Availability Of Educational Facilities

Availability Of Educational Facilities The concept of quality in every field is a complex concept. It is complex in nature, elements, components, and every respect. Quality is the most honorable but the slipperiest term in the field of education. Sometimes it is used in evaluative sense, for example as scale of goodness. Sometimes it is implied to seek some distinguishing characteristics. The quality in education refers to the standard of management, educational facilities, curriculum, methods of teaching, students, exanimation system, teaching staff etc. The quality of education is poor at all levels in developing and under developed countries, Iqbal (1987) stated that Students in developing countries have a mean level of achievement below that in industrial countries and their performance shows a much greater variation around the mean. According to a report of the World Bank (1999), the main ways in which governments can help to improve the quality of education are setting standards, supporting inputs to improve, achievements, adopting flexible strategies for the acquisition and use of inputs, and monitoring performance. Generally the spaces are not taken because of the weight of the existing education speeding and management practices. Learning requires five inputs: the students learning capacity and motivation, the subject to be learned, teacher who has good knowledge of subject can teach that subject, time for learning and tools for teaching and learning. Historical Background: Pakistan appeared on the map of the world on 14th of August 1947 and inherited its system of education from British colonial era. There were two types of educationalinstitutions which were working at the time of independence insub-continent, i.e. DeniMadaris and Formal Schools set-up by the BritishGovernment. The National Education Policy (1998) presents statistically the picture of educational institutes of that time. For example, Pakistan inherited two Universities,2,900 primary schools in East Pakistan and 5,500 primary schools in West Pakistan outof 39,000 primary schools which were present at that time in the Subcontinent.Moreover, the new-born country inherited 83 colleges, 3 engineering colleges and 71Agriculture/Technical institutions. India received the lions share of the financial and military resources. But to make matters worse India received the bulk of the skilled manpower because most of the industry and commercial institutions were on the Indianside of the border (Govt. of Pakistan, 1998). After the emergence of Pakistan the firstthing felt was to develop the system of education for an independent and sovereignIslamic state. Research Questions: Q1. Why do not people send their children in Schools? Q2. Why people are unable to bear the dues of schools? Q3. Why are facilities not fully available in Pakistani Schools? Q4. How can we increase the literacy rate of people in Pakistan? Significance of the Research: Public Schools: â‚ ¬Ã‚  Public schools have large, spacious and according to standard school buildings. â‚ ¬Ã‚  Teachers are permanent, highly qualified and trained. All facilities including building, hall, library, furniture and utilities like electricity, water supply, and gas etc are provided and financed by government. â‚ ¬Ã‚  Education is totally free up to matriculation level. Public schools enroll the majority of students belonging to middle and lower middle class families. Education is better at secondary level than private schools. Public schools have larger class size. Physical Facilities: The internal efficiency of an education system is related to the improvement of modern facilities, because physical facilities at school level had a very positive impact on the performance of the students. There is a vital role of academic institutions, qualified staff, and facilities which were helpful in the uplift of the child. EDO (Executive District Officer) and DEO (District Education Officer) must ensure the provision of physical facilities to the schools in theirrespective districts for the improvement of quality education at primary level in the country. Facilities in Schools: The number of rooms depends on the facilities provided in the school. Normally each section of the class should have a separate room.We can divide the schoolrooms in to the following three categories: 1. Instruction Room, the classrooms and laboratories. 2. Non-instruction rooms, as headmasters office clerks office, staff-room, library room etc 3. Miscellaneous room as tuck shop, store, water rooms etc. Playgrounds are necessary for out-door activates. In Pakistan the necessity of grounds is even more apparent as most of the school buildings are outdated and in hygienic. This deficiency could only be compensated with the playgrounds. Each classroom should have sufficient number of desks or benches for the students. The arrangement of the desks should be such that light be cost on them form the left. A good library is a necessity in a school. No school can function successfully without a well-equipped library. It is necessary both for teachers and taught. Every teacher should devote enough time in studying he various books to elaborate his lessons and also increase his general knowledge. Extra reading is very useful for children also. Library books are more interesting and attractive but they are as useful as textbooks as for as learning is concerned. The library books elaborate the lessons of the textbooks. Without library facilities, the textbooks become dry and difficult. The science laboratory should be adequately equipped with the modern scientific equipment and chemicals that are needed at the secondary stage. Preliminary Literature Review: IMPORTANCE OF EDUCATION: Education is a powerful catalyzing agent, which provides mental, physical, ideological and moral