The Risk and the Unknown of the Genetically Modified Foods Research Paper

The Risk and the Unknown of the Genetically Modified Foods - Research Paper Example The analysis establishes that consumer background and diversity influences significantly intentions to purchase GM foods, which further suggests comprehensive study of consumer market to understand fully differences in market segments and the way they respond to GM food issues. Risks of GM foods in the analysis include uncertainty or lack of understating regarding GM food and potential environmental hazards of GM foods, which influence consumers’ attitude negatively toward GM foods. The paper discusses and traces relevant concerns and crucial issues facing GMOs prevalent in food supply in US and other nations across the globe. Instead of the paper addressing policy issues, the paper analysis intends to provoke thought in analysts as a way of determining whether GMOs are, ultimately worth the risk or rather they should be reduced or banned entirely in foods. The paper offers relevant information to prove that GM foods should be restricted until further knowledge is derived rega rding the effects of GM foods on human health. Even after two decades of debate on genetically modified foods, concerns still abound regarding the safety of GM foods and the debate persists as an essential issue in the world. Consumers in various nations are extremely cautious regarding GM food issue due to several factors. Most notably, there have been publicized food scares in US, Europe and Asia leading to negative development of negative attitudes toward GM foods. As well, inadequate knowledge and awareness about GM foods, the absence of trust in professionals and regulators to administer risk influence consumer perception of GM foods. Moreover, increased trade and globalization boosts exchange of food products among trading partners, which further complicate the issue of food safety management; thus, making people reluctant to embrace GM foods fully (Martinelli, Karbarz and Siipi, 2013). Resistance to change is inherent in individuals and usually serves to defend human beings f rom threats of the unknown. For a long period, humans have pushed the boundaries and experimented outside their zone of comfort and recommendation, which brought about space exploration, advanced science and technology. However, pushing the envelope seems to interest only certain individuals in the society to engage in the unknown making only those individuals involved comfortable with their performance. Therefore, from such an understanding it is obvious that expecting society to fully engage in an activity that may entirely be beyond their comfort zone is neither advantageous nor ethical, which is the situation regarding the use of GMOs in food supplies across the globe. Though scientific manipulation of plants and other organisms provides the world with more productive crops, the fact remains that extend of drawbacks exhibited in genetically modified organism are not entirely understood. Hence, incomplete knowledge existing with regard to GMOs in food led many nations to ban them entirely; although the US and several, other developed, nations still embrace GM foods. The reason GM foods exhibit clear and definitive concern for human population regards the unknown level of impacts GM foods pose to human health. Nevertheless, societies deal differently with ambiguities resulting from advances in technology, depending on how much uncertainty a community can tolerate. Especially useful in this analysis is the uncertainty

Codes of Cultural Behavior Essay Example | Topics and Well Written Essays - 1500 words

Codes of Cultural Behavior - Essay Example In general France being a multiethnic country provides a basis for vast research for my assignment. France national identity is based on historical origins of Celtic, Gallo-Romano and Frankish cultures. The France culture is very much influenced by their old traditions; hence it’s difficult to change their practices. France operates under constitution that was born in 1958, which has not changed to date; this shows the French are comfortable with their governance. After the world war two this country was greatly affected in terms of decreasing fertility levels among sexes, economic imbalances, also decreased social economic resources available. The government is highly centralized. The culture promotes equality for all. Religious freedom is guaranteed by the constitution and it’s a personal choice of every citizen in France .religion is however one of the main conflicts in France, however the French stand for their religious beliefs Catholism being the dominant religion although there are several Jews and approximately 1200 Islamic organizations. France however is a secular country as most people rarely attend masses. The official language in France is French since the nineteenth century, although local dialects such as Breton, Catalan and Basque are still in use and some are taught in some regional schools. Major social problems include, homelessness, terrorism, economic instabilities and AIDS (Thomas pg246).the population according to the census is 1999 was about 58.5 million which is approximated to be more than that at the moment (Agulhon pg105) Do learn some French phrases before travelling to France like bonjour which is their hello, merci which is thanks and au revoir which is French for good-bye. This will take you a long way as they appreciate tourists learning some little French and use it while talking to them. You must also

Korean shamanism Research Paper Example | Topics and Well Written Essays - 2500 words

