Physics midterm Essay Example | Topics and Well Written Essays - 250 words

Physics midterm - Essay Example How does the weight of an object affect its motion? And finally what is the effect of other forces other than gravity on the objects motion? The following measurements were taken in the lab: The objects displacement over time during the fall and the Carts displacement over time starting from rest. The time interval for the cart for five different inclination angles and the time interval when the angle of inclination for the cart is constant, and the mass is varied were noted. The measurement taken in the lab relate to the principals used in the experiment. Using the measurements and the basic kinematic equations we have calculated displacement, velocity and acceleration. Therefore the motion of the object in free fall and an inclined plane has been described. The lab relates to the material covered in class since using the data we have confirmed the expected results from theoretical analysis using the actual results. Real world applications of this lab include orbit calculations, explorations of oceans resources, satellite launch, exploration of natural resources and isometric height measurements. Bjà ¶rk, B. C. (2012). The hybrid model for open access publication of scholarly articles: A failed experiment?. Journal of the American Society for Information Science and Technology, 63(8),

E-Commerce and the Value Proposal Essay Example | Topics and Well Written Essays - 6000 words

E-Commerce and the Value Proposal - Essay Example The platform of e-commerce has emerged as one of the popular modes of performing related operations of retail chain businesses in an electric form. Notably, the activities in e-commerce include performing operations and making transactions with the use of internet. For several businesses, the platform of e-commerce is also used for gathering relevant information about consumer market and competitors’ actions amid the prime ones. The rationale behind conducting this study was to explore the benefits and identifying the challenges that Sainsbury’s experienced with respect to introduction of e-commerce in its business process. Besides, further supporting the assessment of the identified issues, certain recommendations has been made that will certainly assist the business of Sainsbury’s to improve its operational process. Considering the fact that the platform of e-commerce has emerged as one of the beneficial approaches to reach more customers in highly conventional setting thus, apparently, the prospective to conduct this study was to explore e-commerce trend in the global retail market. Along with this prospect, the significance of conducting the study also laid in exploring the issues that Sainsbury’s faced within aggressive e-commerce trend in the marketplace by other competitive businesses. Rationale after the study resolution to recognised the problems of the corporation that can be positively to sustenance the company in developing its commercial procedure. Appropriately, this study will support the company.

Art Is Lie That Brings Truth Nearer

Art Is Lie That Brings Truth Nearer I decided to evaluate the quotation by Pablo Picasso: Art is a lie that brings us nearer to the truth because the claim contains several issues that, depending on the definition, may lead to further difficulties in interpretation. What do we mean by truth?; What is a lie; What do we mean by arts?; Who do we consider when saying us? A piece of art, as a separate subject, is hermetically understood by every individual. It inspires us all, both creators and receivers of the art leading to specific, personal, conclusions. Therefore, not only the main assumption but also the main outcome of the arts is relativism; that is why we cannot state any absolute values in it. As Pablo Picasso once said: You will not understand arts as long as you wont understand that in arts 1+1 may give any result but 2  [1]  . This underlines, I believe, that art is never able to give an absolute answer, therefore is a lie in absolute terms. Hence, art outlines only the artists personal impression, his tru th, and cannot be a measure of any unambiguous distinction between the absolute and impression itself. Since it is the quotation of Pablo Picasso that is evaluated in this essay, it can be explained in relation to cubist theory of truth. The theory claims the total truth is a sum of all perspectives. So the more personal truths, in relativistic terms, or various lies (not hole truths), in absolute terms, are added, the closer one gets to knowing the real truth. That is how the art is a lie that helps us realise the truth. I will prove my thesis by analysing what kind of truth do paintings of Johannes Vermeer, a realist, Pierre Auguste Renoir, an impressionist, Edward Munch, an expressionist, and Rij Rousseau, a cubist, tell me separately and altogether about women. These artists, and specific movements they represent, were chosen because of the underlying contrast in both perceiving the truth and expressing it. They represent varied approaches which will allow to present flaws in ea ch view and draw moderate conclusion, which falls into the thesis of the investigation. The painting The Milkmaid , by Vermeer, shows a woman standing in a kitchen, preparing a meal. Her face is calm and it can be judged from her clothes and the content of the room that she lives in relative luxury. The painting presents somehow the reality of the 17th century social situation in Netherlands which gives me a social and historical truth concerning woman. Additionally, Vermeers truth about women is that they are the guardians of the households. His view falls into correspondence theory of truth, which claims that something is true if it corresponds to a fact. Despite recent XXth centurys social changes concerning womans position, they have always played a major role in taking care of home. The movement itself is an example of realism that comprises in the mimetic theory of art. The concept of mimesis assumes that the purpose of the art is to copy reality. Therefore the problem arises when evaluating realism- is it false because it deals with imitation, or it is true throu gh paradox of fiction- that the model presents some regularities of human behavior? I believe that by taking from the character her personal identity in exchange for creating a generalized model, Vermeer in fact hinders the personal truth about this woman. He effectively presents the social order and historical truth, however generalization is always concerned only with average, not with all possibilities. The painting Woman with a dog of Renoir presents a woman with a dog sitting in the grass. The blurry curves are used in order to show movement of the grass. By looking at the bloom and the reddish shade on a girl it can be judged it is a late afternoon. Renoirs truth in this painting applies only to womans look in a specific place at a specific time. Additionally, the painting says something personal about her- that she probably enjoyed spending her time close to the nature, since her face expresses joy, and that she probably enjoyed watching sunsets. The painting is an ideal example of impressionism. As Childe Hassam  [4]  once noticed: The true impressionism is realism that so many people do not observe. The crucial difference, however, between these two concepts is that impressionism tries to prove that truth is not a generalisation, like in realism. Instead, it uncovers the truth about certain objects in relation to very specific time and place. Therefore, impressionism also falls into correspondence theory of truth since Renoirs painting corresponds to a fact- girls look during a sunset. However, since impressionists tried to immortalise the very glance we must ask ourselves how good truth is that? Following Monets thoughts I assume that the truth about everything would be hindered in a series of glances. Thus, showing just one of the uncountable in their number glances gives us only an insignificantly small part of the truth about women in general and the girl in particular. The painting Madonna by Edvard Munch presents a woman with sunken orbits and slender posture which makes her look like a demon. The foetus in the left corner symbolises fertility and therefore depicts woman as a source of life. Her face expresses experiencing ecstasy and by linking this image with the title of a piece, Madonna, which is the Christian perception of a Holy mother, Munch degraded the value of woman. The artist was a misogynist and his truth is that a woman is a source of all suffering, the mother of heresy and the incarnation of pure evil.  [6]  Expressionists, like Munch, disregarded mimetic approach to arts; instead they wanted to show the world through the prism of their own perception. Thus, the basic idea in this movement was not to imitate reality (so they were not interested in absolutes), but to present the very subjective and very personal opinions- just as in the coherence theory of truth. The theory claims that a proposition is true if it fits in with our overall set of beliefs. Although the concept of woman being a demon could be true for Munch, for majority of people it would be perceived as extremist and prejudiced view. However, expressionism, because of its fundamental assumptions, speaks more of the painter than of the world. Munchs perception derives from fear of woman that is why it is so narrow. Nevertheless, this narrowness is a deliberate action. Author, as an expressionist, through his works tells me: This is MY truth, what is yours? The painting of Rij-Rousseau does not describe, as the title could suggested, the outer look. In Portrait she depicted three different bodies which shows the complexity and diversity of womens nature. It can be cheerful and warm (orange), or impassive and cold (green), and there is also the person between them, poorly visible, brown- imitating the whole uncertainty and mystery of other womans embodiments. Rousseaus truth about woman is hidden in symbols: the green face resembles a mask, so the outer look, which would mean that the blithe person represents the inner nature of woman. Therefore, the painting represents the very essence of the cubist theory of truth-to present the object in the widest context possible by considering it from multiple viewpoints. In other words cubism assumes that we are getting closer to the truth the more perspectives we get to know. But now again, how good truth is that? I now realize that the absolute truth about woman means summing up all the personal truths about each woman separately, yet it is an impossible task. Furthermore, any attempt to draw a mathematically moderate view about woman would mean going back to the very beginning, so the concepts of generalization and mimesis. Therefore, what is gained through dealing with arts is not only finding out how great is our own ignorance, but also how unattainable to comprehend, and impossible to depict, the absolute truth is. What have I gained through dealing with the paintings of Vermeer, Renoir, Munch and Rousseau? The Milkmaid told me what the social status in Netherlands was in XVIIth century. Renoir immortalised some girls look at the time of a sunset, the emotions that her face expressed and the move of the grass around her. Munch told me of his greatest despise and fear of women. Rousseau showed not to trust the first impression because a woman is a very complex being. Therefore, I am wiser with the views of these four paintings, bur now I realise I am poorer with the lack of the perceptions depicted in another thousands paintings. Thus, I know that I know nothing  [8]  of the absolute truth about woman, since I just grasped only an idea of the truths complexity. When Picasso said that art is a lie that helps us realise the truth I believe he didnt mean any specific style, i.e. he didnt mean that realism is a lie, but that all the achievements in arts, in all styles and assumptions, are just n ot complete. Having in mind that Picasso actually created cubism, I cant resist evaluating his claim in relation to cubist theory of truth. According to this idea the absolute truth is a mosaic composed of various elements individual approaches. In other words, what Picasso meant is that arts is closed in specific boundaries of different styles and cannot present the whole picture, therefore is a lie. However, as new forms and concepts are created the more perspectives are added and, piece by piece, the mosaic is being completed.

