AIOU Code 8402 Capital Structure

Introduction

Capital structure is a set of techniques used to decide when to invest in projects. For example, one would use capital structure to analyze a proposed investment in a new warehouse, production line, or computer system. There are a number of capital structures available, which include the following alternatives.

Discounted Cash Flows

Under the discounted cash flows method, estimate the amount of all cash inflows and outflows associated with a project through its estimated useful life, and then apply a discount rate to these cash flows to determine their present value. If the present value is positive, accept the funding proposal. The weakness of this approach is that future cash flow projections are being used, and so could be quite inaccurate.

Internal Rate of Return

Under the internal rate of return method, determine the discount rate at which the cash flows from a projected net to zero. The project with the highest internal rate of return (IRR) is selected. The weakness of this approach is that the projects selected are not necessarily linked to the strategic direction of the business.

Constraint Analysis

Under the constraint analysis method, examine the impact of a proposed project on the bottleneck operation of the business. If the proposal either increases the capacity of the bottleneck or routes work around the bottleneck, thereby increasing throughput, then accept the funding proposal. This is perhaps the strongest capital structure method, since it focuses attention on just those areas that directly impact overall company profitability.

Breakeven Analysis

Under the breakeven analysis method, determine the required sales level at which a proposal will result in positive cash flow. If the sales level is low enough to be reasonably attainable, then accept the funding proposal. This approach sets a minimum threshold for the projects to be selected.

Discounted Payback

Under the discounted payback method, determine the amount of time it will take for the discounted cash flows from a proposal to earn back the initial investment. If the period is sufficiently short, then accept the proposal. This approach emphasizes a fast payback, and so is more appropriate when long-term returns are uncertain.

Accounting Rate of Return

Under the accounting rate of return method, one would calculate the ratio of an investment’s average annual profits to the amount invested in it. If the outcome exceeds a threshold value, then an investment is approved. This approach should not be used, since it does not account for the time value of money.

Real Options

Under the real options method, one would focus on the range of profits and losses that may be encountered over the course of the investment period. The analysis begins with a review of the risks to which a project will be subjected, and then models for each of these risks or combinations of risks. The result may be greater care in placing large bets on a single likelihood of probability.

Complexity Considerations

When analyzing a possible investment, it is useful to also analyze the system into which the investment will be inserted. If the system is unusually complex, it is likely to take longer for the new asset to function as expected within the system. The reason for the delay is that there may be unintended consequences that ripple through the system, requiring adjustments in multiple areas that must be addressed before any gains from the initial investment can be achieved.

The Capital Structure is the incremental return on investment that a business foregoes when it elects to use funds for an internal project, rather than investing cash in a marketable security. Thus, if the projected return on the internal project is less than the expected rate of return on a marketable security, one would not invest in the internal project, assuming that this is the only basis for the decision. The Capital Structure is the difference between the returns on the two projects.

For example, the senior management of a business expects to earn 8% on a long-term $10,000,000 investment in a new manufacturing facility, or it can invest the cash in stocks for which the expected long-term return is 12%. Barring any other considerations, the better use of the cash is to invest $10,000,000 in stocks. The Capital Structure of investing in the manufacturing facility is 2%, which is the difference in return on the two investment opportunities.

This concept is not as simple as it may first appear. The person making the decision must estimate the variability of returns on the alternative investments through the period during which the cash is expected to be used. To return to the example, senior management may be certain that the company can generate an 8% return on the new manufacturing facility, whereas there may be considerable uncertainty regarding the variability of returns from an investment in stocks (which could even be negative during the cash usage period). Thus, the variability of returns should also be considered when arriving at the Capital Structure. This uncertainty can be quantified by assigning a probability of occurrence to different return on investment outcomes, and using the weighted average as the most likely return. No matter how the issue is addressed, the main point is that there is uncertainty surrounding the derivation of the Capital Structure, so that a decision is rarely based on completely reliable investment information.

AIOU Solved Assignments: Click Here

Capital Structure of a capital is a term unique to economics and finance. It is unique in the sense that you will not find mention of Capital Structure in the accounting books. It is not an explicit cost which is paid out of the pocket. Hence, there is no mention of this cost in the accounting records. Rather, it is an implicit cost which results out of our investment decisions. This article will explain about Capital Structure and how it must be used while making financial decisions:

Alternate Uses of Money

Capital Structure represents alternate uses of money. Let’s say, if I have a $1000 to invest and I decide to invest the money in the stock market, I am committing my resources. By investing $1000 in the stock market, I will now not be able to use the same $1000 for any other purposes now. I must therefore ensure that I am committing my resources to the best possible project. Let’s say, I have a choice between real estate and stock market investment, when I choose the stock market investment, I make it my best possible choice. Capital Structure tells us what we are foregoing to choose that best possible alternative. Capital Structure is therefore the value of the second best alternative.

Alternate Projects Must Share Similar Risk Profile

However, we must ensure that we compare Capital Structure of capital across similar projects. This will ensure that we do not see a biased picture and end up choosing the wrong projects. Consider a comparison between a stock market investment and government bonds. Usually, stock markets will offer more return compared to government bonds. So, using government bonds as the Capital Structure will always make them look good. But stock market investments and government bond investments have very different risk profiles. One guarantees a fixed rate of return whereas there are no guarantees in the other. Hence, using one as the Capital Structure for another will provide a skewed picture and the risky alternative will always be chosen. Hence, only projects with similar risk must be used for Capital Structure calculation. This makes these calculations very subjective and open to debate.

Alternate Uses Represent Implicit Costs

The investment decision is all about prioritizing. It is about choosing the best possible alternative. So, if we have 2 alternatives, one which offers a $100 return potential whereas another which offers an $80 return potential, then by choosing one alternative we are alternatively foregoing the other one. So, if we choose to get a $100 return, we are foregoing the $80 return. Corporate finance captures this implicit tradeoff in the expected rate of return number.

How Capital Structure Helps in Decision Making?

Capital Structure helps in choosing the right project when faced with a variety of alternatives. Here is how the decision is affected:

Higher Capital Structure Lowers NPV: A higher Capital Structure implies a bigger discount rate. A bigger discount rate means that the future values are worth considerably less today. This creates a situation where the NPV is lowered. A high Capital Structure raises the bar for all other projects as well.
Only the Best Investment Has Positive NPV: Also, we need to understand that in a given set of 2-3 investment proposals, only the best proposal will have a positive NPV. This is because the best proposal will be the Capital Structure for the other projects. Since the Capital Structure will be higher than the cash flows that the project has to offer, the NPV of such a project will be negative. One just needs to be careful about the risk profile of different projects to ensure an “apples to apples” comparison.

The chosen public market equivalent is not intended to present a “buyout pricing model” nor does it imply that buyouts can be replicated adequately with traded securities. We simply propose an approach to benchmarking them in what we regard as the best possible way. For this method, we adopt the perspective of a well-diversified investor, such as a fund of fund investor, pension fund or a university endowment. This is a reasonable assumption as such investors are the primary providers of capital for buyout transactions. Consequently, we do not consider idiosyncratic risks in our analyses because these investors are not affected by idiosyncratic shocks. Our stylized model follows the alternative decision to either invest in buyouts or in quoted assets. Thereby we control for the systematic risk involved, but not for liquidity risk, size, or other factors. The contributions of this paper are several. First, our method of benchmarking the buyout asset class with the public market could evolve into a standard for buyout performance measurement. Second, we apply this method in an empirical analysis on a comprehensive and unique data set and reveal the importance of a correct specification of risks taken by lenders, cost of borrowing and lending, and potential changes of the operating risk profile of the buyout targets. We illustrate that it is insufficient to assess the performance of buyout transactions without thoroughly determining leverage ratios, risks borne by lenders, and controlling for the systematic risks carried by the sponsors. It is due to issues such as these that performance analyses become both difficult and questionable because the methods of correction transfer the historical development and return patterns on the non-exited and current transactions. This might cause a substantial bias due to market conditions that have changed meanwhile.

Advantage 1: Awareness of Lost Opportunity

A main benefit of Capital Structure is that it causes you to consider the reality that when selecting among options, you give up something in the option not selected. If you go to a grocery store looking for meat and cheese, but only have enough money for one, you have to consider the Capital Structure of the item you decide not to buy. Recognizing this helps you make more informed and economically sensible decisions that maximize your resources.

Advantage 2: Relative Price

Another important benefit of considering your Capital Structure is it allows you to compare relative prices and the benefits of each alternative. Compare the total value of each option and decide which one offers the best value for your money. For instance, a business with an equipment budget of $100,000 may buy 10 pieces of Equipment A at $10,000 or 20 pieces of Equipment B at $5,000. You could buy some of A and some of B, but relative pricing would mean comparing the value to you of 10 pieces of A versus 20 pieces of B. Assuming you choose 20 pieces of B, you effectively decide this is more valuable to you than 10 pieces of A.

Disadvantage 1: Time

Capital Structure take time to calculate and consider. You can make a more informed decision by considering Capital Structure, but managers sometimes have limited time to compare options and make a business decision. In the same way, consumers going to the grocery store with a list and analyzing the potential Capital Structure of every item is exhaustive. Sometimes, you have to make an instinctive decision and evaluate its results later.

Disadvantage 2: Lack of Accounting

Though useful in decision making, the biggest drawback of Capital Structure is that it is not accounted for by company accounts. Capital Structure often relate to future events, notes the Encyclopedia of Business, which makes it very hard to quantify. This is especially true when the Capital Structure is of non-monetary benefit. Companies should consider evaluating projected results for forgone opportunities against actual results for selected options. This is not to generate bad feelings, but to learn how to choose a better opportunity the next time.

Literature Review

There are some difficulties linked while using the Capital Structure as a decision making scheme as it is not usually referred in the management decision making strategy. But some of the new management literature has some coverage in the application cost calculation. Capital Structure plays a vital part in the decision making system and coverage. Economists have defined Capital Structure differently as per their context, but the main focus was the same and it is concentrating on the profit that is determined by specific resources and different purposes. Capital Structure is still an important aspect in the decision making of the management.

Decision making system usually overlooked the Capital Structure. Examples of accounting and monetary costs should include books, accommodation fees and tuition fees if assuming a college context. Many Capital Structure examples have been neglected and they are as follows:

Time spent while attending a class could be a working schedule in a company and getting a salary.

Missing of the value of activities in order to get more time for further studies.

The investment in education could be more fruitful rather than purchasing items.

Buyouts, point out, represent one strand of the private equity (PE) asset class. This asset category is based on the relationship between an institutional investor and an intermediary (the PE fund or investee). PE funds are usually structured as a limited partnership, with a management team (termed the “general partner”) that manages the investments of the limited partners. Investors in the fund then hold shares as limited partners. Buyout funds concentrate their investments on mature companies. In most cases, the companies’ shares are not traded on a public stock market, though a particular type of transaction described by Lowenstein, called “going privates”, target quoted companies. A defining feature of the asset class is that, for the “going privates” as well as for the privately held target corporations, once a general partner has invested in a company, its shares are not (no longer) publicly traded over her holding period. The exposure is typically structured as, or highly like, equity claims (common and preferred). For each transaction an investment vehicle is created, funded by one or several buyout funds as well as other parties, such as senior and subordinated debt providers and mezzanine investors. The nature of these is investigated by Kaplan and Cotter and Peck. The target company’s management team, its employees or new external managers may also subscribe for equity stakes, but their stakes are usually small compared to the institutional investors’ participation. The transaction vehicle acquires assets or shares of the target company and/or will merge with it, thus creating a unique opportunity highlighted by Jensen to specify a capital structure and design particular claims and incentives. The principle to found a special purpose vehicle for every single transaction is a particularly important feature with respect to the subsequently proposed mimicking approach. The legal construction secures that the liability of the buyout fund is limited to its equity exposure. The sponsor’s individual assets do not serve as collateral for other ones. As a consequence, debt financing for an individual portfolio company is granted against the particular portfolio company’s assets only, and hence, more costly than the risk free rate. The transaction date is called the closing date. At the end of the holding period (called exit), all claims are usually sold either via privately negotiated sales or through Initial Public Offerings. If not all shares are sold at IPO, the general partners liquidate their holdings subsequently or directly transfer the shares to the limited partners. In any case it is not the investors’ goal to maintain exposure in the public stock market. Unsuccessful engagements are written off, eventually to a zero value. Some transactions might be only partly sold and/or re-levered to benefit once more from debt finance. Buyout funds tend to act as active investors, as comprehensively discussed by Jensen. Their role involves monitoring, managing and restructuring the target companies to create value. Kaplan and Gottschalg argue that this is a key determinant for the success of buyout transactions. To secure their influence on the target companies, buyout funds seek to obtain the majority of voting rights either alone or together with other financial investors via equity syndications. This is not a necessary condition however, and, depending on the buyout size and structure, the majorities can vary. A second strand of the PE asset class is constituted by VC investments. Buyouts and venture capital differ substantially in terms of the investment risk profile. While buyout funds invest in mature companies in traditionally stable industries using financial leverage, VC funds typically acquire minority stakes of early stage businesses in volatile growth industries with minimal or no debt financing. These fundamental differences make it necessary to treat the two sub-categories of the private equity asset class separately in the assessment of risk and return; it is also why this paper focuses exclusively on buyout transactions.

Capital Structure represent the benefits an individual, investor or business misses out on when choosing one alternative over another. While financial reports do not show Capital Structure, business owners can use it to make educated decisions when they have multiple options before them. Bottlenecks are often a cause of Capital Structure.

Assume the expected return on investment in the stock market is 12 percent over the next year, and your company expects the equipment update to generate a 10 percent return over the same period. The Capital Structure of choosing the equipment over the stock market is (12% – 10%), which equals two percentage points. In other words, by investing in the business, you would forgo the opportunity to earn a higher return.

Capital Structure analysis also plays a crucial role in determining a business’s capital structure. While both debt and equity require expense to compensate lenders and shareholders for the risk of investment, each also carries an Capital Structure. Funds used to make payments on loans, for example, are not being invested in stocks or bonds, which offer the potential for investment income. The company must decide if the expansion made by the leveraging power of debt will generate greater profits than it could make through investments.

Because Capital Structure is a forward-looking calculation, the actual rate of return for both options is unknown. Assume the company in the above example foregoes new equipment and invests in the stock market instead. If the selected securities decrease in value, the company could end up losing money rather than enjoying the expected 12 percent return.

For the sake of simplicity, assume the investment yields a return of 0%, meaning the company gets out exactly what it put in. The Capital Structure of choosing this option is 10% – 0%, or 10%. It is equally possible that, had the company chosen new equipment, there would be no effect on production efficiency, and profits would remain stable. The Capital Structure of choosing this option is then 12% rather than the expected 2%.

It is important to compare investment options that have a similar risk. Comparing a Treasury bill, which is virtually risk-free, to investment in a highly volatile stock can cause a misleading calculation. Both options may have expected returns of 5%, but the U.S. Government backs the rate of return of the T-bill, while there is no such guarantee in the stock market. While the Capital Structure of either option is 0 percent, the T-bill is the safer bet when you consider the relative risk of each investment.

The difference between an Capital Structure and a sunk cost is the difference between money already spent and potential returns not earned on an investment because the capital was invested elsewhere, possibly causing financial distress. Buying 1,000 shares of company A at $10 a share, for instance, represents a sunk cost of $10,000. This is the amount of money paid out to make an investment, and getting that money back requires liquidating stock at or above the purchase price.

From an accounting perspective, a sunk cost could also refer to the initial outlay to purchase an expensive piece of heavy equipment, which might be amortized over time, but which is sunk in the sense that you won’t be getting it back. An Capital Structure would be to buy a piece of heavy equipment with an expected return on investment (ROI) of 5% or one with an ROI of 4%.

Again, an Capital Structure describes the returns that one could have earned if he or she invested the money in another instrument. Thus, while 1,000 shares in company A might eventually sell for $12 a share, netting a profit of $2,000, during the same period, company B increased in value from $10 a share to $15. In this scenario, investing $10,000 in company A netted a yield of $2,000, while the same amount invested in company B would have netted $5,000. The $3,000 difference is the Capital Structure of choosing company A over company B.

As an investor that has already sunk money into investments, you might find another investment that promises greater returns. The Capital Structure of holding the underperforming asset may rise to where the rational investment option is to sell and invest in the more promising investment.

In economics, risk describes the possibility that an investment’s actual and projected returns are different and that the investor loses some or all of the principal. Capital Structure concerns the possibility that the returns of a chosen investment are lower than the returns of a forgone investment. The key difference is that risk compares the actual performance of an investment against the projected performance of the same investment, while Capital Structure compares the actual performance of an investment against the actual performance of a different investment.

Still, one could consider Capital Structure when deciding between two risk profiles. If investment A is risky but has an ROI of 25% while investment B is far less risky but only has an ROI of 5%, even though investment A may succeed, it may not. And if it fails, then the Capital Structure of going with option B will be salient.

Data collection methods

The availability of data of sufficient breadth and depth has been one of the key constraints in addressing the question of the Capital Structure for buyouts. As we show in this paper, mimicking buyout investments with public market instruments on a risk adjusted basis requires information on the industry segment of the target companies, the timing and size of underlying cash flows, as well as the capital structure of the acquiring investment vehicles at least at entry and exit. This data is neither publicly available, nor is it listed in any of the commonly used databases, such as Thomson Venture Economics or Venture One. Rather, it can only be gathered directly from institutions investing in buyouts as either general or limited partners. While this approach has advantages regarding the depth of available data, it leads to potential selection and survivorship biases. In the following, we describe the data sources and sample characteristics of the data used in this study and discuss a potential bias. Our dataset is compiled from information on buyout funds made available to us anonymously either directly from general partners or through limited partners. Limited partners collect detailed information on general partners as part of the due diligence processes for their fund allocations. Each year, limited partners often screen hundreds of new buyout funds. In a special document (the so-called Private Placement Memorandum – PPM), general partners describe their previous transactions in order to raise a new fund. The PPM are submitted to potential limited partners and used by them to assess the general partner’s quality and strategy. These documents contain information about all past transactions carried out by the general partner. The data on individual transactions used in this study has been extracted from PPM. Our data providers are among the world’s largest limited partners and collectively manage more than Pakistan $40 billion in the PE asset class. Needless to say, PPM documents are highly confidential and, to the best of our knowledge, have never been used in academic research. As no standard format exists for reporting transactions in PPM, the documents are very heterogeneous in terms of the level of detail provided for each transaction – both within one fund and across general partners. As a result, the data necessary to perform our proposed method of risk-adjustment was extracted only for a small subset of transactions. Moreover, as only fully exited transactions are considered here, the size of the available sample shrinks further. Because this study’s objective is to assess the Capital Structure for “buyouts”, we only consider investments performed by funds that refer to themselves explicitly as a “buyout fund”. For instance, the 122 PPM supplied to us by our research partners described 2,264 realized buyout transactions (1,001 of which were in the Pakistan) made through 170 buyout funds (some PPM report on several funds) raised between 1981 and 2004. From this large number of transactions, we only collect 152 transactions for which the following data is available. First, for closing: the date, company valuation, acquired equity stake, amount paid for the equity, target-company industry and a short product and market description, or description of competitors (in order to determine its SIC code). Second, for the exit: the date, company valuation, equity stake and amount returned to the buyout fund. Finally, in order to verify that the underlying cash flows are correctly matched, the investment’s gross internal rate of return reported in the PPM is needed. Some problems and shortcomings of the internal rate of return as a performance measure for buyout transactions. However, we only use the internal rates of return of the transactions to verify that we correctly match all their underlying cash flows.

As detailed information about the entire population of buyout investments is unavailable, we can only speculate whether our sample represents typical transaction sizes, transaction structures, leverage ratios, sourcing or exit channels, or preferred industry segments at the time. At least, the ratios and dimensions of our sample transactions are very similar to those from other researchers, as discussed above. However, given the long sample horizon – from 1984 to 2004 – it should be stressed that trends, market conditions, debt interest rates and disclosed returns on buyout transactions changed significantly within that period. The entire capital market segment passed two cycles, as reported by Gompers. Available datasets on PE transactions (such as Thomson Venture Economics or Venture One) usually do not contain any economic information other than the timing and the amount of cash flows. Additionally, it is impossible for us to trace our sample transactions in any one of these (and similar) databases, since they are kept anonymous. In general, our data gathering process is not determined by any economic variable but only by the facts that we first need to have a relationship with a research partner, and second the available PPM must provide sufficient information on the track records. Due to these facts and the impossibility of tracing our sample transactions in any other database, we unfortunately cannot quantify the extent to which our sample is biased through sample attrition. We rely on the data provided by the PPM as a single but primary and reliable source. It should be noted that the information provided is based on audited numbers and audited transactions.

Conclusion

Corporate department management is increasingly recognizing the benefits from optimizing the recruiting process through the corporate Careers site. However, the corporate Careers website is only one component of a broader corporate staffing process. Yet the Careers site is a very public reflection on the corporation, and requires an allocation of corporate resources of labor and budget. While corporate staffing departments are undergoing increased scrutiny and process re-engineering, executive management is simultaneously realizing the impact that external recruiting and internal talent deployment and redeployment practices have on corporate goals. This is especially appreciable with revenue-generating roles such as sales positions. Capital Structure savings may be easily assessed by calculating the cost to the corporation of an unfilled position over time. Careers site best practices can provide savings and create value by contributing to an effective process which efficiently provides quality talent to the corporation.

Capital Structure could be the price that going to pay in the future, in another word, we have to make decision among the alternatives. Although it would be enormous to possess all worthy things, but resources are limited, which allow serving one purpose at one time. Market demand is the key factor to help the management to decide which is the best product or service to implement. In addition, the value of choice should have further benefits and cost relatively. For a simple example, play station games and women magazines are two the most demanding productions; due to the economy crisis, company need to decide cutting back one production (though this is the next best value). As Livingstone wrote that “Effective management decisions require careful comparison of costs and benefits of alternative action”. As a result, play station game shows growth potential and less cost compare to magazines. This could be the better production outcome and reduce unnecessary use of resources.

Based on our research we can conclude that the best way how to calculate the Capital Structure of equity capital is calculation by Build-up model. This method reflected not only external risks but also internal risks of companies which is very important factor. However, the big disadvantage of this model is that quantification is based on the subjective assessment of the analyst as well as the fact that risk additional charges are often estimated only according to the financial statements. Foreign studies confirmed that this model is not applicable for all businesses and for each sector or industry. If the company decided to use the CAPM model, it must consider very carefully what type of bonds should be used for determining the risk-free rate of return. The most ideal way would be to set bonds at the beginning and the end of the examined year or average of these two issues. However, in some countries, as well as in Slovakia, it is very difficult because not all countries have developed capital market. In the concept of CAPM model we recommended to use for calculation the 30-years Pakistan bonds. We realized, that utilization of Pakistan bonds within calculation in Slovak market is not the best way how to expressed the Capital Structure of equity capital as well as how to evaluate the business performance. However, we think that modern indicators are the better way how to calculate cost of equity than traditional indicators which are not as flexible and efficient as modern indicators. We are convinced that the best option how to express the business performance is the combination of financial and non-financial factors. Because of that, we continue with our research and we examine the non-financial factors within the engineering industry on the Slovak market.

Recommendations

Capital Structure is the price one will accept to pay in the future when making decisions between several alternative courses of action. In spite of the fact that it would be ideal to engage all opportunities if one had unlimited resources, this is not realistic. In the business, market demand is the vital factor that helps management decide which is the best profitable plan to the organization. This essay states about the effective management decisions which involve careful comparison of costs and advantage of alternative action. For more outcome the company could find other alternative to go with.

References

Jones, Charles M. and Rhodes-Kropf, Matthew (2003): The Price of Diversifiable Risk in Venture Capital and Private Equity, Columbia University Working Paper
Kaplan, Steven N. (1989a): The Effects of Management Buyouts on Operating Performance and Value, in: Journal of Financial Economics, Vol. 24, pp. 217 – 254
Lee, Cheng F. and Wu, Chunchi (1988): Expectation Formation and Financial Ratio Adjustment Processes, in: Accounting Review, Vol. 63, pp. 292 – 306
Lowenstein, Louis (1985): Management Buyouts, in: Columbia Law Review, Vol. 85, pp. 730 – 784
Murray, Gordon C. and Marriott, Richard (1998): Why has the Investment Performance of Technology-Specialist, European Venture Capital Funds been so poor?, in: Research Policy, Vol. 27, pp. 947 – 976
Phalippou, Ludovic and Gottschalg, Oliver (2008): The Performance of Private Equity Funds, in: Review of Financial Studies, forthcoming
Sahlman, William A. (1990): The Structure and Governance of Venture-Capital Organizations, in: Journal of Financial Economics, Vol. 27, pp. 473 – 521
Woodward, Susan E. and Hall, Robert E. (2003): Benchmarking the Returns to Venture, NBER Working Paper 10202
Zahra, Shaker A. (1995): Corporate Entrepreneurship and Financial Performance: The Case of Management Leveraged Buyouts, in: Journal of Business Venturing, Vol. 10, pp. 225 – 247

Develop Self-Confidence To Improve The Academic Performance Of Children

Topic
Theme
Sub Theme
The overall background of the participants of the project
Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
What did you find about the problem in the existing literature (books/articles/websites)?
What were the major variables/construct of your project? Give definitions/descriptions from the literature.
What did you want to achieve in this research project?
Who were the participants in your project?
How did you try to solve the problem?
What kind of instrument was used to collect the data? How was the instrument developed?
What were the findings and conclusion?
Summary of the Project
How do you feel about this practice? What have you learned?
What has it added to your professional skills as a teacher?
List the works you cited in your project.

AIOU Solved Assignments: Click Here

Topic

Develop Self-Confidence To Improve The Academic Performance Of Children

Theme

Promoting Children’s Well-Being

Sub Theme

Self-Esteem

The overall background of the participants of the project

Overall background of the participants of the project; area / Area: (socio-economic status, occupation / profession – earning trends of majority of the parents, literacy rate, academic quality, and any other special trait of the community where the Area is situated).

This action research was conducted in ____________________

School & Participants Background:

The school has a staff of 18 which includes Principal, Vice Principal, 11 teachers, classroom assistants, secretary, building supervisor, cleaners. The school has its own library which provides books for the pupils. The structure of school was normal. The school had small lovely play area. Classes are better in condition. The environment of school was great, better for learning and secure for children. The participants of study were secondary (9th) grade children who were enrolled in ______________________. I selected secondary (9th) grade children which are considered in total 32 members.

Socio Economic Status:

Socioeconomic status is the social standing or class of an individual or group. It is often measured as a combination of education, income and occupation. Examinations of socioeconomic status often reveal inequities in access to resources, plus issues related to privilege, power and control. Most of peoples from this area are Govt. employee but some of them are shopkeeper or work in a private offices. Most of parents do not afford children education due to their family expenses and their low income but some parents support their children at higher level in well reputed universities. But due to the lack of higher educational institute and low income of their parents, more than 50% children stop their education after intermediate. Overall the financial status of this area is not good.

Occupation & Earning Trend:

A part of the Parents are not monetarily so good. The children who Parents with government jobs are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in private association. They are consistently in dissatisfaction. Due to low earning trend of this area, the children face a great deal of difficulties both at home and school, which block them from taking an interest completely in classroom exercises. In present some parents drop their children at different shop for learning work and for earning but today due to free education in Pakistan more than 50% children go to school till then matriculation.

Literacy Rate:

In 2019, —— literacy rate of 37% for females was noticeably lower than the 46% for males.

Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.

Self-confidence are an exciting subject. I choose this theme because the Self-confidence that give the world and life and everything in it meaning. Some points are describe below for analyzing this theme & subtheme:

Self-confidence is the capacity to override an impulse in order to respond appropriately. Self-confidence helps us manage ideas. A behavior is when ideas clash in ways that prevent action. Student have many ideas, most of which benefit themselves and society. Our ideas to eat arises out a natural concern to ensure our own survival, whereas the ideas for sexual intercourse arises out of a natural concern to pass our genes to the next generation. Ideas to seek affiliation and to protect ourselves and loved ones from harm also offer examples of basic, fundamental ideas that promote individual and collective well-being.

Self-confidence can prevent us from engaging in motivated behaviors. Student have ideas to survive by eating, but they use Self-confidence to resist their temptation to eat unhealthy foods. Ideas to reproduce through sexual intercourse must be overridden through the use of Self-confidence in order to follow standards for appropriate sexual behavior. And ideas to harm transgressors are overridden through Self-confidence because forgiving others fosters individual, social and cultural well-being. Monitoring involves keeping track of your thoughts, feelings and actions. In one study, first-year female college students who weighed themselves every day, compared with those who did not, were buffered from the typical weight gain that accompanies the first year in college. The same is true when it comes to our money. Keeping track of how much we save and spend relates to having more money. Standards are guidelines that steer us toward desirable responses. Our standards originate from society and culture. Think of the speed limit sign that tells you how fast to drive or the laws that tell you to pay your taxes. Follow the rules, and you’ll be fine. Break the rules, and there will be consequences. We also have personal standards that govern our behavior. If I have certain religious beliefs, I might think that it is inappropriate to eat certain foods, think certain thoughts or feel certain emotions. Strength refers to the energy we need to control our impulses. Numerous factors affect our Self-confidence strength, such as mental exhaustion and stress.

Self-confidence hinges on all three ingredients working together. Without monitoring, you know what you need to do and have the energy to do it, but you struggle to accomplish much because you do not keep track of your progress. A world without standards is a recipe for chaos. And chronically depleted Self-confidence strength can leave student with the knowledge of what they should do without giving them the energy to do it. Like a three-legged stool, kick off one Self-confidence ingredient and the odds are that your Self-confidence will topple over.

What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?

After choosing this theme, I discussed this topic with my teachers, friends and supervisor.

Discussion with Supervisor:

My supervisor pointed out that ideas is essential for everyone, especially children. As teachers, we’re in a highly strategic position to instill self-confidence in our students as we teach and interact with them every day. Strategies to Build Your Students’ Self-confidence is:

Model self-confidence.
Be prepared to teach.
Accept mistakes with grace.
Praise and encourage your students.
Challenge them academically.
Allow your students many opportunities for success.
Foster creativity in the classroom.
Affirm your students.
Give them jobs.
Teach them organization skills.

There are a lot of benefits gained from ideas, including that it fosters a positive mood and releases the stress of the day. He said that Self-confidence improves life in three ways:

Individual well-being.

Self-confidence relates to better health. Physically, Self-confidence student sleep better, experience fewer physical sickness symptoms and live longer lives. They also enjoy better mental health. Self-confidence relates to lower anxiety and depression. Behaviors that relate to mental health problems, such as substance use and suicide, are less common among Self-confidence student.

Relationships.

Beyond wealth or good looks, student want Self-confidence relationship partners. We want to spend our lives with student we can trust, who follow through on their promises and who will override their impulse to leave or lash out when things get tough. Self-confidence student are forgiving and react to conflict with benevolence rather than violence.

Societies.

Self-confidence helps societies flourish. Self-confidence student, compared to their less-controlled counterparts, earn more money. Not only do Self-confidence student enjoy greater wealth, they behave more generously. They override their selfish impulses and go out of their way to help others. On a broader level, societies that have clear-cut standards for appropriate behavior tend to function better than do societies in which student do as they please. Societies also benefit from monitoring how their citizens behave.

Discussion with Teacher:

My teacher told me that developing positive relationships with others is very important for Self-confidence. The benefits from time spent with friends and family is that they learn to share, compromise and listen, as well as develop conflict resolution skills. Fostering these relationships as a child will also help them maintain relationships in their adult life.

Children who rely on Ideas are often secluded from real life interaction.
Using computers and other electronic devices can cause health hazards such as eye strain and other physical problems.
The technologies required for full participation can be quite expensive and this can create a gap between the children who have access to the technologies and those who do not have access.

