Womens Suffrage free essay sample

Who were the meddlers? Distinguish a portion of the significant defamers and their compositions. How could they set up the route for Progressivism? The mud slingers were writers whom itemized the degenerate and outrage happening on the planet. Some significant defamers are Lincoln Stevens whom composed a progression of articles in McClure’s Magazine named â€Å"The Shame of the Cities†, David G. Phillips who composed the arrangement of articles â€Å"The Treason of Senate† highlighted in Cosmopolitan, and John Spargo the writer of â€Å"The Bitter Cry of the Children. † The maligners arranged the path for progressivism since they uncovered the social, political, and moral shameful acts of the United States. What commitment did the Social Gospel development make to progressivism? The Social Gospel development lectured that the life of Jesus must be applied to reality and individuals must arrive at salvation through great acts. It urged individuals to open up houses to the less lucky in the city, give food to poor people and did other â€Å"Christ-like† acts. We will compose a custom article test on Womens Suffrage or on the other hand any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page What associations/clubs served to politically sort out ladies during the Progressive Era? The settlement house development was a significant association that sorted out lady during the Progressive Era. Clubs, for example, artistic clubs additionally turned out to be extremely famous for ladies during the mid twentieth century, where ladies would meet and read books that spoke about the social, moral, advertisement moral issues that tormented America. Female activists set up associations, for example, the Women’s Trade Union League and the Women’s Bureau that put ladies on the phase of the change developments in America. What job did Margaret Sanger play in testing sexual orientation limitations in the mid 20c? Margaret Sanger tested sex limitations by being open about sexuality and instructing ladies. Sanger additionally drove the conception prevention development and assisted with setting up the primary Planned Parenthood facilities in America. Sanger was a main figure in the women’s rights development during the twentieth century. What were the vital contentions for and against womens testimonial? The main significant contention for women’s testimonial is that ladies and men are equivalent and since the two of them are residents in the United States they ought to merit indistinguishable rights from men. It was likewise seen by the numerous for women’s testimonial that ladies ought to have a voice in the legislature since they also need to observe the standard of the nation. A significant explanation against women’s testimonial is that ladies were less instructed that men and in this manner ought not have a state or a job in the legislature. How did the discussion over the circle of ladies shape the testimonial development? Ladies were said to have a circle of working at home and dealing with the family, in any case, ladies testimonial campaigners accepted ladies ought to likewise have an authoritative reach in the legislative issues and financial piece of life. Which position was presumably the most persuasive in at long last getting the decision in favor of ladies? For what reason was the West extraordinary? Privileged ladies were generally compelling in acquiring the ideal for ladies to cast a ballot. The west was diverse on the grounds that most ladies were working and needed to work so as to keep their activity. How did dynamic change sway the activity and structure of regional government? Prior to the dynamic change, government was tormented by debasement and outrage. Dynamic changes drew out the debasement and presented it to the residents of the United States, which made them need to roll out an improvement in the ay that the nation was run. Additionally, the regional government started to concentrate more on the customary individual and hear out the voices of society so as to fix the country’s issues. What was the fundamental reason for the activity, submission, direct essential, and review? The activity was set up to have voters propose enactment legitimately. The reason for the submission was to present an authoritative measure to cast a ballot by an overall population. The motivation behind direct was to choose individuals into office. In conclusion, the reason for review was to take measure to remove a legislator from office. Who was Robert La Follette? For what reason did his state, Wisconsin, become known as The Laboratory of Democracy? Robert La Follette was an American lawmaker who served in the place of delegates, was a legislative leader of Wisconsin and a U. S. representative. Wisconsin became know as the research center of majority rules system since it had changes that broke the intensity of gathering supervisors. What was the connection between the debilitating of ideological groups and the ascent of intrigue gatherings? As the impact of ideological groups debilitated, sorted out gatherings could push their unique advantages without hosting to go to get-together pioneers. What were a portion of the dynamic changes pushed by sorted out work? Open protection plans Child work laws Workman’s remuneration By what means did some urban political machines, for example, Tammany Hall, figure out how to endure the dynamic time? They started to prowl on the foundation and regularly started to imagine as though they were really tuning in to the voices of the American residents with the goal that they could traverse the hazardous dynamic period. For what reason was progressivism particularly solid in the western states? Numerous individuals that had moved out west were individualists and since the west was all the while being molded around this time, they exploited that. The individuals in the west looked to keep society from being as degenerate as it had been in north eastern states.