Uniforms In Public School :: Teaching Education

In the past few decades school has shifted its focus from education to fashion. Students are judged upon their shoes or jeans rather than their knowledge. Uniforms in the public education system is a great idea, not only is it cost effective, but also it gives the students a chance to concentrate on their studies and not have to worry about what to wear tomorrow. Plus the crime or violence rate drops in schools that have a uniform policy, and those that do not belong on campus are spotted quicker and easier. Private schools have already adopted this idea as well as some schools in England and Australia. Early morning or late evening fights over what is allowed to be worn to school could come to an end if uniforms are issued in the public school system.   Ã‚  Ã‚  Ã‚  Ã‚  The cost of uniforms as compared to the latest fashion statement is ridiculous. For the price of a household appliance, two or three outfits can be bought. The way the kids are dressed is more important than the grades they make. The students who don’t have the money to buy all the newest clothes tend to not go to school as much because they feel that they don’t fit in. The kids that come from lower class level backgrounds are the kids out there selling drugs and committing the crimes, but the money made goes to buy the latest designer jeans, just so they are â€Å" cool† at school. Uniforms can be bought at almost any clothing store. Prices range from $5-$7 for shirts, $10 for shorts and $7 for jumpers. Of course used clothes are cheaper. Majority of parents only buy two or three outfits for a school year. (Shrieves,3). Hand-me-down uniforms are used more than street clothes would be.   Ã‚  Ã‚  Ã‚  Ã‚  Should public schools in the U.S.A. have their children dressed in uniforms? Yes, as long as there are positive reactions involved. Uniforms not only look better and make fitting in easier but decisions on what to wear in the morning, a thing of the past. It used to be that the kids that wore the K-Mart or Wal-Mart brand of clothes were thought of as uncool. These are the students with lower test scores and poorer school attendance. Uniforms don’t only bring down the cost of clothes for the parents, but the school spirit is higher and the students feel a sense of unity.

