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Develop Self-Control In Children For Educational Access Through Motivation

Develop Self-Control In Children For Educational Access Through Motivation
Develop Self-Control In Children For Educational Access Through Motivation

Develop Self-Control In Children For Educational Access Through Motivation

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

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Topic

Develop Self-Control In Children For Educational Access Through Motivation

Theme

Promoting Children’s Well-Being

Sub Theme

Self-Control

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).

Action Research Is An Interactive Inquiry Process That Balances Problem-Solving Actions Implemented In A Collaborative Context With Data-Driven Collaborative Analysis Or Research To Understand Underlying Causes Enabling Future Predictions About Personal And Organizational Change. This Action Research Was Conducted In Govt. High School, ——–.

School & Participants 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. The Participants Of Study Were Elementary (8th) Grade Children And Their Teachers Who Were Enrolled In Govt. High School, ——–. I Selected Elementary (8th) 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 the Peoples From This Area Are Govt. Employees But Some Of Them Are Shopkeepers Or Work In Private Offices. Most Of the Parents Do Not Afford their Children’s 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 the Low Income Of Their Parents, More Than 60% of Children Stop Their Education After Intermediate. Overall The Financial Status Of This Area Is 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, ——–’S Literacy Rate Of 63% For Females Was Noticeably Lower Than The 73% For Males.

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

Self-Control Are An Exciting Subject. When I See Different Children With Different Mentality I Notice That Mostly Children Are Strong In Mentally But Not Strong Physically So I Decided To Organized Some Self-Control Activities For Checking Mentally Skills In Different Children After All I Choose This Theme Because Self-Control That Give The World And Life And Everything In It Meaning. Some Points Are Describe Below After Analyzing This Theme & Subtheme:

Self-Control Is The Capacity To Override An Impulse In Order To Respond Appropriately. Self-Control Helps Us Manage Motivational Conflicts. A Motivational Conflict Is When Motivations Clash In Ways That Prevent Action. People Have Many Motivations, Most Of Which Benefit Themselves And Society. Our Motivation To Eat Arises Out of A Natural Concern To Ensure Our Own Survival, Whereas The Motivation For Sexual Intercourse Arises Out Of A Natural Concern To Pass Our Genes To The Next Generation. Motivations To Seek Affiliation And To Protect Ourselves And Loved Ones From Harm Also Offer Examples Of Basic, Fundamental Motivations That Promote Individual And Collective Well-Being.

Yet, Self-Control Can Prevent Us From Engaging In Motivated Behaviors. People Have Natural Motivations To Survive By Eating, But They Use Self-Control To Resist Their Temptation To Eat Unhealthy Foods (Or Not To Eat At All). Natural Motivations To Reproduce Through Sexual Intercourse Must Be Overridden Through The Use Of Self-Control In Order To Follow Standards For Appropriate Sexual Behavior. And Motivations To Harm Transgressors Are Overridden Through Self-Control Because Forgiving Others Fosters Individual, Social, And Cultural Well-Being.

Self-Control Has Three Main Parts:

  • 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-Control Strength, Such As Mental Exhaustion And Stress.

Effective Self-Control 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-Control Strength Can Leave People 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-Control Ingredient And The Odds Are That Your Self-Control 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 Motivation Is Essential For Everyone, Especially Children. There Are A Lot Of Benefits Gained From Motivation, Including That It Fosters A Positive Mood And Releases The Stress Of The Day. He Said That Self-Control Improves Life In Three Ways:

Individual Well-Being.

Self-Control Relates To Better Health. Physically, Self-Controlled People Sleep Better, Experience Fewer Physical Sickness Symptoms And Live Longer Lives. They Also Enjoy Better Mental Health. Self-Control Relates To Lower Anxiety And Depression. Behaviors That Relate To Mental Health Problems, Such As Substance Use And Suicide, Are Less Common Among Self-Controlled People.

Relationships.

Beyond Wealth Or Good Looks, People Want Self-Controlled Relationship Partners. We Want To Spend Our Lives With People 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-Controlled People Are Forgiving And React To Conflict With Benevolence Rather Than Violence.

Societies.

Self-Control Helps Societies Flourish. Self-Controlled People, Compared To Their Less-Controlled Counterparts, Earn More Money. Not Only Do Self-Controlled People 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 People 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-Control. 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 Motivation 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 People Have Many Motivations, Most Of Which Benefit Themselves And Society. Our Motivation To Eat Arises Out A Natural Concern To Ensure Our Own Survival, Whereas The Motivation For Sexual Intercourse Arises Out Of A Natural Concern To Pass Our Genes To The Next Generation. Motivations To Seek Affiliation And To Protect Ourselves And Loved Ones From Harm Also Offer Examples Of Basic, Fundamental Motivations That Promote Individual And Collective Well-Being. Self-Control Can Prevent Us From Engaging In Motivated Behaviors. People Have Natural Motivations To Survive By Eating, But They Use Self-Control To Resist Their Temptation To Eat Unhealthy Foods.

I Concluded That Motivation 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 Motivation Theory, Which Is A Theory Of Communication That Models Complex Social Interactions (Among Which Likewise Some Motivation Which Are Frequently Utilized As Illustrations), Was Later Extended And Formalized. Motivation Are Categorized As Collective And Focused Challenging Motivation, In Which Students Carry On As Specialists Who Take After Standards Of The Motivation And Move In Turns. Motivation Theory Is Usually Applied To Depict Conflicts Or Market Dynamics. Inside Motivation Theory, The Supporting Components Of A Motivation Exist As Guidelines, Turns, Cooperation And Rivalry, Where Winning, Or Fun, Is Demonstrated As Numerical Result. Motivation Theory Tries To Clarify How Playing (A Motivation) Functions, And Characterizes Recreations As An Intuitive Procedure Endeavoring Toward A Result. Because Motivation Theory Provides A Phenomenal Description Of A Motivation For Example, What Happens During The Motivation Without Investigating The Meaning Of The Motivation For Example, Why Do We Play, We Will Label Its Approach As Functional Approach.

Self-Control Belong To Productive Skill Rather Than Perceptive One. It Produces A Message To Communicate. Spratt, Paleness, And Williams (2020) State That Self-Control Learning Belong To Productive Skills. She Said That Learning And Self-Control, 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-Control 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-Control Are A Way To Share Personal Meanings. The People 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-Control, 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 People’s Views. It Depends On Their Belief. Therefore, When Constructing Their Views (Ideas), The People Have To Make It Understandable And Acceptable. Brown (2019) Illustrates That Self-Control Are Like Swimming. When People 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-Control Are The Last Output After Students Learn Separate Acts Continuously. Wallace (2019) States That Self-Control Are The Final Product After Students Learn Several Stages Of Self-Control Separately Before. Those Stages Are Note-Taking, Identifying A Central Idea, Outlining, Drafting, And Editing. It Means That Self-Control Are A Complex Skill. It Covers Many Sub Skills That Have To Be Passed Before Producing A Good Piece Of Self-Control.

Self-Control 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-Control Activities. Self-Control Are A Content Skill That Is Very Important. Self-Control 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-Control, I Can Say That Self-Control 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-Control Activities Differs From Other Skills Like Learning And Listening. Brown (2019) States That Trends In Teaching Self-Control 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-Control 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-Control 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-Control Are An Integrative Strategy That Was Originally Used For Second Content Learners. The Purpose Of Self-Control Is To Improve Students’ Knowledge Of Text Structure And Grammar & Learning Within An Authentic Context (Van Patten, Inclezan, Salazar, & Farley, 2020). As Research Indicates, Effective Self-Control Instruction Focuses On Grammar & Learning And Text Structure Within Context Of Use (Bromley, 2019). In This Instructional Strategy, Students Listen To A Model Of Motivation Structure And Deconstruct It Collaboratively Before It Is Recreated. The Collaborative Nature Of Self-Control 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-Control Improves (Calkins, 2019).

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

Self-Control:

Self-Control, An Aspect Of Inhibitory Control, Is The Ability To Regulate One’s Emotions, Thoughts, And Behavior In The Face Of Temptations And Impulses. As An Executive Function, Self-Control Is A Cognitive Process That Is Necessary For Regulating One’s Behavior In Order To Achieve Specific Goals.

Motivation

Motivation Is The Process That Initiates, Guides And Maintains Goal-Oriented Behaviors. It Is What Causes You To Act, Whether It Is Getting A Glass Of Water To Reduce Thirst Or Reading A Book To Gain Knowledge. Motivation Involves The Biological, Emotional, Social, And Cognitive Forces That Activate Behavior.

What did you want to achieve in this research project?

The Purpose Of This Action Research Will Be to Find The Develop Self-Control In Children For Educational Access Through Motivation At Govt. High School.

Objective Of This Research Are:

  1. To Carry Out The Develop Self-Control In Children For Educational Access Through Motivation.
  2. To Explore The Use Of Motivation On Self-Control Of Students.
  3. To Discover The Effect Of Motivation On Promoting Self-Control.

Research Question:

This Study Aims To Make An Action Plan For The Effecting Of Self-Control Of Elementary Class Students In Govt. High School, ——–. Specifically, It Seeks To Answer The Following Questions:

  • What Is The Develop Self-Control In Children For Educational Access Through Motivation?
  • How Does Motivation Affect Children’s Self-Control?
  • To Find Out The Effect Of Teacher In Developing Self-Control At Elementary Level Students Through Motivation?

Who were the participants in your project?

The Targeted Population Was Students Enrolled In Elementary Of Govt. High School, ——–. However, In This Questionnaire, Thirty-Two (32) Students, Taking A Related Course, Were Selected In A Govt. High School, ——– 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 Elementary Class. The Self-Control Were Developed On The Basis Of A Series Of Research Regarding Self-Control Identification And Improvement For Elementary Class Students. This Curriculum Purported To Enhance Students’ Self-Control And Depositions Through Speculating About Academic Learning And Life Issue Discussion.

How did you try to solve the problem?

Action Research Incorporates Little Scale Deliberate Request And Contains Various Stages Which Every Now And Again Endure In Cycles. Like Arranging, Activity, Perception And Reflection. This Sort Of Research Has Turned Out To Be Step By Step Across The Board Everywhere Throughout The World As A Technique For Expert Learning. It Has Been Particularly Created In Training, Explicitly In Instructing, And Is Presently Utilized Extensively Over The Callings.

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 Self-Control In Children For Educational Access Through Motivation Of Elementary 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 Govt. High School, ——–. It Was Quite Convenient For Me, Being A Resident Of Govt. High School, ——– 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 Govt. High School, ——– And Their Teacher Were Selected For This Class Based Action Research.

Ethical Consideration:

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 Elementary Class 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 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 (Elementary Class Students) 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:

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.

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

Research Instrument:

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-Control In Children For Educational Access Through Motivation 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-Control Through Motivation Motivate Them In Learning. Strongly Agree
Agree
Disagree
Strongly Disagree
Self-Control Through Motivation Helping Them To Learning In Different Knowledge. Strongly Agree
Agree
Disagree
Strongly Disagree
Self-Control Through Motivation Making Them Able To Learning In Different Content. Strongly Agree
Agree
Disagree
Strongly Disagree
The Use Of Motivation For Self-Control Is Understandable. Strongly Agree
Agree
Disagree
Strongly Disagree
Can Choice Effect On Self-Control. Strongly Agree
Agree
Disagree
Strongly Disagree
Can You Use The Motivational Activities In Your Study? Strongly Agree
Agree
Disagree
Strongly Disagree
Children Motivation 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-Control. The Results Are Shown Below (Table). The total Students In This Questionnaire Were 32.

Table: The Questionnaire Results On The Implementation Of Self-Control

Statements Option Students’ Choice
Self-Control Through Motivation Motivate Them In Learning. Strongly Agree 5 15.62%
Agree 22 68.75%
Disagree 5 15.62%
Strongly Disagree 0 0%
Self-Control Through Motivation Helping Them To Learning In Different Knowledge. Strongly Agree 8 25%
Agree 24 75%
Disagree 0 0%
Strongly Disagree 0 0%
Self-Control Through Motivation 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 Motivation For Self-Control Is Understandable. Strongly Agree 2 6.25%
Agree 25 78.12%
Disagree 5 15.62%
Strongly Disagree 0 0%
Can Choice Effect On Self-Control. Strongly Agree 6 18.75%
Agree 20 62.5%
Disagree 6 18.75%
Strongly Disagree 0 0%
Can You Use The Motivational Activities In Your Study? Strongly Agree 2 6.25%
Agree 26 81.25%
Disagree 4 12.5%
Strongly Disagree 0 0%
Children Motivation 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-Control Through Motivation Motivate Them In Learning”. This Statement Was Used To Know Whether The Self-Control Improved Students’ Self-Control 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-Control. It Showed That 68.75% Of The Students Were Motivated To Learning Using Self-Control. The Second Statement Is “Self-Control Through Motivation Helping Them To Learning”. So, About 25 % Of The Students Were Really Helped By The Use Of Motivation To Help Them Self-Control. It Showed That 75 % Of The Students Were Helped By Motivation 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 Motivation. There Were 71.88 % Of The Students Could Learning Through Motivation. The Next Statement Concluded That 6.25 % Of The Students Could Clearly Understand With The Steps Used In Self-Control. So, 78.12 % Of The Students Agreed That The Steps In Self-Control Through Motivation Were Understandable For Them. The Next Statement Shows That More Than 80 % Of The Students Could Get The Self-Control 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-Control. The Last Statement Showed So, There Were More Than 70 % Of The Students Agreed That Self-Control In Self-Control Were Fun.

Discussion:

From The Result Above, It Can Be Seen That More Than 50 % Of The Students Responded That Self-Control Through Motivation Motivated Them In Learning. The Use Of Self-Control Was Effective To Motivate The Students, Helping Them To Learning Lesson In Different Content. After Motivation Using Self-Control, More Than 70 % Of The Students Were Able To Learning Lesson In Different Content. It Also Shows That Self-Control Are Understandable And Fun For Them. They Could Follow The Steps In Self-Control Periods. More Than 50 % Of The Students Were Able To Get The Key Self-Control When They Used Self-Control. Then, They Were Able To Develop The Key Self-Control Into A Lesson. Self-Control 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 Self-Control Periods In The Teaching And Learning Process Of Self-Control In Elementary Class Of Govt. High School, ——–. First, Self-Control Could Improve Students’ Self-Control. It Was Able To Engage The Students’ Attention And Interests During The Teaching And Learning Process Of Self-Control. Besides, Self-Control 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-Control Could Be Combined With Other Media Such As Pictures Or Video That Could Create Various Fun Learning Self-Control 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-Control. Third, Since The Students Were Motivated And The Self-Control Class Ran Well, The Students’ Self-Control Were Also Improved.

Summary of the Project

This Action Research Was Conducted In Govt. High School, ——–. The Participants Of Study Were Elementary (8th) Grade Children And Their Teachers Who Were Enrolled In Govt. High School, ——–. I Selected Elementary (8th) Grade Children And Their Teachers Which Are Considered In Total 32 Members.

Objective Of This Research Are:

  1. To Carry Out The Develop Self-Control In Children For Educational Access Through Motivation.
  2. To Explore The Use Of Motivation On Self-Control Of Students.
  3. To Discover The Effect Of Motivation On Promoting Self-Control.

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-Control Through Motivation Motivate Them In Learning”. This Statement Was Used To Know Whether The Self-Control 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-Control. It Showed That 68.75% Of The Students Were Motivated To Learning Using Self-Control. The Second Statement Is “Self-Control Through Motivation Helping Them To Learning”. So, About 25 % Of The Students Were Really Helped By The Use Of Self-Control To Help Them Self-Control. It Showed That 75 % Of The Students Were Helped By Self-Control 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-Control. There Were 71.88 % Of The Students Could Learning Through Motivation.

It Was Able To Engage The Students’ Attention And Interests During The Teaching And Learning Process Of Self-Control. Besides, Self-Control 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-Control Could Be Combined With Other Media Such As Pictures Or Video That Could Create Various Fun Learning Self-Control 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-Control. Third, Since The Students Were Motivated And The Self-Control Class Ran Well, The Students’ Self-Control 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 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 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 People I Learnt A Lot Of Skills Of Self-Control. When I Taught The Students Then I Counsel Dictionary And Great Learnings, Businessmen And Novels .These All Things Increased My Learning .I Also Showed Them Video Lesson Of Some Expert And Creative Learnings To Teach Them. It Also Enhanced My Knowledge. This Practice Also Improved My Self-Control Too. I Also Learnt How To Learning Effectively And Accurately. I Have Learnt How To Deal In Society.Im Become Confident After This Practice. Now I Can Speak At Any Forum.

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 A Definitely A Trait That Is A Must-Have.

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.

Imagination

Whether You Teach High Area Chemistry Or Kindergarten, Nothing Is A More Effective Tool Than Using Your Imagination To Create New And Motivation 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

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.

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.

List the works you cited in your project.

  • Bromley, K. (2019). Best Practices In Teaching Self-Control. 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-Control. Portsmouth, Nh: Heinemann.
  • Hyland, K. (2019). Second Content Self-Control. 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-Control. New York: Oxford University Press
  • Wallace, Trudy (2019). Teaching Learning, Listening And Self-Control International Academy Of Education (Educational Practices Series 1-14).
  • Williams, Melanie (2020). The Tkt Course. Cambridge: Cambridge University Press.

Creativity in Advertisement

Creativity in Advertisement
Creativity in Advertisement

Creativity in Advertisement

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

Nowadays, there are numerous companies operating in different industries all over the world, and competition among opposing companies is relentless. Every single year, several corporations invest a lot of resources in various activities in order to differentiate themselves from competitors and stimulate consumers to purchase their offerings. Advertising is one of those activities, as it plays an important role in facilitating firms in appealing to their target consumers. More importantly, no matter how much a company attempts to attract buyers, the final decision-makers are consumers. In short, understanding consumer behavior is the fundamental foundation of building an advertising strategy.

The main purpose of this thesis is to indicate how to build Creativity in Advertisements and advertising on the understanding of consumer behavior. On the basis of the theoretical part, an advertising strategy is proposed to help the case company, Lumene Oy, with the key product line Bright Now Vitamin C, establish brand awareness and evoke interest among the company’s target consumers in Vietnam, who is women aged from 30 to 60 with upper-middle income level.

Due to the nature of the study, a deductive approach and quantitative research methods are employed. Moreover, information and knowledge used in the study are acquired from both primary and secondary sources. In order to get insights into Vietnamese consumer behavior, a survey is conducted; and together with the author’s observation, is used as the primary source for the study. Secondary data comes from books, journals, articles, and electronic sources.

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In the theoretical part, the knowledge of consumer behavior, advertising, Creativity in Advertisement and advertising strategy are introduced. Moreover, the interrelationship between consumer behavior and advertising are also explicated. Next, besides general information on Vietnam and the Vietnamese cosmetics market, empirical research on the target group of consumers is carried out and analyzed. The findings of the empirical research are then used to establish an advertising strategy for the case company. In the long run, the author suggests the case company to study more the relationships among brand equity, word-of-mouth and consumer behavior; and how to build sustainable brand loyalty into the bargain.