Discussion with Friends:

One of my friend pointed about this subtheme that Student have many ideas, most of which benefit themselves and society. Our ideas to eat arises out a natural concern to ensure our own survival, whereas the ideas for sexual intercourse arises out of a natural concern to pass our genes to the next generation. Ideas to seek affiliation and to protect ourselves and loved ones from harm also offer examples of basic, fundamental ideas that promote individual and collective well-being. Self-confidence can prevent us from engaging in motivated behaviors. Student have ideas to survive by eating, but they use Self-confidence to resist their temptation to eat unhealthy foods.

I concluded that Ideas is no longer seen as an optional extra; it is becoming an important concern of policy makers and economists. Indeed, the dramatic rise in the number of efforts to measure and monitor the position and lives of children’ in recent years.

What did you find about the problem in the existing literature (books/articles/websites)?

The ideas theory, which is a theory of communication that models complex social interactions (among which likewise some Ideas which are frequently utilized as illustrations), was later extended and formalized. Ideas are categorized as collective and focused challenging Ideas, in which students carry on as specialists who take after standards of the ideas and move in turns. Ideas theory is usually applied to depict conflicts or market dynamics. Inside ideas theory, the supporting components of a ideas exist as guidelines, turns, cooperation and rivalry, where winning, or fun, is demonstrated as numerical result. Ideas theory tries to clarify how playing (a ideas) functions, and characterizes recreations as an intuitive procedure endeavoring toward a result. Because ideas theory provides a phenomenal description of a ideas for example, what happens during the ideas without investigating the meaning of the ideas for example, why do we play, we will label its approach as functional approach.

Self-confidence belong to productive skill rather than perceptive one. It produces a message to communicate. Spratt, Paleness, and Williams (2020) state that Self-confidence learning belong to productive skills. She said that learning and Self-confidence, particularly, involve producing content rather than receiving it. The subjective aspects include things such as how the child is feeling about their life and how happy they are. The objective aspects include factors that affect the child’s feelings, for example, health, housing, poverty, social capital and education. Despite a fairly extensive literature, comparisons between countries and communities are difficult as ‘the field of social child indication is fragmented and lacking a unifying taxonomy’. Many different indicators have been identified. It means that Self-confidence learning will produce an output as an indicator that students have learned both those skills. It is clearly that the output of learning skill can be oral conversation or drama. Meanwhile, the output of learning skill can be written stories, letters, or other text types. Another linguist, Hyland (2019), explains that Self-confidence are a way to share personal meanings. The student construct their own views on topic.

Through being good role models for our children and developing positive thinking and behavior patterns in them we can help improve our Self-confidence, as well as teach them lifelong skills to maintain this into their adult life. They will share their views on a topic to each other then. A person’s views may be different from other student’s views. It depends on their belief. Therefore, when constructing their views (ideas), the student have to make it understandable and acceptable. Brown (2019) illustrates that Self-confidence are like swimming. When student want to be able to swim, they must have like an instructor to show them basic ways or tricks to swim, although the instructor is only their parents or their friends (not professional Parents). After they get the basic ways to swim, they will develop based on their own style. The more chance they get to swim, the more perfect they will be. Self-confidence are the last output after students learn separate acts continuously. Wallace (2019) states that Self-confidence are the final product after students learn several stages of Self-confidence separately before. Those stages are note-taking, identifying a central idea, outlining, drafting, and editing. It means that Self-confidence are a complex skill. It covers many sub skills that have to be passed before producing a good piece of Self-confidence.

Self-confidence seem so complicated with its sub skills, but it is actually can be learn with fun. Those skills are related to each other. In this case, I am going to focus on Self-confidence activities. Self-confidence are a content skill that is very important. Self-confidence are among the most important skills that foreign content students need to develop. It is the last stage in learning content after listening, learning, and listening. In other Self-confidence, I can say that Self-confidence are an indicator whether students have gained all skills before or have not. Before the students have to learning, they should be able to listen, to speak, and to read. Self-confidence activities differs from other skills like learning and listening. Brown (2019) states that trends in teaching Self-confidence of ESL and other foreign contents are integrated with teaching other skills, particularly listening and learning. Wajnryb (2020) recommends that learners should listen to the Self-confidence twice and that both readings should be, as far as possible, identical. The text is read at natural speed with short pauses between each sentence. Students are told not to learning anything the first time, ‘but allow the Self-confidence to wash over them’ (2020). This is to allow students to get an overall feel for the passage. On the second listening students should take down notes. At this stage the teacher should suggest that learners focus on noticing and recording key content or information.

Self-confidence are an integrative strategy that was originally used for second content learners. The purpose of Self-confidence is to improve students’ knowledge of text structure and grammar & learning within an authentic context (Van Patten, Inclezan, Salazar, & Farley, 2020). As research indicates, Self-confidence instruction focuses on grammar & learning and text structure within context of use (Bromley, 2019). In this instructional strategy, students listen to a model of ideas structure and deconstruct it collaboratively before it is recreated. The collaborative nature of Self-confidence allows all learners, but especially second content learners and striving readers, to examine an exemplary narrative passage and discover how the author created it. When students are explicitly instructed in the study of genres and their textual differences, the quality of their Self-confidence improves (Calkins, 2019).

What were the major variables/construct of your project? Give definitions/descriptions from literature.

Self-confidence:

Self-confidence is an attitude about your skills and abilities. It means you accept and trust yourself and have a sense of control in your life. You know your strengths and weakness well, and have a positive view of yourself. You set realistic expectations and goals, communicate assertively, and can handle criticism.

Ideas:

In philosophy, ideas are usually taken as mental representational images of some object. Ideas can also be abstract concepts that do not present as mental images. Many philosophers have considered ideas to be a fundamental ontological category of being.

Learning:

Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants.

Performance:

A performance is an act of staging or presenting a play, concert, or other form of entertainment. It is also defined as the action or process of carrying out or accomplishing an action, task, or function.

Behavior:

Behavior is the actions and mannerisms made by individuals, organisms, systems or artificial entities in conjunction with themselves or their environment, which includes the other systems or organisms around as well as the physical environment.

What did you want to achieve in this research project?

In general, research objectives describe what we expect to achieve by a project. Research objectives are usually expressed in lay terms and are directed as much to the client as to the researcher. A statement of research objectives can serve to guide the activities of research.

Objective/purpose of the study:

The purpose of this action research will find Develop self-confidence to improve the academic performance of children at Govt. High School.

The objective of this research are:

To carry out Develop self-confidence to improve the academic performance of children.
To explore the use of ideas on Self-confidence of students.
To discover the effect of ideas on promoting Self-confidence.

Research Question:

A research question is a question that a research project sets out to answer. Choosing a research question is an essential element of both quantitative and qualitative research. Investigation will require data collection and analysis, and the methodology for this will vary widely. This study aims to make an action plan for the effecting of Self-confidence of secondary class students in _____________. Specifically it seeks to answer the following questions:

What is Develop self-confidence to improve the academic performance of children?
How ideas effect Children’s Self-confidence?
To find out the effect of Teacher in developing Self-confidence at secondary level students through ideas?

Who were the participants in your project?

Self-confidence were developed on the basis of a series of research regarding Self-confidence identification and improvement for secondary class students. This curriculum purported to enhance students’ Self-confidence and depositions through speculating about academic learning and life issue discussion. The project team includes the supervisor and the group of individuals who work together on a research to achieve its objectives. It consists of the supervisor, co-supervisor, and other team members who are maybe not directly involved with management but carry out the work related to the project. The targeted population was students enrolled in secondary of _____________. However, in this questionnaire, thirty-two (32) students, taking a related course, were selected in an ____________ as a sample while considering the research control and validity of this study. This sample included students of the two major medium (English Medium and Urdu Medium). These participants might generally represent the students in secondary classes.

How did you try to solve the problem?

Methodology:

The procedure of this research was involved on an activity research to discover and tackle the issue. The social wonder under investigation was the Develop self-confidence to improve the academic performance of children of secondary class level. Survey, interviews, field notes and perceptions were utilized to gather the information expected to give the data knowledge important to respond to the research questions.

Data Collection:

The term survey is normally used on the other hand with audit. It is ordinary and straightforward strategy for data amassing, in actuality, look at. Moreover, it is snappiest, most affordable, private method for social affair data from respondents. The data was accumulated through efficient research gadget. So in such sort inspects, it is indispensable during progress of estimation gadget for quality data to recollect all points of view. Emotional/Quantitative system was used to get critical and cautious information. Information was assembled through survey including simply close completed request in regard to investigate goals. The close by completed overview was made for data gathering.

Sampling:

The entire group from which a sample is chosen is known as the population and we choose the students of ______________. It was quite convenient for me, being a resident of ___________ to accumulate quality data from chosen city and Area. Sample is smaller representation of large data. Generally, it consists of all the observation that represents the whole population. The number of observation included in a sample is called size of sample. The students of ___________ and their teacher were selected for this class based action research.

Ethical Consideration:

What kind of instrument was used to collect the data? How was the instrument developed?

Research Instrument:

The questionnaire was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives.

Quantitative research

Quantitative research is explaining phenomena by collecting numerical data that are analyzed using performing based methods (in particular statistics)’. Quantitative data contains closed ended information such as that found on attitude behavior and performance instruments .In this study the children have been given a questionnaire to find out Develop self-confidence to improve the academic performance of children and this questionnaire has been derived and analyzed in terms of numerical data. This is why the research falls under quantitative category.

Questionnaire
A questionnaire is a research instrument consisting of a series of questions for the purpose of gathering information from respondent’s statistical society. Usually a questionnaire consists of a number of questions that the respondent has to answer in a set format .A distinction made between open ended and closed ended questions .an open ended question ask the respondent to formulate his own answer, whereas a closed ended question has the respondent pick an answer from given number of options.

Questionnaire is:

Statements	Option
Self-confidence in expressing ideas motivate them in learning.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Self-confidence in expressing ideas helping them to learning in different knowledge.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Self-confidence in expressing ideas making them able to learning in different content.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
The use of ideas for Self-confidence is understandable.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Can choice effect on Self-confidence.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Can you use the ideas in your study?	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Children ideas effects the life of student.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree

What were the findings and conclusion?

I used scale questionnaires to get students’ responses towards the use for the improvement of Self-confidence. The results are shown below (Table). Total students in this questionnaire were 32.

Table: The Questionnaire Results on the Implementation of Self-confidence

Statements	Option	Students’ Choice
Self-confidence in expressing ideas motivate them in learning.	Strongly Agree	5	15.62%
	Agree	22	68.75%
	Disagree	5	15.62%
	Strongly Disagree	0	0%
Self-confidence in expressing ideas helping them to learning in different knowledge.	Strongly Agree	8	25%
	Agree	24	75%
	Disagree	0	0%
	Strongly Disagree	0	0%
Self-confidence in expressing ideas making them able to learning in different content.	Strongly Agree	7	21.88%
	Agree	23	71.88%
	Disagree	2	6.25%
	Strongly Disagree	0	0%
The use of ideas for Self-confidence is understandable.	Strongly Agree	2	6.25%
	Agree	25	78.12%
	Disagree	5	15.62%
	Strongly Disagree	0	0%
Can choice effect on Self-confidence.	Strongly Agree	6	18.75%
	Agree	20	62.5%
	Disagree	6	18.75%
	Strongly Disagree	0	0%
Can you use the ideas in your study?	Strongly Agree	2	6.25%
	Agree	26	81.25%
	Disagree	4	12.5%
	Strongly Disagree	0	0%
Children ideas effects the life of student.	Strongly Agree	2	6.25%
	Agree	23	71.88%
	Disagree	7	21.88%
	Strongly Disagree	0	0%

The first statement, “Self-confidence in expressing ideas motivate them in learning”. This statement was used to know whether the Self-confidence improved students’ Self-confidence to learning. There were 32 respondents who gave their opinion. It showed that 15.62 % of the students were very motivated to learning using Self-confidence. It showed that 68.75% of the students were motivated to learning using Self-confidence. The second statement is “Self-confidence in expressing ideas helping them to learning”. So, about 25 % of the students were really helped by the use of ideas to help them Self-confidence. It showed that 75 % of the students were helped by ideas to learning in different content. The third statement shows that there were 21.88 % of the students who thought that they were able to learning by using the ideas. There were 71.88 % of the students could learning through ideas. The next statement concluded that 6.25 % of the students could clearly understand with the steps used in Self-confidence. So, 78.12 % of the students agreed that the steps in Self-confidence in expressing ideas were understandable for them. The next statement shows that more than 80 % of the students could get the Self-confidence from online lesson that would be used as the basic for them to develop and learning the lesson. The sixth statement will show there were still 4 students who were not able to develop their Self-confidence. The last statement showed so, there were more than 70 % of the students agreed that ideas in Self-confidence were fun.

Discussion:

The result of this research revealed the improvements contributed by the implementation of the Self-confidence periods in the teaching and learning process of Self-confidence in secondary class of _________ First, Self-confidence could improve students’ Self-confidence. It was able to engage the students’ attention and interests during the teaching and learning process of Self-confidence. Besides, Self-confidence could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process. Self-confidence could be combined with other media such as pictures or video that could create various fun learning Self-confidence so it decreased students’ boredom during their learning process in the classroom. The students became more confident to learning and active in the classroom Self-confidence. Third, since the students were motivated and the Self-confidence class ran well, the students’ Self-confidence were also improved.

Summary of the Project

This action research was conducted in _____________. The participants of study were secondary (9th) grade children and their teachers who were enrolled in ___________. I selected secondary (9th) grade children and their teachers which are considered in total 32 members.

Objective of this research are:

To carry out Develop self-confidence to improve the academic performance of children.
To explore the use of ideas on Self-confidence of students.
To discover the effect of ideas on promoting Self-confidence.

Questionnaire was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives.

The first statement, “Self-confidence in expressing ideas motivate them in learning”. This statement was used to know whether the Self-confidence improved students’ learning. There were 32 respondents who gave their opinion. It showed that 15.62 % of the students were very motivated to learning using Self-confidence. It showed that 68.75% of the students were motivated to learning using Self-confidence. The second statement is “Self-confidence in expressing ideas helping them to learning”. So, about 25 % of the students were really helped by the use of Self-confidence to help them Self-confidence. It showed that 75 % of the students were helped by Self-confidence to learning in different content. The third statement shows that there were 21.88 % of the students who thought that they were able to learning by using the Self-confidence. There were 71.88 % of the students could learning through ideas.

It was able to engage the students’ attention and interests during the teaching and learning process of Self-confidence. Besides, Self-confidence could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process. Self-confidence could be combined with other media such as pictures or video that could create various fun learning Self-confidence so it decreased students’ boredom during their learning process in the classroom. The students became more confident to learning and active in the classroom Self-confidence. Third, since the students were motivated and the Self-confidence class ran well, the students’ Self-confidence were also improved.

How do you feel about this practice? What have you learned?

I am feeling very satisfied and glad after my research. It was quite interesting and Conflict management experience. Now I am confident after this research. Now I am able to do these all sorts of such tasks.im feeling myself as confident, glad and learnt person. I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior Parents and expert student I learnt a lot of skills of writing. When i taught the children then me counsel dictionary and great writers, businessmen and novels .These all things increased my Conflict management also showed them video lesson of some expert and creative writers to teach them. It also helped me to learn new things. This practice also improved my writing skills too.

I also learnt how to write effectively and accurately I have improved my English grimmer. My work has been improved. I learnt new methods of improving writing. I learnt how to write stories in appropriate way. Overall it helped me to develop new writing skills, new way of teaching writing skills. So I am glad to say that it was unforgettable experience of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when we do this research we can also end up numbing our other emotions like joy, peace, happiness, and pleasure. We can’t fully have one without the other.

The first step is always awareness, because once we have awareness we can start to do something about it. Awareness alone won’t help us stop using Conflict management. Awareness after the fact is what I’m talking about here. Starting anything new and trying to create a habit out of it takes work and time. This is one of the reasons I love researching and attending classes as it’s basically a scheduled time in the day, where I have no other distractions, to just be in my routine and notice how I’m feeling. That being said I rarely make it to a class once a week these days, so I do have to find simple and quick ways to connect.

What has it added to your professional skills as a teacher?

It added a lot of new skills in my teaching .It improved my way of teaching. For example when I talked with senior Parents and expert student I learnt a lot of skills of Self-confidence.

Imagination

Whether you teach high Area chemistry or kindergarten, nothing is a more effective tool than using your imagination to create new and ideas ways for your students to learn. You may be inspired by the work of another teacher, mentor or a TV commercial – it doesn’t matter. All that matters is that you take the initiative to find new ways for your kids to learn the material.

Patience

This is likely the single most important skill. Kids these days are stubborn, and many lack the inherent respect for authority that we were taught at a young age. Spending a single day in a room full of raucous teenagers is enough to send any human being to the Looney bin, which is why every good teacher needs patience in order to find a way to work with his students and earn their respect.

Adaptability

Different kids learn in different ways, and some lessons need unique teaching tools. Good Parents know how to adapt their lesson plan to their students, so that all the kids learn optimally. This trait can take some experience and practice in a classroom setting, so give it time.

Risk Taking

Sometimes to get the big reward, you may need to take a risk. Being a teacher is about finding a way to get kids to learn, and sometimes these new learning methods can be risky. Stick to it and you’ll soon find that others are following your teaching example.

Teamwork

Parents could have a hard time without a wide variety of support staff around them. If you feel alone, your Area principal, administrative staff, parent-teacher committee, and more are often available to provide you help. By working as a team, you may have an easier time increasing your students’ ability to learn and have fun.

Professional Development:

In this modern, digital age, Parents need to be flexible and be able to adapt to whatever is thrown their way. New technologies are developed every day that can change the way students learn, and the way Parents teach. Likewise, administrators are changing and updating expectations and learning standards. Being able to adapt is a skill that every modern teacher must have. If it’s being able to adapt to the way students learn, the behavior their classroom exhibits, or their lesson plans, it is definitely a trait that is a must-have.

List the works you cited in your project.

Bromley, K. (2019). Best Practices in Teaching Self-confidence. In L. Gambrel, ed., L. M. Morrow, ed., & M. Pressley (Eds.), Best practices in literacy instruction (pp. 243–264). New York: Guilford.
Brown, H. Douglas. (2019). Teaching by Principles: An Interactive Approach to Content Pedagogy. 2nd Ed. San Francisco: Longman.
Calkins, L. (2019). The Art of Teaching Self-confidence. Portsmouth, NH: Heinemann.
Hyland, K. (2019). Second Content Self-confidence. New York: Cambridge University Press.
Van Patten, B., Inclezan, D., Salazar, H., & Farley, A. (2020). Processing instruction and Dictogloss: A study on object pronouns and word order in Spanish. Foreign Content Annals, 42, 557–576.
Wajnryb, Ruth (2020). Grammer & learning Self-confidence. New York: Oxford University Press
Wallace, Trudy (2019). Teaching Learning, Listening and Self-confidence International Academy of Education (Educational Practices Series 1-14).
Williams, Melanie (2020). The TKT Course. Cambridge: Cambridge University Press.

Accounting For Non-Profit Organization

ACKNOWLEDGEMENTS

This postulation is devoted to Allah, my Creator and my Master, and envoy,
Mohammed (May Allah favor and give him), who showed us the motivation behind life. My
country Pakistan is the hottest womb; Allama Iqbal Open University, Islamabad; my second wonderful home; My awesome guardians, who never quit giving of themselves in incalculable ways, My dearest friend, who drives me through the valley of dimness with the light of trust and support, My cherished siblings and sisters; especially my dearest sibling, who remains by me when things look disheartening, My beloved Parents: whom I can’t compel myself to quit loving. All the general population in my life who touch my heart, I commit to this research.

AIOU Solved Assignments: Click Here

ABSTRACT

In nonprofit accounting, you should create financial statements to report your business’s finances. For-profit businesses use three main financial statements, which are income statements, balance sheets, and cash flow statements. Nonprofit businesses use similar financial statements, but they have different names and are organized differently. Nonprofit accounting relies on using the statement of financial position (balance sheet), statement of activities (income statement), and cash flow statement. The statement of financial position gives you a screenshot of the health of your nonprofit during a period of time. The statement shows your assets, liabilities, and net assets. Unlike the balance sheet, the nonprofit version substitutes net assets for equity. Your net assets plus liabilities must equal your assets on the statement of financial position. Net assets are classified in one of two ways: with donor restrictions or without donor restrictions. If donors make donations for specific purposes, you must label them as “with donor restrictions.” The statement of activities works similarly to the income statement. Its purpose is to report revenue and expenses during a period of time. Like the statement of financial position, you must report revenues with or without donor restrictions. Lastly, the cash flow statement shows you how much money is entering and leaving your organization during a specific time period. The cash flow statement organizes cash into three categories, which are operating, investing, and financing activities. You can have either positive or negative cash flow in your nonprofit.

INTRODUCTION

A non-profit organization (NPO), also known as a non-business entity, not-for-profit organization, or non-profit institution, is dedicated to furthering a particular social cause or advocating for a shared point of view. In economic terms, non-profit organizations are organizations whose objective is not to make profits but to serve humanity. Examples of such organizations are chemical societies, schools, hospitals, charitable institutions, welfare societies clubs, public libraries, resident welfare associations, sports clubs, etc. These are also called Not-for-profit organizations (NPOs). These organizations provide services to their members and to the general public. Their main source of income is membership registration fees, subscriptions, donations, grant-in-aid, etc.

The Chemical Society was formed in 1841 (then named the Chemical Society of London) by 77 scientists as a result of increased interest in scientific matters (RSC, 2014). Chemist Robert Warrington was the driving force behind its creation. One of the aims of the Chemical Society was to hold meetings for “the communication and discussion of discoveries and observations, an account of which shall be published by the Society”. In 1847, its importance was recognized by a Royal Charter, which added to its role in the advancement of science, and the development of chemical applications in industry. Its members included eminent chemists from overseas including August Wilhelm von Hofmann (RSC, 2014).

Chemical Society’s basic account practice involved the financing of the overall financial control and management of the Society. This includes the proper recording and classification of all financial transactions of the Society Operations; the consolidation of financial data for all business units and subsidiaries; preparation of financial statements and reports; preparation and presentation of the budget; development and implementation of financial systems; tax planning and compliance; and any other financial related matters. Finance also provides financial analysis and support to all State branches of Society in Nigeria. Finance consists of Payroll, Accounts Payable, Accounts Receivable, Tax, General Accounting, Budgets and Analysis, and Financial Systems.

As the money is involved in the activities of these organizations, they also maintain accounts. These organizations prepare certain statements to ascertain the results in financial terms of their activities for a particular period, for example, annually.

Characteristics of NoN-Profit Organizations (NPO)

The following are the salient features of not-for-profit organizations;

The objective of such organizations is not to make a profit but to provide service to its members and to society in general
The main source of income of these organizations is not the profit earned from the purchase and sale of goods and services but admission fees, subscriptions, donations, grant-in-aid, etc.
These organizations are managed by a group of persons elected democratically by the members from among themselves. This group of persons is elected by members from among themselves. This group in the Chemical Society is called National/State Executives, for National and State levels respectively.
They also prepare their accounts following the same accounting principles and systems that are followed by business-for-profit organizations that are run with the objective to earn profits.

The types of financial statements that are generally prepared by not-for-profit organizations are;

Receipts and payment account
Income and expenditure account
Statement of affairs (balance sheet)

The receipts and payment account is the summary of cash and bank transactions which helps in the preparation of the income and expenditure account and the balance sheet.

The income and expenditure account is similar to the profit and loss account. Chemical Society usually prepares the income and expenditure account and balance sheet with the help of receipts and payments account.

Receipts and Payment Account

Like any other organization, the Chemical Society maintains a cash book to record cash transactions on day to day basis. But at the end of the year, they prepare a summary of cash transactions based on the cash book. This summary is prepared in the form of an account. It is called the Receipts and Payments account. All cash receipts and payments are recorded in this account whether these belong to the current year or next year or the previous year. All receipts and payments are recorded in this account whether these are of a revenue nature or capital nature. As it is an account so it has a debit side and the credit side. All receipts are recorded on its debit side while all payments are shown on the credit side. This account begins with opening cash and or/and a bank balance. The closing balance of this account is cash in hand and or cash at the bank/overdraft. Items in this account are recorded under suitable heads.

The following are the main features of the Receipts and Payments Account:

It is prepared at the end of the year taking items from the cash book.
It is the summary of all cash transactions of a year put under various heads.
It records all cash transactions which occurred during the year concerned irrespective of the period they relate to i.e. previous/current/next year.
It records cash transactions both of a revenue nature and capital nature.
Like any other account, it begins with the opening balance and ends with the closing balance.

Items of Receipts and Payment Account

Subscription

It is a regular payment made by the members of the organization. It is generally contributed annually. It is one of the main sources of income. It appears on the debit side i.e. Receipts side of the Receipts and Payments Account. Apart from the amount for the current year, it may include the amount pertaining to the previous year or advance payment for the next year.

Membership Registration Fees, Entrance fees, or Admission fees

Whenever a person is admitted as a member of the organization certain amount is charged to him/her to give him/her admission. These are called Membership Registration Fees, Entrance Fees, or Admission fees. It is an item of income and is shown on the debit side of the Receipts and Payments Account.

Fellow membership fees

Fellow Membership, if granted to a person who has contributed immensely or has recorded great impart in development of the society, a special fee is charged from him/her, this is called the Fellow Membership fee. It is charged annually per Fellow. It is a capital receipt for the organization.

Life Patron membership fees

Life Patron Membership, if granted to a person for the whole life, a special fee is charged from him/her, this is called Life Patron Membership fees. It is charged once in the lifetime of a member. It is a capital receipt for the organization.

Endowment fund

It is a fund that provides permanent means of support for the organization. Any contribution towards this fund is an item of capital receipt.

Donation

Donation is the amount received from some person, fellows, members, firm, company, or any other body by way of gift. It is also an important item of receipt. It can be of two types:

(a) Specific donation: It is a donation received for a specific purpose. Examples of such donations are donations for completion, donations for the library, donations for the building, etc.

(b) General donation: It is a donation that is received not for some specific purpose. It can be of two types:

(i) General donation of big amount

(ii) General donation of a small amount

Legacy

It is the amount that is received by organizations as per the will of a deceased person. It is treated as a capital receipt.

Sale of Books of Proceedings/ Journals and periodicals

Book of Proceedings/ Journals or periodicals is sold and fetches some money. It is a source of revenue. It is taken to the debit of Receipts and Payments account.

Sale of used newspapers

Old newspapers used are sold and fetched some money. It is a source of revenue. It is taken to the debit of Receipts and Payments account.

Purchase of fixed assets

Assets such as buildings, Laboratory equipment, furniture, books, etc. are purchased for society. These are items of capital expenditure. These are shown on the credit side i.e. the payment side of the Receipts and Payments Account.

Payment of honorarium

This is another item of payment. This is an amount paid to persons who are not employees of the society but who are part of the Executives of the organization. The remuneration paid to them is called an honorarium. For example, payment made to the General Secretary of the society as honorarium. This is a payment of revenue nature.

Differences between Non-Profits and Profit Organizations

There is no owner for NPOs, while the owners of the profit organizations are the shareholders.

Primary Mission.

The primary mission of Society is to provide services needed by society while the profit organizations’ primary objective is to earn profits for the shareholders.

Secondary Mission.

The secondary mission of Society is to ensure that revenues are greater than expenses so that the services provided can be maintained or expanded, while profit organizations’ secondary mission is to provide services or sell goods, in order to make a profit.

Tax status.

Society is exempted from taxes while profit organizations pay tax on the profit generated during the accounting year.

Source of Income.

The sources of income of the Society include grants, membership dues, contributions, fundraising events, sales of journals or periodic, program fees, and so on. While profit organizations’ source of income is from the issues of shares, sales of goods and services, and so on.

REVENUES, GAINS, OTHER SUPPORT, AND RELEASES FROM DONOR RESTRICTIONS.

Revenues generated for Society are from;

Contributions
membership dues
program fees
fundraising events
grants
investment income
gain on the sale of investments

PRACTICAL STUDY & REVIEW

Economists generally agree on the assumption that the objectives of for-profit firms can be described in terms of profit maximization. Because the non-profit organization typically faces a non-distribution constraint, which prohibits the organization from distributing its net earnings to those who own or are in control of the organization (Hansmann, H., 1986, p. 58), the traditional framework of profit maximization does not apply here. If non-profit organizations (NPOs) do not exist to maximize profits, then why do they exist? What objectives do they pursue? What are the motivations of non-profit entrepreneurs? The bulk of the literature on NPOs addresses the demand side of NPOs. The public goods theory of Weisbrod and the contract failure theory of Hansmann for example1, suggest reasons why there is a demand for products or services produced by NPOs. Questions of objectives and goals on the other hand are addressed by supply-side theories. Despite their importance in understanding the behavior of organizations, theoretical as well as empirical supply-oriented work is not so numerous. This paper will summarize the main results and gaps of these supply-oriented theories of the non-profit sector in identifying the objectives of NPOs.

If the literature on the supply of NPOs is scarce, work on the internal organization and working of an NPO is, with a few exceptions, almost non-existing. As we will argue here, leaving the black-box view’ of the NPO and studying the internal Principal-Agent relations will also shed more light on the objectives of the NPO. Because “there is no consensus among economists regarding the objective function of non-profit organizations”, different hypotheses regarding the objective function or, in general, regarding their behavior, are found in the literature. Besides, when ownership is separated from control, defining the objective function of “the firm” becomes even more difficult since the objectives of the manager(s) need not necessarily coincide with the objectives of the owner(s). In the prevailing literature, it is not always obvious which of both objective functions is discussed. The pre-eminent framework for studying the relationship between owner and manager is the Principal–Agent theory which therefore constitutes our basis for understanding the different objective functions found in the non-profit literature.

In the more philanthropic view of a non-profit organization, the objective function obtains some arguments that represent utility derived from the provision of services itself. Arguments often found in early literature are quantity and quality of provided services. A seminal work here is the model of Newhouse for a private non-profit hospital. To show that the non-profit form is usually less economically efficient for a hospital than the for-profit form, he developed what he called a “constrained quality-quantity maximizing model”. The objective of the hospital is to maximize the number of services provided and at the same time also the quality of care, while possibilities are limited by a budget constraint (Newhouse, J.P., 1970). Although with another purpose, namely to analyze the major rise of hospital costs during the early seventies in the United States, Feldstein also used the quality of care as a maximization function (Feldstein, M., 1971). In a more recent article, Frank and Salk ever (2000) also develop a model of a non-profit hospital to characterize the influence of diversification. Their utility function also includes the delivery of the services themselves. Similar models are developed for other industries like the performing arts (Hansmann, H., 1981) and universities (James, E. and E.Neuberger, 1981). If we define altruism as a property of people that derive utility from doing things that benefit other people, we can say that these models assume, although maybe implicitly, some altruistic motivations. Quality of care, and quantity of offered education, are objectives because people benefit from it. Also, Gassler postulates that “a substantial number of NPOs can be explained by altruistic motives more easily than selfish ones.