training to individuals, so as to enable them to have fullconsciousness of their mission, of their purpose in life and to equip them to achievethat purpose. It is an instrument for the spiritual development as well as the materialfulfillment of human beings. With in the context of Islamic perception, education isan instrument for developing the attitudes of individuals in accordance with the valueof righteousness to help build a sound Islamic society (Govt. of Pakistan, 1998). Education plays an important role in human resource development. It raises the productivity, efficiency of individuals and produce skilled manpower that is capable ofleading the economic development. Importance of Education for human resourcedevelopment does not need any justification and clarification. The developed countriesattach highest priority to education; same is the case with the developing countries.The constitution of Pakistan accepts education as one of the fundamental rights of acitizen as well as constitutional commitment of the government accepts to provideaccess to education to every citizen (Govt. of Pakistan, 2000). EDUCATION SYSTEM IN PAKISTAN: The education system in Pakistan consisted of a number of stages, primary, middle secondary, higher secondary/intermediate, and college and university levels. These categories overlap and so does the administration of institutions overlap in each category. For example, there are schools/colleges offering education from nursery to degree level (class XIV), even to masters level. Principals of such colleges areresponsible for over all administration of the colleges. But staff of that college/schoolmay be under the directorate of schools or colleges for the purpose of transfers,promotions and posting etc. The structure of formal education system in Pakistan canbe summarized as following. Level Schooling Age 1. Primary Five years 5-9 years 2. Middle Three 10-13 3. Secondary Two 14-15 4. Higher Secondary/Intermediate Two 16-17 5. Higher (College) Two 18-19 6. Higher (University) Two to Five 20 and above Objectives of Education: The National Association of Secondary School Principals identified following goals for secondary education.  ·Ã¢â€š ¬Ã‚  All youth need to develop salable skills and those understandings and attitudes that make the worker an intelligent and productive participant in economic life.  ·Ã¢â€š ¬Ã‚  All youth need to develop and maintain good health and physical fitness.  ·Ã¢â€š ¬Ã‚  All youth need to understand the rights and duties of the citizen of a democratic society and to be diligent and competent in the performance of their obligations as members of the community and citizens of the state and nation.  ·Ã¢â€š ¬Ã‚  All youth need to understand the methods of science, the influence of science on human life, and the main scientific facts concerning the nature of the world and of man.  ·Ã¢â€š ¬Ã‚  All youth need opportunities to develop their capacities to appreciate beauty in literature, art, music and nature.  ·Ã¢â€š ¬Ã‚  All youth need to develop respect for other persons to grow in their insight into ethical values and principles, and to be able to live and work cooperative with others. Methodology: The major purpose of the study was to compare the quality of education in Public and Private secondary schools of Pakistan. For this, survey was conducted to get the opinions of the respondents. Hence, the nature of study was descriptive type. Following methods and procedures wereadopted to conduct this proposed research. POPULATION: All the schools in public and private sector of Pakistan, their heads, secondary school teachers and students constituted the population of thestudy. SAMPLE: Random sampling technique is used and description of sample is as follow. Sample of Schools: Total two hundred and sixteen secondary schools in public and private sector (twenty- four secondary schools from each sample district) were randomly selected.The proportion of public sector schools and private sector schools, boys and girlsschools was fifty- fifty. Sample of Heads: All the heads of already sampled 216 secondary schools of public and private sector (the proportion of public sector schools and private sector schools, boys andgirls schools was equal) included in sample. Sample of Teachers: One thousand and eighty teachers teaching secondary classes (120 teachers from each sample district) were randomly selected in which proportion of male femaleteachers was fifty fifty. In such a way that from each sample district, the proportion ofthe public and private and male and female teachers are equal. Sample of Students: Four thousand three hundred and twenty students (480 students from each sampled district) were randomly selected in which proportion of male female studentswas fifty fifty. In such a way that from each sample district the proportion of thepublic and private and male and female students were equal. Conclusion: The study revealed that private sector schools had actually less number of students and teachers at secondary level as compared to public sector schools. With respect to ownership of building almost 98% public sector schools had their own buildings while majority of private schools were running in rented buildings. In public schools, studentteacher ratio was higher than private schools.The quality of education is the most burning issue of the day. Administration is considered to be the most important ingredient of any organization, for it serves as the asset for the most previous assets of the nations which are educational institutions. The entire study reveals that heads of private sector secondary schools are better than heads of public sector secondary schools regarding involvement of other staff in decision making, keeping themselves as a part of team while leading them and carrying out the tasks in a well organized fashion.

