@zareen said in PSY515 Assignment 1 Solution and Discussion: in Here’s an analysis of the levels of culture for each example, with justifications for the identified levels: Sr. No. Example Identification (Level of Culture) Justification 1 A society pertaining to flags, logos, and colors as well as sound, including national anthems and musical styles. Symbolic Level This example reflects the symbolic level because flags, logos, anthems, and music are external symbols that represent a nation’s identity. Symbols are a visible aspect of culture and are used to express and reinforce a shared cultural identity within a society. 2 Every culture varies with respect to language, regional, political, and economic aspects. Such as Urdu, Punjabi, Pashto, etc., are languages usually associated with Pakistan. Language Level (Part of Regional/Subcultural Level) This example represents the language level within the broader regional or subcultural level. Language is a key marker of cultural and regional identity, reflecting variations within a country’s cultural groups. Pakistani culture includes linguistic diversity, marking distinct subcultures within the national culture. 3 Gender differences in terms of emotional stability, such as women are considered to be more sensitive compared to men. Gender/Social Norms Level This reflects the social norms or gender-based cultural beliefs that shape attitudes toward emotional expression. These norms, while socially constructed, influence perceptions and behaviors according to gender roles, making it a part of the culture related to gender expectations. 4 Generation gap in using the latest technology, such as mobile phones, laptops, and smart TVs, among grandparents, parents, and children. Generational Level This example illustrates generational differences, as each generation often has distinct attitudes, experiences, and comfort levels with technology. This reflects cultural shifts over time, where newer generations adopt technologies faster, forming a unique level within the cultural fabric. 5 A person’s social setup varies with respect to wealth, income, education, occupation, and social network. Social Class Level This reflects the social class level of culture, where wealth, income, education, and social connections define different strata within society. Social class influences opportunities, access, and lifestyle, marking distinctions in behavior and identity within the broader culture. Each example represents a unique layer of culture, capturing both visible and invisible aspects that shape individual and group identity within a society.

@zareen said in MTH202 Assignment 1 Solution and Discussion: Question No 2: Let U = {1,2,3,…,10} , A = {2,4,6,8,10} and B = {1,2,3,4,5,6,7,10} Then enumerate the following and make Venn diagram. a) Ac b) Ac U Bc [image: 3SktjMC.png] [image: xfgTH06.png]

Assignment No: 01 Question #1: Find the root of the equation, Perform three iteration of the equation, ln (x −1) + sinx =0 by using Newton Raphson method. Ans: Let f(x) = ln(x+1) + sinx = 0 and f(x) = 1/(x-1) + cosx F (1.5) = ln(0.5) + (1.5) = - 0.0667 F(2) = ln(1) + sin(2) = 0.035 Since f (1.5) f (2) < 0 so roots lies in interval [1.5, 2] Let x0 = 1.75 . x0 can be taken in the interval any real number [ 1.5 , 2 ], we let mid point of this interval . As we know Newton Raphson method is Xn+1 = xn – f ( xn ) / f(xn) First iteration X1 = x0 –f(x0) / f(x0) = 1.75 - f(1.75) / f(1.75) = 1.75 – (-0.2571 / 2.3329) = 1.8602 Second iteration: X2 = x1 - f(x) / f(x) = 1.8602 –[ f(1.8602) / f(1.8602)] = 1.8602 - ( -0.1181 / 2.1620 ) = 1.9148 Third iteration: X3 = x2- f(x2) / f(x2) = 1.9148 –f(1.9148) / f(1.9148) = 1.9148 – [-0.0556/2.0926] = 1.9414 Question #2: Solve the system of linear equations with the help of Gaussian elimination method. x + y + z = 6;2x − y + z = 3;x + z = 4 ANS: In Gaussian elimination method we convert the augmented matrix into reduce Echelon form therefore, Augmented matrix is R2- 2R1 , R3 – R1 -1R2 , -1R3 R23 R3-3R2 X + Y+ Z = 6 ;………………….(1) Y = 2, Z = 3 Put into eq (1), we get X = 1 ,

@zaasmi said in EDU402 Assignment 1 Solution and Discussion: Read the article carefully “Role of Teachers’ in Curriculum Development for Teacher Education” ISSN: 2146 - 9466 www.ijtase.net International Journal of New Trends in Arts, Sports &Science Education - 2016, volume 5, issue 2 PROCESS OF CURRICULUM DEVELOPMENT IN PAKISTAN haider038@gmail.com Abstract An educational system depends upon a curriculum to systematize and execute the process of education. Curriculum is a channel that helps teachers and other agents to impart education to approaching generations. There is a lot of difference between theory and practice that is why only experts are not enough to develop a curriculum unless and until it involves practitioners who have relevant and sufficient experience of teaching and learning to develop curriculum at a grass root level. No doubt it is a very difficult and a hard nut to crack like task that the developers of curriculum has to face while fitting a curriculum into a specific context under certain conditions. Keywords: Educational system, curriculum development, Pakistan Introduction The questions like these mostly put the curriculum developers into trouble for example; what content is suitable for teaching, why a certain cluster of content is necessary to teach, what way is suitable enough to impart this knowledge to the learners, and when the process of assessment and evaluation is necessary to know whether the set objectives have been achieved or not.In Pakistan the whole process of curriculum development is contradictory to a standardized and generalized