire, England. He won two honors for this novel. He is as yet living. CHARACTERS Hazel turned into the pioneer of the bunnies once they left their unique warren. He was a brilliant and dubious hare who won the regard and trust of different hares by his boldness and numerous incredible deeds. He generally dealt with issues smoothly so others would likewise tried to avoid panicking. At whatever point an arrangement was required, Hazel would consistently think of one. Fiver, the more youthful sibling of Hazel, was interesting due to his little estimate and capacity to anticipate threat. He spared the hares from death by notice a few hares of the peril. Fat cat, an incredible battling and gallant hare, was fundamental for the achievement of the voyaging hares. He wanted to battle and consistently gave a valiant effort to secure the others. He was likewise the flying creature Kehaar's closest companion and delighted in investing energy with him. Blackberry was the most clever bunny in the gathering. For instance, he made a vessel to cross a waterway despite the fact that the others had never at any point seen or comprehended the coasting idea. Blackberry consistently helped Hazel to consider thoughts when issues emerged. Dandelion, another savvy bunny, was known for his speed and for his incredible narrating of El-ahrairah, the bunny society legend. He could generally tell stories which diverted and facilitated the bunnies from issues. Pipkin, a great companion of Fiver, was little similar to Fiver yet went about as though he was as large as Bigwig. He generally did what he was told and never grumbled. PLOT One day Fiver, detecting peril, persuaded his sibling Hazel that they should leave their warren. Hazel attempted to caution the Chief Rabbit of the peril, however he didn't tune in. Hazel assembled a gathering and came the stream until they arrived at another warren of hares. These hares were extremely bizarre and acted uniquely in contrast to other bunnies. Hazel and his gathering chose to leave after Bigwig got trapped in a wire. The man would take care of the bunnies so they would turn out to be huge and sound; at that point the man would murder them. After numerous long periods of movement, Hazel and the others came to Watership Down, which was an amazing spot for a warren. The dirt was great, also, adversaries could be spotted from numerous miles away. Here they burrowed a tunnels where the bunnies were upbeat. Hazel warmed up to creatures, for example, mice and even a winged animal named Kehaar. Hazel at that point understood that the warren required does to endure. He utilized Kehaar to discover a few does. They made an attack on a ranch and brought back two does. At that point three of four bunnies left to visit a major warren to request more does. Be that as it may, the gathering returned drained and harmed in light of the fact that the warren Efrafa didn't consent to surrender the does; the gathering needed to get away. Hazel concluded that practically the entirety of the bunnies must proceed to take a few does. The bunnies thought of an extraordinary arrangement where Bigwig would ask General Woundwort, the pioneer, in the event that he could be in the military. Fat cat was acknowledged and driven ten does onto a pontoon in the waterway. Efrafa attempted to stop Bigwig, however they fizzled. After some time at Watership Down, the Efrafa military and Woundwort returned to take the does from Watership Down. Hazel idea of a novel intend to fill all the gaps with earth. All packed into one stay with Bigwig guarding the one passageway. Hazel and two others went to bait the canine from the ranch to the warren to murder the foe. The arrangement worked, and Woundwort had vanished. The remainder of the foe left while some remained to live at Watership Down. Efrafa and Watership Down made harmony and chosen to begin another warren with certain hares from every one of the two warrens. Finally, after Hazel saw the warren succeed with new infants and cheerful bunnies, he left his body to run with unprecedented quality and speed over the fields. SETTING This book happens in New Hampshire in May through the winter. The story starts in the Saddleford Warren and finishes in Watership Down. Recognizing Characteristics::::::::: Richard Adams' composing keeps the peruser's consideration what's more, intrigue. He causes the hares to show up and act like people. He habitually utilizes a few expressions and words in Lapine, a creature language. His depictions of nature are extremely itemized and simple to envision.

Be A Blogger (2018)!

Be A Blogger (2018)! Its summer in Cambridge, which means three things: Im taking advantage of running around the Charles River (and all the public water fountains alongside) There are lots of smol nerds running around the various MIT summer camps  and programs Its time for those of you who might want to be bloggers to embrace the GOOD TIMES What does it mean to be an admissions blogger? The best representatives of MIT students are MIT students. Admissions officers can write about holistic admissions authentically, but we can’t write about what it’s like to live in Conner 2, or plan stuff for REX, or UROP, or decide how to pick your classes, or a really cool new thing you learned today in class, and so forth. MIT works by giving people high standards and great autonomy; the blogs are a specific example of this general case. The mission of the blogs is to allow our bloggers to communicate what being a student at MIT is like. You should interpret this mandate expansively. In the main, we are looking for bloggers with good judgment who can write clearly and regularly to help communicate to their readers something about what its like to be an MIT student through their own experience. We expect you to blog at least once every two weeks and create other kinds of content as the mood strikes. We may ask you to help advise creative projects in the office and serve as a shibboleth for student culture. We pay you for this. Its a pretty good gig to be honest. Please note that *only* current MIT students may apply to be bloggers (i.e. no prospective students or students at other colleges). Your application will be read by a small committee of admissions officers who work on the blogs + some senior bloggers. If this sounds like something you might like to do, then head on over to Slideroom and fill out  the blogger application,  due July 31. If anything isnt clear, let me know in the comments or via email!

Significance of the Study Predictive Power of High School...

Significance of the Study The findings of this study can be valuable in three ways. First, they may guide admissions personnel and decision makers at the ministry of higher education and scientific research in identifying whether high school GPA and admission test scores help in predicting academic performance of students attending higher education institutions. This study might also help them in the development of future admission plans and student retention programs at Yemeni universities and colleges, resulting in changing the admissions policies all together. Further, the results of this study can help high school counselors at the ministry of education assist with college transition needs of their graduating students, by being able†¦show more content†¦In test validity studies, correlation coefficients between a predictor and a criterion are often called validity coefficients. Imam: is an Islamic leadership position, often the leader of a mosque and the community. Summary The purpose of this study was to examine the validity and predictive power of the high school GPA and the Admission Test scores on college academic performance. This investigation was limited to undergraduate students attending the University of Umm Alqur’a in Saudi Arabia. Specifically, the aim of this study was to identify which one of the two previous predictor variables that contributes more in the prediction of academic performance of college students. This study addressed five questions that asked if the predictor variables, high school GPA and the Admission Test scores, were related to the academic performance in first year grade point average in the university. How well these two variables predict academic performance of students attending the University of Umm Alqur’a during fall 2004 and spring 2005. Four hypotheses were tested using multiple regression analyses. CHAPTER II Introduction This chapter consists of three major areas. First, general information about Yemen. an overview of Yemeni education system before and after the unification is introduced to provide a background about the studyShow MoreRelatedPredicting Performance Of Post Graduate Education From Admissions Information -- -comparisons Of Health Professions With Pharmacy5563 Words   |  23 PagesPredicting performance in post-graduate education from admissions information ---comparisons of health professions with pharmacy Richard E Wilcox, PhD* and Kenneth A Lawson, PhD ABSTRACT Objectives. The goal of the present review was to assess the state of performance prediction in health care programs generally, versus performance in pharmacy schools, using didactic and non-didactic admissions measures. This is important because clinical success represents a combination of skills that are notRead MoreIncreasing Student Retention : A Predictive Model Of Undergraduate Degree Non Completion5882 Words   |  24 PagesIncreasing Student Retention: A Predictive Model of Undergraduate Degree Non-Completion Abstract This study seeks to develop a predictive model of college student dropout, using aggregate high school variables and individual postsecondary achievement variables to predict non-graduating students’ academic year of departure. After performing multiple linear regression and discriminant function analysis, the research found that a cohort of students admitted in the fall 2007 semester from several universitiesRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 PagesIntroduction to Statistics and Data Analysis This page intentionally left blank Introduction to Statistics and Data Analysis Third Edition Roxy Peck California Polytechnic State University, San Luis Obispo Chris Olsen George Washington High School, Cedar Rapids, IA Jay Devore California Polytechnic State University, San Luis Obispo Australia †¢ Brazil †¢ Canada †¢ Mexico †¢ Singapore †¢ Spain †¢ United Kingdom †¢ United States Introduction to Statistics and Data Analysis, Third EditionRead MoreStephen P. Robbins Timothy A. 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Chapter-by-chapter activities, including built-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Read MoreFundamentals of Hrm263904 Words   |  1056 PagesStudents achieve concept mastery in a rich, structured environment that’s available 24/7 Instructors personalize and manage their course more effectively with assessment, assignments, grade tracking, and more manage time better study smarter save money From multiple study paths, to self-assessment, to a wealth of interactive visual and audio resources, WileyPLUS gives you everything you need to personalize the teaching and learning experience.  » F i n d o u t h ow t o M A K E I T YO U R S  »