Introduction

Advertising is a non-personal communication of information about products, services or ideas, usually designed to persuade audiences to take action now or in the future, and normally paid by specific sponsors through a variety of media forms (Arens & Weigold 2011, 8; Richards & Curran 2002, 63-77). In particular, advertising aims at groups of people rather than at individuals; thus, advertising is non-personal. Furthermore, most advertising is persuasive in nature. However, some kinds of advertising are solely intended to inform, such as legal announcements, rather than to persuade. In addition, advertising promotes not only tangible goods, but also intangibles services. Advertising is also used to popularize economic, political, religious and social ideas. Moreover, almost every advertisement is paid by identified sponsors. Nonetheless, in the case of national organizations, such as the American Red Cross or the American Cancer Society, it is free of charge to advertise. Besides, one of the purposes of advertising is to identify its sponsors, and that is why they pay for advertising. Another point is that people are exposed to advertising through channels of communication called medium. In other words, an advertising medium is non-personal means of delivering advertising to audiences. There are many different forms of communication channels or media, including traditional mass media, addressable media (such as direct mail), interactive media (such as the Internet), or nontraditional media (such as shopping carts). In addition, there are a lot of different types of advertising, which are divided into eight categories: print advertising, guerrilla advertising, broadcast advertising, out-of-home advertising, public service advertising, product placement advertising, mobile advertising, and online/digital advertising. (Arens & Weigold 2011, 8-10.)

Many people think that advertising is just to encourage them to buy more products in the short run and they have to endure the overwhelmingness of advertising.

However, in fact, from the perspective of a business, advertising creates long-term effects by generating brand awareness and a positive brand attitude. Besides, advertising is significantly important for some following reasons. First of all, advertising facilitates firms in competing against each other. In a highly competitive market, companies have to keep providing consumers with better quality and more reasonable price. Through advertising, firms inform consumers what their brands want to deliver to consumers. In other words, advertising enables companies to communicate with consumers promptly and effectively. Hence, advertising plays an essential role in the battle between firms striving to get consumers’ attention, preferences and financial resources. Secondly, advertising is the means through which consumers get information about new or improved products. In the third place, advertising also supports the media in various countries. To be specific, people receive information or watch programs broadcasted through multiple media channels either with a small amount of fee or without having to pay anything. Advertisers fund media by paying media to display their advertisements. However, in some countries, for example Germany or the Netherlands, a public service broadcasting system, which is publicly financed, is maintained in order to reduce the dependence on advertising revenues. Finally, advertising is an enormous industry, which generates a huge amount of revenue and more employment opportunities. (Tellis 2004; Fennis & Stroebe 2010, 6.)

In the next part, the author would like to discuss the interrelationship between advertising and consumer behavior in order to give better understanding of how advertising exerts influence on consumer behavior and why holding the knowledge of consumer behavior is vital to building strong advertising strategies.

Interrelationship between Advertising and Consumer Behavior

In this part, the impacts of advertising on consumer behavior are explained first. After that, the author would like to explain the importance of understanding consumer behavior to advertising.

Impacts of Advertising on Consumer Behavior

As mentioned in chapter 2, the process of consumer behavior involves plenty of factors. Among these factors, marketing dominated stimuli play an important role in stimulating people to purchase and consume. As explained in the previous chapter, marketing dominated stimuli come from two kinds of sources: marketing sources (advertisements, brand symbols, sales people, and so on) and nonmarketing sources (product placement, media, word-of-mouth and others). It could easily be seen that advertising has significant impacts on consumer behavior. However, not all of these impacts are positive. In fact, advertising also receives many criticisms. In this section, the author discusses the two-sided effects of advertising on consumer behavior.

As mentioned in the previous chapter, advertising influences the whole process of consumer behavior. In other words, advertising draws the attention of consumers and increases brand awareness, and then raises their interest in the advertised product. When the consumers keep being exposed to those advertisements, they will have a tendency to store information related to the product in their memory and recall it when they are in need; and simultaneously, their interest are maintained and developed gradually to the extent  that they desire to possess the product. On the contrary, when the attitude of the consumers toward the brand is negative, they will definitely refuse to the buy the product. Advertising is the tool that companies use to build brand awareness, deliver their messages and establish brand attitude. (Rai 2013, 74-79.)

However, it is said that advertising creates artificial needs. In other words, advertising is criticized for encouraging materialism. By understanding consumer behavior and psychology, advertisers can persuade people to buy what they do not really need or to purchase products that are not good for them, such as tobacco or alcohol. On the other hand, it is also said that before deciding to produce any product, manufacturers always need to research their target markets and to know what product can bring them profit and meet the demand of their consumers. There would be no companies manufacturing products that nobody needs and advertising is the means of delivering products information to consumers. Another question that has been raised by many people is whether advertising distorts the truth and misleads consumers or not. According to critics, advertising exaggerates the truth and aims at vulnerable consumers, including elderly people; those who lack some certain technical knowledge; or those who desire to solve their problem, such as overweight people trying to lose weight or smokers attempting to stop smoking. Nonetheless, many advertisers still understand that if they deceive consumers, the chance is that their brands will be impinged and consumers will not repurchase their products. (Percy & Elliot 2012, 16-17; Kherathithanakann 2010, 162-166.)

Impacts of Consumer Behavior on Advertising

As stated in the previous section, consumer behavior is under the influence of advertising, but at the same time, advertising is also impacted by consumer behavior. It is said that consumer behavior is the key to advertising strategy. It is also a part of the first and foremost step in establishing and developing a strategy for the advertising of a business. Many companies spend large amounts of money to keep consumers’ preference towards their product. In fact, in order to succeed, they ought to understand what makes consumers behave the way they do. In other words, advertisers need to collect sufficient data to build their consumers’ profiles accurately and to communicate with their buyers effectively. Therefore, the study of consumer behavior has a significant meaning to advertising and plays an important role in building an advertising strategy. (Arens & Weigold 2011, 158159.)

Moreover, according to a survey responded by 29,000 consumers from 58 countries and published in September 2013, recommendations from acquaintances are the most credible source of advertising. In other words, word-of-mouth is still an effective way of advertising. However, how to have existing consumers spread their words to potential buyers is not an easy task. Hence, building positive brand attitude is a vitally essential mission of a business. The following bar chart shows the percentage of completely or somewhat trust in different forms of advertising.

Effective Advertising 

Many advertisers understand that audiences’ feelings about an ad are very important to the success of an ad or a brand. However, it does not mean that how much people like an ad is all required for that ad to be considered successful. To evaluate the effectiveness and meaningfulness of an advertisement, advertisers should take into account two dimensions: audience resonance and strategic relevance. Audience resonance means that a great advertisement must be capable of catching the attention of its audiences and stay for a long time in the audiences’ mind. The second dimension, strategic relevance, indicates that a good advertisement must be close to the company’s advertising strategy or fulfill a strategic mission. These two factors are inextricable and an ad cannot be successful if it lacks one of them. In this section, the author would like to explain what makes audience resonance – creativity and sticky advertising. In the next chapter, the definition and steps in building an advertising strategy will be introduced. (Arens & Weigold 2011, 339-341.)

Every single day, people are bombarded with an uncountable number of advertisements; and unfortunately, not all of them can catch the attention of consumers and stay in their memories. Hence, creativity is the required element that makes an advertisement remarkable and memorable. However, many people suspect that creative advertisements are not truly more effective in encouraging people to take action than advertisements that only list product attributes. In fact, as stated in research conducted in Germany from January 2005 to October 2010, creative advertising delivers messages that are more capable of influencing consumer buying behavior. A creative advertisement possesses the following qualities: connectedness, appropriateness, and novelty. Connectedness indicates that a creative advertisement must convey information and emotions compatible with those consumers are looking for or experiencing. In other words, an advertisement is regarded as creative when it could create a connection with its target audience. For instance, if the target consumers of an automobile brand care about social status, then the advertisement of the brand has to present the role of social status in order to be considered connected with the audience. The second characteristic of a creative advertisement is appropriateness. This means that creative advertising must provide information or a message that is capable of presenting the value proposition of the brand, and concurrently showing the brand’s relative advantages as well as disadvantages compared to its competitors. Further, all the elements of the message in an appropriate advertisement must work harmoniously to deliver a coherent and cogent message. The last component of a creative advertisement is a novelty. Novelty means that the advertisement needs to be unique and impressive. In spite of that, a bizarre and unusual advertisement cannot be considered creative, even if the ad itself is unique and unexpected. In fact, a truly creative advertisement, besides being unique, must contain information and reflect emotions that connect to its target consumers

(connectedness) and deliver the brand’s value proposition (appropriateness). In short, all the above elements: connectedness, appropriateness, and novelty, have to converge together to form the creativity of an advertisement. (Reinartz & Saffert 2013, 106-112; Shimp 2010, 209-210.)

Creativity is not the only factor that determines the success of an advertisement. Although a creative advertisement can demonstrate a unique and unexpected idea, making consumers comprehend the message behind the idea is a different matter. Therefore, another determinant of success is that the ad must stick to consumer mind. This means that the target audience could understand the delivered message, remember it, and adjust their behavior or brand attitude. A sticky advertisement has six features: simplicity, concreteness, unexpectedness, credibility, emotionality, and storytelling. (Shimp 2010, 210-212.)

First of all, a sticky advertising message needs to be simple and concise. Particularly, it must be able to convey the core idea or the value proposition of the brand. An advertisement should not leave out the simplicity feature, otherwise it will fail to present the brand’s intrinsic nature, or give unnecessary information that could distract the audience from the essential value of the brand. Moreover, it is easier for people to remember and recall messages that are concrete rather than those that are abstract. For example, when advertising a serious infection caused by staphylococcus bacteria, advertisers can use a more common name,

“Superbug”, instead of using the scientific name of the infection, which is Methicillin-resistent Staphylococcus aureus (MRSA). Researchers have pointed out that when comparing the two names: MRSA and Superbug, the former one sounds more abstract to the audiences than the latter. Nevertheless, there are opinions claiming that consumers with dissimilar mindsets are persuaded by advertisements operating at different levels (concrete versus abstract levels). Interestingly, according to the research, consumers tend to be more persuaded by advertising messages opening at a level that is inconsistent with their own thinking. To be specific, abstract consumers are reported to find concrete messages more engaging, and vice versa. (Yang et al. 2011.) The third feature of a sticky message is unexpectedness. In order to create interest and curiosity for the audiences, a sticky advertisement must be different from what its audiences normally expect to see. This feature is similar to the novelty feature in creativity, which means that the advertisement and the message need to be unique and innovative. Fourthly, the credibility of an advertisement means that the ad must be trustworthy. In order to increase the credibility of an advertising message, advertisers could use expert endorsers for some certain types of products. Expert endorsers are those whom audiences perceive to have specialized knowledge of a specific field. Besides, there are also two other kinds of endorser, which are celebrity and lay endorsers. (Tellis 2004.) In the fifth place, consumers have a tendency to pay attention to advertisements that generate emotions and connect with their feelings. Finally, storytelling is another feature that makes an advertising become attractive and unforgettable. Telling a story in an advertisement is not a new notion to advertisers and consumers. In addition,  it is an effective way of creating positive brand image in the mind of consumers, especially when the story being told has the ability to touch its audiences’ emotions. (Shimp 2010, 210-212.)

Practical study

In this part, we should like to provide a brief profile of the case company – Lumene Oy. After that, based on the knowledge of the target market and consumers, the author would like to suggest an advertising strategy for Lumene Oy when they intend to enter the Vietnamese market.

Introduction to Case Company – Lumene Oy

The brand Lumene was established in 1970 and used to belong to the cosmetics company – Noiro Oy, which was a part of Orion Company – a pharmaceutical company. After only three years of establishment, Lumene became the leading brand in the Finnish cosmetics industry. In 2008, Lumene was separated into an independent company. Especially, it was the first company in the word to use wild Arctic berries as its ingredients. The very fact that Lumene combines finest organic ingredients with innovative technology to create bioactive products has brought success to the business. Through high-quality products, the company attempts to bring natural beauty to consumers, which is also affirmed in its mission and vision. (Lumene Oy 2015.)

  • Mission: “We illuminate the beauty of all.”
  • Vision: “With pioneering technology, Lumene transforms what wild Arctic nature has perfected, to create bioactive skincare and cosmetics that illuminate your natural beauty.”

Nowadays, Lumene Oy possesses four different brands: Lumene, Lumene LAB, Natural Code, and Cutrin (a haircare brand). Among these brands, Lumene has been the most popular brand of the company since its foundation and this brand is now available internationally. On the other hand, Lumene LAB is a pharmaceutical cosmetics brand focusing on anti-aging products and sold exclusively in pharmacies. In addition, Natural Code is a brand for young women who want to create their own style. All of these brands provide products made from natural ingredients. Besides Finland, Lumene Oy also operates in other markets, including the USA, Scandinavia, and Russia. In 2013, the company’s net sales were 90 million Euros, and half of it was from the homeland market, Finland. The rest of the net sales came from the other markets. There are approximately 530 employees working for Lumene and 330 of them are in Finland.  (Lumene Oy 2015.)

Advertising Strategy for Case Company

According to the process of building an advertising strategy there are four steps needed to be completed.

Step 1: Conducting advertising research

There are two research approaches used to facilitate the process of carrying out advertising research. These two approaches are product-oriented and consumer oriented researches.

  • Product-specific research

As stated above, the author would like to introduce the product line Bright Now Vitamin C to the Vietnamese market. This product line is renowned for its outstanding benefits, such as brightening, strengthening, detoxifying, and antiaging effects. The second factor that differentiates this product line from its competitors’ goods is its natural ingredient, cloudberry, with high concentration level of vitamin C and omega acids. The organic ingredients in Lumene products are refined by groundbreaking technology to give the best efficiency. In short, the key elements of the product line that could be promoted and create impression to the target consumers are natural ingredients from fresh cloudberry that are purified and transformed by innovative technology to generate multiple benefits.

In addition, according to the author’s observation of the Vietnamese cosmetics market, based on the prices of this product line in particular (about 20 Euros on average) and those of Lumene products in general (ranging from about 10 to 30 Euros), some direct competitors of Lumene in Vietnam are Laneige (a brand from Amore Pacific Group in South Korea), M.A.C, and Bobbi Brown.

Consumer-oriented research

As claimed in the previous chapter, the main target of consumers for the product line Bright Now Vitamin C in Vietnam is women from 30 to 60 years old with upper-middle income level. They are those who pay a lot of attention to beauty care product and have the ability to afford premium cosmetics products. Information regarding this target group of consumers has been meticulously studied in the previous chapter. In this chapter, the author would like to remind some features in the behavior of Vietnamese consumers.

  • Facial cleansers and moisturizers are the products most used by the target consumers. Besides, the usage of moisturizers and anti-aging products has a tendency to rise as many women start to care more about making their skin moist and youthful.
  • The most popular sources, from which the target consumers get to know about a product, are recommendations from acquaintances (word-of-mouth advertising), advertisements in beauty magazines and websites, on social networking sites, and at shopping malls/centers.
  • When choosing a brand, consumers from this segment are concerned about brand reputation and country-of-origin; the number of positive reviews of the brand; and not to mention the quality and the efficiency.
  • When considering a product, the target group’s sources of information for evaluation include recommendations from acquaintances that have used the product, reviews on the Internet, and information from beauty magazines and websites.
  • As Vietnamese consumer has a strong sense of community, they usually value advice from the people surrounding them. Therefore, most of their purchases are impacted by others’ recommendations. This means that word-of-mouth advertising is essential to Lumene and building a good brand image is required. Furthermore, Vietnamese consumers are open to new things and can easily adapt to changes, which is a chance for Lumene to introduce its products.

Step 2: Selecting advertising goals

According to the theoretical part, there are five primary goals of advertising: building brand awareness, providing information, persuading, supporting other marketing functions, and stimulating consumers to take action. Some of them are parts of a bigger one, such as building brand awareness and providing information belong to persuading consumers. Moreover, these goals are connected with each other in a chain; thus, one goal can be a result of another. For example, the action of persuading consumers is to encourage them to purchase a certain product. Therefore, instead of going into detail about each goal, the author decides to discuss some practical and basic goals that Lumene Oy should first accomplish when operating and advertising in Vietnam and proposes some ideas on how to attain those goals.

  • Building brand awareness

Lumene Oy is still a new player in the Vietnamese cosmetics industry. Moreover, the brand awareness of consumers is still low, as shown in the results of the survey. Therefore, the first and foremost goal of Lumene Oy is to raise the Vietnamese consumer awareness of the brand. In order to build brand awareness, the company should show advertisements in places where the target consumers are exposed most to cosmetics ads. As stated in the author’s study of the target segment, advertisements in magazines and websites, on social network platforms, and at shopping malls or shopping centers are most seen by the target consumers.

Hence, these places are where the case company should advertise most often. Moreover, before officially promoting the brand in Vietnam, pre-opening advertisement could be used to evoke consumers’ curiosity; for example, backdrops, posters or images displayed at shopping malls/centers, in magazines, or on social media platforms showing a big question mark with a message: “A secret from Arctic nature is coming soon”. Impressive introduction can help increase the foot traffic for Lumene’s counters and generate consumer interest and resonance.

After the brand awareness has been established, the process of forming brand attitude will take place. Importantly, the factor that exerts influence on consumer attitude is the image of a brand in their mind. Thus, building a positive brand image is the next goal that Lumene needs to achieve through advertising.

Building brand image 

Basically, the Lumene brand has been famous in its markets with the image of an affordable premium brand, which is the first one in the world to use berries as its ingredients and combine them with science to create a high-quality products. This is also the image that Lumene Oy should deliver to its consumers. In short, some keywords used to describe the image of the Lumene brand is Arctic Skin Science, Arctic berries, natural and nutritious ingredients, multi-task beautifier, groundbreaking technology, and affordable premium brand.

A positive brand image is affected by many factors and it used to distinguish one brand with another. For potential consumers, word-of-mouth plays an important role in influencing the image of a brand in their mind. (Sallam 2014.) Besides, the factor that impacts the effect of word-of-mouth is brand loyalty (Court et al. 2009). However, in the case of Lumene Oy, the brand is still new to many consumers in Vietnam and only a small number of buyers have tried their products. Therefore, brand loyalty is what the company should invest in building in the long run and word-of-mouth in this situation does not come from brand loyalty. Instead, positive word-of-mouth or brand image should be formed through advertising and other methods. For example, the company can organize events where buyers can come and try Lumene products, and give them samples to test the product quality. Having good impression also makes consumers spread their words to other people.

  • Providing information

One element that helps deliver the brand image is information related to the brand and the product line in an advertisement. In other words, an advertisement needs to provide its audiences with the key characteristics of a product. In some kinds of advertisements, such as ads in magazines, the location where the brand is sold and the working hours should be shown clearly.