Employee Diversity Assignment Essay

The most fundamental of the definition of employee diversity are focus on race, gender, nationality, age. According to (Nancy R, June 2005), fast technological change, globalization, the demand for skills and education, an aging workforce and greater ethnic diversification in the labor market have greatly influenced the arrangement of diversity today. Today’s definition of employee diversity includes race, age, ethnicity, gender or personality and work style, secondary influence such as religion, socioeconomics and education. Nowadays, employee diversity is very population the work place. It has advantages also accompanied by the disadvantages. 2. Advantages of employee diversity to the organizations 2. 1. Advantage of Language diversity: In the organization if the employees are speaking different languages, it may bring some benefits to the organization. For example, in the one company if the staffs speak not only one language, when the company need some staff to go overseas to join some meetings or do some inspections and research. So the company can only pick up some staffs that can speak those countries’ languages and send them for the meetings or inspections instead of find out some translators or even spend money to hire some consultants. It really can save the expenditure for the company. Nowadays, if a company want to be succeed, it really need to be able to better integrate into this world and also need to broaden their horizons. The employees are the main force of the company; their performances are really affecting the company’s future. The employees’ language diversity can help the company to explore more overseas markets and make them more competitive. 2. 2. Advantage of Gender diversity Gender diversity also has its own advantages for organization. In an era, people change their ways of thinking the gender diversity in the work place. They realized that not only men can do every work in the work place. Now, women are becoming more and more important in organization. Nowadays women have the skill set for the new competitive demands of technical work. Companies agree that they need more technical leaders with varied skills such as interpersonal skills and business skills. 93% of technical leaders in a survey indentified the building of collaborative networks in an organization as a crucial component of leadership (White, B, 2006). Women have the skills to meet the new demands of technological work both in terms of technical and interpersonal skills (Tray, L, 2007). Of course interpersonal skills are really needed in the organization; it is very useful and helpful for running the organization. All those show that women are indeed more suitable for certain parts of organization. These are also the advantages of gender diversity. 2. 3. Advantage of Age diversity Age diversity has its own advantages in the workplace. Nowadays in the work place, there are many different age levels of workers. One part of them is old workers. More and more old workers in the work place are the current trend. Because now, people are retiring much later in life than before and their careers are extended in the present day. According to the research by United States Department of Labor shows that between 1977 and 2007 employment of workers 65 and over increased 101 percent, compared to a much smaller increase of 59 percent for total employment (16 and over). For those older workers they all worked long time in the work place, definitely they got more experience and knowledge than the young age workers. Those of them can transfer knowledge and experience to the new workers. It can help the organization save the expenditure for sending the new workers for training. And the old workers’ experience can help the new workers avoid some common mistakes. In the other hand, nowadays in the work place there are also many young age workers. They also can bring the benefits to the organization. Compare with older workers, younger workers are more creative and innovation. They can help the organization to make better decision and improve problem solving (Harvey, Carol P; M. June Allard, 2012). Nowadays, if the organization wants to remain competitive, it should encourage the staff to distribute a variety of ideas which leads to higher levels of innovation. This part of workers is really a new vitality of organization and they can help organization to keep up with the pace of the times. 3. The problems of employee diversity Consider the employee diversity in the work place. Besides the benefits, there are many problems come out as well. And all these problems may lead to loss for the organization. Below two problems are very common in the work place. 3. 1. Communication problem Communication barriers will lead to problems in the organization. For example, if a manager gives instructions about completing a task to a staff. But this staff fails to fully understanding the instructions because of the language barrier. And then the staff may make mistakes if he tries to complete the task without receiving clarify or even don’t know what the task it is. This problem will cause the delay of the task complete or even fail. It will really cause the losses for the company. And if during a team work, the staffs have communication problem. It will affect the efficiency of work and sometimes it will affect the relationships of the teammates. And also because of the employees may come from different countries, so they may have their own work styles and behaviors and those situations also can cause communication problems among the employees. And finally affect the organization’s benefit. 3. 2. Gender discrimination problem Gender discrimination is another very common phenomenon in the work place. According to the traditional thinking, women have been considered intellectually inferior to men and men are more capable than women at work. Thus, in the workplace, under the same conditions men will get more opportunity to be promoted than women. Same as in the management level, women’s suggestion and ideas sometimes will be ignored or unaccepted. Above phenomenon have also can led to the lack of teamwork and inefficiency work. And this is also a reason of pay-gap between male and female workers. Sometimes the gender discrimination even happened in the recruitment. During the interview men really get high chance to get the job than women. According to a survey conducted by the center for Women’s law and legal services of Peking University in 2009 (Women’s Law and Legal services, 2009). This survey researched 3,000 female employees over one year’s time and got the results by analyzing data interviewed some women employees. According to employers set different criteria in recruitment and women have to have excellent performance than their male competitors in interview to get the same job. More than 1/3 of those women said that male employees are easy to get promoted and priority is always given to male employees. This is fully illustrated gender discrimination really happened in the work place and it becomes a big problem in the workplace. . Solutions to the problem of employee diversity Regarding the problems of employee diversity in the work place, we need to get some solutions to avoid or solve them. In case of these problems damage the interests of organization. Solution to communication problem: ? Training: Employees could be provided proper training to receive in certain language courses if they have language barriers. They also need to be trained how to use the organization internally information system such as telephone system, e-mail system. Set a SOP for staff to check the work has been access properly: Communication problem always caused by misunderstanding and ambiguity and finally lead to loss for the organization. The organization leaders can set some SOPs for staff to make sure the work and information has been implemented properly. In the SOPs may include the instructions of work process and double check procedures. 2. Solutions of gender discrimination: ? Set the relevant regulation of gender discriminations: Make sure the employee handbook includes anti-gender discrimination policies. Create clear examples of gender discrimination to clarify any questions employees may have. And organize the staffs review and test regularly. ? Put reflected box in the work place: In the organization it can be set the reflected box in the work place to encourage and promote the staff to reflect any problems especially the gender discrimination. Once the phenomenon happened, the organization should resolve it quickly and given the appropriate punishment. 4. Conclusion The employee diversity is a reflection of a present trend of this times. Diverse work teams can bring high value and benefit to organizations.

Employment and Delegation Essay

In the scenario given there were five behaviors of delegation used. They were: clarifying the assignment, specifying the employee’s range of discretion, allow the employees to participate, inform others that delegation has occurred, and establish proper feedback channels. In this paper, each behavior will be discussed as used in the scenario, and will give specific detail of how we as managers would have handled the delegation. Clarity of the assignment, is providing clear expectations of an assignment with details, deadlines, an audience, and the importance of the assignment being done on time. This is the first step in the delegation process of the project. If we ask someone to complete one of our assignments, we would want to be sure that the assignment is done the way we would have completed it. There’s a reason why we asked that particular person. If it was something anyone could do you can ask for volunteers. Informing others that delegation has occurred is essential behavior in the delegation process. Obviously Ricky has other employees that he manages. So it is important to inform those employees about the delegation as well. He chose Bill because of his three year experience in the contracts group. However, there isn’t any mention of addressing Ricky’s other employees. Since he assigned Bill to this project what about Bill’s daily duties? Is Ricky going to provide Bill with help in regards to his daily work, or will he be required to complete both the project and his work? That’s what we do not know, but they were having a meeting in the morning to discuss the assignment. These are issues Ricky has to figure out now, along with informing his staff, because if Ricky did not inform his other employees, they may perceive it as favoritism and think he is trying to hide it from everyone. Ricky should also inform Bill of the reasons he chose him at their meeting in the morning, and also let him know he will be communicating the project to the rest of the team so they are aware Bill will be working on the assignment for the given time frame. Normally in those situations you look to the person who may be capable of doing the job based on previous experience. It is important to share the wealth when it comes to delegating task to the staff. I would assume that Bill is one of the go-to guys that can and is able to complete task with assigned deadlines. However, the behavior skills that stick out to me the most are clarify the assignment, inform others that the delegation has occurred, and establish feedback channel. It is important that Ricky clarifies with Anne what the guidelines for the new manual are so that he can clearly communicate them Bill. Setting up one-on-one sessions or a team meeting will be useful to inform all team members of the decision. Lastly, Ricky should set up periodic reviews with Bill to check on his progress and also see if any assistance is needed. agree that some of the delegation skills where used in this scenario, but not all were used fully. I like the point made earlier in the discussion that Ricky probably manages more then one employee, In the scenario I think Anne did a poor job for a few reasons. 1) Ricky already was working on a major project, and as his boss she should have been aware of that before she asked him to do it. She may have been, but this is what we don’t know. 2) Anne asked Ricky to do the assignment. Obviously there was a reason why she asked him, so when he requested Bill to replace him why did she allow it? If I delegate an assignment to my employee I want the person to do what I asked. I feel that clarifying the assignment, specifying the employee’s range of discretion, allow the employee to participate were the delegation skills used the most in the scenario, while establishing feedback channels and inform others that delegation has occured wasn’t as much if any. I remember an old saying form a manager I had who would say, â€Å"inspect what you expect! † We are tasked to ensure what we empower our workforce to accomplish is completed the way we expect it to be done. However, if we do not adequately communicate our expectations to the employee, than how will we be able to hold them reliable for the job. Now, am I saying we should micro-manage? Never! And i’m sure no body wants to spend time micro-managing. What we do want to ensure though is task completion and work from a decentralized form of management so the employee doesn’t get frustrated in their job. Bottom line, we empower people everyday, the question is how much do we trust them? â€Å"Allow the employee to participate. † We have that found the employees participation is the best means to empower them not only in their job, but it gives them personal satisfaction. Now, this can be somewhat dangerous because you never want to give them an unchecked decision machine. As the section mention, you allow the employee to participate in that decision and then a set limit of authority is transferred to them for the project. We know, from experience that you must maintain that channel of communication with the employee so to keep them on the right direction. This will be training opportunities for managers with the employee in how to better make decisions without being biased. I know it can be challenging at times and personal matters may strive to cloud our decision process, but over time the employee will learn how to set aside personal reasoning.

