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Friday, January 24, 2020

Course Code 8606| Evolution of Family Structure in Past Three Decades in Pakistan| aiou| assignment no 1| bed solved assignment| Citizenship Education and Community Engagement

Q.5 Explain  the  evolution  of  family  structure  in  the  past three  decades  in Pakistan.



aiou| assignment no 1| bed solved assignment| Citizenship Education and Community Engagement| Course Code 8606| Evolution of Family Structure in Past Three Decades in Pakistan.

Answer:

In the by gone days, multiple generations comprising parents, their children and grand children would live under a single roof. The oldest male member of the family was considered the  head  of  the  family  with  the  right  to  lay  down the  rules  and arbitrate disputes. Grandparents had the responsibility of teaching the children their mother tongue, manners and etiquette. In this way a strong bond with our culture was developed.


Taking just one example, in this modern era many women are working outside homes; in a joint family if some young mothers are career oriented other members of the family, like grandmother and aunts, look after the young children, giving them opportunity to pursue their career. But in nuclear family this is not possible and young women often have to sacrifice their career in order to take care of the child.


Another reason why the joint family system is losing its significance is the belief that children raised in a joint family are shyer and lack confidence due to the authoritative behaviour of their elders; they are more suppressed and are hardly able to make their own decisions due to more dependency, as opposed to children raised in nuclear families.


Even today, as in the past, the joint family system help us to learn interpersonal relationship and living in a society. By living together the kids feel closer to their grandparents, uncles, aunts and cousins; they understand them more and establish a trusting relationship, which is not possible when they meet occasionally. The joint family system contributes to our security, health and prosperity, and could help us to live a less stressful life.


The reason being, in joint family we have a lot of people around to help us and to share our sorrows and joys, and we can lean upon them in times of trouble. But in this modern era the nuclear family system is the call of the day. Most joint families have broken into pieces and independent and single families have emerged. Now in place of joint family we have a “Micro Family”, where there is father, mother and their children. As the children grow up and get married they move out and set separate homes.


The main cause of young adults breaking away from their families is a desire for freedom, which is in no way a bad idea at all. We all want to live independently; hence, in order to avoid interference and uninvited opinions the younger generation prefers moving out. When the parents and their adult children are unable to get along well and disagree on different issues, nuclear families are formed. To a certain extent we can say that this change has come about because in this age of competition everyone is in pursuit of material pleasure and success, and nobody is bothered about anybody. 


Though living separately may bring lots of inconvenience, people seem to prefer nuclear families. Every individual has certain flaws and qualities in his or her personality. Your parents can bear with any weaknesses you may have but your other relatives would not, no matter how close they are to you. Eventually your parents also begin to criticize you, sometimes just to calm the other people. In a joint family sometimes differences of opinion become so big that it is even beyond the control of the elders to settle the disputes, whereas in nuclear family where there is less interference of others, fewer problems arise.



A nuclear life makes you independent and enables you to bring up your children the way you want without much interference. It is exciting to explore experiment and establish a living set-up on one's own. Every person needs privacy, some time to be alone, but being a part of a joint family sometimes it is not possible to sit alone and ponder. Interference of other members in some personal matter is never desirable, but in a joint family, living together it is not always possible to keep one’s affairs private.  


As many families live together they often start highlighting and even exploiting others' weaknesses, which also create political arena in the household. Most parents tend to always keep their children under their domination even when they have come of age and are in a position to take charge of their lives. I personally believe that there comes a time when parents have to really “let go” and let the grown up children face realities of life and make decisions for themselves.



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Critical Thinking in the Elementary Classroom | Critical Thinking and Reflective Practices| BEd Solved Assignment



How can you apply any one of the theories of critical thinking in the elementary classroom in Pakistan? Give a specific example.


CourseCritical thinking and reflective practices

Course code 8611

Level: B.Ed Solved Assignment 


Answer:

Critical Theory (or "Social Critical Theory") is a school of thought that stresses the reflective assessment and critique of society and culture by applying knowledge from the social sciences and the humanities. As a term, Critical Theory has two meanings with different origins and histories: the first originated in sociology and the second originated in literary criticism, whereby it is used and applied as an umbrella term that can describe a theory founded upon critique; thus, the theorist Max Horkheimer described a theory as critical insofar as it seeks "to liberate human beings from the circumstances that enslave them".