Eternal Seeds Essay Example For Students

Interminable Seeds Essay The table falsehoods surrendered and ignored suffocating new pieces of sod. The rankling suns arms work on the rotting paint. The onlyattention it gets is from a province of dark ants which overrun thecracks and cleft. This fragmented wooden table once had a real existence, whenit gave rest under the shadow of an umbrella made of orange treeleaves, where grapefruit pits supplanted ants and banana strips decorated thesurface like a decorative spread. We spent innumerable summer days sitting on this wooden table,seats held for the two siblings, grandpa and me. These were neverpermanent, and required intermittent turn in dread that my grandpa wouldbreak through the middle and overlay us up inside. The table gave a viewof the whole patio, starting with the half-unfilled pool, to thehalf-overwhelmed encompassing cement. From this post point my youngerbrother reviewed his growing tomato plant and I could oversee mycardboard reptile inn, which gave safe house to lost reptiles. Past its centrality as an observation tower and nibble rest,the table had modern worth, as the area for our kiteproduction line. Every one of the four of us participated in this action each with adesignated errand. Age set up the seating request, and each positionrequired the culmination of an alternate errand. Since age best indicatedability, my more youthful sibling assembled supplies, and broke a new piece ofwood from the chipping in orange tree, showing its branches every day. My other sibling and I, equivalent in age, stayed equivalent in obligation. We held together the branches in a corner to corner shape, while my grandpa, farsuperior in years, protected the pieces with yarn in the most aerodynamicway conceivable. Our table creation line proceeded until the surface became dullfrom its incessant use, and the legs fragmented from the weight forced onits matured back. At the point when seeing the flimsy table got toooffensive for my folks to help, it was downgraded from the inside ofthe terrace, to a concealed corner jumbled by grown out of baby seats anda rusted swing set. This migration represented our going old enough, andwas settled by its supplanting with another wooden table. The orange tree umbrella has since collapsed up and the kite taken by thejealous twist, yet recollections of the table are as new as the seedseternally caught underneath the wooden boards. Seeds, that will eventuallysprout into new recollections, a living recognition of the table, even afterits demise.

Erikson's theory on child development Essay Example | Topics and Well Written Essays - 2000 words

Erikson's hypothesis on youngster advancement - Essay Example mas in the ego’s relations with the family and bigger social establishments at noteworthy focuses in youth, pre-adulthood, and early, center and late adulthood (Sadock et al, 2007). The various parts of youngster advancement distinguished by Erikson (1963) are: organic, social and person. Erikson’s most significant commitment to brain research is his outline of the eight psychosocial stages spoke to by the eight ages establishing the life expectancy of a person. An individual’s personality is identified with each phase of the lifecycle. During pre-adulthood a contention among personality and job disarray can emerge. Sense of self advancement happens through the phases of the life expectancy, and is a piece of a child’s development into pre-adulthood. As an understudy of Freud, Erikson took an extraordinary point of view on Freud’s work, joined Freud’s essential suspicions, and expanded the system of components thought about answerable for impacting improvement. He stretched out Freudian psychoanalytic hypothesis to concentrate on the personality as the major part in an individual’s working. Erikson’s (1963) psychosocial hypothesis of character improvement is like Freud’s psychosexual hypothesis of advancement with its accentuation on instinctual vitality as a deciding life power (Sadock et al, 2007). Freud’s perspective was that the most significant determinants of improvement happened during youth, yet then again Erikson accepted that the most significant advancement came later, and that improvement proceeded through the life expectancy: from adolescence till the last phase of life. Different contrasts among Freud and Erikson’s speculations is that: Erikson doesn't weight on oblivious intentions or wants, and he put together his thoughts with respect to investigations of the working of sound individuals, while Freud read people being treated for emotional wellness issues. Erikson thought about key social connections at each phase of advancement to be significant. In spite of the fact that he concurred that organic unfurling was

