Question No. 1: Create a Lesson plan for a subject of 8th grade. Select topic and subject of your own choice. Lesson plan: 1.Subject: Science 2.Topic: Life and Living things 3.Grade level: 8Th 4.Instructional objectives: By the end of the lecture students will be able to know more about life and living things. By the end of the lecture students will know about the organs and their functions in their bodies. 5.Rationale: students should know about life process of living things including humans and animals. How their organ system work. 6.Resources: Pictures of cells of animals, plants and human organs and microscope. 7.Procedure: Firstly the teacher and students will greet each other and then she will ask some questions to her students about plants and animals. 1: Do you like animals? 2: Which is your favorite animal? 3: Can you tell me something about your pet? 4: Do you about the life process of your pet? Then teacher will start her lecture via dialectic method along with formative assessment. So, today we are going to learn about life and living things. What is life? How living things survive? Life: Process of act, react, evaluate and evolves through growth. Living things: they can survive by feed, oxygen, move, respond and sense. What is cell? All living things are made up of one or more cells. Some are unicellular some are multicellular. They are microscopic means they are very tiny so they can only be seen microscope. Then the teacher will show some pictures of cells after giving them some info about microscope. Plant and animal cells have so many similarities. They take in the food, release energy, get rid of waste, grow and reproduce. Plants have chloroplasts (chemical which enables green plants to use sun’s energy to make food during photosynthesis. What make plants and animals similar? • Nucleus (The control center of the cell). •Cytoplasm ( Jelly-like substance which is fluid) •Cell membrane (Thin skin outside the cell) •Cell wall (firm coating outside cell membrane) •Vacuole (Large space in middle of the cell). Formative Assessment will be carried along with. Q 1: animal and plant cells have similarities? 2: Which is called control center of the cell? 3.What the chloroplasts contain? Then the teacher will move to next topic which is Human organs, tissues and cells. What is tissue? A group of similar cells doing same job is called tissue. Different tissues are combining to make an organ. We have so many organs in our body. For example: lungs, liver, heart, stomach, brain, eyes, ears and tongue. 1: How they work? 2: What is their use? •Eyes (sense of sight) •Ears (sense of hearing) •Brain (sense to think) •Tongue (sense to taste) What is organ system? Organs work together to form organ system. Types of organ system •Breathing system – exchange oxygen and carbon dioxide. •Digestive system – breaks down food in molecules and absorb in blood. •Circulatory system – transport substance to whole body. •Excretory system – get rid of poisonous substance. •Nervous system – carries message around the body. Keeping the students engaged to the topic teacher will keep asking questions to her students. 8. Assignment or Homework: Homework: Write five points on how the body organ work and their uses. 9.Assessment: A summative assessment of the topic includes: oMultiple choice questions (5) •True/false (5) •Label the diagram (5) •Two Short questions (2) and Three of (1) Time allotted:30 minutes Q2 What is language diversity? Every child has his own first language. Some have Punjabi as their first language, some have Pashto, and some have balochi etc. Then there comes a second language, some children learn English as their second language while others learn it as a foreign language. So language diversity is definitely present in our classrooms. If most of the books are written in a foreign language then how it may be taught? Students are not able to understand science concepts; the problem is that they do not understand the language in which those concepts are presented. To teach the students language you need to be bilingual, (bilingual means that if you are teaching them English and they know Urdu language, then you need to use both Urdu and English language in class). The research says that this bilingual mood may be ineffective for young children. So another model was presented. That is known as immersion model. It means that you immerse the students in the new situation of language. This model says that if you are going to teach the students Urdu language then you should not talk to them in their first language. When you will use Urdu language in the class they will listen and try to speak in Urdu. As Vygotsky says: “Language plays an important role in learning”. To know language diversity is important and to address it is more important. Being a teacher, which strategies will you use to overcome language diversity in your classroom? Note: Write any eight strategies. Avoid forcing pupils to speak up immediately. If you want to teach students a new language. Then you must not force them to get immediately to that language. Give them time to think. 2. Give them some print material. The second strategy that is used is to give them some written/print material. When a child is going to learn a second language, then a child comprehends more on reading material. So if you are providing them with reading material then actually you are facilitating them to understand certain thing and also proving them with vocabulary. Try to talk individually to the students. There is language diversity in your class in terms of first language of the students and their language ability. When you are addressing the class as a whole then probably students are not going to develop their language ability. You must teach them on one to one basis. Start lesson with simple questions having ‘yes’ or ‘no’ answer. It doesn’t mean that students are learning only yes or no in the language but actually when you are asking those questions, they are listening to the whole question and they are focusing on its vocabulary. They will learn how to ask questions and secondly, they will develop confidence in them. If possible, use satisfactory or unsatisfactory grading. Grade the students with satisfactory or unsatisfactory instead of ‘fail’ because the word ‘fail’ has a negative effect on the learning of the students. When children come up to a certain level by improvement then use the grading by pass or fail or use the grades A, B or C etc. 6.Connect with parents and community Schools are a central part of the community, and should reflect and celebrate its diversity.Communicate your goals for diversity in the classroom to parents. Ask if they have any questions or concerns, and then listen. Invite them to identify areas in the curriculum or in the school culture that they feel could benefit from more of a focus on diversity. Get to know your students All the students in your school are unique individuals, so use that fact to build a diverse and inclusive school culture.Take the time to learn about your students: Where do they come from? What kind of social-economic situation do they live in, broadly speaking? Are they meeting academic achievement standards, or are they struggling? Meet diverse learning needs Diversity goes beyond just measurable factors like ethnicity, social-economic status or gender. It also extends to the way that students learn in the classroom — whether that’s through an accelerated learning course or with supports for learning disabilities. Uniform standards can’t apply to a diverse classroom, so start working with your teachers to establish different approaches for students with different learning needs.