A Blind Man Leads the Way

A Blind Man Leads the Way â€Å"Cathedral† by Raymond Carver, describes a couple who is awaiting the arrival of the wife’s blind friend, Robert. The husband is not too fond of a blind man staying in their house and is judgmental about meeting him. It’s not until the family sits down to watch t. v. that the husband gains respect for Robert. A show about cathedrals comes on, and Robert asks him to describe them to him. When Robert and the husband draw the cathedral together with their eyes closed, the husband begins to see what he could not describe with his eyes open. Carver uses the cathedral in the story as a symbol of sight, insisting that the narrator was blinded by prejudice before he met Robert and also as a symbol of teaching, Robert acting as a preacher in a church. The husband is very judgmental and negative toward blind people. He states, â€Å"My idea of blindness came from the movies. In the movies, the blind moved slowly and never laughed. Sometimes they were led by seeing eye dogs† (526). The husband views all blind people as the same and gives them the same respect, which is none. He brings them down to make himself feel better. Carver’s figures close themselves off from their worlds, walling out the threatening forces in their lives even as they wall themselves in and retreat destructively into the claustrophobic inner enclosures of self† (Davis). When the narrator meets Robert and they all sit down for dinner, his opinion about Robert begins to change. He says, â€Å"The blind man had right away located his fo ods, he knew just where everything was on his plate† (531). The husband was in shock that Robert did not need someone to cut up his food and help him eat his meals. He begins to see and appreciate Robert as a person and not just as a blind man. His sight is in full affect when he begins describing the cathedral from the t. v. show. The narrator could see the cathedral, but he could not quite describe what he saw. He and the blind man began to draw the cathedral, and for once the narrator felt like he was the blind and that the blind man was the one who could see. The husband states, â€Å"It’s really something† (537). This is when he can fully see the picture not only of the cathedral, but also the understanding that even the blind can see and understand things with their eyes closed. The narrator comes to understand Robert and learns a lot from him. Robert helps him to open his eyes and become less judgmental of the blind. The husband learns from Robert that you can’t judge a book by its cover, and that sometimes it’s the important things in life that you can’t see that really matter. Cathedrals are holy structures that people go to and receive an understanding of a higher power. In this story Robert is represented by the cathedral being the teacher, and the seeker is the husband. Robert is the one who gives the understanding of what it is like to be blind. Robert teaches the husband along the way by his actions and shows him that being blind is not a disability, but sometimes even a gift. Robert insists they draw a cathedral together and as the husband draws, Robert guides him through the process. Robert states, â€Å"That’s right. That’s good,† he said. â€Å"Sure. You got it bub, I can tell. You didn’t think you could but you can, can’t you† (536)? Robert is guiding the narrator through the process, just as a preacher would guide his church through a service. Robert is guiding the husband step by step, making sure he is getting an understanding of the Cathedral. In the beginning, the narrator was less passionate about Cathedrals, but through Robert’s eyes, he grew found of them. The narrator states, â€Å"The truth is, cathedrals don’t mean anything special to me. Nothing. Cathedrals. They’re something to look at on late-night TV† (535). The narrator viewed cathedrals differently by the end, and they made him feel something he had never felt before. The narrator states, â€Å"My eyes were still closed. I was in my house. I knew that. But I didn’t feel like I was inside anything† (536). At this point the narrator feels outside of everything at the moment and spiritually feels like he is part of something greater. â€Å"As a symbol represents a kind of common humanity and benevolence, and of human patience and fortitude, in the process of â€Å"a-spiring. † Curiously enough it is within the walls of the cathedral that the narrator ultimately ends up† (Nesset). Robert showed the narrator that there is a higher power out there. He did not want to pester the husband by talking to him about religion so he showed him through drawing the cathedral. The narrator felt like he was outside of his own body and felt like he was part of something higher. Robert taught the husband along the way showing him that seeing isn’t believing, but believing is seeing. By this point, the narrator witnessed himself opening up and becoming less judgmental of the situation. â€Å"Only in Cathedral does the reader witness the rare moments of their coming out, and process of opening up in closed-down lives that comes across in both the subjects and events of the stories†¦Ã¢â‚¬  (Nesset). Robert was a Christian man, and believes that he showed the narrator that there is a higher power out there, and helped the husband understand that through the cathedral. â€Å"The narrator of â€Å"Cathedral† communicated verbally and non-verbally with Robert, resulting a renewed sense of empathy and a remarkable, almost religious experience† (Champion). The narrator did experience a religious experience through the cathedral, and it made him feel like he was not himself. Through the cathedral, the husband is a changed man. Robert shows and guides him along the way, teaching him that seeing is not everything and that even someone blind can help you to see and understand things you never thought you could describe. In the beginning the husband was very judgmental of Robert and did not want him in his home, and by the end he felt like his life had been missing something and that was the guidance of the cathedral. The sight he encountered as he sat there with Robert and drew the cathedral was like something he had never seen before, and could only be seen with his eyes closed.