Customer Service Team FAQ of the

Have a question? We are ready for you! Our customer service team joyfully assists families by phone, chat, and email and receives a variety of questions. From time to time, we publish the most frequently asked questions and the answers and hope they may be of use to you. This month we are sharing answers to some of our most frequently asked questions about our spelling resources. We look forward to sharing more of these types of posts in future months!    What are the differences between All About Spelling and Phonetic Zoo? The main differences between the two programs are the designated grades and learning styles of each course. All About Spelling (Levels 1–3) is designed for students in grades K–5, while Phonetic Zoo is geared towards students in third grade and above. All About Spelling is a multi-sensory program (visual, tactile, and auditory) that covers all the phonetic rules in a variety of ways and fills in any foundational gaps that students may have in phonics and basic spelling rules. The All About Spelling program groups words together according to their phonograms and sounds. The program is intended to be used in partnership with the student and a parent or teacher. Phonetic Zoo is a self-paced, self-taught, phonetically-based course presented in an auditory format (CDs or MP3s). A short lesson is taught, words related to that lesson are tested daily for mastery, and as much time as is needed can be taken for an extra challenging lesson. "Problem" words are collected and reviewed periodically. Students hear the words, see the words, and then write down the words. If any word is misspelled, the student corrects it using the audio portion of the program.    How do I know where to start with your spelling programs? Since spelling is very much based on previous experience and natural aptitude, we recommend having your student complete our Phonetic Zoo placement test. If your student is in K–3rd grade, we recommend the placement test for All About Spelling.   We would also recommend looking at the list of words for each level of Phonetic Zoo and comparing to see which level (A, B, or C) would best fit your student. If your student needs additional practice in phonograms and phonics, start him in All About Spelling Level 1 regardless of his age.    My student is in fourth grade, but still struggles with basic spelling. Should I still start in Phonetic Zoo Level A? All About Spelling Level 3  is not indicated for a particular grade level, so meet your child's needs regardless of his age. If your  student needs additional practice and reinforcement with phonics and basic spelling concepts, you may want to have him work through Level 3 before moving into Level A of Phonetic Zoo. To determine the best starting point for your student, we would recommend the placement tests for All About Spelling and Phonetic Zoo.    I thought the downloadable Phonetic Zoo Starter Set includes the printed materials as a PDF. Why was I charged shipping on my order? The $79 downloadable Starter Set also includes the printed materials: Lesson Cards, Zoo Cards, Personal Spelling Cards, and printed Teacher’s Notes. The only difference between the $99 Starter Set option and the $79 Starter Set option is the audio. The $99 set includes the audio CDs and MP3 downloads, while the $79 set includes only the MP3 downloads. Since you will be receiving the printed materials in the mail, there were shipping costs added to your order.    Do I need to purchase a Phonetic Zoo Starter Set for each student? If you have multiple children in your family who are working through any level of Phonetic Zoo, you only need to purchase one Starter Set. The printed materials (Zoo Cards and Lesson Cards) are non-consumable with the exception of the Personal Spelling Cards. These cards are used individually by students to track their frequently misspelled words. If you are working with more than one student, you will want to have a set of these cards for each student. If you have students working through multiple different levels, e.g., Level A and Level B, you will need to purchase one Starter Set (Level A) plus the individual audio (CDs or MP3s) for the second level (Level B). The printed materials and the rules and jingles are the same for each level; the only difference is the difficulty of the words being taught in the level.    Do I need to buy another copy of the Lesson Cards for a second student? No, you only need one set of Lesson Cards unless you would like each student to have his own. The Lesson Cards contain the rules and words from all three levels of the program and are non-consumable, so they can be used by multiple students in different levels.    What about All About Spelling? Do I need a student packet for each student using the level? Yes, you will need to purchase an individual packet for each student at that particular level. The packet contains all of the consumable sheets for the level as well as the word cards so that each student will have his own set.    We hope these answers have helped you understand more clearly how to approach spelling with your children. If you still have questions, we would be very happy to speak with you! Our Customer Service Team loves to help. Give us a call!

PPM Definition (Parts Per Million)

PPM Definition: PPM stands for parts per million. It is commonly used to express concentration and temperature coefficients. Also Known As: parts per million Examples: 100 ppm is identical to 0.01%