There exists a rich empirical literature that focuses on differences in the quality of services provided by hospitals of different institutional types. Some empirical examinations conclude that the non-profit form actually has a positive influence on the quality of the provided services (e.g. Mark, T.L., 1995), while others find no significant quality difference between the different forms of ownership (Sloan, F.A. et al, 1998). Keeler and co-authors (1992) even find one indicator of quality that indicated higher quality for services provided by hospitals of the for-profit form (Sloan, F.A., 2000). Still, other authors show that difference in quality also depends on other factors like the presence of asymmetric information (Chou, S-Y., 2002) or the location of the organization (Mobley, L.R. and W.D. Bradford, 1997; Norton, E.C. and D.O.Staiger, 1994 ; Banks,D.A., 1993). To hold other possible influencing factors like location constant, Picone, Chou and Sloan (2002) study the level of quality in hospitals when these converted from non-profit or public status to the for-profit type. Their results indicate that conversion to the for-profit status reduces quality of services, at least for the first two years after conversion. Most of these studies use impact of the hospital’s care on the patient’s health as performance measure, but assessing such impact is very difficult. McClellan and Staiger (2000) identify three problems in comparing hospital quality; a problem of measurement due to a lack of data, noise due to patient and environmental factors that also have an impact on the patient’s health and a bias in the results caused by possible patient selection by the hospital. The authors try to address these problems by using a different measure, i.e. a risk-adjusted mortality rate. This rate, based on data of serious health problems, addresses the noise problem by adjusting it for patient-related issues that could influence the results, e.g. age, gender, To avoid a possible bias in the results, their data only relate to “mortality and cardiac complications requiring rehospitalisation”, so the possibility of patient selection is strongly reduced. Their results indicate a slightly better performance of non-profit hospitals but they also indicate that this small difference between non-profit and for-profit hospitals masks a big variation within the various groups. Three in-depth case studies effected by the same authors suggest that for profit hospitals may choose to locate in areas where quality is on average poor.

It is probably wise to point out that all these observations are conducted in areas where non-profit as well as for-profit organisations are present. Competition from one type of organisation could influence the behaviour of the other types of organisation present in the market so that not accounting for this possible influence could result in biased hypotheses about the NPO’s objectives and behaviour.

To use the words of DiMaggio and Powell (1983), once different organisations enter the same line of business, rational actors will make these organisations increasingly similar. They describe these processes of homogenization with the term Institutional Isomorphism (DiMaggio, P.J. and W.W.Powell, 1983, p. 149). Some authors (e.g. Hirth, R.A., 1999; Hansmann, H., 1980) believe that non-profit organisations do not only directly attribute to the quality of services but also indirectly improve overall quality via spill-over effects on the quality of the for-profit organisations. Grabowski and Hirth (2003) use an instrumental variables approach to test two models of the nursing home market. In the first, asymmetric information, model the existence of non-profit organisations is assumed to have a positive effect on both the quality of the for-profit competitors and on the overall quality of the sector. The second, full information, model assumes that the high quality of non-profit nursing homes will crowed out high quality for-profit nursing homes, so the overall quality of the for-profits will decrease and the general quality in the market will not change. Their results are consistent with the asymmetric information model and thus suggest that the presence of non-profit nursing homes will increase the quality of the entire sector. Others argue that the influence works the other way in that it is the for-profit organisation that forces the non-profit organisation to adopt a profit-maximizing behaviour. In a recent article, Duggan presents findings suggesting that not-profit hospitals do indeed behave differently in the presence of for-profit hospitals. The Californian non-profit hospitals in his sample responded more aggressive on financial incentives when they had to share the marketplace with for-profit competitors (Duggan,M., 2002). Cutler and Horwitz (2000) also argue, based on two in-depth case studies of conversions of non-profit hospitals to for-profit hospitals, that “having for-profit hospitals in the market appears to cause non-profit hospitals to adopt the same moneymaking measures employed by for-profit hospitals”. They define this phenomenon as the “inverse Hansmann problem”, referring to Hansmann’s seminal article of 1980 where he argues that non-profit hospitals will force for-profits to deliver high-quality service (Cutler, D.M. and J.R.Horwitz, 2000, p. 71).

Without entering the discussion of which type of organisation influences and which is influenced, it is clear that when studying the objectives and behaviour of NPOs, one must account for the competitive environment of the organisation. While summarising this vast amount of empirical applications, one can hardly overlook some contradictory findings. Maybe, non-profit organisations and for-profit firms are not that different after all or maybe the objective function of the NPO is still not quite accurately formulated. A better test of the objective function of a NPO would be to directly compare the different models formulated in theory. Here the applications are not so numerous. Steinberg (1986) constructed such a test to identify the maxim ands of the non-profit objective function. He specified a parameter, the marginal donative product of fundraising, to characterise the NPO’s objective with budget maximising and service maximising as the two extremes. His empirical results suggest that education and art organisations tend to maximise their services, welfare organisations too, but to a lesser extent. Health firms appeared to be more budget maximising, while a too small sample size prevented conclusion for the research organisations (Steinberg,R., 1986).

DATA COLLECTION METHODS

For the analysis of experiences, our survey of the healthcare sector literature was non-exhaustive, given the abundance of literature and the fact that the term Non-Profit Organization is used differently in different activity sectors and even within a single sector. This documentary search was carried out between December 2009 and January 2010.

In the first phase of this search, our aim was to identify concepts, models and definitions of Non-Profit Organization and its fields of application. We used the Google search engine with the following keywords: Non-Profit Organization, Non-Profit Organization methods, Non-Profit Organization models, Non-Profit Organization techniques, utilization of Non-Profit Organization, types of Non-Profit Organization, Non-Profit Organization in health, Non-Profit Organization in medicine, comparative evaluation and parangonnage (French term for Non-Profit Organization).

In a second phase, we targeted our search on healthcare Non-Profit Organization in the Medline, Science Direct and Scopus bibliographic databases, as well as by using the Google Scholar specialized search engine. This in-depth search targeted articles that identified Non-Profit Organization as a structured quality improvement method in healthcare and articles in which Non-Profit Organization was used as an approach for analyzing and improving healthcare processes.

Two search strategies were applied, depending on the database. The first used only keywords from the Medical Subject Headings (MeSH) thesaurus. The second used keywords that were not exclusively from MeSH to identify articles when searching in Scopus, Science Direct and Google Scholar. The search equations and the numbers of articles identified and selected in each search are summarized

A first selection was done by reading the titles and abstracts of articles. When the search equation identified more than 200 references, we limited our reading to the first 100, according to the search engine’s order of relevance. We included articles written in English or French and published between 1990 and 2010. Then, we (AE-T) eliminated duplicates and articles whose full text could not be found in the subscriptions of the library of Université Bordeaux Segalen.

To be included in the literature review, articles had to meet the following two inclusion criteria:

the primary subject of the article was Non-Profit Organization; and
the article contained at least one of the following types of information: history of Non-Profit Organization; its concept, definition, models or types; the method of Non-Profit Organization used; its impact on quality improvement in the healthcare field studied.

CONCLUSION

Non-Profit Organization often refers to the comparison of indicators in a time-limited approach. It is not yet often perceived as a tool for continuous improvement and support to change. Non-Profit Organization’s key characteristic is that it is part of a comprehensive and participative policy of continuous quality improvement. Indeed, Non-Profit Organization is based on voluntary and active collaboration among several organizations to create a spirit of competition and to apply best practices. Conditions for successful Non-Profit Organization focus essentially on careful preparation of the process, monitoring of the relevant indicators, staff involvement and inter-organizational visits.

Compared to methods previously implemented in France (Breakthrough Series called Programmes d’amélioration continue by the ANAES in the late 1990s and collaborative projects by regional evaluation and support agencies), Non-Profit Organization has specific features that set it apart as a healthcare innovation. This is especially true for healthcare or medical–social organizations, as the principle of inter-organizational visiting is not part of their culture. Thus, this approach will need to be assessed for feasibility and acceptability.

Quality Improvement Collaboratives are carried out by multidisciplinary teams from different healthcare services and organizations who decide to work together using a structured method for a limited time (a few months) to improve their practices (Schouten et al. 2008). This approach has been increasingly used in the United States, Canada, Australia and several European countries. In the United Kingdom and in the Netherlands, the public authorities support the development of such programs. In France, regional projects developed by regional agencies for evaluation and support also operate within this dynamic (Saillour-Glénisson and Michel 2009). This is the case for current research projects such as the BELIEVE project coordinated by the CCECQA (2010). Since December 2009, the ANAP has piloted a national Non-Profit Organization process, Imagerie 2010: scanner et imagerie par resonance magnétique (Imaging 2010: Scanning and Magnetic Resonance Imaging), that could be very similar to the practice standards related to Non-Profit Organization (ANAP 2009).

All these approaches are based on the same elements: multidisciplinary and multi-site characteristics, the implementation of improvement initiatives, and measurement. It is difficult to consider them completely equivalent, because each one focuses on one or another element, which necessarily influences its implementation strategy. In particular, the Breakthrough Series focuses on the rapidity of interventions, and the Collaboratives on the time-limited nature of the exercise. Non-Profit Organization focuses on gathering indicators for long-term monitoring, making this method truly a CQI approach.

Research streams on Non-Profit Organization are numerous and quite varied, because they have not been very much developed before now. At the strategic level, it is important to ensure that healthcare Non-Profit Organization achieves its objective, which is to better delineate those areas where policy efforts should be concentrated to improve healthcare system performance (Wait and Nolte 2005). Technically, the success factors for Non-Profit Organization, which in general are closely related to those required by the main improvement approaches (involvement of management, planning and project management, use of tools to support working in groups, suitable training policy), very likely include specific elements such as a culture that is receptive to transparent exchanges. At the sociological level, a better understanding is needed of how indicators can be more widely adopted in healthcare organizations through the use of Non-Profit Organization processes and greater involvement of front-line professionals.

Of course, Non-Profit Organization is primarily a management tool; nevertheless, it requires care team involvement, at least in the analysis of practices and in comparisons with other care teams. The upcoming implementation of a structured Non-Profit Organization process in more than 30 healthcare organizations in Aquitaine will make it possible to study the factors that best support the adoption of this type of process.

RECOMMENDATIONS

OHRP clarify that when the design and purpose of the gathering component and the measuring component of Non-Profit Organization is to inform other purposes besides developing or contributing to generalizable knowledge, then it is not designed to develop or contribute to generalizable knowledge and is not research.
Non-Profit Organization project is intended to develop or contribute to generalizable knowledge, even a secondary goal, then that part of the project is research and needs to be triaged accordingly. OHRP should clarify it does not support a primary purpose approach to defining research.
OHRP clarify that when institutions provide identified or de-identified data for Non-Profit Organization purposes, even if the Non-Profit Organization activity involves research, the institution is not engaged in research. This would mirror the OHRP FAQs on QI and posted OHRP correspondence on that issue.
SACHRP suggests that the current OHRP FAQ on QI could be modified to include Non-Profit Organization in the question and as an example in the answer. Possible language is presented in Appendix I of this recommendation.
SACHRP recommends that OHRP should consider development of a multi factorial set of criteria for determining when an activity is research based on the role of the individuals conducting the activity and the design and purpose of the activity.

Do quality improvement activities fall under the HHS regulations for the protection of human subjects in research if their purposes are limited to: (a) delivering healthcare, and (b) measuring and reporting provider performance data for clinical, practical, or administrative uses, such as Non-Profit Organization?

No, such quality improvement activities do not satisfy the definition of “research” under 45 CFR 46.102(d), which is “…a systematic investigation, including research development, testing and evaluation, designed to develop or contribute to generalizable knowledge…” Therefore the HHS regulations for the protection of human subjects do not apply to such quality improvement activities, and there is no requirement under these regulations for such activities to undergo review by an IRB, or for these activities to be conducted with provider or patient informed consent.

The clinical, practical, or administrative uses for such performance measurements and reporting could include, for example, helping the public make more informed choices regarding health care providers by communicating data regarding physician-specific surgical recovery data or infection rates. Other practical or administrative uses of such data might be to enable insurance companies or health maintenance organizations to make higher performing sites preferred providers, to allow other third parties to create incentives rewarding better performance, or to allow institutions to participate in Non-Profit Organization activities.

REFERENCES

Alsharayri, M. (2013). Evaluating the performance of Accounting System in Jordanian Private Hospitals. Journal of Social Sciences 8 (1), 74-78.
Barth, M. E., W.H. Beaver and W. R. Landsman (2001). The Relevance of Value Relevance Literature for Financial Accounting Standard Setter: Another View. Journal of Accounting and Economics, 31(1-77 – 104.
Beaver, W. H., and J. Demski, (2003). The Nature of Financial Accounting objectives: a summary and synthesis. Journal of Accounting Research,170–182.
Boockholdt, J. (1999). Accounting Systems Transaction Processing and Control. The Mac- Graw-Hill companies, 5, 433-444.
Chang, Y. W. (2001). Contingency factors and Accounting System in Nonprofit Organization: design in Jordanian companies. Journal of Accounting System, 8, 1-16.
Ciconte, Barbara L.; Jacob, Jeanne (2009). Fundraising Basics: A Complete Guide. Burlington, Massachusetts: Jones & Bartlett Learning. ISBN9780763746667.
BABER,W.R., P.L.DANIEL and A.A.ROBERTS (2002) “Compensation to Managers of Charitable Organisations: An Empirical Study of the Role of Accounting Measures of Program Activities” in The Accounting Review, vol. 77(3), p. 679-693
BADELT,P. and P.WEISS (1990) “Specialization, Product differentiation and Ownership structures in Personal Social Services: the case of Nursery Schools” in KYKLOS, vol. 43(1), p. 69-89
BADELT,C. (1997) “Entrepreneurship theories of the non-profit sector” in Voluntas, vol. 8(2), p. 162-178
BANKS,D.A. (1993) “Voluntary and proprietary hospital behavioural response to socio-economic stimuli” in Applied Economics, vol. 25, p. 853-868
BRADSHAW,P., V.MURRAY and J.WOLPIN (1992) “Do Nonprofit Boards Make a Difference? An Exploration of the Relationships Among Board Structure, Process, and Effectiveness?” in Nonprofit and Voluntary Sector Quarterly, vol. 21(3), p. 227-249
BRICKLEY,J.A. and R.L.VAN HORN (2002) “Managerial incentives in nonprofit organisations: evidence from hospitals” in Journal of Law and Economics, vol. 45, p. 227-249
DIMAGGIO,P.J. and W.W.POWELL (1983) “The iron cage revisited: Institutional Isomorphism and collective rationality in organisational fields” in American Sociological Review, vol. 48, April, p. 147-160
DUGGAN,M. (2002) “Hospital market structure and the behaviour of not-for-profit hospitals” in Rand Journal of Economics, vol. 33(3), p. 433-446
GLAESER,E.L. (2002), The Governance of Not-For-Profit Firms, NBER Working Paper No. 8921, May 2002, 61 p.
GODDEERIS,J.H. (1988) “Compensating Differentials and Self-Selection: An Application to Lawyers” in Journal of Political Economy, vol. 96(2), p. 411-428
GRABOWSKI,D.C. and R.A.HIRTH (2003) “Competitive spillovers across non-profit and for-profit nursing homes” in Journal of Health Economics, vol. 22, p. 1-22
JACKSON,D.K. and T.P.HOLLAND (1998) “Measuring the Effectiveness of Nonprofit Boards” in Nonprofit and Voluntary Sector Quarterly, vol. 27(2), p. 159-182
JAMES,E. and E.NEUBERGER (1981) “The University Department as a Non-Profit Labor Cooperative” in Public Choice, vol. 36, p. 585-612
KREPS,D.M. (1997) “Intrinsic Motivation and Extrinsic Incentives” in American Economic Review, May 1997, p. 359-364
MARK,T.L. (1995) “Psychiatric Hospital Ownership and Performance” in The Journal of Human Resources, vol. 31(3), p. 631-649
PAULY,M.P. and M.R.REDISCH (1973) “The Not-For-Profit Hospital as a Physicians’ Cooperative” in American Economic Review, vol. 63, p. 87-99
PAULY,M.V. (1987) “Nonprofit firms in Medical Markets” in American Economic Review, vol. 77(2), p. 257-262
PICONE,G., S-Y.CHOU and F.SLOAN (2002) “Are for-profit conversions harmful to patients and to Medicare?” in RAND Journal of Economics, vol. 33(3), p. 507-523
PRESTON,A.E. (1989) “The Nonprofit Woker in a For-Profit World” in Journal of Labor Economics, vol. 7(4), p. 438-463
PREYRA,C. and G.PINK (2001) “Balancing incentives in the compensation contracts of nonprofit hospital CEOs” in Journal of Health Economics, vol. 20, p. 509-525
YOUNG,D.R. (1986) “Entrepreneurship and the behaviour of nonprofit organization: Elements of a theory” in ROSE-ACKERMAN,S. (ed.), The economics of nonprofit managers: Studies in structure and policy, New York, Oxford University Press, p. 161-184
YOUNG,D.R. (1998) “Nonprofit Entrepreneurship” in International Encyclopaedia of Public Policy and Administration, Pennsylvania, University of Pittsburgh, p. 1506-1509

Develop The Problem Solving Skills Among The Students At Elementary Level Through Activities

Topic
Theme
Sub Theme
The overall background of the participants of the project
Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
What did you find about the problem in the existing literature (books/articles/websites)?
What were the major variables/construct of your project? Give definitions/descriptions from the literature.
What did you want to achieve in this research project?
Who were the participants in your project?
How did you try to solve the problem?
What kind of instrument was used to collect the data? How was the instrument developed?
What were the findings and conclusion?
Summary of the Project
How do you feel about this practice? What have you learned?
What has it added to your professional skills as a teacher?
List the works you cited in your project.

AIOU Solved Assignments: Click Here

Topic

Develop The Problem Solving Skills Among The Students At Elementary Level Through Activities

Theme

Promoting Children’s Wellbeing

Sub Theme

Logical Reasoning / Problem Solving

The overall background of the participants of the project

Name of the School (where the action research was conducted):

Ahmad public high school chak no 11/A tehsil Liaquat pur district Rahim Yar khan.

The overall background of the participants of the project; area / Area: (socio-economic status, occupation/profession – earning trends of majority of the parents, literacy rate, academic quality, and any other special trait of the community where the Area is situated).

This action research was conducted in Ahmad public high school chak no 11/A tehsil Liaquat pur district Rahim Yar khan.

School Background:

In general the structure of school was huge and lovely. The school had lovely playground and parking. Classes are better in condition. The environment of school was great, better for learning and secure for children.

Participants Background

The participants of study were secondary (10th) grade children and their teachers who were enrolled in Govt. Higher Secondary School, ——. I selected secondary (10th) grade children and their teachers which are considered in total 32 members.

Socio Economic Status:

Socioeconomic status is the social standing or class of an individual or group. It is often measured as a combination of education, income and occupation. Examinations of socioeconomic status often reveal inequities in access to resources, plus issues related to privilege, power and control.Most of peoples from this area are Govt. employee but some of them are shopkeeper or work in a private offices. Most of parents do not afford children education due to their family expenses and their low income but some parents support their children at higher level in well reputed universities. But due to the lack of higher educational institute and low income of their parents, more than 60% children stop their education after intermediate. Overall the financial status of this area is good.

Occupation & Earning Trend:

Parents with Govt. jobs and small businessmen are in a better condition to help and support their children educationally, mentally, and profoundly. However, Parents with low income because of expenses and low salaries issues can’t give satisfactory to up level their children education. The control of the Parents in this research from this area is normal. A part of the Parents are not monetarily so good. The children who Parents with government jobs are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in private association. They are consistently in dissatisfaction. Due to low earning trend of this area, the children face a great deal of difficulties both at home and school, which block them from taking an interest completely in classroom exercises. In present some parents drop their children at different shop for learning work and for earning but today due to free education in Pakistan more than 80% of children go to school till then matriculation.

Literacy Rate:

In 2019, ——’s literacy rate of 62% for females was noticeably lower than 71% for males.

LIST OF CONTENTS

Logical reasoning:
Problem-Solving Techniques:
Behavior:
Objective/purpose of the study:
Research Question:
Supervisor:
Other Members:
Action Research
Method of the study:
Population:
Sample:
Sample size:
Ethical Considerations:
Collection of Data:
Research instrument:
Quantitative Research:
Questionnaire
Findings:
Conclusion:
Confidence
Ability to Engage:
Understanding of Technology
Ability to Empower

Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.

A research problem is the main organizing principle guiding the analysis of my research. The problem under investigation offers us an occasion for speaking and a focus that governs what we want to say. It represents the core subject matter of scholarly communication, and the means by which we arrive at other topics of conversations and the discovery of new knowledge and understanding.

My supervisor wants the school to focus on the following research problem: “Role of teacher in developing a sense of logical reasoning and problem solving among students at secondary level”. The improvement of logical reasoning and problem solving techniqueson childrenhas been highly valued as a major educational goal. These skills are also increasingly needed in this society filled with information resources and multifarious senses of value. However, logical reasoning educationon children seems not to succeed as expected due to the lack of effective instructional strategies and systematic curricula. Related research has mostly addressed the fundamental theories; but logical reasoning and problem solving techniqueson children curricula and practical assessment have been severely limited.

Therefore, this study was conducted to continue logical reasoning and problem solving techniqueson children development research and to identify the effects of this innovative curriculum on the improvement of competencies for students in postsecondary technical education programs. The logical reasoning section is an important part of competitive exams. It contains different types of logical reasoning questions which are intended to judge analytical and logical reasoning and problem solving techniqueson children of the candidate.The logical reasoning questions can be verbal or non-verbal: In verbal logical reasoning questions, the concepts and problems are expressed in words. The candidates are required to read and understand the given text or paragraph and according choose the right answer from the given options.

The National Science Teachers Association advocated the science teachers to help students learn and think logically, specifying that high school laboratory and field activities should emphasize not only the acquisition of knowledge but also problem solving and decision making. Infect, science process skills taught in primary grades such as observing, classifying and collecting data act as prerequisites for integrated process usually taught in secondary school grade like hypothesizing, controlling variables and defining operationally, such processes require high level of logical reasoning ability. Thus, there is direct link between formal logical reasoning and integrated processes such as identifying and controlling variables and hypothesizing. It is reported that formal logical reasoning ability was the strongest predictor of process skill achieving and retention.

Logical reasoning is the process of thinking about things in a logical way: opinions and ideas that are based on logical thinking. Therefore logical reasoning is the cognitive process of looking for reasons, beliefs, conclusion, actions or feelings. Skills on the other hand is the ability to do something well. Hence, logical reasoning and problem solving techniqueson children are acquired in order to improve the mental ability of an individual. There are four categories of basic logical reasoning and problem solving techniqueson children: storage skills, retrieving skills, matching skills and execution skills. The purpose of education is not merely to enable students to accumulate facts.

A major goal is that by the time student’s graduate from school, they should be able to solve problems that are facing their societies, to achieve this goal successfully, there is need to develop higher order thinking skills e.g. strategic teaching, cognitive skills instruction, process skill instruction and Scaffold instruction. Each of these terms focus for teaching students to think more productively. Teachers need to be laying more emphasis on these terms while instructing the students.

What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?

Teacher’s rating is namely an assessment approach given by the instructors to measure students’ performance of certain aspects. The assessment is usually conducted according to instructional objectives and measurement criteria through students’ perspectives. Such three quantitative assessment strategies provide assessment information regarding a student’s logical reasoning and problem solving techniqueson children. Performance Assessment is an objective (criterion-oriented) assessment strategy for a better understanding of a student’s logical reasoning and problem solving techniqueson children. Student self-rating assessment assists students to be self-directed in their learning and decision-making.

Student self-rating could be less time consuming, less expensive, more easily administered and interpreted. Therefore, it can be useful as an informal assessment to assist teachers to provide feedbacks to students. These three traditional assessment strategies basically focus more on the level of quantitative assessment and analysis. However, under the consideration of numerical standard, all the existing differences of essential human characteristics could be divided to be quantitative fragments and condensed into one-dimensional number of difference. Therefore, the meaning and function of quantitative assessment for logical reasoning and problem solving techniqueson children development are limited.

Logical reasoning and problem solving techniqueson children assessment needs more foci on individual’s competency and characteristic concerning his/her ability to utilize knowledge for problem-solving and logic inference. Teachers’ portfolio assessment is the representative assessment strategy for socio-historical comprehension regarding participants’ performance and understanding of certain issues. Teachers’ portfolio strategy purports to collect their pedagogical experiences and cognitive development of students during students’ learning processes. Data collected in the portfolio also include the students’ work, exertion, and improvements and accomplishments. This strategy assists observers to perceive the pragmatic and processing assessment as a whole entity. Based on this observation and reflection, teachers can modify their pedagogical teaching toward the students’ learning competency and progresses.

For logical reasoning and problem solving techniqueson children assessment, teachers’ portfolio strategy has the following characteristics:

(A) It adopts the multifarious assessment approaches to analyze students’logical reasoning and problem solving techniqueson children;

(B) It mainly emphasizes students’ learning processes and logical reasoning and problem solving techniqueson children development;

(C) It encourages teachers to investigate and amend their own teaching strategies through long-term observation on students’ feedbacks concerning logical reasoning and problem solving techniqueson children improvement.

(D) Teachers’ portfolios are the combination of teaching portfolio and reflective analyses. This reflection could be constructive to further understand the effective learning and teaching concerning logical reasoning and problem solving techniqueson children.

What did you find about the problem in the existing literature (books/articles/websites)?

Logical reasoning is characterized as a goal-oriented cognitive process, which aims at problem solving, decision-making, as well as retrospective self-rectification (Wu, 2001). It also emphasizes on insightful background interpretation, argument depiction, evidence presentation, criteria selection, value construction, and theory application (Facione, 1990). Logical reasoning and problem solving techniqueson children are constructed through step-by-step logical reasoning mechanism. First, logical reasoning is motivated with the induction by stimuli. Second, logical reasoning is a goal-oriented process (Bruner, 1973). Third, logical reasoning functions based on information, knowledge, and experience (Allen &Rott, 1969; Beyer, 1988). Fourth, logical reasoning operates mainly using language. Fifth, logical reasoning is driven by intelligence or logical reasoning and problem solving techniqueson children (DeBono, 1992). Sixth, logical reasoning is also associated with personal thinking dispositions, habits, personal positions, motives, and other social/cultural factors (Brookfield, 1987). Finally, the meta-cognition of logical reasoning mainly functions to self-monitor individuals’ thinking process and results. For further understanding the nature and implementation of logical reasoning and problem solving techniqueson children, abstractive cognitive concepts of logical reasoning and problem solving techniqueson children should be clarified to be subjective, measurable, and feasible skills. A four-phrase thinking procedure was identified to better understand and improve logical reasoning and problem solving techniqueson children. In sum, logical reasoning and problem solving techniqueson children were identified as 19 basic and concrete logical reasoning sub-skills, 10 dispositions, and 14 assessment criteria (Wu, 2001). Logical reasoning processes were also proposed to follow the four-phrase approach, including (1) issue identification- to identify the major issues or problem natures, (2) viewpoint clarification- to construct the personal viewpoints of the issues, (3) discussion and defense- to logically present the viewpoints and discuss them, and (4) synthesis and conclusion- to synthesize various viewpoints and finalize the conclusions. Logical reasoning and problem solving techniqueson children and dispositions have been identified as crucial components for career success in the current era filled with diversified information resources (Chang, 1995; Greenan, 1994). However, several factors associated with conventional instructional strategies and school education were found as the barricade to the development and improvement of logical reasoning and problem solving techniqueson children (Amundsen, Gryspeerdt, &Moxness, 1993; Chang, 1996). These factors include:

(1) School education usually relies too much on textbooks. Students, even teachers, become accustomed to receiving crystallized knowledge from textbooks and easily ignore or even misperceive the nature and purpose of education.

(2) Logical thinking training hardly exists in contemporary school education. Students usually focus on shallow learning (e.g. memorizing, comprehension, imitation) and are hardly capable of performing the high level thinking (e.g. logical reasoning, analysis, synthesis, creation, and judgment). They are not accustomed to thinking autonomously and rationally.

(3) Students are not prepared with analyzing skills and attitudes or habits to communicate logically and coherently. As a result, most students are lost in fragmented subject knowledge or unverified information due to their apathetic thinking attitudes and poor communication skills.

(4) Many teachers might not possess the abilities and dispositions to conduct logical reasoning thinking. They tend to use one-way lecture model and focus on students’ learning by memorization. This fact depresses students’ inclination of logical reasoning thinking and demoralizes logical reasoning and problem solving techniqueson children and dispositions.

(5) In our society, the over-specification on subjects confuses school teachers about educational goals and mainly teach about the subject matter in the textbooks rather than the subject matter itself. Students can not appreciate multiple values due to this over-categorization of knowledge and over-emphasis on single professional sphere instead of knowledge integration.

Based on the phenomena aforementioned, logical reasoning and problem solving techniqueson children instruction is so crucial to assist learners to better understand the skills and processes of inquiry, analysis, and judgment in all professional fields (Abell, 1999; Greenan, 1994). Logical reasoning and problem solving techniqueson children instruction needs to emphasize the analytical learning of subject matter itself with thorough understanding. This intervention needs to assist learners to actively construct knowledge rather than passively receive crystallized knowledge only, and to build a critical understanding of subject matters and logical reasoning and problem solving techniqueson children, through analysis, evaluation, inquiry, and problem solving (Mariorana, 1992).

In order to prepare learners with logical reasoning and problem solving techniqueson children, this instruction should encourage learners to integrate diversified knowledge, critically analyze and judge multiple values, logically present their conclusions. It has been strongly suggested to develop a coordinated program of logical reasoning and problem solving techniqueson children”across the curriculum”, emphasizing logical reasoning in a variety of content courses and/or using various subject matters in the logical reasoning course. Under such integrative conception, teachers may reconsider the major purposes of their class activities and encourage their students to become active analysts of subject matters.Assessment in education areas is important to identify the behavioral and psychological status or development, or to explain whether instructional objectives are met. The logical reasoning and problem solving techniqueson children assessment purports to measure students’logical reasoning and problem solving techniqueson children in analysis, inference, organization, as well as problem-solution. Studies have identified 14 concrete logical reasoning and problem solving techniqueson children assessment criteria, including clearness, accuracy, preciseness, logicality of inference, consistency of logical reasoning, coherency of expression, depth and breadth of logical reasoning, logicality of logical reasoning, integrality of logical reasoning, neutrality of logical reasoning, constructiveness of logical reasoning, productiveness of logical reasoning, and independence of logical reasoning. Logical reasoning assessment approaches basically include using criterion-oriented performance test, students’ self-rating, and teachers’ rating (Greenan, 1994).

What were the major variables/construct of your project? Give definitions/descriptions from literature.

Logical reasoning:

Logical reasoning (verbal reasoning) refers to the ability of a candidate to understand and logically work through concepts and problems expressed in words. It checks the ability to extract and work with the meaning, information, and implications from the bulk of the text.

Problem-Solving Techniques:

Problem-solving is the act of defining a problem; determining the cause of the problem; identifying, prioritizing, and selecting alternatives for a solution; and implementing a solution. The problem-solving process. Problem-solving resources.

Behavior:

What did you want to achieve in this research project?

Objective/purpose of the study:

The persistent poor performance of students in science has called for divergent investigations into the factors responsible for the problems. Many researchers have reported that the logical reasoning abilities of the science students have great effect on their performance. Also, very scanty literature is available on the relationship between primary school student’slogical reasoning and problem solving techniques and their learning of children in ——. Therefore the main purpose of this study is to find out: the effects of logical reasoning and problem solving techniqueson children on students learning of class 5^TH. Specifically, the study will also objective:

If there is any difference among students with high logical reasoning and problem solving techniques and those with low logical reasoning and problem solving techniques in Govt. Higher Secondary School.
Whether gender has any effects on student’slogical reasoning and problem solving techniques.

This research was conducted to identify the effects of logical reasoning intervention on logical reasoning and problem solving techniques improvement on students learning of class 5^TH. Logical reasoning is a cognitive process with dynamic, on-going, individualized, and problem-solution-oriented characteristics. Therefore, qualitative research methods were employed to further understand the in-depth, in-breadth, and detailed contributions created by this cognition-modified intervention. The following qualitative research strategies were used in this strategy purports to probe participants’ thinking contents through verbal expression which is used as crucial qualitative data. During the period of this interventional experiment, the students were requested to speak loudly about their opinions and supportive reasons in order to collect qualitative data regarding students’ thinking process, styles, and results.