In sociology and political philosophy, the term Critical Theory describes the neo-Marxist philosophy of the Frankfurt School, which was developed in Germany in the 1930s. This use of the term requires proper noun capitalization, whereas "a critical theory" or "a critical social theory" may have similar elements of thought, but not stress its intellectual lineage specifically to the Frankfurt School. Frankfurt School theorists drew on the critical methods of Karl Marx and Sigmund Freud. Critical Theory maintains that ideology is the principal obstacle to human liberation.

Critical Theory was established as a school of thought primarily by the Frankfurt School theoreticians Herbert Marcuse, Theodor Adorno, Max Horkheimer, Walter Benjamin, and Erich Fromm. Modern Critical Theory has additionally been influenced by György Lukács and Antonio Gramsci, as well as the second-generation Frankfurt School scholars, notably Jürgen Habermas.

In Habermas's work, Critical Theory transcended its theoretical roots in German idealism and progressed closer to American pragmatism. Concern for social "base and superstructure" is one of the remaining Marxist philosophical concepts in much of contemporary Critical Theory. While critical theorists have been frequently defined as Marxist intellectuals, their tendency to denounce some Marxist concepts and to combine Marxian analysis with other sociological and philosophical traditions has resulted in accusations of revisionism by Classical, Orthodox, and Analytical Marxists, and by Marxist-Leninist philosophers. Martin Jay has stated that the first generation of Critical Theory is best understood as not promoting a specific philosophical agenda or a specific ideology, but as "a gadfly of other systems".

CRITICAL THEORY AND EDUCATION

Though relatively few educators--including educational technologists--appear to concern themselves directly with critical theory (McLaren, 1994a), several influential educators are pursuing the theory in one or more of its current manifestations. Henry Giroux and Peter McLaren are among the best-known of today's critical theorists, and we find critical theorists working across a spectrum of intellectual frames:
(postmodernism (Peters, 1995); critical pedagogy (Kanpol, 1994); power (Apple, 1993; Cherryholmes, 1988); teaching (Beyer, 1986; Gibson, 1986; Henricksen & Morgan, 1990; Simon, 1992; Weiler & Mitchell, 1992); curriculum (Apple, 1990; Giroux, Penna & Pinar, 1981; Beyer & Apple, 1988; Pinar, 1988; Castenell & Pinar, 1993); feminist pedagogies (Ellsworth, 1989a; Lather, 1991; Luke & Gore, 1992); teacher education (Sprague, 1992); mass media/communications studies (Hardt, 1993); vocational-technical studies (Davis, 1991); research summaries about critical theory (Ewert, 1991); and research using methods of the critical sciences (Carr & Kemmis, 1986; Grumet, 1992))

At least two publications attend in-depth to Habermasian critical theory in education. Ewert (1991) has written a comprehensive analysis of the relationships of Habermasian critical theory to education, and in A Critical Theory of Education, Young (1990) tries to present a rather complete picture of Habermas's critical theory and its relations to education. Young says that critical theorists believe that extreme rationalization has lent itself to the further development of an alienated culture of manipulation. In the science of education, this led to a view of pedagogy as manipulation, while the curriculum was divided into value-free subjects and value-based subjects where values were located decisionistically. The older view of pedagogy as a moral/ethical and practical art was abandoned (p. 20).

Young (1990) further points out that Habermas and other critical theorists believe that: We are on the threshold of a learning level characterized by the personal maturity of the decentered ego and by open, reflexive communication which fosters democratic participation and responsibility for all. We fall short of this because of the one-sided development of our rational capacity for understanding (p. 23).

Another seminal thinker who is responsible for several notions of critical theory in education is Paulo Freire. Freire's work, especially Pedagogy of the Oppressed (Freire, 1969), has been very influential in critical education circles: Freire's project of democratic dialogue is attuned to the concrete operations of power (in and out of the classroom) and grounded in the painful yet empowering process of conscientization.

This process embraces a critical demystifying moment in which structures of domination are laid bare and political engagement is imperative. This unique fusion of social theory, moral outrage, and political praxis constitutes a kind of pedagogical politics of conversation in which objects of history constitute themselves as active subjects of history* ready to make a fundamental difference in the quality of the lives they individually and collectively live. Freire's genius is to explicate ... and exemplify ... the dynamics of this process of how ordinary people can and do make history in how they think, feel, act, and love (West, 1993, p. xiii).




BEd Course Code 8606| Role of School and Mass Media as Agents of Socialization| Citizenship Education and Community Engagement | Solved Assignment NO 1| aiou


QNO 4  Analyze the role of school and mass media as agents of socialization. 