Hamlet Themes and Literary Devices

William Shakespeares Hamlet is considered of the most thematically-rich works of literature in the English language. The tragic play, which follows Prince Hamlet as he decides whether to revenge his fathers death by murdering his uncle, includes themes of appearance vs. reality, revenge, action vs. inaction, and the nature of death and the afterlife. Appearance vs. Reality Appearance versus reality is a recurrent theme within Shakespeare’s plays, which often question the boundary between actors and people. At the beginning of Hamlet, Hamlet finds himself questioning how much he can trust the ghostly apparition. Is it really the ghost of his father, or is it an evil spirit meant to lead him into murderous sin? The uncertainty remains central to the narrative throughout the play, as the ghosts statements determine much of the narrative’s action. Hamlet’s madness blurs the line between appearance and reality. In Act I, Hamlet clearly states that he plans to feign madness. However, over the course of the play, it becomes less and less clear that he is only pretending to be mad. Perhaps the best example of this confusion takes place in Act III, when Hamlet spurns Ophelia leaving her utterly confused about the state of his affection for her. In this scene, Shakespeare brilliantly reflects the confusion in his choice of language. As Hamlet tells Ophelia to â€Å"get thee to a nunnery,† an Elizabethan audience would hear a pun on â€Å"nunnery† as a place of piety and chastity as well as the contemporary slang term â€Å"nunnery† for brothel. This collapse of opposites reflects not only the confused state of Hamlet’s mind, but also Ophelia’s (and our own) inability to interpret him correctly. This moment echoes the broader theme of the impossibility of interpreting reality, which in turn l eads to Hamlets struggle with revenge and inaction. Literary Device: Play-Within-a-Play The theme of appearance versus reality is reflected in the Shakespearean trope of the play-within-a-play. (Consider the often-quoted â€Å"all the world’s a stage† remarks in Shakespeare’s As You Like It.) As the audience watches the actors of the play Hamlet watching a play (here, The Murder of Gonzago), it is suggested that they zoom out and consider the ways in which they themselves might be upon a stage. For example, within the play, Claudius’s lies and diplomacy are clearly simple pretense, as is Hamlet’s feigning madness. But is not Ophelia’s innocent acquiescence to her father’s demand that she stop seeing Hamlet another pretense, as she clearly does not want to spurn her lover? Shakespeare is thus preoccupied with the ways we are actors in our everyday life, even when we don’t mean to be. Revenge and Action vs. Inaction Revenge is the catalyst for action in Hamlet. After all, it is the ghost’s injunction to Hamlet to seek revenge for his death that forces Hamlet into action (or inaction, as the case may be). However, Hamlet is no simple drama of vengeance. Instead, Hamlet continually puts off the revenge he is supposed to seize. He even considers his own suicide instead of killing Claudius; however, the question of the afterlife, and whether he would be punished for taking his own life, stays his hand. Similarly, when Claudius decides he must have Hamlet killed off, Claudius sends the prince to England with a note to have him executed, rather than doing the deed himself. In direct contrast to the inaction of Hamlet and Claudius is the forceful action of Laertes. As soon as he hears of his father’s murder, Laertes returns to Denmark, ready to wreak revenge on those responsible. It is only through careful and clever diplomacy that Claudius manages to convince the enraged Laertes that Hamlet is at fault for the murder. Of course, at the end of the play, everyone is revenged: Hamlet’s father, as Claudius dies; Polonius and Ophelia, as Laertes kills Hamlet; Hamlet himself, as he kills Laertes; even Gertrude, for her adultery, is killed drinking from the poisoned goblet. In addition, Prince Fortinbras of Norway, who was searching for revenge for his father’s death at Denmark’s hands, enters to find most of the offending royal family killed. But perhaps this fatally interlocking network has a more sobering message: namely, the destructive consequences of a society that values vengeance. Death, Guilt, and the Afterlife From the very beginning of the play, the question of death looms. The ghost of Hamlet’s father makes the audience wonder about the religious forces at work within the play. Does the ghost’s appearance mean Hamlet’s father is in heaven, or hell? Hamlet struggles with the question of the afterlife. He wonders whether, if he kills Claudius, he will end up in hell himself. Particularly given his lack of trust in the ghost’s words, Hamlet wonders if Claudius is even as guilty as the ghost says. Hamlets desire to prove Claudiuss guilt beyond all doubt results in much of the action in the play, including the play-within-a-play he commissions. Even when Hamlet comes close to killing Claudius, raising his sword to murder the oblivious Claudius in church, he pauses with the question of the afterlife in mind: if he kills Claudius while he is praying, does that mean Claudius will go to heaven? (Notably, in this scene, the audience has just witnessed the difficulty Claudius faces in being able to pray, his own heart burdened by guilt.) Suicide is another aspect of this theme. Hamlet takes place in era when the prevailing Christian belief asserted that suicide would damn its victim to hell. Yet Ophelia, who is considered to have died by suicide, is buried in hallowed ground. Indeed, her final appearance onstage, singing simple songs and distributing flowers, seems to indicate her innocence—a stark contrast with the allegedly sinful nature of her death. Hamlet grapples with the question of suicide in his famous to be, or not to be soliloquy. In thus considering suicide, Hamlet finds that â€Å"the dread of something after death† gives him pause. This theme is echoed by the skulls Hamlet encounters in one of the final scenes; he is amazed by the anonymity of each skull, unable to recognize even that of his favorite jester Yorick. Thus, Shakespeare presents Hamlet’s struggle to understand the mystery of death, which divides us from even seemingly the most fundamental aspects of our identity.