Acquired Immune Deficiency Syndrome ( Aids ) - 1289 Words

Irrefutably, the immune system is ones’ shield against pathogens, ones’ knight in shining armor that confronts intruders. Over time the immune system can deteriorate, and that comes with age and declining health. Other times the immune system fights against itself causing autoimmune diseases that may or may not do irreparable harm. And sometimes, immune deficiency can be acquired. This is the case of Acquired Immune Deficiency Syndrome (AIDS). AIDS is a disease where the immune system depreciates its capability over the course of the illness due to Human Immunodeficiency Virus, the causative agent. Historically, Human Immunodeficiency Virus (HIV) is thought to have mutated from the Simian Immunodeficiency Virus (SIV) that is found in†¦show more content†¦The defining characteristic that differentiates the two is that HIV-2 progresses to AIDS at a decreased rate in clinical cases. There are also sub-groups within HIV-1 that geographically discriminate strains within the type (11). After discovering the causative agent of AIDS, HIV, the virus was isolated and classified with respect to the characteristics of a HIV virion. HIV is incorporated in the Lentivirus genus and the Retroviridae family. Specifically, HIV has two positive sense RNA strands in the nucleocapsid which is enveloped. With the help of certain enzymes encoded in the genome, the RNA is able to form double stranded DNA that is integrated into the host genome. (2) The global spread of this virus, after the hypothesized initial localized infection depicts the intricate and efficient transmission of HIV. The titer of the virus is greatest in the blood and bodily fluids (semen, vaginal secretions) of an infected person. One of the main transmission routes is through sexual contact. This sexual contact can be oral, anal or vaginal. The virus has access to the immune cells and the blood of an uninfected person when an HIV positive persons bodily fluids containing virus contacts uninfected hosts, thus giving means for transmission. Seeing as sexually transmitted infections and ulcerative sexually transmitted infections damage protective skin and mucosal layers, transmission of HIV is greatly

Computerized library management system free essay sample

At the later part of the same year MINIS was replaced by its micro version known as CDC-ISIS. The software with one stand- alone EXT computer facility automated the indexing Of articles from more than 100 locally published periodicals including newspapers, magazines, and journals. Additional databases were created as the number of computers increased. The index became searchable simultaneously by several users when the computer facilities were networked in 1992.In the same year the CD-ROOM technology was introduced for information retrieval of selected indexes and abstracts. In October 1990, the DIALOG Information Retrieval Service allowing remote access to more than 400 databases of indexes and abstracts from a broad scope of disciplines was introduced to the academic community. The dial-up ordering and the conventional delivery mode of full text articles and documents were made possible through this service.DIALOG inline service ceased in 1 998 and was replaced by First Search CLC. In 1993 the University Library subscribed to the countrys first online remote service, HEREIN (Health Research and Development Information Network) that provided access to about 8 databases that cover SEAN and Asia-Pacific documents and hosted by POACH of DOST. We will write a custom essay sample on Computerized library management system or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

King Lear Essays (2850 words) - King Lear, British Films, Films

King Lear Question #3: Consider the wisdom of King Lears fool. Look closely at the interplay between Lear and his fool and at the speeches of the fool, which offer instruction to the king. Look for connection the play makes between Lears fool and the other fools in the play Cordelia, Kent, and Poor Tom. King Lears fool is undoubtedly one of the wisest characters in the play. He is not only able to accurately analyze a situation which many other characters are blind to, but he is also able to foreshadow the actions of many characters and many other incidents to come. The main instruction the fool gives to the king is to beware of doing things that are unnatural, such as giving his inheritance, (splitting his kingdom among his daughters) to his daughters before he his dead. By doing this unnaturally, Lear must face many adverse consequences, such as losing his identity, self-worth, and respect from his daughters. Many connections between the fool and Cordelia, Kent and Poor Tom are evident, mainly because they all remain true to the King throughout the entire play. Also, all four of them are not rewarded for their loyalty in the beginning and Cordelia and Kent are both banished from the kingdom by Lear. These four are the true selfless characters in the play, all a source virtue that the other characters lack. 1. Mark it, nuncle: Have more than thou showest, Speak less than thou knowest, Lend less than thou owest, Ride more than thou goest, Learn more than thou trowest, Set less than thou throwest, Leave thy drink and thy whore, And keep in-a-door, And thou shalt have no more Than two tens to a score. (I, IV, 115.) -One significant irony in the play is the wisdom the Fool has. This advice the Fool is giving to Lear carries a great weight in foreshadowing mistakes, and solutions for them that Lear will make. -The Fools constant advice to Lear goes unheeded by Lear, but ironically is the best advice for him to take. -The main message the Fool is trying to tell Lear is be careful what you give in accordance to what you have. -More clearly, the Fool is warning Lear that giving up his Kingdom (a necessity for Lear) before his time was unwise. 2. Then tis like the breath of an unfeed lawyer; you gave me nothing fort. Can you make no use of nothing, nuncle? (I, IV, 127.) -The Fools question to Lear Can you make no use of nothing is not really a question concerning what Lear has given the Fool, but a direct question of Lears life. He had given away all he had to his daughters, which meant he literally had nothing. What the fool meant is that having nothing, he (Lear) cannot expect to make anything of it. -The Fool is pointing out to Lear the obvious foolishness in giving away all he had to his two undeserving daughters. -Ironically, Lear truly is the fool in this story, and even more ironically the Fool is one of the wisest characters. 3. That lord that counseled thee To give away thy land, Come place him here by me; Do thou for him stand. The sweet and bitter fool Will presently appear: The one in motley here, The other found out there. (I, IV, 138.) -The Fool is showing the error in Lears way. He hinting that whoever put such a stupid idea in Lears head should be punished according to Lears future suffering. -Also, it is possible the Fool suspects that whoever counseled Lear to make the decision to split up his kingdom among his daughters was in fact an adversary (possibly Oswald) of either Goneril or Regan, and would now be here, in lifes favor, while Lear would be found out there, outside of lifes favor, more specifically in the rain. 4. All the other titles thou has given away; that thou wast born with. (I, IV, 147.) -The Fool is sarcastically speaking his feelings on the foolishness of Lear giving away his inheritance and power too soon. -He is also stating that Lear is no longer the same person he used to be because he has lost his kingship, which was innately given to him. -Lears mistakes leave him in a sort of identity crisis, because all that he used to be related to was taken away when he

