Assess the view that what participant observation lacks in terms of reliability Essay Example for Free

Assess the view that what participant posting lacks in terms of reliability EssayAssess the view that what participant observation lacks in terms of reliability representativeness, it more than makes up for in terms of validity. Participant observation is where the researcher infiltrates themselves into a authoritative stem or ring to study them from within. The researcher unremarkably puts themselves in a position where they are in the main part of the group, and they usu solelyy study the activities and attitudes of the different ring/group members.The observation is usually carefully thought through, it is usually recorded in field notes, and fanny often take months, even years to complete. Participant Observation usually doesnt start with a definite hypothesis, so new ideas and thoughts about the group or the way that an idea may turn out usually come through when the observer is part of the group. You can either do overt (people know you are doing it) or covert (undercover) observations, or even a combination of both.Although this may seem like a very kosher method to use, there are quite a few disadvantages of doing this Bias is a concern because if the observer starts being drawn into the group, their own views will be abandoned because they may start seeing things through the groups eyes, and may blind the researcher to new(prenominal) views that may be available. The influence of the researcher may also be a problem, because if a group know that they are being studied, they may alter their behaviour, and so the research is pointless.For example, with James Patricks study of a Glaswegian Gang, he was suspected of holding back in fights and being reluctant to figure in some of the activities of the Gang, and this was pointed out by a member of the gang, but thankfully, the leader of the Gang stood up for Patrick, because he was the only one who actually knew that the gang was being studied. Ethical Issues are also a problem, because if the researcher goes in really deep with the group, then(prenominal) they may expect to illegal or meanspirited activities, which may go against the researchers own values.The actual proof of the study is also a problem because you have no way of replicating the exact study, and so have no way of knowing if the research is true or not. This kind of study is also on too small a scale, and so you cannot replicate it again. Also, due to the micro-ness of it, you cannot make generalisations for the whole population based on one group, or if you were studying gangs and their motives for committing crimes or something like that, you cant excise that all other gangs will have the same motives.And finally, most researchers like to study the less powerful groups in society, and there has been a debate over whether this is right or not because we can possibly miss the important issues that are going on. However, there are some advantages to using this method, and so we cannot just assume that all sociologists see this as a bad method to use By joining a certain group, the sociologist would be able to gain knowledge of certain subjects from that groups point of view, and they would be able to fully understand the sorts of things that were going on, and gaining different perspectives.Also, you can generate new ideas from being in a new group, and this can lead you to new perspectives and ideas. You also get more of the truth and honesty if you are doing overt participant observation, so you can quite easily ratify or disprove any hypotheses you have come up with. You are also to dig deeper into the group so to speak, because if you are a part of the group, then you can uncover issues that may normally remain hidden or are secretive.Participant observation is also dynamic because if you are with a group over time, you understand how they work and how attitudes and behaviour change over time. Lastly, you can dig deeper into areas that you arent typically able to reach , for example, with young offenders or religious groups. It is, however, simplistic to assume that participant observation will automatically produce valid results, as there are many threats to this validity.

Ford and Toyota Analysis Essay Example for Free

cross and Toyota Analysis Essayord Motor Comp any was incorporated in Delaware in 1919. Ford acquired the business of a Michigan fraternity, overly known as Ford Motor Company which incorporated in 1909 to produce and sell automobiles knowing and engineered by Henry Ford. They are unmatchable of the worlds largest producers of cars and trucks. Ford operates in two sectors, Automotive and Financial Services. In the Automotive sector repor circuit card segments are Ford North America, Ford South America, Ford Europe, and Ford Asia Pacific Africa. In the Financial Services sector reportable segments are Ford Motor Credit Company and Other Financial Services. 1b. Factors affecting Fords profitability includeWholesale unit volumesMargin of Profit on from each one vehicle sold which in turn is affected by many factors, such as Market factors volume and mix of vehicles and options sold, and net set (reflecting, among other factors, incentive programs Cost of components and raw materials necessary for production of vehicles Costs for customer warranty claims and additional service actions Costs for safety, emissions and fuel economy engineering and equipment A high proportion of relatively fixed structural cost, so that small changes in wholesale unit volumes shadower significantly affect boilers suit profitability General economic conditions and other uncontrollable external factors affect the automotive industry as a whole 1c. Toyota commenced operations in 1933 14 years after Ford.Toyota operates in the Automotive and Financial sectors as does Ford, with reportable segments in Japan, North America, Europe and Asia NEED MORE Toyota Motor Corporation is a limited liability, joint-stock company incorporated under the Commercial Code of Japan and continues to exist under the Corporation Act. Toyota commenced operations in 1933 as the automobile piece of Toyota Industries Corporation (formerly, Toyoda Automatic Loom Works, Ltd.).Toyota became a separate c ompany on August 28, 1937. In 1982, the Toyota Motor Company and Toyota Motor Sales merged into one company, the Toyota Motor Corporation of today. As of March 31, 2013, Toyota operated through 509 consolidated subsidiaries and 206 affiliated companies, of which 56 companies were accounted for through the equity method.Toyota primarily conducts business in the automotive industry. Toyota also conducts business in finance and other industriesToyotas business segments are automotive operations, fiscal services operations and all other operations. The following table sets forth Toyotas sales to external customers in each of its business segments for each of the then(prenominal) three fiscal yearsToyota sells its vehicles in approximately one hundred seventy countries and regions. Toyotas primary markets for its automobiles are Japan, North America, Europe and Asia. The following table sets forth Toyotas sales to external customers in each of its geographical markets for each of the pa st three fiscal years. Automobile sales are affected by a number of factors including social, political and economic conditions, introduction of new vehicles and technologies, and costs incurred by customers to purchase and operate automobiles2a.2c A proxy is another person that you legally designate to vote your stock. If you designate someone as your proxy in a written document, that document also is called a proxy or a proxy card. A proxy statement is a document that atomic number 16 regulations require that we make available to you when we ask you to vote your stock at the annual meeting. NEED MORE 2b. dklsfjl3c. The Board has adopted the following standards in find whether or not a director has a material relationship with the Company. Employee or former employee. No director who is an employee or former employee of the company can be independent until three years after termination of such employment Independent Auditor Affiliation. No director who is, or in the past three y ears has been, affiliated with or employed by the Companys present or former independent auditor can be independent until three years after the end of the affiliation, employment, or auditing relationship. Interlocking Directorship.No director can be independent if he or she is, or in the past three years has been, part of an interlocking directorship in which an executive officer of the company give ears on the compensation committee of another company that employs the director. Additional Compensation. No director can be independent if he or she is receiving, or in the last three years has received, more than $100,000 during any 12-month period in direct compensation from the Company, other than director and committee fees and pension or other forms of deferred compensation for prior service (provided compensation is not continent in any way on continued service).Immediate Family Members. Directors with immediate family members itn the foregoing categories are subject to the same three-year restriction. Other relationships. Commercial, charitable and educational relationships will not be considered to be material relationships that would impair a directors independence. PAGE 25 Elaborate more3d. In book of account3e. Among the most important qualities directors should possess art the highest personal and professional ethical standards, integrity, and values. They should be committed to representing the long-term interests of all of the shareholders. Directors must also have possible wisdom and mature judgment. Directors must be objective and inquisitive.Directors must be willing to devote sufficient time to carrying out their responsibilities andduties effectively, and should be committed to serve on the Board for an extended period of time. 3f. Non-employee board members are provided with $200,000 of life insurance which ends when a director retires, company provided healthcare insurance at no cost, use of up to two company vehicles free of charge. NOT D ONE 4a. Fords audit committee selects the independent registered public accounting truehearted to audit Fords books and records, and determines the compensation of the independent registered public accounting firm. Consults with the firm, revaluations and approves the scope of their audit, and reviews their independence and performance.Reviews internal controls, accounting practices, and financial reporting, including the results of the annual audit and the review of the interim financial statements with management and the independent registered public accounting firm. CONTINUED PAGE 20 4b. The Board has designated Stephen G. Butler as the Audit Committee financial expert.