Psychology and Behavior Free Essays

1. Abstract The research area is classroom management, and specifically dealing with student’s behavior problems in a real classroom situation. It is universally recognized that the teacher is the key person in an education system and a well-managed classroom can provide an exciting and dynamic learning experience for everyone involved. We will write a custom essay sample on Psychology and Behavior or any similar topic only for you Order Now The main objective of the research is to identify approaches for managing student behavior in order to apply valuable ways to achieve effective and positive classroom management. The present research was cross-sectional, and researcher used this type of research because it can be both qualitative and quantitative. Researcher hence endeavors to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total population of the study. 2. Introduction Statement of the research is â€Å"Student Behavior Problems† The present research was cross-sectional as the researcher focused on one particular point. The major advantage of cross-sectional research is that data can be collected from different type of people in a short time period. The researcher used this type of research because it can be both qualitative and quantitative. The Researcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. The researcher used the questionnaire survey and classroom observation as research tool. 2. 1. Research Problem How should a teacher deals with students’ behavior problems in a practical classroom situation? 2. 2. Sampling Detail When defining the population upon which the research is to be focused, the researcher must take sampling decisions in the overall planning of the research. Due to the factors of expense, time and accessibility it may not be possible or practical to obtain measures from a population. Researchers, hence endeavor to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total population of the study. The Researcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. It involves the nearest convenient individuals to serve as respondents and continuing the process until the required sample size has been obtained. Non-probability sampling is best suited for a small scale survey. It’s far less complicated to set up, less expensive and adequate if researchers don’t intend to generalize the findings beyond the sample in question. The researcher visited 5 English medium schools for questionnaire survey and classroom observation, which were located in urban area of Lahore city. All the schools were private and all girls’ institutions. The researcher observed the students of Grade 7th in the real classroom situation and tried to assess the ways teachers can control/minimize misbehavior in their classrooms. The total number of sample population was 60 students. Age of the students was 12-13 years old. Next chapter talks about the literature review. 3. Literature Review 3. 1. What Is Classroom Management? Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers and indeed experiencing problems in this area causes some to leave teaching altogether. Canter. 1997) Teachers feel overwhelmed and â€Å"powerless† in dealing with behavior problems in their classrooms. Canter (1997) pointed out that in the past, a simple stem look or warning was sufficient to shape up a classroom. â€Å"Misbehavior,† as Doyle contends, â€Å"is any action by one or more students that threatens to disrupt the activity flow or pull the class toward a program of action that threatens the safety of the group or violates norm of appropriate classroom behavior held by the teacher, the students, or the school’s staff† (Doyle, 1986; p. 396). 3. . The Emphasis in Classroom Management 3. 3. Influences on Classroom Management: According to Emmer and Stough (2001), some studies have used student achievement or attitude as outcomes. But most classroom management research today has been concerned with identifying how teachers bring about student engagement with each other and limit the disruptions in the classroom. The following account will summarize the work of some important behavior theorists and in turn will identify the influences that each has made on classroom behavior and management. 3. 3. 1. Burrhus Frederick Skinner Burrhus Frederick Skinner’s philosophies can be related to the issue of classroom management. Skinner (Sprinthall, 1981) emphasized his research on how the organism learns, regardless of its inherited potential, regardless of its stage of physical or psychological development, and often regardless of its species. In regards to the classroom, Skinner (Conte, 1994) stated that by rewarding students for good behavior and ignoring or punishing wrong behavior, students would come to understand how to behave in a classroom environment. . 3. 2. William Glasser Glasser’s Reality Therapy (Emmer and Stough, 2001) stressed the use of choice as the cause of behavior, good or bad, and thus instructed teachers to direct students towards making value judgments about their behavior. By making value judgments, students would come to realize the importance of â€Å"good† choices in behavior and continue to make them again in the future. Therefore, student s were taught the difference between a â€Å"good judgment†, and a â€Å"bad judgment. In today’s classrooms, rewards are given for â€Å"good choices† and consequences are given for â€Å"bad choices†. This process t is used to promote good behavior and diminish bad behavior in the classroom. 3. 3. 3. Jacob Kounin Jacob Kounin and his colleagues engaged in substantial classroom management research. His work focused on determining whether specific behavior settings and environmental conditions influenced behavior. He also identified a set of teacher behaviors and lesson characteristics, including, wittiness, smoothness, momentum, overlapping and group alerting. These characteristics would describe a teacher who knew what was going on at all times in the classroom and was able to deal with more than one issue or problem at a time. Kounin (Conte, 1994) thought teachers who could be that â€Å"aware† would be better managers of children in the classroom. 3. 3. 4. Abraham H. Maslow Maslow’s research on hierarchy of needs has also influenced effective classroom management. Helping students meet their own needs is of the utmost importance to enhance student learning opportunities and to maintain teacher longevity in the classroom. Maslow (as cited in Sprinthall, 1981, p. 327) an important psychologist in the area of motivation theory, has suggested that there is a definite order in which individuals attempt to satisfy their needs. Maslow had declared there is an â€Å"order-of-importance† that is universal among all humans. Herbert Grossman (Gordon, 2001) recaps students’ basic needs and the order which those needs must be met to produce well balanced members of society. 3. 4. Role of Teacher as Classroom Manager: According to Honeyford (1982) a major limiting factor in any classroom is the teacher; not only do his character, personality and competence play a large part in determining the atmosphere of the lesson, the sort of relationships which exist, the styles of communication and the rules and regulations governing the formalities, but the teacher also performs a key role in influencing the pupils’ view of himself and the sort of progress he/she makes. Successful classroom management has been defined as producing a high rate of work involvement with a low rate of deviancy in academic settings (Laslett and Smith, 1984). Well-managed classrooms did not result from magic, but that carefully established and maintained procedures should be at work (Sadker and Sadker, 1997). 3. 4. 1. Time management skill Academic learning time in the classroom has emerged as an important variable. Studies have shown that the amount of on-task behavior can vary as much as 40 percent from one classroom to the next. Even how quickly a teacher calls the class to order can vary all the way from one to ten minutes. Thus, how fficiently you have your lessons, how long you take to get started, how you handle digressions, off-task behavior, discipline and how you handle transitions will have an effect on student learning(Walberg,1988). 3. 4. 2. Seating arrangement Arrangements of space and furniture in ways that bunch students together or obstruct the teacher’s view make it more difficult for a teacher to detect behavior task initiations early (Duke and Rehage, 1979). Seating arrangement must depend on the type of lesson to be taught, and the type of classroom furniture. Proper arrangement of furniture also contributes to the functionality of classrooms. Furniture is arranged so that students are oriented to the primary source or sources of information (e. g. , the teacher, audio-visual materials), while at the same time having access to other sources of activities (e. g. , work areas, computers) without disturbing in the classroom (Nitsaisook and Anderson, 1989). According to Anderson (1991) desks, chairs and tables can be arranged in a variety of ways; light and temperature can be increased or decreased. 3. 4. 3. Discipline in the classroom Callahan (1996) asserts that the best classroom environment is one that results in efficient learning. Discipline involves employing guidance and teaching techniques to encourage students to become self directive and thus to create an atmosphere conducive to learning. A teacher establishes classroom rules either with his or her students or before the school year begins. Rules are best if they are few in number, simple and easy to understand, and fair. Also rules should be posted in the classroom for all to see, and the teacher should go over the rules on the first day of school. 3. 4. 4. Dealing with disruptive students In order to handle misbehaving student, the following suggestions may prove helpful: †¢Deal with the present, current problem immediately, not with the past instances of the student misbehavior. †¢Talk to the student directly, instead of talking about him with others. †¢Don’t be harsh and provoked. Stay calm and address firmly. Anger, empty threats and physical handling must be avoided. †¢If the student’s misbehavior is impeding the teacher in teaching, â€Å"1statements† be used by explaining to the student why you are upset by his behavior. 3. 4. 5. Exhibit Assertive Behavior Assertive behavior differs significantly from both passive behavior and aggressive behavior. This researcher Emmer elaborates that teacher’s display assertive behavior in the classroom when they: †¢Use assertive body language by maintaining an erect posture, facing the offending student but keeping enough distance so as not to appear threatening and matching the facial expression with the content of the message being presented to students. †¢Use an appropriate tone of voice, speaking clearly and deliberately in a pitch that is slightly but not greatly elevated from normal classroom speech, avoiding any display of emotions in the voice. Persist until students respond with the appropriate behavior. Do not ignore an inappropriate behavior; do not be diverted by a student denying, arguing, or blaming, but listen to legitimate explanations. 3. 5. Addressing Problematic Student Behavior Reports of problematic behaviors are on the rise nationally in Pakistan, not only in th e classroom but in society at large (Kowalski, 2003). Some of these immature, irritating, or thoughtless behaviors or â€Å"classroom incivilities† include: †¢Lateness or leaving early †¢Side conversations †¢Disregard for deadlines Grade grubbing †¢Sniping remarks †¢Cheating These behaviors are not just instructors’ pet peeves; they have real costs including: †¢Distracting other students and instructor in class †¢Reducing student participation †¢Lowering other students’ and instructor’s motivation in or out of class †¢Affecting fairness in grading †¢Using instructor time unproductively †¢Feeling disrespected as a fellow learner or authority figure 3. 6. Possible Causes: In order to limit or deal effectively with these behaviors, it is important to understand the factors that cause or facilitate them. . 6. 1. Attention Dreikurs believed that most students start misbehaving by seeking attention, and whe n this fails, they move on to more problematic goal-seeking behaviors, such as power. 3. 6. 2. Power Some students don’t hesitate to take a stand on matters important to them and are often disruptive and confrontational in reaching their goal. 3. 6. 3. Revenge Some students compensate for real or imagined hurt feelings and they target teacher or students for revenge. Revenge may come in the form of a physical and/or psychological attack. 3. 6. . Avoidance of Failure Wanting to avoid repeated failure, some students appear to be discouraged and helpless. This phenomenon, described as â€Å"learned helplessness† by psychologists, is characteristic of students who fail needlessly because they do not invest their best efforts. `3. 7. Possible Strategies: Sorcinelli (2002) suggests 4 principles to reduce incivilities. The principles are broad and so each one can be used to generate several concrete strategies. 3. 7. 1. Define expectations at the outset. †¢Make good use of the first day of class. Use the first day to create the right climate for productive interaction. †¢Allow student participation in setting ground rules. Having students participate in setting the rules for classroom behavior and interaction 3. 7. 2. Decrease anonymity †¢Engage students one-on-one. Use the time right before and after class to make small talk with students. Ask about the weekend, or the homework, or common interests. †¢Learn and use names consistently and let students know that you are trying to memorize their names in the first weeks. 3. 7. 3. Encourage active learning. Meaningful engagement has obvious benefits for student learning and performance, but it can also bring some side benefits with respect to student behavior in the classroom. In fact, Sorcinelli (1991) points out that in classes that use active learning effectively, students †¢Feel more responsible for coming to class, and coming prepared †¢Pay more attention in class †¢Feel more responsible for their learning. The next chapter deals with research methodology. 4. Research Methodology In this chapter of research methodology, researcher has talked about the main research questions, research instruments and procedure. . 1. Research Questions: The present study focused on the following two questions: 4. 1. 1. How can the teacher maintain positive student behavior in the classrooms? 4. 1. 2. How far do the classroom rules have a significant effect on student’s behavior? 4. 2. Participants When defining the population upon which the research is to be focused, the resear cher must take sampling decisions in the overall planning of the research. Due to the factors of expense, time and accessibility it may not be possible or practical to obtain measures from a population. Researchers, hence endeavor to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total population of the study. The Researcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. It involves the nearest convenient individuals to serve as respondents and continuing the process until the required sample size has been obtained. Non-probability sampling is best suited for a small scale survey. It’s far less complicated to set up, less expensive and adequate if researchers don’t intend to generalize the findings beyond the sample in question. The researcher visited 5 English medium schools for questionnaire survey and classroom observation, which were located in urban area of Lahore city. All the schools were private and all girls’ institutions. The researcher observed the students of Grade 7th in the real classroom situation and tried to assess the ways teachers can control/minimize misbehavior in their classrooms. The total number of sample population was 60 students. Age of the students was 12-13 years old. 4. 3. Research Instruments: The researcher used two tools. 4. 3. 1. Questionnaire Survey Questionnaires were used by the researcher to obtain the required data. It was an easier way to get relevant data from a large population. The researcher distributed questionnaires among 30 teachers and asked them to fill in their responses. The questionnaire was piloted before it was given to the participants. The questionnaires were administered to middle school teachers and the responds were examined. In this way data was collected from English medium schools of Lahore. Questionnaire contain 20 questions, among them 15 questions are close ended and 5 questions are open ended. Questionnaires can provide quantitative data using closed (or fixed-response) questions, where the respondent is presented with a number of alternative responses to a question and asked to mark the one that they feel is most appropriate. Researcher has used licked scale for this, which include five options such as strongly agree, agree, neutral, disagree and strongly disagree. Closed questions have been criticised for forcing people to choose their answer from the alternatives provided rather than answering in their own words. Qualitative data can be gathered using open (or free-response) questions to which respondents are asked to write their own answer 4. 3. 2. Classroom Observation Classroom Observation was undertaken in order to get a proper insight into the problem being explored. The researcher undertook four classroom observations that are widely used to measure changes in classroom behaviors. Classroom observation is confidential and it is an objective recording of what the instructor is doing and saying, what the students are doing and saying and interactions between the instructor and students. The researcher visited 5 different schools, and observed the students of Grade 7th in the real classroom situation. Classroom observation as a research and evaluation method can provide reliable and valid data on how teachers and students behave in the classroom before and after an intervention. It will explain the criteria for selecting an appropriate classroom observation protocol and examine under what circumstances classroom observation protocols can be used effectively. In the context of the current study special emphasis was placed on the use of classroom observation to examine how the teacher dealt with problematic students in the real classroom situation. 4. 4. Pilot Testing Both the research instruments, questionnaire and classroom observation was piloted before it was given to the participants. 4. 5. Ethical Considerations The information provided by the participants should remain confidential. For this purpose of confidentiality, informed consent form was signed by all the participants before the study was started. 4. 6. Procedure The researcher distributed questionnaires among 30 teachers and asked them to fill in their responses. The questionnaires were administered to middle school teachers and the responds were examined. In this way data was collected from English medium schools of Lahore. Researcher distributed questionnaire among participants and collect the filled questionnaires from them next day. Researchers left the questionnaires with the participants and give them time of one day, so that they can have enough time to fill them. 5. Analysis For the coding of data, researcher runs spss. . Conclusion The effective use of behavioral and cognitive strategies in the classroom may appear daunting even to experienced teachers. The purpose of this research was to determine which management techniques and practices were most effective in the classroom in controlling student behavior, based upon critical analysis of the research literature. The aim of the research was to enable students to develop the knowled ge, skills and attitudes about classroom management and the objective was to identify approaches for managing student behavior. However, changing your behavior and strategies is often the most efficient and effective means of improving all types of classroom behaviors, both disruptive and non-disruptive. So is has been concluded after the research that teachers first need to understand these problems regarding students behavior and then try to find solutions by seeing the world through the eyes of their students. And then developing and using a set of intervention strategies on a regular basis, problems of emotions and behavior can be effectively managed and changed in the classroom. How to cite Psychology and Behavior, Papers Psychology and Behavior Free Essays Psychology as a discipline relies upon the scientific method of inquiry in order to observe and describe the behavior of its subjects. More specifically, in the realm of behavioral psychology, psychologies rely heavily upon empirical research and a theoretical approach to understanding the diverse and changing ways that humans behave. This brief essay will discuss how behavioral psychology understands the human condition. We will write a custom essay sample on Psychology and Behavior or any similar topic only for you Order Now Behavioral psychologists, according to the American Psychological Association, form their base of inquiry on experimental, cognitive, developmental, physiological, and social psychology in addition to learning theories, human development, biological bases of behavior, cognitive aspects of behavior, affective aspects of behavior, psychopathology, principles of measurement, ethics, clinical decision making, ethnic and cultural diversity issues, research methods, and group and single-subject experimental designs (Archival). They are further concerned with how all of these discourses interact and impact one another. From this foundation, behavioral psychology has been applied to a wide range of issues, such as depression, anxiety, health related problems, childhood development, violence and aggressive behavior, and substance abuse, among others (Archival). As related to the scientific method, behavioral psychology utilizes classical conditioning methods, operant approaches, social learning and cognitive therapy approaches to observe and describe the behavior of its subjects. Works Cited Archival Description of Behavioral Psychology. (2009). Graduate Education: American Psychological Association. Retrieved 4 March 2009, from http://www. apa. org/crsppp/archivbehav. html How to cite Psychology and Behavior, Papers