Korean shamanism - Research Paper Example It could be argued that shamanism embodies the oldest human religion, for the most adventurous of archaeologists provided evidence of shamanistic practices among homo sapiens. Its prevalence all over the world as well indicates that in several ways shamanism is the perfect example of human religiosity. It continues to be extremely important at present, less often clearly as in the case of Haiti than totally as in the case of the Pentecostal.2 The word shaman has a Siberian origin and a shaman is a person who arbitrates the connection between the natural world and a dynamic supernatural dimension or realm of spirits for the goal of obtaining some control over or wisdom of natural phenomena. The practice is indicative of situations in which individuals either had extremely little control over their fate as in ancient societies or whose individual power is inadequate in a world that appears overpowering or menacing as under contemporary capitalism. To obtain a union with a power that is mystical, the shaman is mounted by a spirit after having freed his/her mind from innate limitation. This emancipating process is frequently attained through drugs such as sot-weed or tobacco, whirling or dancing, thumping or singing yawning tones.3 The word shaman is not just Siberian in origin, but Northeast Asia appears to have been a key center of later transmissions of the spiritual practice into the Americas, particularly Native America, and later all over Eurasia, as in ancient Southeast Asia. For the reason that the deepest origin of Korean culture and civilization rest in the Altaic province of Northeast Asia, it is not astonishing that shamanism had a fundamental part in Korean civilization, as it as well does in the case of Tibetan. When the Yamacek, or also called the Tungusic people, moved to the Korean Peninsula at the advent of first millennium B.C., they pioneered a deeply shamanistic culture.4 Among the Yemacek-Tungusic society’s manufactured bronze

Stock Valuation and Behavioral Finance Essay Example | Topics and Well Written Essays - 1500 words

Stock Valuation and Behavioral Finance - Essay Example Following formula is used to estimate the price of the stock using dividend growth model: Growth of the stock is calculated using the dividends paid by Shell since 2008 and it is shown in the appendix 1. Discount rate is calculated using the CAPM equation which is as follows: Rf = 4% Rm = 0.59% B = 0.078 So, using the above equations Re is found to be 3.9997% So, the price of the stock using the values identified is 84.86 The current price of shares of Shell is 2,246.5 however the estimated price is 84.86 which is well below. Price to Earnings (P/E) Ratio is the other technique used to estimate the price (Gitman, 2003). Price to earnings ratio is the market price of the company with the earnings per share. The higher value of P/E ratio shows that the investors are paying more for per unit of income they are getting from the share and it can be said that the stock is more expensive (McLaney, 2009). To estimate the price, earnings per share is taken from the annual report of Shell. Pri ce 2,246.50 EPS 4.98 P/E Ratio 451.104 So the price is 2,246.50 and PE is 451.1. However, if the estimated price is considered to calculate the PE ratio then it is 17.04 P/E ratio of the company is very high and it indicates that the shares of Shell are very expensive. However important reasons for this would be that Shell is an important player in the market and investors are eyeing stocks of Shell for investment purpose, so with higher demand the price of Shell’s stock is high. Part 2 – Individual Investors and Sophisticated Investors There are different techniques and valuation methods that investors use to estimate the price of the stock and then make their investment decision. Not all the techniques would give the same kind of results; however these techniques are helpful in giving a signal or a hint to the investors. Investors have different aspects and factors to consider while making the investment decision. Investors have different socio-economic background, q ualification, believe, emotions. Moreover, differences in race and age of investors also influence the investment decision and therefore the decision of one investor could differ from other investor and this has been the main role of behavior finance i.e. to define and discuss why people are not only concerned about the market decisions but they have their own perception and opinion and judgment as well while making the investment decision. Behavior finance has been defined as the study of how people understand and take actions on the financial information they have in making investment decisions (Simon, 1987). Every investor would like to earn higher return on his investment however he or she needs to define his or her risk tolerance level, goals of the investment and other factors that could influence the decision. Different investment and stock valuation techniques are used by investors and it is up to the investor to choose which technique he or she would like to use to make the investment decisions. Some would prefer using PE ratio whereas others would like to use PEG ratio. Some would fancy going for Gordon Growth Model whereas others would like to analyse the previous price and identify the ‘hi and low prices’ and believe that the stock price would go in the same way as in the last few years. Even after using different techniq

A Capstone Experience(Factors and Trends that Influence Strategy Assignment

A Capstone Experience(Factors and Trends that Influence Strategy Development)1 - Assignment Example The businesses will save a lot of money in the long run. However, there will be reductions in employment, cuts on expenditure, and closure of establishments (Glynn, 2010). Investment strategies involve the business spending on innovation and market diversification. Though it is a risky strategy, many businesses have begun successfully using investment strategies. Businesses will allocate a large portion of their capital towards short-term survival and innovation. Businesses will then exploit all its resources (Glynn, 2010). Ambidextrous strategies are a combination of retrenchment and investment strategies. Businesses that adopt these strategies survive the recession period by cost and asset cutting. The businesses also invest a lot in product innovation and market development. Business managers have a task in choosing the right investment for the business and which cost to cut (Glynn, 2010). In the new post-recession consumer behavior, there are certain factors useful to achieve product differentiation. The factors include good business location to create convenience for the customers, and price differentiation so as to give the customers value for their money. Luxury goods are products which are not necessary; however, they make life more pleasant. Marketers of luxury goods should abandon their efforts to abandon premium pricing because their marketing focuses more on affluent mass markets. It would confuse market players because plenty of goods would not know whether to represent luxury or premium pricing (Silverstein, 2008). It is advantageous to create customer value and satisfaction. Companies should formulate their marketing strategies while sticking to the societal attitudes. For example, Wal-Mart delivers its promises always charging low prices on