process of curriculum development prevailing in the developed countries. Here experts are inducted to develop curriculum rather involving practitioners in this process.These experts tend to address the question of what content should be delivered to the learners rather than addressing the question of all those above mentioned questions being addressed in developed countries. Until the whole process of desired curriculum is overanalyzed into mainstream teaching and learning environment, the desired outcomes seem to be unattainable. Till day people have defined curriculum in various ways according to their perception, conception and interpretation. Curriculum is not a static process, rather it is a dynamic process that evolves according to the needs and demands of the, society and learners. This process of evolution is life-long and demands attention to run along the main stream. So for its smooth sail and better development both practioners and theorists must evolve it according to the needs of learners, society and specific context and conditions. These conditions are apparent and known to us. This neither challenges to the centralization of the curriculum nor threats any national integrity. The participation of the teachers in the process of curriculum development will help them update and improve not only to the curriculum but also for the better and effective teaching and learning process itself. If we really want to see our curriculum and education successful there is a dire need to involve the teachers who are fully aware of the dynamics of curriculum, in the process of curriculum development.A conventional concept of curriculum that curriculum is a combination of all planned and unplanned academic activities that are carried out inside the four walls of a school must be revised and re-defined.It must go beyond the academic activities to the collected vision,national ideology and a philosophy of a nation and country.Curriculum must be such a dynamic one that may have direct influential effect on the teachers and their belief systems.In a country where educational experiences for learners are very rare and even nothing to none curriculum must become an agent of change from non-productive academic activities to a productive vehicle for providing practical and activity basedacademic experiences to the children. This new concept of curriculum may provide our policy makers, practitioners, and learners’ broader implications of curriculum. Curriculum as has multidimensional meanings, aspects, types and definitions for example; implicit curriculum, explicit curriculum, hidden curriculum and core-curriculum, however a single line definition of curriculum is a difficult task. Its definition depends upon the national ideology, value system, the belief system of a nation and GHULAM HAIDER Department of Special Education, University of Punjab, Lahore, Pakistan Copyright © International Journal of New Trends in Arts, Sports &Science Education 15 ISSN: 2146 - 9466 www.ijtase.net International Journal of New Trends in Arts, Sports &Science Education - 2016, volume 5, issue 2 the context where this curriculum evolves. This concept of curriculum makes context or situation, the role of teachers, head teachers and supervisory personnel very significant. In fact, the school curriculum becomes operational when it is enacted by teachers through teaching. However, curriculum contains four major elements objectives, content, teaching methods and students assessment evaluation. Each component is considered to be equally important. In the context of Pakistan, curriculums referred to as an official curriculum excluding hidden curriculum whereasthe latter also plays a very crucial role in the educational institutions. Thus, curriculum is considered as a vehicle to transfer thesocietal values and norms through the teaching learning process in the educational institutions. Therefore, curriculum should respond to the societal needs and values so that the young generation could be physically, socially, morally and intellectually developed as active citizens. The following sections will discuss the curriculum development process andits implications for education in Pakistan. CURRICULUM DEVELOPMENT IN THE LIGHT OF NATIONAL EDUCATION POLICIES After the independence of Pakistan, the first educational conference was convened in Karachi in 1947 to restructure and reshape the whole process of education including the process of curriculum in order to make curriculum effective and responsive to the needs of the country. But, the fruitful results could not be achieved. Therefore, in 1959 the national commission on education was set up to review the whole education system of the country. Although, it was time consuming task, it produced an explicit framework for promoting education in Pakistan aiming at restructuring the education system. The objectives of education were elaborated and emphasis was laid on the overall development of an individual through education process so that he/she could become effective member of the society. But due to several reasons, our education system was not to fully achieve the desired objective. In late1960s, it was realized that there was a need to formulate new education policy in order to bring about changes in the education as a whole. This policy also focused on the quality education and character building of the young generation that appeared to be marvelous on paper other than putting these ideas into practice through the curriculum. After a few years a new government took over and announced another educational policy in 1972 for a period of 8 years which provided a comprehensive