Secure Payment Device using NFC

Secure Payment Device using NFCCAREER EPISODE 33.1 knowledgeablenessIn my last semester, i.e. 8th semester, I made a examine called Secure Payment Device using NFC. My last career episode is close this project. I completed this project in six months duration from Jan 2013 to May 2013. I completed my Bachelors Degree in Electronics and Communication in June 2013. I chased this program from Guru Nanak Dev University, Gurdaspur, India. The project secure remuneration device using NFC was completed in a assembly and I was assigned the group leader. Also, it was performed under the care of Prof. Rana.3.2 BACKGROUNDNFC Near Field Communication, it is a wireless dialogue technology. NFC and mobile payments are the 2 fields which are gaining attention in the society lately. by and large all mobile phone has this NFC technology, and more to come in near future. using NFC, if the payments are made possible, it testament attract more masses. The project concentrates on how this tech nology can be employ for mobile payments. It stores the credit panel or debit flyer weigh on the phone i.e. the digital coin and uses NFC commentator to detect the card number and send it to the server for authentication. For this purpose, I had prepared a dummy database bank system and uploaded it on the server side.3.3 OBJECTIVESThe bearing behind implementing this project was to overcome the problems related to payment. People tend to forget their wallet and debit/credit card, or there occurs a problem of gage if the card is lost. So, to overcome this issue I creationed a NFC based payment method, which replaces the regular money cards. The drug users mobile system become the mode of payment transaction. This solves the issue of security also and the person al repre directations has a mode of payment in his phone. Also, NFC is the brisk and useful technology, which got me interested in its various forms of application.3.4 In this device, NFC for requesting on client en d and sending card number, POS (Point of Sales) Terminal for client end for receiving data and processing the transaction, Website for registration, account details etc., Web service which is use for authentication and Database for loading and saving users details are required. Various new technology and software are used in designing of this device. The POS terminal is NFC endorser interfaced with Arduino, from Arduino the program code is sent to APDU commands on phone to verify the AID of the application. Eclipse software is used to write application for NFC Enabled Phone to send card number and password that is stored in the phone. Computer languages like C, ASP.NET are used to write the code for website and webserver. And SQL is used for database technology.3.5The idea behind this project is that the user just touches his phone to NFC reader when the payment is need to be made, and the phone will act as the credit card or debit card that the user previously used to use. A mobi le payment enabled phone is associated with the bank or the credit card comp all, in a similar way the phone is associated to phone service provider. For my project a dummy system and bank with some random database is made to use which assigns a card number and authenticates the user the permission required at the time of payment.3.6The project was performed in a group, and being a group leader I had many responsibilities and duties that I had to perform perfectly and had to maintain professional rules of conduct. The duties are listed belowTo start with, I had to understand the problem statement assigned to me and survey and research pertinent and related topics for possible solutions.After having the solution, I mapped a usage plan.Based on the work plan, I divided the whole project into small confinement and assigned each team member the task based on team members ability. Also, I gave a strict deadline.I involved myself in the design procedure of the gag rule diagram for thi s device based on my research work.I studied and compared all the components and came up with a final set of components.Using my planned circuit diagram and the component list, I started to plot the hardware model.I learned new software for the implementation of the programming codes in my device. interrogation and troubleshooting was performed.Regular reports on updates of my project was given to the project guide.3.7 PERSONAL ENGINEERING ACTIVITYBased on my literature survey, I made a block diagram for my device. For my project, I have used Roboduino with ATmega328, which is Arduino compatible board. I chose this microcontroller due to its simplicity in programming. To display a message at the POS terminal, I used LCD and interfaced it with Arduino. The NFC reader is interfaced with Arduino in SPI mode. I have made use of PN532 NFC IC which prepares NFC reader by matching 13.56MHz frequency with the antenna. The data that is scanned by NFC reader is passed to the computer and furt her sent to web server for authentication. The web servers code that is written in visual studio will verify the data that is sent to the web service URL. The URL is already hosted. It will then send a notification stating the success or failure of the data and that will be displayed on the LCD.3.8To use this system, it involves three parties buyer, bank, and the merchant. The process involves tapping the buyers phone on the reader at the point of sales (POS). Once the AID is selected from the android side, it will homecoming the card number and PIN to the reader. As per the ISO 7816-4 standard, these values received are transferred in HEX code. On the PC terminal, this HEX code is converted into thread by serial client. The bank receives the card no and PIN for verification purpose. On receiving the reply, the LCD will display true or false and it will notify the buyer about his or her transaction.3.9For the function of the system, I used the following components to suit my requ irement.PN532 it is a highly-integrated transmission module which is used for contactless communication at 13.56MHz and it also supports microcontroller functionality based on 80C51 core.Arduino Duemilanove, LCD 162, Resistors, Capacitors, LED, MOSFET, Inductor and CrystalWith the help of these components I prepared a circuit diagram using a software called Eclipse. The readers circuit diagram differs than others because it moves from one host interface to other and the SPI interface uses MOSI. PN532 supports three modes. The interfacing is done for the LCD and NFC shield with the Roboduino. The NFC shield operates as SPI modes while interfacing, so 4 pins MOSI, MISO, SS and SCK are interfaced to the Arduino pins.3.10Once my hardware part was completed and the components were soldered to the PCB, I progressed my work with the break dancement of the software part for my device. The software part was divided into two parts, one for the hardware functioning and the other part was de signed to function the web application. To start with the implementation, I had to learn certain programming software, as they were new for me. The four software that are used in my device are Arduino IDE used for programming Arduino Uno board with C++ language, Microsoft Visual Studio used for growth a serial client software, web application and web service with the use of C, Eagle is used for PCB designing and schematic layout and Eclipse to develop android applications using Java code.3.11For receiving data on COM port and for the verification purpose of the user, a software i.e. serial client is developed with the help of C.Net. A random website is developed for the registration and processing the NFC payment purpose, editing details of the user, adding money etc. A tap pay app based on android is prepared for NFC shield to communicate and transfer the required card details to serial port. The serial client performs all further procedure. After the finish of the software des igning, the project was run on the trial basis to check its working and for any faulty situation. Various troubleshooting and test kits were used to solve any issue in the device. All the connections were checked at the final stage to avoid short circuit situation of the PCB.3.12Working in teams is also a challenging situation. And as I was the group leader, I had to present the complete working model of my project on time. I coordinated with each group member. I took a fair, unbiased, and appropriate decision in the state of conflict. I took help from my seniors and project supervisor in the crises of any error or problem. there were two major issues during my project, first was working on software as coming from electronics and communication background, it was difficult and challenge to write such big codes. I took the challenge and learned all possible solutions and techniques to write the code. The second issue was I had to reconnect some of the components as while performing a trial run, the microcontroller got burnt. I took precaution while correcting the issue so that I dont make the same mistake again.3.13 SUMMARYTherefore, after performing and developing such endless device, I have proposed a trusted and secure option for payment method which is based on NFC. It processes payment without the need of physical card, the mobile does all the work by just tapping it at the reader. Once the users details are verified, the payment is processed and executed successfully. I have kept the window open for expanding my project in future. The details can be encrypted before transferring it from the phone to the POS, thus keeping it more safe and secure. It can be used anywhere, from shopping at small shops to malls, as well as an access system for the door or for buying tickets at railway or bus stations.3.14The project was a big step in my bachelors degree. It involved serious knowledge and full dedication. I learned and developed new technologies and software t hat are related to my electronics and communication field. I used my engineering knowledge at various point during the execution and implementation of the project. I was grateful to my project guide for constantly help me and training me to develop such device. I made a presentation and report describing the details of my project. I referenced various work of great researchers and scientist wheresoever needed.

