Abraham Lincoln Letter to Horace Greeley Analysis Essay

The subsequent Inaugural was composing during the hour of the Civil War. The battle between the north and the south proceeded. President Lincoln appeared to be generally steady of the north, which can be finished up dependent on being against subjection. In any case, the president was attempting to spare the association, despite the fact that it would mean not liberating the slaves â€Å"If I could spare the association without liberating any slave, I would do so† (Lincoln, p. 1, 1862). Particularly in his letter to Horace Greeley, one can perceive how excited the president was to spare the association. With the Quote â€Å"Both read a similar Bible, and implore a similar God; and each summons his guide against the other† Lincoln is underscoring on the solidarity that the division really has, which is being a decent Christian and perusing the holy book. The second 50% of the statement shows the abuse of the good book. Conjuring god to help against the other isn't what supplications are for â€Å"the all-powerful has his own purposes† and may not be keen on settling this issue. Rather, as per Lincoln, it is even conceivable that god dislikes subjugation and the common war is a piece of their discipline. By and by, an endeavor is made to let the individuals understand that servitude is deceptive and may even disturbed god. Taking everything into account, the two sides are Christian, which ought to bound, as religion should unite individuals. Also, supplications are not utilized for what it should. America has dismissed what is significant as indicated by god, which is harmony (with slaves) and not helping war. I think about the statement as huge, as a result of the effect has. The individuals are again helped on qualities to remember genuine Christianity, which even in current America, one can dismiss.

Developing A Model Airbag Free Essays

The response in Trial 2 doubtlessly went to finishing on the grounds that there was an extraordinary increment in the measure of CA gas delivered and in our perceptions, we didn't see any reactants that had not experienced a substance change. The more powerful plan of the model assumed a noteworthy job in the enormous creation of CA gas; since Model 1 surpassed as far as possible, we utilized materials with littler masses when we created Model 2. Rather than the plastic gauging oat, we utilized the other plastic packs and furthermore utilized less tape to append It to within our sack. We will compose a custom article test on Building up A Model Airbag or on the other hand any comparative subject just for you Request Now In our past preliminary, we saw that acidic corrosive was spilling through the boundary. So as to produce an increasingly effective detachment component, we set the sodium bicarbonate in the pocket rather than the acidic corrosive. The higher dividers of the pocket utilized in Model 2 likewise served to keep any of the sodium bicarbonate from dropping out during transportation. Be that as it may, as in Trial 1/Model 1, a potential wellspring of blunder might be found in Our estimations: it was hard to precisely gauge the volume of the acidic corrosive and to quantify the stature of our airbag after the substances inside had responded after the â€Å"crash. † In request to improve our test, it would be reasonable if the preliminaries were acted in a controlled situation at STOP to preclude any outer air factors. In the event that we had additionally utilized increasingly precise techniques for estimation, for example, utilizing a 5 ml graduated chamber rather than a 10 ml graduated chamber to gauge the acidic corrosive, we may have had the option to acquire a progressively finished response. The technique used to quantify the measurements and volume of the pack was somewhat untrustworthy in light of the fact that there was too incredible a possibility of human mistake. A research center gadget, perhaps electric, explicitly intended to quantify volume could have disposed of any errors in our estimations and computations. Model 2 would be the most fitting structure for blowing up airbags. As noted in Table 1, in addition to the fact that it produced the best measure of CA , considerably more than we had at first anticipated, yet it additionally met the mass prerequisites. It additionally incorporated the best arrangement of keeping the reactants discrete yet permitting them to rapidly send when the time had come to play out the preliminary. The high dividers of the pocket were reasonable for keeping the Enhance from pilling during the structure or move of the model. The structure was likewise lighter in mass and progressively smaller in size. Instructions to refer to Developing A Model Airbag, Papers

Why Mary Ainsworth Is Important in Child Psychology

Why Mary Ainsworth Is Important in Child Psychology History and Biographies Print Mary Ainsworth and Child Psychology By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on October 17, 2019 JHU Sheridan Libraries/Gado Archive Photos/Getty Images More in Psychology History and Biographies Psychotherapy Basics Student Resources Theories Phobias Emotions Sleep and Dreaming Mary Ainsworth (December 1, 1913 â€" March 21, 1999) was a developmental psychologist perhaps best known for her Strange Situation assessment and contributions to the area of attachment theory. Ainsworth elaborated on Bowlbys research on attachment and developed an approach to observing a childs attachment to a caregiver. Based on her research, she identified three major styles of attachment that children have to their parents or caregivers. In a 2002 review ranking the most eminent psychologists of the twentieth century, Ainsworth was listed as the 97th most frequently cited psychologist. Mary Ainsworth Was Best Known For Research on attachment theoryDevelopment of the Strange Situation assessment How Her Early Life Inspired Her Interest in Psychology Mary Ainsworth was born in Glendale Ohio. When she was 15, she read William McDougalls book Character and the Conduct of Life, which inspired her lifelong interest in psychology. She went on to attend the University of Toronto in the honors psychology program. After earning her BA in 1935, her MA in 1936 and her Ph.D. in 1939, she spent several years teaching at the University of Toronto before joining the Canadian Womens Army Corp in 1942. In 1950, she married Leonard Ainsworth and moved to London. After returning to the U.S., Ainsworth took a position at John Hopkins University. She divorced in 1960 and underwent therapy that contributed to her interest in psychoanalytic theory. She began teaching at the University of Virginia and remained at the school for the remainder of her career. Her Career and Research on Attachment During her time in England, Ainsworth worked at the Tavistock Clinic with psychologist John Bowlby, where she researched maternal-infant attachments. After leaving this position, she spent time conducting research on mother-child interactions in Uganda. After returning to the U.S. to teach at John Hopkins, she began working on creating an assessment to measure attachments between mothers and children. It was here that she developed her famous Strange Situation assessment, in which a researcher observes a childs reactions when a mother briefly leaves her child alone in an unfamiliar room. The way the child behaves during the separation and upon the mothers return can reveal important information about attachment. Based on her observations and research, Ainsworth concluded that there were three main styles of attachment: secure, anxious-avoidant, and anxious-resistant. Since these initial finding, her work has spawned countless studies into the nature of attachment and the different attachment styles that exist between children and caregivers.?? Major Contributions to Psychology Mary Ainsworths work research on attachment has played an important role in our understanding of child development. While her work is not without its own controversies, such the extent to which early attachment styles contribute to later behavior, her observations have inspired an enormous body of research on early childhood attachment.

Cyber Deterrence And Its Impact On Western Europe

What is Cyber Deterrence? Merriam-Webster defines deterrence as the act of making someone decide not to do something or the act of preventing a particular act or behavior from happening (Merriam-Webster, 2015) . This can be applied to the cyber realm in the sense that we need to deter terrorists, state actors and non-state actors from attempting attacks on U.S. networks. To understand how to apply cyber deterrence we have to look at past policies or theories on deterrence. Deterrence theory first appeared as part of the West’s containment strategy in Europe, which aspired to keep the Soviet Union confined to Eastern Europe and to prevent it from gaining control of Western Europe (Kugler, 2014). If the Soviets decided to invade Western Europe with the intentions to drive to the English Channel, the United States could launch a nuclear attack not only on Soviet troops but on the Soviet homeland as well. The strategy was aimed at deterring conventional attack on Western Europe by convincing the Soviet government that an invasion would not succeed and that the Soviet Union faced unacceptable risks: if it made such an attack, it would suffer losses that far exceeded any benefits that it might hope to gain (Kugler, 2014). Around the 1960s the deterrence strategy began to change. The Soviet Union began to develop nuclear tipped ICBMs (Intercontinental Ballistic Missile) that could reach U.S. soil in a timely manner. This could undermine the precarious logic of deterrence byShow MoreRelatedCENTCOMs Approach1921 Words   |  8 PagesCOLLEGE Newport, RI Theater Security Decision Making (TSDM) TSDM Week 19: Midterm Exam. By Chime Benjamin M LT, SC, USN A Midterm paper submitted to the Faculty of the Naval War College The concepts/topics to be discussed include; Deterrence and diplomacy, Global Challenges, and Economic Tool of power. The contents of this paper reflect my own personal views and are not necessarily endorsed by the Naval War College or the Department of the Navy. Executive Summary Read MoreMilitary Technology And Technological Advancements2082 Words   |  9 Pageswarheads were positioned in the Western Europe that was matched by the Warsaw pact countries. A balance of terror was established that was considered to stabilize the region. The advent of nuclear weapons avoided a large scale conflict between the USA and USSR, however the two did engage in the proxy wars with USSR in Korea, Vietnam and Afghanistan. Nuclear weapons have changed the modern warfare and military thinkers have developed different theories of deterrence, including preventive war, pre-emptiveRead MoreJapan s National Security Strategy2198 Words   |  9 Pagespolitical, military, economic, social, information, infrastructure, physical terrain, and time. These variables can be used to help better understand the situation and most important aspects of any country. Japan is a major country that can have a large impact on US relations and build on the current NSS. Throughout this paper, the PMESII-PT variables are examined to help educate and show how Japan can affect the United States’ NSS. After reading this paper, one can gain knowledge on how Japan can haveRead MoreRobotic Assisted Surgery16730 Words   |  67 Pagessystem. Timeline of the technology The following is a timeline of the history of Robotic Surgery and the historical development. 1985- PUMA 560 was the first robot to perform neurosurgical biopsies with greater precision. (Lanfranco, 2004). 1987- Cyber Knife System was developed by John R. Adler M.D. 1988- PROBOT was developed in London. 1989- Computer Motion, Inc. was founded by Yulun Wang PhD 1989- PUMA 560 was used for very first prostate surgery. (Lafranco, 2004) 1990- Accuray IncorporatedRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesParadigm for an Urban World †¢ Howard Spodek 53 3 Women in the Twentieth-Century World Bonnie G. Smith 83 4 The Gendering of Human Rights in the International Systems of Law in the Twentieth Century †¢ Jean H. Quataert 116 5 The Impact of the Two World Wars in a Century of Violence †¢ John H. Morrow Jr. 161 6 Locating the United States in Twentieth-Century World History †¢ Carl J. Guarneri 213 7 The Technopolitics of Cold War: Toward a Transregional Perspective †¢ GabrielleRead MoreOverview of Hrm93778 Words   |  376 Pagesprocesses interact work situation to influence performance. Human relations were the first major approach to emphasize informal work relationships and worker satisfaction. This approach owes much to other major schools of thought. The Hawthorne Studies Western Electric Company, a manufacturer of communications equipment, hired a team of Harvard researchers led by Elton Mayo and Fritz Roethlisberger. They were to investigate the influence of physical working conditions on workers productivity and efficiencyRead MoreContemporary Issues in Management Accounting211377 Words   |  846 Pagesfulfil these roles in the coming years. In part this reflects a more general decline in the academic world as falling relative salaries and status have reduced the intake of talented academic entrepreneurs. But I also think it reflects the cumulative impact of regulatory and careerist pressures in the academic world i tself. With government agencies pressing for ever more standardized and conventional research and with increasingly instrumental careerist vi FOREWORD behaviour by academics, there