Besides, the advertising of the brand should also be able to attain other goals. This means that the ads must be persuasive enough to stimulate consumers to purchase.

This goal can be fulfilled through effective and impressive advertising messages.

Furthermore, convincing advertising also supports other functions of advertising, such as boosting selling activities.

Step 3: Formulating advertising budget

The budgeting method suitable for the company is the objective-and-task method. According to this method, the advertising budget is estimated based on the costs of the required tasks. Some tasks needed for the advertising activities are renting and establishing counters to sell and promote Lumene products; advertising on beauty magazines (such as Harper’s Bazaar, F Fashion Magazine, and   P Magazine); forming and managing activities on social media platforms (such as Facebook, Instagram and Youtube); designing and creating advertising videos and images (some existing videos of Lumene can be used for the Vietnamese market, as long as the Vietnamese subtitle must be added to the videos).

About renting and establishing Lumene counters, the renting cost in a department store in a central district of Ho Chi Minh City is relatively high. For instance, the renting price in Diamond Plaza Department Store is approximately 200 million VND (equivalent to 8,000 Euros) per month (VnEconomy 2010). In addition, the prices for advertising in magazines also need taking into account. The advertising prices vary according to different magazines. For example, Harper’s Bazaar is a foreign magazine, and its reputation has been accredited in the world. Therefore, the prices for placing advertisements in this magazine is comparatively high, and range from 43 to 157 million VND (equal to 1,720-6,280 Euros) per quarter (Lua Viet Group 2013). However, the number of audiences of this magazine is also a great figure (Harper’s Bazaar Vietnam 2015); hence, in return, advertising in this magazine can attract a lot of consumers’ attention. The costs of conducting the other two tasks can be adjusted based on the ability of the company.

Step 4: Creating advertising messages

The structure of an advertising message consists of three components: appeal, value proposition, and slogan. These three elements must be combined to create an advertising message in an advertisement.

There are several cosmetics brand names in the Vietnamese market, and many of them concentrate on selecting beautiful models to represent their brands. In other words, they are using sexual appeals. Among different types of appeals, rational appeals seem to be the most suitable type for the brand Lumene to create differentiation. Rational appeals emphasize the characteristics of the brand products and how beneficial the products are to the consumers. Another reason for utilizing rational appeals is because the image of bioactive products applied to innovative Arctic Skin Science invented by pioneering scientists can easily build trust in the audiences. In other words, Arctic Skin Science can be used as the theme of the advertisement. In addition, the advertising message of the product line must be able to convey the benefits of the products, such as brightening, strengthening, detoxifying and anti-aging. Using keywords is a way to generate focal points in an advertisement and make the ad more impressive and memorable. The keywords that could be used in the advertisement of the brand are smooth, bright, and firm to describe the quality of the skin nourished by the products.

Besides, using some main colors in advertising is another way of making it easier for consumers to remind of an advertisement and a brand. This means that color advertising creates an association between the colors and the brand or the product. The theme color of the product line Bright Now Vitamin C is white and orange, while the dominant color of the Lumene brand is blue. These three colors should be the main colors of the brand’s advertisements, especially print advertisements. In video advertisements, showing the beauty of Arctic nature is a good idea to appeal to the target consumers.

  • Value proposition

The value proposition is the value that the brand promises to deliver to its consumers. As stated in the mission, the brand wants to bring natural beauty to its consumers through its finest organic products refined by Arctic Skin Sciences.

Step 5: Selecting Media

As mentioned above, the prior goal is to form brand awareness for LUMENE Oy and some channels through which the company can use to reach its target consumers are beauty magazines or websites, social media platforms, and shopping malls/centers.

Some suggested magazines include Harper’s Bazaar, ELLE Magazine, F Fashion Magazine, Her World, or   P Magazine. These magazines are available both in print and digital forms. Among these magazines, Harper’s Bazaar is one of the most well-known beauty magazines in Vietnam, with the number of regular audiences of 150,000 people. Additionally, these magazines also corporate with some popular fashion TV programs in Vietnam, such as Harper’s Bazaar and Project Runway Vietnam (Harper’s Bazaar Vietnam 2015), Her World, F Fashion and Vietnam’s Next Top Model (Vietnam’s Next Top Model 2015), which helps these magazines increase the number of viewers.

Besides, Facebook is the most popular social media platform in Vietnam with more than 12 million users (estimated in March 2013) (Tech in Asia 2013). Within only one year (from October 2011 to October 2012), the number of Facebook users increased by 200%, which made this social networking site surpass its local competitor and become the number one social media site in Vietnam (Tuoi Tre News 2012). This is the channel that many cosmetics brands use to interact with consumers in Vietnam, such as Laneige, Clinique, or L’Or al. Moreover, with the help of the Internet and social networking sites, advertisements or any promotional, marketing campaigns can go viral, which is so-called viral marketing. In addition to Facebook, Twitter and Instagram are emerging social networking sites that attract the attention of many Vietnamese users (BDG Asia 2014). Facebook or any other social media platform is where companies inform promotion events or campaigns, communicate and answer consumers’ questions over and above some activities relating to providing product information. Sharing beauty tips with consumers is another approach to attracting and educating consumers about using cosmetics in a proper way. This approach can be conducted with the facilitation of not only Facebook but also Youtube – one of the top entertainment sites in Vietnam (Tech in Asia 2013).

 The strategy has been formed, the next steps are carrying out and evaluating the advertising campaign. During the campaign, it is possible for any problem or issue to occur, which requires adjustments. Observing competitors is also a good point that needs to be taken into account. Based on the result of the campaign, the company can gain experience and has an appropriate modification for the next campaign.

Data collection methods

The research question determines the choice of research strategy, data collection, and analysis technique. There are many types of research strategies, and none of them is superior or inferior to the others. (Saunders et al. 2009, 136.) The research question of the thesis is how to develop an advertising strategy based on the understanding of consumer behavior to make creativity in the advertisement. Therefore, information related to the behavior of the target consumers needs to be collected and analyzed. Based on the nature of the research question of this thesis, the survey is selected as the research strategy to help answer that question. In general, a survey is an effective tool for collecting primary information from individuals. It allows researchers to gather quantitative data and analyze them quantitatively by using descriptive and inferential statistics. In addition, a survey allows researchers to collect data in a relatively short period of time, and collected information normally belongs to a wide range of issues. (Ghauri & Grønhaug 2010.)

According to the knowledge from the theoretical part, the survey was constructed with two parts: consumers’ personal information and consumption habits; as well as consumers’ attitudes toward advertising and their habits in using media. This survey was built in order to examine the following issues:

  • What are the habits of the target consumer in using and buying cosmetics?
  • Based on what criterion does the target consumer choose a brand?
  • From which sources does the target consumer know about a particular product?
  • From which sources do target consumers find information for product evaluation?
  • Is there any opportunity for Lumene to penetrate this market?

The survey includes both open-ended and close-ended questions, with a concentration on the latter. Open-ended questions encourage respondents to freely express their own opinions or thoughts (Fink 2003, according to Saunders et al. 2009). In contrast, close-ended questions offer limited options (defaults 2002, according to Saunders et al. 2009). In some questions, there is an optional space for respondents to give their own answers besides other given options. The survey structure consists of 16 questions in total. After the first draft of the survey had been completed, it was sent to 10 people via the Internet with the purpose of testing the questionnaires. After receiving feedback from those participants, the survey was then modified to be more suitable and goal-oriented.

The survey was sent via the social network platforms, Facebook, and through the network of the author’s acquaintances. As the target group of this survey were women from 30 to 60 years old, the questionnaires were mainly sent to office workers, teachers, and some freelancers. In order for the author to get all the answers from the respondents, the respondents were asked to fill in all questions as a requirement before they could submit their answers. Among 200 people to whom the survey was sent, only 121 of them responded and three responses were invalid. In the next section, the data collected from the survey will be analyzed in more detail.

SWOT Analysis

Strengths

Understanding the business environment and the needs of interested parties should certainly be part of an organization’s strengths. Using their organizational knowledge to analyze these strengths should hopefully assist the organization to identify business improvement opportunities.

Weaknesses

We have placed the new Annex SL structure requirements for ISO 9001:2015 in this section to highlight the need for an honest appraisal of where the organization is at ‘viz-a-viz’ the additional ISO 9001:2015 standard requirements (i.e. a ‘gap analysis). Addressing these gaps is likely to be where the challenge lies for most ‘transitioning’ and/or ‘new registrant’ organizations.

Opportunities

ISO 9001:2015 provides the opportunity for an organization’s top management to fully engage with the quality management system and formulate their business (quality) objectives in line with the quality policy and business strategy. Importantly, the standard also provides the opportunity for an organization to communicate awareness of the quality policy and objectives (a) at all levels and (b) to everyone who carries out the organization’s work. Further, the standard requires an organization to seek out opportunities for proactive improvement, not just to correct things when they go wrong!

Threats (Risks)

Risk is defined as “the effect of uncertainty” (ISO 9001:2015), which can be positive as well as negative, therefore it is essential that the organization:

  • Identifies its significant business risks
  • Assesses the potential impacts of those risks
  • Engages in risk prevention measures and activities
  • Monitors the situation for adverse trends

The standard’s focus on ‘risk-based thinking’ means that the organization needs to identify the risks to their products, services, and processes as well as the risks to their quality management system.

Conclusion

To make Creativity in Advertisement advertising strategy, in general, has five stages: conducting advertising research, selecting advertising goals, formulating budgets, creating advertising messages, and selecting media.

The advertising strategy for Lumene Oy when entering the Vietnamese market also goes through these five steps.

In the first step, the company needs to carry out product-specific and consumer-oriented research. Bright Now Vitamin C is the main product line that is chosen to be advertised in Vietnam. In order to impress the audience, some key characteristics and benefits of the product line are highlighted. Besides, a study about the target consumer behavior is also conducted to give a better understanding of the Vietnamese consumer.

The next step is setting advertising goals. The first and foremost goal that the case company should achieve is building brand awareness, as the brand is still new to the market

The Process of building brand awareness must be based on the knowledge of the target consumers’ behavior. For example, advertisements should be placed where the target consumers are exposed most often, such as shopping centers, beauty magazines, or social media platforms. In addition, building a positive brand image is the next goal. Based on the key attributes of the product line build a suitable brand image that can catch the attention and create a trust for consumers. Besides, other goals, including providing information (the location of stores or counters, working hours, and product information), persuading, supporting other marketing functions, and encouraging consumers to take action, also need to be accomplished.

The third step is formulating an advertising budget. The objective and task method is the rule of thumb used for budgeting advertising activities of the case company. According to this approach, the budget is formulated based on the costs of conducting tasks required for attaining advertising goals.

Fourthly, the case company needs to create advertising messages. An advertising message consists of three

Components: appeals, value proposition, and slogan. The chosen appeal type is a rational appeal. Moreover, the value proposition of the case company is providing superior bioactive cosmetics that illuminate natural beauty, while the slogan is “Wild Arctic Nature – Refined by Science”.

The final stage is selecting media. The three most popular media forms among the target consumers are advertisements at shopping malls/centers; beauty magazines and websites; and social networking sites. These are also the target media forms that the case company can use to advertise its brand and products.

After having a good image in the consumer’s mind, Lumene needs to take further steps to build and retain brand loyalty. This thesis does not mention how to build brand loyalty through advertising although there is a correlation between them (Ramiz et al. 2014). This is because even though advertising can help build a positive brand image and initial trust from the consumers, the quality of the products is the key that determines the buyers’ loyalty. In addition, other marketing and promotional tools also play a significant role in maintaining the relationship with the consumers. Therefore, advertising only distorts the truth if the above elements do not meet the consumers’ expectations.

Recommendations

The Creativity in Advertisement proposed in this thesis is built with the fundamental purpose of introducing the Lumene brand to the Vietnamese market, building positive brand image, stimulating the target group to take action, and connecting them with the brand. As mentioned above, establishing and developing brand loyalty is the goal on which the firm should spend more resources in the future. In particular, brand loyalty affects word-of-mouth, brand image, and other issues. However, according to different studies, the relationships among word-of-mouth, brand loyalty, and brand image are multidimensional correlation, which involves many other aspects. More importantly, they exert influence on the decision-making process. (Kazemi 2013; Sallam 2014; Ramiz et al. 2014.) For further research, the interrelationship between branding and consumer behavior could be studied more in detail. Based on that knowledge, the case company can build strong brand equity that makes existing consumers committed to the brand and simultaneously attracts more consumers. In addition, there are also different interesting parts of advertising that the thesis does not discuss due to the broadness of the advertising study. Moreover, the knowledge and trends in both advertising and consumer behavior keep updated year after year. Therefore, companies should carefully observe those changes and adapt themselves according to different situations.

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Develop Sense Of Respecting Others Among Students Of Grade Five Through Role Model

Develop Sense Of Respecting Others Among Students Of Grade Five Through Role Model
Develop Sense Of Respecting Others Among Students Of Grade Five Through Role Model

Develop Sense Of Respecting Others Among Students Of Grade Five Through Role Model

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

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Topic

Develop Sense Of Respecting Others Among Students Of Grade Five Through Role Model

Theme

Promoting 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

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 Sense Of Respecting Others Among Students Of Grade Five Through Role Model.” 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.

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.

The reason behind the selection of the topic: The aim of this study was “develop sense of respecting others among students of grade five through role model. 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 through role model. 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 well-being.

When I discuss the matter 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”. In which teachers play their role. Because students follow the teacher as a role model. If teacher respect others than students have ultimately develop the sense of respecting others.

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 the role 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.

A total of two variables are included in this research. One was independent variable and one was dependent variable. Role Model was independent variables and Respecting others used as dependent variable.

  1. Role Model:

A role model is a person whose behavior, example, or success is or can be emulated by others, especially by younger people. The term role model is credited to sociologist Robert K. Merton, who coined the phrase during his career.

  1. 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 a sense of respecting others among students of grade five through role model.” In order to achieve said aims, the following objectives are designed:

  • “To analyze the relationship between Classroom environment and students ‘habit of respecting others”.
  • To analyze the relationship between Role models 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 Role Model 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 surveys research about “developing a sense of respecting others among students of grade five through role models”.

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. The questionnaire is the form in which different questions are 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 the 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:

  1. Unhygienic classroom environment have bad impact on the habit of respecting others of the students.
  2. 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.Role model in the class increase the habit of respecting others among students.

5.Role model have good impact on the personality of students.

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

10.Role Model 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

  1. Overall majority (90%) of the respondents agreed that Unhygienic classroom environment have bad impact on the habit of respecting others of the students.
  2. 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.
  3. Overall majority (90%) of the respondents agreed that Teachers boring behavior have bad impact on student’s respecting others.
  4. Overall majority (92%) of the respondents agreed that Role Modeling the class increase the habit of respecting others among students.
  5. Overall majority (90%) of the respondents agreed that Moral stories have good impact on the personality of students.
  6. Overall majority (90%) of the respondents agreed that Students want to listen about Role Model in the class.
  7. Overall majority (90%) of the respondents agreed that Students Like to listen the great personalities regarding moral point of view.
  8. Overall majority (90%) of the respondents agreed that Culture of the school have impact on the psyche of students about respecting others.
  9. Overall majority (78%) of the respondents agreed that Teacher’s behavior have impact on student’s behavior.
  10. Overall majority (95%) of the respondents agreed that Role Model 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 from grade five. The data were analyzed through using arithmetic’s operations i.e. percentage.

In overall analysis (82%) respondents agreed that role model 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. The topic that I choose “is “DEVELOP SENSE OF RESPECTING OTHERS AMONG STUDENTS OF GRADE FVE THROUGH ROLE Models”. I choose this topic because I have to face problems with respecting others in school. it is difficult to create concentrated 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 role model 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. Role model 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 “develop sense of respecting others among students of grade five through role model.  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 role model 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 to my knowledge key points are given below.

  • It made me a 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 respect.

List the works you cited in your project.

  1. 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.
  2. 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.
  3. 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.
  4. 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).
  5. 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.
  6. 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.
  7. 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.
  8. Sundstrom, E., DeMeuse, K. P., & Futrell, D. (2019). Work teams: Applications and effectiveness. American Psychologist, 45, 120-133.

CPEC Future Prospects and Challenges

CPEC Future Prospects and Challenges
CPEC Future Prospects and Challenges

CPEC Future Prospects and Challenges

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

The global economy paradigm is shifting from the West to the East while China is the torch bearer in this context with its master stroke OBOR project. The beauty of this unique project is that it provides a new trade corridor and a new route to at least 60 countries. If we make an educated guess, then about 80% of the world population would get benefit from this project. This project can be divided into the “Silk Road economic belt” and the Maritime silk road”. For the disbursement of funds, five financial institutions are opened so that the complete burden should not fall on China. Now it has been a proven fact that the US, a few Western countries, and India are lobbying and conspiring against the OBOR project.

The most important project of this initiative is CPEC as it gives China access to the most important geostrategic location of Gwadar which had always been a dream of Russia and NATO for their strategic, military, and economic interests in the region. The only project which gives landlocked countries access to the sea. CPEC certainly can be a game changer due to its potential of creating mass industrial productivity, exports, and job creation not only for Pakistan but for the entire South Asian region.

Due to various factors, there are always chances that mistrust may prevail between Pakistan and China, which can have a direct impact on Pakistan’s economy. The economy plays a fundamental role in the development and strengthening of any country, but unfortunately, Pakistan was unable to stabilize this sector for decades. As soon as the situation becomes better, another incident of unrest happens. Attacks like the Dasu hydropower plant in Khyber Pakhtunkhwa or Serena Hotel Quetta are preplanned efforts of our enemies like India to destabilize the project. Although, it has been accepted by Chinese think tanks on various occasions that the security situation has improved in Pakistan during the recent few years.

Introduction

Chinese huge $62 billion investment in China-Pakistan Economic Corridor (CPEC) project in Pakistan creates numerous prospects and challenges for the economy and stability of Pakistan. CPEC is part of China’s One Belt and Road Initiative (OBRI), which connects different countries and encourages global economic Initiatives. CPEC includes energy, agriculture, tourism, Gwadar port, communication, connectivity infrastructure, and many other different types of projects. Currently, CPEC’s first phase is completed and now the second phase has begun. CPEC can play the most important role in the future direction of the Pakistani economy. CPEC is very beneficial for the people of Pakistan and China. This review study on the prospects and challenges for the economy of Pakistan from the perspective of CPEC is evaluating the recent scenarios, which sees the potential and evaluation of areas on economic activities and potential threats, which can be countered by the governments of Pakistan and China on a regional and global level. This study also highlights the difficulties, which are creating by India to impose sanctions on the economic products of Pakistan through the platform of (the Financial Action Task Force) FATF and harm the projects of CPEC. The findings revealed that Pakistan must promote the CPEC, counter CPEC propaganda, and integrate with the plan to create a smoother image of Pakistan, achieve national cohesion and reduce radicalization. Moreover, China and Pakistan should work together to break the shadow of distrust.