A Study on Libya and its Education System

A Study on Libya and its Education SystemLibya is an Arabic coarse located in matrimony Africa on the Southern coast of the Mediterranean Sea. The economy of Libya is mellowly dependant on oil as it has many reserves of oil. The total neighborhood of the country is approximately 1,759,540 squ are kilometres (i.e. 679.182 sq miles). It in like manner has the longest coastline among the littoral states of the Mediterranean Sea with a length of approximately 1.955 km. Libya is surrounded by a bet of countries Egypt in the east, Sudan in the south-east, Chad and Niger in the south, Algeria in the west and Tunisia from the north-west, and it is a member state in a add together of organizations, regional groups and world-wide organizations such as the get together Nations, the Afri offer Union, the Arab Maghreb Union, League of Arab States, Non- Aligned Movement, the Organization of the Islamic Conference and OPEC (Oxford Business Group, 2008 The Peoples deputation for Education , 2001). Libyas population is approximately 6,310,434 which is administered a small figure of speech compared with the countrys area. This follow also includes tens of thousands of non-citizens who migrated to the country in search of crop opportunities, particularly after the discovery of oil and the enchanting offers provided to foreign professionals, especially at the universities and higher(prenominal) fostering institutions (Hanley and May country, 2001).1.1.2 Education in LibyaThe Libyan Government has embarked on a developmental course aiming to the expansion, upgrading and modernisation of its fundamental infra expression, where information is of high priority (Hanley Mayfield, 2001). The Libyan repository of information (2000) stresses that preparation, health and social services are the highest priority for Libyas infrastructure development programme.According to Hanley Mayfield (2001), The Gaddafi Development Foundation has taken the responsibility for develo ping raising system and infrastructure in Libya, jibely 5,000 existing instills and colleges directed to be modernised and enhanced. This enhancement requires mingled equipment and expertise at all levels to create amaze gentilityal establishments for the future Libyan generation. In addition, their agenda will include the side by side(p) tearsImprovement of the political program in schools and universities including the scientific journals, extremityicals and books.Opening the door for concourse Libyans with the worldwide community by means of many programs, such as providing a great identification number of young Libyans the opportunity to continue their studies abroad and to gain supranational qualifications.The initiation of an 18 month plan to provide bingle jillion computers to one million Libyan children.The initiation of a program to connect Libya with global knowledgeal community through broadband Internet.Every major hospital will become an cultureal hos pital managed by an already schematic international hospital that will provide training of hospital forethought and process etc for the next five years with 20 hospitals currently targeted for this single-valued function.Initiation of one million companies for one million Libyans. To do this, our young entrepreneurs need to be trained and enabled to help them be successful in their brand-new ventures.The establishment of e-government where registering a new company will not take more 30 minutes to complete.Opening the door for cooperation between local anesthetic universities/educational interests and international educational interests through cooperative contracts and memorandum of understandings.Gaining funding for the educational development of Libya through donations, and various forms of foreign investment.Offering full scholarships to the top students in the country to 990 students for undergraduate and high studies. Most scholarships are in the medical and engineering f ield. The major countries considered are mainly the UK, North America (Canada and the USA), Malaysia, Egypt and Australia.In academic year 1975/76 the number of university students was estimated to be 13,418. Today, this number has increase to more than 200,000, with an extra 70,000 enrolled in the higher technical and vocational sector. The rapid increase in the number of students in the higher education sector has been mirrored by an increase in the number of institutions of higher education. Since 1975 the number of universities has gr suffer from two to nightspot and after their introduction in 1980, the number of higher technical and vocational institutes currently stan From its inception the revolutionary regime placed great emphasis on education, continuing and expanding programs begun under the monarchy. By the 1980s, Libya had made progress, but the country still suffered from a lack of qualified teachers and enrolments in vocational and technical training lagged. Both of these shortcomings have resulted in a reliance on foreign-born professionals to fill teaching posts, technical positions in many state industries and service sector jobs in fields such as health care (Secretariat of Education, 2000).In 1980, to redress the balance, Libya enacted what was known as the New educational Structure. School curriculums were restructured in favor of technical subjects and, in the humanities, Arabic nomenclature and Koranic education were particularly emphasized. The battlefield of English from the seventh grade was also initiated. At the high school level the plan enabled the creation of alter vocational and technical schools in addition to traditional academically oriented schools. The new structure also required the establishment of technical and vocational education at the tertiary level, which has led to the creation and strong growth in the number of higher technical and vocational institutions In March 2000, the General Peoples citizens committee for Education and Vocational Training was dissolved and all of its responsibilities transferred to the regional flocks committees (Secretariat of Education, 2000).1.1.2.1 General educationAccording to the Economist (2009), most of the governments of the Arab countries are well alert that their university and school systems were and still doing badly, Arab governments including Libya have been struggling to improve their education infrastructure and facilities. In 1996, students were estimated to constitute 27% of the Libyan population, where the number of university students was 13,418, a considerable number of those students are immigrant learners who entered Libya with their families, or as employees and then joined the education institutions. Currently, the numbers of students in primary and unessential education are rapidly increasing driving the number of university students to exceed 200,000, in addition to about 70,000 who joined the technical and vocational sectors. The s trategy to redress the balance which called the New Educational Structure, has been apply in 1980, consequently, the schools curriculum was reformed in pitch to introduce and emphasize technical subjects in addition to Arabic language and Qurans studies and humanities. The strategy intervention at the secondary education emphasised the launch of vocational and technical schools beside the traditional academic schools. This strategy also emphasised the initiation of technical and vocational institutions in contrary regions of the country which has contributed considerably to the development of these regions (Country Review 2006 and El-Hawat, 2003).The previous educational system in Libya was following a 6-3-3 pattern for the primary, technical and pre-university education (i.e. primary stage begins at age 6 and continues for six years, followed by three years of preparatory school and three in secondary school),while the current system follows 2 nursery, 9 basic education and 3 or 4 secondary education according to the specialisation (Clark, 2010). Eventually, successful candidates get General Secondary School certificates or alternatively, in the case of technical school a diploma. In addition, there is a training/vocational branch that follows the preparatory cycle and lasts for two or four years. Those who successfully pass with sufficient high marks can proceed into higher education that is provided by sixteen institutions, nine universities and seven mod learning institutions (Al Gaamatti, 2005). Moreover, in our cartridge clip, and according to Sophie (2009), the Libyan government is working on one of the biggest projects in the country. The government is embarking on the worlds largest university building programme for the purpose of actuate the next generation of education seekers to choose to study and work at inside Libya rather than travelling to other countries. Another reason for this project is to knock down the large number of intelligent Libyan students who have left the country in the last few decades in order to gain higher university degrees oversees. As part of this project, and in 2006, the Education Ministry created a five-year strategic plan running from 2008-13 to upgrade the countrys educational facilities and infrastructure. In addition in 2007, the Organisation for the Development of administrative Centres, which is a state department that manages strategic infrastructure projects, declared its intention to build or enlarge 25 Libyan universities. New strategic junction venture and partnerships between a number of Libyan universities and well-recognized foreign universities were made in order to enhance education. For example, the partnership that was created between Sebha University in Libya and Edinburghs Heriot-Watt University in the UK, which offers high-altitude teaching and experience from its Institute of Pet portionum Engineering.1.1.2.2 Higher Education