CITATION Lis08 l 1033 (Lisa Dorward, 2008) CITATI Essays

CITATION Lis08 l 1033 (Lisa Dorward, 2008) CITATI Essays CITATION Lis08 \l 1033 (Lisa Dorward, 2008) CITATION Joh15 \l 1033 \m Eth11 (John Turner, 2015; Ethan Pendleton, 2011) CITATION The14 \l 1033 (The European Commission, 2014) CITATION Nei12 \l 1033 (Neil Kokemuller, 2012) Bibliography BIBLIOGRAPHY Ethan Pendleton, 2011. The Advantages of Doing Business in an Emerging Market. [Online] Available at: http://smallbusiness.chron.com/advantages-doing-business-emerging-market-22717.html [Accessed 22 May 2017]. John Turner, 2015. Challenges Facing European Monetary Union. [Online] Available at: http://archive.intereconomics.eu/year/2010/2/challenges-facing-european-monetary-union/ [Accessed 25 May 2017]. Lisa Dorward, 2008. What Is the Importance of Business Cycles? [Online] Available at: http://smallbusiness.chron.com/importance-business-cycles-24241.html [Accessed 21 May 2017]. Neil Kokemuller, 2012. Advantages Disadvantages of Doing Business in Emerging Markets. [Online] Available at: http://smallbusiness.chron.com/advantages-disadvantages-doing-business-emerging-markets-22725.html [Accessed 23 May 2017]. The European Commission, 2014. Economic and Monetary Union. [Online] Available at: https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/economic-and-monetary-union_en [Accessed 26 May 2017].