China and Pakistan have long maintained diplomatic and military ties. However, close economic cooperation is a more recent development. The flagship project of China’s ambitious Belt and Road Initiative (BRI) — the China-Pakistan Economic Corridor (CPEC) — is expected to provide $40 billion in Chinese investments to Pakistan. CPEC is not only a strong economic boon for Pakistan’s economic growth in the next three to five years but also an opportunity for Pakistan to stabilize its society and reshape its image from a fragile state to an emerging economy in Asia. From a geopolitical perspective, CPEC is also regarded as a game-changing project in South and Central Asia. The prospect is promising, although the detailed opportunities and challenges CPEC faces still need to be carefully evaluated. Although CPEC is a bilateral project between China and Pakistan, it has already drawn interest and worry from other stakeholders in the region, including the United States and India.

Pakistan is important not only for the stability of South Asia, but for US national interests (including Afghanistan policy), China’s regional interests, global counterterrorism, and the stability of the Muslim world as well. CPEC acts as a game-changing opportunity for Pakistan’s development and its future role in the region. With the implementation of CPEC and the emerging commercial attractiveness of Pakistan and the South Asia region, Chinese and US economic and security interests in Pakistan and the region are converging.

Pakistan has about 200 million people and is the second-most-populous Muslim-majority country in the world. It shares borders with India, China, Afghanistan, and Iran, which are all important players in the stability of the region and the world. As a nuclear country, Pakistan’s influence should not be underestimated. The country has a number of extremist groups and global terrorist organizations and has sacrificed soldiers, civilians, and treasures fighting terrorism. Pakistan is still a fragile and internally divided state with a promising yet troubled economy.

US strategy and policies towards Pakistan need to be reoriented and reshaped. Pakistan and South Asia have long posed a challenge for US leaders, and that challenge has become one of the priorities of the Trump administration, as evidenced in the newly-announced strategy for Afghanistan and South Asia.

Opportunities

CPEC offers a number of opportunities, the first of which is economic development. The large influx of investments will work as a strong economic incentive for Pakistan’s government and social sectors to improve the business environment and enhance commercial attractiveness for more foreign investments, which will not only benefit Chinese investors engaged in CPEC, but will also benefit all foreign investors in Pakistan, including the United States. Industrialization in Pakistan will also help to create jobs for the country’s large, under-employed population, turning a social and fiscal burden into an economic and developmental driver.

A second opportunity that CPEC could provide is stabilization and improved security. With planned infrastructure, energy, and manufacturing investments, CPEC will create more private-sector opportunities and offer a realistic pathway out of poverty for Pakistan’s people, especially those extremely poor who otherwise may be tempted to fight as mercenaries for the Taliban or ISIS. Economic development will help to maintain domestic stability and enhance security in Pakistan for the medium to long term. Combined with strengthened governance and improved capacity, Pakistan will have greater political willingness and capability to fulfill its security commitment and responsibilities for global counterterrorism.

Finally, CPEC could contribute to the further integration of South Asia. The core vision of CPEC is to improve infrastructure to facilitate interconnectivity. The project is expected to connect China, Pakistan, Iran, Afghanistan, and Central Asian countries together, integrating a market of two billion people and stabilizing the region. CPEC will empower South Asia to enjoy the full benefits of region-wide trade, stretching from Iran to China.

Challenges

Despite the many opportunities that CPEC potentially affords, clearly, there are challenges too. First, CPEC could be an opportunity to enhance governance, but for CPEC to succeed in the first place Pakistan’s political and social governance is vital. By the end of 2016, almost all of Pakistan’s political parties as well as the different provincial governments formed a political consensus in support of CPEC. But, with the large number of foreign investments expected, there must be a fair and efficient allocation of development benefits. This will be a test of Pakistan’s political and social governance capabilities.

Second, security will remain a challenge. For now, the Pakistani government and military have arranged more than 10,000 security forces to protect the people and projects of CPEC while a long-term and sustainable security mechanism is built.

Finally, there is geopolitics. The complaints that China’s promotion of CPEC blurs the distinction between political strategy and commercial interests demonstrate that the other main players in the region like India may try to contain CPEC and dismiss the potential cooperation opportunities brought by the project. With the concern that an empowered Pakistan will threaten India, India may provoke Pakistan, trapping the two states in traditional hostilities and losing the focus on economic development.

Implications of CPEC

CPEC is intended to strengthen and diversify Pakistan’s role in South Asia, activate Pakistan’s role in the global value chain, and integrate the whole South Asia region. The project also works as a benchmark or complementary project for existing US cooperation programs with Pakistan. China, the United States, and the global community should make full use of their respective resources to stabilize Pakistan and support its economic development as a new emerging economy in Asia. US support for CPEC, or simply no containment of China’s engagement in Pakistan and the region, will also reduce the trust deficit between Pakistan and the United States.

Moreover, the US government can also encourage or facilitate US companies’ entry and business in Pakistan, helping them to create a better business environment. With such facilitation, American high-end manufacturing companies like GE, Caterpillar, and top consulting firms like McKinsey will be able to seize the emerging commercial opportunities with CPEC in infrastructure, energy, manufacturing, and other industries and become beneficiaries of CPEC-driven business opportunities in Pakistan.

CPEC in particular offers a win-win situation for participating nations and it has a strong component of social development, poverty alleviation, and demographic uplift, unlike similar programs offered by other international donors. CPEC would not impact its balance of payments in Pakistan at any stage. The payment schedule is very relaxed. It’s about geo-economics and the establishment of a non-exploitable economic system. Another point is that CPEC is a transparent project with all its details present on its websites. The projects of CPEC are not only confined to specific areas but its network is present throughout the whole of Pakistan.

Although it’s correct that Pakistan has a risky security environment, Pakistan has taken various positive steps in this regard raising two “Security Divisions” in Pakistan Army, incorporating special paramilitary forces, increasing the intelligence apparatus, and improving local police networks.

There are eight main core areas linked with CPEC which are ‘integrated transportation system’, ‘information network infrastructure’, cooperation in ‘energy related’ fields, ‘trade and industrial parks, ‘agricultural development and poverty alleviation, ‘tourism’, ‘social development and non-government exchanges’ and lastly ‘financial cooperation. CPEC is now attracting other countries around the world who are also expressing their desire to join it.

In present circumstances, the CPEC projects must be completed as soon as possible so that Pakistan’s geographical location can be truly exploited. Our narrative-building part is weaker in International media as India and other lobbies are floating a huge bulk of anti-CPEC stories with fake facts and figures, we have to give a proper rebuttal and our side of the story must be backed with verified facts and figures. Another point to be focused on is that a prosperous Balochistan would strengthen CPEC’s foundation. This is a real game-changer and we have to engage the maximum countries of in the world in this project to get moral, social, and financial support.

Read More Thesis: Click Here

AIOU Solved Assignments: Click Here

Conclusion & Recommendations

PAKISTAN and China have been trying their best to stimulate the China-Pakistan Economic Corridor (CPEC) since its inception.

But unfortunately, some pseudo-intellectuals paid by NGOs and self-centric media outlets have been playing in the hands of foreigners to pollute the real spirit of CPEC. It seems that they do not have any sense of nationalism but plenty of notorious agendas.

While Prime Minister Imran Khan and a Pakistani delegation were in China to attend the opening ceremony of the Beijing Winter Olympics one of the leading media houses of the country intentionally published a report by the Asian Development Bank titled “Economic Corridor Development in Pakistan: Concept, Framework and Case Studies” and thus circulated negative sentiments against CPEC, the lifeline of Pakistan’s economy and guarantor of its future as described by Premier Imran Khan.

The said report indicated flaws in the country’s strategic geopolitical potential and suggested improvement in regional and international economic connectivity to get any benefit from CPEC and termed structural reforms vital to achieving optimal benefits.

However, greater regional connectivity always depends upon geopolitics and CPEC stands for geo-economy.

Thus this report’s assumption is not correct.  It further elaborated that if CPEC is successfully implemented; Pakistan can harness its strategic geopolitical location, improve its regional and international economic connectivity, enhance industrial development and become an economic hub for Central, South, and West Asia.

By saying this in complicated manners it intentionally undermined CPEC’s real potential by attaching its efficiency and efficacy with structural reforms of private sector development thus purposefully creating doubts about the strategic orientations of CPEC.

The report observed that tax reforms are essential to broaden the tax base and enhance the perceived fairness of the tax system. Infrastructure built under the CPEC should be fully utilized to expand trade and regional cooperation.

It seems that the timing of this report and consequently its publication in the country has some close liaison between the hidden enemies of prosperity and people alike who tried to portray CPEC as an average project.

Moreover, the absurd correlation of CPEC with the domestic tax system, reforms, and other segments of the national economy is rather misleading and misconceived. Thus intentionally CPEC was put in the line of fire.

The study says Pakistan should transform its economy through export-led growth. In this connection, CPEC would play a very important role in the country by establishing Special Economic Free Zones and relocating Chinese firms.

Thus CPEC has a direct correlation with the export capacity-building mechanism of the country because the economy works in integration, not isolation. The report pinpoints many policy flaws in the macro-economy of the country which actually has nothing to do with CPEC, its utility, orientation, scope, and significance.

CPEC is a concept and cooperative model to stimulate different sectors of the economy. CPEC is a holistic approach to developing the national economy. Moreover, it is a platform that provides important inputs for rapid growth in the country.

CPEC has nothing to do with the poor export performance of the country or low productivity and a lack of competitiveness.

It surfaced because of an unfavorable trade policy environment, wrong economic and financial assumptions, and inconsistent policies of the government.

Furthermore, CPEC is not answerable to an overvalued exchange rate and escalation of tariffs on imported raw materials and intermediate goods that resultantly contributed to a fall in exports, resulting in a consistently large trade deficit, which stood at $32.8 billion in FY2019. On the contrary, CPEC stimulated the energy sector and geared up infrastructural development and thus further consolidating the economic conditions of the country.

It may further enhance the manufacturing capacity of Pakistan. The current economic meltdown is the result of various complicated reasons in which CPEC does not play any negative role.

In addition to this, the increase in interest rates to 13.25pc in 2019 substantially raised the cost of capital to firms which may further dampen investment and exports. Thus CPEC does not have any role in the monetary policy of the country.

It is suggested that the government should expedite the development of the nine special economic zones (SEZs) planned along the CPEC routes and focus on labor, capital, technology, knowledge, innovation, and structural transformation

. Moreover, more focus should be given to the development of the agriculture sector in CPEC phase II so that a balanced economic policy would be implemented.

The said report indicated that for urbanized and industrialized, challenges such as infrastructure deficits, overstretched public services, and environmental stress should be addressed as soon as possible.

However, CPEC phase-II initiation of green projects, agriculture development, climate change engineering, and ecological development would provide an ideal platform to curb these irritants of the economy in the country.

On the contrary, Pakistan and China signed a five-year Industrial Cooperation Framework Agreement (ICFA) to re-energize the CPEC during the recent visit of PM Imran Khan and thus successfully negated all misconceptions and misperceptions about CPEC.

According to the text of the ICFA, Pakistan has agreed to take responsibility for the Chinese lives and property, in addition to providing “special beneficial support for water and power supply that are necessary to develop SEZs and provide efficient and favorable policy support for Chinese enterprises which are intending to invest or have already invested in the Pakistani SEZs”.

The signing of the ICFA under CPEC is the first “serious” step by the government during the past three-and-a-half years to put the multi-billion initiative of President Xi back on track.

Pakistan will facilitate Chinese businesses in an efficient manner in accordance with domestic law.

It will also improve the domestic business environment, provide policy support for Gwadar Free Trade Zone, Rashakai SEZ and other SEZs, guard the safety of enterprises and employees investing in the country, provide special beneficial support for water and power supply which are necessary to develop the SEZs and provide efficient and favorable policy support for Chinese enterprises which are intending to invest or have already invested in the SEZs.

In wide-ranging talks with Chinese Premier Li Keqiang, Prime Minister Imran Khan underscored the importance of Pakistan and China working together to promote shared objectives of peace, stability, and development in Afghanistan and regional connectivity.

During their meeting, the Premiers of Pakistan and China reviewed the entire gamut of bilateral ties including discussions on the bilateral economic and trade relations, the onward march of CPEC, and important issues of regional and global concern.

PM Khan appreciated the transformational impact of CPEC on Pakistan’s infrastructure, energy, socio-economic development, and improvement in the livelihoods of the people.

He underlined that Pakistan was committed to the high-quality development of CPEC through its mutually reinforcing industrial, trade, health, digital and green corridors.

To conclude, CPEC has become a strategic asset that badly needs a specific national narrative to mitigate all false news. The healthy contribution of the Press, not the puppetry journalists, sensible policymakers, and not pseudo-intellectuals is the need of the hour.

Economic flaws, financial crunch, and imbalanced spells of development may be streamlined with the successful completion of CPEC projects, especially in energy (green), agriculture, social development, AI, ICT, and health. Thus national unity must be our mantra.

References

  • Official CPEC website (Government of Pakistan)
  • Samrez Salik, Muhammad (2018). “China-Pakistan Economic Corridor: A Perspective from Pakistan”. Asian Journal of Middle Eastern and Islamic Studies. 12(2): 142–154. doi:1080/25765949.2018.1481619. S2CID 158441766.
  • Husain, Khurram (15 May 2017). “Exclusive: CPEC master plan revealed”. Dawn.com. Retrieved 15 May2017.
  • Rafiq, Arif, “The China-Pakistan Economic Corridor: Barriers and Impact,”United States Institute of Peace, October 2017.
  • “China-Pakistan Economic Corridor: Opportunities and Risks”, International Crisis Group, 29 June 2018.

 

Develop Curiosity Through Reward Among High-Level Students

Develop Curiosity Through Reward Among High-Level Students
Develop Curiosity Through Reward Among High-Level Students

Develop Curiosity Through Reward Among High-Level Students

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

Read More Thesis: Click Here

AIOU Solved Assignments: Click Here

Topic

Develop Curiosity Through Reward Among High-Level Students

Theme

Developing Scientific Attitude Among Children

Sub Theme

Curiosity

The overall background of the participants of the project

Background

Name of the School. (Govt High School Ghaniaky).

(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)

GOVT HIGH SCHOOL GHANIAKY

Govt High School Ghaniaky situate in Kot Radha Kishan district Kasur. There are 12 teachers and 700 students enrolled in the school. School building is looking very good. There are more than 9 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 Curiosity Trough Reward Among High Level Students at Govt High School Ghaniaky.

Demographic details of participants: For the present research 40 participants are selected form the school, their ages are between 12 to 16 years. I selected students from grade 9th 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 High School Ghaniaky” which is situated in the district Kasur.

The school has great discipline and is very organized in teaching curriculum of Kasur 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 35 % 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 investigate Develop Curiosity trough reward among high level students.  Although, well managed school provide an environment in which Reward helpful for students to improve the level of Curiosity”. “Many research studies have resulted that a conducive classroom environment promotes students ‘Curiosity development through Reward”. “Classroom management strategies are a crucial part of teachers’ success in creating a safe and effective learning environment for students in building Curiosity 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 improve Curiosity development.”.

The following reasons behind lack of student Curiosity 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 Reward which can be helpful for building confidence and Curiosity development in students.

2. Poor Mental Health:

Poor mental health is also associated with rapid Curiosity change, stressful work conditions, gender discrimination, Curiosity 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 childhood. 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 Curiosity 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, Curiosity 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 Curiosity development of students.

I have selected the above topic because now a day it is a common problem of all. Students have lack of Curiosity development during the period. Students do not focus on Curiosity 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?

Curiosity development is “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations.” Curiosity development is a person’s belief in his or her ability to succeed in a particular situation.

When I discuss the whole matter development of Curiosity in children through Reward and Punishment with my other colleagues and senior teachers it was argued that Curiosity 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 Curiosity development building process as it relates to Reward and Punishment, rewarding system and encouragement. Almost all the teachers and colleagues were in favor of the statement that the Reward and encouragement are possessing self-efficacy. Because Reward and Punishment and Curiosity 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 Curiosity 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 Curiosity development in students through Reward. 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.

Curiosity development is a response, which an individual show to his environment at different times. Curiosity development can be positive or negative, effective or ineffective, conscious or unconscious, overt or covert, and voluntary or involuntary. Curiosity development can be regarded as any action of an organism that changes its relationship to its environment. Curiosity development provides outputs from the organism to the environment. The meaning of Curiosity 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 Reward and Punishment in the development of student’s Curiosity development of High school students.

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

The effective learning process is directly related to 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 Reward and stimulus (encouragement) to motivate students. According to Ivancevich and Matteson (1990:171) “teachers use a variety of Reward 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 Reward and Punishment 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 Reward and Punishment options, factors that affect reward strategies and practices. Each teacher is faced with a number of internal and external factors that affect the Curiosity 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 Reward and punishment 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 Curiosity rewards are extrinsic rewards because they come from the environment.

To apply Curiosity development to a classroom student, a teacher must first understand what Curiosity 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.

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, Curiosity 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 Curiosity 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 Curiosity 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. (Seyf, 2011).

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

Variables of the study:

Total of three variables included in this research. Two were independent variables and one was dependent variable. Reward and encouragement used as independent variables and student’s Curiosity development used as dependent variable.

1. Reward:

Reward occurs when members of a learning community work together to improve student learning and achievement. The role is not a task to complete and then move on, it’s an ever-changing, ongoing process that is only enhanced by social networks and access to new technology.

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. Curiosity Development:

Curiosity development is “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations.” Curiosity development is a person’s belief in his or her ability to succeed in a particular situation. Curiosity development is about having the strong, positive belief that you have the capacity and the skills to achieve your goals. Curiosity 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                                                    

The purpose of the study was to investigate the Develop Curiosity through reward among high-level students. 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.

  1. To explore the relationship between Reward and students’ Curiosity development at a High level.
  2. To explore the relationship between student encouragement and Curiosity development at a High level.
  3. To find out the reasons behind the lack of Curiosity development of students.
  4. To give suggestions for the improvement of the situation.

Research Questions of the study

  • What is the relationship between Reward and student Curiosity development at a High level.?
  • What is the relationship between student encouragement and Curiosity development at a High level?
  • What are the reasons behind the lack of Curiosity 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 High School Ghaniaky of Pakistan.

Sample

A total of “40” students were taken as a sample of the study.  Kasur City was taken as a Convenient sample by applying the Matched Pair Random Sampling Technique. So, the total sample size was 40 respondents including female students. This sample provides 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 Curiosity trough reward among high level students.”.

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 Govt High School Ghaniaky of Pakistan. The data was collected from student’s schools by filling up the questionnaire.

Sampling Technique

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 public 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 Reward and its impact on student’s Curiosity development.

2-Close Ended Questionnaire for students about Curiosity 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 Curiosity development in students.