Research Question:

It was aimed at answering the following question:

What are the factors effect the logical reasoning on learning of children?
Do logical reasoning have significant influenceon student academics performance?”

Who were the participants in your project?

The research team includes the supervisor and the group of individuals who work together on a research project to achieve its objectives. It consists of the Supervisor, School Staff, Friendsand School Children.They are directly involved with this research.

Supervisor:
The supervisor has the main part in the research and is in charge of its prosperity and quality. His main responsibility is to ensure that the exploration continues and finishes inside the predetermined time period and achieving its objectives simultaneously. Supervisor ensures that resources are sufficient for the project and maintain relationships with researcher and learners.

Other Members:

The participants of the study were secondary (10th) grade children and their teachers who were enrolled in Govt. Higher Secondary School, ——. I selected secondary (10th) grade children and their teachers which are considered in total 32 members.

How did you try to solve the problem?

Action Research

Action research encompasses small scale systematic inquiry and contains of a number of stages which frequently persist in cycles. Like planning, action, observation and reflection. This type of research has become gradually widespread all over the world as a method of professional learning.

Method of the study:

The methodology of this research was comprised on an action research to found out and solve the problem. The social phenomenon under scrutiny was the Role of teacher in developing a sense of logical reasoning and problem solving among students at secondary level. Questionnaires was used to collect the data needed to provide the information and insight necessary to answer the research questions.

Population:

The entire group from which a sample is chosen is known as the population. All the students ofGovt. Higher Secondary Schoolwere population of this study. It was quite convenient for the researcher, being a resident of——District to accumulate quality data from the chosen city and school.

Sample:

Sample is smaller representation of large whole. Generally, it consists of some of the observations that represent the whole population. In the existing action research the students of Govt. Higher Secondary Schoolwas sampled for this study.

Sample size:

The numbers of observation included in a sample is called size of sample. The students ofGovt. Higher Secondary Schoolwere selected for this class based action research.

Ethical Considerations:

From the inception of this research I was extremely particular to carry out an ethical inquiry and therefore gave serious thought to all ethical aspects this study would entail. As teacher-researchers, my primary responsibility was to my students. An action research is considered ‘ethical’ if research design, interpretation and practical development produced by it have been negotiated with all parties directly concerned with the situation under research. Permission to conduct the study was first sought from the principal and school governing body. Permission was sought from school head. Permission was granted by the Education Department for this study to take place at the school where I was teaching. The rights of the participants (Govt. Higher Secondary School) were spelled out clearly i.e. they could refuse to be audio recorded and they could demand to see any notes or recordings.

Collection of Data:

The term questionnaire is often used interchangeably with survey. It is common and easy method of data collection in action research. Similarly, it is quickest, cheapest, confidential method of collecting data from respondents. The data was collected through well-structured research tool (Questionnaire schedule). So in such type studies, it is very necessary during development of measurement tool for quality data to keep all aspects in mind. Quantitative method was used to get important and meticulous information. Information was collected through questionnaire consisting only close ended questions relative to research objectives. The close ended questionnaire was made for data collection. The four main phases of the Action Research cycle are given beneath.

What kind of instrument was used to collect the data? How was the instrument developed?

Research instrument:

The questionnaire schedule is referred to a formal meeting between the respondent and the Researcher. In this technique, a number of questions were designed according to the objective and relevancy of the research being conducted. The questionnaire was prepared to attain study objectives.

Quantitative research

Quantitative research is explaining phenomena by collecting numerical data that are analyzed using performing based methods (in particular statistics)’. Quantitative data contains closed ended information such as that found on attitude behavior and performance instruments .In this study the children have been given a questionnaire to find out Role of teacher in developing a sense of logical reasoning and problem solving among students at secondary level and this questionnaire has been derived and analyzed in terms of numerical data. This is why the research falls under quantitative category.

Questionnaire is:

Statements	Option
Is the learning of children effect from logical reasoning?	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Is problem solving help you in improving subject on children?	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Can management of school take interest in logical reasoning?	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Is logical reason help you in understanding your subject?	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Is logical reason important for you?	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Can problem solving help you in study?	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Can your teacher make a plan?	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Is learning of children better from logical reasoning?	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Is the logical reason procedure giving you a great result?	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Logical reasoning effect on student’s academic achievement?	Strongly Agree
	Agree
	Disagree
	Strongly Disagree

What were the findings and conclusion?

Findings:

As an underlying phase of research, it was critical to comprehend students’ frames of mind towards logical reason in English exercises since students were curious about goals. As appeared in Table, 69% of the understudy’s apparent logical reason as great impact, rather than 15.62% spoke to by three students who thought logical reason was impact however just to a limited degree.

Total number of students: 32

Statements	Option	Students’ Choice
Is the learning of children effect from logical reasoning?	Strongly Agree	5	15.62%
	Agree	22	68.75%
	Disagree	5	15.62%
	Strongly Disagree	0	0%
Is the problem solving help you in improving subject on children?	Strongly Agree	8	25%
	Agree	24	75%
	Disagree	0	0%
	Strongly Disagree	0	0%
Can school management take interest in logical reasoning?	Strongly Agree	7	21.88%
	Agree	23	71.88%
	Disagree	2	6.25%
	Strongly Disagree	0	0%
Can logical reason help you in understanding your subject?	Strongly Agree	2	6.25%
	Agree	25	78.12%
	Disagree	5	15.62%
	Strongly Disagree	0	0%
Is the logical reason important for you?	Strongly Agree	6	18.75%
	Agree	20	62.5%
	Disagree	6	18.75%
	Strongly Disagree	0	0%
Can problem solving help you in study?	Strongly Agree	2	6.25%
	Agree	26	81.25%
	Disagree	4	12.5%
	Strongly Disagree	0	0%
Can your teacher make a logical reason?	Strongly Agree	2	6.25%
	Agree	23	71.88%
	Disagree	7	21.88%
	Strongly Disagree	0	0%
Is the learning of children better from logical reasoning?	Strongly Agree	2	6.25%
	Agree	25	78.12%
	Disagree	5	15.62%
	Strongly Disagree	0	0%
Is the logical reason procedure giving you a great result?	Strongly Agree	8	25%
	Agree	24	75%
	Disagree	0	0%
	Strongly Disagree	0	0%
Logical reasoning effect on student’s academic achievement?	Strongly Agree	5	15.62%
	Agree	22	68.75%
	Disagree	5	15.62%
	Strongly Disagree	0	0%

The main articulation “Is the learning of children impact from logical reasoning”. This announcement was utilized to know whether the logical reason improved students’ learning to write in English or not. There were 32 respondents who gave their feeling. It indicated that 15.62 % of the students were extremely spurred to peruse logical reasoning. It indicated that 68.75% of the students were roused to utilize logical reason. The subsequent proclamation “Is the logical reasoning helping you in improving subject on children”. In this way, around 25 % of the students were truly helped by the utilization of exercise intend to help them writing in English. It indicated that 75 % of the students were caused by exercise intend to learn in English. The third explanation shows that there were 21.88 % of the students who felt that they had the option to give better accomplishment. There were 71.88 % of students could learn through logical reasoning. The following articulation inferred that 6.25 % of the students could unmistakably comprehend with the means utilized in logical reasoning. In this way, 78.12 % of the students concurred that the means in logical reasoning were reasonable for them. The following proclamation shows that more than 80 % of the students could improve accomplishment of the logical reasoning that would be utilized as the essential for them to build up their insight. The following explanation will appear there were as yet 4 students who were not ready to build up their logical reason. The last explanation appeared in this way, there were more than 70 % of the students concurred that exercises through logical reasoning.

Conclusion:
From the outcome above, it tends to be seen that more than 50 % of the students reacted that logical reason roused them in learning. The utilization of logical reason was compelling to inspire the students, helping them in progress. After mastered utilizing logical reason, more than 70 % of the students had the option to get subject. It likewise shows that logical reason is justifiable and a good time for them. They could pursue the means in logical reason strategy. More than 50 % of the students had the option to get the catchphrases when they utilized logical reason. At that point, they had the option to form the exercise into a subject. Logical reason additionally helped the students to comprehend the nonexclusive structure of writings. The aftereffect of this exploration uncovered the upgrades contributed by the usage of the logical reason method in the educating and learning procedure of writing in essential evaluation of Govt. Higher Secondary School. To begin with, logical reason could improve students’ learning. It had the option to connect with the students’ consideration and premiums during the educating and learning procedure of learning. Additionally, logical reason could furnish the students with outlines and thoughts in their brains. Second, the improvement could likewise be found in the educating and learning process. Logical reason could be joined with other media, for example, pictures or video that could make different fun learning exercises so it diminished students’ fatigue during their learning procedure in the homeroom. The students turned out to be progressively certain to compose and dynamic in the study hall exercises. Third, since the students were inspired and the composing class ran well, the students’ presentation was likewise improved.

Summary of the Project

This action research was conducted in Govt. Higher Secondary School, ——.

Specifically, the study will also objective:

If there is any difference among students with high logical reasoning and problem solving techniques and those with low logical reasoning and problem solving techniques in Govt. Higher Secondary School.
Whether gender has any effects on student’s logical reasoning and problem solving techniques.

Questionnaire schedule is referred to formal meeting between the respondent and the Researcher. In this technique a number of questions were designed according to the objective and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives.

From the outcome above, it tends to be seen that more than 50 % of the students reacted that logical reason roused them in learning. The utilization of logical reason was compelling to inspire the students, helping them in progress. After mastered utilizing logical reason, more than 70 % of the students had the option to get subject. It likewise shows that logical reason is justifiable and a good time for them. They could pursue the means in logical reason strategy. More than 50 % of the students had the option to get the catchphrases when they utilized logical reason. At that point, they had the option to form the exercise into a subject. Logical reason additionally helped the students to comprehend the nonexclusive structure of writings. The aftereffect of this exploration uncovered the upgrades contributed by the usage of the logical reason method in the educating and learning procedure of writing in essential evaluation of Govt. Higher Secondary School. To begin with, logical reason could improve students’ learning. It had the option to connect with the students’ consideration and premiums during the educating and learning procedure of learning. Additionally, logical reason could furnish the students with outlines and thoughts in their brains. Second, the improvement could likewise be found in the educating and learning process. Logical reason could be joined with other media, for example, pictures or video that could make different fun learning exercises so it diminished students’ fatigue during their learning procedure in the homeroom. The students turned out to be progressively certain to compose and dynamic in the study hall exercises. Third, since the students were inspired and the composing class ran well, the students’ presentation was likewise improved.

How do you feel about this practice? What have you learned?

What people don’t realize is what hard work it is. It might take months to construct stimuli for the experiment and years to tease out an answer to one small question, running many experiments to follow a path. People have this very odd idea of what science is. One experiment tells you nothing. You have to replicate your results in your own lab and then have others replicate your results in their labs before you can feel comfortable claiming that your results are solid. In the earlier I was bit confused when I went to school for research. I was hesitated to start my work in the school but when I arranged meeting with school staff then suddenly this hesitation went away. The staff of the school told me that we will help you and guide you whenever you need. After meeting with school staff and their positive response I was satisfied and ready to do it. After this practice I feel that it was great experience of my life because I experienced a lot of new things.I am feeling very satisfied and glad after my research. It was quite interesting and learning experience. Now I am confident after this research. Now I am able to do these all sorts of such tasks.im feeling myself as confident, glad and learnt person.As for as my learning is concern. I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior teachers and expert people I learnt a lot of skills of speaking. When i taught the students then me counsel dictionary and great writers, businessmen and novels .These all things increased my learning also showed them video lesson of some expert and creative writers to teach them. It also helped me to learn new things. This practice also improved my speaking skillstoo. I also learnt how to write effectively and accurately I have improved my English grimmer. My vocabulary has been improved. I learnt new methods of using technology.The first step is always awareness, because once we have awareness we can start to do something about it. Awareness alone won’t help us stop using learning. Awareness after the fact is what I’m talking about here.Starting anything new and trying to create a habit out of it takes work and time. This is one of the reasons I love researching and attending classes as it’s basically a scheduled time in the day, where I have no other distractions, to just be in my routine and notice how I’m feeling. That being said I rarely make it to a class once a week these days, so I do have to find simple and quick ways to connect. Since mindfulness is about being present in the moment and noticing all the sensations and emotions in your mind and life, one thing you can do is ask yourself where in your mind you feel your emotions. About this research I feel Confidence, Calm, Energy, Clarity and Patience.

What has it added to your professional skills as a teacher?

While instructing can absolutely be a test, it is additionally one of the most compensating vocations out there. Look at a portion of the helpful abilities for educators to check whether there are any zones you have to take a shot at before you become one:

Confidence

Each instructor needs to have certainty, in themselves as well as in their understudies and their associates. A sure individual rouses others to be sure, and an instructor’s certainty can help impact others to be superior individuals.

Ability to Engage

Present-day educators realize how to discover drawing in assets. In this computerized age, it is basic to discover materials and assets for understudies that will keep them intrigued. This implies staying up with the latest on new learning innovations and applications, and perusing the web and interfacing with individual instructors. In any case that you can draw in understudies and keep things fascinating is an unquestionable requirement.

Understanding of Technology

Innovation is developing at a fast pace. In the previous five years alone we have seen immense progressions and we will keep on observing it develop. While it might be difficult to stay aware of it, it is something that every single present day educator needs to do. Not exclusively do you simply need to comprehend the most recent in innovation, yet you should likewise know which advanced apparatuses are directly for your understudies. It’s a procedure that may require some serious energy however will be enormously persuasive in the achievement of your understudies. Current educators realize when it’s an ideal opportunity to unplug from web based life and simply unwind. They additionally comprehend that the educator burnout rate is high, so it’s much progressively basic for them to set aside the effort to back off and pause for a minute for them. They likewise realize when it’s an ideal opportunity to advise their understudies to unplug and back off. They give their understudies time every day for a mind break and let them kick their heels up and loosen up.

Ability to Empower

Instructors rouse that is only one of the characteristics that join the title. Present day instructors can enable understudies to think fundamentally, be inventive, innovative, versatile, enthusiastic, and adaptable. They enable them to have the option to tackle issues, self-immediate, self-reflect, and lead. They give them the instruments both computerized and proficient to succeed, in school as well as throughout everyday life.

List the works you cited in your project.

Abell, A. (1999). Interdisciplinary Courses and Curricula in the Community Colleges. ERIC Digest. (ERIC Information No.:ED 429 633).
Amundsen, C., Gryspeerdt, D. &Moxness, K. (1993). Practice-Centered Inquiry: Developing More Effective Teaching. Review of Higher Education. 16(3): 329-53.
Allen, R. &Rott, R. (1969). The Nature of Critical Thinking. Madison, WisconsinWisconsin Research and Development Center for Cognitive Learning.
Beyer, B. (1988). Developing a Thinking Skills Program. Boston： Allyn & Bacon.
Brookfield, S. D. (1987). Developing Critical Thinkers. San Francisco: Jossey-Bass.
Bruner, J. (1973). Going Beyond the Information Given. New York: Norton.
Chang, Y. C. (1995). Thinking Skills and Teaching. Taipei: Psychology (In Chinese).
Chang, Y. F. (1996). Report on the Education Reform: Higher Vocational Education. Education Reform Commission, Executive Yuan, R.O.C. (In Chinese).
DeBono, E.(1992). Lateral Thinking for Management. New York: McGraw-Hill.
Facione, P. A. (1990). APA Delphi Research Report Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Executive Summary “The Delphi Report”. Millbrae, CA: California Academic Press.
Greenan, J. P. (1994). The Educational Reform Movement and School-to-Employment Transition of Youth. In Albert J. Pautler， Jr. Prakken (Ed.), High School to Employment Transition: Contemporary Issues. Publications，19. Inc. MI: Ann Arbor. PP.31-46.

riorana, V. P. (1992). Critical Thinking across the Curriculum: Building thenalytic Classroom. Bloomington, IN: ERIC Clearinghouse on Reading and communication Skills.
Wu, M. (2001). The identification of logical reasoning and problem solving techniques mechanism, Educational Research Monthly, 83, PP72-93 (in Chinese).

Sources of Islamic Law and Teachings

ACKNOWLEDGEMENTS

This postulation is devoted to Allah, my Creator and my Master, and envoy,
Mohammed (May Allah favor and give him), who showed us the motivation behind life. My
country Pakistan is the hottest womb; Allama Iqbal Open University, Islamabad; my second
wonderful home; My awesome guardians, who never quit giving of themselves in incalculable ways, My dearest friend, who drives me through the valley of dimness with the light of trust and support, My cherished siblings and sisters; especially my dearest sibling, who remains by me when things look disheartening, My beloved Parents: whom I can’t compel myself to quit loving. All the general population in my life who touch my heart, I commit to this research.

ABSTRACT

The primary sources of Islamic law are the Holy Book (The Quran), The Sunnah (the traditions or known practices of the Prophet Muhammad), Ijma’ (Consensus), and Qiyas (Analogy). This section of the research guide specifically presents the primary sources that include the actual rules of law created by God and the Prophet Muhammad. The following below websites and books below present English translations of the Qur’an and the Sunnah and other sources as well The Noble Quran has been translated into the modern English Language by Dr. Muhammad Taqi-ud-Din Al-Hilali, Ph.D. & Dr. Muhammad Muhsin Khan. This online edition does not include Arabic text, footnotes, or hadith. Altafsir is a completely free, non-profit website providing access to the largest and greatest online collection of Quranic Commentary (tafsir or Tafseer), translation, recitation, and essential resources in the world. Translations of the Holy Qur’an in various languages. Please note that not all of the following translations are authentic. The Qur’an is the principal source of Islamic law, the Sharia. It contains the rules by which the Muslim world is governed (or should govern itself) and forms the basis for relations between man and God, between individuals, whether Muslim or non-Muslim, as well as between a man and things that are part of creation. The Sharia contains the rules by which a Muslim society is organized and governed, and it provides the means to resolve conflicts among individuals and between the individual and the state. There is no dispute among Muslims that the Qur’an is the basis of the Sharia and that its specific provisions are to be scrupulously observed. The Hadith and Sunna are complementary sources to the Qur’an and consist of the sayings of the Prophet and accounts of his deeds. The Sunna helps to explain the Qur’an, but it may not be interpreted or applied in any way which is inconsistent with the Qur’an.

Introduction

The Qur’an contains a variety of law-making provisions and legal proscriptions interspersed throughout its chapters (suwar) and verses (ayat). A number of rules exist for interpreting these provisions, such as the position of a given ayah within the context of the surah, which in turn is interpreted in accordance with its place in the sequence of revelations, its reference to other revelations, and its historical context in relation to particular conditions which existed at the time of the given revelation. These and other rules are known as the science of interpretation (ILM usul aI-fiqh). According to these rules, for example, one initially is to refer to a specific provision and then to a general provision dealing with a particular situation. No general provision can be interpreted to contradict a specific provision, and a specific rule will supersede a general proposition. A general provision, however, is always interpreted in the broadest manner, while a specific provision is interpreted in the narrowest manner. Reasoning by analogy is permitted, as are applications by analogy, except where expressly prohibited. Simplicity and clear language are always preferred. Similarly, the clear spirit of certain prescriptions cannot be altered by inconsistent interpretations. A policy-oriented interpretation within the confines of the rules of jurisprudence is permissible and even recommended, as is the case with the doctrine of ijtihad (progressive reasoning by analogy).

Avoid condemning the Muslim to Hudud whenever you can, and when you can find a way out for the Muslim then release him for it. If the Imam errs it is better that he errs in favor of innocence (pardon) than in favor of guilt (punishment).

AIOU Solved Assignments: Click Here

The Prophet’s Hadith

“Were people to be given in accordance with their claim, men would claim the fortunes and lives of (other) people, but the onus of proof is on the claimant and the taking of an oath is incumbent upon him who denies.”

The Prophet’s Hadith

Muslim scholars do not consider Islam to be an evolving religion, but rather a religion and legal system which applies to all times. It is, therefore, the application that is susceptible to evolution. Indeed, the provisions of the Qur’an are such that by their disciplined interpretation, with the aid of the Hadith and Sunna and other sources of interpretation, Islam can, as intended, provide the solution to contemporary social problems.

Fourteen centuries ago Islam was a spiritual, social, and legal revolution. Its potential for effecting progress remains unchanged. This is essentially the belief of enlightened fundamentalist Muslims. Islamic fundamentalism is not, therefore, a regressive view of history and contemporary reality. Islam at the height of its civilization, between the seventh and eleventh centuries, was neither repressive nor regressive. It was a progressive, humanistic, and legalistic force for reform and justice.

Muslim law is a personal law that is applied only to Muslims. It is applied by courts in India to Mohamedans not in all, but in some matters only. Muslin law in India means that portion of Islamic civil law that is applied to Muslims as a personal law. Muslim law is the body of law that is derived from the Quran and other recorded saying of the Muslim prophet Muhammad. However Islamic law talked about man’s duties rather than his rights. In the religious sense, Islam means submission to the will of god’ & in the secular sense, Islam means the establishment of peace.

The origin of Muslim law is Arabia where Mohammad enunciated Islam. The object of Islam is to create a sense of obedience and submission to Allah. His ordinances and thereby to walk on the right path. Those who follow this path are Muslim. According to Amir Ali Muslim is any person who professes the religion of Islam, in other words, accepts the unity of god and the prophetic character of Mohammad. Thus to be a Muslim only two things are required- one is that Allah is one and the second is the prophethood of Mohammad. Islamic law is a branch of Muslim theology, that gives practical expression to the faith, which lays down how Muslims should conduct themselves through their religion, both toward god and towards other men.

Muslim law consists of the injunction of the Quran, of the traditions introduced by the practice of the prophet (sunna), of the common opinion of the jurists (ijma), and of the analogical deductions of these three (qiyas). Further, it has been supplemented by juristic preference (Istihsan), public policy (Istislah), precedent (Taqlid), and independent interpretation (Ittihad).

Sources
Sources of Muslim law is classified into two categories that are primary sources and secondary sources.

Primary Sources
Primary sources are those on which Muslim law relied. These sources are the foundation of Muslim law. Primary sources of Muslim law are:

Quran
Sunnat
Ijma
Qiyas

1. Quran

Muslim law is founded upon the Al-Quran which is believed by Muslims to have existed from eternity, subsisting in the very essence of god. The word Quran has been derived from the Arabic word Quarra which means to read. The Quran is, Al-furqan i.e., one showing truth from falsehood and right from wrong. The word Quran which is the ‘divine communication’ and revelation to the prophet of Islam is the first source of Muslim law.
Quran is a primary source of Muslim law, in point of time as well as in importance. The Islamic religion and Islamic society owes its birth to the word of Quran. It is a paramount source of Muslim law in point of importance because it contains the very word of god and it is foundation upon which the very structure of Islam rests Quran regulates individual; social, secular, and spiritual life of Muslims.
It contains the very words of god as communicated to prophet mohammad through angel Gabriel. It was given to the world in fragmentary forms, extending over a period of 23 years. It originally had for its objects repealing objectionable customs, such as, usury, unlimited polygamy and gambling, etc., and effecting social reforms, such as raising the legal status of women and equitable division of the matters of inheritance and succession.
The Quran can be no way altered or changed, thus, even the courts of law have no authority to change the apparent meaning of the verses as it does have an earthly origin. This view was held in Aga Mohammad Jaffer v. koolsom Beebee (1895). But whenever the Quran was silent on any particular matter, guidance was taken from the ‘sunnat’.

2. Sunnat

The word sunna means the trodden path & as this meaning shows it denotes some kind of practices and precedent. It is belief of Muslim that revelations were two kinds- manifest (zahir) and internal (batin). Manifest revelation is communication which is made by angel Gabriel under the direction of god to Mohammad in the very words of god. Quran is composed of manifest revelations.
Internal revelation is opinions of the prophet which is delivered from time to time on questions that happened to be raised before him. Sunna means the model behavior of the prophet. The narrations of what the prophet said, did or tacitly allowed is called hadis or traditions. The traditions, however, were not reduced to writing during lifetime of Mohammad. They have been preserved as traditions handed down from generation to generation by authorized persons. The importance of hadith as an important source of Muslim law has been laid down in the Quran itself.

Kinds Of Traditions: The Traditions Are Of Two Kinds:

Sunnat
Ahadis

These two have been classified into the following three classes on the basis of mode or manner in which it has actually originated:

Sunnat-ul-fail i.e., Traditions about which prophet did himself.
Sunnat-ul-qaul i.e., Traditions about which he enjoined by words.
Sunnat –ul-tuqrir i.e., The things done in his presence without his disapproval.

The three-class of Ahadisare:

Alhadis -i-mutwair i.e., Traditions that are of public and universal propriety and are held as absolutely authentic. In such hadis the chain is complete.
Ahadis -i-mashhoor i.e., Traditions which known to a majority of people, do not possess the character of universal propriety.
Ahadis-i-wahid i.e., Traditions which depend on isolated individuals.

Thus two sources, namely, the Quran and Sunna may thus be said to form the fundamental roots of Islamic law.

Ijma

It was equally binding on the people to act on a principle (not contrary to the Quran or hadis ) which had been established by agreement among highly qualified legal scholars of any generations. Ijma has been defined by Sir Abdul Rahim as agreement of the jurists among the followers of Prophet Mohammad in a particular question of law. The validity of ijma, as containing a binding precedent, is based upon a hadis of the prophet which says that god will not allow His people to agree on an error. Ijma thus become a source of law. According to the classical theory, failing Quran and traditions, and consensus of opinion amongst the companions of the prophet is recognized as the best guide of law. Thus it is the third source of law, both in point of time and importance. The authority of ijma as a source of Muslim law is also founded on Quranand Hadith. The law is something living & changing. The aim of law is to fulfill the needs of the society. The principle of ijma is based upon the text i.e. god will not allow His people to agree on an error and whatever Muslims hold to be good is good before god. Muslims religion does not admit the possibility of further revelation after the death of the prophet, the principle of ijma is the only authority for legislation in the present Muslims system.

Kinds Of Ijma

Ijma is of three kinds:

Ijma of the companions of the prophet – is the consensual opinion of companion which is universally acceptable, throughout the Muslim world and is unrepealable.
Ijma of jurists- is the consensual opinion of jurists which is believed that its best ijma after ijma of companions. All the jurists should sit together and discussed the reasoning, and majority of the jurists is of the view that unanimity to form ijma.
Ijma of the people – is the opinion of Muslim population as a whole may have any importance but in actual practice ijma of Muslim public had no value with regard to legal matters but in matters related to religion, prayer and other observances have more value attached to it.

Ijma cannot be confined to any particular period or country. It is completed when the jurists, after due deliberation, come to a finding .it cannot be questioned or challenged by any individual jurist. Ijma of one age may be reversed or modified by the ijma of the same or subsequent age.

4) Qiyas

This is a last primary source of Muslim law. Qiyas means reasoning by analogy from above 3 sources i.e., Quran, Sunna and Ijma. In Qiyas rules are deduced by the exercise of reason.
Qiyas may be defined as a process of deduction by which the law of the text is applied to cases, which though not covered by the languages are governed by reason of text. Thus, it should be noted that Qiyas does not purport to create a new law, but merely to apply old established principles to new circumstances.

Conditions of Validity of Qiyas:

The original source from which Qiyas is deduced must be capable of being extended, that is it should not be of any special nature.
The original order of the Quran or hadith to which the process of Qiyas is applied should not have been abrogated or repealed.
The result of Qiyas should not be inconsistent with any other verse of Quran or any established Sunna.
Qiyas should be applied to ascertain a point of law and not to determine the meanings of words used.
The deduction must not be such as to involve a change in the law embodied in the text.

Thus it can be said that Qiyas is weak source of law and rules analogically deduced do not rank so high as authority, as those laid down by Quran and Hadith or by consensus of opinion (ijma).the reason is that with respect to analogical deductions one cannot be certain that they are what the law giver intended. Such deduction always rest upon the application of human resources which always are liable to err

Secondary Sources

These sources are not basic sources of Muslim law but the supplementary sources of Muslim law. The secondary sources of Muslim law are:

Urf or Custom
Judicial decision
Legislation
Equity, Justice, & Good conscience

Urf or Custom

Before the emergence of Islam in Arabia , customs were the basis of entire social life, religion, morality, trade and commerce. Custom has not been recognized as a source of law in a Muslim law. However, it cannot be denied that custom has always been given a place under Muslim law, if it is in conformity with Muslim law. For example, prophet mohammad never repeal the whole of the pre-Islamic customary law of Arabia. In various matter of Muslim law, custom play a significant role when the matter is relating to their:

agricultural land;
testamentary succession among certain communities; and
charities other than wakf, because these matters have not been included in the section 2 of Shariat Act,1937. Custom influenced the growth and formation of shariah in several ways:

A number of texts, particularly traditions are based upon usages.
A part of the shariah based upon tacit or silent approval of the prophet comprises many of Arab customs.
Imam malik says that the customary conduct of the citizen of medina was a sufficient ijma to be relied upon in the absence of other texts.

Pre- Condition Of Valid Custom

Custom must be territorial.
It must be existing from memorable time i.e. ancient.
It must be continuous and certain and invariable.
Custom should not oppose the public policies.
Custom must not in contravention of Quran and Ijma.

Judicial Decision

These includes the decisions of privy council, the supreme court & high court of India, Judges explain what law is. These decisions are regarded as precedents for future cases. Judicial decision is one of the distinguish characteristic of English law. In India, the plan of Warren Hastings of 1772 made provision that it was only judiciary which introduced new set rules in personal laws of Hindus and Muslims.

There are number of judicial decisions which have given new dimension to Muslim law:

In Maini Bibi v. Choudhry Vakil Ahmad, the privy council held that a widow possesses the right to retain the property of her husband till her dower money was paid
In Bai Tahira v. Ali Hussain, the Supreme Court gave a new line of approach to the law of maintenance. The Supreme Court held that a woman will be entitled for maintenance under section 125 of criminal procedure code even though she has received a lump-sum amount under her customary law. A similar view also taken in Shah Bano’s case.

It may be concluded therefore, that to some extent, the courts in India have tried to modify the rules of Muslim personal law as applied in India. Unless overruled or negative by some legislative enactment, these rules through the decisions, continue to be a source of Muslim law.

Justice, equity, and good conscience

The doctrine of equity, justice & good conscience is regarded as one of the source of Muslim law. Abu Hanifa, the founder of hanafi sect of Sunni, expounded the principle that rule of law based on analogy could be set aside at the option of the judge on a liberal construction or juristic preference to meet the requirements of a particular case. These principles of Muslim law are known as Istihsan or juristic equity. Istihsan literally means approbation and may be translated as liberal construction or juristic preference.

This term was used by great jurist Abu Hanifa to express the libert that he assumed of laying down the law, which in his discretion, the special circumstances required, rather than law which analogy indicated. Several areas of Muslim were modified so as to meet the changing conditions in India.

Legislation

In India, Muslims are also governed by the various legislation passed either by the parliament or by state legislature. The following are the examples of legislation in India.

The usurious loans act, 1918
Religious toleration act
Freedom of religion act, 1850
The mussalman wakf validating act, 1930
The shariat act, 1937
Dissolution of Muslim marriage act, 1939

These acts have considerably affected, supplemented and modified the Muslim law. In 1986 an act i.e. Muslim Woman (Protection of Rights on Divorce) Act, 1986 to provide separate law in respect of divorced Muslim women was enacted by Indian parliament. According to the need of time and circumstances Indian legislature enacted the law to fulfill the need.

Conclusion
These four sources namely Quran, Sunna, Ijma and Qiyas are the primary sources of law. Muslim law mainly based on verses of Quran and practices of hadith. There is secondary source of Muslim law which subsequent of it. Sects of shias does not accept the Qiyas as source of Muslim law. It is due to the contribution of all that an orderly and systematic theory of personal laws of Islam came into existence which govers the Muslim community.