Whats a Good PSAT Score for 2017 Expert Analysis

What's a Good PSAT Score for 2017 Expert Analysis SAT / ACT Prep Online Guides and Tips If you plan on taking the PSAT in October 2017, then you won’t have to wait too long for the results. You’ll get your scores back mid-December, just before winter break. Your PSAT score report gives you a few different score types, including your total scores, section scores, and Selection Index. With all this data, how can you sort through the numbers to figure out what's a good PSAT score? This guide goes over the full scoring system of the PSAT so you'll know exactly what makes a good score. We'll start with a quick glossary explaining the various types of PSAT scores you’ll find on your score report inDecember. Types of PSAT Scores: A Glossary At first glance, your PSAT score reportcan be pretty intimidating. You'll be faced with your total score and section scores and subscores. All this information is meant to help you, but if you don’t understand what each type of score means, it'll be hard to figure out how well you performed on the PSAT. Your PSAT score report will contain six main kinds of data: scaled total scores, section scores, raw scores, subscores, Selection Index, and percentiles. Here’s a quick rundown of what all of these terms mean: Scaled total score: Your total score on the PSAT, ranging between 320 and 1520. Half of your total score comes from Math and the other half comes from Evidence-based Reading and Writing (which is a combination of the Reading and Writing and Language sections). Scaled section scores: Two scores, one for Math and one for Evidence-based Reading and Writing. Both of these scores fall between 160 and 760. Section (test) scores: Three scores: one for Math, one for Reading, and one for Writing and Language. All section scores fall between 8 and 38. Subscores: Seven scores, each on a scale of 1 to 15. Subscores tell you how you did on certain types of questions, some of which appear across two or more sections of the PSAT. You’ll get a subscore for questions that fallinto these seven categories: Command of Evidence, Words in Context, Expression of Ideas, Standard English Conventions, Heart of Algebra, Problem Solving and Data Analysis, and Passport to Advanced Math. Raw scores: Three scores, one for each PSAT section, representing the number of questions you got right. The ranges for raw scores vary by section. You can get a maximum raw score of 48 for Math, 47 for Reading, and 44 for Writing and Language. Selection Index: One score that ranges from 48 to 228. Your selection index is the sum of your three section scores between 8 and 38 multiplied by 2 ((section score + section score + section score) x2). The National Merit Scholarship Corporation (NMSC) uses Selection Index to award test takers Commended Student and Semifinalist status. Percentiles: Ranking of your performance compared to that of other test-takers. Percentiles tell you what percentage of other students you scored the same as or better than. If you score in the 80th percentile, then you scored the same as or better than 80% of other test-takers. There it is- all of the categories of data on your PSAT score report, explained. The next step is understanding which of these types of data matter most for you. Out of all six kinds of data, which are the most important? Which PSAT Scores Are Most Important? All of the PSAT score data is useful in different ways, but the most important numbers on your score report are your scaled total and section scores. As you saw above, you can score a maximum of 1520 on the PSAT overall, or a 760 each on Math and Evidence-Based Reading and Writing. While the Reading and Writing and Language sections are separate sections on the PSAT, your scores on these sections are combined into one scaled section score. As a result, your total PSAT score is half-Math and half Evidence-Based Reading and Writing. Another important piece of data for students competing for National Merit distinction is their Selection Index. The NMSC sets a different cutoff for students in each state that determines who becomes a Commended Student and Semifinalist. The top 1% of scorers in each state are named Semifinalists, which means they may be able to move on to become Finalists and win scholarship money. Finally, you can use your non-scaled section scores, raw scores, and subscores to get detailed insight into how you did on each section and question type on the PSAT. Understanding what kinds of questions you got wrong is especially helpfulwhen you go on to study for the SAT, as they show your strengths and weaknesses as a test-taker and where you need to improve the most. For instance, your scaled section scores might tell you that you're fine with most of the Math and struggle more with Evidence-Based Reading and Writing. However, if you look deeper by checking your raw scores and subscores, you might discover that what you really need to work on is the Writing and Language section, or, more specifically, â€Å"Command of Evidence† questions. Now that you have the tools to sort through your PSAT score report, let’s go back to our original, million-dollar question: what makes a good score on the PSAT? Read on to find out. What Makes a Good Score on the PSAT 2017? Before we can answer thequestion â€Å"What’s a good score on the PSAT?†, we need to define what we mean by a â€Å"good score.† Because everyone will have their own specific goals for the PSAT, what's good for one person may be just okay for another. To help us find some answers, let’s try defining good in a few different ways. First, we could define â€Å"good† as meaning that you scored better than 50% or more of other test-takers. Based on this definition, we can use percentiles to figure out what makes an above-average PSAT score. Second, we can define â€Å"good† PSAT scores as scores thatqualifyfor National Merit. Actually, qualifying for National Merit means that you got excellent, amazing, near-perfect PSAT scores. We’ll discuss what you need to get in greater detail below. Finally, we’ll consider what kinds of SAT scores colleges are looking for. The PSAT is very similar to the SAT, so your score can help you figure out if you’re on track to get the scores you need for the colleges you want to apply to. Let’s start by considering PSAT percentiles. How do PSAT scores correspond to percentiles? How Do PSAT Scores Correspond to Percentiles? Full Chart PSAT percentiles give you a way to compare your scores to those of other test-takers. If your score is in the 75th percentile, then you scored the same as or better than 75% of other students. The remaining 25% scored better than you. The highest possible percentile on the PSAT is the 99th percentile. You don’t have to get a perfect PSAT score to land in the 99th percentile. We don’t yet have percentile data for the October 2017 administration of the PSAT, but we can get an idea of what to expect by looking at percentiles from the 2016 PSAT. Here’s the full chart that shows how PSAT scaled section scores compare, usingpercentiles: PSAT Section Score Evidence-Based Reading and Writing Percentile Math Percentile 760 99+ 99+ 750 99+ 99+ 740 99+ 99+ 730 99+ 99 720 99+ 99 710 99+ 98 700 99+ 98 690 99 97 680 99 97 670 98 96 660 97 95 650 96 95 640 95 94 630 93 93 620 91 92 610 90 91 600 88 90 590 86 88 580 85 86 570 82 83 560 80 81 550 77 77 540 74 73 530 71 69 520 67 65 510 63 62 500 60 58 490 55 54 480 50 49 470 46 43 460 42 40 450 39 37 440 35 31 430 31 26 420 28 23 410 26 20 400 23 18 390 20 14 380 16 11 370 12 9 360 10 6 350 7 3 340 6 2 330 4 1 320 2 1 310 1 1- 300 1- 1- 290 1- 1- 280 1- 1- 270 1- 1- 260 1- 1- 250 1- 1- 240 1- 1- 230 1- 1- 220 1- 1- 210 1- 1- 200 1- 1- 190 1- 1- 180 1- 1- 170 1- 1- 160 1- 1- Via CollegeBoard.org As you can see, percentiles work slightly differently for Math and Evidence-based Reading and Writing, with Math being a little more competitive at most score levels. For instance, an Evidence-Based Reading and Writing score of 680 ranks in the 99th percentile, whereas you’d need a 720 to get into the 99th percentile for Math. This variation happens because more students get top scores in Math than they do in Evidence-Based Reading and Writing. Using this chart, let’s pick out what you have to score in each section to get a â€Å"good† PSAT score in a higher-than-average percentile. What Is a Good 2017 PSAT Score Based on Percentiles? If we define a good PSAT score as one that's higher than what most students achieve, we can use percentiles to figure out what exact score you'd need to rank higher than the majority of other test-takers. To rank in the 50th percentile, you’d need at least a 480 in Reading and Writing and a 490 in Math. What if you want to rank in the 70th, 80th, 90th, or even 99th percentile? Here are the section scores you’d need to score higher than the majority of other students. Percentile Reading and Writing Score Math Score Composite Score 70% 530 540 1070 80% 560 560 1120 90% 610 600 1210 99% 680 720 1400 Oddly enough, you’d have to score slightly higher in Evidence-Based Reading and Writing than in Math to make it into the 90th percentile. To make it into the 99th percentile, though, you’d have to score 40 points higher in Math than in Evidence-Based Reading and Writing. If you’re a strong test-taker aiming for National Merit, then a good PSAT score for you will be one that qualifies you for Commended Student or Semifinalist. Read on to learn what is a good PSAT score for National Merit distinction. What’s a Good 2017 PSAT Score for National Merit? The National Merit Scholarship Corporation distinguishes students who get top scores on the PSAT. Students who score in the top three to four percent are named Commended Students, and students who get top one-percent PSAT scores are named Semifinalists. However, instead of relying on PSAT percentiles, NMSC uses itsSelection Index to determine which students qualify for which honor. Each state has its own Selection Index cutoff that students need to make to qualify for National Merit. Before we look at all of these cutoffs, let's review how your Selection Index score is calculated so you understand where it comes from. Qualifying for National Merit Commended Student or Semifinalist is a feat worthy of celebration (and being put on your college applications) How Is the Selection Index Calculated? You can easily calculate your Selection Index score once you know your 8-38 scale section, or test, scores. Simply add your section scores for Reading, Writing and Language, and Math together, and then multiply the entire sum by 2 to get your Selection Index Score. Let’s say you got a 25 in Reading, a 37 in Writing and Language, and a 38 in Math. Here’s how you would figure out your Selection Index. Section Score Sum x 2 Selection Index Score Reading 29 (29 + 37 + 38) x 2 = 208 Writing and Language 37 Math 38 Once you add together and double your section scores, you get a Selection Index of 208. Does this score qualify for National Merit Semifinalist? That all depends on where you live. Keep reading for the full chart that shows the qualifying cutoff scores for National Merit in each state. Qualifying PSAT Scores for National Merit, State by State We've created a chart that shows the Selection Index score you need to qualify for Semifinalist in everystate. While the National Merit Scholarship Corporation doesn't release a full list of cutoffs, it will tell interested individuals what scores they need for their own state. Because of this, the data in the chart below was crowdsourced from individuals across the country If you think any cutoffs are in error, let us know in the comments! You can also verify your own state's Selection Index cutoff by calling NMSC at (847) 866-5100. Here’s the full list of state cutoffs to qualify for National Merit Semifinalist. State PSAT Cutoff for National Merit Semifinalist Alabama 215 Alaska 213 Arizona 219 Arkansas 213 California 221 Colorado 218 Connecticut 220 Delaware 218 DC 222 Florida 217 Georgia 219 Hawaii 217 Idaho 214 Illinois 219 Indiana 217 Iowa 215 Kansas 217 Kentucky 215 Louisiana 214 Maine 214 Maryland 221 Massachusetts 222 Michigan 216 Minnesota 219 Mississippi 212 Missouri 216 Montana 210 Nebraska 215 Nevada 214 New Hampshire 216 New Jersey 222 New Mexico 213 New York 219 North Carolina 218 North Dakota 209 Ohio 217 Oklahoma 213 Oregon 219 Pennsylvania 218 Rhode Island 217 South Carolina 215 South Dakota 209 Tennessee 218 Texas 220 Utah 215 Vermont 215 Virginia 221 Washington 220 West Virginia 209 Wisconsin 215 Wyoming 209 Average score 216 On average, students need a Selection Index score of 216. If you live in Washington, DC, Massachusetts, or New Jersey, then you need to meet the highest cutoff of 222. If you haven't taken the PSAT yet and are aiming for National Merit, I'd recommend aiming for a PSAT score that's at least two to five points higher than your state's cutoff on this list. The cutoffs can fluctuate a bit from year to year, depending on how students around the country do on the PSAT/NMSQT. Once you’ve found your state’s cutoff, how can you figure out what scores you need to qualify for National Merit? Your National Merit Selection Index score cutoff depends on what state you live in. How to Calculate Your Target Scores for National Merit This section is for students that haven't taken the PSAT yet and are aiming for National Merit. You read above how to convert your PSAT section scores into the Selection Index. If you know what Selection Index you’re aiming for, all you need to do is work backwardto figure out your target section scores. Remember how you needed to add your section scores together and then double that sum to get your Selection Index? Working backward just means dividing your Selection Index by two and then further splitting that quotient into three. Let’s say you live in New Mexico. To qualify for National Merit, students who took the PSAT in 2015 needed a Selection Index of 213. To be on the safe side, you'll want to aim for around a 216 as your target score (just in case the cutoff fluctuates). Our first step, then, is to divide 216 by 2. 216 / 2 = 108. Now you know that your section scores in Reading, Writing and Language, and Math need to add up to 108. You can also figure out what section score you need for each section (Math, Reading, and Writing and Language) by dividing 108 by three. 108 / 3 = 36 However, not everyone is equally strong at math and reading and writing. You might be able to aim a little higher in Math and a little lower in Reading and Writing and Language, or vice versa. As long as your section scores still add up to 108, you’ll still get a Selection Index of 216 and potentially qualify for National Merit. Once you understand what total section scores you need, you can adjust your target scores among the three PSAT sections however you want. Set realistic goals for yourself based on your own math, reading, and writing skills. Of course, only a small group of students are aiming to become National Merit Semifinalist. Only 16,000 of the 1.6 million who take the PSAT will receive this distinction. Disappointed with your PSAT performance? Want to improve your PSAT score by 150 points? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today: A good PSAT score is also one that shows you’re on track to achieving your SAT goals and getting into college. Let’s consider our third and final piece of criteria, which defines a â€Å"good† PSAT score as one that helps you meet your college goals. What Is a Good PSAT Score for College? The PSAT is extremely similar to the SAT, and your performance on the PSAT can help predict your SAT score. Almost everyone improves when they take these tests more than once, sothe PSAT is a useful trial run. You'll likely score higher on the SAT than you would if you'd never taken the PSAT. You can use your PSAT score report to see your current scoring level and findout what skills you need to improve to hit your target SAT scores. To figure out your target SAT scores, you should do some college research. Find schools that you’re interested in, and look for the average SAT scores of accepted students. You can then use this information to set your own SAT score goals. Once you know what scores you need to get into your colleges of interest, you can use your PSAT score report to design a study plan. Use the data provided by section scores and subscores to pinpoint your strengths and weaknesses, then type yourself up a personalized SAT study plan that targets your weak areas. Depending on how many points you’re seeking to improve, you can roughly predict how much time you'll need to set aside to prep. Here’s an estimate of how many hours you need to study to achieve variousscore improvements. 0-50 SAT composite point improvement: 10 hours 50-100 point improvement: 20 hours 100-200 point improvement: 40 hours 200-300 point improvement: 80 hours 300-500 point improvement: 150 hours+ If you’re already scoring close to your target SAT scores, then you can feel satisfied with your PSAT scores. If you fell short by a hundred points, then you need to kick your test prep into gear and devote several hours a week to getting ready for the SAT. If you have months to prepare, then you can definitely see a big improvement in your scores and skills as a test-taker. Your PSAT score report offers a useful starting point for your SAT prep. Whether or not you think you got a good score on the PSAT, you can still achieve a good score on the SAT with enough commitment. In closing, we'll go over the key points you need to remember about what makes a good score on the 2017 PSAT. edX Social Media/Flickr. What SAT score do you need to be a good candidate for your dream school? Your PSAT scores can help you achieve your dream. 2017 PSAT Scores: Key Takeaways If you take the PSAT in 2017, then you'll get your scores back mid-December. Your PSAT score report might look confusing at first glance, but now you understand what all of its scaled scores, section scores, and subscores mean. Any students aiming for National Merit will also want to check their Selection Index score to see if it's above past years' qualifying scores for their state. If you haven't taken the PSAT yet, you can use the cutoffs to set goals for your scores. Everyone has their own definition for what is aâ€Å"good† PSAT score. For example, you might think a good score is one that is higher than that of most other students. You can use percentiles to figure out what makes a good score on the PSAT. If you’re a high-achieving student who has spent time prepping for the PSAT, then a good score for you might mean receiving National Merit distinction. National Merit is extremely competitive and only goes to the top scorers across the country. Finally, scoring well on the PSAT can help shape your plans for taking the SAT and getting into college. You might have a certain PSAT score goal based on your eventual college applications. Even if you fall short of it, you'll then know you need to boost your SAT performance through studying. Taking the PSAT is a valuable experience that will help you get ready for the SAT.In the end, you should decide what makes a good score for you based on your personal goals and plans. What’s Next? If you get named a National Merit Semifinalist, what steps do you need to take to move on to become a Finalist and earn scholarship money? Find out with our complete guide on how to become a National Merit Finalist. What are the differences in content between the PSAT and SAT? Should you prep for both simultaneously? Learn more about the four key differences between the PSAT and SAT here. How many hours should you plan on prepping for the SAT? Figure out how far in advanceand for how long you should study for the SAT. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