The Causes And Fall Of The Han And The Roman Empire

Throughout history, there were various empires which developed into great, powerful forces. These empires expanded their lands to new places but, these empires ultimately came to an end. Amongst these great empires, were the Han and the Roman empire. Both were great in power but, due to political, social, and economic causes, they came to an end. Although they do partake in the equal shares of corruption and problems with the military, they also had fair shares of differences, regarding their declines. For example, the Han empire had decentralization and rebellion while Rome had shifted in interests and developed war issues. These differences and similarities are bits of history which help to comprehend why these empires are no longer†¦show more content†¦But, they were incapable of doing this so, they ended up getting murdered so that the eunuch power and influence could remain in the empire (Zhi). But, besides corruption and military issues, there was also the problem of h igh taxes. In the Roman empire â€Å"heavier and heavier taxes were required to support the vast government bureaucracy and huge military establishment† (Ellis and Ester, 151) while the Han empire was â€Å"burdened by heavy taxes and crushing debt† (Ellis and Ester, 96). This problem led to the downfall because high taxes increased the chances of rebellion, which actually occurred in the Han empire. The corruption, military issues and taxes were both major aspects which contributed to the downfalls of the empires and they did so, by causing uncertainty in power an unstable support system, and increasing chances of rebellion. Besides these similarities, the two empires also had several differences in terms of what had contributed to their downfalls. For one, the Han Dynasty had decentralization transpire and a rebellion. The Han Dynasty had decentralization occur because the power shifted from the central government to warlords which befell after a reform had taken over the empire. â€Å"After the reform, governors were granted executive authority over the province, Therefore, the governors not only had power over the civil decisions of the province, but they also became the military leaders† (Zhi). TheShow MoreRelatedThe Decline Of The Imperial Collapse Of Rome And Greece1725 Words   |  7 PagesDecline and fall of the Mediterranean and Chinese civilizations was a result of population decrease, weak government, a frail economy, and invasion. The causes of the imperial collapse in Rome and Greece(The Mediterranean region)with the causes of imperial collapse in the East Asia during the period 6 00 BCE toward 600 CE has had an remarkable achievements but those same achievements have caused them into decline. A combination of these causes sparked the slow decline of these once great empires.. . Read MoreCompare And Contrast The Rise And Fall Of The Han Dynasty877 Words   |  4 PagesThe Hans and The Romans were two of the strongest civilizations in the history of the world. Although they were very strong, they still had to fall eventually. The fall of the Han Dynasty happened around 220 CE, whereas The Roman Empire’s fall happened around 476 CE. These civilizations both went through times of peace throughout their reigns that allowed them to strive. The Han Dynasty’s time of peace was called The Golden Age, and it lasted much longer than Rome’s, which was called Pax Romana.Read MoreCompare and Contrast Han China and Rome Essay987 Words   |  4 PagesEmpires on their outside may seem very different and unique. However, when you get down to their fundamentals, you begin to truly realize how similar they are. Just as the imposing pine tree and humble tomato plant may seem vastly different, their start from a lowly seed and craving for water and sunligh t to survive unifies them. Such is also true with the Han and Roman empires. While key differences may be present, their social structures, influencing religions, and causes of collapse unify themRead MoreROMAN EMPIRE AND THE HAN DYNASTY IN CHINA1441 Words   |  6 Pagesï » ¿ROMAN EMPIRE AND THE HAN DYNASTY IN CHINA Rodrick Carter HIEU 201 Liberty University 29 November 2014 Roman Empire and the Han Dynasty in China The Roman Empire and Han Dynasty in China are two kingdoms that, despite the geographical difference between them, managed to achieve great success and failure in equal measure. Both were characterized by imperial dynasties that were headed by the emperors and they held large territories. Both of these kingdoms faced various challenges afterRead MoreSimilarities Between Rome And Han China731 Words   |  3 Pagesimperial expansion and consolidation. Two of the most powerful and prominent empires during this time period were the Roman Empire and Han China. While on opposite sides of the world, both experienced a common over-expansion of empires and states, coupled with accompanying instability in government and external threats by rival states or so-called barbarian peoples. During the Classical period, power was defined by land, so empires and states focused on accumulating and controlling as much land as possibleRead MoreThe Rise of Four Empires in 300 B.C. to 200 B.C. Essay922 Wor ds   |  4 PagesThe great empires that flourished between 300 B.C.E and 200 B.C.E. can all be broken down into the four factors the contributed to their rise. Although each empire faced prolonged periods of conflict, all four empires succeeded in imposing unity and order among the people. The rise of these empires can be attributed to four specific factors crucial to their construction. The factors crucial to the rise of the great empires included having a centralized form of leadership with enforced uniform legalRead MoreThe Han and Roman Empires: A Test in Longevity Essay1731 Words   |  7 PagesThe history of the empires of Afro-Eurasia ebb and flow like an ocean tide; its waves representing the degrees of dissension; its over bearing water levels claiming the dry shore in its path, claiming the sands as its people. Such is never permanent, soon the tides will recede and the sand will be claimed by yet, another tide; to repeat this process yet again. Two empires in Afro-Eur asia, born in the final years before the common era; defied those that came before in their ability to maintain theirRead MoreEssay on Cross Cultural Exchanges on the Silk Road Networks1643 Words   |  7 PagesSilk was an important item that was traded and began during the Han Dynasty. The Silk Road was a network of trade routes and the first marketplace that allowed people to spread beliefs and cultural ideas across Europe and Asia. Merchants and traders of many countries traveled technologies, diseases and religion on the Silk Road; connecting the West and East. They also imported horses, grapes, medicine products, stones, etc. and deported apricots, pottery and spices. The interaction of these differentRead MoreThe Han Dynasty And The Roman Empire2038 Words   |  9 PagesIntroduction a. Thesis: Addresses issues or themes to be compared. TAKE A POSITION!!!(1 point) Unlike he classical age Han Dynasty that was destroyed by rebellions of the poor, the classical age Roman Empire’s overreliance on slaves and a divided empire left them with no loyal citizens to extricate them from collapse. However, while the pair differs in their downfalls, both the Roman Empire and Han Dynasty collapsed due to bad leadership driven by greed for power and land that caused them to overextend theirRead MoreThe Fall Of The Roman Empire846 Words   |  4 PagesTake Home Essay Final Fall 2014 A1. For an empire that lasted nearly 500 years, the fall of the Roman Empire was influenced by various different events. Four troubled ingredientes lead to the demise of the the greatest empire of all time; politics, money, social, and war. It is important to note that the fall of the Roman Empire does not mean that the romans lost everything, it is just a reference to the fall of the western roman empire. One of the causes of the fall of the west was that of

Dueling Computers Free Essays

1. Do you think Apples comparison advertising between Mac and PC works? Why or why not? From a personal perspective, it almost seems as thought that everything that Apple does turns to gold in some sort, including their advertising campaign. This campaign better known, as â€Å"Get a Mac† appears to require thought at first glance due to the uncommon nature of comparing two objects, but is truly straightforward. We will write a custom essay sample on Dueling Computers or any similar topic only for you Order Now Apples uncharacteristic way for comparison, I believe is the true reason for its success. This advertising ploy is somewhat comical but also gives life to two competitive computer operating systems, which in any case could be uninteresting. With this being said I absolutely think that apples comparison advertising between Mac and PC works, myself being proof. When this advertising campaign began I really did not know much about a Mac mostly due to the computers that I have owned were a PC. When I first saw this campaign the first thing that caught my eye was that PC’s were much more vulnerable to viruses as to Mac’s. Apple did a great job at showing this by simulating two actors as if they were computers. I believe this also caught the eye of the computer illiterate nation as well. These comparison commercials were easy to follow and made a very complicated product easy to understand. 2. How important do you think each of these elements of the commercial is to the campaign’s success: music, actors, dialog, setting, and tone? Although all of these elements work great in creating a successful commercial collectively in other campaigns, but I find some of them are not relevant to the success of Apple. For instance, I myself had to go to YouTube and research the elements of the commercials due to some not as appealing as other were. Music- Generally I think music is a key aspect in commercials and sets the mood for its entirety, but the music in Apple’s advertising campaign was somewhat vague and forgettable. While the music was somewhat dull it did allow for the understanding of the actors dialogue. Actors- Although these actors were not exceptionally well known as a superstar athlete or a movie star, they did appear in some other types of television. This I believe gives the television audience some sort of familiarity with the two actors. The actors did however work well together in showing the differences between the PC and Mac. Dialogue- This commercial used dialogue that a computer illiterate was able to understand. In my life experiences simple and to the point was always the best way of putting things, especially in a business type atmosphere. Setting- The setting of these commercials was a blank background. This I believe is a metaphor for the simplicity and user-friendly Apple products. Tone- The tone of the advertisement was somewhat vague but worked perfectly for Apple and its appearance. I do not think that this was a great element for this advertisement. 3. What audience that is Apple trying to reach with these ads? I believe the simplicity of these adds and Apples products are more focused toward the more technical handicapped individual, especially those of which that still use and own a PC. Their commercials look down on PC’s and give examples of why the apple product is better than others. Apple appears to keep much of their advertising extremely simple and easy to follow. How to cite Dueling Computers, Essay examples