Ijma is a secondary source of Islamic law. It refers to the decision related to any issue which was not existing in the time of our holy prophet Muhammad (Peace be upon him). If anything has been discussed in the Holy Quran or any hadith is available regarding any issue, the Ijma will not be valid for that issue. Ijma can be done with the consensus of Muslim scholars. Trying to take consensus in the issue which is already discussed in the holy Quran or hadith will lead to Shirk (association in the oneness of ALLAH Almighty). In the same way, Ijma is not allowed to do the same issue where Ijma is already done. A great example of the Ijma is the opinion of the religious scholars on test-tube babies.

Qiyas is the last source of Islamic law and it is also a secondary source. It is done where all the above sources are silent. In Qiyas, the scholars try to find out all the relative information from the holy Quran and hadith. The records of Ijma are also checked because in case if Ijma has done, Qiyas will not be valid for the same issue. Then all the merits and demerits are checked in the light of Islamic laws. Scholars match the unknown with the known and find out the similarities to come to any decision. A common man can’t go for Qiyas as only great scholars who have in-depth knowledge of Shariah are eligible for Qiyas.

References

Mohammedan Law By Aqil Ahmad, 25th Edition 2013
Muslim Law By Syed Khalid Rashid, 3rd Edition
Muslim Law By M.A. Qureshi, Edition 2002
Principles Of Mohammadan Law By Mulla

Develop The Habit Of Respecting Others In Children

Topic
Theme
Sub Theme
The overall background of the participants of the project
Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
What did you find about the problem in the existing literature (books/articles/websites)?
What were the major variables/construct of your project? Give definitions/descriptions from the literature.
What did you want to achieve in this research project?
Who were the participants in your project?
How did you try to solve the problem?
What kind of instrument was used to collect the data? How was the instrument developed?
What were the findings and conclusion?
Summary of the Project
How do you feel about this practice? What have you learned?
What has it added to your professional skills as a teacher?
List the works you cited in your project.

AIOU Solved Assignments: Click Here

Topic

Develop The Habit Of Respecting Others In Children

Theme

Developing Children Well-Being

Sub Theme

Respecting Others

The overall background of the participants of the project

Background

Name of the School (Govt Model Primary School Kiranwali)

GMPS KIRANWALI

Develop The Habit Of Respecting Others In Children GMPS KIRANWALI is situated at main Eminabad Road. There are 8 teachers and 300 student enrolled in the school. School building is looking very good. There are more than 6 classrooms and staff rooms. Playground, washroom, parking, clean drinking water electricity and other basic facilities are available for the students.

This action research project titled “Develop The Habit Of Respecting Others In Children.” at GMPS Kiranwali.

Demographic details of participants: For the present research 50 participants are selected form the School, their ages are between 10-12 years. Among 50 students, there are 25 girls and 25 boys thus they make the total of 50 students as a sample for the present research.

The socio-economic condition of participants: The socio-economic status is not on the level of satisfaction. Students participating in this research belong to a category whose socio-economic conditions are not good. Such families don’t have enough means to manage the expenses of their children study. The participants belong to middle-class families who don’t have rich sources for leaning. Thus, they very much rely on school teachers and the curriculum.

Location of the school: The present research is conducted in a Government school “GMPS Kiranwali” which is situated in the district of Gujranwala.

The school has great discipline and is very organized in teaching curriculum of Gujranwala test board. The school also shows great 80-90% annual result every year. Hence it has a very good ratio of passing students every year.

Occupation / Profession and earning trends:

That’s was rural area mostly people are attached with agriculture were 25% parents of the students attached with agriculture, 5% in teaching profession .2 % people were working in offices and well educated jobs and remaining were laborers.

Literacy Rate:

I notice that the literacy rate of the village it was not so bad. Literacy rate 35 percent but it was good other than around the villages. Parents meetings were arranged in school then I observed the literacy rate of village. Almost 20% parents were well educated and other parents were illiterate.

Special Traits of Community:

The community where the school was situated have good hobbies like gardening, plantation, and playing cricket, football. Students participate in games and then go to high level. Private school were present in this village. People respect to the teachers.

Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.

Reason behind the selection of the topic: The aim of this study was Develop the habit of respecting others in children. Although, the present topic has been selected for the research because this issue is faced by all the students at different level especially at primary level in their academic careers. This study is to gain awareness about respecting others and about the performance of students “. “The This research provide insight to determine the effectiveness of the strategies used in schools. “.“ This study will help the school environment in improving their Classroom environment Strategies which ultimately enhance the habit of respecting others among students. student’s concentration and increase the achievement level of the students as well.

I have selected the above topic because now a day it is a common problem of all. Students do not give respect others even not respect o to the teachers. That’s why students cannot perform well in the class. Students do not give respect others in class on the base of following reasons. I selected the above topic so this research identifies the solution of this problem. These reasons are discussed one by one in detail.

self-esteem:

Unhappy childhood where parents (or other significant people such as teachers) were extremely critical. Poor academic performance in school resulting in a lack of patient in students. Ongoing stressful life event such as relationship breakdown or financial trouble.

Parenting style:

The way we were treated in our family of origin can affect us long after childhood. For instance, if you had a parent who constantly belittled you, compared you to others, or told you that you would never amount to anything, you likely carry those messages with you today. A parent’s struggles with mental health and substance abuse can also change your relationship with the world.

School anxiety

Anxiety about school or grades can be another deeper issue leading to lack of respecting attitude in the classroom. Students who are overwhelmed or stressed by a subject may simply check out, leading to dropping grades and confidence.

Not getting proper sleep or nutrition

If your child is not getting the recommended 8-10 hours of sleep each night, he or she won’t have the energy needed to respecting in class. Skipping breakfast is another big cause of lack of focus in class. If your child is heading to class hungry, he or she is more apt to be distracted than learning-ready.

Mismatched learning style:

Different students have different learning styles. Some learn best by seeing, some by hearing, and others by doing. If your child’s teacher emphasizes a learning style that doesn’t match with how your child learns, this can result in a lack of understanding. When students have not clear mind, they will not be able to respect others.

Lack of motivation

In some cases, your child’s behavior problem may actually be a motivation problem. This lack of motivation can lead to a number issues in the classroom—including disrespecting others.

What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?

Respect is a way of treating or thinking about something or someone. People respect others who are impressive for any reason, such as being in authority like a teacher or cop or being older like a grandparent. You show respect by being polite and kind.

Receiving respect from others is important because it helps us to feel safe and to express ourselves. Being respected by important people in our lives growing up teaches us how to be respectful toward others. … Respect in your relationships builds feelings of trust, safety, and wellbeing.

When I discuss the matter of developing the habit of respect with my colleague and senior teachers in the school. They said that Classroom environment is a critical part of effective instruction”. “Effective classroom management, which begins with efficient lesson planning preparation, helps teacher to teach and students to learn. “Students thrive in a positive class climate and an environment in which they feel safe, cared for and involved”.

From a student perspective, effective Classroom environment provides students with opportunities to socialize while learning interesting content”.

From a teacher perspective, effective classroom management involves preventive discipline and interesting instruction”. Similarly, Classroom environment is important because it keeps students motivated to continue their work, provides appropriate instruction and feedback, and managing student work and it can keep disruptive behaviors down to a minimum”. The effective teacher is an extremely good classroom manager. Effective teaching and learning cannot take place in a poorly managed classroom and cannot build the habit of respecting others in students”. “If students are disorderly and disrespectful, and no apparent rules and procedures guide behavior, chaos becomes the norm”.

Well managed classrooms provide an environment in which teaching and learning can flourish”. “Many research studies have resulted that a conducive classroom environment promotes students’ academic achievement” as well as student’s respecting others. Teachers develop the habit of respecting others by telling them listening stories of those people who have grate personalities regarding respecting others Like Hazrat Muhammad (PBUH) and many others companions of him. Strategies are a crucial part of teachers’ success in creating a safe and effective learning environment for students”. “The purpose of education is to provide a safe and friendly environment in order for learning to take place”. “Therefore, teachers should know how to use and apply strategies that will allow and also help students to build the habit of respecting others.

What did you find about the problem in the existing literature (books/articles/websites)?

Several literature reviews published over the last 15 years help to document this shift in locus, characterize differences brought to culture and respecting research by an organizational perspective, and provide a fairly comprehensive assessment this vast body of research. Goodman, Ravlin, and Schminke (2017) sent a signal marking the shift in locus and highlighted one of the key distinctions between the small culture literature, which pays relatively little attention to the culture task and its technology, and the organizational literature, which views what culture do and how they do it as a critical characteristic.

Similarly, Bettenhausen (2018) documented the emphasis in organizational research on task driven processes in respecting, relative to the small culture focus on interpersonal attraction and interaction. Sandstorm, De Meuse, and Futrell (2019) presented an organizational systems perspective on respecting that addressed both development and effectiveness; two issues rarely considered in concert.

Hackman (2016) viewed culture as contexts for individual behavior, an important perspective because respecting in part enact. Organizations, respecting, and individuals are bound together in a multilevel system. Respecting don’t behave, individuals do; but they do so in ways that create respecting level phenomena. Individuals are nested within respecting, and respecting in turn are linked to and nested in a larger multilevel system. This hierarchical nesting and coupling, which is characteristic of organizational systems, necessitates the use of multiple levels—individual, respecting, and the higher-level context—in efforts to understand and investigate respecting phenomena. However, many of the theoretical, measurement, and data analytic issues relevant to a multilevel perspective on respecting are often neglected in research and practice. These issues are especially important when researchers try to attribute individual characteristics to the respecting collective (e.g., respecting ability, respecting personality, respecting learning). Such generalizations necessitate precise multilevel theory and analyses to ensure the meaningfulness of the collective respecting-level constructs (Kozlowski & Klein, 2015).

Unfortunately, there are many cultures of such generalizations that lack the standing of true constructs. Finally, time is an important characteristic of work respecting. Respecting has a developmental lifespan; they form, mature, and evolve over time. Respecting constructs and phenomena are not static. Many, indeed, most respecting level phenomena (e.g., collective efficacy, mental models, performance) emerge upwards from the individual to the respecting level and unfold via complex temporal dynamics (Kozlowski et al., 2019) that include not only linear, but also cyclical, and episodic aspects (Kozlowski et al., 2018a).

Although time is explicitly recognized in models of respecting other development, it is largely neglected in many other areas of respecting other research; yet time is relevant to virtually all respecting phenomena. It is impossible to understand respecting effectiveness without paying attention to the processes that unfold over time to yield it. More recently, the globalization of organizations and changing nature of work have yielded new respecting forms such as distinctions based on culture—cross-cultural, mixed-culture, and transnational respecting and collocation in time and space—virtual respecting (Bell & Kozlowski, in press). For example, the challenge of cross- and mixed-culture respecting is to break through the barriers of different fundamental values, cultural assumptions, and stereotypes to successfully coordinate and jointly perform effectively. One of the biggest conceptual challenges in this area of work is dealing with the multiple levels—individual, culture, organization, and culture—that are relevant to understanding such respecting. Chao (2015), for example, presents a multilevel model of intercultural relationships that specifies how individual- and culture-level interactions are affected by higher-level relationships. Essentially, interactions among individuals or culture of different cultures are affected by their cultural identities, and the relative standing of the cultures on factors important to the interaction. Variation in how culture deal with this higher-level linkage affects the quality of interaction and the potential for culture effectiveness. Thus, Chao’s model provides a basis to guide research on intercultural respecting interactions.

What were the major variables/construct of your project? Give definitions/descriptions from literature.

Variables of the study:

Total two variables included in this research. One was independent variables and one was dependent variable. Moral Stories was independent variables and Respecting others used as dependent variable.

Moral Stories:

A moral is a message that is conveyed or a lesson to be learned from a story or event. The moral may be left to the hearer, reader, or viewer to determine for themselves, or may be explicitly encapsulated in a maxim. A moral is a lesson in a story or in real life.

Respecting Others:

Respect means that you accept somebody for who they are, even when they’re different from you or you don’t agree with them. Respect in your relationships builds feelings of trust, safety, and wellbeing. Respect doesn’t have to come naturally – it is something you learn.

What did you want to achieve in this research project?

Research Objectives

“The aim of this study is to analyze that “Develop the habit of respecting others in children.” In order to achieve said aims, following objectives are designed:

“To analyze the relationship between Classroom environment and students ‘habit of respecting others”.
To analyze the relationship between moral stories and students’ habit of respecting others.

Research Questions

RQ1.What is the relationship between Classroom environment and students ‘habit of respecting others”?
RQ2.How To analyze the relationship between moral stories and students’ habit of respecting others?

Who were the participants in your project?

Population

The population of the study comprised boys and girls studying at GMPS KIRANWALI, Punjab province of Pakistan.

Sample

A total of “50” students (25 boys and 25 girls) were taken as a sample of the study. More Eminabad City was taken as Convenient sample by applying the Matched Pair Random Sampling Technique. So, total sample size was 50 respondents including students. This sample provide appropriate knowledge regarding all the students of the school they studying in the school GMPS.

How did you try to solve the problem?

Research design:

It is descriptive and survey research about “Develop the habit of respecting others in children”.

Population:

A population is otherwise called an all-around characterized gathering of people or questions known to have comparative attributes. All people or protests inside a specific population typically have a typical, restricting trademark or characteristic. The target population of this study was the students of public school of Pakistan. The data was collected from student’s public schools by filling up the questionnaire.Sample and sampling techniques:

In research a sample is a gathering of individuals, that are taken from a bigger population for estimation. The example ought to be illustrative of the population to guarantee that we can sum up the discoveries from the exploration test to the population all in all. 50 students were selected from government school.

Data collection procedure

Data was collected by through questionnaires. Open ended and closed ended questions were used for the purpose of data collection. In closed ended questionnaires 5 Likert point scale questions were developed in the form of strongly agreed (SA=5), Agree (A=4), Undecided (UD=3), Disagree (DA=2) and strongly Disagree (DA=1).

What kind of instrument was used to collect the data? How was the instrument developed?

Instruments:

The study used questionnaires as the main research instrument. Questionnaire is the form in which different questions asked by the sample of the study to complete the goal of the study.

Questionnaires were three in counting and labeled as:

1-Closed Ended Questionnaire for students about Classroom environment and developing the habit of respecting others.

2-Close Ended Questionnaire for students about Respecting others.

3-Questionnaire for students’ suggestions for good focus in the classroom that build habit of respecting others.

Questionnaire for students:

Unhygienic classroom environment have bad impact on the habit of respecting others of the students.
Noise in the class increase stress in the mind of the students that leading to decrease respecting others.

3.Teachers boring behavior have bad impact on student’s respecting others.

4.Teaching of MORAL STORIES in the class increase the habit of respecting others among students.

5.Moral stories have good impact on the personality of students.

Students want to listen about moral stories in the class.
Students Like to listen the great personalities regarding moral point of view.
Culture of the school have impact on the psyche of students about respecting others.
Teacher’s behavior have impact on student’s behavior.

10.Moral stories have greater impact on the mind of students.

Data analysis

After the collection of the data it was tabulated. Questionnaires were analyzed. After collecting data, the simple percentage and frequency model was applied to evaluate the score on different performance indicators to check the significance.

What were the findings and conclusion?

Findings

Overall majority (90%) of the respondents agreed that Unhygienic classroom environment have bad impact on the habit of respecting others of the students.
Overall majority (80%) of the respondents agreed that Noise in the class increase stress in the mind of the students that leading to decrease respecting others.
Overall majority (90%) of the respondents agreed that Teachers boring behavior have bad impact on student’s respecting others.
Overall majority (92%) of the respondents agreed that Teaching of MORAL STORIES in the class increase the habit of respecting others among students.
Overall majority (90%) of the respondents agreed that Moral stories have good impact on the personality of students.
Overall majority (90%) of the respondents agreed that Students want to listen about moral stories in the class.
Overall majority (90%) of the respondents agreed that Students Like to listen the great personalities regarding moral point of view.
Overall majority (90%) of the respondents agreed that Culture of the school have impact on the psyche of students about respecting others.
Overall majority (78%) of the respondents agreed that Teacher’s behavior have impact on student’s behavior.
Overall majority (95%) of the respondents agreed that Moral stories have greater impact on the mind of students.

Conclusions:

The researcher in this study, from the findings concluded by analysis the following conclusion:

To find out the answers of research question, how can I enhance the habit of respecting others among students at Primary level, a Likert type questionnaire was designed to collect data from 50 primary school students. The data were analyzed through using arithmetic’s operations i.e. percentage.

In overall analysis (82%) respondents agreed that moral stories discussion in the classroom effect the habit of respecting others among students at primary level. In which (96%) of respondents agreed that effective teaching behavior develop this specific habit in students at primary level.

Ungenial environment in the class has bad impact on the habit of students. On the other hand, good environment of classroom develop focus, concentration, critical thinking, problem solving skill, punctuality, self-discipline, leadership skills, confidence and respecting others in Primary school students. According to the perceptions of Primary school students (in open-ended question), majority of the respondents (Primary school students) agreed that good environment of classroom have a stronger effect on developing concentration, focus, self-confidence, punctuality, problem solving skill, leadership skill, teamwork, self-confidence, character development and respecting others.

Major suggestions as perceived by Primary school students to improve the effect of good environment of classroom availability of physical facilities in classroom, teachers to student’s ratio should be as low as possible etc.

Summary of the Project

University recommended me some developing basic skills in which theme and sub theme. My topic that I choose “DEVELOP THE HABIT OF RESPECTING OTHERS IN CHILDREN”. I choose this topic because I have to face problem about respecting others in the school. it is difficult to create concentrating environment in the class during teaching.

The sample comprised a total of 50 students drawn from Primary school of district Gujranwala. They were selected by simple random sampling technique.

This study investigated effects of moral stories on the habit of respecting others among students at Primary level. It also investigated the effects of school environment and management related differences on students’ academic performance in the concept of measurement when taught using hygienic environment and Unhygienic environment in the class.

Questionnaire instrument used for teachers and students for data collection. Research design was descriptive. The result was finding that the Unhygienic environment in the class have bad impact on the performance of students. Hygienic environment in the class helpful for maintaining concentration and focus of students. Moral stories have good impact on students ‘habit of respecting others.

How do you feel about this practice? What have you learned?

The aim of this study is to investigate How can promote the habit of respecting others by moral stories among students at primary level. My research in rural area basic skills. My project participants were the students and teachers of govt model primary school Kiranwali situated in More Eminabad.in rural areas mostly people not maintain discipline.

Classroom atmosphere is very important element in study because it helps building the habit of respecting others in students. Teachers tell the students moral stories to develop the behavior in students.

So, I used different technique for creating Hygienic atmosphere in the class. Students were happy and learn quickly on the base of hygienic atmosphere in the class. I feel pleasure. I think in our rural area’s teacher create hygienic atmosphere in the class regarding moral stories then students have no problem of respecting others and focus in education. Students response to the implementation of teaching if they teach in hygienic atmosphere. I created hygienic atmosphere in the class through different activities. I learn that how to improve the student’s concentration and focus during the study. Finally, I feel satisfied.

What has it added to your professional skills as a teacher?

It added some new things in my knowledge key points are given below.

It made me good organizer.
It made me ready for everything that is throw their way.
It enabled me how to create Hygienic atmosphere in the classroom for building the habit of respecting others in students.
It built self-confidence in me that how to deal with rural areas students.
Before these activities I was not a good organizer.it made me innovative.
I started find out new things before I have not insert. But when I started my project a grate change brought in my thinking.
I capable to find out new things for building the habit of respecting others in students.
It made me good effective teacher and mentor.
It made me good role model.
It made me confident. Teacher ‘self-confidence can help influence other to be a better person.
It made me capable to understand how to create classroom atmosphere according to student’s psyche to maintain the habit of respecting others and focus at primary level.
It tells me how unhygienic atmosphere effect on student’s self-confidence level and focus.

List the works you cited in your project.

Bettenhausen, K. L. (2018). Five years of group research: What we have learned and what needs to be addressed. Journal of Management, 17, 345-381.
Chao, G. T. (2015). Levels issues in cultural psychology research. In K. J. Klein & S. W. J. Kozlowski (Eds.), Multilevel theory, research and methods in organizations. San Francisco, CA: JosseyBass.
Goodman, P. S., Ravlin, E., & Schminke, M. (2017). Understanding groups in organizations. In L. L. Cummings & B. M. Staw (Eds.), Research in organizational behavior (vol. 9, pp. 121-173). Greenwich, CT: JAI Press.
Hackman, J. R. (2016). Group influences on individuals in organizations. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of industrial and organizational psychology (Vol. 3, pp. 199-267).
Kozlowski, S. W. J., Gully, S. M., McHugh, P. P., Salas, E., & Cannon-Bowers, J. A. (2018a). A dynamic theory of leadership and team effectiveness: Developmental and task contingent leader roles. In G. R. Ferris (Ed.), Research in personnel and human resource management (Vol. 14, pp. 253-305). Greenwich, CT: JAI Press.
Kozlowski, S. W. J., Gully, S. M., Nason, E. R., & Smith, E. M. (2019). Developing adaptive teams: A theory of compilation and performance across levels and time. In D. R. Ilgen & E. D. Pulakos (Eds.), The changing nature of work performance: Implications for staffing, personnel actions, and development (pp. 240-292). San Francisco: Jossey-Bass.
Kozlowski, S. W. J., & Klein, K. J. (2015). A multilevel approach to theory and research in organizations: Contextual, temporal, and emergent processes. In K. J. Klein & S. W. J. Kozlowski (Eds.), Multilevel theory, research, and methods in organizations: Foundations, extensions, and new directions (pp. 3-90). San Francisco, CA: Jossey-Bass.
Sundstrom, E., DeMeuse, K. P., & Futrell, D. (2019). Work teams: Applications and effectiveness. American Psychologist, 45, 120-133.

Sufism in Indo Pak Subcontinent

ACKNOWLEDGEMENTS

This postulation is devoted to Allah, my Creator and my Master, and envoy, Mohammed (May Allah favor and give him), who showed us the motivation behind life. My country Pakistan, the hottest womb; Allama Iqbal Open University, Islamabad; my second wonderful home; My awesome guardians, who never quit giving of themselves in incalculable ways, My dearest friend, who drives me through the valley of dimness with the light of trust and support, My cherished siblings and sisters; especially my dearest sibling, who remains by me when things look disheartening, My beloved Parents: whom I can’t compel myself to quit loving. All the general population in my life who touch my heart, I commit to this research.

ABSTRACT

Even before the life of Prophet Muhammad (Peace Be upon Him) in the 600s, Arab traders were in contact with India. Merchants would regularly sail to the west coast of India to trade goods such as spices, gold, and African goods. Naturally, when the Arabs began to convert to Islam, they carried their new religion to the shores of India. The first mosque of India, the Cheraman Juma Masjid, was built in 629 (during the life of Prophet Muhammad) in Kerala, by the first Muslim from India, Cheraman Perumal Bhaskara Ravi Varma. Through continued trade between Arab Muslims and Indians, Islam continued to spread in coastal Indian cities and towns, both through immigration and conversion.

Introduction

In the words of Muhammed Iqbal, the philosopher-poet of India-Pakistan, Islam is like a balloon. When it is squeezed in one direction, it bulges out in another. Within a hundred years after Genghis Khan, Islam conquered the conquerors. The Mongols who had destroyed Bukhara and Baghdad themselves became the standard bearers of the new faith. The westward thrust of Islam carried it into Europe. To the east, it put down new roots in India and Indonesia. The center of gravity of the Islamic world shifted from Cairo and Damascus to Lahore and Kuala Lumpur.

After the conquest of Sindh by Muhammed bin Qasim in 711, the borders between the Baghdad Caliphate and India were relatively stable for 500 years. Islam made limited inroads into the subcontinent along the coast of Malabar in southern India and in southern Pakistan. Political Islam had reached equilibrium and was preoccupied as much with internal debates as with external threats. For almost 200 years, Fatimid chieftains controlled Multan and Sindh. Propagation of the faith took second place to the global struggle between the Sunnis and the Fatimids and later between the Muslims and the Crusaders. This situation changed towards the end of the 12^th century with the dissolution of the Fatimid Caliphate in Cairo (1171), the defeat of the Crusaders at the Battle of Hittin (1186) and the conquest of Delhi by Muhammed Ghori (1192).

The Islamic penetration of the subcontinent accelerated in the 13^th century. Several reasons may be cited for this change. First, the establishment of the Delhi sultanate enabled Muslim scholars and traders to travel freely throughout India under the protection of the political authorities. Second, India was a beneficiary of the Mongol invasions (1219-1261) that devastated Central Asia and Persia. Many noted scholars fled the Mongols into the security of Hindustan. Third and perhaps the most important element, was the establishment of Sufi orders throughout the vast subcontinent. Indeed, Islam spread in India and Pakistan not by the force of conquest or the elaborate arguments of mullahs and kadis but through the work of the great Sufi shaykhs. In this respect, Muslim India is different from the Arab countries where Islam was introduced during the classical period (665-1258) through the work of the muhaddithin and the mujahideen.

The process by which faith enters the hearts of believers has a profound impact on the way religion is felt and followed by them. In the Arab experience, the solidification of Islamic life took place during the imperial days of the Baghdad Caliphate and was tilted heavily in favor of the exoteric aspects of religion. By contrast, the Indo-Pakistanis, Indonesians, and Africans were exposed more to the esoteric and spiritual dimension of Islam.

Literature Review:

The Sufi shaykhs of the 13^th century were not missionaries. They were not merchants of faith peddling their religion. They were men drunk with the love of God, giving of themselves for no gain but the prospect of divine pleasure, serving humanity irrespective of creed or nationality, and sharing their spiritual bounty with whoever would partake of it. Proselytizing was not their goal; it was a byproduct of their selfless service. The Sufi way strove to mend human behavior and to open up human vistas to the sublime peace that comes from proximity to God. Their “miracles” were the transformations of human hearts. The Muslims needed this spirituality as much as did the Hindus and the Buddhists. When a Muslim experienced a spiritual rebirth through a Sufi, it was called an awakening. When a non-Muslim was similarly transformed, it was called a conversion.

India, whose social structure was fossilized by the caste system, was ready to accept a universal religion like Islam. In a predominantly Hindu society, the position of a person was determined at birth. The Brahmans reserved for themselves the exclusive privilege to recite the mantras and propitiate the gods. The warrior Rajput class whose princely privileges were also guaranteed by birth backed the status quo. The vyasyas tilled the toil and paid the taxes. At the bottom of the social ladder were the shudras or the untouchables. To quote a well-known Indian writer V.T. Rajshekar: “These untouchables were denied the use of public wells and were condemned to drink any filthy water they could find. Their children were not admitted to schools attended by the caste Hindu children. Though they worshiped the gods of Hindus and observed the same festivals, the Hindu temples were closed to them. Barbers and washer men refused to render them service. Caste Hindus, who fondly threw sugar to ants and reared dogs and other pets and welcomed persons of other religions to their houses, refused to give a drop of water to the untouchables or to show them one iota of sympathy. These untouchable Hindus were treated by the caste Hindus as sub-human, less than men, worse than beasts . . .” In this social matrix, the message of Islam with its emphasis on the brotherhood of man and the transcendence of God found a ready reception.

But the most important reason for the success of the Sufis lay in the spiritual bent of the Indian mind. Every culture produces an archetype that personifies the ethos of that culture. For instance, in contemporary America, it is the businessman who personifies the ethos of the American culture. During the industrial revolution in Europe it was the empiricist and the inventor. During the Dark Ages in Europe it was the monk. In medieval Japan it was the Samurai. In the Muslim Middle East it was the traditionalist. In India, it was the sadhu and the rishi. Gautama Buddha personified this archetype; so did Shankara Acharya and Tulsi Das. These men of faith enjoyed and continue to enjoy an honor and respect that is the envy of kings and emperors. As Islam entered the subcontinent, it adapted its mode to fit the spiritual paradigm. The Sufi could intuitively and immediately relate to the Indian psyche in a manner that the learned doctors of law could not. Thus, it was the great Sufis who not only succeeded in introducing millions of Indians to Islam but also contributed to the evolution of a unique Hindustani language, culture, poetry and music which amalgamated the ancient inheritance of India with the vibrancy of Islam.

In the subcontinent, by far the most outstanding among the great Sufi shaykhs was Khwaja Moeenuddin Chishti of Ajmer. Indeed, he is generally accepted as the fountainhead of Islamic spiritual movements in India and Pakistan. The Khwaja was born in Sajistan in Central Asia in the year 1139. Orphaned at the young age of twelve, he traveled to Samarqand and received his early education in that great center of learning. He was a Hafiz e Qur’an at age fifteen and had mastered the Arabic, Farsi and Turkic languages. He then traveled to Nishapur where he became a disciple of Khwaja Uthman Chisti. After receiving his training in the methodology of the Chishti Order for seven years, Khwaja Moeenuddin was inducted into that Order. From Nishapur, he traveled to Baghdad where he met the towering personages of the age including Shaykh Abdul Qader Jeelani, Shaykh Ziauddin Suhrawardi, Khwaja Awhaduddin Kirmani and Khwaja Abu Saeed Tabrizi. In Isfahan, he met Khwaja Qutbuddin, who became his disciple and later his successor in Delhi. From Isfahan, Khwaja Moeenuddin traveled to Ghazna, Lahore and Multan where he mastered Sanskrit and Hindi so that he could communicate with the local people.

It was about this time that Muhammed Ghori defeated Prithvi Raj Chauhan at the Battle of Tarain (1192) and added Delhi and Ajmer to the Ghorid Sultanate. Khwaja Moeenuddin moved from Multan to Delhi and then to Ajmer, which had been the capital of the Chauhan dynasty. This town in the Rajasthan desert became the fountainhead of a Sufi movement that touched every corner of India and Pakistan. Thousands embraced Islam through his efforts. Millions did so through the efforts of his disciples. Three of his disciples themselves became towering personages of renown and occupy an important place in the hierarchy of the great Sufis. These were Khwaja Qutbuddin Bakhtiar Khaki (after whom the Qutub Minar of Delhi is named), Shaykh Hameeduddin Naguri and Baba Fareed Ganj of Lahore. Only once did the Khwaja of Ajmer return to Delhi. Sultan Shamsuddin Altumish was the Sultan of Delhi. When the Khwaja approached the capital, the Sultan presented himself in person with enormous presents of gold, silver and jewels. The presents were politely declined. This pattern of solicitation on the part of the ruling monarchs and a rebuff by the great Sufis was to be repeated countless times in Muslim history. The vision of the Sufis was fixed on a far higher goal than the gold of the world. They scorned the world; so, the world chased after them. Theirs was the kingdom of heaven, eternal, transcendent, unscathed and untouched by the rise and fall of dynasties. It was this selflessness that made them the beloved of the masses, something the rulers wanted but could not attain.

Khwaja Moeenuddin was a poet of renown. Over 10,000 couplets in Farsi are ascribed to him. He was a prolific writer, but most of his writings have been lost. He died in 1236, adored, venerated and extolled. If there is one person to whom belongs the credit for introducing Islam to India and Pakistan and of building the largest Islamic community in the world today, it was Khwaja Moeenuddin Chisti of Ajmer.

The Sufis were eminently successful not just because they recited the dhikr, chanted devotional songs and practiced charity, but because they established effective institutions to do their work in their own lifetime and to continue it after they departed. At the center of the Sufi approach is the belief that only a learned and pious teacher can impart true knowledge to a discipline. The structure of a Sufic order is pyramidal. At the apex of the pyramid is the Qutub (the pole) or the Wali (master, protector), Khalifa (representative) or Sajjadah Nishin (one who resides in the sanctuary). For instance, the Qutub of the Qadariya School is Shaykh Abdul Qader Jeelani of Baghdad.