list of objectives of education including the promotion of ideology of Pakistan, building national cohesion by promoting social and cultural harmony among the people, nurturing the total personality of the individual. mobilizing the youth for leadership roles. It was proposed that these objectives can be achieved through the translation of curriculum into classroom practice. For example; the Educational Policy (1972-80) mentioned that ‘relevant curricula will be prepared in line with the nation’s changing social and economic needs compatible with its basic ideology and to provide a. massive shift from general education to more agro technical education’ (Government of Pakistan 1972). In the light of the above policy objectives, the curricula at the primary, secondary and tertiary levels were revised and implemented in the educational institutions but the policy could not fully achieve its targets. However, another educational policy was introduced in 1979. This policy also retained more or less the same objectives of the past policies. However, this policy laid an emphasis on the individual as a good Muslim and making him/her effective member of Muslim Ummaha Education Policyemphasised the need for creating awareness in every student that he/she as a member of Pakistani nation was also a part of the universal Muslim Ummah and that it was expected of him/her to con- tribute towards the welfare of fellow Muslims. In line with the National Education Policy 1979, a gigantic task of restructuring or renovating curriculum was done to ensure that adequate content on Islam and Islamic ideology was included and due coverage was given to instructional materials aimed at promotion of national Copyright © International Journal of New Trends in Arts, Sports &Science Education 16 ISSN: 2146 - 9466 www.ijtase.net International Journal of New Trends in Arts, Sports &Science Education - 2016, volume 5, issue 2 cohesion and integration. Textbooks of all levels were revised to ensure that Islamic ideology was protected and high academic standards were maintained. The concept of an integrated curricula and textbooks was also reinforced. At the primary level, more emphasis was given to practical work and creative activities so that children could gain desired attitudes and skills. However, Education Policy 1979 clearly stated that before revising the existing curriculum, the evaluative studies will be undertaken to identify strengths and weaknesses of the existing curriculum which seemed an encouraging trend to develop curriculum in line with findings of evaluative research. In the past, looking at the curriculum and text- books it appears that no systematic research/ evaluation were conducted to develop bases for the revision and restructure of the curriculum. Therefore, our process of curriculum development was more relied on their intuitive knowledge and arm chair research approach of curriculum planners who failed to consider the reality of instructional and learning milieu. However, the revision of curriculum and textbooks has become a regular feature without much improvement. Our school curriculum has to be based on research so that the balanced and coherent curriculum and textbooks could be developed. This can only be possible by developing expertise of personnel responsible for the preparation and production of books. After a period of about 13 years a new National Education Policy was announced called the National Education Policy 1992-2002 which emphasised the importance of an Islamic Order enabling the students to understand the message of the Holy Quran, imbibe the spirit of Islam, and appreciating its world view in the context of scientific and technological advancements. This policy endorsed some of the factors such as limited financial resources, poor appreciation of educational priorities, inadequate delivery system, population pressure, low participation of education, poor quality of teaching, overloaded textbooks, lack of self-learning etc. The National Education Policy 1992-2002 further revealed that our education system has not been able to build the capacity of human capital which could provide high rates of return to society. In order to develop institutional capacity building, policy envisaged the improved quality of public instruction, textbooks, evaluation techniques, and teachers training. The most important thing was that it highlighted the importance of redefining the role of teachers. The Educational Policy further provided the seventeen principles as a conceptual framework to restructure the education system in the country. However, some measures were taken to renovate curriculum in line with the above conceptual framework. It would have been better if these measures were based on research outcomes. Like other educational policies, this policy also seemed to be based on rhetoric rather than reality. Following the National Education Policy 1992-2002, the Government of Pakistan announced the current National Education Policy in 1998 which also emphasised the importance of the ‘curriculum as a central covenant of educational development’ which needed major reforms. It suggested the starting of a new cycle of curriculum development at all levels of education by professionals. who are trained in the science of curriculum development; bringing about cognitive compatibility between-one level of curriculum and the next; eliminatingunnecessary overcrowding of subjects in the curricula and allowing the production of competitive textbooks in the private sector with the possibility of different books to be prescribed by different institutions. This issue had also been highlighted in the