Film Summary Park Avenue Essay Example For Students

Film Summary Park Avenue Essay One quote I have heard very frequently from several people throughout my life is, â€Å"It’s not what you know, it’s who you know. † Some certain people in this world make it to superstardom and receive the honor to change a situation for better or worse in the blink of an eye just by their connections. Without a doubt, just by watching the film Park Avenue, I have realized that the quote I previously mentioned is not just an expression it is certainly the truth. The examples and points made in this documentation were extremely compelling and really made me question if America is the land of equal opportunity. It just makes me sick to my stomach to hear instances of billionaire businessmen blowing their money on complete nonsense such as luxurious 35 room apartments, when they are people who living in the same town who scrap and claw just to eat a meal. Hearing about perspective stories from several different residents in Park Avenue seriously just proves that some simply have life better than others. Although, it is definitely not fair, considering that most billionaires would rather spend money for their personal benefits than spread their wealth to help struggling and financially deprived American families. Somebody has to wake up and realize that life is not just about earning riches; it should be about turning the rags to riches. In other words, these money-hungry savages should be giving less fortunate people an opportunity to succeed since they have the power to do so. If one man has the ability to support and provide for an entire financial campaign for former United States presidential candidate Mitt Romney, one then can definitely sacrifice some of their â€Å"pocket change† to better a dirt poor community filled with hardworking individuals that would appreciate even the littlest bit. Unquestionably, I feel that earning endless amounts of money can cause permanent brain damage, as it seems to impair people’s judgement, since they tend to make illogical decisions. If somehow I ruled the world I would make sure individuals whom reached a certain income would then be required to donate a percentage of what they make to the needy. This short documentary really persuaded myself into thinking that we live in a world where money controls everything and anything. Considering that the rich are the only ones who are immune from tax cuts makes me very upset. I just do not understand why people that are not in the upper-echelon pertaining to economic status are treated so poorly. I absolutely despise what our country has become, as there are many Americans who deserve to be paid on a daily basis and are instead found unemployed just fighting to make a living. Eventually, I hope that our country starts to realize that life isn’t all about personal benefits and that it is okay once in a while to give some of what you have to others in need. Most of the time I do not agree with documentary’s philosophies on certain topics but I sure agree that equal opportunity practically does not exist anymore. In addition, I really wish that I could steal from evil corporate tycoons such as David Coke, Charles Schumer, and Scott Walker just because they display an act of pure cruelty towards the well-being of society. I believe that poverty in our country can easily be prevented if extremely wealthy individuals take away the focus away from themselves, look around and help people that are in a state desperation. This was a very informative and eye-opening film that will make think twice about how I spend my money if I ever were to become filthy rich.

William Turner Example For Students

William Turner Biography One of the finest landscape artists was J.M.W. Turner, whose work was exhibited when he was still a teenager. His entire life was devoted to his art. Unlike many artists of his era, he was successful throughout his career. Joseph Mallord William Turner was born in London, England, on April 23, 1775. His father was a barber. His mother died when he was very young. The boy received little schooling. His father taught him how to read, but this was the extent of his education except for the study of art. By the age of 13 he was making drawings at home and exhibiting them in his fathers shop window for sale. We will write a custom essay on William Turner specifically for you for only $16.38 $13.9/page Order now Turner was 15 years old when he received a rare honorone of his paintings was exhibited at the Royal Academy. By the time he was 18 he had his own studio. Before he was 20 print sellers were eagerly buying his drawings for reproduction. He quickly achieved a fine reputation and was elected an associate of the Royal Academy. In 1802, when he was only 27, Turner became a full member. He then began traveling widely in Europe. Venice was the inspiration of some of Turners finest work. Wherever he visited he studied the effects of sea and sky in every kind of weather. His early training had been as a topographic draftsman. With the years, however, he developed a painting technique all his own. Instead of merely recording factually what he saw, Turner translated scenes into a light-filled expression of his own romantic feelings. As he grew older Turner became an eccentric. Except for his father, with whom he lived for 30 years, he had no close friends. He allowed no one to watch him while he painted. He gave up attending the meetings of the academy. None of his acquaintances saw him for months at a time. Turner continued to travel but always alone. He still held exhibitions, but he usually refused to sell his paintings. When he was persuaded to sell one, he was dejected for days. In 1850 he exhibited for the last time. One day Turner disappeared from his house. His housekeeper, after a search of many months, found him hiding in a house in Chelsea. He had been ill for a long time. He died the following dayDec. 19, 1851. Turner left a large fortune that he hoped would be used to support what he called decaying artists. His collection of paintings was bequeathed to his country. At his request he was buried in St. Pauls Cathedral. Although known for his oils, Turner is regarded as one of the founders of English watercolor landscape painting. Some of his most famous works are Calais Pier, Dido Building Carthage, Rain, Steam and Speed, Burial at Sea, and The Grand Canal, Venice.

Psychopathological disorders Essay Example

Psychopathological disorders Essay Example Psychopathological disorders Essay Psychopathological disorders Essay Psychopathological disorders are not as common as other forms of illnesses. In this analysis, I will look at the nature of Dissociative identity disorder with special analysis to the movie Sybil.Dissociative identity disorder is a mental condition in which a person suffering from it experiences two or more different identities or personalities. In each of these personalities, the person usually has different patterns of perceiving information as well as interacting with the surrounding environment. In addition to this, the disorder involves abnormal memory loss. This abnormal memory loss is commonly referred as acute Dissociative disorderINTRODUCTION:Psychopathology is a medical or scientific term that refers to mental distresses or mental illnesses. In another context, the term can be used to refer to the manifestation of characteristic behaviours and or experiences that are usually indicative of psychological impairment or mental illnesses.In the context of this paper, I will look at one movie and or book that have a psychological theme. In addition, I will analyze the plot as well as the characteristic features of the disease and how it is analyzed or dramatized in the movie/book.ANALYSIS: BOOK/MOVIE REVIEW:SYBILThe movie Sybil analyzes the live of a person living with Dissociative Identity Disorder. The movie revolves around the true life of Shirley Ardell mason. Shirley was born in 1923 and died in 1998. She was a psychiatric patient, although she was a commercial artist. Shirley’s life was documented in a book by the name Sybil and later it was made a movie under the same name.The book was written by flora Schreiber and was published in 1973. The movie by the same name was adapted in 1976. The book and movie, in order to protect mason’s privacy and identity used the name Sybil Isabel Dorsett.The movie starred sally field (Sybil Dorsett), Joanne Woodward (Doctor Cornelia Wilbur), brad Davis (Richard Loomis) amongst others. The movie was direc ted by Daniel Petrie and was nominated for the globe awards.The plot outline of the movie reveals the true story of a beautiful young woman, Sybil Dorsett. Dorset’s child hood upbringing was so traumatizing, to a point that she developed more than twelve different personalities.For purposes of this paper I, will look analyze the movie and point out the key issues of Dissociative identity disorder (formerly multiple personality’s disorder). In this analysis, I will also look at the issue of whether the disorder really exists or it is just a medical creation.Shirley Mason was born and brought up in Dodge Centre, Minnesota. Within the early years of the 1950s, she was a teacher and a student at Columbia University. Mason had suffered for a long time from blackouts and emotional breakdowns. After this lengthy suffering, she finally entered psychotherapy under the guidance of Doctor Cornelia B. Wilbur. Doctor Wilbur was a Freudian psychiatrist. Shirley’s sessions und er Wilbur are the core basis of the book and movie.SYBIL:The book and movie made the implication that Shirley suffered from the Dissociative identity disorder as a result of several incidences of sexual abuses from her mother whom unfortunately is speculated to have been suffering from schizophrenia. Schizophrenia lies on axis one on clinical disorders. It is classified in the field of schizophrenia and other psychotic disorders.Schizophrenia is a psychiatric or medical diagnosis that describes a mental illness that is usually characterized by perception or expression of reality impairments. In most cases, schizophrenia manifests itself as aural hallucinations, bizarre or paranoid delusions. It also manifests itself in the form of disorganized thinking and speech coordination problems. There are no laboratory tests that are currently available to test for schizophrenia.Shirley’s parents were Mr. Walter Mason and Martha Hageman Mason. Shirley under went treatment for eleven ye ars after which she was well adjusted to live in the society. After the publication of the book, Shirley moved to Lexington.COMPARISON WITH OTHER PSYCHOPATHOLOGICAL ILLNESSES:Mental disorders vary depending on the time of diagnosis and or the cause of the disorder. This is why diagnostic systems like DSM are used in order to facilitate the level of communication between professionals as well as standardizing the criteria for diagnosis.In this movie Daniel Petrie takes us through real life aspects of personality disorders to their fullest. By introducing a mix of schizophrenia, suffered by Sybil’s mother and the Dissociative identity disorder that Sybil suffered.In addition to this Sally Field provides an awesome award-winning performance when she plays as Sybil, a disturbed woman who is suffering from a multiple personality disorder. Since Sybil was living alone in an apartment, she was tormented by numerous flashbacks and disturbing visions of her painful childhood. Since sh e was unable to live a normal life, Sybil met Doctor. Wilbur (Joanne Woodward).Dr Wilbur was a kind-hearted psychiatrist who ended up being extremely dedicated to help Sybil heal the wounds that were haunting her. Dr Wilbur was able to diagnose the 16 different personalities that Sybil was suffering from.CONCLUSION:The Dissociative identity disorder, that Shirley is believed to have suffered from is not very common. Regardless of this fact, issues arose after the publication of the book that indeed mason never suffered form the disorder; rather it was a deal between her and doctor Wilbur to seal a book deal.Although there are claims of sexual abuse these claims are rather hard to verify. Recent interviews with some of Shirley’s former friends have revealed that indeed she had an unusual relation with her mother. On the other side of the story if indeed Shirley’s mother was indeed schizophrenic, this then complicates issues further.On the other hand, Schizophrenia, as a mental disorder is very hard to detect. This is because not unless it is detected by people or the person suffering from it tells about it, it can never be detected. John Nash’s decision to deal with the disorder, with the help of his wife is a great motivation to people living with the disease. Although the diseases prevalence is quite small, it is necessary for the wider public to accept and help people living with the disorder.