Justification Report Part 3 (Final) Essay Example | Topics and Well Written Essays - 1000 words

Justification Report Part 3 (Final) - Essay Example The Department of Veteran Affairs is one of the most important departments within the US government but the department fails to perform its basic function- serving war veterans and their immediate family. The problem arises because the department has been unable to properly manage its human resource. This report presents recommendations on improving the situation mainly through non-monetary incentives given to the employees. These include training and development; employee empowerment; floating holidays and telecommuting among other options. Veteran Affairs is an organization within the US government which serves to fulfill the needs of army personnel who have fought wars for the country. The services of the department extend to the immediate family members of the veterans who have been injured or have died while serving in the army. This department performs one of the most crucial aspects of military service by serving as a source of motivation for army men and women currently working in the US Army. These people are reassured through such organizations that the US government would look after them and their families should they face any problem in the future. However, Veteran Affairs is failing to provide the needed services principally because of its human resource department. The human resource department is not calibrated to understand the importance of serving these people. This report explores the problems inherent in the human resource department from the perspective on an employee who has worked within the organization and understands the problems in depth. The report will also present reasonable and logical solutions for the problem explored. The main problem that this report intends to discuss is that currently the human resource department in Veteran Affairs is ill-equipped in managing the department. There is a glaring lack of document accountability which leads to

Students Diversity and Teaching Practices Essay Example for Free

Students Diversity and Teaching Practices Essay Teaching practice is the practical aspect of teacher training and it is an assortment of factual and dramatic characteristics. During the teaching practice student teachers find an opportunity to use the acquired knowledge, especially in the areas of psychology, teaching methods, teaching principles and teaching techniques. During teaching practice student teachers are like apprentices to acquire skills. Teaching practice is a valuable opportunity, where student teachers are in a position to increase their knowledge, do experiments on the basis of acquired knowledge and to solve the problems related to teaching. Student teachers which are on teaching practice, if they are aware about their lacking experience and need of more learning, as well as willing to learn and gain, then they can learn practically much more from experienced teachers and teacher educators. During teaching practice, it is not only that they have opportunity of teaching but they also have the opportunity to observe inside and outside of the classroom. In this connection data was collected from 650 student/prospective teachers who have completed their teaching practice and it was found that in Pakistan teaching practice is not taken seriously and many interesting findings were found in this regard. Key Words: teaching practice, problems, issues, Pakistan Introduction Practice teaching occupies a key position in the programme of teacher education. It is a culminating experience in teacher preparation. It provides opportunity to beginning teachers to become socialized into the profession (Furlong et. al, 1988). Performance during practice teaching provides some basis for predicting the future success of the teacher. Outgoing popularity and centrality of practice teaching is an important contributing factor towards the quality of teacher education programme. During practice teaching working with students in schools provides a high degree of emotional involvement mostly of a 1Federal 2 College of Education H-9, Islamabad, Pakisatn,[emailprotected] com G C University, Faisalabad,Pakistan 3The niversity of Gujrat, Pakistan 4Federal College of Education H-9, Islamabad, Pakisatn  © 2010 International Online Journal of Educational Sciences ISSN: 1309-2707 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa positive nature. Student teachers feel themselves grow through experience and they begin to link to a culture of teaching. During practice teaching, they feel engaged, challenged and even empowered (Trowbridge and Bybee, 1994; sharafuddin, and Allison, 1969). Definitions of Teaching Practice A number of terms such as the practice teaching, student teaching, teaching practice, field studies, infield experience, school based experience or internship are used to refer to this activity (Taneja, 2000). The term practice teaching embraces all the learning experiences of student teachers in schools (Ashraf, 1999). The term practice teaching has three major connotations: the practicing of teaching skills and acquisition of the role of a teacher; the whole range of experiences that students go through in schools; and the practical aspects of the course as distinct from theoretical studies (Stones and Morris, 1977). Teaching practice is the name of the preparation of student teachers for teaching by practical training. It is the practical use of teaching methods, teaching strategies, teaching principles, teaching techniques and practical training and practice / exercise of different activities of daily school life. Objectives of Practice Teaching According to Akbar (2002) Following are the objectives of practice teaching: 1. To provide the prospective teachers with an opportunity of establishing an appropriate teacher pupil relationship. 2. To provide an opportunity for evaluating the student potential as a teacher and suitability for the teaching profession. 3. To develop personal relationship with others: administrators, teachers, parents and students. 