Eighth Five Year Plan (1993-98) that the education would be improved through “Qualitative improvements of physical infrastructure, curricula (by making the courses demand-oriented), textbooks, teacher training programmes, and examination system at all levels of education” (Government of Pakistan 1994, p.300). However, research has not been considered as an integral part of curriculum development and evaluation process. PROCESS OF CURRICULUM DEVELOPMENT IN PAKISTAN Before 1972, there was no permanent institution responsible for curriculum development in Pakistan. Saeed (1977) noted that before this time, curriculum development was not visualized Copyright © International Journal of New Trends in Arts, Sports &Science Education 17 ISSN: 2146 - 9466 www.ijtase.net International Journal of New Trends in Arts, Sports &Science Education - 2016, volume 5, issue 2 as distinct, separate and specialized function.The entire curricular activity was carried out through committees which were created for a specific purpose at a specific time and were dissolved as soon as U1e task was over. To fulfill the gigantic task of curriculum revision and further development, the National Bureau of Curriculum in Islamabad was reorganized and strengthened in 1972. A primary feature which distinguished the education system in general and curriculum in particular, however, in all four provinces of Pakistan, parallel Bureau of Curriculum and Extension Wings were established in 1972 independently aimed at revising the school curriculum in close collaboration with the Central Bureau of, Curriculum and Textbooks, Islamabad, but the role of the Provincial Bureau of Curriculum and Extension Centre was somewhat limited (Memon 1989). The present processes of curriculum development are based on the center-periphery approach which emphasizes achieving the desired objectives with the formulation of aims and goals by the bureaucrats at the central level under the directives of the education policy. The goals provide a platform for the development of curriculum and textbooks. The provincial curriculum committees consist of concerned teachers, heads of schools, teacher educators, subject experts and curriculum experts who work on the proposals. After prolonged deliberation, the provincial committees formulate and tryout the draft and arrange the test edition of the textbooks and training of teachers. After necessary amendment, the modified provincial draft is placed before the national curriculum committee under the control of central government for formulating a uniform draft for the whole country. It may be noted that the central government is the only guiding and controlling authority in this matter, and final approval is therefore, only sought from the central government. Therefore, the textbooks and relevant instructional material are published in collaboration with the Provincial Bureau of Curriculum and Extension Wings. In reality, the renewal of the curricula is either based on ‘arm chair research’ or ‘intuitive knowledge’ of the so called experts of curriculum in general or imported innovation from western countries in particular. In some cases, donor- driven innovations are also introduced and their impact on the improvement of education as a whole has to be examined. Under the current situation, the schools are effectively discouraged from devising and using their own curriculum. Teachers are legally bound to use the printed books which are approved by the relevant provincial Textbook Boards which acts as ‘gatekeepers’ to make sure that prescribed books are in use in the schools. One of the Textbook Boards in its circular mentioned that all the heads of schools, teachers, parents and students are requested to see that the textbooks prepared and published under the ‘authority of the Sindh Textbook Board alone are purchased. and no book other than these is used in the classroom (Sindh Texbook Board, 1987). This indicates that the teachers’ authority is restricted to use of the prescribed books in order to avoid running any risk that students will not be specially prepared for the relevant examination which is all based on the official syllabus. Public prestige and status of secondary schools is primarily based on the relevant success of their students in the examination. PERSONAL REFLECTIONS ON CURRICULUM DEVELOPMENT PROCESS The poor curriculum development process is a general perceived dilemma of the developing countries since many curricular innovations developed in USA and UK had been directly imported to the educational system of a variety ofdeveloping countries. Imported innovations produce a facade of change but have little impact on classroom process (Havelock and Huberman 1977, Klein and Eshel 1980, Lewin 1981). Therefore, the curriculum policy r.ernaine d on paper rather than in practice. Thus the targets of the policy were not achieved. Teachers participation in the curriculum planning has received a little attention from the curriculum experts. In fact.curriculumimprovement depends on teachers being more thoughtful about their work. Tanner and Tanner (1980) noted that there is no substitute for the intelligent participation of the teacher in curriculum improvement. They went on to say that the curriculum development rests on teachers’ development and on the professionalism of the teacher. In theory, it is said that Copyright © International Journal of New Trends in Arts, Sports &Science Education 18 ISSN: 2146 - 9466 www.ijtase.net International Journal of New Trends in Arts, Sports &Science Education - 2016, volume 5, issue 2 the provision of teachers’ participation in curriculum is made but in practice