How To Choose Building Plans - 10 Steps to Your Dream Home

How To Choose Building Plans - 10 Steps to Your Dream Home Whether you are building a new house or remodeling an older home, youll need plans to guide you through the project. Here are some tips to help you choose the best building plans for your needs. How to Choose the Right Building Plan Create a Spreadsheet of Needs. Talk with your family. Discuss what each of you wants. What are your needs now and what will your familys needs be in the future? Should you plan for future aging in place? Write it down.Observe. Look at how you live and where you spend most of your time in your house or apartment. Why spend the time and money to build or remodel? If its just because you like change, maybe no building plan will satisfy.Reflect on homes you have visited. What features did you especially enjoy? Look at the way other people live. Is that lifestyle really what you want?Consider the features of your land. Where is the sunlight best? Which direction offers the greatest views and the cooling breezes? Could remodeling capture a piece of nature overlooked by builders of another time?Select exterior finishing details with care. Know if youll be building in an historic district, which may restrict exterior modifications.Browse through building plan catalogs for ideas. You dont hav e to buy stock plans, but these books can help you visualize possibilities. Public libraries may have these popular books on their shelves. Use the webs search function offered by online directories of building plans. Houses from sites like Houseplans.com have often been designed as custom homes before being offered as stock plans. Some plans are specs (speculative) and many are often more interesting than plain vanilla catalog plans.Select a floor plan that most closely matches your ideal. Do you need adaptability? Perhaps you should consider a house without walls. Pritzker Prize-winning architect Shigeru Ban designed Naked House (2000) with movable interior modules - a unique solution that you wont find in a house plan catalog.Estimate your building costs. Your budget will determine many choices you make in the design of your home.Consider hiring an architect to personalize your building plan, or to create a custom design. What Comes First, the House or the Site? Architect William J. Hirsch, Jr. writes, Its a good idea to have a basic concept of what kind of house you want before selecting a site because the type of house will dictate to some extent the nature of the site that makes the most sense for you. Likewise, if you have your heart set on the land first, the house design should fit the site. It might take four months to build a house, but the planning could take years. Additional Tips Choose your floor plan first and your exterior faà §ade second. Most plans can be finished in nearly any architectural style.Its usually best to purchase your land before you select your building plan. The land establishes the amount of area and the type of terrain you have to build on. To build an energy-efficient structure, try to follow the sun as it crosses your lot. Pre-purchasing the land also helps you budget the rest of your project.Be sure to budget for landscaping and finishing touches.Listen actively. Reflect back what you hear when you talk with family members. You might be surprised to find out that your children or in-laws plan to live with you. Do You Have the Confidence? Jack Nicklaus (b. 1940) has been called the greatest professional golfer of all time. So, what does he know about design? Plenty. Nicklaus is said to have had an interesting strategy when he played profession sports - he competed against the golf course instead of other players. Nicklaus knew the ins and outs of all the courses he played - he figured out what he liked and what he didnt like about golf course design. And then, he formed a company. Nicklaus Design promotes itself as the worlds leading design firm. You have lived in the spaces chosen by your parents. Now its your turn to decide. Source Hirsch, William J. Designing Your Perfect House: Lessons from an Architect. Dalsimer Press, 2008, p. 121