4. To provide the future teacher with practical experience in school to overcome the problems of discipline and enable him / her to develop method of control. 340 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 5. To provide with an opportunity to put theories into practice and to develop a deeper understanding of educational principles and their implication for learning. 6. To enable the student teachers effectively to plan and prepare lessons. . To develop skill in the use of fundamental procedures, techniques and methods of teaching. 8. To develop desirable professional interests, attitudes and ideas relative to teaching profession. 9. To enable student teachers to acquire desirable characteristics / traits of a teacher and to display appropriate behaviour. 10. To provide student teachers with an opportunity to have teaching evaluated and to gain from the benefit s of constructive criticism. 11. To provide an opportunity for self evaluation and to discover own strengths and weaknesses. 12. To develop skills in future teachers related to teaching like fluent speaking, meaningful reading, using blackboard and other teaching material. 13. To provide an opportunity to liaison with school environment, its functioning and with community and its resources. 14. To provide for the exchange of ideas and methods between practicing school and teacher training institution, by teacher training institutions’ staff and students, perceiving new ideas material and equipment in use in practicing schools and introducing new ideas, material and equipments into the school. Stages in teaching practice Following are the stages in teaching practice 341 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Primary Stage It is necessary to make a trip of student teachers to that particular school, where they are going for practice teaching. The main aim of this tour is to see the concerned head teacher, class teachers and school staff in order to acquire information about school and its environment. Student teachers must observe the teaching methods of school, methods of concerned class teacher, copies or notebooks of the students and their usual routine. On return from the tour student teachers must have the details about scheme of studies, age of the students, strength of the class, abilities and specific problems of the students, timing of the school, textbooks and teaching aids. Preparation of Lesson For the preparation of lesson student teachers must know the subject, the relevant books and audio visual aids which he / she is going to teach. Well prepared lecture gives confidence to the teacher in the class. Student teachers and supervisor can reform the teaching learning process after its evaluation. Qualities of a Good Lesson A good lesson has the following qualities: I. II. III. IV. V. VI. VII. Lesson planning should be in complete detail. Lesson should be interesting. Effective and timely use of teaching methods and teaching aids. Student should be ready for learning. Students should be involved practically in teaching learning process. Lesson should be taught in professional and friendly environment. All students should be given same attention by keeping in view their individual differences. 342 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Teaching in Classroom The stage of teaching in the classroom is known as practice teaching. Student teachers while teaching in the classroom passes through different steps of his / her teaching (Introduction, presentation, recapitulation) and concerned teacher / supervisor assesses / observes his / her lesson. Evaluation of Teaching Practice In order to evaluate the teaching practice supervisor observes the student teacher while teaching in the classroom. Supervisor evaluates / observes the punctuality, lesson planning, teaching methods, use of audio visual aids, adequacy of audio visual aids, pitch of voice, dress, start and end of lesson, interest of the students, discipline of class, use of black / white board, students’ notebooks and objectives of the lesson. Participation in other Routine Works of School Teaching in classroom is not the only objective of teaching practice, but also to provide training in all activities which student teachers are going to perform in future during their job as a professional teachers. For this purpose they have to spend whole day in school as teacher. They have to participate in all the activities of school e. g. preparation of timetable, preparation and maintenance of different registers, evaluation of class work and home work, arrangement of tutorial groups, sports / games, morning assembly, co-curricular activities, duty during recess, duty as day master, duty before and after school timing, decoration of classroom, preparation and maintenance of attendance board, news board, information board, look after and arrangements of A V aids room, home economics room, science laboratories and library. How to deal with students’ parents, officers of the school, school employees and guests are also the part of teaching practice. Duties as invigilators, preparation of question papers for examinations, evaluation of answer scripts and compilation of results is also part of teaching practice. 343 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Role of Supervisor in Teaching Practice Supervisor’s duty is not only to evaluate the lessons of teaching practice, but by using his/her all the abilities to make this experience (All the stages of teaching practice) result oriented. He/she should have got all the activities planned before hand. He/she should have meeting and conversion with teacher educators, experienced teachers of the institution, educationists, concerned school head teachers and other teachers. Introductory lectures should be arranged before the departure of student teachers to the practicing schools in order to aware the student teachers about the preparation of lesson plans and other assigned activities. During teaching practice it is the duty of supervisors to supervise their lessons, other assigned activities, guidance and counselling as well as provide the student teachers with feed back and to enable them so that they can criticize and reform themselves. During the teaching practice student teachers should not be criticized in front of the practicing school staff and students. If there is a need then all