  1. All students are motivated to perform well on the base of reward.
  2. Different techniques used to improve the Curiosity development of students?
  3. Rewards encourage the student to perform well?
  4. Are the students being socializing by Teacher relationship?
  5. Parent teacher meeting helpful for the development of Curiosity skills in students.
  6. Reward improves the Curiosity development of students?
  7. Are the students happy after participating well for reward?
  8. Encouragement of the students develop Curiosity development?
  9. Does the misbehavior of students is change through reward?
  10. Teacher meets with parents to improve Curiosity 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:

  1. Overall majority (98%) of the respondents agreed that Are students are motivated to perform well on the base of reward.
  2. Overall majority (92%) of the respondents agreed that Different techniques used to improve the Curiosity development of students.
  3. Overall majority (98%) of the respondents agreed that Rewards encourage the student to perform well.
  4. Overall majority (97%) of the respondents agreed that Are the students being socialing by Teacher relationship.
  5. Overall majority (95%) of the respondents agreed that Parent teacher meeting helpful for the development of Curiosity skills in students.
  6. Overall majority (96%) of the respondents agreed that Reward improve the Curiosity development of students.
  7. Overall majority (98%) of the respondents agreed that Are the students happy after participating well for reward.
  8. Overall majority (99%) of the respondents agreed that Encouragement of the students develop Curiosity development.
  9. Overall majority (92%) of the respondents agreed that does the misbehavior of students is change through reward.
  10. Overall majority (95%) of the respondents agreed that Teacher meet with parents to improve Curiosity development of the students.

Conclusions

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

Rewards are the most powerful tools of student’s Curiosity development. Encouragement to improve 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 Curiosity 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 Curiosity development in them through Reward. Teaching is an arrangement and manipulation of a situation in which building students ‘Curiosity.

That good classroom management strategies show that reward system develop discipline, critical thinking, student’s confidence policies, punctuality, self-discipline, leadership skills, confidence and Curiosity 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 ‘Reward and Punishment have a stronger effect on developing Curiosity 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. The topic that I choose is DEVELOP CURIOSITY TROUGH REWARD AMONG HIGH-LEVEL STUDENTS. I choose this topic because I have to face problems with Curiosity development in school. Because students feel shy when they have to perform in front of others. It is difficult to create Curiosity development in the students during teaching.

The sample comprised a total of 40 students drawn from Govt High School Ghaniaky. They were selected by a simple random sampling technique.

This study investigated student’s Curiosity development through Reward 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 parent Reward and encouragement develops Curiosity 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 Curiosity trough reward among high level students. My research in rural area basic skills. My project participants were the students of­­­­­­­­­­­­­­­­­­ Govt High School Ghaniaky. In rural areas mostly people not socialized.

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 Reward and Punishment to develop Curiosity. 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 motivational atmosphere in the class through parent teacher meetings then students have no problem of Curiosity. 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 Curiosity 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 to my knowledge key points are given below.

  • It made me a good organizer.
  • It made me ready for everything that is thrown their way.
  • It enabled me how to create a motivational atmosphere in the classroom to develop Curiosity.
  • It built confidence in me that how to deal with rural areas students for improving Curiosity development through Reward.
  • 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 Curiosity 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.
  • Vollmer, T. R., & Iwata, B. (1992). Differential reinforcement as treatment for behavior disorders: Procedural and functional variations. Research in Developmental Disabilities, 13, 393–417.
  • Vollmer, T. R., Roane, H. S., Ringdahl, J. E., & Marcus, B. A. (1999). Evaluating treatment challenges with differential reinforcement or alternate behavior. Journal of Applied Behavior Analysis, 32, 9–23.
  • Wickstrom, K. F., Jones, K. M., LaFleur, L. H., & Witt, J. C. (1998). An analysis of treatment integrity in school-based behavioral consultation. School Psychology Quarterly, 13, 141–154.
  • Wright-Gallo, G. L., Higbee, T. S., Reagon, K. A., & Davey, B. J. (2006). Classroom-based functional analysis and intervention for students with Curiosity/behavioral disorders. Education and Treatment of Children, 29(3), 421–436.
  • Balleine, B. W., Killcross, A. S., & Dickinson, A. (2003). The effect of lesions of the basolateral amygdala on instrumental conditioning. Journal of Neuroscience, 23(2), 666–675.
  • Baxter, M. G., Parker, A., Lindner, C. C., Izquierdo, A. D., & Murray, E. A. (2000). Control of response selection by reinforcer value requires interaction of amygdala and orbital prefrontal cortex. Journal of Neuroscience, 20(11), 4311–4319.

Price Elasticity of Supply

Price Elasticity of Supply
Price Elasticity of Supply

Price Elasticity of Supply

Tale of content

  1. Definition
  2. Mobility of factors
  3. Time to respond
  4. Inventories
  5. Price elasticity
  6. Inelastic
  7. Supply could be inelastic
  8. Following
  9. Example
  10. Elastic supply
  11. Example 2
  12. Calculating
  13. Factors
  14. Short & long terms

Price Elasticity of Supply Price elasticity of supply (PES or Es) is a measure used in economics to show the responsiveness, or elasticity, of the quantity supplied of a good or service to a change in its price or cost. The elasticity is represented in numerical form, and is defined as the percentage change in the quantity supplied divided by the percentage change in price. When the coefficient is less than one, the said good can be described as inelastic; when the coefficient is greater than one, the supply can be described as elastic. An elasticity of zero indicates that the quantity supplied does not respond to a price change: it is “fixed” in supply. Such goods often have no labor component or are not produced, limiting the short-run prospects of expansion. If the coefficient is exactly one, the good is said to be unitary elastic. The number of goods supplied can, in the short term, be different from the amount produced, as manufacturers will have stocks that they can build up or run down.

Determinants Availability of raw materials, for example, availability may cap the amount of gold that can be produced in a country regardless of price. Likewise, the price of Van Gogh’s paintings is unlikely to affect their supply. The length and complexity of production depend on the complexity of the production process. Textile production is relatively simple. The labor is largely unskilled and production facilities are little more than buildings – no special structures are needed. Thus, the PES for textiles is elastic. On the other hand, the PES for specific types of motor vehicles is relatively inelastic. Auto manufacturing is a multi-stage process that requires specialized equipment, skilled labor, a large supplier network, and large R&D costs. Mobility of factors If the factors of production are easily available and if a producer producing one good can switch their resources and put it towards the creation of a product in demand, then it can be said that the PES is relatively elastic. The inverse applies to this, to make it relatively inelastic.

Availability of raw materials

For example, availability may cap the amount of gold that can be produced in a country regardless of price. Likewise, the price of Van Gogh’s paintings is unlikely to affect their supply.

Length and complexity of production

Much depends on the complexity of the production process. Textile production is relatively simple. The labor is largely unskilled and production facilities are little more than buildings – no special structures are needed. Thus, the PES for textiles is elastic.

Mobility of factors

If the factors of production are easily available and if a producer producing one good can switch their resources and put it towards the creation of a product in demand, then it can be said that the PES is relatively elastic. The inverse applies to this, to make it relatively inelastic.

Time to respond

The more time a producer has to respond to price changes the more elastic the supply. Supply is normally more elastic in the long run than in the short run for produced goods, since it is generally assumed that in the long run all factors of production can be utilized to increase supply, whereas in the short run only labor can be increased, and even then, changes may be prohibitively costly. For example, a cotton farmer cannot immediately (i.e. in the short run) respond to an increase in the price of soybeans because of the time it would take to procure the necessary land.

Inventories

A producer who has a supply of goods or available storage capacity can quickly increase supply to the market.

Spare or excess production capacity

A producer who has unused capacity can (and will) quickly respond to price changes in his market assuming that variable factors are readily available. The existence of spare capacity within a firm would be indicative of a more proportionate response in quantity supplied to changes in price (hence suggesting price elasticity). It indicates that the producer would be able to utilize spare factor markets (factors of production) at its disposal and hence respond to changes in demand to match with supply. The greater the extent of spare production capacity, the quicker suppliers can respond to price changes and hence the more price elastic the good/service would be.

Price Elasticity of Supply

Price elasticity of supply measures the responsiveness of quantity supplied to a change in price.

The price elasticity of supply (PES) is measured by the % change in Q.S divided by the % change in price.

  • If the price of a cappuccino increase by 10%, and the supply increases by 20%. We say the PES is 2.0.
  • If the price of bananas falls 12% and the quantity supplied falls 2%. We say the PES = 2/12 = 0.16
  • Inelastic supply – a change in price causes a smaller proportional change in quantity supply
  • Elastic supply – a change in price causes a bigger proportional change in supply

Inelastic supply

This means that an increase in price leads to a smaller % change in supply. Therefore PES <1
In this case the PES =

  • % change in Q.S. = (64-60)/60 = 0.06666
  • % change in price = (106-80)/80 = 0.325
  • PES = 0.2

Supply could be inelastic for the following reasons

  • Firms operating close to full capacity.
  • Firms have low levels of stocks, therefore there are no surplus goods to sell.
  • In the short term, capital is fixed in the short run e.g. firms do not have time to build a bigger factory.
  • If it is difficult to employ factors of production, e.g. if highly skilled labor is needed
  • With agricultural products, supply is inelastic in the short run, because it takes at least six months to grow new crops. In September the farmer cannot suddenly produce more potatoes if the price goes up.

Examples of goods with inelastic supply

  • Nuclear reactors – It takes considerable time and expertise to build a new reactor. If there is high demand, few firms would be able to increase output in quick time
  • Grapes – Harvest is once a year, so in the short-term, supply would be very inelastic.
  • Flood defenses – If there is heavy rainfall and flooding, there would be high demand for flood defenses. But, supply barriers against floods cannot occur overnight. It will take many months of construction to build.
  • During an economic boom when demand for goods is very high and firm is running out.

Elastic supply

This occurs when an increase in price leads to a bigger % increase in supply, therefore PES >1

  •  PES
  • % change in Q.S. = 110-60/60 = 0.8333
  • % change in Price = 106-80/80 = 0.325
  • PES = 2.56

Supply could be elastic for the following reasons

  • If there is spare capacity in the factory.
  • If there are stocks available.
  • In the long run, supply will be more elastic because capital can be varied.
  • If it is easy to employ more factors of production.
  • If a product can be sold on the internet it increases the scope of international competition and increases options for supply.

Examples of goods with elastic supply

  • Fidget spinners. These goods are relatively easy to make, requiring only basic raw materials of plastic. Many manufacturing firms could easily adapt production to increase supply.
  • Taxi services. It is relatively easy for people to work as taxi drivers. People can work part-time and only need a qualified driving license. With mobile apps like Uber, it has also become easier to fit consumers with a broader range of options. If the price rises, Uber can offer higher wages and encourage more people to come out to work. There are still some supply constraints on very popular days. But, mostly, supply is quite elastic.
  • During the recession and excess supply. In a recession with a fall in demand, the firm will have unsold goods and a large stock.

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Elasticity

The elasticity of a good provides a measure of how sensitive one variable is to changes in another variable. In this case, the price elasticity of supply determines how sensitive the quantity supplied is to the price of the good.

Calculating the PES

When calculating the price elasticity of supply, economists determine whether the quantity supplied of a good is elastic or inelastic. The percentage of change in supply is divided by the percentage of change in price. The results are analyzed using the following range of values:

  • PES > 1: Supply is elastic.
  • PES < 1: Supply is inelastic.
  • PES = 0: Supply is perfectly inelastic. There is no change in quantity if prices change.
  • PES = infinity: Supply is perfectly elastic. A decrease in prices will lead to zero units produced.

Factors that Influence the PES

There are numerous factors that impact the price elasticity of supply including the number of producers, spare capacity, ease of switching, ease of storage, length of the production period, time period of training, factor mobility, and how costs react.

The price elasticity of supply is calculated and can be graphed on a demand curve to illustrate the relationship between the supply and price of the good.

Supply and Demand Curves: A demand curve is used to graph the impact that a change in price has on the supply and demand of a good.

Short run and long run

Since firms typically have a limited capacity for production, the elasticity of supply tends to be high at low levels of quantity supplied and low at high levels of quantity supplied. At low levels of quantity supplied, firms typically have substantial capacity available for use, so small increases in price make it profitable for firms to begin to use this idle capacity. Thus, the responsiveness of quantity supplied to changes in price is high in this region of the supply curve. However, as capacity becomes fully utilized, increasing production requires additional investment in capital (for example, plant, and equipment). Since the price must rise substantially to cover this additional expense, supply becomes less elastic at high levels of output.

Critical Study Of The Routine Of High Achiever At Home

Critical Study Of The Routine Of High Achiever At Home
Critical Study Of The Routine Of High Achiever At Home

Critical Study Of The Routine Of High Achiever At Home

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

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Topic

Critical Study Of The Routine Of High Achiever At Home

Theme

Managing Children At Home

Sub Theme

Routine At Home

The overall background of the participants of the project

Background

Name of the School (Govt Girls High School Eminabad.

(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)

GOVT GIRLS HIGH SCHOOLEMINABAD:

Govt Girls high school Eminabad was located in Eminabad, tehsil Gujranwala and district Gujranwala. The medium of instruction of this school was Urdu. There were 17 teachers and 700 students enrolled in the school. The school building was looking very good. There were more than 15 classrooms and staff rooms. A playground, washroom, parking, clean drinking water electricity, and other basic facilities were available for the students.

This action research project is titled “Critical Study Of The Routine Of High Achiever At Home.” at Govt Girls High school Dhillanwali.

Demographic details of participants: For the present research 60 participants were selected from the school, their ages were between 14-16 years. I selected students in grade 10th from section A. Among 60 students, there were all girls thus they make the total of 60 students as a sample for the present research.

The socio-economic condition of participants: The socio-economic status was not on the level of satisfaction. Students participating in this research belong to a category whose socio-economic conditions were average. Such families do have not enough means to manage the expenses of their children’s studies. Some participants belong to middle-class families and high-class families have rich sources for learning. 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 was situated in the district of Gujranwala.

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

Occupation / Profession and earning trends:

That was the Urban area mostly people were attached to Govt jobs were 25% parents of the students attached to jobian parents, 5% in teaching profession .2 % people were doctors and 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 45 percent. it was good. Parents meetings were arranged in school then I observed the literacy rate of the located. Almost 45% parents were well educated and other parents were also little educated.

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 for managing children at home on the base of effective routine during the covid-19 pandemic at secondary school level in Punjab Because many children do not pay heed toward social distancing and want to go out. They just heard the parents and teacher’s instruction and after some time they ignore it. The purpose of this research is to provide the solution of issues that parents have to face during motivating their children in covid-19 situation. Although, well managed school provide an environment in which teaching and learning can flourish”. “Many research studies have resulted that a conducive routine promotes students’ habits regarding social distancing”. “Classroom management strategies are a crucial part of teachers’ success in creating a safe and effective learning environment for students to motivate them”. “The purpose of education is to provide a safe and friendly environment in order for learning to take place”. But social distancing very important now a days during covid-19 pandemic situation. “Therefore parents should also know how to use and apply strategies that will allow and also help children to motivate them to effective routine at home.”. Following issues are:

Hand Shake: Students like friendship in the school. Every student has a friend in the school or in street of his house.  They meet them daily with one another for sharing their affairs of life and study issues. When they meet with one another they shake hand. Due to hand shaking social distance finish. Chances of spreading corona virus increases in this way.

Problem in sitting in school/class: In my classroom, it my own experience that the mostly students want to sit with another in a bench. They don’t like social distancing. Teachers have to say again and again for maintain social distancing (6 feet).

The problem in Home:

Some children quelled with another on the base of little things.  They made big issues on the base of little things so during this battle they do not focus on social distancing. Some other students also involve in this battle. So these types of situations can increase the chances of coronavirus.

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 and home regarding social distancing.

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

When I discuss the whole matter of managing children at home through purposeful routine so that students learn at home and maintain distance from others. Some students feel boring by listening about this matter again and again.so it is better that parents made a routine of children like they get up early I the morning. They perform prayer and do Tilawat of the Holy Quran. After that they take breakfast and then sit for study in a pleasant environment. It is the duty of parents to give pleasant environment to their children for study. During study parents engage in different interesting activities so that students don’t feel boring. Parents give break to students for lunch and for playing. If parents make routine of their children, then the loss of students’ study can be minimized and maybe finished. Use examples freely that they can understand easily. Use a variety of students active teaching activities to gain interest of the students. Set realistic performance goals and help students achieve them by encouraging them to set their own reasonable goals. Almost all the teachers and colleagues were in favor of the statement that the students having motivation are possessing good behavior regarding effective routine at home. Because motivation and behavior are very alternative. You can do anything just on the base of motivation. The researcher conducted this study which focused on the managing children at home that lead to safe life of students. It is better to motivate the students rather than punishing them. A student can perform any activity or task just on the base of motivation. So parents can do this practice at home.

A teacher’s most important duty to aware his students about covid-19 and social distancing because students give more importance to the words of teacher rather than parents. Motivation ultimately enhance good behavior regarding social distancing. Work with parents to motivate students at home and Communicate with them directly so they are aware of covid-19. Exactly what work their child should be doing at home. Workspace or resource requirements for their child’s home learning. Due dates for assignments so that they can provide reminders where necessary. Lots of praise is effective, says Amy. ‘Not just directly – I have also been putting through commendations for my students.’ If your school and in home has an awards system, keep using it – and even make it more short-term. Rather than termly commendations, consider weekly awards for positive contributions to class discussions, responding to feedback, etc., making sure to reward and praise things such as students’ effort or completion of a task rather than their attainment. A bit of healthy competition can be great for boosting motivation, as well as teaching students the importance of learning from failures and losses. You could run small competitions in home or larger projects with a small prize, even if it’s a virtual gold star. Or rather than competing individually, split each class into teams (or houses if you have them) and give them points for completing tasks, contributing to discussions, being positive, etc. – which might also help boost a sense of social distancing. Teacher and parents should keep individual activities in school and home to maintain social distancing.

In short, Effective routine of students at home lead to high achievements in study.

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

Social distancing reducing social interactions with others, has the potential to save millions of lives during the COVID-19 pandemic (Ferguson et al., 2020; Greenstone & Nigam, 2020). Governments worldwide have already introduced varying levels of social distancing measures, but compliance by individuals is vital (Anderson, 2020). This paper describes a pre-registered1 experiment to test potential communication strategies to encourage compliance with social distancing.

The experiment formed part of a study commissioned by Ireland’s Department of Health, in support of the Behaviour Change Subgroup of the National Public Health Emergency Team (NPHET). This working paper is designed to present initial results that relate to the pre-registered hypotheses at a time when speed is important. There may be lessons in this research from which others can benefit, as work on the behavioral response to COVID-19 quickly progresses (e.g. Everett et al., 2020; Barari et al., 2020; Pfattheicher et al., 2020). The work has been produced much more rapidly than would be standard for work of this type. Consequently, we have focused on providing robust results in relation to the primary, preregistered hypotheses, with limited further exploration of the data.