Final project Essay Example | Topics and Well Written Essays - 1250 words

Final project - Essay Example The main conditions found in comorbidity to MDD includes Obsessive Compulsive disorder,Post Traumatic Stress Disorder and the Panic Disorders. (Kessler,1996) Currently the treatment of MDD is centred around the selective serotonin reuptake receptor inhibitors (SSRI). This is based on the fact the main mood elevator neurotransmitter of our body and found at synaptic junctions are actively reuptake so the availibilty of serotonin at the synapse decreases, reducing the mood and causing depression. SSRIs inhibits this uptake by inhibiting the reuptake receptors of serotonin in the presynaptic regions found in the nucleus accumbens and ventral tegmentum area and hence causing mood elevations. Although antidepressant medications are often prescribed to people with MDD, it is estimated that 20-40% of depressed people do not benefit from taking medication ( Kirsch 2008,Hays,1995)).Apart from the efficacy these medications can also cause side effects like drying of mouth, insomnia and others amongst the few. Thus, researchers are developing other possible ways to reduce depressive symptoms. One such depression treatment alternative to medication is the transcranial magnetic stimulation or TMS. Briefly, TMS treatment involves placing a coil on the scalp surface and passing a current through it (the exact details of the strength and rate of the current are beyond our purposes). When the current passes into neural tissue it affects the way the neurons operate, in a therapeutic way. Objective and Aim of the Study We wanted to analyze whether the TMS approach is effective in reduction of the episodes of depression from the baseline levels at the end of week 4 in the major depressive disorder patients. Methodology The study was conducted across multiple sites but the procedures were the same across locations. The sites involved were Florida, Oregon, and Washington. Across locations, participants with a history of antidepressant-resistant MDD were randomly assigned to either a n active or a sham TMS condition. In the active condition, participants were actually given the TMS treatment. In the sham condition, participants were not given the TMS treatment but went through a similar procedure in each session (e.g., they came in for sessions in which a coil was placed on their heads but no current was run through it). So the sham condition was considered to be a type of placebo treatment. This was done to minimize the treatment limited bias of the study. The study was run double-blind so that neither the participant nor the assistant running the session was aware of which condition the participant was in. Thus the experimental design of the study was a randomized, multicentric, placebo controlled double blind study. This design definitely was important to give the way for a powerful analysis. The MADRS scores which is the set of scores that signifies the extent of depression of various parameters were analyzed to give a final depression score. The convention is, more the MADRS scores more is the depression and vice versa. Thus the results were analyzed by comparing the MADRS scores at baseline and at 4 weeks after the TMS treatments were implemented to see the effect of that approach on MDD patients. Statistical analysis was carried out through SPSS software and paired sample t test was carried to find out the levels of significance. P values less than 0.05 were considered statistically significant. Results We analyzed findings on 4 questions to reach a conclusion. Q1.Ignoring the TMS condition and

Different Countries Different Cultures Assignment - 2

Different Countries Different Cultures - Assignment Example Therefore, comparatively, there is a higher growth rate in GDP in the USA as compared to Japan. The unemployment rate in the USA during the first quarter was rated at 8.2%, while that of Japan over the same period was rated at 4.6% (Robert, 2008). While there was an increase in the unemployment rates in Japan during this period, in the USA, more jobs were created. The annual inflation rate by January 2012 for Japan was observed to rise by 0.1%, while that of the USA decreased to 2.9%. However, both countries trade deficits widened, with the imports for both countries being higher than their exports. Another similarity between the countries is in their economic performance, where both economies are performing well. China is the world’s fastest growing economy, with an average annual growth rate of 10% over the last thirty years. While China has an average quarterly growth rate of 2.15% from the year 2001 to 2011, the average quarterly GDP growth rate in India is 7.45, as from the year 2000 to 2011. Since 1997, the economy of India has recorded a steady growth rate of 7%, thus serving to reduce the poverty levels by a greater margin (Jayati, 2010). The GDP of India grew by 6.9% in the last one year, while that of China increased by 8.1%. While the economy of China is mostly supported by exports, which forms the bulk of China’s GDP, that of India is mostly supported by the service industry, which forms the bulk source of income for the country’s economy (Jayati, 2010). In the first quarter of 2012, China’s inflation level went up by 3.6%, while that of India decreased by 0.3%. While the GDP per capita of China was 8,394 US dollars, that of India was $3,703 for the same period. China is the world’s largest producer and consumer of Agricultural goods, while India is the second largest producer and consumer (Rogers, 2011).  

ACA - Code of Ethics Questions Essay Example | Topics and Well Written Essays - 1250 words

ACA - Code of Ethics Questions - Essay Example Paraprofessionals should have also known the ACA Code of Ethics and applied it by informing the clients of their lack of training and supervised experience in the area of group counseling. Their conduct is highly unethical for accepting a roll for which they are not fully qualified to deliver, Counselor One is aware of the practice by the permanent licensed professional staff members of avoiding groups with heavy demands, indirectly causing that others who are new to the field and eager to serve skip the rules and show an unethical conduct. Counselor One should have gone to his supervisor for advise. Once the client had successfully dealt with the issues that originally brought him to treatment, Counselor Two should have either terminated the counseling relationship or together with the client assess whether there was need to continue with counseling in other areas. Counselor is responsible of monitoring her/his own effectiveness and when seeing that the client no longer benefits fro m the counseling move to appropriate termination.