in LibyaAs mentioned earlier in this repo rt, and according to Sophie (2009), the rapidly growing numbers of students at all levels of education required an expansion in the numbers of education institutions, especially the higher education institutions. For example, the number of universities has increased from two universities in 1975 to nine in 2003, while, the number of higher technical and vocational institutes has reached 84 since their initiation in 1980. The first university initiated in Libya in 1951 after the countrys independence, in Benghazi. It had only one college of Arts and Education, until the Faculty of Science was established in Tripoli in 1957. The main objectives behind initiating universities at that time was not more than providing teachers of intermediate and secondary schools with training, and building the capacities of the government employees (Peoples Committee for Education, 2000).These colleges were followed by the initiation of the college of Economics and Commerce in 1957, followed by the Col lege of Law in 1962, the College of Agriculture in 1966. By 1967, the Libyan higher education witnessed a hearty expansion when the College of Advanced Technical Studies and the Higher College of Teachers Training. The expansion continued with the initiation of the College of Medicine in 1970, Al-Bayda Islamic University in, and with the roll of oil production, the Faculty of Oil and Mining Engineering was founded 1972. The Libyan University was divided into two universities in 1973 Tripoli University and Benghazi University. Currently, these universities have been expanding and named El-Fateh University in Tripoli and Gar-Yunis University in Benghazi. But, since 1981 the number of universities has been increasing in order to serve the growing number of students enrolling in higher education, the universities were subject to new educational circumspection policies and accordingly the number of universities increased to 13 in 1995. These successive expansions of higher education i n Libya required the country to encourage the migration of skilled and intellectual nation to migrate to Libya and join its education institutions (Al-Shapani, 2001).As such, higher education in Libya is offered in both public and private universities, as well as higher institutes, and since 2000 the peoples committees, have been responsible for the circumspection of education in the Libyan regions, where the overall counseling of educational policies in the country is the responsibility of the General Peoples Committee (El-Hawat, 2003). Higher education in Libya is managed by the Higher Education Peoples Committee, while each university is managed by its own University Peoples Committee with a secretary assigned to manage the university and deans as inquiry of faculties and departments, each head department is a member in the Peoples Committee of faculty, while the secretaries of the faculty peoples Committee are automatically members in the university Peoples Committee, where as there are Peoples Committees for the students established to manage the students affairs and activities (Secretariat of Education, 2000). Higher education institutes and university colleges were introduced by the private sector and local public judicature (Shabiat), were the higher education policies in Libya permitted that in order to handle the growing number of students at the age of university, however, to the local public administration sponsors of these private higher education institutes were responsible to mobilise their financial resources from local community sources, while the government had no any obligations towards the private sector. As a result, more than five private universities were built by the local administration authorities during 1997-2000 (Al falugi, 2008).1.2 The learners of immigration1.2.1 The global contextMigration all over the world has become a distinguished feature and characteristic of globalization (IOM, 2003). That flows of immigrants are in m ost cases a response in one hand to the low income offers and limited employment opportunities at the countries of origin, and on the other hand to better opportunities and attractive offers at the countries of destination (Kuptsch and Pang, 2006). Thus the process of migration is thought to have joint benefits for both the sending countries of the migrants and the receiving countries these benefits include sharing the capacities of the innovative migrants and disseminating knowledge among nations, while on the other hand the financial contribution of those intellectual migrants to their countries of origin is no doubt a considerable contribution to the national income, however those migrants themselves and their children achieve boost benefits when they settle in the country of destination and become part of its social and education system, as such they become learners of immigration. These flows of immigrants have enforced the receiving countries to adjust their educational manag ement regulations and laws from being restrictive and hindering to become flexible for the immigrants to integrate. (Kuptsch and Pang, 2006). These attempts of integrating the immigrants in the education systems of the receiving countries include some programmes designed by the receiving countries specially to facilitate the immigrant students in learning the language and become totally integrated in the society (Winzhen, 2000).Recently, immigration is best used by several countries to enhance various public and private sectors, to build the capacities of the local labour force, to share knowledge and experience, to learn from successful and best practices, and to produce new generations of intellectual and skilled citizens. heretofore the apparent movement of learners of immigration is prominent in several countries of the developed world, supported by the immigration schemes launched some developed countries for various political, economical, demographic and other reasons. s ome(prenominal) countries have utilised their repute status in dissimilar aspects such as the rich economy, educational reputation, etc to attract the most intelligent people in the world, where the integration of their children in the educational system of the receiving countries is a big incentive and attractive offer, where the new trend in this regard is to utilise the incentives instead of affording well-fixed procedures and limiting the restrictions (Kuptsch. and Pang, 2006). In this regard, in 2002 Nor commission implemented a scheme which provided high skilled foreigners three months permit to stay as job seekers, so that they can enter Norway to seek for job, and whenever they have found job and decided to settle they whitethorn bring their families to settle with them and then join the education in Norway (Kuptsch and Pang, 2006).Among these schemes, the trend is more obvious in the United Kingdom, where its Programme of Highly Skilled Migrant launched in November 2006 w itnessed a major amendment, so that a new point system was implemented to select those applicants of the most highly qualifications, who can contribute to the countrys national economy, this programmes has provided the highly skilled migrants permit to enter and seek job or establish their own business in a period of two years (HSMP, 2009). The highly skilled migrants system has also been adopted by Canada where it was significant to stimulate the highly skilled and talented in the developing countries to immigrate to Canada. Other developed countries have implemented similar different policies to encourage immigration, such as The United States and Australia. However, although the components of these systems and their procedures of implementation are different, they show sound success in attracting the most qualified people (Winzhen, 2000) and in integrating their children in the education systems without being hindered by linguistic or cultural barriers.1.2.2 The Libyan contextThe term learners of immigration used in this study refers to the immigrants to Libya who then decide to study in the country. This include the children of immigration that then enter the school system, as well as the adults who move to Libya as migrants whether they are social migrants or economic migrants, and then may be work or may not be working. They then decide to enter University education as full time or part time students.No doubt it needs to understand the challenges that the educational system and the educational management may face when various people from various cultures join the same educational system. Educational managers who are involved in be after and development of managerial thoughts and knowledge production should be aware of such challenges and how to manage and organise through official channels in a framework that is a part of an existing system structures such as colleges and universities. These channels provide studies for academics and allow them to go fo r further research which seeks to achieve and acquire skills by examining the output field in order to help to assure the shape and nature of the theory for enhancing the forcefulness of the educational system in order to link between the real local life options and intellectual work taking into consideration the propellings of the corporate strategies that could facilitate the integration of the immigrant learners in the education system (Gunter, 2003).In this trend of learners of immigration, Libya is not an exception as such, the period of the oil boom in 1963 witnessed a significant augmentation in educational expenditure, and in the period between the seventies and eighties, the Department of Education in Libya stirred up skilled and intellectual migrants to come with their families and settle in the country through offering attractive contracts (Al gaamatti, 2005). In this regard, as suggested