the student teachers should be gathered and should be scolded and warned without nominating and asking the name. Supervisors’ role is to prepare teachers for future, therefore he / she should act as a facilitator. Teaching Practice in Pakistan A variety of teacher training courses are being offered in Pakistan. In all the programmes teaching practice is compulsory component except M. Ed (Master of Education). In true spirit we can produce good teachers through this activity, but the procedure adopted in Pakistan is just to pass / kill the time. Teaching practice duration is very short; it is about 4 to 8 weeks or teaching of 60 to 75 lessons. During teaching practice student teachers are bound to the classrooms for teaching. They are not trained for the other activities performed in schools. Therefore, effective learning could not take place. Student teachers are bound to use easy principles and methods of teaching. They are just being taught how to start the lesson, how to control the class, how to keep an eye over the students while writing on the black / white board. 344 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Teaching practice is doing nothing to serve the purpose and is working on adhoc basis. Those schools in which teaching practice is being conducted are not taking active part in preparing the teachers for future but only tolerating this activity. The administration and teachers of the participating schools are not aware of the required information for evaluation techniques, which are to be used during teaching practice. They are not fully aware of the importance of teaching practice for student teachers and future generations. It is fact that student teachers are not ideal teachers and due to this fact practicing school teachers cannot give them full authority but at least they can trust them. Practically two behaviours are seen here in Pakistan. Firstly these uninvited guests are considered inferior teachers and criticized without any justification. Secondly some teachers transfer their all burden to them. In some teacher training institutions selection of lessons is kept up to the choice of student teachers and they select such lessons which are very easy and in which minimum audio visual aids are used. Research Questions 1. 2. 3. What are the issues and problems of teaching practice in Pakistan? How do the prospective teachers view the trends of teaching practice in Pakistan? How far does the Practice Teaching help the student teachers in anticipating the problems they might face in their professional lives? Research Methodology Population and Sampling The population of the study consisted of all the prospective teachers who are admitted to B. Ed programme in public sector institutions in four provinces of Pakistan. 650 prospective teachers were considered as the sample of the study. These students were selected from 26 teacher training institutions, 25 students from each institute. 345 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Research Tool Development and Data Collection Since the study was descriptive in nature, therefore, survey approach was considered appropriate to collect the data. For the purpose, a twenty seven item questionnaire was developed out of which seven had the option of â€Å"yes† and â€Å"No; while the remaining 20 items had three options as â€Å"Maximum†, â€Å"To some extent† and â€Å"Not at all†. Administration of Research Tool The questionnaires were administered on prospective teachers personally and responses were received. Data Analysis The data collected through questionnaire was terms of percentage and mean scores. coded and analyzed through SPSS XII in Findings Data collected through the questionnaire was analyzed in terms of percentage and mean score. The findings drawn out from the data analysis are given below. Table 1. I agree with the importance attached to practice teaching. Yes Number of Responses Percentage 87. 6% 12. 4% 569 No 81 650 Total Above table reveals that 87. 6% prospective teachers responded that they agree with the importance of teaching practice and 12. 4% responded in negative. 346 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table 2. There is clarity of concepts before the actual process of teaching. Yes Number of Responses Percentage 487 No 163 650 74. 97% 25. 03% Total Above table reveals that 74. 7% prospective teachers reported that they have been given orientation before the start of teaching practice and 25. 03% reported in not. Table 3. The help extended by the Parent institution was quite appropriate. Yes Number of Responses Percentage 63. 54% 25. 46% 413 No 237 650 Total Above table shows 63. 54% respondents were in favour that department /institute extended help provided the criteria for the evaluation of the teaching practice and 25. 47% are not in favour. Table 4. It helps when you replicate the assessment and evaluation procedure adopted by your teachers during the theoretical sessions. Yes Number of Responses Percentage 65. 38% 34. 62% 425 No 225 650 Total 347 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table reveals that 69. 38% prospective teachers are in favour that they have been provided with the manual of rules and regulation regarding teaching practice and 34. 62% not reported in favour. Table 5. The school provided the necessary infrastructure and the attitude of the staff was encouraging. Yes Number of Responses Percentage 56% 44% 364 No 286 650 Total Above table reveals that 56% respondents have responded in favour that attitude of the staff was encouraging and 44% not responded in favour. Table 6. Peer co-operation develops critical thinking and polishes teaching skills. Yes Number of Responses Percentage 56. 46% 43. 54% 367 No 283 650 Total Above table shows that 56. 46% have reported that they have been provided with separate staff room in the practicing school during teaching practice and 43. 54% reported in negative. Table 7. The school staff often visits the classrooms and gives informative tips. Yes Number of Responses Percentage 54. 6% 45. 24% 348 No 294 Total 356 650 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Above table reveals that 54. 76% respondents are affirmative that the staff of practicing school is cooperative and 45. 24% are not affirmative. Table 8. Appropriate information in orientation about teaching practice. Maximum Number of Responses Percentage 36. 92% 20. 