curriculum planning is overwhelming dominated by the bureaucrats and educationists who never gained experience of teaching (Ghafoor 1979). For example; Sheikh (1970) mentioned that committees are loaded by the college and university teachers and there is no proportional representation of school teachers who are ultimately responsible for implementing the curricula at the classroom level. This dilemma is not only perceived in developing countries but also exists in the developed countries (Kelly 1989). This indicates that curriculum development is not only the practical problem of the developing countries but the developed countries also encounter it. Generally, curriculum is considered as one sided and restricted activity which is only attributed to and considered as job for bureaucrats who are unaware of the classroom situation and its inherent demands. Tanner and Tanner (1980) noted those involved in bringing about a change more readily accept and adopt the new ideas than those who are not involved. Substantive evidence suggests that even in countries where teachers were not in short supply and were well educated and trained they were unlikely to take up curriculum innovations unless they were truly involved in the whole process. Considering teachers’ participation in curriculum development Kerr (1969) also reminded us that it is a crucial factor in the curriculum process. Curriculum development cannot proceed unless teachers are available and willing to participate. Hence, there is a need for a cooperative Endeavour and mutual understanding between the teachers and curriculum developers which may serve as a base for stable kind of curriculum improvement. Many curriculum specialists such as Tanner and Tanner (1980) strongly believed that the availability of expert assistance for teachers in implementing the new ideas would facilitate teachers in solving their problems at the practical level. Hoyle (1980) described extendedprofessionalismwhich could also guide teachers action at the classroom level while translating new curriculum into practice. According to him individuals are creative and schools can only adopt the ideas of individuals. He believed that extendedprofesionalistytends to share Their pedagogical problems with others and solve them with collaboration. They, thereby contribute towards overcoming the problems of curriculum change. In fact, planning of the curriculum is a far more sophisticated activity than most of the present amateur planners seem to recognize. The oversimplification of curricular issues puts education itself at risk and must lead to covering up of educational standards rather than the raising of standards which current policies purport to be seeking (Kelly 1989). To understand the curriculum changes McKinney and Westbury (1975) mentioned that it was necessary to understand how to bring about curriculum change would seem to be helplessly incomplete unless an investigation into the factors which tend to perpetuate existing practice, was included. The decade of the 1960s and the early years of the 1970s have called the era of innovationin education particularly in the developing countries including Pakistan. The main purpose of initiating and promoting innovations as on the premise that they would effect a dramatic improvement in the quality of managerial efficiency in the educational enterprise to educate more students in less time with fewer teachers with greater efficiency of space utilization and at low cost (Tanner and Tanner 1980). This reflects the industrial approach to education and curriculum which might not work in the real context of education in Pakistan. However, the effective utilization of resources are to be ensured. This only depends on the effective school management and the participation of teachers in curriculum development process. The role of headteachers and teachers needs to be re-examined in the context of the next millennium with reference to curriculum management. CONCLUSION Efforts are made at the governmental level to bring about the reforms in education and accordingly the curriculum was restructured but the desired objectives of education have not yet been achieved so far. The curriculum developers need to understand the context of curriculum Copyright © International Journal of New Trends in Arts, Sports &Science Education 19 ISSN: 2146 - 9466 www.ijtase.net International Journal of New Trends in Arts, Sports &Science Education - 2016, volume 5, issue 2 before initiating any change. The change should be carefully planned through maximum involvement of the curriculum users including teachers so that the curriculum could be implemented effectively. Another factor which is more important that is teacher development which is the low priority in Pakistan. The teachers should be trained in a way that they should become reflective practitioners and researches to solve Their own academic and professional problems. They could facilitate the students learning in the classroom. Looking at the objectives of educational policies, it seems the curriculum planners failed to understand these objectives and translate them into curriculum draft. As a result most of the objectives remained on paper rather than in practice. Teachers should also be encouraged to enrich and update the curriculum in the light of classroom requirements. This will lead to create an environment of professionalism among the teachers who are real decision makers of the curriculum implementation in their classrooms. We need to regard teachers as professional practitioners whose advice in the curriculum and school management matters should be valued. We also need to