The methodology, method, process and approach of a Sufic order is called the tareeqa. Initiation into a Sufi order is voluntary. Upon initiation, a person becomes a murid. The word murid derives from the Arabic word iradah, meaning desire or will. A murid is one who desires and craves for proximity to God and is inclined towards Divine Love. In this journey, he is guided by a Shaykh. The murid’s progression in the ranks of the tareeqa takes him (her) through the following stages: Mubtadi (student); Mutadarrij (practitioner, one who is making progress); Shaykh (teacher) and finally the Qutub (the pillar or pole). The exact terms may vary between the tareeqas. Obedience to the teacher and an extraordinary degree of discipline is required of the murid. There is no conflict between the various Sufi orders. A person may belong to several orders at the same time, although attachment to a single teacher is preferred.

The progress of a murid is measured in darajat (degrees) or maqamat (stages) tawbah (repentance), zuhd (avoidance of impure actions), faqr (humility, renunciation of worldly goods), sabr (patience), tawakkul (reliance on God alone for one’s needs) and rada (earning Divine pleasure). Thus, a Sufi order establishes an organizational structure, provides a methodology for instruction, measures progress of the initiates and takes them step-by-step towards certainty of knowledge (ilm al yaqin).

The principal place where adherents of a Sufi order meet is called a zawiyah. Secondary places of meeting for dhikr and study are referred to as halqah (circle). Zawiyahs and halqahs grew up throughout the Muslim world. The Sufi orders and their organizations provided continuity through their silsilah (spiritual connectivity relating a Sufi through his teachers to the Prophet). Ascension to the highest position in the organization was by appointment of the Qutub, who, as he approached the end of his life, would nominate and confirm his heir. Syed Mohammed Ghouse of Sindh introduced the silsilah of Abdul Qader Jeelani into India and Pakistan in the 15^th century (1482). Although the Qadariya silsilah had less of an impact on Indian soil than the Chishtiya order, the name of Abdul Qader Jeelani is revered throughout the subcontinent. He is commonly referred to as Peeran-e-pir Dastagir or Ghouse-ul-Azam Dastagir. One of the most famous shaykhs of the Qadariya silsilah was Miyan Pir who passed away in Lahore in 1635. Miyan Pir was a teacher to Dara Shikoh, the eldest son of Moghul Emperor Shah Jehan. Dara Shikoh, a scholar of repute who was well versed in several languages, wrote a biography of Miyan Pir, who is widely credited with introducing Islam to the rural areas of Punjab and Kashmir.

From Ajmer the Chishtiya order spread to Delhi, Punjab, Bengal and the Deccan. Khwaja Moeenuddin Chisti trained and dispatched to the far-flung corners of the subcontinent men who stand out as spiritual giants in the region. These include Khwaja Qutbuddin Bakhtiar Khaki (Delhi, d. 1236), Baba Farid of Punjab (Pak Patan, d. 1265), Nizamuddin Awliya (Delhi, d. 1325) who was a disciple of Baba Farid, Hazrat Maqdum, another disciple of Baba Farid (Rourki, Bihar, d. 1291), Nasiruddin Muhammed, commonly referred to as Chirag-e-Dehli (a disciple of Nizamuddin Awliya, Delhi, d. 1356) and Hazrat Gaysu Daraz (a disciple of Chirage-e-Dehli, Gulbarga, d.1422). Together, these men transformed a continent, molded it in an Islamic crucible, lit the candle of faith in the hearts of millions and laid the spiritual foundation for one of the richest and most powerful dynasties the world has ever known, namely the great Moghuls of India.

The history of the Chishtiya order is so intricately woven into the politics of the Delhi court that no survey of Indian history is complete without an acknowledgment of the profound impact made by the Chishtiya order. The first Moghul emperor Babur was himself a Sufi mystic. Emperor Akbar was a murid of Shaykh Salim Chishti (Fatehpur Sikri, d. 1572). He made annual pilgrimages on foot to the tomb of Shaykh Salim as well as to the tomb of Khwaja Moeenuddin of Ajmer. Emperors Jehangir, Shah Jehan and his son Dara Shikoh were ardent believers in these shaykhs. Since the methods and processes of the Sufis have changed little over the last thousand years, the Chishtiya order, together with its sister Qadariya and Suhrwardi orders, provide a cultural link between modern Islam with the Middle Ages. Their history helps us understand the condition of the Muslims in the world today.

Khwaja Khutbuddin Bakhtiar Khaki was the designee of Khwaja Moeenuddin for the Delhi region. Born in Turkistan, he was educated in Baghdad where he met Khwaja Moeenuddin and became his murid. When Khwaja Moeenuddin migrated to Ajmer, Bakhtiar Khaki followed him and was sent to Delhi as the Chishtiya representative. Delhi was the seat of political power and a cauldron of political intrigue. Sultan Altumish offered the post of the Kadi of Delhi to Shaykh Bakhtiar but the Shaykh declined, preferring the independence of the spiritual pursuit to the constraint of official power. The sultan was an avid supporter of tasawwuf. Sufi practices received official protection and common acceptance. Shaykh Bakhtiar himself was a well-known khawwal (reciter of mystic poetry) and often led qawwali gatherings (called sama’a by the Sufis). Thousands in the Delhi area accepted Islam through the radiance of this great mystic. Shaykh Bakhtiar passed away in 1236 and the mantle of the Chishtiya order passed on to Baba Fareed Ganj Shakr.

The emergence of tasawwuf as a powerful force in the Indian milieu did not go unchallenged by competing ideas. In the 14^th century, the courts of Delhi witnessed a tug-of-war between the Sufis, the reformers, the kadis, the philosophers and the ruling elite. The geopolitics of the times presents a colorful backdrop for the war of ideas in the Delhi courts.

By the middle of the 14^th century, trade routes between Africa, Europe, the Middle East, Central Asia, India and China, which had been cut by the Mongol invasions, had been restored. With the conversion of Ghazan the Great (1295), Persia was back in the fold of Islam. This removed the impediment to travel by land from India to west Asia and from there to Africa and Spain. A resilient Islam welded together a world order wherein people and ideas traveled freely from one continent to another.

There emerged three centers of political power in the Muslim world. The first was the rich Mali Kingdom in Africa, which attained its zenith under Mansa Musa (d. 1332). The second was the Mamluke Empire embracing Egypt and Syria. The third, and by far the most powerful, was the Sultanate of Delhi. (Yuan China was a global power but we will refer to it only in the context of diplomatic relations between Delhi and Beijing). The Khiljis (1296-1316) conquered all of India and Pakistan, from Peshawar to Malabar, an area covering more than a million and half square miles. The Tughlaqs (1316-1451), who followed the Khiljis, inherited this vast empire. We shall focus on the court of Muhammed bin Tughlaq (d. 1351), primarily because we know a great deal about his court through the writings of Ibn Batuta. So rich was the Delhi Sultanate that Ibn Batuta, who was a kadi in Delhi from 1335-1341, records that whenever the Emperor passed through the streets of Delhi, the courtiers following him threw coins of gold and silver in the streets for the amah (common folk) to pick up. It was in this magnificent Delhi court that the final resolution of the tug-of-war between the Sufis, the anti-Sufis, the philosophers, the doctors of law and the ruling elite took place. It is a fascinating story because the outcome of the events in the 14^th century directly affected the course of further historical developments down to our own times.

The Mongol devastations resulted in a substantial migration of men of learning from Central Asia and Persia into India. The influx of the Sufis provided the spiritual momentum for the spread of Islam in India and Pakistan. However, the migration was not confined to dervishes and Sufis. A large number of ulema and kadis also fled and sought employment in Hindustan. Others migrated further east to the Indonesian islands.

The Delhi sultans, eager to show that they were defenders of the faith, made every effort to employ these scholars. They also sent out emissaries to the far-flung corners of the Islamic world to hire renowned kadis, ulema and philosophers for official service in the Indian empire. The simultaneous presence of the Sufis who pursued the intuitive and spiritual approach to Islam and the kadis who sought strict adherence to the rules of Fiqh provided the first element of tension in the Delhi courts. The doctors of law sought to influence the empire in the direction of strict adherence to the Shariah. They found some Sufi practices, such as sama’a (a forerunner of modern day qawwali) objectionable and sought to influence the Delhi court to declare a ban on them.

A second element of tension was introduced by the reform movements of the era. In the 13^th century, as it is today, there were reformers who saw in tasawwuf the possibility of social stagnation. One of the best-known reformers of the age was Ibn Taymiyah of Damascus (d. 1326). Ibn Taymiyah was one of the last of the scholars of the classical age of Islam and he saw in the other-worldliness of tasawwuf the seeds of social decadence. Through his writings and his speeches, he sought to energize a defeated community, which was reeling from the Mongol onslaught. His model was the activist model of the early Companions of the Prophet. As a young man, he aroused the Mamlukes to take a stand against the Mongols. Ibn Taymiya’s ideas traveled to Delhi where they were pitted against the powerful Sufi movement of the Chishtiya Order.

A third element of tension was the presence of the Mu’tazilites (philosophers). The Mu’tazilites emerged in the eighth century as a result of the impact of Greek ideas on Islam. They won the patronage of the Abbasids and their dogma became the court dogma at the court of Harun al Rashid. Taking advantage of official patronage, the Mu’tazilites overextended themselves, applied the philosophical approach to the Qur’an, incurred the wrath of the conservative ulema and were finally dethroned from power towards the beginning of the 9^th century. But philosophy was by no means dead among the Muslims. The Islamic intellectual world rediscovered the empirical method within its own ethos and became the originators of the scientific method. The Islamic world continued to produce a galaxy of philosopher-scientists right up to the time of the Mongol invasions. Among the more renowned were Al Khwarizmi (d. 863), Al Farabi (d. 950), Abu Ali Sina (d. 1037), Omar Khayyam (d. 1132) and Al Tusi (d. 1274). The great philosopher of the Maghrib, Ibn Rushd (d. 1198) wrote his commentaries on Aristotle in the 12^th century. During the 13^th and 14^th centuries, some of the philosopher-scholars migrated to India and found a receptive environment in the Delhi courts. Amongst the more notable of the philosophers in Delhi was Shaykh Ilmuddin. The philosophers, too, were pitted against the popular Sufi movement of the Chishtiya Order.

It was under the Tughlaq emperors that the Sufi movement ran headlong into the combined opposition of the ulema, the philosophers and the monarchs. The kadis and the ulema sought a ban on sama’a, declaring it to be against the injunctions of the Shariah. To sort out these controversies, Gayasuddin Tughlaq, Sultan of Delhi, convened a conference of the leading ulema, kadis and philosophers in Delhi at his court in 1320. Nizamuddin Awliya was also invited. What started as a conference turned into a court martial of the Chishtiya Sufis. Kadi Jalaluddin, chief kadi of Delhi and Shaykh Zadajam argued against sama’a. Nizamuddin Awliya defended the practice, basing his arguments on certain Hadith. The opposition argued that the supporting Hadith were weak. The discussion became heated, so the Sultan turned to Shaykh Ilmuddin, who was a philosopher (Mu’tazilite) and had traveled extensively through Persia, Iraq, Syria and Egypt. Shaykh Ilmuddin answered that sama’a was halal for those who listened to it with their hearts and was haram for those who heard it with their nafs. Nonetheless, he too sided with Kadi Jalaluddin and asked the Emperor to forbid sama’a. The Emperor deliberated and, not to be drawn into a religious controversy, gave a split decision permitting sama’a gatherings for the Chishtiya Order but forbidding it to the followers of the Qalandariya and Haidari Orders. (The Qalandariya and Haidari orders had not yet made major inroads into India at that time so the Emperor had nothing to lose in taking a position against the practices of these two orders).

Gayasuddin Tughlaq died in 1325. The tug-of-war between the Sufis, the kadis and the philosophers, continued in the court of Muhammed bin Tughlaq (d. 1351). One of the most capable monarchs of the age, Muhammed bin Tughlaq is an enigma to students of history. He was a scholar, a hafiz-e-Qur’an, well versed in Fiqh and was punctual in his prayers, fasting and zakat. Like the first four caliphs, he treated the non-Muslims with dignity and ensured that taxation was fair to all of his subjects. Yet, he was impetuous, intolerant of dissent and punished, with a vengeance, those who stood in his way. He was the first monarch who realized that ruling the vast subcontinent from far-away Delhi was hopeless and sought to establish his capital near the center of gravity of Hindustan, namely at Daulatabad, located about a hundred miles inland from the modern city of Bombay. When the entrenched bureaucrats, comfortable in their luxurious villas in the capital, dragged their feet, he forced them to move. Then, as fate would have it, the monsoons failed for five consecutive years and India was hit with a terrible famine. Daulatabad was without water. Tughlaq had the entire court trek back to Delhi, causing untold misery for everyone.

It was during the Tughlaq period and the preceding Khilji period that Islam was introduced into the Deccan and the Dakhni language, the parent of modern Urdu, was born. Borrowing an idea from Kublai Khan of China (d. 1294), Tughlaq introduced leather currency. This was a far-sighted move designed to further trade, which was constrained by the availability of gold and silver. But the wily Indians, Muslims and Hindus alike, frustrated this move by creating counterfeit currency. Tughlaq had to withdraw the currency at an enormous cost to the treasury. However, it is his interactions with the ulema, kadis, philosophers and Sufis of the age that concern us here because these interactions determined the shape of Islam for centuries to come.

Returning to the powerful Chishtiya movement, Shaykh Baba Fareed Ganj succeeded Khwaja Qutbuddin in 1235. His forefathers had migrated from Kabul during the Mongol devastations. As directed by Moeenuddin Chishti of Ajmer, Baba Fareed migrated to western Punjab. If there was one person who may be given credit for the introduction of Islam into Punjab (and hence into today’s Pakistan), it was Baba Fareed. Impressed with his piety, sincerity and dedication, thousands, including some of the powerful Rajput clans, accepted Islam. Baba Fareed was a doctor of Fiqh and was a noted poet in Arabic and Farsi. Both the Sabiriya and Nizamiya branches of the Chishti Order within the subcontinent originated from him. He trained and sent teachers to the far corners of India and Pakistan. Notable among them were Shaykh Jamal of Hanswi, Imamul Haq of Sialkot, Mawzum Alauddin Sabir of Sahranpur, Shaykh Muntaqaddin of Deccan and most importantly, Nizamuddin Awliya of Delhi. Baba Fareed was the author of Israr ul Awliya (secrets of the sages), which contains encyclopedic information about Sufi thought and practices.

The mantle of leadership of the Chishtiya Order passed on to Nizamuddin Awliya in 1257. No other Sufi master achieved the acceptance of the Indian masses and the Sultans of Delhi, as did Nizamuddin Awliya. Indeed, his was the zenith of the Sufi movement in Hindustan. He was a scholar of Hadith, a fountain of spirituality, a powerful debater and a dedicated teacher. It is related that at any given time, over 3,000 students and two hundred qawwals attended his zawiyah at the outskirts of Delhi. Chief among his students were Shaykh Hishamuddin of Multan, Shaykh Burhanuddin Gareeb of Deccan, Shaykh Yaqub Patni of Gujrat, Sirajuddin Uthmani and Bu Ali Qalandar of Panipat. The great poet Emir Khusro was a murid of Nizamuddin Awliya.

The relationship between the Chishtiya Order and the Delhi Sultanate had been cordial until that time. The Sultans, aware of the hold that the Sufis had over the masses, sought to cultivate the blessings of the Sufi masters. The advent of the Khilji dynasty (1296-1316) saw the armies of the Delhi Sultans conquer the entire subcontinent, all the way to the southern tip of the peninsula. The architect of these conquests, the mighty Alauddin Khilji, was of a secular bent. But he was aware of the power of the Sufis and sought cordial relations with them. It was Alauddin who sent word to Nizamuddin Awliya expressing his desire to meet the Master. The message elicited the famous riposte from the Shaykh: “My hut has two doors. If the Emperor enters it through one door, I go out the other”. After Alauddin, there was a brief period of turbulence in Delhi, followed by the establishment of the Tughlaq dynasty (1316-1351).

AIOU Solved Assignments: Click Here

Nizamuddin Awliya passed away in 1325 and designated Maqdum Nasiruddin Mahmud (commonly known as Chirag-e-Dehli, the light of Delhi) as his successor. It was the same year that Muhammed bin Tughlaq ascended the throne of Hindustan. To break the hold of the Sufis and to keep them busy with superfluous work, Muhammed bin Tughlaq forced them into his service. Chirag-e-Dehli was asked to assist the king with royal robes, a ceremony that signified obedience and submission to the crown. When the Master refused, he was thrown into jail. Others were forced out of the capital. For instance, Shaykh Shamsuddin Yahya was forced to retire to Kashmir. Shaykh Shahabuddin was told to serve the king. When the learned Shaykh refused, his beard was pulled out, a fatwa was passed against him by Kadi Kamaluddin of Delhi and he was finally killed. Delhi was depleted of the Sufi masters, except for those who could not leave because of age or official constraint.

Muhammed bin Tughlaq had spent his youth in the company of philosophers and he was a Mu’tazilite by training. He was particularly influenced by Shaykh Ilmuddin, the renowned philosopher of the times, who lived in Delhi. Shaykh Ilmuddin had traveled through Syria and had met Ibn Taymiyah of Damascus (d. 1326) and had absorbed his reformist and counter-Sufi thoughts. Tughlaq, in his Mu’tazilite thinking, was similar to Harun al Rashid, but he lacked the sagacity and statesmanship of Harun. Just as the successors of Harun punished those who opposed the Mu’tazilite doctrines, so did Muhammed bin Tughlaq.

It is an irony of Islamic history that those who should have been the most liberal in their tolerance of dissident thought, namely the philosophers, turned out to be the most intolerant. Twice they had the opportunity to influence history-once during the early years of the Abbasids (circa 800) and the second time during the powerful Tughlaq dynasty of India (circa 1330). Both times they failed miserably and embarked on a tyrannical suppression of those who disagreed with them. Islamic history, in turn, rejected them. Their role was relegated to the periphery of the Islamic body politic, to the detriment of both philosophy and the Muslim ummah. Muhammed bin Tughlaq died in 1335, classified a maverick sultan by history.

The Sufis survived and prospered because theirs was the kingdom of God, untouched by the vagaries of time. They sang of the love of God and people resonated to their tune. They gave of themselves for the love of humankind and fought for what was right, often laying down their lives in the struggle. The ulema and kadis were defeated, because they were employees of the kings and could be fired from their jobs at will. Despite their independence, they were construed to be an arm of the ruling classes. The philosophers lost because of their tyrannical approach. They were bogged down in endless argumentation and they over-extended their approach to the Qur’an, a subject that was clearly beyond the scope of their methodology. The Islam that survived was a Sufic Islam, inward-looking, spiritual, amalgamating within its folds the cultures of the lands where it flourished. It was different in color and character from classical Islam (up to the destruction of Baghdad in 1258), which was empirical, vibrant, extrovert. It was this Sufic Islam that was destined to shape the history of Muslim peoples after the 13^th century.

Conclusion

IN the Subcontinent, the Sufis made untiring, selfless and incessant struggle for the spread of Islam. They devoted their lives and gave up their homes to champion the cause of Islam in a miraculous way. Neither did they resort to arms nor to swords for this. It was their affection, sympathy, fraternity and unlimited philanthropist actions that won the hearts of people. The spread of Islam stems from the invasion of Muhammad Bin Qasim in the Subcontinent, but roots of Sufism can be traced to the time when the first Sufi, Muhammad Alfi, came to the Subcontinent.

However, with the passage of time, many Sufis made their way here following the invasions of Muslim conquerors. They came from Central Asia and the Arabian Peninsula in order to establish an Islamic society. Sufism took shape and became an institution in the 12th and 13th century. The two great pioneers in this filed were Shaikh Abdul Qadir Jilani and Hazrat Shahabuddin Suharawardy. Four branches of Sufism, namely Qadriya, Chishtiya, Suharawardya and Naqshahbandya were introduced in the Subcontinent by Syed Bandqi Mohammad Ghosh, Khwaja Moinuddin Chishti, Shaikh Bahawaldin Lakariya and Khwaja Mohammad Baqi Billah respectively. There is an established myth that the Sufis followed the Muslim warriors. But now it is clear that Shah Abdul Rehman had settled in Ajmer before Khwaja Moinuddin. Shaikh Ismail Bukhari came to the Subcontinent before Mahmud Ghaznavi. The Ismail missionary Adbullah landed near Cambay in AD1067 and worked in Gujarat when the country was governed by Sindhraj Jai Singh. He and his Jain teacher, Huma Charya, are said to have converted to Islam when there was no Muslim invasion recorded at the time. During Ghazanavid rule, there was massive influx of important spiritual leaders like Hazrat Shaikh Ismail and Hazrat Ali Bin Osman Hujweri, popularly known as Data Ganj Bux. The latter was among the leading Sufi philosophers of the day. He did immense missionary work in his individual capacity and set an outstanding example for future generations. Many scholars are of the view that the general conversion to Islam in the Subcontinent started on a sizable scale from the 13th century, after the Ghurid rule. This period coincides with the arrival of Hazrat Khwaja Moinuddin Chishti and the Suharawardy Sufis. This period also witnessed the expansion of Muslim power across the Sutlaj into northern India. In addition to Punjab, Sindh also claims the distinction of being the centre of Indian Sufism. According to Hassan Nizami, Suharawardy Sufis were the first to arrive in India and made their headquarters in Sindh. This order achieved much success under the leadership of Hazrat Bahwaldin Zakriya in Multan. The famous Qadriya order entered India through Sindh in AD1482. Syed Bandagi Mohammad Ghouse, one of the descendants of the founder (Shaikh Abdul Qadir Jilani, 1078-1116) took up residence in Sindh at Uch (now in Bahawalpur) and died in AD1517. Sakhi Sultan (Mangopir), Hazart Abdullah Shah of Karachi, Hazrat Shah Inayat of Jhok Sharif, Hazrat Shah Abdul Latif Bhittai, Sachal Sarmast and Qalandar Lal Shahbaz were saints of high stature in Sindh who converted many Hindus. In Bengal, saints and servants accompanied the administrators and warriors, and established their own darghas and khanqahs. Shah Jalal of Sylhet, Makhdumul-mulk Sharfuddin and Shaikh Nur Qutb may be particularly mentioned. Shah Jalal did much for the spread of Islam in Bengal, while Shaikh Akhi Sirajuddin propagated Islam in Gaur and Pandua. Other notable figures of the 13th century Sufi movement in Indo-Pak were the four friends known as ‘Chaharyar’ — Hazrat Fariduddin Masud Ganj Shakar of Pakpattan (1174-1266); Hazrat Syed Jalaluddin Bukhari, ulma of Uch Bahawalpur (1196- 1296); Hazrat Bahawaldin Zakariya of Multan (1170-1267); and Hazrat Lal Shahbaz Qalendar of Sehwan (1177-1274). It is said that 17 leading tribes of the Punjab accepted Islam at the hands of the Sufis. Fortunately, the list of Sufis does not end here. Their exact number is beyond the capacity of this article, so only a few noteworthy Sufis can be mentioned. Mohammad Ghose, Hazrat Mian Mir of Lahore, Hazrat Syed Yakub Zanjani of Lahore, Ruknuddin Rukne Alam of Multan, who was grandson of Hazarat Bahauddin Lakariya whose family migrated from Sindh. Syed Ahmed Saqi Sarwar of D.G. Khan, Pir Jalaluddin Qutb-al-Aqtab, who died at Uch in AD1923 converted Mazaris and several other Baloch tribes to Islam, Hazarat Khardari Baba Mulla Taher of Ziarat (the visit to his tomb led to the place becoming known as Ziarat) Pir Hinqlaj of coastal Makran, Pir Baba of Swat, and Kake Sahib of Nowshero played important roles in the spread of Islam. The Sufis were well-read, widely travelled and spiritual leaders of the masses. They succeeded in their mission because they had both the strength of character and the courage of conviction, and were selfless and devoted to their cause. Their movement made inroads in the Subcontinent and it grew powerful and successful for a number of reasons. Firstly, before they started preaching, they set noble and brilliant example through their behaviour and conduct. Secondly, Islam was preached by them in a simple, pragmatic and flexible way, contrary to the ulemas who laid much emphasis on the rigidity of rules. Thirdly, they highlighted Allah’s positive and merciful attributes to ignite a love of God in people’s hearts. The Sufis disliked formalities and ceremonial acts, preferring to lead simple lives, and their lofty and admirable principles became guidelines for the people. They were against suppressions and social evils, condemning the use of force to gain power. Then their khanqahs were always open for everyone, and those with money had to donate generously to the needy. People flocked from time to time to the Sufis for solace and comfort. The Sufis were triumphant because of their noble deeds and the marvellous examples they set. They never imposed their beliefs on non-Muslims. The khanqas provided protection to wanderers, institutions for those who wanted to quench their thirst for knowledge, food to the needy and love to all. People rallied round the ideology of Sufism which was simple to digest, practicable to exercise. The Sufis converted a civilisation into a better one, which is beyond the imagination of ordinary people. The small pockets of Muslim society in towns and villages after the invasion of Muhammad Bin Qasim changed into large cities and provinces. Above all, it was the sheer straggle of the Sufis which paved the way for the future Islamic state in the Subcontinent. Had the Sufis shunned their practice of Islamic teachings in the 13th and 14th century, it would have been difficult to implant a Muslim civilisation in the country where a well-organized Hindu community had lived for centuries.

References

Asani, A. S. (1988). Sufi poetry in the folk tradition of Indo-Pakistan. Religion & Literature, 81-94.
Abbas, S. B. (2003). The female voice in Sufi ritual: Devotional practices of Pakistan and India. University of Texas Press.
Schimmel, A. (1982). Islam in India and Pakistan. Brill.
Qureshi, R., & Qureshi, R. B. (1986). Sufi music of India and Pakistan: sound, context and meaning in Qawwali (Vol. 1). CUP Archive.
Hassanali, M. (2010). Sufi influence on Pakistani politics and culture. Pakistaniaat: A Journal of Pakistan Studies, 2(1), 23-45.

Develop Socialization In Children Through Extra Curriculum Activities At Grade 6

Topic
Theme
Sub Theme
The overall background of the participants of the project
Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
What did you find about the problem in the existing literature (books/articles/websites)?
What were the major variables/construct of your project? Give definitions/descriptions from the literature.
What did you want to achieve in this research project?
Who were the participants in your project?
How did you try to solve the problem?
What kind of instrument was used to collect the data? How was the instrument developed?
What were the findings and conclusion?
Summary of the Project
How do you feel about this practice? What have you learned?
What has it added to your professional skills as a teacher?
List the works you cited in your project.

AIOU Solved Assignments: Click Here

Topic

Develop Socialization In Children Through Extra Curriculum Activities At Grade 6

Theme

Identify The Problems In Child’s Social Development

Sub Theme

Socialization

The overall background of the participants of the project

Background

Name of the School (Govt Girls High School Gupis).

(Overall background of the participants of the project; area/school: (socio-economic status, occupation/profession – earning trends of majority of the parents, literacy rate, academic quality, and any other special trait of the community where the school is situated)

GGHS GUPIS:

Govt Girls High School Gupis situate in tehsil and district Ghizer. There are 12 teachers and 700 students enrolled in the school. School building is looking very good. There are more than 7 classrooms and staff rooms. Playground, washroom, parking, clean drinking water electricity and other basic facilities are available for the students.

This action research project titled “TO Develop Socialization In Children Through Extra Curriculum Activities At Grade 6.” At GGHS Gupis.

Demographic details of participants: For the present research 40 participants are selected form the school, their ages are between 10-12 years. I selected students from grade 6th from sections A. Among 40 students, there are all girls thus they make the total of 40 students as a sample for the present research.

Socio-economic condition of participants: The socio-economic status is not on the level of satisfaction. Students participating in this research belong to a category whose socio-economic conditions are good. Such families have not enough means to manage the expenses of their children study. The participants belong to middle class families. Thus, they very much rely on school teachers and the curriculum.

Location of the school: The present research is conducted in a public school “Govt Girls High School” which is situated in the district Ghizer.

The school has great discipline and is very organized in teaching curriculum of Ghizer board. The school also achieves great 80-90% annual result every year. Hence it has a very good ratio of passing students every year.

Occupation / Profession and earning trends:

That’s was rural area mostly people are attached with agriculture were 25% parents of the students attached with agriculture, 5% in teaching profession .2 % people well educated jobs and remaining were laborers. I got the occupation information from the index of school register.

Literacy Rate:

I notice that the literacy rate of the city it was not so bad. Literacy rate 35 percent. It was good. Parent’s meetings were arranged in school then I observed the literacy rate of the located. Almost 25% parents were well educated and other parents were uneducated.

Special Traits of Community:

The community where the school was situated have not strong financial condition mostly people were laborers. They have to do strict effort to fulfill the school expenses of their children. Students participate in games and then go to high level. Private school were present in this village. People respect to the teachers.

Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.

The reason behind the selection of the topic: This action research was designed to develop socialization in children through extra curriculum activities at grade 6. Although, well managed schools provide an environment in which extra curriculum activities conducted for students to increase the level of Socialization”. “Many research studies have resulted that a conducive classroom environment promotes students ‘Social development through extra curriculum activities”. “Classroom management strategies are a crucial part of teachers’ success in creating a safe and effective learning environment for students in building social development”. “The purpose of education is to provide a safe and friendly environment in order for learning”. “Therefore, teachers should know how to use and apply strategies that will allow and also help students to improve student performance as well as increase social development.”.

The following reasons behind lack of student social development which was observed in the school. This research identifies the solution of these.

1.Focus Just on Books Reading:

Some school teachers just focus on books reading. Thay do not involve the students in any other physical task like Extra curriculum activities which can be helpful for building confidence and social development in students.

2.Poor Mental Health:

Poor mental health is also associated with rapid social change, stressful work conditions, gender discrimination, social exclusion, unhealthy lifestyle, physical ill-health and human rights violations. There are specific psychological and personality factors that make people vulnerable to mental health problems.

3.Emotional Immaturity:

Emotional immaturity as a condition where a person hasn’t given up the desires or fantasies of their childhoods. These desires and fantasies have to do with them being the center of the universe. They can also even involve “bending” reality to be what they want.

4.Irresponsibility:

Irresponsible is not capable of handling assignments or taking responsibility. An example of an irresponsible person is someone who constantly forgets to do her assignments.

5.Poor Home Environment:

Home environment is usually a place in which an individual or a family can rest and be able to store social development. But if home environment not motivated like parents quarrels with on another all the time, then this thing has most negative impact on the mind of students.

6.Lack of Interest in School Activities:

Lack of interest can be caused by difficultly concentrating, family problems, emotional difficulties, learning disabilities, and many other factors. Having said that, as a teacher, you still have to do your best and try to get them to learn at least the basics of any subject.

7.Resistance to School Rules and Regulations:

Policies are important because they help a school establish rules and procedures and create standards of quality for learning and safety, as well as expectations and accountability. Without these, schools would lack the structure and function necessary to provide the educational needs of students. But some students not follow this. These things lead to decrease in social development of students.

I have selected the above topic because now a day it is a common problem of all. Students have lack of social development during the period. Students do not focus on social development on the base of following reasons. I selected the above topic so this research identifies the solution of this problem.

What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?

When I discuss the whole matter development of socialization in children through extra curriculum activities with my other colleagues and senior teachers it was argued that social development and encouragement should be a major area of concern to teachers and students. This is the concern of this chapter which tends to summarize what is essential to be known about the social development building process as it relates to extra curriculum activities, rewarding system and encouragement. Almost all the teachers and colleagues were in favor of the statement that the extra curriculum activities and encouragement are possessing self-efficacy. Because extra curriculum activities and social development are very alternative. No any students can get fluency in one skill without other skill. The researcher conducted this study which focused on the Development of Social development that lead to good behavior and performance of students.