Research paper Essay Example | Topics and Well Written Essays - 500 words - 6

Research paper - Essay Example The benefits of online shopping are numerous one of them being one can shop from home and does not need to go to the mall as one will shop online and the product is delivered at the doorstep. Online shopping saves time and resources as one will be able to shop at the comfort of their homes and one can shop whenever they want hence making it convenient (Rajaraman, 2000). Online shopping will provide variety for the buyer to choose from various shops as there are many providers and this gives the buyer the opportunity to compare products and choose the one that best meets their requirements. Online shopping also has hazards or drawbacks that makes people skeptic about using it. There exists a time lag from payment of the products required and delivery, unlike buying from a store where one exchanges money with the product. Online shopping also does not allow the customer the chance to test the product before using it and if it is defective when delivered it may inconvenience the buyer (Rajaraman, 2000). There are high shipping costs for [products and this makes products sell at a higher price than the usual when using online shopping. Online shopping is also faced by security issues as payment methods over the internet through credit cards may not be secure and it may lead to insecure transactions. However with proper implementation of security measures, online shopping provides an easy and convenient means of trading that saves the customer time and offers a wide variety of products to choose from. I chose online shopping—benefits and hazards as it has become a topic of discussion today because globalization has prompted the need for businesses to initiate electronic commerce in order to be competitive in the market. This topic will help me learn how the advantages and drawbacks of electronic commerce hence it could help me when I start my own business. Searching on the internet was easier than on the online library as I only needed to type in

(consumer behavior) Essay Example | Topics and Well Written Essays - 1000 words

(consumer behavior) - Essay Example Questionnaires with appropriate scales were used to randomly collect data from people in different areas in an undisclosed city in the UK. After testing for validity and reliability, the collected data were quantitatively analysed using the structural equation modelling together with invariant tests with age and gender as moderators; those aged between 17 and 40 were considered as young while those above 40 were taken to be old (Aroean 72). It was found out that innovativeness could be a predictor of playful consumption and brand consumption though the latter does not predict playful consumption. This is an important article in understanding the role that consumers and behavioural perspectives play with regard to playful consumption. Organisations would find this research important in satisfying â€Å"innovative, playful consumers† thus the need for playful product brands (Aroean 70). As such, brand managers could retrieve relevant information to boost brand loyalty and share. Interestingly, the research reveals that switching brands does not pass as a predictor of playful consumption which means that marketers should not be concerned with their innovative customers who find varied play brands. But even so, these consumers would need to be constantly supplied with new playful rewards in form of new products so as to avoid adaptation. Nonetheless, the use of random sampling makes this study less desirable to marketers seeking to penetrate specific target markets with specific products. Eckhardt, G. M. and Houston, M. J. â€Å"On the Malleable Nature of Product Meaning in China.† Journal of Consumer Behaviour 7.6 (2008): 484 – 495. Wiley Online Library. Web. 29 October 2012 It is known that customers attach various meanings to products guided by context. But little research has been done to determine the source of this variation. Just like the other consumers, Chinese consumers hold multiple meanings