create framework based on combination of both top down and bottom up approaches of curriculum management in which teachers and curriculum developers will be able to share their practical experiences and challengesof curriculum development References Basil, (1971) Which way Africa? Baltimore: Penguim Books Brett, E. A. (1973) Colonialism and underdevelopment in East Africa: The politics of change Publishers, New York. Coleman, J.S. (1986), Nigeria Background to Nationalism: Broburg and Wistrom, Benin City. Colin, J. (1968) The lonely South-Asian(Indo-Pak) , New York: Claredon. Fafunwa, A. B. (1974) History of Education in Nigeria London: George, Allen and Unwin. Frank, A. G. (1969) Dialetic not dual societies in Latin America, Underdevelopment or Revolution, New York review. Frantz, F. (1967) The wretched of the Earth, Harmond-Smooth, Penguim Books. Jain, M and Alistour .M. (1996) Concise Dictionary of Politics. Oxford University Press Inc. Kelly, G. P. and Philip, G. A. (1984) Introduction “The four faces of colonialism” Education experience (ed). Kelly, G. P. and Philip, G. A., New Brunsweck: Translations 1-5. Ngugi, W.T. (1981), Decolonizing the mind: The politics of language in Soth-Asian(Indo- Portsmith, N. H. Heinemann. Offiong, Daniel A (1980) Imperialism and Dependency; Fourth Dimension Publishers, Enugu. 1919 – 1939 Nok monthly New York. and Pak) colonial literature. Walter Rodney (1972). How Europe Underdeveloped Africa: Bogle – L’ouverture Publications Coldershaw Road, London. twww.brightontusc.blogspot.com http://en.wikipedia.org/wiki/Dave_Hill_(professor) Copyright © International Journal of New Trends in Arts, Sports &Science Education 20

Is it true or wrong to say that an object with zero acceleration has velocity? Either yes or no explicate it with example. Ans: . The velocity and acceleration of a particle do not depend on each other (however rate of change of velocity with respect to time gives acceleration ) i.e if velocity is zero acceleration may or may not be zero or vice versa. Example : Consider a simple example when we start a vehicle, initially we have zero velocity but have non-zero acceleration(that is why vehicle will start moving). 2.If we drop a ball from some height above the earth surface the velocity at that instant is zero but acceleration in non zero (gravity) which acts downward. The acceleration would increase the velocity in some time. Can we say that an object with zero velocity have acceleration? Either yes or no explicate it with example. Ans: Yes, an object can have zero velocity and still be accelerating simultaneously. Example: Consider an object moving in the forward direction. suddenly a force actson it and tries to acceleration the object in the backward direction . when you observe the object, you will find that the object will continue to move forward for some time and then stops momentarily. Then the object will start to move in the backward direction. Is it wrong or correct to say that, if an object has constant acceleration, it has a constant velocity? Either yes or no explicate it with example. Ans: An object with a constant acceleration should not be confused with an object with a constant velocity. If an object is changing its velocity whether by a constant amount or a varying amount then it is an acceleration object. And an object with a constant velocity is not accelerating. Q.2 Estimate the soccer ball‘s speed immediately after being kicked off if its mass is 0.5Kg Ans: F=256N Distance =0.2M Mass =0.5KG Velocity=? FORMULA:F=ma As we know acceleration is equal to a =∆𝒗/∆𝒕 F=m(=∆𝒗/∆𝒕) 256=0.5(velocity time) Velocity = 256 / 0.5×time Velocity = 256 / 0.5×1 Velocity = 512km/s [image: B5BW0EP.png]

@zareen said in MTH7123 Assignment 1 Solution and Discussion: Question2 Marks: 10 A 3kg plastic tank that has a volume of 0.2m3 is filled with liquid water. Assuming the density of water is 1000kgm-3determine the weight of combine system. Solution: Assumption The density of water is constant throughout. mwater= ρV=(1000 kgm-3)( 0.2 m3)=200kg 3 Marks mtotal= mwater + mtank=200kg + 3kg = 203kg 3 Marks W=mg=(203 kg)(9.81ms-2)=1991.40N ≈ 1990N (up to 3 significant digits) 4 Marks

Solution 1: The solution was required in the following manner. Establish or recalling your understanding of the normative theories. An analysis of the media system operating in Pakistan was required. Giving examples by considering/selecting a particular theory/approach. For example, in the Pakistani context, the social responsibility approach is the most suitable as media is free to exercise. It has been asked to regulate itself through an organizational mechanism to the most. Etc. A brief overview was required on the feasibility of the approach in the Pakistani context, that whether, it is suitable considering the cultural and political context or not? More details were required over the peculiar aspect of the system in brief along with examples. For example, the system is in line with democratic norms, media freedom is ensured, Etc. [@zareen said in MCM511 Assignment 1 Solution and Discussion: Keeping in view the normative theories of mass communication, analyze the working of the Pakistani media and state that which media system is in operation in Pakistan? Discuss its viability and highlight the peculiar aspects in detail by giving examples. Solution idea Link

Solution 1: The solution was required in the following manner. Analyzing any of your favorite drama. Watching two episodes of Drama. Mentioning the name of a Drama. A brief overview of the drams in terms of the Presentation of story: Dialogues, Wardrobe, Background, Scenes, continuity, acts Examples. Etc.