This effect arises even when a specific individual is identified but remains anonymous, perhaps because the mere act of thinking about a specific individual induces stronger caring emotions (Small & Loewenstein, 2003). Hence, we set out to test a communication strategy that highlights specific persons who are especially vulnerable to the coronavirus: an elderly person, someone with an underlying health condition, a healthcare worker, etc.

People struggle to perceive exponential growth accurately and are inclined to greatly underestimate it (Wagenaar & Sagaria, 1975). This “exponential growth bias” may be important for perceiving risk in relation to the coronavirus, given the exponential nature of network transmission. For instance, people may fail to realize how many others could be affected by one individual’s behaviour and, conversely, how many onward infections could be prevented by that one individual acting to protect themselves. Communication that stresses the exponential rate of infection might, in turn, affect the likelihood that people endorse beneficial health behaviour (Witte, 1992). Thus, we also tested whether highlighting the possibility that one individual’s behaviour results in multiple onward infections would influence intended compliance with social distancing. These two streams of literature, on caring for identifiable victims and understanding exponential relationships, formed the basis of two experimental treatments based on exposure to campaign posters. We refer to these as “identifiable person” (IP) and “transmission rate” (TR) treatments.

Responses were compared to a control group who saw an informational poster adapted from materials being employed by Ireland’s public health authorities. 5 Ideally, following exposure to the posters based on random allocation, we would measure behaviour over a subsequent period. Given practical restrictions and the need to generate evidence promptly, such a research design was unfeasible. Instead, our outcome variables measure intentions and attitudes.

 In addition to the possibility of an intention-action gap (Sheeran, 2002), such variables can be prone to ceiling effects, as some rapidly conducted experiments on messaging strategies have already found (e.g. Everett et al., 2020; Barari et al., 2020). To counter this problem, we inserted questions into Department of Health focus groups that asked people to describe activities where they were unsure whether the behaviour was appropriate, given the prevailing social distancing guidelines. We refer to these as “marginal behaviour”, i.e. behaviour that some individuals deem acceptable and others not. Some marginal behaviour were relevant for all participants, such as meeting friends and relatives’ outdoors. We measured participants’ intentions to undertake these behaviour “over the next few days”. Other marginal behaviour were relevant to only some participants, such as allowing children from different households to play together. For these, we asked participants to judge the acceptability of the behaviour.

We also found that participants’ judgements about the effectiveness of the posters were the opposite of the effects we recorded. This mismatch between participants’ intuitions and empirical observations replicates other research on appeals to moral values (Everett et al., 2020). The finding has two implications. First, it suggests that the main effects we report were not due to the superficial attractiveness of the treatment posters; participants did not like them. Second, it indicates that there are circumstances where testing campaigns via focus groups may backfire, perhaps especially where a message makes people feel uncomfortable or guilty. Generally, individuals may want to believe that their behaviour is based on rational information processing, not emotional responses, despite evidence to the contrary (Lerner et al., 2015).

Conducting rapid behavioral research during an unprecedented crisis is challenging, particularly with respect to the reliability and validity of outcome variables. Our strategy was to identify marginal behaviour and to create a “caution” score from intentions and judgements of these behaviour. As the situation evolves and recommended measures change, behaviour that might be considered marginal will change too. However, we hope that other researchers may be able to build on our approach, which mitigated ceiling effects and generated workable variation in the outcomes of interest. Much more research is needed.

Communication strategies will benefit from not only rapid experiments but also rapid replication of experiments. However, despite the rapidly evolving 18 nature of the COVID-19 pandemic, it is possible to use the techniques of behavioral science to support policy (Lunn et al., 2020), including via the pre-testing of interventions.

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

Variables of the study:

Total Four variables included in this research. Two were independent variable and two were dependent variables.  Role of teacher and parents were independent variables Social distancing and students’ performance used as dependent variable

1. Role of Parents:

Parents played very important task during covid-19 pandemic situation. They made effective routine of their children at home like offering prayer, Tilawat, Naat. Educational activities on the base of prizing to maintain interest of them. Activities in home are more necessary to keep children at home and maintain study performance. So the study loss of students minimized. If effective routine then child will be high achiever in study.

2. Role of Teacher:

Teacher played very important role during covid-19 pandemic situation. Teacher prepared online tutorial for online study. This thing keeps motivated students in home. Tele taleem ghr program very helpful for purposeful routine of students at home to keep balance in study. Teachers gave small assignments to students individually so they can busy in different activities in home and maintain social distancing from others.

3. Social Distancing:

Most of us call it “social distancing,” but it can help to think of it as “physical distancing” instead. Social distancing puts space between people. By keeping their distance from others, people infected with the virus are less likely to spread it.

The virus mainly spreads when someone breathes, talks, coughs, or sneezes, which sends tiny droplets into the air. People standing nearby can get these droplets in their eyes, nose, or mouth, or they can breathe them in.

When there are at least 6 feet between people, these droplets are more likely to fall onto the ground rather than on other people. Less often, tinier droplets can linger in the air for minutes to hours. These are called aerosols.

Because infected people may not have symptoms, it is best to keep a safe distance whenever you’re around people you don’t live with.

4. Students performance:

Students performance is actually the result of student’s struggle in study. Effective students’ performance must be achieved on the base of effective routine at home. A student who study according to effective routine then show hundred percent performance in study.

What did you want to achieve in this research project?

Research Objectives

Purpose of the study was to managing children at home through effective routine during COVID-19 pandemic at secondary level in Punjab. So, the students focus on the corona virus disease to save their lives.” In order to achieve said aims, following objectives are designed:

Objectives of the Study

Following was the main objective of the study.

  1. To explore the relationship between parents and children for managing children at home and high achievement through purposeful routine at secondary level.
  2. To explore the relationship between Teachers and students for managing children at home and high achievement through effective routine at secondary level.
  3. To find out the Problems of the children managing at home through effective routine.
  4. To give suggestion for the improvement of the situation.

Research Questions of the study

  • What is the relationship between Parents and Children for managing children at home and high achievement through effective routine at secondary level.?
  • What is the relationship between teachers and students for managing children at home and high achievement through effective routine at secondary level?
  • What are the problems of the children managing at home through effective routine at secondary level?
  • 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 of Pakistan.

Sample

A total of “60” students were taken as a sample of the study. Gujranwala City was taken as Convenient sample by applying the Matched Pair Random Sampling Technique. So, total sample size was 60 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?

The research methodology adopted for the collection and analysis of data is presented in this section. The section gives a thorough account of the subjects, settings instrument design, data collection methods and techniques analyze data. It further provides theoretical underpinning of methodology wherever appropriate. The research methodology is the key to answer the research question(s) and to draw conclusions.

Research design:

It is descriptive and survey research about critical study of the routine of high achiever at home during the COVID-19 pandemic at secondary school students. Descriptive research is “aimed at casting light on current issues or problems through a process of data collection that enables them to describe the situation more completely than was not possible without employing this method.”

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 school 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. 60 students were selected from the school.

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.

 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:

Questionnaire for students:

The following main questions guided the collection and analysis of data for the present study.

  1. Students’ effective routine regarding high achievements at home develop good behavior and motivation at secondary level.
  2. Students’ effective routine regarding high achievements at home develop habit of study at secondary level.
  3. Students’ effective routine develop habit of educational activities at home and maintain study performance at secondary level.
  4. Students stay at home only when they busy in interesting activities.
  5. Students follow this “Stay home stay save”.
  6. Students can learn on the base of tele educational activities at secondary level.
  7. Students can learn on the base of effective routine at home at secondary level.
  8. Effective routine very helpful to achieve high marks in study.
  9. Students can learn in home on the base of effective routine during covid-19 at secondary level.
  10. Educational games and apps are helpful for learning during COVID-19 at secondary level.

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?

  1. Overall majority (90%) of the respondents agreed that students’ effective routine regarding high achievements at home develop good behavior and motivation at secondary level.
  2. Overall majority (96%) of the respondents agreed that students’ effective routine regarding high achievements at home develop habit of study at secondary level.
  3. Overall majority (97%) of the respondents agreed that students’ effective routine develop habit of educational activities at home and maintain students’ performance at secondary level.
  4. Overall majority (98%) of the respondents agreed that Students stay at home only when they busy in interesting activities.
  5. Overall majority (97%) of the respondents agreed that Students follow this “Stay home stay save”.
  6. Overall majority (91%) of the respondents agreed that Students can learn on the base of tele educational activities at secondary level.
  7. Overall majority (95%) of the respondents agreed that Students can learn on the base of effective routine at secondary level.
  8. Overall majority (96%) of the respondents agreed that effective routine very helpful to achieve high marks in study.
  9. Overall majority (98%) of the respondents agreed that Students can learn in home on the base of effective routine during covid-19 at secondary level.
  10. Overall majority (92%) of the respondents agreed that Educational games and apps are helpful for learning during COVID-19 at secondary level.

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

Teacher-student and parent child relationships are crucial for the success of both. In the situation of corona virus such connections are the most noteworthy factor to managing children at home through effective routine for motivating students. 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 and development behavior of students. Teaching is an arrangement and manipulation of a situation in which there are gaps or obstructions and where an individual try to overcome the problem from where he learns”.

The student achievement has been differently characterized as a level of capability achieved in scholastic work or as formally gained learning in school subjects, which is regularly spoken to by level of imprints gotten by understudies in examinations.

Parents save their children at home on the base of effective routine. Effective environment of home is very necessary for this. If parent’s motivational personalities about COVID-19, then children also have motivated personalities regarding this.

Summary of the Project

University recommended me some developing basic skills in which theme and sub theme. My topic that I choose CRITICAL STUDY OF THE ROUTINE OF HIGH ACHEIVER AT HOME.  I choose this topic because I have to face problem about children management and student’s performance. It is difficult to maintain performance of students during this situation.

The sample comprised a total of 60 students drawn from secondary school of district Gujranwala. They were selected by simple random sampling technique.

This study investigated the routine of high achiever about managing children at home through effective routine. It also investigated the effects of home environment on students’ behaviour and performance.

Questionnaire Instrument used for data collection. Research design was descriptive. The result was finding that purposeful routine at home lead to high achievement. 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 managing children at home through effective routine during COVID-19 pandemic at secondary level.  My research in urban area basic skills. My project participants were the students of public School situated in Gujranwala. In urban areas mostly people maintain discipline but not all.

Classroom atmosphere is very important element for maintaining students’ performance because it helps in the learning of students. Similarity home environment is very important too to motivate children. So I used different technique for creating Hygienic atmosphere at home to motivate the students that lead good behavior. Students were happy and learn quickly on the base of hygienic atmosphere in home. I feel pleasure. I think in our rural areas parents create hygienic atmosphere in home then students have no problem of performance . Students response to the implementation of teaching if they teach in hygienic atmosphere. I created hygienic atmosphere at home through different activities. I learn that how to improve the student’s behavior 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 Hygienic atmosphere at home for effective routine of students.
  • It built confidence in me that how to deal with urban areas students for managing children at home.
  • 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 and home atmosphere according COVID-19 pandemic situation to maintain social distancing and students’ performance at secondary level.

List the works you cited in your project.

  • Anderson, R. M., Heesterbeek, H., Klinkenberg, D., & Hollingsworth, T. D. (2020). How will
  • country-based mitigation measures influence the course of the COVID-19 epidemic? The Lancet,
  • Published online. https://doi.org/10.1016/S0140-6736(20)30567-5
  • Anwyl-Irvine, A. L., Massonnié, J., Flitton, A., Kirkham, N., & Evershed, J. K. (2020). Gorilla in our
  • midst: An online behavioral experiment builder. Behavior Research Methods, 52(1), 388-407.
  • Barari, S., Caria, S., Davola, A., Falco, P., Fiorin, S., Hensel, L., … & Ledda, A. Evaluating COVID19 Public Health Messaging in Italy: Self-Reported Compliance and Growing Mental Health Working Paper.
  • Brewer, M. B. (1977). An information-processing approach to attribution of responsibility. Journal of
  • Experimental Social Psychology, 13(1), 58-69.
  • Byrne, R. M. (2016). Counterfactual thought. Annual Review of Psychology, 67, 135-157.
  • Everett, J. A., Colombatto, C., Chituc, V., Brady, W. J., & Crockett, M. (2020). The effectiveness of
  • moral messages on public health behavioral intentions during the COVID-19 pandemic. Working
  • Ferguson, N., Laydon, D., Nedjati Gilani, G., Imai, N., Ainslie, K., Baguelin, M., Bhatia, S.,
  • Boonyasiri, A., Cucunuba Perez, Z.U.L.M.A., Cuomo-Dannenburg, G., & Dighe, A. (2020). Report
  • 9: Impact of non-pharmaceutical interventions (NPIs) to reduce COVID19 mortality and healthcare
  • Greenstone, M., & Nigam, V. (2020). Does Social Distancing Matter? University of Chicago, Becker
  • Friedman Institute for Economics Working Paper, (2020-26)
  • Lee, S., & Feeley, T. H. (2016). The identifiable victim effect: A meta-analytic review. Social Influence, 11(3), 199-215.
  • Lerner, J. S., Li, Y., Valdesolo, P., & Kassam, K. S. (2015). Emotion and decision making. Annual Review of Psychology, 66, 799-823.
  • Lunn, P. D., Belton, C. A., Lavin, C., McGowan, F. P., Timmons, S., & Robertson, D. A. (2020).
  • Using Behavioral Science to help fight the Coronavirus. Journal of Behavioral Public Administration,
  • 3(1). https://doi.org/10.30636/jbpa.31.147
  • Jenni, K., & Loewenstein, G. (1997). Explaining the identifiable victim effect. Journal of Risk and uncertainty, 14(3), 235-257.
  • Pfattheicher, S., Nockur, L., Böhm, R., Sassenrath, C., & Petersen, M. B. (2020). The emotional path to action: Empathy promotes physical distancing during the COVID-19 pandemic. Working Paper.
  • Sheeran P. (2002). Intention–behaviour relations: A conceptual and empirical review. European Review of Social Psychology, 12, 1–36.

Historical background of Pakistan

Historical background of Pakistan
Historical background of Pakistan

Historical background of Pakistan

INTRODUCTION

The historical background of Pakistan Pakistan emerged on the world map on August 14th, 1947. It has its roots in the remote past. Its establishment was the culmination of the struggle by Muslims of the South-Asian subcontinent for a separate homeland of their own and its foundation was laid when Muhammad bin Qassim subdued Sindh in 711 A.D. as a reprisal against sea pirates that had taken refuge in Raja Dahil’s kingdom. The advent of Islam further strengthened the historical individuality in the areas now constituting Pakistan and further beyond its boundaries.

The President of the All-India Muslim League and later the Pakistan Muslim League, Muhammad Ali Jinnah became Governor-General while the secretary general of the Muslim League, Liaquat Ali Khan became Prime Minister. The constitution of 1956 made Pakistan an Islamic democratic country.

Pakistan faced a civil war and Indian military intervention in 1971 resulting in the secession of East Pakistan as the new country of Bangladesh. The country has also unresolved territorial disputes with India, resulting in four conflicts. Pakistan was closely tied to the United States in Cold War. In the Afghan-Soviet War, it supported the Sunni Mujahedeen and played a vital role in the defeat of Soviet Forces and forced them to withdraw from Afghanistan. The country continues to face challenging problems including terrorism, poverty, illiteracy, corruption, and political instability. Terrorism due to the War in Afghanistan damaged the country’s economy and infrastructure to a great extent from 2001 to 2009 but Pakistan is once again developing.

Pakistan is a nuclear power as well as a declared nuclear-weapon state, having conducted six nuclear tests in response to five nuclear tests of their rival Republic of India in May 1998. The first five tests were conducted on 28 May and the sixth one on 30 May. With this status, Pakistan is seventh in the world, second in South Asia, and the only country in the Islamic World. Pakistan also has the sixth-largest standing armed forces in the world and is spending a major amount of its budget on defense. Pakistan is the founding member of the OIC, the SAARC, and the Islamic Military Counter Terrorism Coalition as well as a member of many international organizations including the UN, the Shanghai Cooperation Organization, the Commonwealth of Nations, the ARF, the Economic Cooperation Organization, and many more.

Pakistan is a regional and middle power that is ranked among the emerging and growth-leading economies of the world and is backed by one of the world’s largest and fastest-growing middle classes. It has a semi-industrialized economy with a well-integrated agriculture sector. It is one of the Next Eleven, a group of eleven countries that, along with the BRICs, have a high potential to become the world’s largest economies in the 21st century. Many economists and think tanks suggested that by 2030 Pakistan become Asian Tiger and CPEC will play an important role in it. Geographically, Pakistan is also an important country and a source of contact between the Middle East, Central Asia, South Asia, and East Asia.

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Pakistan movement

The Pakistan Movement started when the first Muslim (Muhammad bin Qassim) put his foot on the soil of Sindh, the gateway of Islam in India.

That is why Jinnah is considered the “great Muslim ruler” in the Indian subcontinent after Emperor Aurangzeb by Pakistanis. This is also the reason that the Pakistani government’s official chronology declares that the foundation of Pakistan was laid in 712 AD by Muhammad bin Qassim after the Islamic conquest of Sindh and that these conquests at their zenith conquered the entire Indian subcontinent during the Muslim Mughal Era.

While the Indian National Congress’s (Congress) top leadership had been imprisoned following the 1942 Quit India Movement, there was intense debate among Muslims over the creation of a separate homeland. The All India Azad Muslim Conference represented nationalist Muslims who, in April 1940, gathered in Delhi to voice their support for a united India. Its members included several Islamic organizations in India, as well as 1400 nationalist Muslim delegates.

 The Deobandi and their ulema, who were led by Husain Ahmad Modani, were opposed to the creation of Pakistan and the two-nation theory, instead promulgating composite nationalism and Hindu-Muslim unity. According to them, Muslims and Hindus could be one nation and Muslims were only a nation of themselves in the religious sense and not in the territorial sense. Some Deobandi such as Ashraf Ali Thani, Mufti Muhammad Shafiq and Shabbir Ahmad Usman dissented from the position of Jamaat Ulema-e-Hind and were supportive of the Muslim League’s demand to create a separate homeland for Muslims. Many Bareli’s and their ulema, though not all Bareli and Bareli ulema, supported the creation of Pakistan.

The pro-separatist Muslim League mobilized pairs and Sunni scholars to demonstrate that their view that India’s Muslim masses wanted a separate country was in the majority, in their eyes. Those Bareli’s who supported the creation of a separate Muslim homeland in colonial India believed that any cooperation with Hindus would be counterproductive.

Muslims who were living in provinces where they were demographically a minority, such as the United Provinces where the Muslim League enjoyed popular support, was assured by Jinnah that they could remain in India, migrate to Pakistan or continue living in India but as Pakistani citizens. The Muslim League had also proposed the hostage population theory. According to this theory, the safety of India’s Muslim minority would be ensured by turning the Hindu minority in proposed Pakistan into a ‘hostage’ population who would be visited by retributive violence if Muslims in India were harmed.