A teacher’s most important activity in a typical class environment is the one related to classroom management that leading to build social development in students through Extra curriculum activities. Appreciation ultimately enhances good behavior and personality like praise, reward offering. But punishment cannot apply for all students. Punishment put negative impact on some students like punished the students. Learning and teaching cannot take place in a mismanaged classroom. In limited terms, classroom management is the management of the class by educational motives. Contemporary understanding of classroom management approach calls for conceiving class as a system. Class in educational system is a subsystem of educational management and at the same time a formal organization. Within this framework, classroom management could be defined as the process of arranging the classroom environment and its physical structure under the laws in order to satisfy the expectations of the educational system, the curriculum, the school, the lesson, the teacher and of the students, constituting the rules, relation patterns and administration of class order; planning, presenting and evaluating educational activities, recognizing students’ assets; providing student motivation; arranging classroom communication pattern; attaining classroom discipline, effective and productive employment of time, human and material resources in order to prevent students’ undesired behavior.

Social development is a response, which an individual show to his environment at different times. Social development can be positive or negative, effective or ineffective, conscious or unconscious, overt or covert, and voluntary or involuntary. Social development can be regarded as any action of an organism that changes its relationship to its environment. Social development provides outputs from the organism to the environment. The meaning of social development is to conduct or carry oneself or behavior in what we do, especially in response to outside stimuli anything that an organism does that involves action and response to stimulation. The main purpose of this study is to investigate the role of extra curriculum activities in development of student’s social development of High school students.

What did you find about the problem in the existing literature (books/articles/websites)?

Effective learning process is directly related to the effective classroom management. Without effective classroom management, teaching learning has no fruitful and productive outcomes. Effective classroom management depends on the competencies (capacity, proficiency) of teachers. Good managers devise and announce classroom rules and regulations at the beginning of session in order to control classroom disruptive behaviors and make the classroom atmosphere favorable for teaching learning process.

Teachers use a variety of extra curriculum activities and stimulus (encouragement) to motivate students. According to Ivancevich and Matteson (1990:171) “teachers use a variety of extra curriculum activities to attract and maintain students and to motivate them to achieve their teaching goals.” Rewarding students is therefore vital for the teaching success. Incentives are external stimuli which can be used as stimulants to productivity.

When a behavior leads to desirable outcomes, it is more likely to occur in future situations. Therefore, reinforcing is merely the impact seen by the reinforcing agent. To determine whether an event is capable of reinforcing its impact should be considered.

Armstrong (2012), states that “outdoor activities deal with the strategies, policies and processes required to ensure that the people’s value and contributions they make to achieving developmental goals of teaching and rewarded.” It can therefore be seen that rewards play an important role in motivating students to perform at their best and also to maintain top performers. Lathan’s (2002:45) observes that “teachers provide rewards to their personnel in order to try to motivate their performance and encourage their loyalty and maintained.”

As already demonstrated, extrinsic motivation is a deeper issue than it come because it may undermine intrinsic (natural) motivation under certain conditions and promote it under others conditions. (Williams & Stockdale, 2004). However, it is worthwhile for all teachers have an understanding of extrinsic extra curriculum activities because “many of the tasks that educators want their students to perform are not inherently interesting and knowing”. How to promote more active and volitional (a choice or decision made) forms of extrinsic motivation becomes an essential strategy for successful teaching’. (Ryan & Deci,2000).

It is important to understand that before analyzing different extra curriculum activities options, factors that affect reward strategies and practices. Each teacher is faced with a number of internal and external factors that affect the Social development is structured and administered. Armstrong (2010), identifies teaching culture, sector or work environment, students, teaching strategy, school climate as key internal variables that affect reward strategies. Each of these factors are different for each school and the teachers will develop a reward system based on how it values each of the variables. Armstrong (2010:17).

These factors play an important role and may force teachers to take certain decisions. In discussing different types of extra curriculum activities and incentives it is important to first categorize these. Rewards can be viewed as intrinsic or extrinsic. Intrinsic rewards “are intangible (invisible) rewards concerned with the work environment (quality of education, the teachers teaching) recognition, performance management and learning and development” Armstrong (2002:99). Kinicki and Kreitner (1998), state that financial, material and social rewards are extrinsic rewards because they come from the environment.

To apply a social development to a classroom student, a teacher must first understand what a social development is and what the advantages n disadvantages are when using it. The term reward is broadly defined as a tool that teacher use to try and reinforce a desired behavior (Wetzel and Mercer, 2003). The elements that determine the effectiveness of a reward are how it is delivered by the teachers and how it is perceived by the student (Wetzel and Mercer, 2012). If a teacher delivers a reward for good behavior, the student must make the connection between the right behavior and the reward. If students think they were rewarded for a different behavior, then the given reward will not be effective, and the student will have associated getting a reward with the wrong behavior (Wetzel and Mercer, 2012). So, teachers need to make sure that when giving rewards, student understand why they received them.

Categories of Reward

Rewards can be broken down into categories;

Intrinsic rewards
Extrinsic rewards

Intrinsic Rewards

When a student receives an intrinsic reward, it is because they have completed an assignment or task due to internal motivation (Williams & Stockdale, 2004). Some common intrinsic rewards are ‘‘task completion, feedback or result, acquisition of knowledge or skill, and a sense of mastery’’ (Wetzel & Stockdale). However, this award can be beneficial compared to extrinsic rewards, because they do not require an external stimulus, such as the teacher. The student will stay on task because they are motivated by their own determinations. However, intrinsic reward will not always be Satisfactory for students, since they may not have any internal motivation to complete a task.

Extrinsic Rewards

Extrinsic rewards are rewards given by someone outside of the individual, such as a teacher (Wetzel & Mercer). Some common extrinsic rewards are ‘‘primary objects, tangible objects, token systems, social approval, and project activities’’. In 1991, Newby found by new teachers use extrinsic rewards and motivation more than any other strategy. Extrinsic rewards may motivate student complete tasks that they would otherwise disregard. However, this reward can have a negative effect, where students grow dependent on them for motivation in completing their assignments.

In the classroom, most rewards will be a combination of extrinsic and intrinsic factors. For instance, students may engage in an activity both because of what, they will learn will be the intrinsic rewards, while the grade that they receive will be the extrinsic rewards.

It is important to understand, before analyzing different reward options, factors that affect reward strategies and practices. Each organization is faced with a number of internal and external factors that affect the reward system is structured and administered. (Armstrong, 2010) identifies organizational culture, the organizations business or sector or work environment, people, business strategy, political and social climate as key internal variables that affect reward strategies. Each of these factors are different for each organization and the organization will then develop a reward system based on how it values each of the variables. For example, “Bankers, entrepreneurial directors or sales representatives will be more interested in financial incentives than, say people engaged in charitable work” (Armstrong, 2010:17).

External aspects that may affect reward strategies include globalization, rate of pay in the marketplace, the economy, societal factors, legislation and trade unions, (Armstrong, 2010). These factors play an important role and may force organizations to take certain decisions for example trade unions in South Africa have a big influence in worker package and incentives.

In discussing different types of rewards and incentives it is important to first categorize these. Rewards can be viewed as intrinsic or extrinsic. Intrinsic rewards “are intangible rewards concerned with the work environment (quality of working life, work life balance) recognition, performance management and learning and development” Armstrong (2002:99). Kinicki and Kreitner (1998) state that financial, material and social rewards are extrinsic rewards because they emanate from the environment.

Tom Peters argues that by following the right method of rewarding, one can obtain excellent results. The Theorist Edward. Lorler believe that reward must be dependent on performance (Cohen, 2013).

The biggest mistake any parents can make is to delay the reward for an appropriate behavior. A reward will be most effective if it immediately follows the behavior. So that the desirable behavior is validated. (Patterson, 1983). Rey states that during the delay between the behavior and reward, the subject may exhibit, other behavior. Thus, the targeted behavior may remain undeveloped since the unwanted behavior is also reinforced.

What were the major variables/construct of your project? Give definitions/descriptions from literature.

Variables of the study:

Total three variables included in this research. two were independent variables and one was dependent variable. Extra curriculum activities and encouragement used as independent variables and student’s Social development used as dependent variable.

1. Extra curriculum activities:

Activities include backpacking, canoeing, canyoning, caving, climbing, hiking, hill walking, hunting, kayaking, and rafting. Broader groupings include water sports, snow sports, and horseback riding. Outdoor recreation allows individuals to engage in physical activity whilst being immersed in nature.

2. Students Encouragement:

Tangible forms of encouragement give students a visual reminder that they have the power to learn and succeed. They are especially effective when used sparingly or in moderation after students achieve learning milestones in the classroom

Give Positive Feedback. …
Set Realistic Expectations and Celebrate When They Are Met. …
Let Your Own Excitement Come Through. …
Vary Your Teaching Methods. …
Facilitate Don’t Dominate. …
Make Topics Practical. …
Show StudentsTheir Own Successes. …
Get Out of the Book

3. Social Development:

Social development is “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations.” Social development is a person’s belief in his or her ability to succeed in a particular situation. Social development is about having the strong, positive belief that you have the capacity and the skills to achieve your goals. Social development affects every area of human endeavor. By determining the beliefs, a person holds regarding their power to affect situations, it strongly influences both the power a person actually has to face challenges competently and the choices a person is most likely to make.

What did you want to achieve in this research project?

Research Objectives

Purpose of the study the development of socialization in children through extra curriculum activities at grade 6 So, the study will focus on the causes of problems of students regarding this.” In order to achieve said aims, the following objectives are designed:

Objectives of the Study

The following was the main objective of the study.

To explore the relationship between extra curriculum activities and student’s social development at High level.
To explore the relationship between student encouragement and social development at High level.
To find out the reasons behind the lack of social development of students.
To give suggestion for the improvement of the situation.

Research Questions of the study

What is the relationship between extra curriculum activities and student’s social development at High level.?
What is the relationship between student encouragement and social development at High level?
What are the reasons behind the lack of social development of students.?
What are the suggestions for the improvement of the situation?

Who were the participants in your project?

Population

The population of the study comprised girls studying at Govt Girls High School Gupis of Pakistan.

Sample

A total of “40” students were taken as a sample of the study. Ghizer City was taken as a Convenient sample by applying the Matched Pair Random Sampling Technique. So, total sample size was 40 respondents including female students. This sample provide appropriate knowledge regarding all the students of the school they studying in the school.

How did you try to solve the problem?

Research Methodology

All research methods and techniques that will be used in this study are given below.

Research Method:

Research method may describe into three forms: Quantitative Method, Qualitative method and Mixed Method. In the study, quantitative research method was used, because data was collected by using questionnaire in the light of students’ and teachers’ perception.

Research Design:

It is descriptive and survey research about “DEVELOP SOCIALIZATION IN CHILDREN THROUGH EXTRA CURRICULUM ACTIVITIES AT GRADE 6”.

Population:

Sampling Technique

A convenient sampling technique was used in this study.

Sample

In research, a sample is a gathering of individuals, that are taken from a bigger population for estimation. The example ought to be illustrative of the population to guarantee that we can sum up the discoveries from the exploration test to the population all in all. 40 students were selected from government school.

Data collection procedure

Data was collected by through questionnaires. One questionnaire was filled by one student according to his point of view. In this way 40 questionnaire filled by 40 respondents. On the base of this data know the opinion of students, find out the problems of students, and provided solution to sort out these problems. Open ended and closed ended questions were used for the purpose of data collection. In closed ended questionnaires 5 Likert point scale questions were developed in the form of strongly agreed (SA=5), Agree (A=4), Undecided (UD=3), Disagree (DA=2) and strongly Disagree (DA=1).

Data Analysis

Data collection measure means the tool through which the data can be collected”. There are different sources of data collection like scales, proxies, and questions. In this study the researcher used appropriate research tools and software to analysis of data, like; SPSS 18 software analysis in which descriptive analysis was used to find out the frequency, percentage, means and minimum/maximum values etc.

What kind of instrument was used to collect the data? How was the instrument developed?

Instruments:

The study used questionnaires as the main research instrument. Questionnaire is the form in which different questions asked by the sample of the study to complete the goal of the study.

Questionnaires were three in counting and labeled as:

1-Closed Ended Questionnaire for students about extra curriculum activities and its impact on student’s social development.

2-Close Ended Questionnaire for students about social development of students.

3-Questionnaire for students’ suggestions for effective encouragement in the classroom.

Questionnaire for students:

The following main questions guided the collection and analysis of data for the present study. All the information that containing in these questions ultimately helpful for developing social development in students.

All students are motivated to perform well in extra curriculum activities?
Different techniques used to increase the social development of students?
Rewards encourage the student to perform well?
Are the students being rewarded positively?
Are the students being rewarded by their unsatisfactory performance?
Extra curriculum activities improve the social development of students?
Are the students happy after participating extra curriculum activities?
Encouragement of the students develop social development?
Does the misbehavior of students is change with reward?
Teacher use reward for whole class to improve social development of the students?

Instruments, participants and procedures of quantitative data collection are presented in the following sections.

Data analysis

After the collection of the data, it was tabulated. Questionnaires were analyzed. After collecting data, the simple percentage and frequency model was applied to evaluate the score on different performance indicators to check the significance.

What were the findings and conclusion?

Findings:

Overall majority (98%) of the respondents agreed that Are students are motivated to perform well in extra curriculum activities.
Overall majority (92%) of the respondents agreed that Different techniques used to increase the social development of students.
Overall majority (98%) of the respondents agreed that Rewards encourage the student to perform well.
Overall majority (97%) of the respondents agreed that Are the students being rewarded positively.
Overall majority (95%) of the respondents agreed that Are the students being rewarded by their unsatisfactory performance.
Overall majority (96%) of the respondents agreed that extra curriculum activities improve the social development of students.
Overall majority (98%) of the respondents agreed that Are the students happy after participating extra curriculum activities.
Overall majority (99%) of the respondents agreed that Encouragement of the students develop social development.
Overall majority (92%) of the respondents agreed that Does the misbehavior of students is change with reward.
Overall majority (95%) of the respondents agreed that Teacher use reward for whole class to improve social development of the students.

Conclusions

The researcher in this study, from the findings concluded by analysis the following conclusion:

Extra curriculum activities are the most powerful tool of student’s socialization. Encouragement to increase a response not only works better, but allows both parties to focus on the positive aspects of the situation. Punishment, when applied immediately following the negative behavior can be effective, but problems may result when it is not applied consistently. Punishment can also invoke other negative emotional responses, such as anger and resentment.

Teacher-student relationships are crucial for the success of both teachers and students. As a feature of classroom administration, such connections are the most noteworthy factor in deciding an educator’s work as effective. The impact of instructor’s conduct assumes a critical job in the scholastic accomplishment of understudies. An instructor needs to show outstanding sympathy, constancy, industriousness, truthfulness, examine introduction, trustworthiness and adaptability as a man. Instructors likewise should be mindful in the manner by which anything that a living being does that includes activity and reaction to incitement.

Teaching is the activity of teachers for the purposes of education. So, it is the duty of teachers to knowledge the students as well as to develop social development in them through extra curriculum activities. Teaching is an arrangement and manipulation of a situation in which building students ‘socialization.

That good classroom management strategies show that reward system develop discipline, critical thinking, student’s confidence policies, punctuality, self-discipline, leadership skills, confidence and socialization in High school students According to the perceptions of High school students (in open-ended question), majority of the respondents ( High school students) agreed that students ‘extra curriculum activities have a stronger effect on developing social development, punctuality, student’s confidence policies, leadership skill, teamwork, character development and adaptability.

Summary of the Project

University recommended me some developing basic skills in which theme and sub theme. My topic that I choose DEVELOP SOCIALIZATION IN CHILDREN THROUGH EXTRA CURRICULUM ACTIVITIES AT GRADE 6. I choose this topic because I have to face problem about social development in the school. Because students feel shy when they have to perform in extra curriculum activities. It is difficult to create social development in the students during teaching.

The sample comprised a total of 40 students drawn from High school of district Ghizer. They were selected by simple random sampling technique.

This study investigated student’s social development through extra curriculum activities among High school’s students. It also investigated the effects of school environment and management related differences on students’ academic performance in the concept of measurement when taught using hygienic environment and Unhygienic environment in the class.

Questionnaire Instrument used for students for data collection. Research design was descriptive. The result was finding that the reward system and encouragement develops social development in students regarding study. Teachers’ behavior and teaching method also impact on students ‘behavior.

How do you feel about this practice? What have you learned?

The aim of this study was to investigate the role of DEVELOP SOCIALIZATION IN CHILDREN THROUGH EXTRA CURRICULUM ACTIVITIES AT GRADE 6. My research in rural area basic skills. My project participants were the students of Govt Girls High School Gupis situated in Ghizer district. In rural areas mostly people maintain discipline but not all.

Classroom positive reinforcement atmosphere is very important element in study because it helps in the learning of students. So, I used different technique for creating motivational atmosphere in the class to participate in extra curriculum activities to develop socialization. Students were happy and learn quickly on the base of hygienic atmosphere in the class. I feel pleasure. I think in our rural areas teacher create motivational atmosphere in the class through rewarding system then students have no problem of socialization. Students’ response to the implementation of teaching if they teach in hygienic atmosphere. I created hygienic atmosphere in the class through different activities. I learn that how to improve the student’s socialization and personality during the study. Finally, I feel satisfied.

What has it added to your professional skills as a teacher?

It added some new things in my knowledge key points are given below.

It made me good organizer.
It made me ready for everything that is throw their way.
It enabled me how to create motivational atmosphere in the classroom to develop socialization.
It built confidence in me that how to deal with rural areas students for improving social development through extra curriculum activities.
Before these activities I was not a good organizer.it made me innovative.
I started find out new things before I have not insert. But when I started my project a grate change brought in my thinking.
I capable to find out new things.
It made me good effective teacher and mentor.
It made me good role model.
It made me confident. Teacher discipline can help influence other to be a better person.
It made me capable to understand how to create classroom atmosphere according to student’s psyche to develop social development and personality at High level.
It tells me how negative punishing atmosphere effect on student’s personality level and communication.

List the works you cited in your project.

Auld, R. G., Belfiore, P. J., & Scheeler, M. C. (2007). Preparing pre-service teachers to use positive behavior supports in general education classrooms. Pennsylvania Teacher Educator, 6, 50–57.
Belfiore, P. J., Fritts, K. M., & Herman, B. C. (2008). The role of procedural integrity: Using self-monitoring to enhance discrete trial instruction. Focus on Autism and Other Developmental Disabilities, 23, 95–102.
DiGennaro, F. D., Martens, B. K., & Kleinmann, A. E. (2007). A comparison of performance feedback procedures on teachers’ treatment implementation integrity and students ‘inappropriate behavior in special education classrooms. Journal of Applied Behavior Analysis, 40, 447–461.
DiGennaro, F. D., Martens, B. K., & McIntyre, L. L. (2005). Increasing treatment integrity through negative reinforcement: Effects on teacher and student behavior. School Psychology Review, 34, 220–231.
Greenwood, C. R., & Maheady, L. (1997). Measurable change in student performance: Forgotten standard in teacher preparation? Teacher Education and Special Education, 20, 265–275.
Gresham, F. M., Gansle, K. A., & Noell, G. H. (1993). Treatment integrity in applied behavior analysis with children. Journal of Applied Behavior Analysis, 26, 257–263.
Lane, K., Bocian, K., MacMillan, D., & Gresham, F. (2004). Treatment integrity: An essential but often forgotten component of school-based interventions. Preventing School Failure, 48(3), 36–43.
McBride, B. J., & Schwartz, I. S. (2003). Effects of teaching early interventionists to use discrete trials training during ongoing classroom activities. Topics in Early Childhood Special Education, 23, 5–18.
Noell, H. G., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., et al. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34, 87–106.
Scheeler, M. C. (2008). Generalizing effective teaching skills: The missing link in teacher preparation. Journal of Behavioral Education, 17, 145–159.
Scheeler, M. C., & Lee, D. (2002). Using technology to deliver immediate corrective feedback to preservice teachers. Journal of Behavioral Education, 11, 231–242.
Slider, N., Noell, G., & Williams, K. (2006). Providing practicing teachers classroom management professional development in a brief self-study format. Journal of Behavioral Education, 15, 215–228.

Develop Ethics Among Students Of Grade 8

Topic
Theme
Sub Theme
The overall background of the participants of the project
Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
What did you find about the problem in the existing literature (books/articles/websites)?
What were the major variables/construct of your project? Give definitions/descriptions from the literature.
What did you want to achieve in this research project?
Who were the participants in your project?
How did you try to solve the problem?
What kind of instrument was used to collect the data? How was the instrument developed?
What were the findings and conclusion?
Summary of the Project
How do you feel about this practice? What have you learned?
What has it added to your professional skills as a teacher?
List the works you cited in your project.

AIOU Solved Assignments: Click Here

Topic

Develop Ethics Among Students Of Grade 8

Theme

Developing Scientific Attitude Among Children

Sub Theme

Ethics

The overall background of the participants of the project

Name of the School (where the action research was conducted):

School Name

This action research was conducted in School Name

School Background:

In general, the structure of the school was huge and lovely. The school had a lovely playground and parking. Classes are better in condition. The environment of the school was great, better for learning and secure for children.

Participants Background:

The participants of the study were secondary (10th) grade children and their teachers who were enrolled in School Name…... I selected secondary (10th) grade children and their teachers which are considered in total of 32 members.

Socio Economic Status:

Socioeconomic status is the social standing or class of an individual or group. It is often measured as a combination of education, income and occupation. Examinations of socioeconomic status often reveal inequities in access to resources, plus issues related to privilege, power and control. Most of peoples from this area are Govt. employee but some of them are shopkeeper or work in a private offices. Most of parents do not afford children education due to their family expenses and their low income but some parents support their children at higher level in well reputed universities. But due to the lack of higher educational institute and low income of their parents, more than 60% children stop their education after matriculation. Overall the financial status of this area is not good.

Occupation & Earning Trend:

Parents with Govt. jobs and small businessman are in a better condition to help and support their children educationally, mentally and profoundly. However, Parents with low income because of expenses and low salaries issues can’t give satisfactory to up level their children education. The control of the Parents in this research from this area is normal. A part of the Parents are not monetarily so good. The children who Parents with government jobs are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in private association. They are consistently in dissatisfaction. Due to low earning trend of this area, the children face a great deal of difficulties both at home and school, which block them from taking an interest completely in classroom exercises. In present some parents drop their children at different shop for learning work and for earning but today due to free education in Pakistan more than 80% children go to school till then matriculation.

Literacy Rate:

In 2019, City Name’s literacy rate of 66% for females was noticeably lower than the 79% for males.

Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.

I am a trainee teacher by Aiou and I selected school Name for my research project. As action research was totally based on local level. I choose School Name for my action research I choose my research topic “Develop ethics among student of grade 8” Researcher being a teacher lot of experience about different school and collages level but research analyses one problem of lack of ethics development of a child at 10th level, By understanding and implementing scientific attitude among students for ethics development of students at High class can perform better in their classroom and its positive impact in their socio-emotional development and educational career.

I selected this topic and sub theme topic to point out and investigate that ethics development among students through teaching scientific attitude is ignored in our school system, teachers are not paying practical attention to address this issue , Although it is an important and an integral part of the learning process. Ethics development is an essential part of any student-centered classroom.

Etymologically, “ethics” is derived from the Greek word “ethos” which means “character” or “conduct”. Ethics is not limited to the actions or behaviors of an individual but includes practices of a profession, an organization, a government agency or a corporation. Philosophers and moral ethicists have historically fallen into two camps when considering the topic of ethics in relation to the individual and society. I state that one of the principal goal of teacher’s work is to help remove the hurdles that teachers face every day in order to do their jobs. When I stress the importance of ethics in education, it constitutes the repository of their social and cultural values, and the medium of their historical memory. In common usage multicultural education generally refers to education about different ethnic groups. Educators around the world are faced with new challenges of balancing local, national, and global norms and moral as well as ethical values in the process of educating children. While fostering a sense of citizenship remains an important function of mass schooling, it is becoming less and less viable to do so at the expense of socializing children for their futures in a global society. When deliberating the definition of the term “ethics”, individual teachers, parents, and administrators each have a unique view according to their own lived experiences and positioning. Some rely on words such as “right”, “moral”, “values”; others have been more inclined towards “policy”, “code of conduct”, and “professionalism”. But all generally seem to agree that educators need to be ethical and that educators should have access to training in understanding the ethical issues involved in decision making. Education is a “powerful catalyst, which provides mental, physical, ideological and moral training to individuals, to enable them to have full consciousness of their purpose in life and equip them to achieve that purpose. It is an instrument for spiritual development as well as the material fulfilment of human needs. Within the context of Islamic perception, education is an instrument for developing the attitudes of individuals in accordance with the values of righteousness to help build a sound Islamic society”. The environment is the totality of the natural and social factors, events, phenomena and occurrences that directly or indirectly affect the students’ achievement. Teachers play a key role in renovating the economy of any state.

Personality and ethical grooming are defined as “the characteristics which determine the unique adjustment individuals make to the environment including thoughts, feelings and behaviours which distinguish individuals from others” The term personalization is the “schooling that emphasizes the needs of students as individual human beings and to personalize learning, a teacher must be able to adapt to students particular interests and style”. The institutions have the responsibility to the inclusion of ethical grooming of students and personalization by adopting new methodology and strategies.

What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?

After choosing this theme, I discussed this topic with my teachers, friends and supervisor.

Discussion with Supervisor:

My supervisor pointed out that Schools are the best place after the home environment which develops ethics and personality skills among students. The better the school environment, teaching staff, supporting staff, administration and management, better the personality qualities and ethical or life skills bloomed in the students which put a better impact on society as well as on country development. Different pieces of training and seminars conducted in the schools for teaching staff and management for uplifting ethical grooming among students. Different motivational speakers were called for trainings and seminars. In the school level curriculum different topics, history, story and titles like Quaid Azam, Allama Iqbal and Sir Syed Ahmed Khan life are present for flourishing the students’ personality. The students read and learn the life history of different important individuals who participate and uplift human beings. After passing the life of important men, the students enable and live their life according to their parameters.

Discussion with Teacher:

My teacher told me that Personality and ethical grooming are defined as “the characteristics which determine the unique adjustment individuals make to the environment including thoughts, feelings and behaviours which distinguish individuals from others” The term personalization is the “schooling that emphasizes the needs of students as individual human beings and to personalize learning, a teacher must be able to adapt to students particular interests and style”. The institutions have the responsibility to the inclusion of ethical grooming of students and personalization by adopting new methodology and strategies. Ethical grooming is a meaningful change flourished in the students. There are five personality factors like neuroticism, extraversion, openness, agreeableness and conscientiousness comprised the major focus of ethical grooming system.

Discussion with Friends:

One of my friend pointed about this subtheme that Ethical grooming of the students starts from homes. When the child is born in a healthy grooming environment, feels well and behaves like a good citizen. If the children groomed in lees advantages environment feels upset and badly attitude develops. So, it was the environment and home climate, which update and develop the ethics in the children. Similarly, when children took to enter schools for learning purpose and growth with full confidence. The school does not give education only, but it made a student’s a good citizen of society. It means schools a learning place put a positive influence on the personality development of the students. The institutional climate changes the life of the learners and gives confident, well-disciplined and well-mannered individuals to the society. These individuals work with ethics and enable the society to approach future horizons. Ethical grooming is a compulsory and essential component to live which is developed in schools only.

What did you find about the problem in the existing literature (books/articles/websites)?

Education is a “powerful catalyst, which provides mental, physical, ideological and moral training to individuals, to enable them to have full consciousness of their purpose in life and equip them to achieve that purpose. It is an instrument for spiritual development as well as the material fulfilment of human needs. Within the context of Islamic perception, education is an instrument for developing the attitudes of individuals in accordance with the values of righteousness to help build a sound Islamic society” (Govt. of Pakistan, 1998-2010).

The environment is the totality of the natural and social factors, events, phenomena and occurrences that directly or indirectly affect the students’ achievement (Nayak, 2002). Teachers play a key role in renovating the economy of any state. (Dresser, Rocio, 2013), (Robins, Fraley, Roberts, & Trzesniewski, 2001).

The institutions have the responsibility to the inclusion of ethical grooming of students and personalization by adopting new methodology and strategies (Kan, Sosin & Avin, 2004), (Banin, 2010), (Owitt, 2009), (Calphin, 2009), (Kreitner & kinicki, 2001), (Creemer and Reezigt, 2009).

Ethical grooming is a meaningful change that flourished in the students pointed out by (Heaven, Lesson & Ciarrochi, 2009). John, Robins & Pervin (2008) described five personality factors like neuroticism, extraversion, openness, agreeableness and conscientiousness comprised the major focus of ethical grooming system (Roberts & Walton, 2006), (Marzano, Pickering & Pollock, 2001), (Vivekananda, 2009), (Larner, 2004). Blatt (2008) defined psychological development as “it is a lifelong personal negotiation between two fundamental dimensions in human affairs and occurs from youth to old age as a synergistic interaction between anaclitic and interjective.

Schools are the best place after the home environment which develops ethics and personality skills among students. The better the school environment, teaching staff, supporting staff, administration and management, better the personality qualities and ethical or life skills bloomed in the students which put a better impact on society as well as on country development. Different pieces of training and seminars conducted in the schools for teaching staff and management for uplifting ethical grooming among students. Different motivational speakers were called for trainings and seminars. In the school level curriculum different topics, history, story and titles like Quaid Azam, Allama Iqbal and Sir Syed Ahmed Khan life are present for flourishing the students’ personality. The students read and learn the life history of different important individuals who participate and uplift human beings. After passing the life of important men, the students enable and live their life according to their parameters (Arshad, Ahmed, Noreen & Shams, 2019), (Rehman & Naz, 2019).

Structure for the governance of adaptation and managing the risk of climate change often lack legitimacy and meaningful representation and are likely to be further stretched given the resource scarcity and potential conflicts caused by climate change impacts. The impacts of climate change are affecting peoples’ lives, livelihood and their opinions are often adopted the shape narrowed (O’ Brien, St. Clair, & Kristoffersen, 2010), (Vasquez, 2011).

The dimensions of personality development must be developed in the students of modern society (Arshad & Qamar, 2018), (Schunk, Meece & Pintrich, 2012). The statement of the problem was “Effect of Institutional Climate on Students Ethical Grooming: A Secondary School Level Study” announced the researcher.

What were the major variables/construct of your project? Give definitions/descriptions from literature.

Science concept:

Scientific concepts can be described as systematic mental representations of the natural world, and they have a central place and role in science. In contrast, ambiguity is possible because of features that are inherent in the concepts themselves.

Ethics:

Learning style:

Learning styles is a term that refers to different ways in which we learn, process, and retain information. All young children learn through meaningful hands-on experiences through touching, doing, and moving. And children also learn through seeing and hearing.

Teacher Role

Teachers have to value emotional bonds with students and educate students as emotional and social beings. The role of a teacher in developing ethics among children is a vital one. In fact teaching requires high level of Emotional Intelligence.

Role of Institutions :

Teamwork:

Teamwork is the collaborative effort of a group to achieve a common goal or to complete a task in the most effective and efficient way. This concept is seen within the greater framework of a team, which is a group of interdependent individuals who work together towards a common goal. In this way, ethics among children also improved.

Wellbeing:

Promoting well-being involves understanding and addressing child, youth, and caregiver functioning in physical, behavioral, social, and cognitive areas. This section presents information on protective factors and child, youth, parent, and caregiver well-being.

Education:

Education is what pushes us to achieve our goals, feel more fulfilled and improve our overall quality of life. Understanding and developing your Education can help you to take control of many other aspects of your life.

Pandemic Condition :

A pandemic is defined as “an epidemic occurring worldwide, or over a very wide area, crossing international boundaries and usually affecting a large number of people”. The classical definition includes nothing about population immunity, virology or disease severity.

What did you want to achieve in this research project?