by The Libyan General Peoples Committee for Education (2005), The Libyan policy to stimulate intellectual migrants is supported by a number of pulling factors that is capable to stimulate professionals and talented migrants to enjoy thriving life and settlement in Libya. These pulling factors which may distinguish Libya and encourage the intellectual migrants to prefer from other countries of the region may first include proximity of the Libyas location to Europe and the enormous opportunities there, on base with the offered relatively high income and competitive contracts, minimum to exempted taxes, simple procedures of visa and travel procedures, efficient network of telecommunication, high levels of credentials and safety for the migrants and their families, and low risk of racism and social discrimination as well as the easy integration in the education.The Libyan government implemented a policy in the early 1980s that encouraging intellectual immigrants and professionals from the region and from all over the world, so as to improve the capacities in di fferent sectors of the government, with special consideration to the education sector which is believed to be the potential producer of intelligence and prosperity through the production of intensive knowledge and the achievement of an ameliorate educational management. Beside the attractive offers provided to the intellectual immigrants, that policy aimed to ease the employment visa procedures for those who acquire the targeted skills and experiences.The policy of open doors implemented by Libya in the 1980s alongside with the oil boom at that period attracted vast investments to the country and large numbers of migrants stimulated to immigrate to the country by the employment opportunities created and the competitive offers afforded, and the education opportunities provided for them and their families.It is obvious that, the Libyan Government didnt adopt any of the aforementioned schemes, however the Libyan Ministry of Education and the Immigration Authorities implemented a polic y in early 1980s to encourage foreigners to enter Libya and work in its different sectors, with special consideration to the education sector, this policy has a significant impact on the flows of immigrants attracted to Libya at that time, whereas these flows continued until the beginnings of this decade where the international political and economic embargo took place and the subsequent sanctions affected these flows and reduced its level (Al falugis, 2008).1.3 Educational management1.3.1 The idea of educational managementNo doubt, management is an essential requirement for every human activity. It comprises the scientific research methods in all domains such as planning to achieve revenue with reliance on talent and intellectual creativity. Also, the concept of management is not different from the concept of control in terms of the ecumenical framework of the management process. But this difference can obviously be noticed in the application and practice. In the literature, ther e seems to be many definitions for management. For example, Druker (1974) describe management as one of the most significant innovations of the 20th century, even though the roots of disciplines of management go back 150 years. Management is a multi-purpose function that aims to manage a business, manages managers and work. Management is also tasks, people and discipline.The field of educational management, according to Gunter (2002) and render (1995), is an area of study and practice that is mainly colligate to the operation of educational organizations and mainly concerned with the aims and objectives of education. These aims and objectives provide the crucial sense of direction to underpin the management of educational institutions (Bush, 2006). The field of educational management is also a term that is used to describe and understand intellectual work. This field of study was basically developed from what was known in the UK and internationally as Educational administration. M anagement of educational practice is as old as the human being. However, it has been growing gradually with the development of knowledge of human beings until it became a science in its own which has its theories and practice. In the past thirty years, however, the field of education management has grown rapidly in many countries especially in England and Wales, with members positioning themselves in all parts of the education system (Gunter, 2000). Elements of educational management may include but not limited to the following subjects planning management coordination routing go across and calendar (Angus, 1994). In addition, education management focuses on a number of aspects such as developing female talents in the field of educational management understanding the purpose of competition identifying the differences between leadership and management thinking of what and how directors of education do trying to understand the school as one way of educational management and focusing on values and the basics of developing educational management.During the 1950s, there was no evidence for formal educational management structure nevertheless, there were a president, deputy president and a secretary of mystery. This was the norm until 1956 when Burnham established the hierarchy of management and created all other managerial positions. It was believed that management includes the following aspects understanding empowerment identification of what could be better and change (Gunter, 2002). Management was not identified as a science until the late 19th century. Bush (2003) stated that Educational management as a field of study and practice was derived from management principles first applied to industry and commerce, mainly in the United States. Theory development largely involved the application of industrial models to educational settings. As the subject became established as an academic discipline in its own right, its theorists and practitioners began to develop al ternative models based on their observation of, and experience in, schools and colleges. By the twenty-first century the main theories of education management have either been developed in the educational context or have been adapted from industrial models to meet the specific requirements of schools and colleges (Bush, 2003).In addition, Bush (2003) classified the main theories of educational management and identified six major models (formal, collegial, political, subjective, ambiguity and cultural) which have been subject to a degree of empirical verification in British education (Bush, 2003). Whereas, his classification may differ with other scholars views. However, his models remain significant in the literature of educational management. Moreover, Educational leadership and management has progressed from being a new field reliant upon ideas developed in other settings to become an established discipline with its own theories and significant empirical data testing their validi ty in education. This transition has been accompany by lively argument about the extent to which education should be regarded as simply another field for the application of general principles of leadership and management or be seen as a separate discipline with its own body of knowledge (Bush, 2003).1.4 Education management and learning diffusionIn general, and according to Gunter (2003), any inquiry into learning diffusion and knowledge production requires interaction with, a description of, as well as understanding of the different people who receive the learning. Knowledge workers both use and produce knowledge creation and development of thoughts and knowledge could be managed and organised through official channels in a framework that is a part of an existing system structures such as colleges and universities to suit the diversity of cultural backgrounds among the learners. These channels provide studies for learners and allow them to go for further to achieve and acquire sim ilar skills by examining the output field in order to help to determine the shape and nature of the theory for enhancing the effectiveness of the educational system in order to integrate both the native learners and those who joined the education system recently taking into consideration the importance of implementing the dynamic appropriate strategies.Many people focus on management before moving into higher education which looks for the forms of activity by reading a magazine publisher or a book and then understanding what is happening. Then allowing new insights to open the way for alternative practices since the academic perception is concentrated on the cogency to analyse and become creative before the ability to train (Gunter, 2003). Based on the abovementioned discussion, it can be concluded that there is a need to consider the link between development and emerging phenomena such as learners of immigration and educational management evolving relationship between theory and analysis in the field of educational management follow the management approach that takes into consideration the changing culture and emerging phenomena what knowledge and skills those have the potential to be improved via migration and the role of field experiences and views of academics on the effect of migration on the improvement of educational management.1.5 Migration and educational management in LibyaThe interest in management has led to the expansion of educational management and the educational improvement in Libya (Al Jiar, 2007). Migration has a significant impact throughout the Libyan history, the origin of the term Libya which was used to describe the region of North Africa which is located between Egypt and Tunisia, was derived from the Libyan tribes Lebo that inhabited this region for thousands of years, emigrated from Crete, the Greek