Ideas Solution Code #include <iostream> #include <time.h> #include <stdlib.h> using namespace std; const int rows = 10; const int cols = 10; int selectOption(){ int choice = 0; cout<<"Press 1 to populate a two-dimensional array with integers from 1 to 100\n"; cout<<"Press 2 to display the array elements\n"; cout<<"Press 3 to display the largest element present in the array along with its row and column index\n"; cout<<"Press 4 to find and show the transpose of the array\n"; cout<<"Press 5 To Exit\n"; cout<<"\nPlease select an option, use numbers from 1 to 5: "; do { cin>>choice; if(choice >= 1 && choice <= 5){ break; } else { cout<<"\nChoice should be between 1 and 5\n"; cout<<"Invalid choice, please select again: "; } } while(true); cout<<"___________________________________________________\n"; return choice; } // end selectOption function void populateArray(int data[rows][cols]){ srand(time(0)); for(int i = 0; i < rows; i++){ for(int j = 0; j < cols; j++){ data[i][j] = rand() % 100 + 1; } } cout<<"Array populated sucessfully\n"; } // end of poulateArray function void showElements(int data[rows][cols]){ for(int i = 0; i < rows; i++){ for(int j = 0; j < cols; j++){ cout<<data[i][j]<<"\t"; } cout<<endl; } } // end of showElements function void showLargestElement(int data[rows][cols]){ int largest = 1, row =0, col = 0; for(int i = 0; i < rows; i++){ for(int j = 0; j < cols; j++){ if(data[i][j] > largest){ largest = data[i][j]; row = i; col = j; } } } cout<<"Largest element is "<<largest<<" which is at row = "<<row+1<<" or index = "<<row<<" and column "<<col+1<<" or index "<<col<<endl; } // end of showLargestElement function void transposeArray(int data[rows][cols]){ for(int i = 0; i < cols; i++){ for(int j = 0; j < rows; j++){ cout<<data[j][i]<<'\t'; } cout<<endl; } } // end of transposeArray function main(){ int choice = 0, data[rows][cols] = {0}; do{ choice = selectOption(); switch(choice){ case 1: cout<<endl; populateArray(data); cout<<endl; break; case 2: if(data[0][0] == 0){ cout<<"\nSorry the array is empty, first populate it by pressing 1 to perform this task"<<endl<<endl<<endl; continue; } cout<<endl; showElements(data); cout<<endl; break; case 3: if(data[0][0] == 0){ cout<<"\nSorry the array is empty, first populate it by pressing 1 to perform this task"<<endl<<endl<<endl; continue; } cout<<endl; showLargestElement(data); cout<<endl; break; case 4: if(data[0][0] == 0){ cout<<"\nSorry the array is empty, first populate it by pressing 1 to perform this task"<<endl<<endl<<endl; continue; } cout<<endl; transposeArray(data); cout<<endl; break; } }while(choice != 5); // end of do-while loop } // end of main function