https://youtu.be/qYlj6fBzSTw

@zareen said in ENG521 Assignment 1 Solutions and Discussion: Q2. Suppose you are a language teacher and there are some problematic students in your class who are also very sensitive to criticism. You need to use covert management approach to handle such students and to maintain the discipline in the class. Write a note on the covert management approach by highlighting that how you will use this approach in classroom to deal with these difficult students. (10Marks) Teaching children and managing sometimes difficult situations is never an easy job. Teaching can sometimes become stressful even for the most accomplished teacher. It is vitally important that teachers think and feel as if they are in control all the time. Positive attitudes are contagious. By being positive, you will affect and change the children‘s outlook within the class in an empathetic and forward-looking manner. Never let the children know you have doubts in your own ability or are unable to cope in particular situations. Exude confidence at all times. Tips: The golden rules of teaching Believe that you can make a difference. Take your time and use the SMART goals. Celebrate all your achievements, however small. Understand that you are human and you will make mistakes. Remember, mistakes are merely the portals to learning. It is important to understand that children‘s behaviour mayonly improve slightly or sometimes not at all. It may even get worse before it gets better, which can make us feel helpless, even inadequate. Keep a flexible approach and do what works best for you and the children.• Plan ahead, but be flexible and accept change. Remember it takes time to accomplish all your goals. Also, keep your goals realistic. Don‘t take it personally when sometimes children will not show appreciation for your efforts. If you feel overwhelmed, talk it through with another colleague. Take time out to enjoy a healthy lifestyle, including exercise, healthy eating and sleep. Adopt a sense of humour and have some fun.

@zareen said in ENG520 Assignment 1 Solution and Discussion: Q2. SOLO Taxonomy is a systematic way of describing how a learner’s understanding develops from simple to complex when learning different subjects or tasks. Bloom’s Taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. Keeping this in mind, write down any five differences between SOLO Taxonomy and Bloom’s Taxonomy. Advantages of the SOLO model for evaluation of student learning There are several advantages of the SOLO model over the Bloom taxonomy in the evaluation of student learning. * These advantages concern not only item construction and scoring, but incorporate features of the process of evaluation that pay attention to how students learn, and how teachers devise instructional procedures to help students use progressively more complex cognitive processes. * Unlike the Bloom taxonomy, which tends to be used more by teachers than by students, the SOLO can be taught to students such that they can learn to write progressively more difficult answers or prompts. * There is a closer parallel to how teachers teach and how students learn. * Both teachers and students often progress from more surface to deeper constructs and this is mirrored in the four levels of the SOLO taxonomy. * There is no necessary progression in the manner of teaching or learning in the Bloom taxonomy. * The levels can be interpreted relative to the proficiency of the students. Six year old students can be taught to derive general principles and suggest hypotheses, though obviously to a different level of abstraction and detail than their older peers. Using the SOLO method, it is relatively easy to construct items to assess such abstractions. * The SOLO taxonomy not only suggests an item writing methodology, but the same taxonomy can be used to score the items. The marker assesses each response to establish either the number of ideas (one = unistructural; _ two = multistructural), or the degree of interrelatedness (directly related or abstracted to more general principles). This can lead to more dependability of scoring. * Unlike the experience of some with the Bloom taxonomy it is relatively easy to identify and categorise the SOLO levels. * Similarly, teachers could be encouraged to use the ‘plus one’ principle when choosing appropriate learning material for students. That is, the teacher can aim to move the student one level higher in the taxonomy by appropriate choice of learning material and instructional sequencing.