islands around the 8th century BC. The Greeks founded the major cities in Libya which were the most prosperous cities in Africa in tha t era. The main ethnic groups in Libya are the Arabs and Berbers, who make up about 97% of the population, the rest belong to various ethnicities.However, historical records indicate that Libya was inhabited by ancient tribes of the Phoenicians who migrated from the coast of the western Mediterranean. In the 5th century AD, Libya was concurred by the Vandals and then the Byzantines, while in the 6th century AD, Libya became a Muslim territory. In the 7th century AD, the capital city of Tripoli was occupied by the Spaniards and then the Knights of St. John and was then liberated by the Ottoman Turks. The significant and perceptible impact of migration on the Libyan education was evident during the beginning of the Ottoman Empire occupation to Libya in 1865 which updated and developed many aspects of life both at the headquarters and the rest of the Caliphate. Moreover, the Knowledge Act was promulgated in 1869, to be a regular approach in schools which relied mainly on charity contr ibutions of parents for the purpose of educating their children bearing in mind that the curricula used both Arabic and Turkish languages and the length of study was only three years. Afterwards, the Italians occupied Libya, changing the medium of education from Arabic to Italian. On the other hand, there were the Quran schools initiated by the Arab migrants, which concentrated on the Arabic language and religious studies. This instability of education resulted in high levels of illiteracy in Libya (UNESCO, 2002).Although, no accurate estimates are available about the numbers of immigrant learners in Libya, however, it is known to be considerable number in different educational level (Al falugi, 2008). Thus this study will attempt to provide an estimation of those immigrant learners, and its focus will be on the universities and higher education. Nasser Nations University was established in to accept the foreign students especially from the African and Arab countries, and then in it was opened for the Libyan students as well. The University has a special office to supervise the universitys cultural program that is concerned with the Universitys relations with educational institutions and follow-up agreements with universities outside Libya. Cultural and scientific agreements were held with1. University of Nouakchott and the

Performance Of Professionally Developed And Undeveloped Teachers Education Essay

Performance Of proly Developed And Un authentic Teachers Education EssayThe headmaster organic evolution is an emerging area to increase the accomplishment in different fields. The professional reading of a instructor is the professional growth that he/she acquires as a result of his/her experience and dodgeatic digest of his/her own practice and through participation in training activities. The aspire of this re search was to differentiate the writ of execution of professionally developed and undeveloped teacher and identification of signifi substructuret professional instruction variables that can help the teachers to increase their performance. A convenient exemplification of 260 respondents ( naturalise teachers) from 49 vicarious instills in 13 districts of Balochistan was demandn to determine the major figures showing their effect on the boilers suit performance of teachers. An instrument consisting of two parts, dissipate (A) ( sea captain Development of Te acher) and (B) (Performance Evaluation of Teacher), was used. All variables measured on ilkrt scale. General Linear Model was used to stripping emerge(a) the effect of training variables on the general performance of teachers. The demographic characteristics of teachers with the interaction of professional development program variables were found significant in change magnitude the performance of teachers. This seek train concludes that professionally developed secondary school teachers with new doctrine methodologies, techniques, moods and new noesis perform more as compare to those teachers who are professionally undeveloped or deprivation opportunities, interest or deliberately avoid participation in training activities.I am submitting my thesis on Comparison between performance of professionally developed and undeveloped teachers A study of public sector secondary school of Balochistan, as a thesis. As per the requirements, the thesis includes problem statement, the primary entropy along with literature review, development and testing of hypotheses.By professional development we mean the professional growth that is result of experiences and practices teacher gains and performs during his/her job career in teaching profession. According to (Carlos Marcelo 2009) The professional development of teacher is the professional growth the teacher acquires as a result of his/her experience and systematic analysis of his/her own practice. In exploitation country like Pakistan, teachers are the key source of knowledge and wisdom for students as according to (Willy L. Komba Emmanuel Nkumbi 2008) in most developing countries, didactics means teachers. Due to lack of teachers guides and essential texts, invariably, teachers are the key source of knowledge, skills, wisdom, appropriate orientations, inspiration and models for the students. As a consequence, the teacher is central in facilitating the cultivatees that lead to meaningful fostering and pupil s acquirement outcomes are affected by teacher smell. No one can deny the importance of training collect to resources and quality as (Abdul Ghani Bin Abdullah, Austin Machana Samupwa, and Naser Jamil Alzaidiyeen 2009) stated teacher training is important for two main reasons. Firstly, considering the vast resources which are being spent on upbringing, and particularly training itself, it is essential to ensure that these financial resources are well utilized. Secondly, the quality and quantity of the output in the form of well educated students with take aim-headed attitudes will determine the type of leadership, management and workforce Namibia will have in future.It has also been observed frequently that Personality and attitudes of teacher affects the individual performance as according to (Robbins, Millett, Cacioppe and Waters-Marsh 1998, p. 28) individual performance is moderated by the personality, values, attitudes and ability of the individual which, in combination, af fect their perceptions and motivation, and finally influence individual performance.So, we can say that the Professional development is a body of systematic activities to prepare teachers for their job, including initial training, installing courses, in-service training, and continuous professional development within school settings.This query study has attempt to put light on the pedagogy system of Pakistan. We have an inherited administrative setup from British India as (Dr. Saleha Parveen 2006) describes The history of a formal system of education in India starts when in 1813 according to the charter of East India Company the responsibility of the education of the masses was taken over by the government. It was decided that out of the profit of the East India Company, not less than, amount of Rs. one lac annually will be spent on the literacy and educational activities of the Indian people. It was just a modest beginning on the part of the government to introduce a national system of education. However, from 1813 to 1854 nothing significant was done in the field of education till 1947.Pakistan came into being under the great leadership of Quaid-e- Azam Mohammad Ali Jinah on 14th August 1947 who viewed education as an instrument of socio economic change and it was later on endeavored that the education system must meet the brilliance of people and culture of nation according to his vision as (Meher Rizvi 2003) further described that since independence, it has been tried to consociate the education system to the needs and inspirations of the country and for this purpose an Education Conference was arranged in 1947 according to the directives of Quaid-e-Azam Muhammad Ali Jinah, who had provided the basic guidelines for the future development of education that the education system should/can suit the genius or brilliance of our people, our history, culture and encourage the luxuriouslyest sense of honor, integrity, responsibility, and selfless service t o the nation. It should/can also provide scientific and technical knowledge to build up our economic life.The constitution of Pakistan 1973 also gives redresss to Pakistani citizens to have education and bounds state to endeavor to remove illiteracy. The formation of Pakistan 1973 article 37 (b) (2004 p13) states that the state of Pakistan shall endeavor for removing illiteracy and providing free secondary education and article 38 (d) (2004 P 14) speaks of instilling moral values and of providing education to all citizens irrespective of gender, caste, creed, or race (Mahmood Salim Mahmood 2004).