Army Nurse Corps Essay

All women in the Army served then in either the Army Nurse Corps or the Women’s Army Corps (WAC). All Army nurses were officers, and were Direct Commissions. That is, they became nurses first and then attended a ten day or so Orientation Course at (Ft. Sam Houston, Texas) to teach them how to be officers, the rudiments of military life, who to salute and when, etc. (There were a small number of male nurses who went through the same program. ) Nurses were assigned to Army hospitals, both Stateside and overseas, and were billeted separately from male officers. In Vietnam, Army nurses served exclusively in rear-area hospitals at major bases. The Women’s Army Corps (WAC) provided all Army female enlisted personnel and also had its own officers. Most WAC officers exclusively administered WAC units, but a handful received assignments to staff positions and other rear-echelon duties. In Vietnam, enlisted WACs performed mostly clerical duties, although some worked as medical technicians. Whatever their duty assignments, all enlisted women, on any base, even in the ‘States, were billeted together as a single WAC Company in a guarded compound. (WAC officers had separate quarters, of course. ) Within this compound, in their barracks, WACs pulled their own guard, armed with baseball bats and whistles. (Neither WACs or nurses were issued weapons, and even those sent to Vietnam had only rudimentary firearms training. ) One tiny WAC unit (peak strength, 20 officers and 139 enlisted women) was assigned to Saigon, and nowhere else in-country. No WACs, even medical personnel, got any closer to combat than this. Eight US servicewomen died in Vietnam. Of these, four Army nurses and an Air Force flight nurse were killed in three separate, non-combat, plane crashes, and another died from disease. An older nurse died of a stroke. Only one woman, Army 1LT Sharon Ann Lane, was actually killed in a combat action, in a VC rocket attack on Chu Lai, in 1969. Besides nurses and WACs other American women would also go to Vietnam. TOD and China Beach covered most of the categories. American Red Cross girls, entertainers, civilian employees of the US government or contracting firms, newspaper correspondents, Christian missionaries, that about covers it. ARC girls made brief daylight visits (a few hours) to advance bases. The rest had rear-area jobs. (Christian missionaries were usually older, married women. ) American civilian women lived in major Vietnamese cities, which were off-limits to US troops, the exception being Saigon. Any women billeted on US bases also lived in guarded compounds. † Susan O’Neill served as an Army nurse in Vietnam from 1969 to 1970. â€Å"Don’t Mean Nothing† is her first book, written nearly thirty years after the experiences it depicts. O’Neill tells us that, (O’Neill, p. 15) â€Å"Before I went, I just assumed that war would involve injury and death; that’s why I was being sent there, after all. But it’s one thing to look at it from a distance, and form neat mental pictures. Once you step through the looking glass, as it were, into the reality of it–once your sneakers are full of somebody else’s blood–you look at the whole thing quite differently. The blood’s no longer a metaphor; it goes through to your socks and into the skin of your feet. Into your soul. † O’Neill gives us a clearer definition of what Vietnam was truly like. She offers that it wasn’t a place where you played around because people’s lives were at stake. The author goes on to tell us that, â€Å"Back in the states, when I so glibly thought I knew what Vietnam and war, in general, was about, I had opposed it on some cool-headed philosophical basis, from some distant notion of empathy. Gradually, in Vietnam, I became horrified at how callow my ideas had been.