76% 42. 30% 240 T o Some Extent 135 Not at All 275 650 1. 94 Total Mean Above table reveals that 36. 92%respondents responded for maximum, 20. 76% for to some extent and 42. 30% for not at all and mean score is 1. 4, which shows that appropriate information about teaching practice are mostly not given in orientation. Table 9. The school administration paid due consideration to my preferences while allocating the classes. Maximum Number of Responses Percentage 48% 10. 30% 41. 69% 312 To Some Extent 67 Not at All 271 650 2. 06 Total Mean Above table reveals that 48% prospective teachers opted for maximum, 10. 30% for to some extent and 41. 69% for not at all and mean score is 2. 06, which supports that choice of prospective teachers are mostly not considered for assigning the lesson. Table 10. From the attitude of the school administration, I got a fair experience of how to organize a school. Maximum To Some Extent Not at All Total Mean Number of Responses Percentage 30. 15% 11. 07% 58. 76% 349 196 72 382 650 1. 71 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table reveals that 30. 15% respondents are in favour of maximum, 11. 07% in favour of to some extent and 58. 76% are in favour of not at all, the mean score is 1. 71 which supports that attitude of school administration do not provide a fair experience about the organization of school. Table11. There is a sufficient availability of Audio-Visual Aids. Maximum Number of Responses Percentage 11. 05% 21. 56% 67. 38% 72 To Some Extent 140 Not at All 438 650 1. 44 Total Mean Above table shows that 11. 05% respondents opted for maximum, 21. 56% for to some extent and 67. 38% for not at all, the mean score is 1. 44. This shows that audio visual aids are not available in the practicing school. Table 12. The Supervisors were quite frequent in their visits to the schools. Maximum Number of Responses Percentage 50. 92% 19. 69% 29. 38% 331 To Some Extent 128 Not at All 191 650 2. 21 Total Mean Above table reveals that 60. 92% respondents opted for maximum, 19. 69% for to some extent and 29. 38 %for not at all, the mean score is2. 21 which shows that mostly each lesson plan is checked and remarks are given by the supervisors. 350 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table13. The supervisors regularly assessed the lesson plans before the start of the classes. Maximum Number of Responses Percentage 37. 23% 39. 53% 23. 07% 242 To Some Extent 257 Not at All 150 650 2. 14 Total Mean Above table reveals that 37. 23% respondents opted for maximum, 39. 3% for to some extent and 23. 07% for not at all, the mean score is 2. 14. This shows that to some extent supervisors regularly assessed the lesson plans before the start of the classes. Table14. The supervisors visited the classes regularly. Maximum Number of Responses Percentage 26. 50% 44. 61% 28. 92% 172 To Some Extent 290 Not at All 188 650 1. 98 Total Mean Above table reveals that 26. 50% re spondents opted for maximum, 44. 61% for to some extent and 28. 92% for not at all, the mean score is 1. 98. This shows that supervisor did not visit the classes regularly. Table15. The supervisors often discuss the ongoing teaching practice with the school administration. Maximum Number of Responses Percentage 41. 69% 25. 84% 32. 46% 271 To Some Extent 168 Not at All 211 650 2. 09 Total Mean 351 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table reveals that 41. 69% respondents favoured for maximum, 25. 84% to some extent and 32. 46% not at all. The mean score is 2. 09, which show that supervisors often discuss the ongoing teaching practice with the school administration. Table16. Teaching practice scheduled is strictly followed. Maximum Number of Responses Percentage 50% 25. 23% 24. 76% 325 To Some Extent 164 Not at All 161 650 2. 25 Total Mean Above table shows that 53. 06% respondents opted for maximum, 32. 65% to some extent and 14. 29 not at all. The mean score is 2. 39, which supports that mostly teaching practice scheduled is strictly followed. Table17. I got enough experience and knowledge of delivering the lessons and organizing the classes. Maximum Number of Responses Percentage 35. 53% 40 % 24. 46% 231 To Some Extent 260 Not at All 159 650 1. 80 Total Mean Above table shows that 38. 3% respondents are in favour of maximum, 40% to some extent and 24. 46% to not at all. The mean score is 1. 80, which proves that mostly student teachers got enough experience and knowledge of delivering the lessons and organizing the classes. 352 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table18. There were enough chances for development of awareness as far as Teaching Skills are concern ed Maximum To Some Extent Not at All Total Mean Number of Responses Percentage 64. 92% 22% 13. 07% 422 143 85 650 2. 58 Above table reveals that 64. 2% respondents opted for maximum, 22% for to some extent and 13. 07% for not at all. The mean score is 2. 58, which proves that mostly there were enough chances for development of awareness as far as teaching skills are concerned. Table19. Performance Assessment should take place during Teaching Practice. Maximum Number of Responses Percentage 35. 23% 22. 30% 42. 46% 229 To Some Extent 145 Not at All 276 650 1. 92 Total Mean The above table reveals that 35. 23% respondents are in favour of maximum, 22. 30% in favour of to some extent and 32. 46% in favour of not at all. The mean score is 1. 2, which shows that the evaluation process for teaching practice is not satisfactory. Table 20. There was a possibility of shifting the Methods from one to the other during the classes Maximum Number of Responses Percentage 22% 50% 28% 353 To Some Ex tent 325 Not at All 182 Total Mean 143 650 2. 05 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table shows that 22% respondents are in favour of maximum, 50% to some extent and 28% not at all. The mean score is 2. 05; this shows that all the teaching methods and techniques studied theoretically were applied practically to some extent. Table 21. There is a need to improve the quality of teaching practice to meet the latest challenges. Maximum Number of Responses Percentage 62. 61% 18. 15% 19. 23% 407 To Some Extent 118 Not at All 125 650 2. 43 Total Mean Above table shows that 62. 61% respondents opted for maximum, 18. 15% for to some extent and 19. 23% for not at all. The mean score is 2. 