Silver Wedding By Vernon Scannell Essays

Silver Wedding By Vernon Scannell Essays Silver Wedding By Vernon Scannell Paper Silver Wedding By Vernon Scannell Paper Essay Topic: Poetry A poem that I feel relates to the topic of Marriage and Birth and Death is Silver Wedding by Vernon Scannell. This poem deals simultaneously with the themes of marriage and death. The poem is about Vernons feelings in the aftermath his Silver Wedding anniversary. He starts with a very dramatic, depressing introduction. The party is over This is meant both literally and metaphorically as it suggests his marriage is over, also the dull, melancholic tone of the introduction emphasizes the death of his marriage. Another line that continues the dull depressing theme is Outside a black wind grieves The personification of the wind also suggests death because it is like the wind mourns for his marriage and also the colour black relates to a funeral and symbolises death. The introduction also has a sarcastic tone because it is supposed to be a joyous time of celebration but the poets words suggest that he is reflecting on his marriage and feeling a sense of regret. And yet I find I have scant knowledge of youths ebullient song this further confirms the sense of regret as it shows he feels that his youth was short lived or even lost through taking on the responsibility of marriage too young. The poets words in stanza 3 emphasize the idea that his marriage dyeing is also affecting his children in a negative way. David, my son, my loved rival suggest that he is competing with his son for the love of his wife, the tone also suggests jealousy because his wife pays more attention to his son than him. And Julia, my tapering daughter this shows that she is Laura McLean rowing up and distancing herself from him, they are gradually getting less close and just like him and his wife their relationship is dyeing. I turn their wine to water. The tone of sarcasm is used here once again because it reverses the well-known phrase water to wine. It shows that he feels he is making their enjoyment tasteless and spoiling their lives and worsening the situation through his relationship with his wife. Another tone adopted by the poet is a cold tone against his wife. And Helen, my partner of all these year, He uses the word partner to show that she is no longer considered a lover. My sack of sighs suggests she is a burden to him, and the alliteration and onomatopoeia used in this sentence emphasizes the fact that she complains all the time but yet she still hurts, I think she loves him still but hurts because their love is fading away. With injured, bovine eyes. Another piece of evidence that he no longer considers her a lover is there must have been passion once this shows that there is no real physical contact anymore, maybe because of an indifference or because they are antagonistic towards one another. But neither she nor I could bear to have its ghost come prowling from its dark and frowsy lair. I think this is an important sentence in the theme of death and marriage because it shows that none of them could stand any physical contact, and he compares their love to a ghost, something rotten, decomposing, dead, buried and gone. I feel that this strongly emphasizes how dead their marriage is because he compares it to a ghost, something that no longer exists in real life. In stanza 6 the poets word choice suggests that they are only still together because of their marriage vows, and because of familiarity. And we, to keep our nuptials warm, still wage sporadic fireside war this shows that they keep their relationship interesting with arguments, but each of their Laura McLean words are like bullets, but the arguments have become that regular they are numb to each others insults. Numb with insult each yet strives to scratch the other raw. The writers violent language paints a picture in words of the strong verbal battle between him and his wife. Also the conversion of the word raw to war in the second and fourth lines this draws attention to the strangeness of the way they keep their relationship going. In the final stanza the writers language confirms that he has never been happy in his marriage. Twenty five yeas weve now survived the word survived shows that it has been a struggle, it has been something that he hasnt enjoyed. Im not sure either why or how here the writer seems surprised, he doesnt quite understand why his marriage lasted so long because he feels it was dead long before their silver wedding anniversary. Finally the last two lines the writer used a ply on words with A wreath of quarrels set he uses the irony here to show a play on the laurel wreath given to victors. In a way he is questioning himself here. Is there a victor? Will anybody win? The final line also shows hat the poet is getting older and more stressed, the relationship has taken its toll on him physically, mentally and emotionally. On my tired and balding brow I think that this poem of reflection is the writer questioning himself on why he is keeping something going that clearly died a long time ago.