E E Cummings Essay Example For Students

E E Cummings Essay Is the of style e. e. cummings poetry its true genius, or the very reason the works should be called drivel? Alfred Kazin says that the poets style is arrogant and slap stick and that cummings is the duality of the traditionalist and the clown(155). Others, such as Richard P. Blackmur, say his technique is an insult to the writing profession. He says that cummings poetry would only appeal to those with a childish spirit(140). It was Mark Van Doren, though, who probably said the truth about cummings. He has a richly sensuous mind; his verse is distinguished by fluidity and weight; he is equipped to range lustily and long among the major passions(140) Through examples of his work, from spiralling ecstatically this, Buffalo Bills, next to of course god america I, and whippoorwill this, it can be show that cummings is a deliberate, inventive, and precise poet who uses his own, unique style. Style throughout cummings work is usually difficult to piece together and the works meanings are even harder to decipher, but they all conjure the reader to think. Cummings uses an assortment of tools for his style. In from spiralling ecstatically this cummings uses imaginative new words and line breaks. Cummings creates the word unmiracle in line five. This word implies destruction of what has just taken place, the birth of a baby. Perhapsless is another new word, also of pessimistic connotations. Perhaps is a hopeful word, meaning there is a chance, perhapsless implies that failure is inevitable and that trying is futile. The line breaks of this poem were meant to emphasize the single lines of the poem. From spiralling ecstatically this suggests that one is going throughout life with no sense of direction or meaning. Perhapsless mystery of paradise implies that the afterlife is non existent. Whose only secret all creation sings is that the mothers love provides the universal rhythm . . . despite mans attempt to change or stop the rhythm, it marks the limits on his destructive power (Powers 237) and who knows what lies beyond. In Buffalo Bills cummings style not only includes line breaks, but run on and joined words as well. His line breaks and technique of separating words is a precise and deliberate method which causes the reader to think. Separating defunct by itself could also mean death (Dilworth 176). Using the word Jesus in a place by itself with a long space, indicating a pause, before and after it, indicate that it is not being used to describe Jesus Christ, but rather as an expression of amazement and awe, common in everyday speech. Cummings, throughout this poem, uses space in order to indicate pauses, much as a comma would do. In this poem he also uses run on and joined words to emphasize description of Buffalo Bill. In line four of the poem cummings wrote watersmooth-silver to describe the stallion in line five. The combination of the words are referring to the fluidity and grace of the mighty stallion, but suggest that it is a coward by describing its blood as water. This image does not coincide with the masculinity Buffalo Bill, himself, portrayed by not acting like a coward. Silver, used in conjunction with watersmooth, that described the stallion, Dilworth stated, could also refer to the silver-haired Bill Cody in old age(175). Cummings also uses the combined words onetwothreefourfive and pigeonsjustlikethat. These emphasize what made Buffalo Bill famous in the first place, his sharp-shooting as well as the diction of the speaker. Onetwothreefourfive is the speed of which he can draw his gun and nearly empty it destroying pigeons-justlikethat. .u0d9ce246f0c450f8dfa89ff9f5cc40f5 , .u0d9ce246f0c450f8dfa89ff9f5cc40f5 .postImageUrl , .u0d9ce246f0c450f8dfa89ff9f5cc40f5 .centered-text-area { min-height: 80px; position: relative; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5 , .u0d9ce246f0c450f8dfa89ff9f5cc40f5:hover , .u0d9ce246f0c450f8dfa89ff9f5cc40f5:visited , .u0d9ce246f0c450f8dfa89ff9f5cc40f5:active { border:0!important; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5 .clearfix:after { content: ""; display: table; clear: both; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5:active , .u0d9ce246f0c450f8dfa89ff9f5cc40f5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5 .centered-text-area { width: 100%; position: relative ; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5:hover .ctaButton { background-color: #34495E!important; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5 .u0d9ce246f0c450f8dfa89ff9f5cc40f5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5:after { content: ""; display: block; clear: both; } READ: Interpersonal Communication Essay Pigeonsjustlikethat are the clay pigeons that Cody destroyed while perfecting his shooting. In next to of course god america I cummings uses popular clichs, a run on word, and a line break in the poem for his style choice. In the beginning section of the poem he uses no punctuation except for the quotation marks, an apostrophes and a question mark. This is so the lines run into each other, creating a sense of confusion. The lines in the poem are a collection of clichs that have been used throughout the years describing patriotism for this country or phrases that have been used in everyday life. Cummings discusses his feelings toward a nations attitude of war, through the quotation of clichs. He could not understand why this nation would send our troops off to the roaring slaughter. His writings suggests the question of whether this country has nothing better for its young men than to send them off to die in war. There is also a run on word present in the quotation, deafanddumb. This is done to show how closely related these two words are and that society, at the time, viewed them both as one and the same. It was also what the hierarchy of this nation felt regarding the average intelligence of the common man. There is a line break that separates the last line from the body of the poem. The unusual aspect of this is that cummings capitalized the H in He and used a period. The capitalized letter is startling because cummings, who is so modest that he had his name legally changed to all lower case letters, never thought any human was important enough to have capitalized letters in the pronoun form. The period was also amazing because cummings never uses them in their prescribed manner, yet he does so in this poem. In whippoorwill this the style again includes run on words and this time cummings also uses inventive, original words as well as line breaks. In this poem there are two run on words, the first is whippoorwill, followed by moonday. When one thinks of the word whippoorwill, one thinks of the bird, but that is not so in this case. Don Jobe said whippoorwill may be split into three separate words: whip, poor and will. . . . The reader may attribute will to a mans will, thus whip and poor become adjectives possibly meaning fate and weakness(48). Jobe continues to explain that moonday is actually night, since that is when the moon rises and sets. Cummings also uses inventive, self made words in this work. Unthings in the poem are the humans that occupy this planet (Jobe 48). Humans are nothing when compared to the vastness of this universe and the universe itself doesnt recognize people or have any obligation towards them. Threeing is another new word in this poem that has an assortment of possible meanings. It has been said that threeing is man living in the three dimensions of the physical universe( 48). Humans are only allowed, for now, to understand and comprehend three dimensions, so that when cummings wrote threeing alive in line seven of his poem he means that that is how humans live for now, that is their lifestyle. The line breaks in this poem allow the reader to indulge in their thoughts on this work. There is a set pattern in this poem of one line, two lines, one line for the stanzas. Each line, or group of lines, though has it own significance to the poem. This poet has been admired for decades for his style of writing and the thoughts he provokes. Critics write about his work and are still trying to understand him still, even though he has been dead for nearly three decades. Cummings poetry style is unique because of the tools he uses. .u8247ca0939220a4203b44ba0b6bdf5c6 , .u8247ca0939220a4203b44ba0b6bdf5c6 .postImageUrl , .u8247ca0939220a4203b44ba0b6bdf5c6 .centered-text-area { min-height: 80px; position: relative; } .u8247ca0939220a4203b44ba0b6bdf5c6 , .u8247ca0939220a4203b44ba0b6bdf5c6:hover , .u8247ca0939220a4203b44ba0b6bdf5c6:visited , .u8247ca0939220a4203b44ba0b6bdf5c6:active { border:0!important; } .u8247ca0939220a4203b44ba0b6bdf5c6 .clearfix:after { content: ""; display: table; clear: both; } .u8247ca0939220a4203b44ba0b6bdf5c6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8247ca0939220a4203b44ba0b6bdf5c6:active , .u8247ca0939220a4203b44ba0b6bdf5c6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8247ca0939220a4203b44ba0b6bdf5c6 .centered-text-area { width: 100%; position: relative ; } .u8247ca0939220a4203b44ba0b6bdf5c6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8247ca0939220a4203b44ba0b6bdf5c6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8247ca0939220a4203b44ba0b6bdf5c6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8247ca0939220a4203b44ba0b6bdf5c6:hover .ctaButton { background-color: #34495E!important; } .u8247ca0939220a4203b44ba0b6bdf5c6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8247ca0939220a4203b44ba0b6bdf5c6 .u8247ca0939220a4203b44ba0b6bdf5c6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8247ca0939220a4203b44ba0b6bdf5c6:after { content: ""; display: block; clear: both; } READ: Importance Of Yin-Yang Essay The run on and joined words, the punctuation, line breaks and original words are all part of his style. He is not an snooty, comedic, or childish write, his works are precise, inventive and deliberate. Cummings is a wonderful poet who lets the pen speak for itself.Bibliography:Works CitedBlackmur, Richard P. Notes on E. E. Cummings Language. Contemporary LiteracyCriticism. Eds. Dedria Bry Fonski and Phyllis Carmel Mendelson. Vol. 12. Detroit: Gale Research Inc., 1980: 140-141. cummings, e. e. next to of course god america I. Complete Poems 1904-1962. Ed.George J. Firmage. New York: Liverright, 1991: 267. cummings, e. e. Buffalo Bills. Complete Poems 1904-1962. Ed. George J. Firmage.New York: Liverright, 1991: 90. cummings, e. e. from spiralling ecstatically this. Complete Poems 1904-1962. Ed.George J. Firmage. New York: Liverright, 1991: 714. cummings, e. e. whippoorwill this. Complete Poems 1904-1962. Ed. George J. Firmage. New York: Liverright, 1991: 751. Dilworth, Thomas. Cummingss Buffalo Bills' Explicator 53 Spring (1994): 175-176. Jobe, Don. Cummings Whippoorwill This. Explicator 42 Fall (1983): 48-49. Kazin, Alfred. E. E. Cummings and his Fathers. Contemporary Literacy Criticism. Eds.Dedria Bry Fonski and Phyllis Carmel Mendelson. Vol. I Detroit: Gale ResearchInc. , 1978: 155. Powers, Kate. cummingss From Spiralling Ecstatically This. Explicator49 Summer(1991) : 235-237. Van Doren, Mark. First Glance. Contemporary Literacy Criticism. Eds. Dedria BryFonskiand Phyllis Carmel Mendelson. Vol. XII. Detroit: Gale Research Inc. ,1980: 139-140. BibliographyBlackmur, Richard P. Notes on E. E. Cummings Language. Contemporary LiteracyCriticism. Eds. Dedria Bry Fonski and Phyllis Carmel Mendelson. Vol. XIIDetroit: Gale Research Inc., 1980: 140-141. cummings, e. e. Complete Poems 1904-1962. Ed. George J. Firmage. New York:Liverright, 1991. Dilworth, Thomas. Cummingss Buffalo Bills. Explicator 53 Spring (1994): 175-176. Jobe, Don. Cummings WHIPPOORWILL THIS. Explicator 42 Fall (1983): 48-49. Kazin, Alfred. E. E. Cummings and his Fathers. Contemporary Literacy Criticism. Eds.Dedria Bry Fonski and Phyllis Carmel Mendelson. Vol. I Detroit: Gale ResearchInc., 1978: 155. Literature and the Writing Process. Eds. Elizabeth McMahan, Susan X Day, and RobertFunk. 4th ed. Upper Saddle River: Prentice, 1996. Powers, Kate. cummingss From Spiralling Ecstatically This. Explicator 49 Summer(1991) : 235-237. Van Doren, Mark. First Glance. Contemporary Literacy Criticism. Eds. Dedria BryFonski and Phyllis Carmel Mendelson. Vol. XII. Detroit: Gale Research Inc.,1980: 139-140.