@zareen said in ENG508 Assignment 1 Solution and Discussion: How can the words fail to mean what they mean? I am too happy, sad, amazed, etc, to express my thoughts See full dictionary entry for words

Sr. Words Transcription 1 breathe brið 2 healthy hɛlθi 3 bathe beð 4 clothe kloð 5 teeth tiθ 6 loathe loð 7 smooth smuð 8 earthy ərθi 9 loath loθ 10 wreath riθ

Q#1. Language is always changing, evolving, and adapting to the needs of its users. The fact that language is always changing doesn’t mean it’s getting worse; it’s just becoming different. Like everything else in nature, the English language is a work in progress. As English language will never stop changing so, what synchronic changes have been made in English over times to respond to the needs of the people who use it? Also, provide the definition of synchronic study. Definition of synchronic study: Synchronic language is study of language at a given point in given time. A synchronic approach considers a language at a moment in time without taking its history into account. The studies may either be the present or a particular point in past Synchronic linguistics is the study of languages or dialects at one particular period usually the present. It is also known as descriptive linguistic or general linguistic. A synchronic linguistic may focus on grammatical phenomena such as word order, negotiation etc. the time studied may be either present or past; synchronic analysis can also be made of dead languages such as Latin. . Analyzing the word order in a sentence in old English only would be study of synchronic linguistics. Examples of synchronic study: Synchronic linguistics are descriptive for example the study of how parts are combine to form words and phrases and how proper syntax gives a sentence meaning in the 20th century the search for universal grammar that which is instinctive in humans and gives them ability to pick up their native language as an infant is a synchronic area of study. Synchronic changes in English: A synchronic linguistic may focus on grammatical phenomena such as word order, negotiation and feature of clause linking. Someone may take specific interest in the mechanism by which change is introduced into the language system and diffused through communities of speakers. There can be a cross-linguistic and typological comparison .This can involve a close investigation of specific grammatical phenomena in various languages with a view to identifying the precise details of where they differ or remain the same. It may focus on investigating the wider patterns of linguistics variation and language typology. Australian English has the same inventory of phonemes as RP but nearly all vowels are realized differently. Different instances are given from Australian phonology for example /a /and /e/ are closer than in RP so to English ears Australian pen sounds pen. In the same way a comparison between BrE & AmE pronunciation is made for example the sound /r/ in GA and RP is compared in GA the letter “r” is pronounces in all positions but in RP it is only pronounced before vowels. This session also provides a list of cultural & ethnic American Eng. Varieties which includes the following African American vernacular caujan vernacular Hawain pidgin Latino vernacular English Chicano English Miami English a list of regional and; local varieties is also provided which includes Eastern New England Boston Rhode Island Southeast super regions Midland Q2 Researchers from Durham University explain that the unique expressive power of human language requires humans to create and use signals in a flexible way. Human language is unique because there are certain features of the language that distinguish it from other means of communication. Keeping this in mind, what do you understand by the term ‘language’? Also, enlist and explain any FOUR unique features of human language. Definition of language: Language mean system of sounds words and patterns used by humans to communicate thoughts and feelings .It is considered as more powerful, convenient and permanent mean and form of expressions. Language is a human so it differs from animal communication in several ways. There are more than 6000 living languages in the world however speech is common in all languages but writing is not therefore the number of written languages is much lower. It is estimated that that there are16 languages which are spoken by more than 50 million like Chinese English Italian French Bengali and Arabic. Language can play a vital role in learning. Henry sweet an English phonetician and language scholar defines English as ” language is the expression of ideas by means of speech-sounds combined into words. Words are combines into sentences this combination answering to that of ideas into thoughts. According to the Merriam-Webster “The words their pronunciation and the method of combining them used and understand by a community” Features of human language: Charles Hackett an American linguistic lived from 1916 to 2000 proposed different features of human language that distinguish him from animal Displacement: Refers to the idea that human can talk about things that are not physically present or that do not even exist. Speakers can talk about past and future and can express hopes and dreams. A human speech is not limited. Displacement is one of the features that separate human language from other forms of primate communication. Traditional transmission: it is also called cultural transmission. While human are born with innate language capabilities. Language is learned after birth in a social settings. Children learns how to speak by interacting with experienced language users. Language and culture are woven together. Productivity: refers to idea that language users can create and understanding novel utterances. Human are able to produce an unlimited amount of utterances. Also related to productivity is the concept of grammatical patterns which facilitates the use and comprehension of language. Language is not stagnant but is changing constantly. Duality of patterning. Meaning full messages are made up of distinct smaller meaning full units which themselves are made up of distinct smaller, meaningless units.