Comparison of Teacher Education Programmes in Pakistan UK

Comparison of Teacher Education Programmes in Pakistan UK Comparative Analysis of Teacher Education Programmes in Pakistan UK CHAPTER 1 INTRODUCTION Background of the Study The overall development status of every country depends upon the standard of education prevalent across that country. It is an era of knowledge based economies, and countries failing in education find it hard to catch up with the developed world. In other words a countrys economic and cultural future as well as its scientific and technological growth owe to the academic standards being maintained by the teachers in its educational institutions. Thus teachers contributions are well acknowledged as builders of the nation and molders of personalities. In fact the key player of every educational system is the teacher, who is considered the backbone of the entire system all over the world, and a pivot around which the whole education system revolves. Teacher is the major implementer of all educational reforms at the grass root level. Teaching without doubt is considered one of the very noble professions. It offers constant intellectual challenges, acknowledgement, respect in the society a nd above all the opportunity to mould the personalities of a big majority of youth. This centrality qualifies teachers to be the crucial position holders in creating impact on all aspects of students personalities. They are the teachers who bring about positive behavioural changes in students by grooming and developing their personalities. That is why it is necessary that they should be adequately equipped with skills and abilities that would enable them to play an effective role in human development both from national and global perspectives. The Indian Education Commission 1964-66, as observed by Sheikh M.A (1998)[1] had ranked the quality and competence of the teachers as the most important factor determining the quality of education significantly contributing to the national development. Nothing is more important than securing a sufficient supply of high quality recruits to the teaching profession, providing them with the best possible professional preparation and creating satisfactory conditions of work in which they can be fully effective.† However, this central position, demands great care and attention in the education and training of teachers, who develop and enable students meet effectively the challenges of present and future. Ascertaining the effectiveness of these trainings asks for the analysis of teacher education programs in the social context of every country socio economic, cultural and historic factors substantially influence its nature and value. Concept of Teacher Education Teacher education is a discipline and sub sector of education with its distinct pre service and in service forms. It equips prospective and in service teachers with information, knowledge and pedagogical skills to help reform their attitudes and behaviour to the profession of education. The key objective is to facilitate the transfer of knowledge (cognitive, affective and psychomotor) to students and to build their character and personalities. In other words teacher education refers to the policies and procedures designed to equip teachers with the knowledge, attitudes, behaviours and skills they require to perform their tasks effectively in the school and classroom. (Wikipedia, 09) [2] According to Sheikh M.A (1998), teacher education encompasses acquiring all that knowledge, skills and abilities which are relevant to the life of a â€Å"teacher as a teacher† It reshapes the attitudes, remodels the habits, and develops the personalities of teachers. Need for Teacher Education Teachers general education and professional training both require utmost care and attention, as whatever is acquired by them is transferred to their students with high multiple effects. The present has witnessed and is still experiencing a rapidly but positively changing scenario of processes and procedures of teacher training. New innovative methods are continuously being added to the already practiced traditional pedagogical techniques. Acquainting with these developments to the point of mastery is needed for the promotion and maintenance of good teaching learning standards. Good quality teacher education about these key elements paves the way of the development of the education system in the long run. Teachers are the layers of the foundations of future citizens, hence need to be educated with futuristic perspective, so that they can develop the personalities of their students, not only as per present requirements but also for the years to come, accommodating the new trends from the global outlook. This is very important as teacher is one of the key agents of change in all communities and a service provider as per needs of the future. Changes are taking place not only at national but also at international level. With every passing day distances are shrinking and communities are coming closer to each other affecting each others practices of life. Purpose of Teacher Education The purpose of teacher education primarily is to equip prospective teachers not only with suitable aptitudes for teaching but also with appropriate skills and abilities required to make them effective and efficient professionals. Through different theoretical and practical activities, they are helped to understand not only the philosophical, psychological, and sociological basis of teaching, but also the relationship of education with the society and its values through teaching and learning processes. The process of formal teacher education can help the prospective teachers minimize the troubles and save the students from the wastages of hit and trial. Appropriately rendered teacher education, provides ample opportunities to would be teachers to understand the nature of teaching; to envisage responsibilities of a teacher; to discover that to be a teacher is much more than learning by heart the philosophies and theories of learning; and to comprehend the practical implications of the pedagogical strategies. It is learnt that the profession of teaching is in fact facilitating the acquisition and retention of knowledge, values, skills and right attitudes for successful life that can initiate and promote positive changes in the society. Keeping this in view teacher education, through teacher-preparatory years focuses on the development of abilities and skills that would not only make them capable teachers but will enable them to discharge duties effectively, take initiatives, motivate students and facilitate learning. With the belief that practice makes one perfect, students during teacher education phase are given the opportunity to teach or instruct and receive constant guidance and encouragement during practical delivery, in order to strengthen good habits and to overcome the pedagogical weaknesses. Phases of Teacher Education Farrant, J. S. (1990)[3], observed that since the dawn of the twenty first century teacher education in developed countries remained divided into three phases: 1) Initial Teacher Education 2) Induction 3) Continuing Teacher Education 1) Initial teacher training / education This education pertains to the training that is undertaken before formally starting the teaching profession. It is a pre-service course done before entering the classroom as a fully responsible teacher. It is usually provided in education colleges and education departments of universities where the student teachers are introduced to the knowledge and skills needed to be professional teachers. The students are formally taught the important components of this profession including aims of education, history of education, perspectives of education, modern approaches to learning, assessment and evaluation of learning and basics of curriculum development, educational psychology, philosophy and pedagogy. It also provides first hand experience of the practical aspects of the teaching profession. It usually takes a year or so and culminates into a certificate or a degree. 2) Induction This informal phase begins when a student teacher changes from being a part time, visiting student teacher to a full time adequately responsible professional. Basically induction refers to the process of providing on the job guidance and support to the teachers during the first few months of teaching or the first year of the professional career. In countries like UK, during induction the teacher is on probation, and receives guidance and supervision formally by the teacher-tutor, and informally from all other colleagues head teacher. The work load during this phase of education is reduced in order to provide time and opportunity for guidance, reflection and grooming. This is a transitional phase from being a student to being a full time teacher. 3) Teachers continuous professional development It is an in-service process for professional refinement of practicing teachers. It is a life long process in which efforts are made to improve and polish up the potentials of the teachers. It includes professional trainings like workshops, short courses and seminars. This is usually formally arranged by good schools or can be self directed through reading of professional books, discussions with colleagues, benefiting from on line courses, or attending training workshops, conferences, and symposiums. With the passage of time, all institutions have started to value in service training of teachers more and more; and are regularly arranging training programs of different durations for their teachers. These trainings are sometimes general in nature for the improvement of the overall teaching methodologies, and sometimes focused on improving specific subject-teaching skills, enabling teachers master innovative concepts recently incorporated in the existing curriculum. Such in service trainings are usually taken up in anticipation for the expected promotions. Usefulness of Comparing Teacher Education Systems Sodhi (1993)[4] documented, â€Å"Comparative education is a popular educational venture and is considered very useful in countries like USA, UK, Russia and even India. It is considered so, as education has been recognized an investment for development of human resources, which is in fact the development of human capital formation. All people engaged in the field of education have much to learn from the policies and educational practices of other lands. Apparently the educational system of a country grows out of the historical background, economic and social conditions, geographical features and political systems and no country is in a position to totally adopt the educational patterns of another country as such. But lessons can be learnt, and successful practices can be adopted to meet the needs from the angle it looks upon them.† With advancement in technology and with communication explosion, the geographical distances are shrinking and people are coming closer to each other. The similarities caused by science and technology are overpowering the differences resulting from cultural diversities. The fact suggested by increasing similarities is that different nations of the worldwhich looks like a global village now, can learn a lot from each others experiences and progress to save time, energy and resources required for the ‘try and learn activities. The knowledge about the successes and failures of other systems can be very awakening and beneficial in comprehending ones own educational problems. The backwardness or advancement of ones own system can be ascertained only through analytical comparison, particularly with those of the economically and educationally advanced countries. In spite of increased investment in education sector, Pakistan has not yet achieved its target of UPE (Universal Primary Education) set in 1960 that was to be achieved by 1980. Analysis of the educational status of Pakistan reveals that a reasonable progress has been made by it since independence. At that time not even a million students were studying in schools, whereas now more than twelve million children are in schools. But at the same time due to a very high population growth rate, more than twelve million school age children are out of school, doing jobs or just doing nothing. The recent comparisons with the educational situation in China and India show that Pakistan is still far behind than the more thickly populated neighbouring countries, where China with literacy rate of 90% and India with 65% are substantially ahead of Pakistan. The situation of full enrollment which is a far cry is further aggravated by an alarmingly high rate of dropouts. Female literacy rate is abysmall y low, and education of females and rural population at all levels is much underrepresented. As the population is growing at a geometrical rate, the need for more schools and for more and better teachers has risen substantially. With increased focus on the quantitative expansion necessitated by substantial raises in population, the qualitative dimension of teacher education in Pakistan has not received adequate attention, resulting in passing out of scores of teachers from different teacher education institutions with inadequate grip over the content and teaching methodologies. This demands special focus to improve the status of teacher education, by learning through analysis and comparison with education systems that are progressing and delivering well in other countries of the world. As the education system has grown over years, the number of teachers has also shown increases, but it is still far from being adequate, particularly for subjects like science and mathematics. Along with this teacher education programs in Peshawar based teacher education institutions like other similar institutions of Pakistan have some critical deficiencies, which are hampering their effectiveness. Some of those were summarized by Asia and the Pacific Program of Educational Innovation for Development (APIED)(1987)[5], and are reproduced hereunder: i) Short duration of teacher training programs ii) Minimal interaction of trainee teachers at schools iii) Outmoded methods of teaching and evaluation iv) Shortage of audio visual aids and other educational equipment in teacher training institutions. v) Deficiency of supplementary reading material/professional magazines/ research journals vi) Lack of co ordination among training institutions. vii) Absence of incentives for prospective teachers These and similar other deficiencies ask for keen analysis of the local system and for its comparison with better performing systems. The best way to analytically compare any two teacher education systems, as highlighted by Galambos C. Eva, (1986) [6] would be to find out: 1) How the two systems strengthen subject area preparation? 2) How long and adequate is the duration of pre service training of teachers? 3) How theory and practice address better inclusion of the practice of teaching in learning to teach effectively and efficiently? 