The Role of the Manager Essay Example | Topics and Well Written Essays - 1000 words - 1

The Role of the Manager - Essay Example This paper illustrates that for several years, sociologists refer to management as a class consisting of influential individuals. According to James L. Lundy, management refers to the job of organizing, planning, controlling and directing people and resources towards the attainment of organizational aims and objectives. F.W. Taylor believes that management is the task of identifying your aims and objectives and ensuring that those aims and objectives are attained in the most efficient manner. Management is mostly defined as a procedure of helping organizations obtain their aims and objectives by making people work towards the attainment of those aims and objectives. In a broader view, it is the directing and planning of what goals need to be accomplished and how they will be accomplished along with the organizing and obtaining of resources that will be needed to obtain those objectives. For years it has been argued whether the nature of management is scientific or it is an art. The v ery fact that people who have assumed the responsibility of management have to learn theories and principles that need to be further applied and experiment makes management a scientific process. On the other hand, the fact that management is related to humans in every aspect makes management an art as well as science. A manager has access to various scientific tools which help him in making day to day decisions, but managers have to heavily rely on their intuition in order to make the correct decision. Managers have four basic functions as discussed earlier and they have to perform various roles for the accomplishment of these functions. One of the roles played by managers is that of a figurehead. The top-level management acts as a figurehead while representing their organizations in societal, legal and symbolic activities. Managers are even responsible for conducting various tasks such as hiring employees, training and developing employees, and performing appraisals.

The Will of God and Ethics Essay Example | Topics and Well Written Essays - 750 words

The Will of God and Ethics - Essay Example The fundamental question of theology is, â€Å"Does God tell us what to do and therefore it is right, or does God happen to be right and tell us the right thing to do?† Does justice precede theology, or theology precede justice? The distinction is important. If one states that good precedes God, one might be being blasphemic, as God might do something evil; in any respect, obedience to God is a mere logical consequence, not a highest duty. But if one states that God precedes good, the question is, why? As Sayre-McCord puts it, â€Å"Many have thought the right answers to these questions are found in an appeal to God. On their view, moral principles are the expression of God's will — they are His commands to us — and they get their authority from their source. In important ways, though, this merely shifts the puzzles back a step. Whatever problems one might have making sense of eternal transcendent standards re-emerge when trying to make sense of an eternal trans cendent being who might issue commands...[O]ne is also left with the difficulty of explaining why God's commands are authoritative† (2007). ... in light of which He counts as morally perfect), in which case speaking of morality as consisting of God's commands will not explain the origin or nature of these independently existing standards...Alternatively, one might eschew an appeal to God's knowledge or goodness and claim that there is no independent standard for God's will and nature...If we reject the idea that God's commands reflect His knowledge of right and wrong, and reject as well the idea that God is all good, it seems reasonable to wonder why his commands have any special authority† (Sayre-McCord, 2007). Euthyphro exposes some of the obvious logical dilemmas of the theological position admirably. Socrates asks Euthyphro, â€Å"What is the meaning of "attention"? For attention can hardly be used in the same sense when applied to the gods as when applied to other things. For instance, horses are said to require attention...† When Euthyphros offers that piety is other obedience or care of the Gods, it begs the question, why would omnipotent entities care for what a human being has? Either the gods want the obedience of people who can offer them nothing, in which case the gods are either petty or helpless, or they do not, in which case the gods do not care. This difficulty is especially applicable to the modern world: Assuming an omnipotent and good God essentially obviates the idea of obedience or sacrifice, since God can get anything He wants. Further, Socrates exposes the issues of theodicy and hermeneutics, the question of what God or the Gods want. â€Å"And further, Euthyphro, the gods were admitted to have enmities and hatreds and differences?† If the gods had differences, then how could one be pious? Try to represent the general opinions of the god, or only obey directives of all the gods? Since

Second Klan through the lens of gender Essay Example | Topics and Well Written Essays - 1000 words - 1

Second Klan through the lens of gender - Essay Example She brands them â€Å"petite Middle class† in the midst of wealthy recipients. Maclean’s work provides an understanding of both social and cultural issues, and a broad view of the persons behind the evolution of the Ku Klux Klan movement. The author argues that the economy had an impact in the collapse of the Klan in the mid 1920s (Jenkins 218). This argument contrasts that of several historians who indicated that the collapse of the Klan attributed to the moral plus financial abuses of Klan leaders. Evidence of murder plus rape of Klan Members and leaders was an indication of the cause of the decline of the group. The author argues that the New Deal and its several programs attempt to lessen the diminutive bourgeoisies economic decline weakened the Klan and other groups. The argument does not regard the possibility of an economic fall in the period of depression. The post war era must not have an impact on the economic down fall of the Klan (Jenkins 219). Maclean’s argument on the significance of gendered analysis emanates from her observation of various changes in the roles of women plus men during the era of the Klan movement. There were traditional roles laid by the Ku Klux Klan movement that the women were to follow. In the Ku Klux Klan, there existed rules that guided the clan, including the role that women and men had to play in the participation of clan activities. The Klan expected women to play a prime role of raising respectful white children with Christian faith and educating the children that the white race was greater than other races (Jenkins 220). However, several women defied the traditions by taking part in struggles for rights to participate in voting and inclusion, in the movement. These gender role changes cause Maclean to declare gendered analysis of the movement a fundamental aspect for revealing various occurrences. Several women fought for their inclusion the affairs of the movement, and found necessary

The Will of God and Ethics Essay Example | Topics and Well Written Essays - 750 words

The Will of God and Ethics - Essay Example The fundamental question of theology is, â€Å"Does God tell us what to do and therefore it is right, or does God happen to be right and tell us the right thing to do?† Does justice precede theology, or theology precede justice? The distinction is important. If one states that good precedes God, one might be being blasphemic, as God might do something evil; in any respect, obedience to God is a mere logical consequence, not a highest duty. But if one states that God precedes good, the question is, why? As Sayre-McCord puts it, â€Å"Many have thought the right answers to these questions are found in an appeal to God. On their view, moral principles are the expression of God's will — they are His commands to us — and they get their authority from their source. In important ways, though, this merely shifts the puzzles back a step. Whatever problems one might have making sense of eternal transcendent standards re-emerge when trying to make sense of an eternal trans cendent being who might issue commands...[O]ne is also left with the difficulty of explaining why God's commands are authoritative† (2007). ... in light of which He counts as morally perfect), in which case speaking of morality as consisting of God's commands will not explain the origin or nature of these independently existing standards...Alternatively, one might eschew an appeal to God's knowledge or goodness and claim that there is no independent standard for God's will and nature...If we reject the idea that God's commands reflect His knowledge of right and wrong, and reject as well the idea that God is all good, it seems reasonable to wonder why his commands have any special authority† (Sayre-McCord, 2007). Euthyphro exposes some of the obvious logical dilemmas of the theological position admirably. Socrates asks Euthyphro, â€Å"What is the meaning of "attention"? For attention can hardly be used in the same sense when applied to the gods as when applied to other things. For instance, horses are said to require attention...† When Euthyphros offers that piety is other obedience or care of the Gods, it begs the question, why would omnipotent entities care for what a human being has? Either the gods want the obedience of people who can offer them nothing, in which case the gods are either petty or helpless, or they do not, in which case the gods do not care. This difficulty is especially applicable to the modern world: Assuming an omnipotent and good God essentially obviates the idea of obedience or sacrifice, since God can get anything He wants. Further, Socrates exposes the issues of theodicy and hermeneutics, the question of what God or the Gods want. â€Å"And further, Euthyphro, the gods were admitted to have enmities and hatreds and differences?† If the gods had differences, then how could one be pious? Try to represent the general opinions of the god, or only obey directives of all the gods? Since

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). 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