The Picture Of Dorian Gray By Oscar Wilde - 1060 Words

Introduction (Book – Author – Genre): The Picture of Dorian Gray by Oscar Wilde is a philosophical/gothic fiction. Setting: The novel takes place in the peak of the Decadent artistic movement of the 1890s, which occurred in the Victorian era of London and is known for its judgmental social standards, highlighting the contrast between the wealthier, materialistic higher classes and the dull middle-class society, making the novel more audacious. Plot: A famous artist named Basil Hallward completes his first portrait of Dorian Gray: a wealthy, beautiful young man who intensely captures Basil’s artistic motivation. Dorian is furious at his painting however, after Basil’s friend, Lord Henry Wotton, explains to him how momentary and fragile his beauty and youth are; and in a fit of madness Dorian promises his soul if the artwork could bear his burden of mortality, guaranteeing him to stay young forever. Dorian corrupts himself throughout the novel with Lord Henry’s accompaniment, spurring rumours of his delinquency and fraudulence, and repeatedly committing horrible sins – spurring his fiancà ©e to kill herself; his brutal, selfish murder of Basil – but always manages to forgive himself. His painting, however, grows older by each sin. When he finally decides to repent his sins, Dorian is youthful still, but his painting is deformed and scarred by his emotional detachment, selfishness and brutality. He stabs the portrait but instead, kills himself. Characters - Dorian Gray isShow MoreRelatedThe Picture Of Dorian Gray By Oscar Wilde2792 Words   |  12 Pages The Picture of Dorian Gray by Oscar Wilde In Oscar Wilde’s first novel The Picture of Dorian Gray, Wilde strategically uses his main characters Lord Henry Wotton and Basil Hallward to represent good versus evil influences throughout the reading. In the book, Dorian Gray plays the role of the everyman who is in a vicious circle on having to decide between the side of good or evil. Lord Henry is the evil influence and is seen as a more devil-like character while Basil Hallward is the good ChristianityRead MoreThe Picture Of Dorian Gray By Oscar Wilde1523 Words   |  7 PagesReader Response Entry #6: Chapters 10-11 The Picture of Dorian Gray by Oscar Wilde was not received well by critics when it was published in 1890. This was because it contained themes of homosexuality and was considered scandalous. Now, it is just considered a philosophical novel dealing with morals. I think that this book would very much be viewed as indecent in Wilde’s time. For example, when talking about Dorian’s public image, Wilde writes, â€Å"Society--civilized society, at least--is never veryRead MoreThe Picture of Dorian Gray by Oscar Wilde832 Words   |  3 Pagescharacteristics of self-destructive properties. 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While some might argue that Dorian s actual nature does not change significantly, an additional perspective is that Dorian Gray is a dynamic char acter that gains negative character traits by becoming vain of his youth, increasingly paranoid of someone learning of his portraitRead MoreThe Picture of Dorian Gray by Oscar Wilde687 Words   |  3 PagesThesis-In The Picture of Dorian Gray by Oscar Wilde, main character, Dorian Gray , in his times of greatest pain chooses to focus only on what is beautiful which leads to his death and shows that beauty obscures reality. Dorian Grays romantic interest, Sibyl kills herself after an altercation with Dorian; he looks at the nature around him to avoid the reality of the suicide that he has caused. Dorian first sees Sibyl when she acts at a rundown and low quality theater. She acts as many charactersRead MoreThe Picture Of Dorian Gray : Oscar Wilde2014 Words   |  9 PagesAdrian Balakumar Mr.Sal AP Lit 15 December 2014 The Picture of Dorian Gray - Oscar Wilde 1) In the book, The Picture of Dorian Gray, several characteristics of the world have been presented. The author portrays the world as a den of individuals with a skewed view of the immediate environment. The author depicts the world as a place where physical traits like beauty or handsomeness are important than a person’s virtues. Dorian spends his time studying music and other beautiful things that life hasRead MoreThe Picture Of Dorian Gray By Oscar Wilde1731 Words   |  7 PagesMy choice for this summer reading assignment was to read The Picture of Dorian Gray by Oscar Wilde. 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Wildes study of the Hellenistic ideals of Epicurus, his coddled lifestyle as a child and his devotionRead MoreOscar Wilde s The Picture Of Dorian Gray1544 Words   |  7 Pagescelebrity I find that it is inevitable to avoid being a part of some sort of controversy. At the height of Oscar Wilde’s career is where he found himself in just that. Although Wilde’s novel, The Picture of Dorian Gray is praised today, in the late 1800s it was seen by others as a negative shift in society and literature. In the film â€Å"Wilde†, after the release of The Picture of Dorian Gray, Wilde’s wife Constance and his mother Jane have a conversation in regards to the novel that gives insight to