Industrialization Essays (656 words) - Industrial Revolution

Industrialization As George Donelson Moss, author of America in the twentieth century states it; modern America emerged during the last thirty years of the nineteenth century. With most of the century consisting of farmers and smaller towns and country-like living, the later parts of the century brought industrialization and businesses. This changes forced Americans to view and live life differently. Of the important elements that influenced America in the nineteenth century, industrialization and immigration are the most significant. Industry flourished in the 1800s causing changes to Americas every aspect of life. Manufacturing also increased during this time due to the many advancements and new inventions. Railroads, one of the most important advances of the 1800s, increased the growth and size of manufacturing and industrialization. With railroads, wide spread cities could connect to each other enabling companies to sell their products to other consumers besides the local merchants. This expansion of goods allowed more rural areas to flourish into larger, factory dwelling cities. Andrew Carnegie became known as the steel master of America after inventors found a new way of mass-producing steel in the U.S. during the 1860s. America became the number one steel manufacturer in the year of 1880. The petroleum industry grew in the 1860s also. Kerosene, used to bring light to houses after nightfall, became its most important product. John D. Rockefeller, who headed the Standard Oil Company, became the nations first billionaire with his involvement in this industry. Alexander Graham Bells invention of the telephone in 1876 created another huge industry in the nineteenth century. From the 1880s until the end of the century, Americans were using over 800,000 telephones. This aided in communication across the U.S. Another famous inventor, Thomas Edison, also helped the industrialization of the late 1800s by improving telephonic transmissions and the electric light bulb. He built the first power station in 1882 that supplied customers the electric current for lighting. With the industries and businesses flourishing, a big problem with urban development arose. With new industries, workers and their families would flood the surrounding city looking for jobs and places to live. This rapid expansion of people and cities caused many unfavorable results. The workers were forced to live in cramped and crowded housing. Problems arose with this lifestyle including the spreading of diseases, an increased crime rate, psychological stress and juvenile delinquency. These slums also caused problems such as decreased water supply, sewage, and the loss of police and fire protection. The conditions of these urban cities gradually increased leading to paved streets and adequate lighting after dark, decreasing the amount of crime. With the transportation improvements, the cities started to segregate into social classes with the immigrants staying in the poor areas and the middle classes moving away from the central area. With the news of industrialization and economic growth in America in the later part of the nineteenth century, immigrants from mostly Europe began to rush into the U.S. These immigrants were made up of mostly low class peasants with little or no skills, training, or education. These newcomers would crowd the urban cities living in close quarters with other immigrants. The industries employed these people with jobs such as digging sewers, installing utilities, and paving the streets. These people worked very hard for the little wages that they received just to live in our country. These immigrants would more than likely never overcome their social class but their children who were given the opportunity to go to schools and obtain training often achieved middle-class status. Jane Adams, who opened a settlement house in a slum in Chicago called the Hull House, was one of the most helpful in helping the immigrants overcome their poverty. She provided services such as medical care, counse ling, schools, and employment referral to help these people adapt to their new ways of living. History Essays