4) What level of general education would be necessary for all prospective teachers? and 5) What major and minor subjects would be preferred as most supportive for the profession of teaching? In order to survive successfully in the global community, and to bring the indigenous teacher education at the international level it would seem pertinent to critically analyze the local prevailing teacher education programs and to compare them with one of the educationally advanced countries, like that of the United Kingdom, which had laid the foundation of the existing education system in the sub-continent during the colonial rule. Education System in Pakistan Education in Pakistan comes in the domain of the responsibilities of the provinces. However the Federal government is responsible for over viewing Pakistans entire system of education, and is assisted by the provincal ministries and departments of education in all the provinces. The Federal Ministry of Education (MOE) deals with policy-making, curriculum development, accreditation and coordination as an advisory authority, along with the direct administration of the educational institutions situated in and around the capital. Education up to Secondary level is provided by public and private schools, and by Islamic madrasahs, (the faith schools). Education provided at the public/government schools is free of cost, but in the private sector institutions educational expenses are borne by the parents for the purpose of good quality of education. Provincial governments overview and administer all the Universities which are financed by the Federal government through the Higher Education Commission (HEC). Both public and private universities and other higher education institutions are overviewed by HEC for the planning, development and granting of charters. The academic progress of these institutions is coordinated, reviewed and evaluated by the HEC. Primary Education Primary education begins at five years of age and is completed in five years. The medium of instruction at the government schools is either Urdu or the regional language and is English at the private educational institutions. The curriculum revolves around Reading, Writing, Arithmetic, General science, Social studies, Islamic studies, and Physical training. Secondary Education Secondary Education comprises of three stages: a three-year stage of middle level education; other two-year of secondary education; and a further two-year of higher secondary education at intermediate and degree colleges. At the Middle level, (Grades VI to VIII), at ages 11-13, compulsory subjects of Urdu, English, Mathematics, Social Studies and Islamic studies are studied and students are examined on terminal and annual basis. In Grades IX and X at ages 14 and 15 studies are divided into streams of Science and Humanities, and externally examined by the Board of Intermediate and Secondary Education to award Secondary School Certificate on successful completion of ten years of education. However, Intermediate or Higher Secondary Education stream involves studies of Grade XI and XII either in Science or Humanities at the ages of 16 and 17, with external examination and certification by the Board of Intermediate and Secondary Education. Many students in the private sector opt for the examination of (GCE) General Certificate of Education. Madrassahs / Madaris: (Religious Schools) The madaris, operating simultaneously with regular schools are fewer in number as compared to the public and private schools. These provide Islamic education through Urdu and Arabic as languages of Instruction. The key features of the curriculum are the study of the Holy Quran and Hadith (teachings of the prophet Muhammad p.b.u.h). Enrollment and boarding lodging facilities are mostly free of charge, although in some cases they receive grants from the federal government. The primary level institutions called maktabs, are usually attachments of mosques, and provide basic Islamic education focusing on the reading and learning the holy Quran by heart. Secondary school madrasahs deal with the higher level of Islamic education. For better standards of education and in order to integrate the Islamic and formal education systems, the formal schools curriculum of English, mathematics, general science and computer Science are now studied compulsorily at all madaris. Madrasahs are largely self-governing and independent. The official regulatory and certificates/Sanads awarding bodies include ‘Jamea-tus Safiya ‘Wafaq-ul-Madaris, and ‘Tanzeem-ul-Madaris. Different madrasah levels correspond to the formal system, like ‘Tajweed wa Qiraat Ibtidaya is equal to primary schooling, ‘Mutawassita is at par with Middle level, ‘Saniya Aama is equated with Secondary School Certificate, and ‘Saniya Khasa to the Higher Secondary School Certificate, after which the students are eligible to continue higher education at Madrasah or at Universities of the formal sector. Vocational / Technical Secondary Education Nearly all vocational schools run both certificate and diploma programmes. The duration of certificate courses is one year and that of diplomas is two years, in various trades at the secondary level (Grades IX and X) leading to the Secondary School Certificate in technical education; qualifying students to continue their education at Technical Institutes of higher education. Higher Education At the time of partition in 1947 the country had only one University, the Punjab University. Now as of 2008-2009 Pakistan, according to Higher Education Commission of Pakistan (HEC), there are 124 recognized Universities in the country, 68 of these universities are public sector universities and 56 are from the private sector. The guidelines for charter and operations of Universities are issued by the HEC. For standardization, all degree-granting higher education programmes are assessed by HEC. With English as medium of Instruction the Higher Secondary School Certificate, a pass in the entry test, are the essential pre requisites for admission to the study at the university. University Higher Education Stage I: A Bachelors Degree is awarded after two years of formal education and with honours after three years of fulltime study in humanities, sciences or commerce. Four years of formal education is required for Bachelors degrees in engineering, pharmacy computer science, whereas five years are needed for Bachelors in medicine. Stage II: Two years of study after the bachelors degree and one year after the honors bachelors degree leads to the acquisition of Masters Degree Stage III: A minimum of four to five years of study beyond masters degree leads to the doctoral degree. But the duration of study is five to seven years for programmes like the Doctor of Literature (DLitt), Doctor of Science (DSc) and Doctor of Law (LLD). Higher Education (Non University) Polytechnics, technical and commercial institutes and colleges provide non-university higher education comprising programmes of two or three years leading to certificates and diplomas in commercial and technical fields, awarded by Provincial Boards of Technical Education. Teacher Education Programs at Pakistan Primary School Teachers Teacher training at the post secondary level takes place in Regional Institutes of Teacher Education (RITE), and at the Allama Iqbal Open University Islamabad for a one-year program known as the Primary Teaching Certificate. In addition, prospective teachers are also prepared at the private sector institutions affiliated or enlisted with universities of public or private sector. Secondary School Teachers Government training institutes of education and different affiliated colleges in private sector train teachers for the secondary school level. They are awarded a Certificate of Teaching (CT) for one year study after passing the examination of Higher Secondary School Certificate. Teacher Education at Universities The prospective teachers aspiring to teach at the higher secondary school level study for one year at the Education Colleges for the Bachelor of Education (B.Ed.) degree, after two-year bachelors of Arts or Science (BA/BSc) education. Teachers possessing B.Ed degree are eligible to teach at the Secondary school level. Masters of Education (M.Ed) is a one year university education after completion of B.Ed. Policy Priorities for Teacher Education All the National Education Policies of Pakistan have accorded great importance to teacher education. The 1959 Commission on National Education stressed upon the necessity of adequate pre service teacher education gave recommendations about functions of teachers in a university and about selection and promotion of teachers. The Education Policy 1972-80 estimated the teacher producing capacity of then existing 12 teacher training colleges and 55 teacher education institutions in Pakistan, to be four thousand which was much less than the estimated demand of three hundred thousand additionally required teachers. It recommended the introduction of Education subject at Secondary, Higher Secondary and Degree level and students qualifying these subjects were suggested to be taken as primary, middle and high level teachers. Relaxation of training requirements for women teachers in special cases was recommended in order to increase the number of women teachers. An academy for teachers and educ ational Administrators training was recommended to be set up. The outdated nature of the teacher training courses was admitted, and their revision was recommended, along with this preparation of model standard textbooks for teacher trainees were advised. The National Education Policy 1979 had vividly valued the significant role of teachers in the effective implementation of the education policies. It was asserted that teacher is the pivot of the entire educational system. In order to promote pre-service teacher education, all the Primary Teacher Training Institutions were planned to be upgraded to Colleges of Elementary Education. An Academy of Higher Education was approved to be established to provide in-service and pre-service training to the College and University teachers. Another Academy for Educational Planning and Management was also established to provide opportunities of training to administrators and supervisors working at different levels of the educational system. This National Education Policy envisaged that every teacher would be expected to undergo one in-service course during five-year cycle of his/her service. A system of National Awards for best teachers was planned to be instituted. Every year ten teachers of vario us levels and categories were planned to receive these awards from the President of Pakistan at national level. Similar awards were planned to be given to selected teachers by the respective provincial governors. The Sixth five Year Plan (1983-88), earmarked sixty million rupees for the teacher education programs to establish additional primary and secondary teacher training institutes and to enhance the training capacity of the existing primary and secondary teacher training institutions, and departments of Education at the Universities. This plan was unique in the sense that it allocated special funds categorically for the teacher education programs. Prior to this the trend of blanket approval was in practice and the badly needed requisite improvement in the standard of teachers could not be facilitated. The incremental allocation, as given in the following table reflected the increased importance accorded to teacher education. Table: 1.1 The Sixth Five Year Plans (1983-1988) Allocations for Teacher Education Year Recurring Expenditure Developmental Expenditure (in million rupees) 1983-84 12 16 1984-85 14 20 1985-86 18 27 1986-87 20 32 1987-88 24 38 Total 88 133 The Seventh Five-Year Plan (1988-93) identified a number of shortcomings in the teacher training programs, which included the irrelevancy of curriculum for PTC and CT; the inadequacy of the training duration, of in service training, and lack of good career prospects due to which good students were not attracted to the profession of teaching. It was proposed to improve the efficiency of teachers by gradually raising the minimum qualification, revitalizing the teacher training programmes, continuous in-service education and providing better career proposals to teachers. The Ninth Five-Year Plan focused upon the strengthening of one hundred and twenty then available teacher training institutes. The high priority attached to the promotion and facilitation of teacher education as envisaged in the above mentioned policies and plans spoke of the importance accorded to teacher education by all the governments of Pakistan. Entry Qualification The requisite entry qualifications into the teaching profession at different levels are as follows: a) Primary Level (I-V) : Matriculation + one year teaching certificate (PTC) b) Middle Level (VI-VIII) : Intermediate + one year teaching certificate (CT) and, c) Secondary Level (IX-X) : B.A/B.Sc + one year Bachelor of Edu. degree course/B.Ed Non Formal Teacher Education Allama Iqbal Open University (AIOU) is offering non formal teacher training courses for both male and female students living in the far away areas of the country. These programs are substantially contributing to the provision of trained teachers. United Kingdoms System of Education In Britain compulsory schooling takes place between the ages of five and sixteen. The over riding objectives of the governments education policies are to raise standards at all levels of ability, increase parental choice, make further and higher education more widely accessible and more responsive to the needs of the economy, and to achieve the best possible returns from the resources invested in the education service. (Britain 1990) [7] Parents are legally bound to ensure that their children aged five to sixteen regularly receive efficient full time education. Most students receive free education financed from public funds, and a small proportion attends private schools independent of public financial support. Pupils follow a common curriculum leading to the General Certificate of Secondary Education (GCSE) and Vocational Certificate of Secondary Education (VCSE). Students are allowed to select a number of GCSEs, VCSEs as per their personal preferences and aptitudes. Quite a few sch ools cater for the educational needs of the students for additional two years till they sit for the Advanced Level of General Certificate of Education. (GCE A Levels) Primary and Secondary Schools Ninety percent of boys and girls are taught together in most primary schools. Most independent/private fee-charging schools are mixed at the primary level and single-gender at the secondary level. These schools are registered with, and inspected by the government and governed by an independent board. No fees are charged in government schools, which are governed by the Local Education Authorities (LEA). There is no statutory requirement to provide education for the under-fives, but nursery education is well established now. Compulsory education begins at five at infant schools and at seven they go to junior/primary schools. The average age of passing out from primary school and entry into secondary school is eleven years. Schools are organized in a number of ways including secondary schools with age range, from 11 to 18; middle schools whose students move on to senior comprehensive schools at the age of 12 to 16. Tertiary colleges offer a full range of vocational and academic courses for students over 16. Examinations At the completion of the secondary education at UK, at the age of sixteen, secondary school students appear for the General Certificate of Secondary Education (GCSE). This examination in order to raise the standard of performance has replaced General Certificate of Education (GCE), Ordinary Level (O Level), and the Certificate of Secondary Education (CSE) since 1988. GCSE examination is taken after five years of Secondary Education and evaluated at a seven point scale of grades, A to G. The GCSE Advanced level (A Level) examination is taken after two years of further study. Its successful completion qualifies the student for induction into universities. Educational Standards Her Majestys inspectors report to ministers on the quality of education provided at all schools colleges and universities. They also advise the Local Education Authorities (LEA) and the government, and publish the reports. LEAs also employ inspectors or advisers to gu Comparison of Teacher Education Programmes in Pakistan UK Comparison of Teacher Education Programmes in Pakistan UK Comparative Analysis of Teacher Education Programmes in Pakistan UK CHAPTER 1 INTRODUCTION Background of the Study The overall development status of every country depends upon the standard of education prevalent across that country. It is an era of knowledge based economies, and countries failing in education find it hard to catch up with the developed world. In other words a countrys economic and cultural future as well as its scientific and technological growth owe to the academic standards being maintained by the teachers in its educational institutions. Thus teachers contributions are well acknowledged as builders of the nation and molders of personalities. In fact the key player of every educational system is the teacher, who is considered the backbone of the entire system all over the world, and a pivot around which the whole education system revolves. Teacher is the major implementer of all educational reforms at the grass root level. Teaching without doubt is considered one of the very noble professions. It offers constant intellectual challenges, acknowledgement, respect in the society a nd above all the opportunity to mould the personalities of a big majority of youth. This centrality qualifies teachers to be the crucial position holders in creating impact on all aspects of students personalities. They are the teachers who bring about positive behavioural changes in students by grooming and developing their personalities. That is why it is necessary that they should be adequately equipped with skills and abilities that would enable them to play an effective role in human development both from national and global perspectives. The Indian Education Commission 1964-66, as observed by Sheikh M.A (1998)[1] had ranked the quality and competence of the teachers as the most important factor determining the quality of education significantly contributing to the national development. Nothing is more important than securing a sufficient supply of high quality recruits to the teaching profession, providing them with the best possible professional preparation and creating satisfactory conditions of work in which they can be fully effective.