(Dawood Shah 2003 P-156) stated that diverse commissions fol dispiriteded it and submitted their reports periodically as report of the commission on national education of 1959 enjoyed a particular(a) position in the history of educational reforms, many other commissions worked and submitted policy statements up to 1973 and many national education policies have been announced by the vario us successive governments after 1973 to 2009 but could not gain the objectives. Every one of us is well aware that Pakistan had a weak educational setup at the snip of independence in 1947. Illiteracy in the people was high due to insufficient numbers of educational institutions in Pakistan. We have an inherited administrative setup from British in 1947 and since then the system has tried to bring change with the help of administrative reforms but change of administrative structures did not take place completely. In Pakistan, mostly there is a centralized educational administration which is controlled by federal ministry of education and provincial education departments are regularization the educational laws and policies at federal and provincial levels.Balochistan is one of four provinces of Pakistan and a backward but largest area with 43 percent of the countrys area. There are 26 districts and 86 union councils and it has 65 legislature seats. It (Balochistan) is a rich provi nce with mineral resources and hot water in the shape of Gawadar Bay and deep sea port in Pakistan which needs developed workforce that can play an important role in having and using these resources accurately to make the province economically prosperous. The education sector is only one and most important sector, which can play its key role in the development of workforce through increasing the literacy rate of province. This look for study tried to compare the performance of professionally developed and undeveloped teachers of public sector secondary school of Balochistan province of Pakistan where the high performing teachers satisfy the school administrator and student as well, but on other side poor performing teachers present the toughest challenge to school administrator. The poor performing teachers do not provide expected results even they distract others from doing their job straight-lacedly. The unskilled behavior of these teachers de-motivates pupils and damages the sc hool reputation. The aim of the study is to know about what makes a teacher to be a professional teacher and what makes a professional teacher to be an useful teacher who can show a sustainable professionalism in public sector secondary schools of Balochistan. The objective of this investigate is explained on page 6.It was significant to undertake a look to address the question of how professional development makes a teacher to be a productive and effective through his performance in real sense. The reasons for this research are highlighted in the contextual analysis, information about Pakistan, and government secondary education system in Balochistan. The mixed method of research was employed to achieve the research objectives. The data were analyzed through regression technique to explore the different dimensions of teachers professional development as well as performance in government secondary schools of Balochistan. It is anticipated that on the base of the results of this analysis, policy makers and educational managers can be suggested to enhance professional development opportunities to teachers to mitigate their performance and quality of education in the province It was my personal interest to conduct the research on the situation of secondary school teachers professional development because I in person belong to Balochistan province and being a teacher, I wanted to know the reality about school teachers level of professional development and their performance.The researcher conducted research in thirteen districts of Balochistan and the number of teachers who are respondents in this research study are 260. The majority of the respondents or teachers belong to rural area in this research study and they are as 53 respondents were from urban area and 207 respondents belonged to rural area. The majority of the respondents in this study are male teachers but the female teachers were tried to include at maximum. The male teachers are one hundred and ninety (190) where as the number of female teachers is seventy (70).1.1 Statement of problemIt has been observed that secondary education overall in Pakistan specifically in Balochistan has not achieved its standards whereby it could be compared to international secondary level education. A major factor in this low performance is schoolteachers professional development.1.2 ObjectiveThe objective of this research is to compare the performance of professionally developed and undeveloped school teachers of public sector secondary schools of Balochistan and to find out the causes of high or low performance if any proved through this research study.1.3 Research Scope and LimitationsThe scope of this research is to have proper and accurate information from the 13 districts which will represent the province consisting of 26 districts.1. The respondents were randomly selected from the schools of 13 districts in Balchistan according to the convenience of the researcher.2. The questionnaire w as personally filled out by the researcher only from school teachers available in schools with the help of their principals and head masters as supervisor or administrator.3. We felt difficulty in traveling to different districts situated in far flung areas of Balochistan during the severe cold season of winter included in the sample due to lack of time and resources. We faced a problem that round respondents did not respond properly due to unknown reasons.4. We faced a problem of improper response from some respondents due to unknown reasons.5. We felt it difficult to cover all districts of Balochistan for data collection due to shortage of time. It will be good for other research study to cover all districts of province if any takes place in future.1.4 Thesis StructureThis thesis consists of five chapters. Chapter 1 discusses the problem about which the research was carried out and in general about the education system of Pakistan. Chapter 2 is about the literature review and the theoretical background is developed. In Chapter 3, we describe the methodological analysis adopted including sources of information and data collection methods are discussed. In chapter 4, the empirical data collected through questionnaire is analyzed and results are concluded on the basis of a survey. Conclusions are drawn and necessary recommendations are suggested in chapter 5.1.5 Research HypothesisH1 The participation in workshop is major factor which affects the overallperformance of teacher.H2 The participation in seminar is major factor which affects the overallperformance of teacher.H3 The participation in qualification or degree program is major factor whichaffects the overall performance of teacher.H4 The participation in observation visit of other schools is major factor whichaffects the overall performance of teacher.H5 The participation in network of trainers is major factor which affects theoverall performance of teacher.H6 The participation in research is major fact or which affects the overallperformance of teacher.H7 The participation in mentoring or peer observation and teach is majorfactor which affects the overall performance of teacher.H8 The higher professional qualification is major factor which affects theoverall performance of teacher.H9 The higher academic qualification is major factor which affects the overallperformance of teacher.H10 Gender as a respondent is major factor who is compared on the basis ofoverall performance.H11 District is factor which is compared on the basis of overall performance.CHAPTER 2LITERATURE REVIEWDifferent researchers have defined and clarified Training according to their envisioning to achieve the research objectives. Pakistan like other countries of the manhood is trying to change its education system to survive. With the start of new millennium, many countries in the world are engaged in educational reforms. One of the key elements in these reforms is professional development of teachers countries in the world have acknowledged that teachers need to be changed in order to improve education systems because they are the most significant change agents in these educational reforms. This role of teachers as change agent in educational reforms makes the field of teachers professional development an important area, and has received specific attention during the past few years as (Carlos Marcelo 2009) said The professional development of teachers includes all the experiences of natural learning as well as the more planned and conscious ones which try, both directly and indirectly, to benefit individuals, groups or schools and which contribute improving the quality of education in the class room. It is the process by which teachers, whether alone or accompanied, review, renew and further their commitment as agents of change, with moral teaching aims. Moreover, they acquire and develop knowledge, competencies and emotional news program that are essential to professional thinking, plan ning and practice with children, adolescents and colleagues throughout each stage of their teaching lives. It has also been tried first of all to define and understand the term professional development that comes through teachers training for the comparison of school teachers performance as According to (Thomas N Garavan, Carole Hogan, Amanda.Chir and ODonel-Chir 2006 p20), Training is a systematic process through which an employee is helped or facilitated to master defined tasks or competencies for a definite purpose. In teaching seven steps and the required skills may be suggested for effective teaching as follows Preparation for instruction (Organizational skills) Motivation (Communication skills) Presentation of the learning task (Focus skill) Inducement of the trial response (Feedback skill) Correction of the trial response (Questioning skill) mending of response (Closure skill) and Test response (Evaluation skill) Even though the enumerated skills are interdependent one is as effective alone as it is when combined with others (A.A ADEDIDURA and BADA TAYO 2007 P-166). (Cheryl Kariuki 2009 p1-9) defined that Professional development for teachers is the range of formal and informal processes and activities that teachers engage in both inside and outside of the school in order to improve their teaching knowledge and skills.As (DEECD Victoria 2005) said that