Developmental Psychology Final Review Essays

Developmental Psychology Final Review Essays Developmental Psychology Final Review Paper Developmental Psychology Final Review Paper Psychology Final ReviewBehavioral Modification- a formal technique for promoting the frequency of desirable behaviors and decreasing the incidence of unwanted ones (good behavior is reinforced)   Ã‚  Classical Conditioning- a type of learning in which an organism responds in a particular way to a neutral stimulus that normally does not bring about a response (dog responds to bell thinks of food)   Operant Conditioning- a form of learning in which a voluntary response is strengthened or weakened by its association with positive or negative responses (different from classical because is voluntary unlike classical when dog hears bells, he starts to salivate)   Cohort- a group of people born at around the same time in the same place      Correlational Research- research that seeks to identify whether an association or relationship between two factors exist Critical Period- a specific time during development when a particular event has its greatest conseq uences and the presence of certain kinds of environmental stimuli are necessary for development to proceed normally   Dependent Variable- the variable the researchers measure   Experimental Research- research designed to discover casual relationships between various factors (cause and effect)   Humanistic Approach- the theory contending that people have a natural capacity to make decisions about their lives and control their behavior (Rogers and Maslow, hierarchy of needs)   Independent Variable- thing being manipulated in experiment   Information Processing Approach- the model that seeks to identify the ways individuals take in, use and store information   Maturation- the predetermined unfolding of genetic information     Naturalistic Observation- naturally occurring behavior is observed without intervention in the situation   Ã‚  Psychoanalytical Theory- the theory proposed by Freud suggests that unconscious forces act to determine personality and behavior   Ps ychodynamic Perspective- the approach that states behavior is motivated by inner forces, memories and conflicts that are generally beyond people’s awareness and control (Freud and Erikson)   Sensitive Period- a point in development when organisms are particularly susceptible to certain kinds of stimuli in their environments, but the absence of those stimuli does not always produce irreversible consequences. Social-Cognitive Learning Theory- learning by observing the behavior of another person called a model   Dizygotic twins- twins who are produced when two separate ova are fertilized by two separate sperm at the same time (fraternal twins)   DNA- he substance that genes are composed of that determines the nature of every cell in the body and how each will function     Embryonic Stage the period from 2 to 8 weeks   Fetal Stage- the stage 8 weeks- till birth Genotype- the underlying combination of genetic material present (but not outwardly visible) in an organism      Germinal Stage- the first and shortest stage of prenatal period, first two weeks following conception Monozygotic twins- identical twins    Phenotype- an observable trait, trait that is actually seen   Zygote- the new cell formed by the process of fertilization   APGAR scale-   A- appearance   P- pulse G- grimace   A- activity R- respiration    Post-mature Infants- Infants still unborn 2 weeks after the mother’s due date     Reflexes- unlearned , organized, involuntary responses that occur automatically in the presence of certain stimuli     Cerebral Cortex- the upper layer of the brain   Myelin- a fatty substance that helps insulate neurons and speeds up the transmission of nerve impulses   Neuron- the basic nerve cell of the nervous system   Plasticity- the degree to which a developing structure or behavior is modifiable due to experience   Principle of the independence systems- the principle that different body systems grow at differe nt rates   SID’s- the unexplained death of a seemingly healthy baby     Synapse Synaptic Pruning- the elimination of neurons as the result of nonuse or lack of stimulation   Accommodation- changes in existing ways of thinking that occur in response to encounters with new stimuli or events   Assimilation- the process in which people understand an experience in terms of their current stage of cognitive development and way of thinking   Babbling- making speech-like but meaningless sounds   Ã‚  Information Processing Approaches- the model that seeks to identify the way individuals take in, use and store information     Object Permanence- the realization that people and objects exist even when they cannot be seen     Overextension- the overly broad use of words (all cars are trucks)   Scheme- an organized pattern of sensorimotor functioning   Sensorimotor Stage (of cognitive development) Piagets initial stage of cognitive development has 6 substages    Ainsworth Strange Situation- a sequence of staged episodes that illustrate the strength of attachment between a child and mother   Ambilivalant Attachment- a style of attachment in which children display a combination o f positive and negative reactions to their mothers, they show great distress when mother      leaves, but upon her return they may imultaneously seek close contact but also hit and kick her   Autonomy vs Shame and Doubt- (aged 18 months to 3 years) develop independence and autonomy if they allowed the freedom to explore or shame and self-doubt if they are restricted or overprotected Avoidant Attachment Theory- a style of attachment in which children do not seek proximity to the mother     Empathy- an emotional response corresponds to the feelings of another person   Psychological Development (Erikson theory)- the theory that considers how individuals come to understand themselves and the meaning of others and their own behavior   Personality- the su m total of the enduring characteristics that differinate one individual from another    Social Referencing- the intentional search for information about others’ feelings to help explain the meaning of uncertain circumstances and events    Stranger Anxiety- the caution and wariness displayed by infants when encountering an unfamiliar person   Trust vs Mistrust Stage- the period where infants develop a sense of trust or mistrust, largely depending on how well their needs are met by their caregivers   Goodness-of-Fit- the notion that development is dependent on the degree of match between children’s temperament and the nature demands of the environment in which they are raised (high-activity high irritability children need direction) Handedness- the preference of using one hand over the other (will see by 7 months)   Lateralization- the process in which certain cognitive functions are located more in one hemisphere of the brain than in the other   Obesity- bod y weight more than 20% higher than the average weight for a person of a given age or height   Autobiographical Memory- memory of particular events form one’s own life (usually after age 3)   Centration- the processing of concentrating on one limited aspect of a stimulus and ignoring other aspects (dominate preschoolers learning)     Conservation- the knowledge that quantity is unrelated to the arrangement and physical appearance of objects   Egocentric Thought- thinking that does not take into account the viewpoints of others   Fast Mapping- instances in which new words are with their meaning after only brief encounter   (‘s understood as more than one)   Intuitive Thought- thinking that reflects preschoolers use of primitive reasoning and their avid acquisition of knowledge about the world     Operations-organized, formal, logical mental processes   Pragmatics- aspect of language that refers to communicating effectively and appropriately with othe rs   Preoperational Stage- (ages 2 to 7) in which childrens use of symbolic thinking grows, mental reasoning emerges. nd the use of concepts increases   Scaffolding- the support for learning and problem solving that encourages independence and growth     Syntax- the way in which an individual combines words and phrases to form sentences   Transformation- the process in which one state is changed into another   Zone of Proximal Development- according to Vygotsky, the level at which a child can almost, but not fully perform a task independently, but can do so with the assistance of someone more competent     Abstract Modeling- the process in which modeling paves the way for the development of more general rules and principles Androgynous- a state in which gender roles encompass characteristics thought typical of both sexes (female both sensitive and strong) Associative Play- 2 or more children interact with one another by borrowing or sharing toys, but do not do the sa me thing Cooperative Play- children genuinely interact with each other, taking turns   Parallel Play- play with similar toys in similar manner but do not interact   Cycle of Violence Hypothesis- the neglect and abuse children suffer predispose them to do the sameRace Dissonance- the phenomenon in which minority children indicate preferences for majority values or people   Resilience- the ability to overcome circumstances that place a child at high risk for psychological or physical damage   Aggression- intentional harm or injury to another person   Initiative vs Guilt Stage- (ages 3 to 6) experience conflict between independence of action and the sometimes negative results of that action   Speech Impairment- speech that deviates so much from the speech of others that it calls attention to itself, interferes with communication   Stuttering- substantial disruption in the rhythm and fluency of speech   Learning Disabilities- difficulties in the acquisition and use of li stening, speaking, reading, writing, reasoning or math   Acceleration- special   programs that allow gifted students to move ahead at their own pace, even if   this means skipping to higher grade levels. Concrete operational stage- the   period of cognitive development between 7 and 12 years of age, which is   characterized by the active, and appropriate, use of logic. Crystallizing intelligence- the   accumulation of information, skills, and strategies that people have learned   through experience and that they can apply in problem solving situations. Cultural assimilation model- the model that fostered the view of American society as the   proverbial melting pot. Decentering- the   ability to take multiple aspects of a situation into account. Enrichment- an approach   through which students are kept at grade level but are enrolled in special   programs and given individual activities to allow greater depth of study on a   given topic. Intelligence quotient (or IQ score)- a measure of intelligence that takes Into account a student’s mental and chronological age. Mental retardation (intellectual   disability)- a significantly subaverage level of intellectual   functioning that occurs with related limitations in 2 or more skill areas. Metalinguistic awareness- an understanding of one’s own use of language. Industry VS Inferiority stage- the period from age 6 to 12   characterized by a focus on efforts to attain competence in meeting the   challenges presented by parents, peers, school, and the other complexities of   the modern world. Status- the evaluation   of a role or person by other relevant members of a group or society. Encoding- initial recording of information Storage- information saved for further use Retrieval- recovery of stored information Autominazation- is degree to which an activity requires attention   Neuron-basic cells of the nervous system Dendrites- at one end, using a cluster of fibers can communicate Neurotransmitters- chemical messengers Synapses- neurotransmitters travel across these small gaps| neurotransmitter Communication with other neurons- Reflex that disappears after six months is startle self-awareness An 18 month old who stares in the mirror- Erikson argued that each of his 8 stages represent crisis CHROMOSOME The rod shaped parts of DNA that come in 23 pair Habituation Newborns shows interest in a toy for a short period of time the get bored Which one is manipulated and measured? Independent and dependent Which Erikson stage at 18 months- autonomy vs shame and doubt Stranger anxiety- around or after 6 months, peaks at 14 months, less anxiety with woman and/with children Social referencing- fairly sophisticated social ability using social cues like facial expression and the meaning of those social cues in the context of a specific situation Cephalocaudal principle- growth follows the pattern that begins with head and upper body and proceeds down Eyesight is not measured on APGAR scale Appearance Pulse Grimace Activity Respiration Brain damaged- cerebral cortex Automization- degree to which activity requires attention Critical period specific time during development when a particular event has it greatest consequences and the presence of certain kinds of environmental stimuli is need for development to proceed normally 0besity body weight more than 20% higher than the average weight for a person of a given age and heightConservation is the knowledge that quantity is unrelated to the arrangement and physical appearance of objectsEgocentric Thought has two forms lack of awareness that others see things from a different physical perspective (behavior acts as a trigger to others reactions and responses) failure to realize that others may hold thoughts, feelings and points of view that differ from theirsFast Mapping new words are associated with their meaning after only a brief encounter (this is a wog there are 2 ______ children know the rules about plurals) by age 6, the average child has a vocabulary of around 14,000 words vocabulary acquired at a rate of one new word every 2 hours, 24 hou rs a day  Pre-Operational Stage according to Piaget, the stage from approximately age 2 to 7 in which children’s use of symbolic thinking grows, mental reasoning emerges and the use of concepts increases Private Speech speech by children that is spoken and directed to themselves serves to try out ideas, acts as a sounding board facilitates childrens thinking and helps them control their behavior serves as an important social functionAbstract modeling the process in which modeling paves the way for the development of more general rules and principles. Authoritarian Parents parents who are controlling, punitive, rigid, and cold, and whose word is law. They value strict, unquestioning obedience from their children and do not tolerate expression of disagreementAuthoritative Parents parents who are firm, setting clear and consistent limits, but who try to reason with their children, giving explanations for why they should behave in a particular way. Collectivistic Orient ation a philosophy that promotes the notion of interdependence. Constructive Play play in which children manipulate objects to produce or build something. Cooperative Play play in which children genuinely interact with one another, taking turns, playing games, or devising contests. Cycle of Violence Hypothesis the theory that the abuses and neglect that children suffer predispose them to adults to abuse and neglect their own children. Empathy an emotional response that corresponds to the feelings of another person. Functional Play play that involves simple, repetitive activities typical of 3 year olds.. Initiative VS Guilt Stage according to Erikson, the period during which children aged 3-6 experience conflict between independence of action and the sometimes negative results of that action. | | | | Onlooker Play action in which children simply watch others at play, but do not actually participate themselves. Parallel Play children play with similar toys, in a similar manner, but do not interact with each other. Permissive Parents parents who provide lax and inconsistent feedback and require little of their children.. Psychosocial Development according to Erikson, development that encompasses changes both in the understanding individuals have of themselves as members of society and in their comprehension of the meaning of other’s behavior. Race Dissonance the phenomenon in which minority children indicate preferences for majority values or people Resilience the ability to overcome circumstances that place a child at high risk for psychological or physical damage. Self-Concept a person’s identity, or set of beliefs about what one is like as an individual. Uninvolved Parents parents who show almost no interest in their children and indifferent, rejecting behavior. Attention Deficit Hyperactivity Disorder (ADHD)- a learning disability marked by inattention, impulsiveness, a low tolerance for frustration, and generally a great deal of inappropriate activity. Learning Disabilities difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. Stuttering substantial disruption in the rhythm and fluency of speech; the most common speech impairment. Concrete Operational Stage the period of cognitive development between 7 and 12 years of age, which is characterized by the active, and appropriate, use of logic. Cultural Assimilation Model the model that fostered the view of American society as the proverbial melting pot.. Mental Retardation (Intellectual Disability) a significantly subaverage level of intellectual functioning that occurs with related limitations in 2 or more skill areas. Bulimia – an eating disorder characterized by binges on large quantities of food followed by purges of food through vomiting or the use of laxatives. Secondary sex characteristics – the visible signs of sexual maturity that do not directly involve the sex organs. Secular trend – a pattern of change occurring over several generations   Formal operational period – the stage at which people develop the ability to think abstractly Metacognition – the knowledge that people have about their own thinking processes and their ability to monitor their cognition Identity-versus-identity-confusion-stage – the period which teenagers seek to determine what is unique and distinctive about themselves. Sex Cleavage – sex segregation in which boys interact primarily with boys and girls interact primarily with girls Coping – the effort to control, reduce, or learn to tolerate the threats that lead to stress Defensive Coping coping that involve unconscious strategies that distort or deny the nature of a situation Hardiness – a personal characteristic associated with a lower rate of stress related illness Psychosomatic disorders – medical problems caused by the interaction of psychological, emotional, and physical difficulties. Senescence- the natural physical decline brought about by aging Post formal thought – thinking that acknowledges that adult predicaments must sometimes be solved in relativistic terms Stereotype threat – obstacles to performance that come from awareness of stereotypes held by society about academic abilities Extrinsic motivation – the motivation that drives people to obtain tangible rewards such as money and prestige Intimacy-versus-isolation-stage – according to Erikson, a period of post adolescence into the early 30’s that focuses on developing relationships with others Intrinsic motivation – motivation that causes people to work for their own enjoyment not the rewards work may bring Marriage gradient – the tendency for men to marry women who are slightly younger, smaller, and lower in status and women to marry men that are slightly older, larger and higher in status Social clock the culturally determined psychological time piece pro viding a sense of whether we have reached the major benchmarks of life at the appropriate time in comparison to our peers Type A behavior pattern – behavior characterized by competitiveness, impatience, and a tendency toward frustration and hostility Crystallized intelligence – the accumulation of information skills, and strategies that people have learned through experience and that they can apply in problem solving situations Selective optimization – the process by which people concentrate on particular skill areas to compensate for losses in other areas Generativity versus stagnation – according to Erikson, the stage during middle age adulthood in which people consider their contributions to family and society Life events model – the approach to personality development that is based on the timing of a particular events in an adults life rather than age per se Midlife crisis – a stage of uncertainty and indecision brought about by the real ization that life is finite Sandwich generation – couples who in middle adulthood must fulfill the needs of both their children and their aging parents

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Education is the key to development