† However, this central position, demands great care and attention in the education and training of teachers, who develop and enable students meet effectively the challenges of present and future. Ascertaining the effectiveness of these trainings asks for the analysis of teacher education programs in the social context of every country socio economic, cultural and historic factors substantially influence its nature and value. Concept of Teacher Education Teacher education is a discipline and sub sector of education with its distinct pre service and in service forms. It equips prospective and in service teachers with information, knowledge and pedagogical skills to help reform their attitudes and behaviour to the profession of education. The key objective is to facilitate the transfer of knowledge (cognitive, affective and psychomotor) to students and to build their character and personalities. In other words teacher education refers to the policies and procedures designed to equip teachers with the knowledge, attitudes, behaviours and skills they require to perform their tasks effectively in the school and classroom. (Wikipedia, 09) [2] According to Sheikh M.A (1998), teacher education encompasses acquiring all that knowledge, skills and abilities which are relevant to the life of a â€Å"teacher as a teacher† It reshapes the attitudes, remodels the habits, and develops the personalities of teachers. Need for Teacher Education Teachers general education and professional training both require utmost care and attention, as whatever is acquired by them is transferred to their students with high multiple effects. The present has witnessed and is still experiencing a rapidly but positively changing scenario of processes and procedures of teacher training. New innovative methods are continuously being added to the already practiced traditional pedagogical techniques. Acquainting with these developments to the point of mastery is needed for the promotion and maintenance of good teaching learning standards. Good quality teacher education about these key elements paves the way of the development of the education system in the long run. Teachers are the layers of the foundations of future citizens, hence need to be educated with futuristic perspective, so that they can develop the personalities of their students, not only as per present requirements but also for the years to come, accommodating the new trends from the global outlook. This is very important as teacher is one of the key agents of change in all communities and a service provider as per needs of the future. Changes are taking place not only at national but also at international level. With every passing day distances are shrinking and communities are coming closer to each other affecting each others practices of life. Purpose of Teacher Education The purpose of teacher education primarily is to equip prospective teachers not only with suitable aptitudes for teaching but also with appropriate skills and abilities required to make them effective and efficient professionals. Through different theoretical and practical activities, they are helped to understand not only the philosophical, psychological, and sociological basis of teaching, but also the relationship of education with the society and its values through teaching and learning processes. The process of formal teacher education can help the prospective teachers minimize the troubles and save the students from the wastages of hit and trial. Appropriately rendered teacher education, provides ample opportunities to would be teachers to understand the nature of teaching; to envisage responsibilities of a teacher; to discover that to be a teacher is much more than learning by heart the philosophies and theories of learning; and to comprehend the practical implications of the pedagogical strategies. It is learnt that the profession of teaching is in fact facilitating the acquisition and retention of knowledge, values, skills and right attitudes for successful life that can initiate and promote positive changes in the society. Keeping this in view teacher education, through teacher-preparatory years focuses on the development of abilities and skills that would not only make them capable teachers but will enable them to discharge duties effectively, take initiatives, motivate students and facilitate learning. With the belief that practice makes one perfect, students during teacher education phase are given the opportunity to teach or instruct and receive constant guidance and encouragement during practical delivery, in order to strengthen good habits and to overcome the pedagogical weaknesses. Phases of Teacher Education Farrant, J. S. (1990)[3], observed that since the dawn of the twenty first century teacher education in developed countries remained divided into three phases: 1) Initial Teacher Education 2) Induction 3) Continuing Teacher Education 1) Initial teacher training / education This education pertains to the training that is undertaken before formally starting the teaching profession. It is a pre-service course done before entering the classroom as a fully responsible teacher. It is usually provided in education colleges and education departments of universities where the student teachers are introduced to the knowledge and skills needed to be professional teachers. The students are formally taught the important components of this profession including aims of education, history of education, perspectives of education, modern approaches to learning, assessment and evaluation of learning and basics of curriculum development, educational psychology, philosophy and pedagogy. It also provides first hand experience of the practical aspects of the teaching profession. It usually takes a year or so and culminates into a certificate or a degree. 2) Induction This informal phase begins when a student teacher changes from being a part time, visiting student teacher to a full time adequately responsible professional. Basically induction refers to the process of providing on the job guidance and support to the teachers during the first few months of teaching or the first year of the professional career. In countries like UK, during induction the teacher is on probation, and receives guidance and supervision formally by the teacher-tutor, and informally from all other colleagues head teacher. The work load during this phase of education is reduced in order to provide time and opportunity for guidance, reflection and grooming. This is a transitional phase from being a student to being a full time teacher. 3) Teachers continuous professional development It is an in-service process for professional refinement of practicing teachers. It is a life long process in which efforts are made to improve and polish up the potentials of the teachers. It includes professional trainings like workshops, short courses and seminars. This is usually formally arranged by good schools or can be self directed through reading of professional books, discussions with colleagues, benefiting from on line courses, or attending training workshops, conferences, and symposiums. With the passage of time, all institutions have started to value in service training of teachers more and more; and are regularly arranging training programs of different durations for their teachers. These trainings are sometimes general in nature for the improvement of the overall teaching methodologies, and sometimes focused on improving specific subject-teaching skills, enabling teachers master innovative concepts recently incorporated in the existing curriculum. Such in service trainings are usually taken up in anticipation for the expected promotions. Usefulness of Comparing Teacher Education Systems Sodhi (1993)[4] documented, â€Å"Comparative education is a popular educational venture and is considered very useful in countries like USA, UK, Russia and even India. It is considered so, as education has been recognized an investment for development of human resources, which is in fact the development of human capital formation. All people engaged in the field of education have much to learn from the policies and educational practices of other lands. Apparently the educational system of a country grows out of the historical background, economic and social conditions, geographical features and political systems and no country is in a position to totally adopt the educational patterns of another country as such. But lessons can be learnt, and successful practices can be adopted to meet the needs from the angle it looks upon them.† With advancement in technology and with communication explosion, the geographical distances are shrinking and people are coming closer to each other. The similarities caused by science and technology are overpowering the differences resulting from cultural diversities. The fact suggested by increasing similarities is that different nations of the worldwhich looks like a global village now, can learn a lot from each others experiences and progress to save time, energy and resources required for the ‘try and learn activities. The knowledge about the successes and failures of other systems can be very awakening and beneficial in comprehending ones own educational problems. The backwardness or advancement of ones own system can be ascertained only through analytical comparison, particularly with those of the economically and educationally advanced countries. In spite of increased investment in education sector, Pakistan has not yet achieved its target of UPE (Universal Primary Education) set in 1960 that was to be achieved by 1980. Analysis of the educational status of Pakistan reveals that a reasonable progress has been made by it since independence. At that time not even a million students were studying in schools, whereas now more than twelve million children are in schools. But at the same time due to a very high population growth rate, more than twelve million school age children are out of school, doing jobs or just doing nothing. The recent comparisons with the educational situation in China and India show that Pakistan is still far behind than the more thickly populated neighbouring countries, where China with literacy rate of 90% and India with 65% are substantially ahead of Pakistan. The situation of full enrollment which is a far cry is further aggravated by an alarmingly high rate of dropouts. Female literacy rate is abysmall y low, and education of females and rural population at all levels is much underrepresented. As the population is growing at a geometrical rate, the need for more schools and for more and better teachers has risen substantially. With increased focus on the quantitative expansion necessitated by substantial raises in population, the qualitative dimension of teacher education in Pakistan has not received adequate attention, resulting in passing out of scores of teachers from different teacher education institutions with inadequate grip over the content and teaching methodologies. This demands special focus to improve the status of teacher education, by learning through analysis and comparison with education systems that are progressing and delivering well in other countries of the world. As the education system has grown over years, the number of teachers has also shown increases, but it is still far from being adequate, particularly for subjects like science and mathematics. Along with this teacher education programs in Peshawar based teacher education institutions like other similar institutions of Pakistan have some critical deficiencies, which are hampering their effectiveness. Some of those were summarized by Asia and the Pacific Program of Educational Innovation for Development (APIED)(1987)[5], and are reproduced hereunder: i) Short duration of teacher training programs ii) Minimal interaction of trainee teachers at schools iii) Outmoded methods of teaching and evaluation iv) Shortage of audio visual aids and other educational equipment in teacher training institutions. v) Deficiency of supplementary reading material/professional magazines/ research journals vi) Lack of co ordination among training institutions. vii) Absence of incentives for prospective teachers These and similar other deficiencies ask for keen analysis of the local system and for its comparison with better performing systems. The best way to analytically compare any two teacher education systems, as highlighted by Galambos C. Eva, (1986) [6] would be to find out: 1) How the two systems strengthen subject area preparation? 2) How long and adequate is the duration of pre service training of teachers? 3) How theory and practice address better inclusion of the practice of teaching in learning to teach effectively and efficiently? 