ECO404 Assignment Idea Sol 2019 Case 1: Competition is a subject always open to debate in health care, and pharmaceuticals are no exception. Price competition in the pharmaceuticals supplies industry is growing rapidly in the increasingly price-conscious new millennium. Ferozsons is one of the leading companies in Pakistan maintaining exclusive agreements with a number of international partners for distribution, selling and co-manufacturing of surgical products. During the past year, Ferozsons sold 7 million (700, 000, 0) units of surgical products at a price of $13.50, for total revenues of $85 million. During the current year, sale of units of surgical products have fallen from 7 million (700, 000, 0) units to 4.6 million (460, 000, 0) units following a competitor price cut from $12.95 to $10.50 per unit. Requirement: a. Calculate the arc cross price elasticity of demand for surgical products of Ferozesons. b. Marketing Director of surgical system in Ferozsons, projects that unit sale will recover from 4.6 million (460, 000, 0) units to 5.8 million (580, 000, 0) units if Surgical Systems reduces its own price from $13.50 to $12.50 per unit. Calculate Surgical Systems’ implied arc price elasticity of demand. (Marks: 4+4) Case 2: PEL prides itself on innovative home appliances geared towards the modern consumer. With the start of winter season PEL has announced 2% discount off the average price of refrigerators sold during the month of October in an effort to reduce excess end-of-themodel-year inventory. Customer response was wildly enthusiastic, with unit sales rising by 20% over the previous month’s level. Requirement: a. Calculate the point price elasticity of demand for PEL refrigerators sold during the month of August. b. Calculate the profit-maximizing price per unit if PEL has Rs.30, 600 marginal selling costs. (Marks: 3+4) Answer (A) Arc Price elasticity of demand (responsiveness of demand) formula is % ∆Q/%∆Price = ((Q2-Q1/average quantity)*100)/(p2-p1/average price)*100 Competitive price cut Surgical products of Ferozson,s quantity demand $ 12.95 70,00,000 $10.50 46,00,000 Arc elasticity of demand = (4600000-7000000/5800000)*100 = -2400000/5800000 = -41.37 (10.50-12.95/11.72)*100 = -2.45/11.72 = -20.90 Arc elasticity of demand = -41.37/ -20.90 = 1.97 Note: If price of surgical products of competitive company decreases by 1% then quantity demand of surgical products of Ferozsons will be decrease by 1.97% (B) Price changes in ferozsons quantity demand changes P1 13.50 Q1 4600,000 P2 12.50 Q2 5800,000 Arc price elasticity= ( 5800,000-4600,000/5200000)*100 = 23.07% = (12.50-13.50/13) * 100 = -7.69% Arc price elasticity= 23.07/-7.69 = -3 absolute value is 3 Note: If ferozsons decreases price by 1 % , quantity demand increases by 3 % . If ferozsons decreases price by 10% ,quantity demand will increase by 30%. Case : 2 (A) Pel refrigerators: %∆Q = 20% %∆P= -2% Point Price elasticity of demand = ((Q2-Q1/Q1)*100)/(p2-p1/P1)*100 = .20/-.02 Ped = -10 absolute value is 10 (B) έ= elasticity Marginal cost = 30600 έ = -10 Profit maximizing price = Mc (έ/ έ+1) = Mc/ (1+1/ έ) = 30600 (-10/-10+1 =306001.111111 P = 34000

@zareen said in BIF402 Assignment 1 Solution and Discussion: Read the following article (The 5 Most Pressing Ethical Issues in Biotech Medicine; link text

@zareen said in EDU205 Assignment 1 Solution and Discussion: your methods for dealing with discipline problems of students Good Suggestions For Improving Discipline Be warm, kind, and friendly–but never familiar. … Have rules that are fair and cover all types of subjects. … Enforce rules fairly and consistently. … Stay in charge. … Raise your eyebrow–never your voice. … Meet students one at a time. … Count to five. … Keep students busy and involved. More items…