Sex and Violence on Television Essay Example | Topics and Well Written Essays - 750 words

Sex and Violence on Television - Essay Example It is quit obvious that these programs bring more harm that they are the benefits. Therefore, this paper supports the fact that sex and violence on television should be restricted. Programming has become an issue in the last one decade. Though defenders of the programs argue that the effects are minimal, to the contrary, the programs have caused a number of effects. Most of the violent programs concentrate on homicide, assaults, and gang related issues. According to psychologists, when these programs are aired, it becomes hard for viewers, especially young people to differentiate right and wrong. The ultimate result of watching these programs without proper evaluation of the outcome is using the violence as a source of attention. The fact that many broadcasts on televisions concentrate on fighting and murder, it is possible that viewers will copy these actions and violent messages, try to act them out eventually causing harm to others. Although supporters of these programs argue that violence witnessed in the television scare away viewers from trying such scenes, the violence has come on the increasing side (Barrie, Harrison, and Wykes 99). It beats common knowledge that some program broadcasters know too well that their programs are dangerous. At the end of the program, a common message is send to the viewers warning them not to try what they have just watched at home. This means that even the broadcasters understand that a program with violence can easily be imitated causing harm to the society. What astonishes most is the fact that violence is now looked upon as a rule rather than an exception. This is because the many cartoon programs watched by children show how violence is superior to reason (Himilton 174). When these children are brought up with such understanding, they become hard to handle in schools and later become criminals. This is because from their young age, they were made to believe that death is violated by conflicts and threats and these are ethical conditions for existence. The three-lettered word, SEX, catches the attention of both children and adults. On television, sex evolved over time, until it came to become a normal thing. In section one the book, â€Å"Sex On Soaps - Afternoon Love & Lust On Television Daytime Dramas† soap operas have increased with many instances of sexuality. The increase of this screening was because sex is looked upon as a shock factor in several places. Although sex can be argued as good to some extend, just like violence, the lesson picked from these programs affect the young people. It is discouraging how televisions air these programs making parents and their children watch them together. Although to marriage people these programs could be beneficial, television have one objective of drawing more viewers thus without consideration of age bring these programs at any time of the day (Arthurs 10). Cases of sexuality have increased among the young people in both primary and secondary schools. At some point, young boys have forced girls into having sex. These are common cases in schools and many of the involved students are victims of sex on television. Rape cases have increased. When an individual who is not married watches a phonographic movie, the emotions force that person to involve himself in an act of sex. Since the person is single, the only

Dissertation proposal Research Example | Topics and Well Written Essays - 2000 words