The Pakistani demand resulted in the Muslim League becoming pitted against both the Congress and the British. In the Constituent Assembly elections of 1946, the Muslim League won 425 out of 496 seats reserved for Muslims, polling 89.2% of the total votes. Congress had hitherto refused to acknowledge the Muslim League’s claim of being the representative of Indian Muslims but finally recognized the League’s claim after the results of this election. The Muslim League’s demand for the creation of Pakistan had received overwhelming popular support from India’s Muslims, especially those Muslims who were living in provinces where they were a minority. The 1946 election in British India was essentially a plebiscite among Indian Muslims over the creation of Pakistan.

The British, while not approving of a separate Muslim homeland, appreciated the simplicity of a single voice to speak on behalf of India’s Muslims. To preserve India’s unity the British arranged the Cabinet Mission Plan. According to this plan, India would be kept united but would be heavily decentralized with separate groupings of autonomous Hindu and Muslim majority provinces. The Muslim League accepted this plan as it contained the ‘essence’ of Pakistan but the Congress rejected it. After the failure of the Cabinet Mission Plan, Jinnah called for Muslims to observe Direct Action Day to demand the creation of a separate Pakistan. The riots in Calcutta were followed by intense communal rioting in Noakhali, Bihar, Garhmukteshwar, and Rawalpindi.

The British Prime Minister Attlee appointed Lord Louis Mountbatten as India’s last viceroy, who was given the task to oversee British India’s independence by June 1948, with the emphasis of preserving a United India, but with adaptational authority to ensure a British withdrawal with minimal setbacks. Mountbatten later confessed that he would most probably have sabotaged the creation of Pakistan had he known that Jinnah was dying of tuberculosis.

Soon after he arrived, Mountbatten concluded that the situation was too volatile for even that short a wait. Although his advisers favored a gradual transfer of independence, Mountbatten decided the only way forward was a quick and orderly transfer of independence before 1947 was out. In his view, any longer would mean civil war. The Viceroy also hurried so he could return to his senior technical Navy courses. In a meeting in June, Nehru and Abul Kalam Azad representing the Congress, Jinnah representing the Muslim League, B. R. Ambedkar representing the Untouchable community, and Master Tara Singh representing the Sikhs, agreed to partition India along religious lines.

KHILAFAT MOVEMENT

The Hindu-Muslim unity reached its climax during the Khilafat and the Non-cooperation Movements. The Muslims, under the leadership of the Ali Brothers, Maulana Muhammad Ali and Maulana Shaukat Ali, launched the historic Khilafat Movement after the First World War to protect the Ottoman Empire from dismemberment. Mohandas Karamchand Gandhi (1869-1948) linked the issue of Swaraj (self-government) with the Khilafat issue to associate the Hindus with the Movement. The ensuing Movement was the first countrywide popular movement.

Although the Movement failed in achieving its objectives, it had a far-reaching impact on the Muslims of South Asia. After a long time, they took united action on a purely Islamic issue which momentarily forged solidarity among them. It also produced a class of Muslim leaders experienced in organizing and mobilizing the public. This experience was of immense value to the Muslims later during the Pakistan Movement. The collapse of the Khilafat Movement was followed by a period of bitter Hindu-Muslim antagonism. In retaliation, the Muslims sponsored the Tabligh and Tanzim organizations to counter the impact of the Shudhi and the Sangathan. In the 1920s, the frequency of communal riots was unprecedented. Several Hindu-Muslim unity conferences were held to remove the causes of conflict, but it seemed nothing could mitigate the intensity of communalism.

MUSLIM DEMAND SAFEGUARDS

In light of this situation, the Muslims revised their constitutional demands. They now wanted the preservation of their numerical majorities in the Punjab and Bengal, the separation of Sindh from Bombay, the constitution of Baluchistan as a separate province, and the introduction of constitutional reforms in the North-West Frontier Province. It was partly to press these demands that one section of the All-India Muslim League cooperated with the statutory commission sent by the British Government under the chairmanship of Sir John Simon in 1927.

SIMON COMMISSION

The other section of the League, which boycotted the Simon Commission for its all-White character, cooperated with the Nehru Committee, appointed by the All-Parties Conference, to draft a constitution for India. The Nehru Report had an extremely anti-Muslim bias and the Congress leadership’s refusal to amend it disillusioned even moderate Muslims.

PAKISTAN RESOLUTION

The All-India Muslim League soon took these schemes into consideration and finally, on March 23, 1940, the All-India Muslim League, in a resolution, at its historic Lahore Session, demanded a separate homeland for the Muslims in the Muslim majority regions of the subcontinent. The resolution was commonly referred to as the Pakistan Resolution. The Pakistan demand had a great appeal to the Muslims of every persuasion. Its revived memories of their past greatness and promised future glory. They, therefore, responded to this demand immediately.

CRIPPS MISSION

The British Government recognized the genuineness of the Pakistan demand indirectly in the proposals for the transfer of power after the Second World War which Sir Stafford Cripps brought to India in 1942. Both the Congress and the All-India Muslim League rejected these proposals for different reasons. The principles of secession of Muslim India as a separate Dominion were, however, conceded in these proposals. After this failure, a prominent Congress leader, C. Rajagopalachari, suggested a formula for a separate Muslim state in the Working Committee of the Indian National Congress, which was rejected at the time, but later on, in 1944, formed the basis of the Jinnah-Gandhi talks.

CABINET PLAN

In early 1946, the British Government sent a Cabinet Mission to the subcontinent to resolve the constitutional deadlock. The Mission conducted negotiations with various political parties but failed to evolve an agreed formula. Finally, the Cabinet Mission announced its own Plan, which among other provisions, envisaged three federal groupings, two of them comprising the Muslim majority provinces, linked at the Centre in a loose federation with three subjects. The All-India Congress also agreed to the Plan, but, soon realizing its implications, the Congress leaders began to interpret it in a way not visualized by the authors of the Plan. This provided the All-India Muslim League an excuse to withdraw its acceptance of the Plan and the party observed August 16, as a `Direct Action Day’ to show Muslim solidarity in support of the Pakistan demand.

PARTITION SCHEME

In October 1946, an Interim Government was formed. The Muslim League sent its representative under the leadership of its General Secretary, Mr. Liaquat Ali Khan, with the aim to fight for the party objective from within the Interim Government. After a short time, the situation inside the Interim Government and outside convinced the Congress leadership to accept Pakistan as the only solution to the communal problem. The British Government, after its last attempt to save the Cabinet Mission Plan in December 1946, also moved towards a scheme for the partition of India. The last British Viceroy, Lord Louis Mountbatten, came with a clear mandate to draft a plan for the transfer of power.

After holding talks with political leaders and parties, he prepared a Partition Plan for the transfer of power, which, after approval of the British Government, was announced on June 3, 1947.

EMERGENCE OF PAKISTAN

Both the Congress and the Muslim League accepted the Plan. The two largest Muslim-majority provinces, Bengal and Punjab, were partitioned. The Assemblies of West Punjab, East Bengal, and Sindh, and in Baluchistan, the Quetta Municipality, and the Shahi Jirga voted for Pakistan. Referenda were held in the North-West Frontier Province and the District of Sylhet in Assam, which resulted in an overwhelming vote for Pakistan. As a result, on August 14th, 1947, the new state of Pakistan came into existence.

Strategic Company Planning and Marketing Planning

Strategic Company Planning and Marketing Planning
Strategic Company Planning and Marketing Planning

Strategic Company Planning and Marketing Planning

Strategic company planning;

Strategic planning is the art of creating specific business strategies, implementing them, and evaluating the results of executing the plan, in regard to a company’s overall long-term goals or desires. It is a concept that focuses on integrating various departments (such as accounting and finance, marketing, and human resources) within a company to accomplish its strategic goals. The term strategic planning is essentially synonymous with strategic management.

Strategic Planning Process

The strategic planning process requires considerable thought and planning on the part of a company’s upper-level management. Before settling on a plan of action and then determining how to strategically implement it, executives may consider many possible options. In the end, a company’s management will, hopefully, settle on a strategy that is most likely to produce positive results (usually defined as improving the company’s bottom line) and that can be executed in a cost-efficient manner with a high likelihood of success while avoiding undue financial risk.

Strategy Formulation

In the process of formulating a strategy, a company will first assess its current situation by performing an internal and external audit. The purpose of this is to help identify the organization’s strengths and weaknesses, as well as opportunities and threats (SWOT Analysis). As a result of the analysis, managers decide on which plans or markets they should focus on or abandon, how to best allocate the company’s resources, and whether to take actions such as expanding operations through a joint venture or merger.

Business strategies have long-term effects on organizational success. Only upper management executives are usually authorized to assign the resources necessary for their implementation.

Strategy Implementation

After a strategy is formulated, the company needs to establish specific targets or goals related to putting the strategy into action, and allocate resources for the strategy’s execution. The success of the implementation stage is often determined by how good a job upper management does in regard to clearly communicating the chosen strategy throughout the company and getting all of its employees to “buy into” the desire to put the strategy into action.

Effective strategy implementation involves developing a solid structure, or framework, for implementing the strategy, maximizing the utilization of relevant resources, and redirecting marketing efforts in line with the strategy’s goals and objectives.

Three Levels of Strategy

Every corporate executive uses the words strategy and planning when he talks about the most important parts of his job. The president, obviously, is concerned about strategy; strategic planning is the essence of his job. A division general manager typically thinks of himself as the president of his own enterprise, responsible for its strategy and for the strategic planning needed to keep it vibrant and growing. Even an executive in charge of functional activity, such as a division marketing manager, recognizes that his strategic planning is crucial; after all, the company’s marketing strategy (or manufacturing strategy, or research strategy) is key to its success.

These quite appropriate uses of strategy and planning have caused considerable confusion about long-range planning. This article attempts to dispel that confusion by differentiating among three types of “strategy” and delineating the interrelated steps involved in doing three types of “strategic planning” in large, diversified corporations. (Admittedly, although we think our definitions of strategy and planning are useful, others give different but reasonable meanings to these words.)

The process of strategy formulation can be thought of as taking place at the three organizational levels indicated in Exhibit I: headquarters (corporate strategy), division (business strategy), and department (functional strategy). The planning processes leading to the formulation of these strategies can be labeled in parallel fashion as corporate planning, business planning, and functional planning. We have to define these notations briefly before constructing the framework of the planning process:

Exhibit I Structure of a divisional zed corporation

Three-Cycle System

An important point to note about the planning process is that it requires formal interaction among the managers at different times. The more formal aspects—business planning, functional planning, and budgeting—are a way of organizing the interaction among managers at different levels in the hierarchy; one way of conceptualizing the planning process is as a series of meetings where executives are trying to arrive at decisions about actions to be taken. In each meeting, obviously, the basic question being addressed is the same: “What should we do?”

A detailed answer to that question is best developed by breaking it into a series of more specific questions dealt with in several meetings. These questions include: What are the objectives and goals of our company? What sort of environment can we expect to operate in? What businesses are we in? What alternative strategies could we pursue in those businesses? What other businesses should we enter? Should we make an entry through an acquisition or through our research? What is the best combination of existing and new businesses to achieve corporate goals? What programs should the divisions undertake? What should each division’s operating budget be?

The series of agreements among individuals in the corporate hierarchy begins on a very broad level and then is framed in progressively more detailed terms. The options are numerous in the early stages of this ordering process but narrow gradually to the final choice: a set of specific goals (budgets) for each responsibility center in the corporation. Initially, only a small group of corporate executives is involved in the process; later, more and more managers at lower levels become involved. The process eventually engages all the managers who must be committed to making the strategy work.

The reason companies adopt a complex planning process such as that shown in Exhibit II is made clear by the example of a multibillion-dollar, diversified corporation, headquartered in Europe and multinational, which had a well-established budgeting process but found “negotiating” the final budget in the closing months of each year to be difficult. The company was divisional zed, but it had decentralized very little initiative for examining strategic options.

Exhibit II Steps in the planning process

Marketing planning;

Marketing planning is the process of defining activities that will support business goals and establishing a timeline for when that work will be completed. The conversation should be rooted in your marketing strategy — this represents the “why” and keeps the team focused on ideas that will be most impactful. You can think of the output of the planning exercise as defining the “when and what” of the work the marketing team will do to acquire, grow, and keep customers.

Create a Marketing Plan

A marketing plan considers the value proposition of a business. The value proposition is the overall promise of value to be delivered to the customer and is a statement that appears front and center of the company website or any branding materials.

The value proposition should state how a product or brand solves the customer’s problem, the benefits of the product or brand, and why the customer should buy from this company and not another. The marketing plan is based on this value proposition to the customer.

The marketing plan identifies the target market for a product or brand. Market research is often the basis for a target market and marketing channel decisions. For example, whether the company will advertise on the radio, social media, online ads, or on regional TV.

The marketing plan includes the rationale for these decisions. The plan should focus on the creation, timing, and placement of specific campaigns and include the metrics that will measure the outcomes of marketing efforts.

Execute a Marketing Plan

A marketing plan can be adjusted at any point based on the results from the metrics. If digital ads are performing better than expected, for example, the budget for a campaign can be adjusted to fund a higher-performing platform or the company can initiate a new budget. The challenge for marketing leaders is to ensure that every platform has sufficient time to show results.

Example of a Marketing Plan

John came up with a new business idea that he believes is a niche offering in the market. He decides to start a business and his first step is creating a business plan that outlines all of the objectives, goals, values, pitfalls, and finances of his company.

John is able to raise enough capital from friends and family to get started, hires a few employees, and eventually creates his product. He now has to start selling his product and generating sales to keep his business operating.

To achieve this, John, with the help of a marketing company, creates a marketing plan. The marketing plan consists of market research that details the target market for John’s product, which is recently retired men.

The marketing plan then comes up with the best methods of reaching this target market. The marketing plan stresses radio and television as opposed to social media as older, retired men use social media less than traditional forms of media, according to the market research that was conducted.

The ads are tailored to the target market, showing how John’s product will benefit their lives, particularly when compared to market alternatives. Once the marketing plan has been executed, the marketing team analyzes how the efforts translate into sales.

Marketing Plan Template

A marketing plan template is a document that an individual can use to create a marketing plan. The marketing plan template will contain all the important elements and the various needed language with blank sections. User can insert their own information related to their business in the blank sections to ultimately create their own marketing plan.

 Executive Summary in a Marketing Plan

The executive summary in a marketing plan provides a brief overview of the entire marketing plan. The executive summary will contain the key findings of the market research, the company’s objectives, marketing goals, an overview of the marketing trends, the description of the product or service being marketed, information on the target market, and how to financially plan for the marketing plan.

Top-Down Marketing Strategy

A top-down marketing strategy is a traditional marketing strategy. This is where a business determines who it should sell to and how, and the customer base is largely passive and spurred to take action once they hear the advertisement. For example, a top-down marketing strategy would include ads on the radio or television. Top-down marketing strategies are usually determined by the executives of a firm. It usually consists of what a firm desires to do and then determines a way to do it.

Top-Down Marketing Strategy

A top-down marketing strategy is a traditional marketing strategy. This is where a business determines who it should sell to and how, and the customer base is largely passive and spurred to take action once they hear the advertisement. For example, a top-down marketing strategy would include ads on the radio or television. Top-down marketing strategies are usually determined by the executives of a firm. It usually consists of what a firm desires to do and then determines a way to do it.

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Bottom-Up Marketing Strategy

A bottom-up marketing strategy focuses on discovering a workable strategy and then building on that strategy to create an impactful advertising campaign. Today’s consumer wants to relate to a product or service in a meaningful way and a bottom-up marketing strategy is better suited to this. A bottom-up marketing strategy should focus on the target market and how better to create value for them.

Creating Problem Solving Skills Among Students Through Analytical Questions

Creating Problem Solving Skills Among Students Through Analytical Questions
Creating Problem Solving Skills Among Students Through Analytical Questions

Creating Problem Solving Skills Among Students Through Analytical Questions

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

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Topic

Creating Problem Solving Skills Among Students Through Analytical Questions

Theme

Promoting Children’s Well-Being

Sub Theme

Logical Reasoning/Problem Solving

The overall background of the participants of the project

Background

Name of the School (Govt Model Primary School Kot Hussain)

(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)

GMPS KOT HUSSAIN

GMPS KOT HUSSAIN was situated at main Eminabad Road. There were 6 teachers and 250 students enrolled in the school. The school building was looking very good. There were more than 5 classrooms and staff rooms. A playground, washroom, parking, clean drinking water electricity, and other basic facilities are available for the students.

This action research project is titled CREATING PROBLEM-SOLVING SKILLS AMONG STUDENTS THROUGH ANALYTICAL QUESTIONS.

Demographic details of participants: For the present research 30 participants were selected from the School students, their ages were between 12- 16 years. 2 teachers were selected as respondents. Among 30 students, there are 15 girls and 15 boys thus they make a total of 30 students and 2 teachers as a sample for the present research. So total sample size was 32 respondents.

The socio-economic condition of participants: The socio-economic status was 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’s studies. The participants belong to middle-class families who don’t have rich sources for learning. Thus, they very much rely on school teachers and the curriculum.

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

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

Occupation / Profession and earning trends:

That was rural areas most people are attached to 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 the remaining were laborers.

Literacy Rate:

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

Special Traits of Community:

The community where the school was situated had good hobbies like gardening, plantation, and playing cricket, and football. Students participate in games and then go to a high level. A private school was present in this village. People respect 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 create problem-solving skills among students through analytical questions. Although, the present topic has been selected for the research because this issue is faced by all the students due to a lack of confidence and motivation. This study is to gain awareness about analytical questions and students’ learning. This study will help the teachers improve their Classroom environment Strategies which ultimately lead to self-motivation among children regarding analytical questions, and children’s concentration, and increase the achievement level of the children as well.

The purpose of this study was to improve the ability of slow learners in the class. The objective of this study was to find out the reasons behind the lack of confidence regarding problem-solving skills, asking analytical questions, and providing solutions accordingly.

The purpose of education is to provide a safe and friendly environment in order for learning to take place”. Teachers provide an environment in which students ask questions easily without hesitation. “Therefore teachers should also know how to use and apply strategies that will allow and also help children to motivate them to participate in analytical questioning at school.”.  Students do not ask the question in class on the basis of following reasons are:

Lake of self-confidence:

Most students do not have confidence in talking with teachers. They feel fear about talking with teachers. They discuss questions with one another but not asking questions from teachers due to hesitation. Only Some students ask questions from teachers in the class whose class monitors.

The problem at Home:

Some Parents quelled with another on the base of little things.  They made big issues on the base of little things so during this battle they do not focus on their children. Children of these types of parents feel complex in life. They are demotivated about everything. In this way, they don’t ask questions in class from teachers.

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 of issues in the classroom regarding asking analytical questions.