Fall 2019_CS508_2_SOL-1.rar

https://www.youtube.com/watch?v=Yiy8fLd6aeg

Solution: Question no. 1: Test the hypothesis that the mean of a normal population with known variance 70 is 31, if a sample of size 13 gave x ̅ = 34. Let the alternative hypothesis be H1: µ > 31, and let α = 0.10. Solution: Formulation of Hypothesis: Ho: µ = 31 H1: µ > 31 Level of Significance: α = 0.10 Test Statistics: z=(x ̅-μ)/(σ⁄√n) Calculation: z=(34-31)/(√70⁄√13) z = 1.29. Critical Region: Reject Ho, if Z > Zα 1.29 > Z0.10 1.29 > 1.28 We reject Ho. Conclusion: Since 1.29 > 1.28 fall in the critical region, so we reject Ho. Questions no. 2: Explain in detail why it is not a good statistical procedure to perform several t-test on pairs of means , when several means are to be compared. Suggest the alternative statistical procedure and also give its assumptions. Solution: Whenever we compare more than two population means, we apply the two-sample t-test to all possible pairwise comparisons of means. For example, if we wish to compare 4 population means, there will be 6 pairs and to test the hypothesis that all four population means are equal, would require six two-sample t-test. This type of multiple two-sample t-test has two disadvantages. First, the procedure is difficult and time consuming and secondly, the level of significance increases as the number of t-test increases. Thus, a series of two-sample t-test is not a good procedure. ANOVA is a technique that measure the variations between the means. Assumptions of ANOVA: 1: Experimental errors are normally distributed. 2: Equal variance between the treatments. 3: Samples are independent.

Q.1 How did infant Pakistan manage to survive economically after independence (1947)? Justify your answer with at least five points. 10 marks Answer: • The history of Pakistan’s economic development highlighted the key role played by the manufacturing sector. Pakistan progressed from its status as a low-income to a lower middle income country and achieved her objective of poverty reduction. For sustainable growth, Pakistan needs to significantly increase national saving and investment rates, achieve budget surpluses for minimizing her domestic and external debt burden, and have political stability to promote a healthy investment climate for domestic and foreign investors, high levels of investment in human capital, and greater openness to international trade and private foreign investment. • In 1948-1951 Pakistan’s economic policy was focussed on solving problems of the day, the integration of large numbers of refugees, questions arising from the development of Indo-Pakistani relations. When Britain devaluated the Pound Sterling and the Indian Rupee followed suit in 1951, Pakistan maintained the value of her Rupee, which resulted in her main export products, to a large part traditionally sold to markets within the British Empire and Commonwealth, becoming more expensive; Pakistan experienced a recession. Pakistan did devaluate her currency in July 1955. • In June 1951 the National Development Plan (NDP) was launched. The partition of British India into India and Pakistan had left the latter with a partially truncated infrastructure; the emphasis of the NDP lay thus in infrastructure projects turning the existing infrastructure into a functioning national one, while securing the food supply and developing the country’s industries. The projects were financed with Colombo Plan credits and other overseas loans. Several hydroelectric dams constructed in the NWFP, as part of the NDP, had both economic and political purpose, as the Pakistani government feared India might divert the headwaters of the main rivers on which Pakistan depended for irrigation. In 1954 construction of a pipeline to transport gas from gas fields in Baluchistan to Pakistan’s industrial centers was begun.A Five Year Development Plan for 1955-1960 was launched. • The government played an important role in the country’s industrialization program. Government’s industrial policy statement issued in April 1948 emphasized particularly manufactured goods based on domestic raw material. Manufacture of cotton textiles for the home market presented attractive opportunities. There was ranging increase in the production of sugar, cigarettes, vegetable ghee, cement and natural gas. In 1947-58 the average annual growth was over 19%. Jute industry was set up in East Pakistan in lete50’s. A large demand for domestic markets was created by imposing import controls and for the early entrants who could charge monopoly prices, profits were very high. High profits, high savings, high investments, and high rates of growth were the main features of the industrial development in the earlier years. • Overall, Pakistan has maintained a fairly healthy and functional economy in the face of several wars, changing demographics, and transfers of power between civilian and military regimes, growing at an impressive rate of 6 percent per annum in the first four decades of its existence. Q. 2 Briefly describe socio-cultural diversity in the Pakistani society. Justify your answer with at least five points. 5 Marks. Answer: • Pakistani society has diverse social and cultural history. After independence society face many cultural domination in different decades of last century. Through globalization, and media activism from nineties, Islamic culture are dominating by Western culture continuously, specifically in Pakistan’s cities areas. Both cultures has a lot of differences in the attitude of religion, beliefs, traditions, values and other ways of life. These changes seriously affect the society, especially the youth of Pakistan. Pakistan is a country of over 165 million people with diverse social, ethnic, linguistic and cultural circumstances. The country came into existence after division of British Indian colony in 1947 on the basis of Islamic identity of people living in this region but different social and ethnic groups have maintained their distinct character. • Mostly language is the basis of ethnicity in Pakistan. Punjabi is the predominant ethnic class which consists of 48% of Pakistan’s population. Sindhis form about 12%, Siriki (a variant of Punjabi) forms 10%, Urdu speaking (Urdu speaking population usually refers itself as Mohajirs as they migrated from India in 1947) 8%, Balochis 3%, Hindko 2%, Brahui 1% and others 8%. Pakistan is predominantly a rural society where over 65.5% of population lives in the rural areas. Agriculture is the main employer of the labour force which employs over 43% of the work force. The culture and social norms of Pakistan are defined by the agrarian nature of society. • Rural to urban migration, necessitated by growing poverty, has given rise to a number of female headed households which is a new phenomenon in rural areas of Punjab because traditionally women have always been treated as inferior to men and not involved in decision making. Due to economic hardships that ordinary people face, the women are economically active and contribute to the household incomes through their work as farm labour and cattle farmers. However like other areas of Pakistan their contribution is hardly acknowledged and they do not have a place in decision making at the household level. • Punjab has a culture of tolerance and friendship which is manifest by its sufi saints and poetry with message of universal love towards mankind irrespective of cast, religion and colour. Sindi culture is quite similar to Punjabis where they have great respect towards fellow human beings. Pushtuns living in the Khyber Pukhtunkhwa (formerly known as the North Western Frontier Province) province trace their roots to Afghanistan. The Pushtuns are bound by their tribal code known as the Pushtun Wali (literally meaning the Pushtun way of life). Pushtun Wali has nine major components i.e. courage, taking revenge, giving shelter, generosity to defeated, self respect, justice, hospitality, tolerance and loyalty. Baluchs live in the Baluchistan province of Pakistan. They have a nomadic culture as barring a few places Baluchistan is a barren area. Water is scarce and the only means of sustenance is sheep and camel raring. Women and men work alike with herds of sheep and goat. • Pakistani culture is as diverse as its people. From people of different religions and places, to diversity in food cuisines, languages and dresses, Pakistan is a home of different cultures and has managed to sustain the variety in a great manner. References: Video Lectures https://www.youtube.com/watch?v=cU2SfdHK6HY