Dissertation - Research Proposal Example This is to facilitate communication and formulation of superior performance policies that focus on the participation of everyone. Employee engagement remains a hot issue with most professionals posting diverse opinion on its suitability in measuring performance in institutions. One school of thought reports that employee engagement indices criteria form a fundamental element that provides relevant incentives for measuring performance. It acts as a scorecard guideline that measures the satisfactory level of employees and consumers in service delivery. However, another school of thought faults its use since it fails to provide clear benchmarks that can be applied to facilitate credible measurement of performance. Ideally, employees hold the requisite capacity of influencing performance in institutions (Macey, Schneider & Barbera, 2009, p. 224). To ensure superior innovation and creativity in product development, proper employee engagement is essential. It ensures adequate sharing of id eas and formulation of policies with innovative ideals. It is crucial to note that, employee performance can be achieved when their morale is enhanced through adequate engagement in diverse aspects. Over the past two decades, the term employee engagement has gained increased popularity. ... Most of the previous studies on this subject have addressed a number of aspects that are related to it; others have been very general, while others have addressed the particular aspects relating to the subject (Attridge, 2009). Over the years, management practitioners and management scholars have reiterated the need of coming up with the actual measures and indicators of specific management practices in order to evaluate their relevance (Markos and Sridevi, 2010). It is in the light of this view that it is important to evaluate the relevance of employee engagement indices as a performance measure and indicator in institutions. This evaluation will be fundamental in establishing how relevant these indices are, and whether there is need of changing them in order to make them more relevant. This paper evaluates the imperativeness of employee engagement as a performance measure and advancement of cordial relations in business institutions. Background The fact that modern business demands more efficiency and higher productivity than in the past cannot be disputed. This situation has come about as a result of various factors that affect the business environment (Ologbo and Saudah, 2011). These factors include technological advancements, increased competition, and heightened customers and shareholders’ expectations among others. Organizations are making a lot of efforts to improve their performances in order to remain competitive, make more profits and survive in the turbulent business environment. Several studies have shown that one of the critical ingredients of organizational success is employees (Harter et al, 2002). More satisfied

Students Diversity and Teaching Practices Essay Example for Free

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

College Admissions Essay: The Importance of Disabilities Awareness :: College Admissions Essays

The Importance of Disabilities Awareness    Disabilities Awareness has played an important role in my life. My present interest in it grew out of my early involvement as a child. In elementary school I was given the chance to serve as a student judge for disabilities awareness art contests sponsored by the NYS Commission on Quality of Care. Children from schools all across New York State were asked to send in drawings to express their personal message of equality and acceptance of people with disabilities. It was frightening to see how many drawings inadvertently depicted a negative message instead of the positive one called for by the contest guidelines. Later I experienced the same feeling when I judged a disabilities awareness writing contest and read many of the entries submitted by middle school students.    After seeing so many negative representations of people with disabilities, I decided I wanted to do something to help change the common misconceptions the general public had. I started to take notice of the challenges that people with disabilities faced every day. Some of them were concrete problems like the inaccessibility of buildings and the lack of accessible public transportation. I began to notice where people with disabilities couldn't go. I began to see that some of the worst challenges they faced, however, were attitude problems like the endless teasing or using the names of different disabilities as insults. I began to notice how people communicated (or failed to communicate) with disabled people. I observed that people thought someone with a disability was only a disability, therefore less human, and inferior to us. Expectations were low for them and they were more often sitting alone in a school cafeteria or not included in social events after school.    I hoped that my involvement in a New York State publication like the Disabilities Awareness Newsletter would help correct some of the misconceptions and lack of information I observed in my own world. I began to write articles that centered around positive accomplishments achieved by active members of our community who happen to have a disability.