43, which shows that there is a dire need to improve the quality of teaching practice to meet the latest challenges. Table 22. There was an opportunity after the teaching practice to discuss the problems with the teachers and give suggestions Maximum Number of Responses Percentage 19. 3% 18. 15% 62. 61% 125 To Some Extent 118 Not at All 407 650 1. 56 Total Mean Above table indicates that 19. 23% respondents are in favour of maximum, 18. 15% are in favour of to some extent and 62. 61% in favour of not at all. The mean score is 1. 56, this shows that there was not an opportunity after the teaching practice to discuss the problems with the te achers and give suggestions. 354 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table 23. Given the choice, I shall change the techniques and methods I had employed during teaching practice. Maximum Number of Responses Percentage 46. 15% 19. 23% 34. 61% 300 To Some Extent 125 Not at All 225 650 2. 11 Total Mean Above table indicates that 46. 15% respondents are in favour of maximum, 19. 23% are in favour of to some extent and 34. 61% in favour of not at all. The mean score is 2. 11, which shows that mostly students used different methods and techniques during teaching practice. Table 24. More time should be devoted to preparing teachers before teaching practice starts. Maximum Number of Responses Percentage 64. 61% 30. 76% 4. 61% 420 To Some Extent 200 Not at All 30 650 2. 0 Total Mean Above table indicates that 64. 61% respondents are in favour of maximum, 30. 76% are in favour of to some extent and 4. 61% in favour of not at all. The mean score is 2. 60, which shows that students are strongly of the view that more time should be devoted to preparing teachers before teaching practice starts. 355 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Ta ble 25. The student teachers should be allowed to sit in each other’s classes to observe strengths and weaknesses. Maximum Number of Responses Percentage 65. 53% 24. 92% 9. 3% 426 To Some Extent 162 Not at All 62 650 2. 56 Total Mean Above table indicates that 65. 53% respondents are in favour of maximum, 24. 92% are in favour of to some extent and 9. 53% in favour of not at all. The mean score is 2. 56, which shows that students are strongly of the view that student teachers should be allowed to sit in each other’s classes to observe strengths and weaknesses. Table 26. I had the availability of all the instructional material that I needed. Maximum Number of Responses Percentage 30. 76% 11. 53% 57. 69% 200 To Some Extent 75 Not at All 375 650 1. 73 Total Mean Above table indicates that 30. 76% respondents are in favour of maximum, 11. 53% are in favour of to some extent and 57. 69% in favour of not at all. The mean score is 1. 73, which shows that students did not have the availability of all the instructional material that they needed. Table 27. Overall, I am satisfied with the quality of teaching practice as conducted in Pakistan. Maximum To Some Extent Not at All Total Mean Number of Responses Percentage 26. 92% 19. 23% 53. 84% 175 125 350 650 1. 73 356 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Above table indicates that 26. 2% respondents are in favour of maximum, 19. 23% are in favour of to some extent and 53. 84% in favour of not at all. The mean score is 1. 73, which shows that students are not satisfied with the quality of teaching practice as conducted in Pakistan. Discussion Teaching practice is a compulsory component in teacher training programme, but some respondents were denied to have it, one possible reason might be that their institution did not send them for the purpose. Government of Pakistan (2003) states that quality education requires motivated and competent teachers at all levels. Teaching practice is a segment, which provides opportunity to prospective teachers; apply theoretical knowledge practically in real situation. The importance of teaching practice is not recognized practically in the teacher training institutions of Pakistan. Government of Pakistan (1998) accepted that the existing teacher education programme as considered is not being adequately responsive to the demands for quality in the school system. Objective, manual, orientation, rules and regulation of teaching practice are neither prepared nor supplied properly. These are prepared in few institutions but not supplied to all concerned person of the teaching practice. Rashid (1999) quoted that an objective is more specific and describes definite activities. Application of all methods and techniques are very essential for quality training, developing confidence, competency and skills, which are helpful in transfer of learning and knowledge comprehensively. But in prevailing situation teaching practice is based on conventional style. There is no use of latest techniques; the departments/ institutions are also not providing A V aids and other helping material. The role of supervisors in the teaching practice is very rare. The supervisors do not provide proper guidance. Supervisors are seen over loaded and sufficient facilities and incentives are also not being provided by the departments/institutions. Issani and Virk (2004) describe that due to lack of adequate training facilities for university teachers the present position of teacher with proper professional competencies and training is alarming low. 357 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Evaluation and assessment criteria is also very formal like satisfactory, unsatisfactory, good, very good or marks % etc. during evaluation all the aspects of teaching skills are not being considered. The segment of teaching practice in teacher training institution is not considered seriously. Modern techniques are neither supplied nor applied. Rafaquat (2002) quoted that mostly the teacher training institution are following lecture methods. It is recommended to adopt modern and better teaching training methodology like demonstration, discovery or participation methods to attain qualitative improvement. The duration of teacher training should be lengthened to develop favourable attitudes of prospective teachers towards teaching profession. It is need of the new trends of education to improve the quality of teaching practice. New inventions demand that teachers must be well trained, having latest knowledge and be able to apply the new approaches with latest technology. Quality of education and implementation of all