4) What level of general education would be necessary for all prospective teachers? and 5) What major and minor subjects would be preferred as most supportive for the profession of teaching? In order to survive successfully in the global community, and to bring the indigenous teacher education at the international level it would seem pertinent to critically analyze the local prevailing teacher education programs and to compare them with one of the educationally advanced countries, like that of the United Kingdom, which had laid the foundation of the existing education system in the sub-continent during the colonial rule. Education System in Pakistan Education in Pakistan comes in the domain of the responsibilities of the provinces. However the Federal government is responsible for over viewing Pakistans entire system of education, and is assisted by the provincal ministries and departments of education in all the provinces. The Federal Ministry of Education (MOE) deals with policy-making, curriculum development, accreditation and coordination as an advisory authority, along with the direct administration of the educational institutions situated in and around the capital. Education up to Secondary level is provided by public and private schools, and by Islamic madrasahs, (the faith schools). Education provided at the public/government schools is free of cost, but in the private sector institutions educational expenses are borne by the parents for the purpose of good quality of education. Provincial governments overview and administer all the Universities which are financed by the Federal government through the Higher Education Commission (HEC). Both public and private universities and other higher education institutions are overviewed by HEC for the planning, development and granting of charters. The academic progress of these institutions is coordinated, reviewed and evaluated by the HEC. Primary Education Primary education begins at five years of age and is completed in five years. The medium of instruction at the government schools is either Urdu or the regional language and is English at the private educational institutions. The curriculum revolves around Reading, Writing, Arithmetic, General science, Social studies, Islamic studies, and Physical training. Secondary Education Secondary Education comprises of three stages: a three-year stage of middle level education; other two-year of secondary education; and a further two-year of higher secondary education at intermediate and degree colleges. At the Middle level, (Grades VI to VIII), at ages 11-13, compulsory subjects of Urdu, English, Mathematics, Social Studies and Islamic studies are studied and students are examined on terminal and annual basis. In Grades IX and X at ages 14 and 15 studies are divided into streams of Science and Humanities, and externally examined by the Board of Intermediate and Secondary Education to award Secondary School Certificate on successful completion of ten years of education. However, Intermediate or Higher Secondary Education stream involves studies of Grade XI and XII either in Science or Humanities at the ages of 16 and 17, with external examination and certification by the Board of Intermediate and Secondary Education. Many students in the private sector opt for the examination of (GCE) General Certificate of Education. Madrassahs / Madaris: (Religious Schools) The madaris, operating simultaneously with regular schools are fewer in number as compared to the public and private schools. These provide Islamic education through Urdu and Arabic as languages of Instruction. The key features of the curriculum are the study of the Holy Quran and Hadith (teachings of the prophet Muhammad p.b.u.h). Enrollment and boarding lodging facilities are mostly free of charge, although in some cases they receive grants from the federal government. The primary level institutions called maktabs, are usually attachments of mosques, and provide basic Islamic education focusing on the reading and learning the holy Quran by heart. Secondary school madrasahs deal with the higher level of Islamic education. For better standards of education and in order to integrate the Islamic and formal education systems, the formal schools curriculum of English, mathematics, general science and computer Science are now studied compulsorily at all madaris. Madrasahs are largely self-governing and independent. The official regulatory and certificates/Sanads awarding bodies include ‘Jamea-tus Safiya ‘Wafaq-ul-Madaris, and ‘Tanzeem-ul-Madaris. Different madrasah levels correspond to the formal system, like ‘Tajweed wa Qiraat Ibtidaya is equal to primary schooling, ‘Mutawassita is at par with Middle level, ‘Saniya Aama is equated with Secondary School Certificate, and ‘Saniya Khasa to the Higher Secondary School Certificate, after which the students are eligible to continue higher education at Madrasah or at Universities of the formal sector. Vocational / Technical Secondary Education Nearly all vocational schools run both certificate and diploma programmes. The duration of certificate courses is one year and that of diplomas is two years, in various trades at the secondary level (Grades IX and X) leading to the Secondary School Certificate in technical education; qualifying students to continue their education at Technical Institutes of higher education. Higher Education At the time of partition in 1947 the country had only one University, the Punjab University. Now as of 2008-2009 Pakistan, according to Higher Education Commission of Pakistan (HEC), there are 124 recognized Universities in the country, 68 of these universities are public sector universities and 56 are from the private sector. The guidelines for charter and operations of Universities are issued by the HEC. For standardization, all degree-granting higher education programmes are assessed by HEC. With English as medium of Instruction the Higher Secondary School Certificate, a pass in the entry test, are the essential pre requisites for admission to the study at the university. University Higher Education Stage I: A Bachelors Degree is awarded after two years of formal education and with honours after three years of fulltime study in humanities, sciences or commerce. Four years of formal education is required for Bachelors degrees in engineering, pharmacy computer science, whereas five years are needed for Bachelors in medicine. Stage II: Two years of study after the bachelors degree and one year after the honors bachelors degree leads to the acquisition of Masters Degree Stage III: A minimum of four to five years of study beyond masters degree leads to the doctoral degree. But the duration of study is five to seven years for programmes like the Doctor of Literature (DLitt), Doctor of Science (DSc) and Doctor of Law (LLD). Higher Education (Non University) Polytechnics, technical and commercial institutes and colleges provide non-university higher education comprising programmes of two or three years leading to certificates and diplomas in commercial and technical fields, awarded by Provincial Boards of Technical Education. Teacher Education Programs at Pakistan Primary School Teachers Teacher training at the post secondary level takes place in Regional Institutes of Teacher Education (RITE), and at the Allama Iqbal Open University Islamabad for a one-year program known as the Primary Teaching Certificate. In addition, prospective teachers are also prepared at the private sector institutions affiliated or enlisted with universities of public or private sector. Secondary School Teachers Government training institutes of education and different affiliated colleges in private sector train teachers for the secondary school level. They are awarded a Certificate of Teaching (CT) for one year study after passing the examination of Higher Secondary School Certificate. Teacher Education at Universities The prospective teachers aspiring to teach at the higher secondary school level study for one year at the Education Colleges for the Bachelor of Education (B.Ed.) degree, after two-year bachelors of Arts or Science (BA/BSc) education. Teachers possessing B.Ed degree are eligible to teach at the Secondary school level. Masters of Education (M.Ed) is a one year university education after completion of B.Ed. Policy Priorities for Teacher Education All the National Education Policies of Pakistan have accorded great importance to teacher education. The 1959 Commission on National Education stressed upon the necessity of adequate pre service teacher education gave recommendations about functions of teachers in a university and about selection and promotion of teachers. The Education Policy 1972-80 estimated the teacher producing capacity of then existing 12 teacher training colleges and 55 teacher education institutions in Pakistan, to be four thousand which was much less than the estimated demand of three hundred thousand additionally required teachers. It recommended the introduction of Education subject at Secondary, Higher Secondary and Degree level and students qualifying these subjects were suggested to be taken as primary, middle and high level teachers. Relaxation of training requirements for women teachers in special cases was recommended in order to increase the number of women teachers. An academy for teachers and educ ational Administrators training was recommended to be set up. The outdated nature of the teacher training courses was admitted, and their revision was recommended, along with this preparation of model standard textbooks for teacher trainees were advised. The National Education Policy 1979 had vividly valued the significant role of teachers in the effective implementation of the education policies. It was asserted that teacher is the pivot of the entire educational system. In order to promote pre-service teacher education, all the Primary Teacher Training Institutions were planned to be upgraded to Colleges of Elementary Education. An Academy of Higher Education was approved to be established to provide in-service and pre-service training to the College and University teachers. Another Academy for Educational Planning and Management was also established to provide opportunities of training to administrators and supervisors working at different levels of the educational system. This National Education Policy envisaged that every teacher would be expected to undergo one in-service course during five-year cycle of his/her service. A system of National Awards for best teachers was planned to be instituted. Every year ten teachers of vario us levels and categories were planned to receive these awards from the President of Pakistan at national level. Similar awards were planned to be given to selected teachers by the respective provincial governors. The Sixth five Year Plan (1983-88), earmarked sixty million rupees for the teacher education programs to establish additional primary and secondary teacher training institutes and to enhance the training capacity of the existing primary and secondary teacher training institutions, and departments of Education at the Universities. This plan was unique in the sense that it allocated special funds categorically for the teacher education programs. Prior to this the trend of blanket approval was in practice and the badly needed requisite improvement in the standard of teachers could not be facilitated. The incremental allocation, as given in the following table reflected the increased importance accorded to teacher education. Table: 1.1 The Sixth Five Year Plans (1983-1988) Allocations for Teacher Education Year Recurring Expenditure Developmental Expenditure (in million rupees) 1983-84 12 16 1984-85 14 20 1985-86 18 27 1986-87 20 32 1987-88 24 38 Total 88 133 The Seventh Five-Year Plan (1988-93) identified a number of shortcomings in the teacher training programs, which included the irrelevancy of curriculum for PTC and CT; the inadequacy of the training duration, of in service training, and lack of good career prospects due to which good students were not attracted to the profession of teaching. It was proposed to improve the efficiency of teachers by gradually raising the minimum qualification, revitalizing the teacher training programmes, continuous in-service education and providing better career proposals to teachers. The Ninth Five-Year Plan focused upon the strengthening of one hundred and twenty then available teacher training institutes. The high priority attached to the promotion and facilitation of teacher education as envisaged in the above mentioned policies and plans spoke of the importance accorded to teacher education by all the governments of Pakistan. Entry Qualification The requisite entry qualifications into the teaching profession at different levels are as follows: a) Primary Level (I-V) : Matriculation + one year teaching certificate (PTC) b) Middle Level (VI-VIII) : Intermediate + one year teaching certificate (CT) and, c) Secondary Level (IX-X) : B.A/B.Sc + one year Bachelor of Edu. degree course/B.Ed Non Formal Teacher Education Allama Iqbal Open University (AIOU) is offering non formal teacher training courses for both male and female students living in the far away areas of the country. These programs are substantially contributing to the provision of trained teachers. United Kingdoms System of Education In Britain compulsory schooling takes place between the ages of five and sixteen. The over riding objectives of the governments education policies are to raise standards at all levels of ability, increase parental choice, make further and higher education more widely accessible and more responsive to the needs of the economy, and to achieve the best possible returns from the resources invested in the education service. (Britain 1990) [7] Parents are legally bound to ensure that their children aged five to sixteen regularly receive efficient full time education. Most students receive free education financed from public funds, and a small proportion attends private schools independent of public financial support. Pupils follow a common curriculum leading to the General Certificate of Secondary Education (GCSE) and Vocational Certificate of Secondary Education (VCSE). Students are allowed to select a number of GCSEs, VCSEs as per their personal preferences and aptitudes. Quite a few sch ools cater for the educational needs of the students for additional two years till they sit for the Advanced Level of General Certificate of Education. (GCE A Levels) Primary and Secondary Schools Ninety percent of boys and girls are taught together in most primary schools. Most independent/private fee-charging schools are mixed at the primary level and single-gender at the secondary level. These schools are registered with, and inspected by the government and governed by an independent board. No fees are charged in government schools, which are governed by the Local Education Authorities (LEA). There is no statutory requirement to provide education for the under-fives, but nursery education is well established now. Compulsory education begins at five at infant schools and at seven they go to junior/primary schools. The average age of passing out from primary school and entry into secondary school is eleven years. Schools are organized in a number of ways including secondary schools with age range, from 11 to 18; middle schools whose students move on to senior comprehensive schools at the age of 12 to 16. Tertiary colleges offer a full range of vocational and academic courses for students over 16. Examinations At the completion of the secondary education at UK, at the age of sixteen, secondary school students appear for the General Certificate of Secondary Education (GCSE). This examination in order to raise the standard of performance has replaced General Certificate of Education (GCE), Ordinary Level (O Level), and the Certificate of Secondary Education (CSE) since 1988. GCSE examination is taken after five years of Secondary Education and evaluated at a seven point scale of grades, A to G. The GCSE Advanced level (A Level) examination is taken after two years of further study. Its successful completion qualifies the student for induction into universities. Educational Standards Her Majestys inspectors report to ministers on the quality of education provided at all schools colleges and universities. They also advise the Local Education Authorities (LEA) and the government, and publish the reports. LEAs also employ inspectors or advisers to gu