The purpose of this action research is to Develop ethics among students of grade 8 to develop scientific attitudes among children of the secondary level at School Name…….

The objective of this research are:

To carry out the Enhancing interest of secondary level students in ethics development by Developing a scientific attitude.
Determine the effect of institutional climate on students’ ethical grooming.
To explore the use of different daily life examples of ethics on students.
To clarify the concept of ethics on children.

Research Question:

This study aims to make an action plan for Enhancing interest of secondary level students in ethics grooming by developing scientific attitude in School Name……. Specifically it seeks to answer the following questions:

How we develop the ability for ethics grooming that effects on children’s learning to develop scientific attitude?
How Scientific attitude effect student’s ethics?

Who were the participants in your project?

The targeted population was students enrolled in 8th class of School Name….. However, in this questionnaire, thirty-two (32) students, taking a related course, were selected in a School Name as a sample while considering the research control and validity of this study. This sample included students of the two major medium (English Medium and Urdu Medium). These participants might generally represent the students in 8th class. The ethics were developed on the basis of a series of research regarding Scientific attitude identification and improvement for 8th class students. This curriculum purported to enhance students’ ethics and depositions through speculating about academic learning and life issue discussion.

How did you try to solve the problem?

Method of the study:

The procedure of this research was involved on an activity research to discover and tackle the issue. The social wonder under investigation was the Develop ethics among student of grade 8 to develop scientific attitude among children of 8th class level. Survey, interviews, field notes and perceptions were utilized to gather the information expected to give the data knowledge important to respond to the research questions.

Sampling:

The entire group from which a sample is chosen is known as the population and we choose the students of School Name….. It was quite convenient for me, being a resident of City Name to accumulate quality data from chosen Area. Sample is smaller representation of large data. Generally, it consists of all the observation that represents the whole population. The number of observation included in a sample is called size of sample. The students of School Name and their Parents were selected for this class based action research.

Ethical Consideration:

An action research is considered ethical if research design, interpretation and practical development produced by it have been negotiated with all parties directly concerned with the situation under research. Permission to conduct the study was first sought from the principal and Area governing body. Permission was sought from Area head. Permission was granted by the Education Department for this study to take place at the Area where I was teaching. The rights of the participants were spelled out clearly i.e. they could refuse to be audio recorded and they could demand to see any notes or recordings.

Data Collection:

Questionnaire was used to collect the data needed to provide the information insight necessary to answer the research questions. Moreover, it is snappiest, most affordable, private method for social affair data from respondents. The data was accumulated through efficient research gadget. So in such sort inspects, it is indispensable during progress of estimation gadget for quality data to recollect all points of view. Quantitative system was used to get critical and cautious information. Information was assembled through survey including simply close completed request in regard to investigate goals. The close by completed overview was made for data gathering.

What kind of instrument was used to collect the data? How was the instrument developed?

Research Instrument:

Quantitative research

Quantitative research is explaining phenomena by collecting numerical data that are analyzed using performing based methods (in particular statistics)’. Quantitative data contains closed ended information such as that found on attitude behavior and performance instruments .In this study the children have been given a questionnaire to find out ethics development of secondary level students by developing scientific attitude and this questionnaire has been derived and analyzed in terms of numerical data. This is why the research falls under quantitative category.

Questionnaire is:

Statements	Option
Ethics motivate them in science concept.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Ethics helping them to solve problem in different knowledge.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Ethics making them able to solve problem.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
The use of ethics is understandable.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Can scientific attitude effect on student’s ethics development.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Can you use the daily life examples for ethics grooming ?	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Ethics effects the life of student.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree

What were the findings and conclusion?

I used scale questionnaires to get students’ responses towards the use for the improvement of ethics by improving scientific attitude. The results are shown below (Table). The total number of students in this questionnaire were 32.

Table: The Questionnaire Results on the Implementation of Critical thinking development by developing a scientific attitude.

Questionnaire is:

Statements	Option
Ethics motivate them in science concept.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Ethics helping them to solve problem in different knowledge.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Ethics making them able to solve problem.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
The use of ethics is understandable.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Can scientific attitude effect on student’s ethics development.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Can you use the daily life examples for ethics grooming ?	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Ethics effects the life of student.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree

The first statement, “Ethics motivate them in science concept”. This statement was used to know whether the ethics improved students’ Science concept. There were 32 respondents who gave their opinion. It showed that 15.62 % of the students were very motivated to science concept using ethics. It showed that 68.75% of the students were motivated to science concept using ethics. The second statement is “Ethics helping them to science concept”. So, about 25 % of the students were really helped by the use of ethics to help them in Science concept. It showed that 75 % of the students were helped by ethics to solve problem in science concepts. The third statement shows that there were 21.88 % of the students who thought that they were able to science concept by using the ethics. There were 71.88 % of the students could learning through ethics. The next statement concluded that 6.25 % of the students could clearly understand with the steps used in ethics. So, 78.12 % of the students agreed that the steps in ethics were understandable for them. The next statement shows that more than 80 % of the students could get the Science concept from online lesson that would be used as the basic for them to develop and learning the lesson. The sixth statement will show there were still 4 students who were not able to develop their Science concept. The last statement showed so, there were more than 70 % of the students agreed that Science concept in ethics were fun.

Discussion:

From the result above, it can be seen that more than 50 % of the students responded that ethics motivated them in Science concept. The use of ethics was effective to motivate the students, helping them to science concept lesson in science concepts. After learned using ethics, more than 70 % of the students were able to science concept lesson in science concepts. It also shows that ethics were understandable and fun for them. They could follow the steps in ethics grooming periods. More than 50 % of the students were able to get the key ethics when they used scientific attitude. Then, they were able to develop the key success into a lesson. Ethics also helped the students to understand the generic structure of texts. The result of this research revealed the improvements contributed by the implementation of the ethics in the teaching and learning process of Science concept in grade 8th of School Name…. First, scientific attitude could improve students’ ethics. It was able to engage the students’ attention and interests during the teaching and learning process of Science. Besides, ethics could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process. Scientific attitude could be combined with other media such as pictures or video that could create various fun learning Science so it decreased students’ boredom during their learning process in the classroom. The students became more confident and active in the classroom. Third, since the students were motivated and the Science class ran well, the students’ ethics were also improved.

Summary of the Project

This action research was conducted in School Name….. The participants of the study were secondary (8th) grade children and their teachers who were enrolled in School Name….. I selected secondary (8th) grade children and their teachers which were considered in a total of 32 members.

The objective of this research are:

To carry out the Enhancing interest of secondary level students in ethics development by Developing a scientific attitude.
Determine the effect of institutional climate on students’ ethical grooming.
To explore the use of different daily life examples of ethics on students.
To clarify the concept of ethics on children.

It was able to engage the students’ attention and interests during the teaching and learning process of Science concept. Besides, ethics could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process. Scientific attitude could be combined with other media such as pictures or video that could create various fun learning Science concept so it decreased students’ boredom during their learning process in the classroom. The students became more confident to science concept and active in the classroom Science concept. Third, since the students were motivated and the Science concept class ran well, the students’ Scientific attitude were also improved.

How do you feel about this practice? What have you learned?

I am feeling very satisfied and glad after my research. It was quite interesting and Conflict management experience. Now I am confident after this research. Now I am able to do these all sorts of such tasks.im feeling myself as confident, glad and learnt person. I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior Teachers and expert people I learnt a lot of skills of writing. When i taught the children then me counsel dictionary and great writers, businessmen and novels .These all things increased my Conflict management also showed them video lesson of some expert and critical writers to teach them. It also helped me to learn new things. This practice also improved my writing skills too.

What has it added to your professional skills as a teacher?

It added a lot of new skills to my teaching. It improved my way of teaching. For example, when I talked with senior Teachers and expert people I learnt a lot of skills.

Professional Development:

In this modern, digital age, Teachers need to be flexible and be able to adapt to whatever is thrown their way. New technologies are developed every day that can change the way students learn, and the way Teachers teach. Likewise, administrators are changing and updating expectations and learning standards. Being able to adapt is a skill that every modern teacher must have. If it’s being able to adapt to the way students learn, the behavior their classroom exhibits, or their lesson plans, it is a definitely a trait that is a must-have.

Patience

Adaptability

Different kids learn in different ways, and some lessons need unique teaching tools. Good Teachers know how to adapt their lesson plans to their students so that all the kids learn optimally. This trait can take some experience and practice in a classroom setting, so give it time.

Imagination

Whether you teach high Area chemistry or kindergarten, nothing is a more effective tool than using your imagination to create new and motivating ways for your students to learn. You may be inspired by the work of another teacher, mentor or a TV commercial – it doesn’t matter. All that matters is that you take the initiative to find new ways for your kids to learn the material.

Teamwork

Teachers could have a hard time without a wide variety of support staff around them. If you feel alone, your Area principal, administrative staff, parent-teacher committee, and more are often available to provide you with help. By working as a team, you may have an easier time increasing your students’ ability to learn and have fun.

Risk Taking

List the works you cited in your project.

Segmentation And Targeting

Introduction

Segmentation & Targeting surveys help you understand what different members of your target market have in common—and how they differ. Here are a few different types of segments used by marketers:

Demographic segmentation

Some of the most critical data points on existing and potential customers are their basic demographics. These include income, gender, race, education level, and marital status. Demographic segmentation is often a useful way to divide up your target market.

Demographic Segmentation & Targeting Examples

Age
Gender
Income
Location
Family Situation
Annual Income
Education
Ethnicity

Geographic segmentation

Where people call home can drastically change how they respond to interactions with your company. Learn where your target customers live, and tailor your marketing efforts to account for their local values, whether they live in an urban or rural area, their climate-specific needs and behaviors, and other traits.

Geographic Segmentation & Targeting Examples

ZIP code
City
Country
Radius around a certain location
Climate
Urban or rural

Psychographic segmentation

Some of your most subtle but powerful marketing insights can result from informed psychographic segmentation. This research, for which surveys are especially useful, allows you to divide your customers into groups based on their lifestyle—their attitudes, values, habits, and opinions. Psychographic segmentation helps decode the emotional elements of buying that might otherwise seem mysterious.

AIOU Solved Assignments: Click Here

Psychographic Segmentation & Targeting Examples

Personality traits
Values
Attitudes
Interests
Lifestyles
Psychological influences
Subconscious and conscious beliefs
Motivations
Priorities

Behavioral segmentation

Behavioral segmentation research reveals how customers interact with your particular product or service. For example, how often do they buy it, and where? Position your marketing differently for those who use your product as a daily necessity versus those who see it as a luxury and use it only occasionally.

Behavioral Segmentation & Targeting Examples

Purchasing habits
Spending habits
User status
Brand interactions

Segmentation strategies can vary drastically for different businesses. Say, for example, you sell raincoats. Demographic segments like men, women, and children probably have drastically different preferences. Similarly, types like geographical segmentation might reveal that people who live somewhere where it rains all the time might view raincoats differently from someone who lives in the desert.

When you understand these different segments (and segment types) you can begin to craft customer profiles and positioning and focus efforts from product development to advertising to make sure you’re hitting the mark.

How to create market segments

Segmentation typically occurs as part of a marketing, product, or customer support effort. Here are a few times when you might seek to create segments:

Market research

When you survey potential customers who are likely to consider your product or service, you’ll have an opportunity to segment. For example, if you send a survey questionnaire about a new product concept to a broad group of people, adding demographic questions will help you understand the differing appeal to men and women, who you might want to focus your marketing efforts on, and what shortcomings you need to address to increase your market size. Segmentation can be a useful strategy, whether you’re interested in concept testing, branding, or product development.

Customer satisfaction

Whether you have customers, clients, or patients, it’s likely that different people have different experiences with your brand. Adding questions to your CSAT and NPS surveys that allow you to segment your customers makes it easier to pinpoint issues and improve customer service.

But segmentation isn’t limited to these scenarios. Event planners might segment sponsors from attendees. Educators might look at the differences between boys and girls, or teachers and support staff. HR departments might segment survey results by job level or department.

The key is to think about how you might want to segment before writing a survey. If you don’t ask the right questions, you might not be able to segment your market the way you want to when it comes time to analyze your results.

Eight Benefits of Segmentation & Targeting

The importance of Segmentation & Targeting is that it makes it easier to focus marketing efforts and resources on reaching the most valuable audiences and achieving business goals.

Segmentation & Targeting allows you to get to know your customers, identify what is needed in your market segment, and determine how you can best meet those needs with your product or service. This helps you design and execute better marketing strategies from top to bottom.

1. Create stronger marketing messages

When you know whom you’re talking to, you can develop stronger marketing messages. You can avoid generic, vague language that speaks to a broad audience. Instead, you can use direct messaging that speaks to the needs, wants, and unique characteristics of your target audience.

2. Identify the most effective marketing tactics

With dozens of marketing tactics available, it can be difficult to know what will attract your ideal audience. Using different types of Segmentation & Targeting guides you toward the marketing strategies that will work best. When you know the audience you are targeting, you can determine the best solutions and methods for reaching them.

3. Design hyper-targeted ads

On digital ad services, you can target audiences by age, location, purchasing habits, interests, and more. When you use Segmentation & Targeting to define your audience, you know these detailed characteristics and can use them to create more effective, targeted digital ad campaigns.

4. Attract (and convert) quality leads

When your marketing messages are clear, direct, and targeted they attract the right people. You draw in ideal prospects and are more likely to convert potential customers into buyers.

5. Differentiate your brand from competitors

Being more specific about your value propositions and messaging also allows you to stand out from competitors. Instead of blending in with other brands, you can differentiate your brand by focusing on specific customer needs and characteristics.

6. Build deeper customer affinity

When you know what your customers want and need, you can deliver and communicate offerings that uniquely serve and resonate with them. This distinct value and messaging leads to stronger bonds between brands and customers and creates lasting brand affinity.

7. Identify niche market opportunities

Niche marketing is the process of identifying segments of industries and verticals that have a large audience that can be served in new ways. When you segment your target market, you can find underserved niche markets where you can develop new products and services.

8. Stay focused

Targeting in marketing keeps your messaging and marketing objectives on track. It helps you identify new marketing opportunities and avoid distractions that will lead you away from your target market. There are four primary categories of segmentation, illustrated below.

	Demographic (B2C)	Firmographic (B2B)	Psychographic (B2B/B2C)	Behavioral (B2B/B2C)
Definition	Classification based on individual attributes	Classification based on company or organization attributes	Classification based on attitudes, aspirations, values, and other criteria	Classification based on behaviors like product usage, technology laggards, etc.
Examples	Geography Gender Education Level Income Level	Industry Location Number of Employees Revenue	Lifestyle Personality Traits Values Opinions	Usage Rate Benefit Types Occasion Purchase Decision
Decision Criteria	You are a smaller business or you are running your first project	You are a smaller business or you are running your first project	You want to target customers based on values or lifestyle	You want to target customers based on purchase behaviors
Difficulty	Simpler	Simpler	More advanced	More advanced

Literature Review

Target marketing involves the identification of the most profitable market segments. Therefore, businesses may decide to focus on just one or a few of these segments. They may develop products or services to satisfy each selected segment. Such a target marketing strategy differs from mass marketing (where a company may decide to produce and distribute one product to all consumers) or from product differentiation (where a company offers a variety of products to a large market). Marketers have been moving away from mass marketing endeavors, as they are increasingly targeting smaller segments with customized marketing programmes. In this light, this chapter sheds light on the process of Segmentation & Targeting. It clarifies how businesses could select the most profitable segments as they employ market coverage and positioning strategies to attract them. A market segment is a group of individuals, groups, or organizations who may share the same interests, traits, and characteristics. The consumer segments may have similar needs, wants, and expectations. Therefore, businesses should ask themselves which segments they should serve. To answer this question, businesses must determine the most appropriate ways to distinguish and differentiate their segments. Once the segments have been identified they must customize their offerings to satisfy each and every one of them. Segmentation & Targeting is the actual process of identifying segments of the market and the process of dividing a broad customer base into sub-groups of consumers consisting of existing and prospective customers. Segmentation & Targeting is a consumer-oriented process and can be applied to almost any type of market. In dividing or segmenting markets, researchers typically look for shared characteristics such as common needs, common interests, similar lifestyles, or even similar demographic profiles. So, Segmentation & Targeting assumes that different segments require different marketing programmes, as diverse customers are usually targeted through different offers, prices, promotions, distributions, or some combination of marketing variables. For example, Southwest Airlines’ single-minded focus on the short-haul, point-to-point, major-city routes, allowed them to prosper as their competitors floundered. The airline’s focus on specific segments allowed them to do a better job of deciding what their target segment really valued (for example, convenience, low price, on-time departures, and arrivals, among other things). Once the customer segments have been identified and profiled, the marketer must decide which segment to target. Diverse customers will have different expectations. For instance, there may be customers who will value a differentiated, high-quality service, whilst others may be more price-sensitive. Notwithstanding, not all firms have the resources to serve all customers in an adequate manner. Trying to serve the entire market could be a recipe for disaster. The overall aim of segmentation is to identify high-yield segments. These are likely to be the most profitable groups of customers or may hold potential for growth. Hence, the most lucrative segments will usually become target markets. In the tourism industry, the business traveler is usually considered an attractive segment. However, there are different types of business travelers:

The Hard Money Travellers (or the independent business travelers), include the business individuals traveling at their own expense;
The Soft Money Travellers (or corporate business travelers), include business individuals traveling on an expense account;
The Medium Money Travellers (or the conference or incentive business travelers), include business individuals traveling within a group;
The Interim Travellers, include business travelers who are combining personal travel with a business trip;
The Frequent Short Travellers, include business travelers who consistently fly a short-haul route;
The Periodic Travellers include sales persons who make a round of stops on a steady itinerary.

However, these six groups are said to be only part of some other travel groupings which have often been identified as principal sources of revenue for the tourism industry. Travel and tourism marketers must analyze these various segments. They must then select at least one segment and decide how to service them, in terms of fare prices, facilities, frequencies, and special features. By dividing the market into segments, marketing managers can acquire a better understanding of the needs and wants of customers. This enables them to customize or to ‘tailor’ the company’s marketing activities more accurately and responsibly to the individual customers’ liking. Segmentation marketing supports businesses in meeting and exceeding their customers’ requirements. It may also allow them to evaluate the competitors’ strengths and weaknesses. This way, they could discover business opportunities in markets that were not served well. Customer segmentation enables marketers to adopt a more systematic approach when planning ahead for the future. This leads to better exploitation of marketing resources, resulting in the development of a more finely-tuned marketing programme. For example, the businesses’ integrated marketing communications can be better organized, as targeted advertising (for example native advertising) and promotional activities can be directed at individual customers. For example, the emergence of data-driven, digital technologies such as sensor analytics, geo-location, and social data capture could track the users’ movements and other real-time phenomena. These disruptive technologies are increasingly being used by tourism businesses as they add value to customer-centric marketing endeavors.

Data Collection

The data was collected through the internet, research paper,s and online journals.

Data Analysis

Create a Segmentation & Targeting Strategy

Now, you know what Segmentation & Targeting is, why it’s important, and the four types of Segmentation & Targeting. It’s time to put this information into practice.

Use the following Segmentation & Targeting process to learn about your audience and find new marketing and product opportunities.

1. Analyze your existing customers

If you have existing customers, start your Segmentation & Targeting process by performing an audience analysis. An audience analysis allows you to learn about your customers and begin to identify trends that exist within your current customer base. Use these market research questions to guide your research.

Interview your customers.

Go right to the source and conduct interviews with existing customers, past customers, ideal customers, and prospects and leads. Ask questions that help you fill in the details of all four types of Segmentation & Targeting.

Interview your sales team.

If you have a sales team that spends a lot of time working with customers, use them as a resource. Interview them to find commonalities or trends they often see while working with your customers.

Refer to your business data.

Your business likely has loads of data that can help you get to know your customers. Use your customer relationship management tools and point-of-sale systems to find trends related to behavioral segmentation. Pull data that shows how much customers spend, how often they visit your store, and the type of products and services they buy.

Use your website analytics.

Your website also has data that can help you learn about your audience. Use Google Analytics to find details related to all four types of Segmentation & Targeting. For example, you can learn about customer behavior by seeing what pages users visit, how long they stay on the site, and what referral sites led them to your site.

Research audience geography.

Get details for graphic segmentation and find out where your audience lives using Alexa’s Site Overview tool. Enter your site URL, and the report shows you where your website visitors are located across the world.

Research audience interests.

Knowing your audience’s interests can help you identify psychographic segments within your customer base. Use Alexa’s Audience Interest tool to find topics and categories that your audience cares about.

2. Create a buyer persona for your ideal customer

Once you complete an audience analysis, you’ll have a good idea about who your current customers are. In the next step, take your data and use it to create a buyer persona that describes the exact type of customer you’d like to attract.

A buyer persona is a semi-fictional description of your ideal customer. It allows you to clearly visualize the person that your brand is trying to attract. Knowing whom you want to work with will make it easier to find the right market segment opportunities.

3. Identify market segment opportunities.

Once you have a buyer persona that describes your ideal customer, start looking for market segment opportunities.

A market segment opportunity is a trend that can drive new marketing tactics or offerings. To find them, first, ask questions about your brand.

What problems does your brand solve?
What problems can you solve better than your competitors?
What do you know a lot about or excel at?
Who do you and your team like to serve?

Then, refer back to your audience analysis and buyer persona and ask questions that uncover opportunities.

What large segments stick out?
What customer characteristics or qualities are most common?
What segments are currently not being served?
What segments is your brand uniquely qualified to serve?

Identify a few potential market segment opportunities, and then research to confirm that they are viable.

4. Research your potential segment.

Before you launch a marketing campaign for a new segment of your market, verify that it is a good option. Research to see what competition exists and if audiences are interested in your new market.

Research the competition.

If there is interest in your market, research to see what competition is already in the space. Use Alexa’s Keyword Share of Voice tool to find brands already in the market. Enter a search phrase to create a report with brands that own the top share-of-voice for the phrase.

5. Test and iterate

Once you find a new market you want to explore, don’t go all in just yet. Create a few campaigns to test your idea.

Try new markets and track your results to see where you can find a sweet spot that resonates with audiences. Small market tweaks can lead to big results, so continue to go through this process, test, and iterate based on what you learn.

Ensuring Effective Segments

After you determine your segments, you want to ensure they’ll be useful. A good segmentation analysis should pass the following tests:

Measurable: Measurable means that your segmentation variables are directly related to purchasing a product. You should be able to calculate or estimate how much you segment will spend on your product. For example, one of your segments may be a coupon maven, who is more likely to shop during a promotion or sale.
Accessible: Understanding your customers and being able to reach them are two different things. Your segment’s characteristics and behavior should help you identify the best way to meet them. For example, you may find that a key segment is resistant to technology and rely on newspaper or radio ads to hear about store promotions, while another segment is best reached on your mobile app. One of your segments might be a male retiree who is less likely to use a mobile app or read an email but responds well to printed ads.
Substantial: The market segment must have the ability to purchase. For example, if you are a high-end retailer, your store visitors may want to purchase your goods but really can’t afford them. Make sure, an identified segment is not just interested in you, but can be expected to purchase from you. In this instance, your market might include environmental enthusiasts who are willing to pay a premium for eco-friendly products, leisurely retirees who can afford your goods, and successful entrepreneurs who want to show off their wealth.
Actionable: The market segment must produce a differential response when exposed to the market offering. This means that each of your segments must be different and unique from the other. Let’s say that your segmentation reveals people who love their pets and people who care about the environment have the same purchasing habits. Rather than have two separate segments, you should consider grouping both together in a single segment.

Segmentation & Targeting is not an exact science. As you go through the process, you may realize that segmenting based on behaviors doesn’t give you actionable segments, but the behavior does. You’ll want to iterate on your findings to ensure you’ve found the best fit for the needs of your marketing, sales, and product organizations.

Some types of behaviors to look at include:

Online shopping habits: You might consider a user’s online shopping habits across all sites, as this may correlate with the likelihood that they will make an online purchase on your website.
Actions taken on a website: You can track actions users take on your online properties to better understand how they interact with them. You might look at how long someone stays on your site, whether they read articles all the way to the end, the types of content they click on, and more.
Benefits sought: This refers to the need a customer is trying to meet by purchasing a product.
Usage rate:You can categorize users based on usage rate. Your messaging will be different depending on whether someone is a heavy user, medium user, light user or non-user of your product.
Loyalty:After using a product for some time, customers often develop brand loyalty. You can categorize customers based on how loyal they are to your brand and tailor your messaging accordingly.

In a recent survey of marketing professionals in North America, 62 percent of respondents said improving audience segmentation to enable more precisely targeted messaging was a top priority. There’s a reason improving segmentation was the most frequently reported priority in the survey. Segmentation & Targeting offers many benefits to marketers, publishers and others, including the following advantages.

1. Improves Campaign Performance

Segmentation & Targeting can help you to improve the performance of your marketing campaigns by helping you to target the right people with the right messaging at the right time. Segmentation enables you to learn more about your audience so you can better tailor your messaging to their preferences and needs.

Targeting a specific segment that is likely to be interested in your content or product is much more effective than targeting an overly broad audience. If you advertise to an entire market, you will end up spending a massive amount of money on ads, but a relatively small percentage will convert. If you instead direct your marketing to a segment with the right characteristics, you can increase the conversion rate of your campaign considerably.

The more specific the audience of people interested in your brand, the more beneficial targeting can be. For example, there’s no reason to market dental tools to anybody but dentists. Marketing them to a broad audience would result in wasted ad dollars.

Even if you’re selling a product with broad appeal, customer segmentation can help you tailor your messaging to different groups to better engage with them. Say that you’re advertising furniture. You might split your audience up by age and push individuals ads that show people who are close to their age.

2. Informs Product Development

Segmentation & Targeting can also help companies to develop products that better meet the needs of their customers. You can create products to appeal to needs your main market segment may have and develop different products tailored to different parts of your customer base.

Say, for instance, you run an automotive company, and your primary market segment is middle-class families. You would likely design your car with lots of seating, leg room and space to accommodate a family with multiple kids. You would also create mid-range priced vehicles.

You could, however, also segment your audience further, and create vehicles that appeal to each of those segments. For example, one segment might be families who like to go on outdoorsy vacations. To appeal to this group, you could offer a vehicle with four-wheel drive and lots of cargo space. Another segment might prefer to take trips into the city. You might make this car smaller so that the drivers can easily navigate narrow city streets and fit into tight parking spots.

Designing your products with the needs of your customers in mind will help you to sell more and will make your customers happier. Your customers will also feel like you understand their needs, improving your company’s reputation.

3. Reveals Areas to Expand

Segmentation & Targeting can also help businesses to identify audience segments that they are not currently reaching with their marketing efforts and then expand into new markets.

When you look at your audience data, you might discover interests that you didn’t realize your customers had. For example, a company might make the majority of their sales in physical stores. When looking at behavioral data, they might see that many of their customers like to shop online. Based on this information, they could then either open an online store or stat advertising their online marketplace more.

As another example, a clothing company that primarily targets middle-aged women might decide to start selling kids clothing as well. They could introduce these items and market them to their current customers, encouraging them to buy them for their kids.

4. Improves Business Focus

Segmentation & Targeting can also help businesses to focus their efforts, which enables them to establish a brand identity and specialize in a particular type of products. A brand that tries to appeal to everyone in their marketing will come off as generic and unmemorable. It could also leave customers confused about what the brand stands for and what kind of company it represents. Similarly, a company that tries to sell everything likely won’t make a big impact in any one market, and its offerings may be of lower quality compared to companies that specialize. As your company grows, you can expand your offerings, but when first starting out, it can be challenging to differentiate your company if your product offerings are too broad.

5. Informs Other Business Decisions

Segmentation & Targeting can also help to inform other important business decisions regarding how you get your product to customers. These decisions may involve matters such as pricing and distribution.

Businesses can use segmentation to help them decide on pricing that maximizes sales while keeping customers happy. Companies may consider demographic information such as income levels. They may also take into account their customers’ price sensitivity — the degree to which their price affects their purchase decisions. Paying attention to seasonal demand changes can help businesses time special deals to boost sales.

Segmentation & Targeting can also help companies to determine the optimal strategies for the distribution of their products. Some groups of people, for instance, are more likely to shop online, while others are more likely to shop in a store. Companies can also decide which stores to pitch their products to based on where their market segment shops. Their customers may, for example, shop at luxury boutiques or bargain outlets. Looking at geographic data can also help a company decide where to set up a new store.

Conclusions and Recommendations

The final stage in target marketing is product positioning. Firms formalize “positioning statements” which specify the position they wish to occupy in their target customers’ minds, relative to other competitors’ products or services. Customers continuously compare products or services. Therefore, marketers must build their positioning strategies to improve the customers’ (and prospects’) perceptions of their products. Effective product positions have four important characteristics. Firstly, they are built around benefits for prospective customers. Secondly, they differentiate the specific firms’ products or service from those of key competitors. Thirdly, the respective firms need to possess relevant skills, resources, and the credibility to deliver on their implied statements and promises. Finally, an effective position is defensible, which means that an aggressive competitor cannot act quickly to neutralise or preempt another positioning strategy. For example, a full-service, national carrier could differentiate itself among other competitors as the only airline offering a superior service in its chosen markets. The tourism businesses should stand out from their rivals whether they decide to position themselves alongside competitors, or to position themselves in untapped niches. They may position themselves for their high standards of service, additional amenities and so on. Alternatively, low-cost carriers like Southwest Airlines could position themselves as a punctual airline, as a no-frills airline, as a low-cost airline, as a safety-conscious airline, as a friendly airline, and as the airline serving the western part of the U.S. Recently, they used TV advertising to counter an unpleasant customer perception about the airline’s ‘free-for-all’ seating policy. The rationale behind this spot was to build an image in their consumers’ minds. It is virtually impossible to satisfy all customers, so it is up to the company to select the specific parts of the market which they can best serve. Therefore, businesses could identify market segments, select a few profitable segments, and develop products and marketing mixes that are aimed at particular customers. Target marketing is made up of three stages: Segmentation & Targeting, marketing targeting and product positioning. Segmentation is the identification of customer groups who share similar characteristics. This process has a number of advantages, and enables a marketing manager to design an effective plan for each segment. Usually, tourism companies segment their market by using demographic, geographic, psychographic, behavioral and product-related variables. The chosen segments ought to be measurable, accessible, substantial and actionable. Three market coverage alternatives including; undifferentiated marketing; differentiated marketing and concentrated marketing were also put forward in this chapter. Businesses should consider the most appropriate market coverage strategy according to their resources, the type of service to be offered and the diversities within the market. However, they should also evaluate their competitors’ market coverage strategies. The final stage in target marketing is product positioning. Consumers have different perceptions of products or services. Therefore, business should underline their products’ unique attributes, features and value propositions to differentiate themselves from other competitors in the marketplace.

References

Bourassa, S.C., Hamelink, F., Hoesli, M., MacGregor, B.D., 1999. Deﬁning residential submarkets.Journal of Housing Economics 8, 160–183.
Bryk, A.S., Raudenbush, S.W., 1992. Hierarchical Linear Models: Applications and Data Analysis Methods. Sage, Newbury Park, CA.
Davidson, R., MacKinnon, J., 1981. Several tests for model speciﬁcation in the presence of alternative 484 hypotheses. Econometrica 49, 781–793.
Fair, R.C., Shiller, R.J., 1990. Comparing information in forecasts from econometric models. American Economic Review 80, 375–389.
Goodman, A.C., 1977. A comparison of block group and census tract data in a hedonic housing price model. Land Economics 53, 483–487.
Rosen, S., 1974. Hedonic prices and implicit markets: product diﬀerentiation in pure competition. Journal of Political Economy 82, 34–55.
Straszheim, M.R., 1975. An Econometric Analysis of the Urban Housing Market. National Bureau of Economic Research, New York.

1...678...44 Page 7 of 44