Assignment Solution: Scenario No. Identification of sub category of ethical standard (2) Justification (3) 1 HUMAN RELATIONS Conflict of Interest In the given scenario, therapist should not exceed the length of therapy session for his own financial interest. It is about to impair the competence of a profession (Psychologist). 2 HUMAN RELATIONS Unfair Discrimination In the given scenario, psychologists should not engage in unfair discrimination based on gender, age, ethnic group, socio economic class and etc. 3 HUMAN RELATIONS Harassment In the given scenario, therapist should not physically harass the client as it the violation of ethical standard. 4 PRIVACY AND CONFIDENTIALITY Use of Confidential Information for Educational or Other Purposes In the given scenario, psychologist should not use the confidential information of the raped clients without taking prior permission to them.

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@zareen said in MCM311 Quiz 2 Solution and Discussion: [image: bG4kANA.png] In news writing and journalistic style (such as AP Style), the standard rule for using numbers is: 10 to 999 (Specifically, the second option: 10 to 999) The General Rule: Numbers 1–9: Should be spelled out as words (one, two, three…). Numbers 10 and above: Should be written as numerals/digits (10, 11, 25…). Large Numbers: For numbers in the thousands or millions, you continue using digits (e.g., 1,200), but often switch back to a mix of digits and words for very large, round numbers (e.g., 5 million) to ensure readability. Actually, there is a slight misunderstanding in how the question is phrased. The answer depends on whether the question is asking which numbers are spelled out or which are written as digits. Based on standard journalistic style (like AP Style): Numbers 1 through 9: Are spelled out (one, two, three…). Numbers 10 and above: Are written in digits (10, 11, 99…). So, if the question asks which numbers should be mentioned in digits, the correct range is 10 to 999 (or any number 10+). If you select “1 to 9,” you are identifying the numbers that are typically spelled out as words, not the ones written as digits. Therefore, for “Numbers should be mentioned in digits from,” the correct option is 10 to 999.

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@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]