Education is the key to development Introduction Education is the key to development. Since independence, successive governments accorded importance to education and endeavored to improve the low indicators but progress has been slow. In recent years, governments approach towards planning and delivery of education has been guided by overall reforms of the system. The federal and provincial governments clearly see their role shifting from being sole provider of education services to also acting as facilitator and financier of the private sector including the non-profit providers. The government fully realizes that it cannot achieve the millennium development goals (MDGs) alone without the help of other providers of education. the governments recognition of the role of the private sector and civil society organizations (SCOS) is explicitly expressed through the poverty reduction strategy paper (PRSP), education sector reform (ESR) action plan, education policy, and education for all documents, and establishment of education foundatio ns at the national and provincial levels. The corporate sector is emerging as an important player in supporting social development causes, specially education and health. However, the business sector is wary of entering into partnership with government due to the absence of a clearly defined and mutually agreed framework for cooperation and partnership. Public Private Partnerships (3ps) have been expanding over time and have taken various forms. the most common 3ps programmes being delivered by CBOs, NGOs, private sector, education foundations, corporate sector and other providers that are scaling up include: (a) community schools; (b) fellowship schools; (c) adopt-a-school; (d) grant-in-aid to the private sector; (e) school management by NGOs; (f) teachers training; and (g) individuals donating in several ways to schools at local levels. It has been estimated that the private sector is contributing 0.7 % of GNP in education. This includes largely the for profit institutions. Backdrop and Rationale Of Public Private Partnerships In Education Present Scenario Of Education Sector In Pakistan Education is the prime catalyst to national development. Despite high importance attached to education by successive governments reflected through multitude of policy packages, the state of affairs is far from desirable. At the time of independence in 1947, Pakistan inherited only 8000 schools which increased to 1, 70,000 in 2003. Gross enrolment in primary schools increased 40 times (from 0.77 million in 1947 to 20 million in 2003) and literacy rate increased from 16% in 1951 to 51.6% in 2003 but a lot still needs to be done. The federal and provincial governments policies, planning and delivery of education has been under constant review and revision according to the changing needs over time, particularly in the last decade. The government fully realizes that public sector alone cannot meet the myriad challenges to provide necessary resources, services and expertise to effectively address educational issues. There has been a clear realization on part of the government of shifting i ts role from being the sole provider of resources and education delivery to also acting as a facilitator of the private sector and of civil societys efforts in Pakistan. Need For Public Private Partnerships Emergence of Corporate Sector in 3Ps: The governments recognition of the role of the private sector and civil society organizations (CSOs) has explicitly been expressed through the Poverty Reduction Strategy Paper (PRSP), Education Sector Reform (ESR) Action Plan, Education Policy, education for all documents, and establishment of Education Foundations at the Federal and Provincial level. Recent years have witnessed the Education Foundations restructuring to enhance their efficiency and impact. Public Private Partnerships (3Ps) have been expanding over time and it has been estimated that the private sector including non-profit organizations contribute about 0.7 per cent of GNP in education. There is an increasing acceptance of the Adopt-a-School Programme (ASP) and recognition of the leading role of civil society organizations such as Idara-e-Taleem-o-Aagahi (ITA), Sindh Education Foundation (SEF) and Pakistan Centre for Philanthropy (PCP) in motivating the corporate sector, which is emerging as an important player in supporting public sector institutions through private providers, especially through the ASP modality. There are several other organizations mobilizing the corporate sector to support direct education provision, total school management, professional development of teachers, scholarships etc. The corporate sector on its own initiative is also engaging with public sector such as the partnership between the Federation of Pakistan Chambers of Commerce and Industry (FPCCI) and the City/ District Government for monitoring and school improvement. Structural Forms Of Public Private Partnership There are various manifestations and forms of 3Ps in the country. The most common 3Ps programmes being delivered by Education Foundations, NGOs, CBOs, the private sector, the corporate sector and other providers. These include: Contracted management of public schools by NGOs Afternoon institutions System: Up gradation of Institutions through Community Participation Programme (CPP) in Punjab and Public-Private Collaboration (PPC) in NWFP Adopt a School / School Improvement Programme (SEF, PCP) Community Schools Capacity Building of School Management Committees (SMCs) / Parents Teachers Associations (PTAs) / School Councils Community Learning /Literacy centers (using school premises and facilities) Volunteer teachers or other individuals sharing skills, donating time etc Individuals donating funds to provide missing infrastructure and educational material In 2001, the share of private sector in education in Pakistan was 21%. In 2005, the ratio of public schools in Pakistan was 67% and in Punjab it was 58%. The share of private sector schools in Pakistan is 33% and in Punjab it is 42%. If the pattern continues, the expenditure on education in private sector will exceed the total expenditure in public sector in the next five years.The policy makers are sanguine now that only conscientious, coordinated and concerted efforts of all stakeholders in Public -private Partnership (PPP) could be a viable option. Government alone will not be able to accomplish the gigantic task of attaining the goal of sustainable quality education and meet the targets of Millennium Development Goals (MDGs) and Education for All (EFA). Pakistan like many other developing countries is facing myriad challenges for improving access, equity and quality of education. The country has a population of 160 million people more than 33% mired in abject poverty, living below the poverty line. The overall literacy rate is 55% whereas it is 36% for females. Pakistan has 6.5 million children out of school and 80% of them have never been enrolled in a school. 40% students drop-out before they reach grade IV and 77% of the total enrolled children drop out while climbing the ladder and reaching X grade. Pakistan is at serious risk of not attaining MDG and EFA targets by 2015. The Gender Parity Index (GPI) of Pakistan (0.73) is one of the lowest in the world. Keeping in view one of the lowest Human Development Index (HDI) indicators, there is an urgent need to have a system of affordable quality education, socially acceptable to all stakeholders. The Punjab Education Foundation The Punjab Education Foundation (PEF) was established through Punjab Education Foundation Act, 1991, by Punjab Assembly. Under the enactment, PEF advanced loans and grants to private entrepreneurs, for the construction of schools, for the promotion of education from 1991 to 2004. PEF was restructured through an Act by Punjab Assembly in 2004 for promotion of education, specifically encouraging and supporting the efforts of the private sector in providing education to the poor. The major difference of the two enactments in 1991 and 2004 is primarily a paradigm shift in policy formulation and implementation to encourage the private sector and involve all stakeholders for access, equity and quality in education. While PEF Act 1991 empowered the Government through the bureaucratic control over the affairs of the Foundation with Chief Minister of the province as a Chairman of PEF and a senior bureaucrat as its Managing Director, the PEF Act 2004 conferred the entire management and control of the Foundation to the Board of Directors. Under PEF Act 2004, the Board appoints Managing Director/Chief Executive and other employees of the Foundation and determines the terms and conditions of their employment. Functions Of Punjab Education Foundation Section 4 of the PEF Act, 2004 assigned the following functions to the restructured Foundation: 1. Provide financial assistance for the establishment, expansion, improvement, and management of educational institutions and allied projects; 2. Provide incentives to students, teachers, and educational institutions; 3. Promote public-private partnerships relating to education; 4. Provide technical assistance to educational institutions for testing policy interventions and innovative programs for replication; 5. Rank private educational institutions based on educational standards; 6. Raise funds through donations, grants, contributions, subscriptions etc.; 7. Assist educational institutions in capacity building, including training of teachers; 8. Undertake any other function as may be assigned to it by the Board with the approval of the Government. The Rules and Regulations Are Annexed as ‘A Strategy Of Punjab Education Foundation The Board of Directors formulated the strategy for the PEF and adopted a flexible approach. They decided to provide better quality education through private sector to low income households and provide technical assistance in the form of teacher training and professional development for privately managed schools for less affluent sections of society. It was decided to support schools in less affluent areas and preference for female education. It was decided to introduce instruments for financial assistance on per child enrolled basis and education vouchers for households in slums to enhance enrolment and impart quality education. The strategy looked at selecting institutions with good track record and results to be considered for monetary rewards and financial assistance in terms of quality education and enrolment. PEF Budget The budgetary support to PEF programs is being provided by the Government of Punjab as an integral part of Annual Development Program (ADP) as one-line budget. The budget profile is given as annexture ‘B 1 and 2. Programs Of Punjab Education Foundation The following initiatives of PEF are aimed at ensuring access, equity and quality of education, enabling the poorest of the poor and less advantaged sections of society. 1) Foundation Assisted Schools (FAS) Program 2) Continuous Professional Development Program – CPDP 3) Education Voucher Scheme – EVS 4) Teaching in Clusters by Subjects Specialists – TICSS Program Foundation Assisted Schools (FAS) Program The Foundation Assisted Schools (FAS) is the flagship program of the PEF to encourage and promote access and improve the quality of education by providing financial assistance at the rate of Rs.350 per child per month to private schools on per child enrolled basis. FAS Policy Instrument And Selection Criterion Through FAS intervention, the PEF has demonstrated: a) That whereas it is the responsibility of the Government to ensure that all school going children should get free education, that the state should fund it, it should not necessarily provide the service i.e. there is a need to separate the financing of the service from its provision; b) That through Public -private Partnerships, better quality education can be provided at a cost significantly less than incurred by the Government of Punjab to educate a child in the public schooling system. c) That the financial assistance on per child enrolled basis through FAS program is driven by considerations of equity, quality and access to all. Selection criterion is given as annex ‘C FAS Program Statistics FAS Program was launched as pilot project in 54 schools in 2005 in five districts of Punjab i.e. Chakwal, Khushab, Bahawalpur, Lahore and Sialkot. The districts were representative of all the 36 districts of Punjab in terms of levels of literacy and human development index categorized in Multiple Indicators Cluster Survey (MICS, 2004). The schools were selected on the basis of criteria mentioned in annex ‘C ‘. In 2006, the scale of pilot was increased to 184 schools, covering 10 districts. In 2007, the Program was evaluated by the Planning and Development Department and was rated as a successful intervention so far as enrolment, retention and quality learning outcomes of the students were concerned. During a presentation to Chief Minster Punjab, it was decided that FAS should concentrate the Southern Punjab districts having the lowest literacy rate and highest concentration of out-of-school children in Punjab i.e. Rajanpur, Dera Ghazi Khan, Muzaffargarh, Multan, Bahawalna gar, Bahawalpur and Lodhran. FAS program focused these seven districts since 2007. More than 90% of the total strength of students in FAS program belong to the seven districts of Punjab. Progression of schools and the number of students (Male and Female) in FAS program from 2005 to 2009 is given as annex ‘D As a result of financial and administrative empowerment and autonomous academic leadership at school level through Public -private Partnership (PPP), the following statistically significant landmarks have been achieved: PEF empowered private sector schools in providing quality education to 529210 students in 1337 schools to the less privileged and disenfranchised sections of society in Public -private Partnership. The parents have been relieved from payment of fee with increase in disposable income. The managements of private schools have been relieved from financial hardships. The school management now exclusively concentrates on quality education and are relieved from collection of fee from poor parents, which often they used to delay for months. In case of drop-out of the child, the schools were previously deprived of fee amount, before their partnership with PEF. The private sector schools have invested heavily in physical infrastructure to accommodate more students, thus enhancing their revenues because in FAS model, the money follows the child and not the school. In order to enhance quality standards, the private schools hired better and qualified teachers in addition to the existing faculty thus impacting not only the learning outcomes of the students but also the peers and associates in the partner institution. The salaries of teachers before introduction of FAS model were Rs.2500 per month approximately and enhanced to Rs. 6500 in 2008 and are now being enhanced to Rs.8500. In Pakistan, more than 40% students are dropped and are out of school by the time they reach grade IV but in FAS partnership model, drop-out rate is zero. In case of absence or truancy of a student, the private school management follows the students due to their pecuniary interests attached with the child because the payment by PEF is made on the basis of surprise physical verification of the students in the classroom by monitoring and evaluation teams and QAT by third parties engaged by PEF. Through reward mechanism by PEF and better salary structure the teachers are motivated, resilient and