History of Fire Sprinklers Essay

Rome, 64 A. D. Emperor Nero watched in horror as the great city of Rome burned for six days and seven nights. Afterwards 70% of the city was left in smoldering ruins and devastation. (The Burning of Rome, 64 AD 1) Why the exact cause of the fire is unknown, we wonder if an effective sprinkler system could have prevented this incident and others like it. A city that was well known for their magnificent construction, architecture, and irrigation systems was almost completely destroyed by one incident. Many codes do not require a specific type of Automatic Sprinkler System. While the most common type found is the Wet Pipe System; Dry Pipe, Preaction, and Deluge Systems can be found in many different occupancy types. The two main purposes of automatic sprinkler systems are to extinguish fires and control the fire until appropriate personnel arrive to extinguish the fire. Automatic sprinkler systems are expected in all occupancy types, except residential, unless the hazard is not compatible with water. For these hazards there are several other types of suppression systems that can be installed to manage the incident. By installing an automatic sprinkler system, you increase life safety and property protection. What is the standard of sprinkler systems? The goal is to increase life safety and decrease property damage. The National Fire Protection Association (NFPA) has been the leader in mandating standards and requirements when it comes to sprinkler systems. They have developed many standards that address the installation, inspection, and maintenance of sprinklers. Wet pipe systems are closed water systems attached to a piping system containing pressurized water at all times. This type of automatic sprinkler system is the most common type, and can be found in all most all occupancy types. Unless the potential of freezing pipes or other special conditions apply, this type of system will be encountered most frequently. The operation of this sprinkler system is very simple. The wet-pipe system consists of sprinkler heads attached to sprinkler supply lines that interlace the occupancy. When a fire first starts there is minimum heat generated. As the fire grows and the thermal layer is disturbed, heat rises to the targeted sprinkler heads. Depending on the rated temperature of the sprinkler head, a fusible disc or link melts from the heat and initiates the flow of water. While most fires are controlled by one or two sprinkler heads, in the case of fast moving fires more may be needed to control the fire. When water is flowed from the system, typically other things may happen. In all most all wet-pipe systems, there is some type of audible alarm activated at the standpipe. This will trigger other alarms in the building, and most of the time notifies an agency that will then notify the Fire Department of a water flow alarm or others like it. Dry pipe systems use air or nitrogen to keep the supply line pressurized at all times. This type of automatic sprinkler system is commonly found in the colder areas where the possibilities of freezing pipes are encountered. Dry-pipe systems provide the same adequate protection similar to wet-pipe systems. The piping is charged with air or nitrogen, and when a sprinkler head is activated the drop in the pressure opens a valve at the standpipe that allows water to flow into the systems. (Bahme 25) Just like the wet-pipe system, normally one or two sprinkler heads are needed to control the fire. There will also be an alarm that is activated notifying the appropriate agency to contact the Fire Department. At lest once a week the system should be tested to make sure that the air pressure within the piping is maintained. The third type of automatic sprinkler system is the Pre-action System. This type of system is a closed piping system that contains air, which may or may not be under pressure. When a fire occurs the fire detecting device signals the control valve to open charging the system. This type of system is usually used where the possibility of broken pipes and sprinkler heads may result. The most common places found include electrical rooms, computer rooms, and other areas that may house expensive equipment. There can be several types of pre-action system including a recycling system. This system is capable of charging the piping, discharging water, then cutting itself off. In the event that the fire rekindles, it can discharge again. It then has the ability to recycle the water. Deluge systems are much like Pre-action systems except that the sprinkler heads are open and the system is not charged. Similar to that of the pre-action systems, a fire detection device, usually a heat sensor, activates the discharge valve on the system. The difference is that the entire sprinkler component of the system is open; therefore the area that is activated is deluged in water. These types of automatic sprinkler system can be found where a high hazard of flammable liquid may be encountered. The most common place is aircraft hangars. Caution should be taken though; in confined spaces the oxygen level can be deficient when these systems are activated due to the copious amounts of water. Combined Dry-Pipe and Pre-action systems are composed of both the systems mentioned above. These systems have the dry pipe features with the pre-action features in the event the dry pipe portion fails. These systems are used when an area is too large to be covered by a dry pipe system. On the same note though, combined systems were originally developed for protection during cold climates. Long lines would be subject to freezing. These systems are commonly found when dealing with long piers. (Bahme 30) It is important to note this type of system is considered two independent systems. Testing requires individual standards for both type; consisting of the dry pipe system and the pre-action system. Limited water supply systems are those where supply water cannot be properly supplied to the occupancy. These systems consist of many wide range types and can be used as outside sprinklers and confined space sprinklers. Some research obtained shows that one type of limited water sprinkler type could be the antifreeze sprinkler system. This type of system is very uncommon and is normally not accepted and used in recent automatic sprinkler systems. In conclusion, there are several types of water sprinklers used in today’s management to help increase life safety and decrease property damage. By including detection devices and the correct sprinkler heads, these systems can mean the difference between life and death. The occupancy should have the correct automatic sprinkler system that will properly suppress the material relevant in that occupancy regardless of the type. The preferred automatic sprinkler system should all be able to notify the occupants, summon the correct agency to suppress the fire, sound alarms, supervise fire control, and initiated a wide variety of auxiliary functions involving environmental, utility, and process controls. (IFSTA 559)

Population Evolution And Microbial Life - 1263 Words

Assignment 8 Population evolution and microbial life are a major component in biological applications today. Microbial life is being discovered everywhere and these microbes can have major positive and impacts on society. Some microbes can promote increased human immunity to certain diseases like Cancer (Green and Ariyan 2014) or can potentially decrease the human aging process (Ghose 2014). For example, current clinical trials are now using microbes to help increase the rate at which T-cells can respond to the presence of cancer cells (Green and Ariyan 2014). We are also discovering how microbes contribute to our ocean animal populations and how they influence ocean health (Woods Hole Oceanographic Institution 2014), both positively and negatively. Some microbes can actually aid in the clean-up of oil spills as they ingest and breakdown parts of oil, and others can help us determine how climate change is altering how water quality (Woods Hole Oceanographic Institution 2014). 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