policies and plans are depended upon the motivated and quality based teachers. Duration of teaching practice is short. It is not up to the international standard. Farooq (1990) who has pointed out short duration of teacher training programme as compared with the developed countries. Rafaquat (2002) who reported that the duration of teaching practice of teaching may be increased according to the programme of training. The quality of teaching practice may be improved by providing adequate human: physical resources and special consideration must be given to the practical components of teacher training programme for producing quality teachers. Conclusions Teaching practice is an activity, which can play an important role in preparing teachers for future challenges in a classroom. Its effectiveness for the nation is beyond any doubt. It is a milestone for professional adolescence. It is a fuel for an endless journey and a combination of personality, professional skills, knowledge and training. Now it is the duty/responsibility of teacher educators and teachers of practicing schools to make this fuel endless. Brief conclusions on the basis of the findings are as follows. Most of the respondents agreed that manual of rules and regulations of teaching practice were not provided to the 358 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 rospective teachers before going to practicing schools. The supervisors neither indicated shortcomings in the lesson plan nor did they assess practically each lesson of the prospective teachers on daily basis. Objectives of teaching practice were not prepared properly and supplied to all the concerned in writing. Before commencing the teaching practice, orientation was not given to prospective teachers and the concerned staff, where they could be able to share the ambiguities regarding procedure, manual and evaluation process. Time table/schedule of the teaching practice was strictly followed by the departments/institutions but evaluation and supervision criteria were not up to the mark. The interest and choices of the prospective teachers were not considered while assigning the period and timetable during the teaching practice. Feedback from the participating school, administration, supervisors and prospective teachers was not taken so the practice could not play an effective role to develop confidence, vision and competency in the prospective teachers. Recommendations Rules and regulations of teaching practice should be defined by the institutions before the student teachers go for teaching practice. It will not only help the student teachers but also the supervisors to achieve the predefined targets. Specific teachers should be appointed by the concerning departments to observe teaching of student teachers so that they may stay whole day in school to check the activities of the students and comment honestly. Orientations should be given to the student teachers before teaching practice so prepare them mentally for the challenges coming in their way during teaching practice. Teaching practice should be given proper weight age. Students should be informed before hand the process of evaluation of teaching practice so that the teacher students may try their best to improve their performance consciously. It seems that student teachers are not satisfied with their time table and periods during their teaching practice. Institutions should properly contact schools before starting teaching practice and set their time table according to students’ choice other wise students should be prepared accordingly. It would be a good practice if institutions develop permanent sort of links with some specific schools to adjust their students instead of selecting schools haphazardly to improve this 359 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa practice and to make it more effective. School administration can be cooperative if it finds some kind of incentive in it for their school otherwise it might think that student teachers are there only to disturb the school. Feedback from student teachers regarding the problems faced by them in schools should be considered important to improve the practice for next time. Institutions should try to fill the gap between theory and practice because some times the situation in schools is different to that taught to the students in theory so to save the student teachers from any sort of bewilderment. References Akbar, R. A. (2002). A study of Teaching practice of Prospective Secondary School Teachers and Development of a Teaching practice Model, Arid Agricultural University, Rawalpindi (Unpublished PhD Thesis). Ali Murtaza, (2005). Comparative Study of Practice Teaching in Formal and Non formal Systems and Development of a Model, Arid Agricultural University, Rawalpindi (Unpublished PhD Thesis). Brwn, P. D. Brown N. R. (1990). Effective Teaching Practice. Stanley Thornes, England Cohen, A. Carver, N. (1970). A Students’ Guide to Teaching Practice. University of London Press, London. Cohen, L. Manion, L. (1983). A Guide to Teaching Practice. Methuen, London. Government of Pakistan (1998). National Education Policy 1998-2010, Ministry of Education, Islamabad. Government of Pakistan (2003). Islamabad. Furlong, V. J. ; P. U. Hirst and K. Pocklington. (1988). Initial Teacher Training and The Role of the School. Open University Press, Philadelphia. Education for all 2001-2015, Ministry of Education, 360 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Govt. of Pakistan. (1997). Pakistan Vision 2010. Report; Seminar on Education. Planning and Development Division, Islamabad. Issani, C, U. A. G M, L, Virk (2004). Higher Education in Pakistan: A Historical and Futuristic Perspective, National Book Foundation, Islamabad. Malik, S. R. (1992). The System of education in Pakistan. National Book Foundation, Lahore. Muhammad Ashraf (1990). Dictionary of Primary Education. A. P. H. Publishing Corporation, New Delhi. R, A, Farooq (1994). Education System in Pakistan: Issues and Problems, Asia Society for Promotion of Innovation and Reforms in Education, Islamabad. Rashid, M (1999). Teaching Strategies, Allama Iqbal Open University, Islamabad. Shah, R. A. (1995). Education and Teacher education in Pakistan. Pakistan study Centre, University of Sindh, Jamshoro. Taneja, R. P. (2000). Encyclopaedia of Comparative Education, Vol. 4. Anmol Publications Pvt. Ltd. , New Delhi. 361