diligent. The schools have complete administrative, managerial and financial empowerment with impeccable academic leadership. Impact Of FAS Program On The Learning Outcomes Of Students And Capacity Of Schools The following achievements have been verified over a period of four years (2006-2009) in FAS partner schools: During a period of four years (2005-2009), the mean average of students in terms of learning outcomes in FAS partner schools was raised from 63 % to79%. The results of 200 schools in the band of 80%-90% have been analysed. They have qualified Mathematics and Science teachers. The schools falling below the threshold of 40% have another important nexus. None of the teachers of these schools has been imparted pre-service training. The girls performed very well in the QATs and excelled over boys. The high performing schools have a very high concentration of post-graduate teachers. More than 95% of teachers in these educational institutions are either graduates or post-graduates. The Continuous Professional Development Program (CPDP) discussed as PEF intervention helped the teachers of the FAS partner schools to enhance their secure understanding of the didactic resource base and improve their pedagogical skills PEF through CPDP trained 86027 teachers of FAS partner schools and non-partner low cost private schools. There is continuous improvement in the percentage of students getting more than 90% marks. In QAT 1 in 2006, 0.96% students secured more than 90% marks whereas in QAT 2 in 2007, the percentage rose to 1.26. In QAT 3 in 2008 it rose to 16.64% and in QAT 4 it jumped to 17.63%. There was a constant decrease in the percentage of students getting less than 40% marks. From 21.55% students getting less than 40% marks in 2006, it gradually decreased to 16.53% in 2007, 4.32% in 2008 and 4.26% in 2009. The students in the cohort of 80% to 90%, 70% to 80%, 60% to 70% and 50% to 60% showed respectable improvement in a period of four years. FAS Achievements In Public-Private Partnership PEF is promoting affordable quality education in 1337 schools in the province of Punjab. The numbers of students benefitting from FAS program are 529210. The number of male students is 267107 (50.47%) and female is 262103 (49.52%). Through FAS highest priority has been accorded to female education. Fortunately the drop-out rate is zero since the schools follow the students in case of absence and truancy for the pecuniary reasons since PEF funding follows the student and not the school. Continuous Professional Development Program – CPDP It is not possible to raise the standard of education without qualified, satisfied and competent teachers. The development of human didactic resource base is a very time-consuming, slow, gradual and consistent process. To ensure the quality education, there has to be a nice mix of institutional and governance arrangements both in public and private sectors dovetailed with quality mentoring in an enabling teaching-learning environment with objectively verifiable indicators. The quality education is assured primarily because of quality mentoring, quality curriculum, resilient management, conducive, congenial and enabling teaching learning environment, good governance, transparent processes, rigorous and candid monitoring and evaluation, evaluative scrutiny and integration of the lessons learnt into the system for continuous improvement The premier academic institutions in Punjab i.e. Punjab University-Institute of Education and Research (IER), Government College University (GCU), Beacon house National University (BNU), FC College University were engaged to impart training to the teachers of private schools. The lead Non Governmental Organizations (NGOs) in the field of professional development and capacity building were selected through an open and transparent competition. The mentors engaged by the NGOs were selected through a special selection board constituted by PEF. School Leadership Development Program (SLDP) More than 80% of the participants reported that the school management was not allowing them to apply the new methodologies of teaching based on comprehension. Instead, the schools were interested in rote learning, so that their students score high marks in the examinations conducted by Punjab Examination Commission and the respective Boards of Intermediate and Secondary Education in the province of Punjab. It was proposed by the participants of CBT in their feedback that the leadership of the partner schools should be sensitized about the importance of secure understanding of the content knowledge by the students instead cramming and rote learning. In this background, it was considered necessary to start a School Leadership Development Program (SLDP) for the Principals and Vice Principals of the FAS partner schools and Non-FAS schools. SLDP met a huge success since the Principals and Vice-Principals of the educational institutions allowed their teachers to apply and practices learned by them in CBT. Education Voucher Scheme – EVS Concept: To ensure educational justice and avoid educational apartheid in society, the poorest of the poor and disenfranchised sections of the society must get equal opportunity and access to quality education enabling the future generations to get out of the vicious circle of poverty and deprivation. For the people on the brink of society, education is the only conduit to develop capabilities of the less privileged people in urban and rural slums Modality: Through EVS, education voucher have been delivered to all households in the urban slums for the children in the age cohorts of 5 to 13. The slums were surveyed and it was established that all the households in the locality were living below poverty line, At a pilot stage, 1053 households were given an opportunity with freedom of choice to access the quality school of their choice for their children. The voucher is redeemable against payment of fee in the educational institutions. EVS is meant to ensure the freedom of choice, productive efficiency, equity and social cohesion. The EVS makes the schools accountable to the parents instead of government functionaries of education department. In FAS, the private school entrepreneur has the choice to admit a student or not. In EVS, the choice to select a school remains with the parents because they are carrying the education voucher issued by PEF. The partner schools are subject to periodical review dependent on the results of their student s, additional private investment and improvement in working conditions for the teachers. The data of schools and students during the years 2006-2009 is annexed as ‘G Selection Criteria of EVS Partner Schools EVS provides incentive to parents to send their children to school. The Scheme became a source of competition for private schools of the area. The following selection uniform criterion has been applied across the board: 1. The fee paid by PEF to the partner EVS school will be Rs. 300/= per child per month. The schools charging higher fee can also apply but they will not paid higher than Rs.300/= and will not be entitled to charge from the students. The enrolment should be between 100 and 500. The school should have respectable infrastructure and enabling teaching learning environment. The partner schools should lie within  ½ kilometer radius of the selected area/beneficiaries of the vouchers. However, if the parents desire to select a school at a larger distance, PEF will have no objection, provided the school fulfills the selection criteria of PEF. 2. PEF advertises in print media to solicit interest from prospective partner schools and preliminary test of selected subjects is held in short-listed schools. Physical inspection of the school is also carried out. 3. PEF Project offices display list of all partner schools at their office and parents are free to choose a school of their choice. 4. It is mandatory under the EVS policy that a household shall admit both the boys and girls in the age cohort of 5-13 years. In case a household does not admit a girl through a voucher in EVS, the voucher for boys shall not be valid. The conditionality coupled with awareness campaign persuaded the parents to send the boys and girls to school together. The EVS policy instrument significantly reduced the child labour in the area since the boys employed in workshops and hotels and girls employed in the household chores in the neighbourhood joined the EVS schools. EVS Achievements in Public-Private Partnership Through EVS, PEF is providing free quality education to 31053 students in 167 schools. 15138 (48.74%) male students and 15915 (51.25%) female students are the beneficiaries of the program. The parity of male and female students was ensured through the policy instrument of EVS. It is mandatory under the EVS policy that a household shall admit both the boys and girls in the age cohort of 5-13 years. In case a household does not admit a girl through a voucher in EVS, the voucher for boys shall not be valid. The conditionality coupled with awareness campaign persuaded the parents to send the boys and girls to school together. The EVS policy instrument significantly reduced the child labour in the area since the boys employed in workshops and hotels and girls employed in the household chores in the neighbourhood joined the EVS schools. Teaching In Clusters By Subjects Specialists – TICSS Program The entrepreneurs of the low cost educational institutions in rural and urban areas cannot afford quality mentors because the people of eminence and erudition with professional integrity of performance with higher academic qualifications demand higher salaries, which they cannot afford. It is almost a truism that the quality in education turns on the axle of interaction between the teacher and the student. Without quality instruction in the low cost schools, there is a remote possibility of better learning outcomes of the students. Resultantly the low cost schools in remote rural areas, peri-urban areas and slums could not improve the quality of instruction. PEF launched TICSS program, engaging people of outstanding academic excellence at the market salary, graduating from the best academic institutions in the province and deputed them to the low cost educational institutions in urban and rural areas of the province. The subject specialists engaged under the auspices of TICSS program not only impacted the learning outcomes of the students in terms of concept clarity and secure understanding of the subject knowledge but also impacted the peers and associates, engaged by the low cast schools. The Subject Specialist (SS) with high grade post-graduate degree could be hired within a salary range of Rs 30,000 —35,000 for a low cost school which pays its teachers a meagre average salary of Rs 3500—Rs 6000. TICSS demonstrated that Subject Specialist deputed to the low cost schools played a catalytic role in uplifting the educational standards and bringing innovations in a number of spheres in the schools academic and social milieu. SS is visiting 2-3 schools in a week and teaching the students in actual class room theatrics. SS impacted the learning outcomes of the students and the mean average of the students increased from 33% to 55% in a period of three years. Subject Specialist influenced the teaching and communication practices of the peers and assoc iates. TICSS model proved to be cost effective, economical and beneficial. Policy matrix is annexed as ‘F The Subject Specialists under auspices of TICSS are an extended arm of the Academic Development Unit (ADU). They teach in the cluster of three schools in core content subject knowledge i.e. Mathematics, English, Physics, Chemistry and Biology. They help ADU team to design tests for the assessment and examination of the Foundation assisted schools under FAS and carry out tours to ensure the accuracy of information in terms of enrolment in the FAS Program. They are part of assessment and examination teams constituted by PEF and liaise with the other leading experts engaged in teachers training and professional development in public and private sector and share experiences for the promotion of quality education in private sector. They are also tasked to develop a resource base for pedagogy and core content subject knowledge base for the benefit of teachers of the private educational institutions. TICSS Achievements In Public-Private Partnership TICSS program has been widely acclaimed and appreciated by all the stakeholders in education. There is incessant demand from low cost private schools for vertical and horizontal expansion of the program in the larger public interest PEF selected and deputed 180 Subject Specialists, 95 (52.77%) male and 85 females (47.22%) to 24 districts of the province of Punjab. 162000 students benefitted from the expertise of the Subject Specialists in an academic year. Way Forward For Public-Private Partnership Initiatives Of PEF The Public-private Partnership programs of PEF have the secure potential to promote quality education at affordable cost to the less-affluent and disenfranchised sections of society at a much lower cost in Public Private Partnership. The consistency and continuity of the systems according to the statutory requirements of PEF Act 2004 is the only viable, workable and sustainable solution. The enactment discourages the bureaucratization and compartmentalization of the programs and envisaged transparency, accountability through institutional and constitutional mechanism. The programs of PEF are replicable, cost effective and competitive. The partnerships work for a win win situation for both public and private sectors, ensuring outreach of the programs, to the far-off rural areas and urban slums, often neglected due to variety of reasons. The programs of PEF have already been replicated in the federal territories by the national government and four provincial governments by slightly cha nging the methodology to accommodate indigenous and local requirements. The incessant demand, affordability and social acceptability by the general public, elected representatives, district governments, civil society organizations, non-governmental organizations, print and electronic media and private educational institutions is hanging heavy on the political leadership of the province. The popularity of the PEF programs in Public-private Partnership and the extreme public pressure of the stakeholders in the form of teachers, students, parents and communities is the sure and secure hope for the continuity of the programs. The government has no option but to continue funding the PEF initiatives. How to win the lost confidence of international donors and agencies remains a myriad challenge for the leadership at PEF. Overall Outcome Analysis Of The PEF Initiatives It has been successfully demonstrated that the PEF programs in Public-private Partnership are cost effective, economical and efficient in terms of service delivery mechanism. The synergy of forging Public -private Partnership has started paying dividends, at a socially acceptable and affordable cost. The private educational institutions providing quality education in less privileged urban, suburban and remote rural areas were hard pressed for financial support. During the quality assurance tests, the students of Foundation assisted schools have shown remarkable performance. PEF has introduced performance based financial incentives by awarding cash prizes to the teachers of the best performing schools for their integrity of performance and quality service delivery. The Public-private Partnership programs are promoting affordable quality educati