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

When I discuss the whole matter creating problem-solving skills among students through analytical questions. Teachers gave different views regarding this. Most students do not ask questions in class and do not clear out the concept due to a lack of self-confidence. It is the first responsibility of teachers to build self-confidence. So teachers must know their students what want. Then deal with them accordingly. Use examples freely that they can understand easily. Use a variety of children’s active teaching activities to gain the interest of the children. Set realistic performance goals and help children achieve them by encouraging them to set their own reasonable goals. Teachers should give small study cases to students and ask them they identify the solution to these problems. Almost all the teachers and colleagues were in favor of the statement that the students have motivation are possessing good behavior regarding problem solving educational activities at school. Because motivation and behavior are very alternative. You can do anything just on the base of motivation. The researcher conducted this study which focused on the analytical questioning ability of students in the class through involvement in-class activities that lead to self-confidence. It is better to motivate the students rather than punish them. A student can perform any activity or task just on the base of motivation.

A parent’s most important duty is to build confidence in the personality of students because children give more importance to the words of parents. Motivation ultimately enhances good behavior regarding asking analytical questions. Work with teachers to motivate students at school though asking analytical questions. If student, ask questions from teacher and teacher not respond with interest then students demotivate and may be not ask question again in the class. Workspace or resource requirements for their child’s school learning. Due dates for assignments so that they can provide reminders where necessary. Lots of praise is effective, says Amy. ‘Not just directly – I have also been putting through commendations for my students.’ If your school and in home has an awards system, keep using it – and even make it more short-term. Rather than termly commendations, consider weekly awards for positive contributions to class discussions, responding to feedback, etc., making sure to reward and praise things such as students’ effort or completion of a task rather than their attainment.

A bit of healthy competition can be great for boosting motivation, as well as teaching students the importance of learning from failures and losses. You could run small competitions in class or larger projects with a small prize, even if it’s a virtual gold star. Or rather than competing individually, split each class into teams (or houses if you have them) and give them points for completing tasks, contributing to discussions, being positive, etc. –Teachers should keep individual activities in class to maintain self-confidence. Make sure you regularly engage with students individually. ‘Engaging with students by name really helps,’ says Amy. ‘During the lesson.

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

First, the low percentages of students who asked questions and expressed opinions in class, which are similar to or worse than the percentages of high school students who did so, demonstrates that first-year university education does not give students enough opportunities to ask questions for better understanding or to express opinions to deepen their thinking. The Central Council for Education in 2012 emphasized the necessity of nurturing academic skills such as thinking critically and expressing opinions in higher education, and in response the institution where the survey was conducted launched a small-size seminar-type class called “Introduction to Academic Study” as a requirement for all first-year students. Unfortunately, however, this class does not seem to have been very effective in realizing the goals of enhancing students’ skills in asking questions and expressing opinions. According to a 2014 report by the National Institute for Education Policy Research in Japan, a survey found that 63.4% of 1,649 Japanese university students from 200 different academic departments never or seldom expressed opinions in class, and 71.9% responded that the current situation in their classes was appropriate. It is evident that many students in universities in Japan do not understand the importance of expressing themselves in class in order to deepen their thinking.

Second, quite a few students report that they don’t dare to think independently, as demonstrated by survey responses such as “I have no opinions or questions,” “It is not necessary to express opinions,” or “I can’t find any reason for expressing opinions.” It can be assumed that these students accept whatever is given by authorities, such as teachers and books, without thinking for themselves. Until recently it was commonly accepted by Japanese students that, as Davidson (1995) states, “unthinking acceptance of the ideas of one’s teachers and elders is considered a virtue” (p.41). However, as Paul (1993) notes, “in a world of accelerating change and complexity, a new form of thinking and learning is required, a form of thinking and learning that involves much more intellectual discipline and skills of self-evaluation than we have yet learned to accept” (p.v). The third finding is that although students do not ask questions or express opinions, it does not necessarily follow that students do not think for themselves. After analyzing the students’ responses, we can assume there are other reasons for refraining from asking questions or offering opinions in class, among them that (1) teachers do not allow enough time for students to express opinions, (2) students do not appreciate expressing themselves to teachers in class, and (3) students are afraid of losing face among peers in class. The first assumption, that teachers do not give time to express opinions in class, is clearly confirmed in student feedback: 20% of the students who responded that they never or seldom expressed opinions stated that there was not enough time or opportunity in class to offer opinions. We can assume that students did think and did have opinions but they were not allowed to express them in class. It seems that teachers continued to use a traditional teaching style and do not know how to manage the class to make students think autonomously. The second assumption that students do not appreciate talking to teachers in class, is inferred from the responses of 25% of the students who never or seldom asked questions in class. They reported that they solved problems by themselves or by asking their friends. Students did think and did have questions but hesitated to ask the teacher. The reasons for this are not clear from their responses, but they may have felt that teachers did not welcome their questions, teachers were not friendly, or teachers’ explanations were hard to understand. The third assumption, that students are afraid of losing face in class, is deduced from the reasons given by 50% of the students who never or seldom asked questions. The reasons included “I don’t ask questions because I am not confident,” “The classroom atmosphere is not comfortable for asking a question,” “I don’t feel like asking questions in class,” and “My question could disturb the class.” (Some of the responses may reflect a lack of friendliness from teachers, as noted above, but for many young people in Japan today relations with peers tend to be more important than those with teachers.) Probably because students had not been taught the importance of asking questions or expressing opinions, they behaved as they had been raised to behave in their families and at school. For them, expressing opinions and asking questions could cause “all involved to lose face, especially if superiors and subordinates are involved,” as FitzGerald (2003, p.136) states. He explains this as a trait of East Asian cultures.

Positive face or positive politeness is related to the desire for involvement and the need to be accepted as a member of one’s group or society. One displays this positive politeness by accepting the point of view of others, agreeing with them and working to create common views of the world (p.26). Because in collectivist cultures the self is never free but is tied up in mutual role obligations, this face work is focused on giving support to others’ face while not bringing shame on one’s self or one’s group” (p.27)

By asking questions, we are saying to the person: I am curious; I want to know more; help me. This request shows respect for the other person. The questions exist to inform and provide direction for all who hear them. The point of your questions is that you need help to have a deeper understanding or appreciation of what is being said” (p.2).

Fourth, ordinary Japanese teachers seem to have difficulty teaching students to ask questions and voice opinions effectively in class. Some of the results of the survey explain this: (1) even after taking the “Introduction to Academic Study” class in their first semester, many students did not ask questions or express opinions more often than high school students did, and (2) many more students asked questions or expressed opinions in EFL classes than in other classes given by Japanese teachers. Some facts about the department where the survey was given may explain why: (1) out of 47 full-time instructors, four instructors, including Japanese and non-Japanese, received academic degrees from universities in English-speaking countries, where students are “asked to form their own opinion and defend them in front of classmates” (Samimy, 1993, p.7). All four of these instructors teach EFL. (2) Among 125 part-time and full-time instructors, eight are non-Japanese from western countries, and all of them teach EFL. These two facts and the students’ responses lead us to assume that teachers of EFL know how to encourage students to think and express themselves more effectively than the typical Japanese teacher, who has no experience of education in a western institution, where the academic culture reflects the global community.

According to Ichimura (2013), Japanese business annually requires 260,000 new workers who are able to work globally, which means that almost all newly graduating students have to be able to work with people from different cultures. We urgently need to train students to be globally competent. EFL teachers must take a leading role in teaching students to think independently, to ask questions, and to express themselves by including opportunities for these activities in class. Once students in EFL classes have learned the meaning and importance of asking questions and voicing opinions, they will be able to transfer these skills to activities in classes given in Japanese, thereby developing their ability to think deeply and critically.

Since the turn of the century the government and business leaders in Japan have been saying that we need to teach students to think, express themselves, and judge by themselves, because the world is changing rapidly and teaching knowledge alone does not give students the ability to succeed in this globalized community. The ability to “think,” however, did not receive much attention in Japan until 1998, when the Ministry of Education, Culture, Sports, Science and Technology (MEXT) released the new Course of Study (guidelines for all elementary and secondary schools), which emphasized the importance of activities with “thinking.” Unfortunately, according to the results of a survey conducted in 2014 (Okada, 2015), sixteen years after the 1998 Course of Study was issued, the introduction of thinking activities into classrooms had apparently done little to change the nature of teaching in high schools in Japan. In this situation, in order to nurture students to be successful in the twenty-first century, it is crucial and urgent for university teachers to teach students to think deeply and independently although they tend to pay more attention and spend more time on researching than teaching (The Nikkei, 2015, April 7, p.34). The author, an EFL (English as a foreign language) teacher in university in Tokyo, undertook a new survey to assess the role of thinking activities in higher education in Japan, with the aim of understanding whether these activities are successful in encouraging independent thinking in students. In this paper, the author will first review briefly how teaching has been practiced in Japan. She will then present the results of the recent survey on how often university students are engaged in thinking activities and how students feel about those activities. Finally, she will discuss what hinders Japanese students’ ability to think independently and express themselves and suggest the role of EFL teachers in nurturing these skills.

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

Variables of the study:

Three variables included in this research. Two were independent variables and one was dependent variable. Students self-confidence and analytical questioning are independent variables and student’s problem solving skills was dependent variable.

Students Self-Confidence:

Confident students are more likely to speak in class and ask for help when needed. They often pick up material faster and are more excited to learn. Greater self-confidence allows you to experience freedom from self-doubt and negative thoughts about yourself. Experiencing more fearlessness and less anxiety. Greater confidence makes you more willing to take smart risks and able to move outside your comfort zone. Having greater freedom from social anxiety.

Analytical Questioning:

Analytical Reasoning (AR) questions are designed to assess your ability to consider a group of facts and rules, and, given those facts and rules, determine what could or must be true. You might then be asked to answer questions about the logical implications of the rules as they apply to the scenario.

Problem-Solving Skills:

Problem-solving is considered a soft skill (a personal strength) rather than a hard skill that’s learned through education or training. You can improve your problem-solving skills by familiarizing yourself with common issues in your industry and learning from more experienced people.

What did you want to achieve in this research project?

Research Objectives

“The aim of this study is to analyze “creating problem-solving skills among students through analytical questions.” In order to achieve said aims, the following objectives are designed:

  • “To analyze the relationship between self-confidence and students ‘analytical questioning ability”.
  • To analyze the relationship between analytical questioning and students’ problem-solving skills”. “

Research Questions

RQ1.What is the relationship between self-confidence and students ‘analytical questioning ability”.

RQ2.What is the relationship between analytical questioning and students’ problem-solving skills”.

Who were the participants in your project?

Population

The population of the study comprised girls studying at GMPS Kot Hussain, who lack analytical questioning ability due to a lack of self-confidence.

Sample

A total of “30” students and 2 teachers were taken as a sample of the study.  Eminabad City was taken as a Convenient sample by applying the Matched Pair Random Sampling Technique. So, the total sample size was 32 respondents including teachers and students. Students were selected from the 5th class. This sample provides appropriate knowledge regarding all the students of the school they studying in the school GMPS Kot Hussain.

How did you try to solve the problem?

Research Methodology

All research methods and techniques 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 collect by using questionnaire in the light of students’ and teachers’ perception.

Research Design:

It is descriptive and survey research about “creating problem solving skills among students through analytical questions”.

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.

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. 30 students and 2 teachers were selected from government school.

 Data collection procedure

Data was collected by through questionnaires. One questionnaire was filled by one students according to his point of view. 2 questionnaires were filled by two teachers according to their point of view. In this way 32 questionnaire filled by 32 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 analyze 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. Questionnaire was developed in this way;

Questionnaire for students:

The following 10 questions were prepared for the questionnaire.

  1. Teachers educate their students through involvement in class activities to improve the analytical questioning ability of them.
  2. Using activity method of learning improve student’s analytical questioning skills at any level.
  3. Classroom involvement allows students to ask questions from teachers for developing problem solving skills.
  4. Students can communicate with international peers on education related matters through effective analytical questioning ability.
  5. Providing friendly classroom environment to any level students would be beneficial for asking analytical questions without hesitation in the class.
  6. Communication like presentation in the class lead to self-confidence and problem solving skills in students.
  7. Effective classroom environment improves analytical questioning ability of students.
  8. Presentations through MS PowerPoint and digital media improves students’ confidence and communication that lead to problem solving skills.
  9. Activity method of teaching finish the hesitation of students in the class regarding analytical questioning.
  10. Students take interest and ask question when activity method used in the class.

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

  1. Overall majority 96 % of the respondents agreed that Teachers educate their students through involvement in class activities to improve the analytical questioning ability of them.
  2. Overall majority 98 % of the respondents agreed that Using activity method of learning improve student’s analytical questioning skills at any level.
  3. Overall majority 97 % of the respondents agreed that Classroom involvement allows students to ask questions from teachers for developing problem solving skills.
  4. Overall majority 91 % of the respondents agreed that Students can communicate with international peers on education related matters through effective analytical questioning ability.
  5. Overall majority 95 % of the respondents agreed that Providing friendly classroom environment to any level students would be beneficial for asking analytical questions without hesitation in the class.
  6. Overall majority 92 % of the respondents agreed that Communication like presentation in the class lead to self-confidence and problem solving skills in students.
  7. Overall majority 90 % of the respondents agreed that Effective classroom environment improves analytical questioning ability of students.
  8. Overall majority 91 % of the respondents agreed that Presentations through MS PowerPoint and digital media improves students’ confidence and communication that lead to problem solving skills.
  9. Overall majority 95 % of the respondents agreed that Activity method of teaching finish the hesitation of students in the class regarding analytical questioning.
  10. Overall majority 96 % of the respondents agreed that Students take interest and ask question when activity method used in the class.

Conclusions:

The conclusions drawn from the study are as follows:

 The results obtained by the study reveal that a study to improve the analytical questioning ability of slow learners of class by involvement of students in class analytical activities. The researcher in this study, from the findings concluded by analysis of data that Student’s ratio of questioning ability for learning is higher for problem solving skill, communication skills, punctuality, self-discipline, leadership skills, confidence and honesty in primary school students.

According to the perceptions of Primary school students (in open-ended question), majority of the respondents agreed that involvement of students in class analytical activities have a stronger effect on analytical questioning ability that lead to problem solving skills. When a student asks question the seek.

Major suggestions as perceived by Primary school students to improve the problem solving skills of slow learners by asking analytical questions. These habits build in students by building self confidence in the personality of students.

Summary of the Project

University recommended me some developing basic skills in which theme and sub-theme. The topic that I choose is “CREATING PROBLEM-SOLVING SKILLS AMONG STUDENTS THROUGH ANALYTICAL QUESTIONS.”.

I choose this topic because I have to face problem about this in the class. it was difficult to create concentrating environment in class during teaching. Interesting activities played important role for developing analytical questioning ability in students.

The sample comprised a total of 30 students and 2 teachers drawn from Primary school of district Gujranwala. They were selected by simple random sampling technique.

Questionnaire instrument used for teachers and students for data collection. Research design was descriptive. The result was finding that involvement in classroom analytical activities has good impact on student’s analytical questioning ability that lead to problem solving skills. Effective analytical activities in class helpful for maintaining concentration and motivation of students. In this way students learn easily with full concentration also.

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

The aim of this study was to create problem solving skills among students through analytical questions.  My research in rural area basic skills. My project participants were the students and teachers of govt Model Primary School Kot Hussain situated in Eminabad.

Analytical questioning ability was very important in study because it helps building learning skills in students. Appreciation and praise offering are very helpful for building confidence 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 home. I feel pleasure. I think in our rural areas teachers create hygienic atmosphere in class then students have no problem of learning and focus in education. Students response to the implementation of teaching if they teach in hygienic atmosphere. I created hygienic atmosphere in home through different activities. I learn that how to improve the student’s problem solving skills and learning by using analytical activity teaching method. 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 that we can perform every task from students just on the base of motivation.
  • It enabled me how to create Hygienic atmosphere in the classroom for building self-motivation and learning in students.
  • Appreciation helpful for building analytical questioning skills 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 learning in students.
  • It made me good effective teacher and mentor.
  • It made me good role model.
  • It made me confident. Teacher ‘self-motivation can help influence other to be a better person.
  • It made me capable to understand how to use activity teaching method in the classroom according to student’s psyche to maintain self-confidence and motivation at Primary level.
  • It tells me how unhygienic atmosphere effect on student’s self-motivation level and focus.

List the works you cited in your project.

  • Bloom, B.S., Englehart, M.B., Furst, E.J., Hill, W.H., & Kratwohl, O.R. (1956). Taxonomy of educational objectives: The classification of educational goals Handbook 1: The cognitive domain. New York: Longman.
  • Browne, M.N., & Keeley, S.M. (2007). Asking the Right Questions: A Guide to Critical Thinking. New Jersey: Pearson Prentice Hall.
  • Council for Education. (2012). Shogai manabi tuduke, shutaiteki-ni kanngaeru chikara wo ikusei suru daigaku he [University to teach continuous study and thinking ability]. MEXT. Retrieved from http://www.mext.go.jp/a_menu/koutou/daigakukyou/__icsFiles/afieldfile/2012/05/29/1319974_01.pdf
  • Daigaku kyouin no kenkyu jikan genshou tsuzuku [Professors’ researching time keeps decreasing]. (2015, April 7). The Nikkei, p.34. Retrieved from http://www.nikkei.com/article/DGXLASDG07H80_X00C15A4CR8000/
  • Davidson, B.W. (1995). Critical Thinking Education Faces the Challenge of Japan. Inquiry: Critical thinking across the Disciplines, 14(3), 41-53.
  • FitzGerald, H. (2003). How Different Are We?-Spoken Discourses in Intercultural Communication. Clevedon: Multilingual Matters Ltd.
  • Fukuzawa, R. (1995). The path to adulthood according to Japanese middle schools. In Rohlen, T., & LeTendre, G. (Eds.), Teaching and Learning in Japan (pp.295-322). NY: Cambridge University Press.
  • (2003). Comparing L1 and L2 organizational patterns in the argumentative writing of Japanese EFL students. Journal of Second Language Writing, 12, 181-209. https://doi.org/10.1016/S1060-3743(03)00015-8
  • Ichimura, Y. (2013). Gurobaru jinzai ikusei to gakkou kyouiku genba deno torikumi [Development of Globally competent people and what is being done in Schools]. Eigo tembou No 120, Winter, pp.42-49.
  • (2008). Chugakko gakushu shido yoryo [Course of Study for junior high schools]. Tokyo: MEXT.
  • National Institute for Education Policy Research. (2014). Daigakusei no gakushuu joukyou ni kansuru chousa ni tuite [Investigation of university students’ learning]. Retrieved from https://www.nier.go.jp/04_kenkyu_annai/pdf/gakushu-jittai_ 2014.pdf
  • Ohmae, K. (2003). Shitsumon suru chikara [Ability to ask questions]. Tokyo: Bungei Shunju.
  • Okada, R. (2000). Critical thinking in the Japanese classroom. Proceedings of the Tokai University Junior Colleges, 33, 1-9.
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