the vision must be recognized about professional teacher who has required updating his or her knowledge and skills consciously and continuously due to new knowledge as a response to new research and emerging needs not only changing world about learning and teaching taking place. Development is considered as a learning process for teacher which continues from his entry in the teaching profession to privacy as (GUSKEY and HUBERMAN 1995) stated, Professional development can also be viewed as a dynamic process that spans ones entire career in the profession, from preparation and induction to completion and retirement. Effective professional development program plays key role in teachers learning and satisfaction and it needs proper military rank of program. The effective evaluation of any professional development activity needs to incorporate five levels of investigation. The first level of evaluation examines participants general satisfaction levels with the logistics and organization of the professional development activity. In evaluating the second level, participants learning, evaluators assess whether or not participants have achieved an understanding of the knowledge and skills (general content) of the professional development session. The third level, organization support and change, examines whether organizational policies or practices may undermine or support the implementation of the professional learning. Because of this, the deconstruction of the local and/or national environment (context) is essential to determining whether or not the content or processes involved with t he professional development activity can actually be achieved or implemented. The fourth level of evaluation, participants use of new knowledge and skills, is focused on whether or not the professional learning actually made a difference in participants professional practice. The goal of the final level of evaluation, student learning outcomes, is intended to evaluate whether or not the professional learning activity benefited students in any way (Dawn C. Wallin, Phyllis Hildebrandt and Sakil Malik 2008).The professional development is right of teachers and there must be equal opportunity concept for distribution of rights such as teachers in urban areas get few professional development opportunities as compare to teachers from the rural areas which show little bit sense of discrimination and a denial to equal opportunity concept as (Suleyman Sadi 2001 p117) in his research study said, The results show that rural schoolteachers have been less fortunate in having access to in-service training activities than urban schoolteachers.(Dr.Nabi Bux Jumani 2007) said the quality and the level of righteousness in education depend upon the quality and competence of teachers. The competent teacher is possible through a careful program of teacher training. A teacher is trained in both theory and practice and it becomes essential that training should equip them to do a challenging job.Good teaching also includes teachers style because he is performing a role of manager when he sets learning activities and he manages the classroom as (Shaukat Hussain 2004 P-20) described that teaching style is a daedal amalgam of belief, attitude, strategy, technique, motivation, personality and control. Teaching style lies at the heart of the interpersonal relationships between teaching and learners. However a basic set of factors lies behind teaching style. These relate toAttitudes towards knowledge and learning.Preferred means of maintaining control over learners.Preferred ways of organ izing class activities.Positive and negative feelings about the teaching itself.Beliefs about the purpose of education in general.Influences from within the teachers role set.Beliefs about the best ways of learning.Attitudes towards the learners.We always demand teacher to give good teaching in school but for a good teaching, teacher needs some autonomy that will surely help him to give quality in classroom ultimately leads to students achievement as (Bill Mulford P-17 2003) described Conferring professional autonomy to teachers will enhance the attractiveness of the profession as a career choice and will improve the quality of the classroom teaching practice. The sophisticated pedagogies and technology makes him effective in the teaching career of a teacher. (Thomas R. Guskey 1986) said that teaching profession needs a complete, specific and significant change in attitude of teacher through Professional development as is claimed to bring change in teachers attitudes is linked

Sport Psychology Essay -- Papers

Sport PsychologyIn earlier days sports psychology was mostly concerned with developing mind methods that would identify those people with the potential to become serious superior athletes. Today the focus is on psychological training, exercises that bearingen the mental skills that will help gymnastic effects on the path to excellence. These skills include mental resource and focus training. If an athlete is serious about becoming the best he or she can perhaps be, the most essential ingredient is commitment to practice the right things. It takes incredible commitment to reach the top a commitment to rest and train the dead body so it can perform under the most demanding conditions and a commitment to train the mind to focus tot ally on executing your best performance skills under the most stressful circumstances. (Tutko,T 1976 pg.5) To excel in a sport is a contest with yourself, to call upon the natural abilities within you own mind and body. distributively person begins at a different location mentally, physically and with respect to the support we are given. An athlete quest for personal excellence requires the most of what you have- whatsoever that may be. Mental ImageryYour images lead your realityOne of the best practice fields for peak performance is the mind. Many athletes use mental imagery for quick rehearsal before an event A diver, for instance, might perform a double somersault with a half twist one last(a) time in his mind as he readies himself on the board. Mental imagery can also help people prepare for possible hazards. A squash player might run through a difficult back court return in his or her mind to rehearse the different options that might be necessary in case of a delayed reaction. Psychologists s... ...equence, from mind (mental imagery) to body, from target to performance. Each step eliminates nonessentials so that the single focus or vision can fully absorb the performers awareness. (Barrington.J,1987.61.53) Developing an ability to directly focus on critical performance cues and hold it there until the body is uninvolved to follow the visions of the mind is crucial to high level performance. The principles of sport psychology are helping athletes succeed far beyond just body strength but past their mind barriers. An achievement that can only be attained with dedication and a will to let your mind explore the all possibilities no matter how extravagant. Thanks to the extensive coverage of psychological training, the sports enthusiast can understand the need for an benefits of sport psychology. BibliographyTutko,T 1976 Barrington, J.1987

Witchcraft Ideas And Their Parallels Across The World :: essays research papers fc

Witchcraft is said to be the most widespread cultural phenomenon in existence today and throughout history. Even those who shun the ideas of witchcraft cannot discount the similarities in stories from all corners of the globe. Witchcraft and its ideas have spread across racial, religious, and language barriers from Asia to Africa to America. raw(a) people from different aras in the ara have shockingly similar accounts of witchcraft occurrences. In most cases the strange parallels cannot be explained and one is just now left to assume that the tales hold some truth. Anthropologists say that many common elements about witchcraft are sha blood-red by different cultures in the world. Among these common elements are the physical characteristics and the activities of supposed witches. I will go on to highlight some of the witch characteristic parallels found in printed accounts from different parts of the world and their comparisons to some famous fairytales.First of all, throughout many cultures, physical characteristics associated with witches ring strangely the same. Anthropologist Philip Mayer says that witches typically bear a physical stigma, like a red eye for example (Mayer 56). In the Brothers Grimm fairytale "Hansel and Gretel," the witch shares this same beastly characteristic. Also, people usually cast off as witches are typically unceasingly old women. In Slovakia, Milan Mramuch accused his elderly neighbor of witchcraft and allegedly beat the old woman to death (Whitmore). In "Hansel and Gretel" the witch who lives in the tempting, sugarcoat house is an old crippled woman and in the Brothers Grimm fairytale "Snow White," the witch who was an elegant queen, performs her craft disguised as an old peasant woman.     A second characteristic of witches - and what witches are most commonly known for - is that they cause horrible misfortune to their neighbors and others close to them. Death, sickness, and we ather disasters are examples of natural occurrences that witches cause are often blamed for, especially when the occurrences seem strange or out of the ordinary. They can cause this harm simply by willing it to happen. "The witch only has to wish you harm, and the harm is as good as done" (Mayer 56). In Slovakia, Mramuch, who killed his neighbor Anna Tomkova, did so because he suspected the woman of casting a mend on his granddaughter. It was the only answer Mramuch had to counter his granddaughters sudden suffering of epileptic seizures (Whitmore). In South Africa, Mmatiou Thantsa was accused of witchcraft and summoning lightning (Keller).