BEd Course Code 8606| Role of School and Mass Media as Agents of  Socialization| Citizenship Education and Community Engagement  | Solved Assignment NO 1| aiou

Answer:


Socialization is a process by which culture is transmitted to the younger generation and men learn the rules and practices of social groups to which they belong. Every society builds an institutional framework within which socialization of the child takes place. Mass Media has seemed to be an effective agency of socialization. This is true to some extent because now children are spending more time in front of the television than mingling with their parents and other family members

Mass Media:

Mass  media—newspapers,  magazines,  comic  books,  radio,  video  games,  movies,  and especially television—present a very different form of socialization than any other, because they offer no opportunity for interaction.

The mass media are the means for delivering impersonal communications directed to a vast audience. The term media comes from Latin meaning, “middle,” suggesting that the media’s function is to connect people. Television shows, movies, popular music, magazines, Web sites,and other aspects of the mass media influence our political views; our tastes in popular culture; our views of women, people of color, and gays; and many other beliefs and practices.

The mass media include many forms of communication-such as books, magazines, radio, television, and movies-that reach large numbers of people without personal contact between senders and receivers. In an ongoing controversy, the mass media are often blamed for youth violence and many other of our society’s ills. The average child sees thousands of acts of violence on television and in the movies before reaching young adulthood. Since mass media has enormous effects on our attitudes and behavior, notably in regards to aggression, it is an important contributor to the socialization process.

The mass media of communication, particularly television, play an important role in the process  of  socialization. The mass media of communication transmit  information’s  and messages which influence the personality of an individual to a great extent. In the last few decades, children have been dramatically socialized by one source in particular: television.Studies have found that children spend more time watching TV than they spend in school. 

Television is an influence on children from a very young age and affects their cognitive and social development.Children also learn about current themes and issues, both from newscasts and dramas— issues such as kidnapping, the homeless, and the spread of AIDS. Most of these issues and themes are not happy ones, and many are very frightening, especially when children watch programs that are intended for adults.

Research  also  suggests  that  young  children  obtain  considerable  political  and  social information from television. Winn (1977) suggests that the experience of watching television itself is limiting. When people watch television, no matter what the program, they are simply watchers and are not having any other experience. In addition to this, communication media has an important effect in encouraging individuals to support the existing norms and values or oppose or change them. They are the instrument of social power. They influence us with their messages.

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BEd Course Code 8606| Role of Religious Group And Influence on Social Behaviour| Citizenship Education and Community Engagement | Solved Assignment NO 1| aiou


Q. 4  Elucidate  the  role  of  religious  groups  and  their  influence  on  social behavior.



BEd Course Code 8606| Role of Religious Group And Influence on Social Behaviour| Citizenship Education and Community Engagement  | Solved Assignment NO 1| aiou


Answer:


This fabric covering my head is not a representation of compulsion from parents, but rather the influence of Islam upon me. This choice I made has been derived from my knowledge about Islam. People are usually influenced by taking an action or making a decision after gaining knowledge.This is how knowledge is power, because due to this knowledge one can make severe decisions in life.

When a person with power has dominance over you - parents, for example - they can govern your thoughts in certain ways. My parents believe religious values sustain the very core of civilization.They tell me I must learn my religion to become a better person as they believe religion teaches decency and morality. Religion tells me that God is all-knowing, thereby influencing me to watch my actions to make sure they're “good,” and avoid wrong-doings.Religion is, of course,knowledge itself since to be able to follow my religion I must acquire its teachings and values. My actions are being watched by God, influencing my daily activities greatly.

However, my parents are not the only one credited for shaping my thoughts, but also my elder sister is capable of doing it. Sitting on the couch, eyes on TV, mind on thoughts, searching, observing, trying to occupy the eyes, the mind, and the boring environment as my sister walks towards me, each step getting closer, getting larger, broad shoulders blocking the view  of  everything  in  front,  eclipsing  my  previous  thoughts  with  her  own.  She  explains passionately the importance of praying and builds fear of god through her knowledge, which makes me feel intimidated to do as she says.

Religion  can  limit  freedom.  Religion  controls actions with  a  set  of rules and  guidelines, restricting the capability of faithful followers. An example is in Islam it is commanded to not eat pork or consume alcohol, preventing Muslims from eating it. This may be perceived positively or negatively, but either way, it certainly does have the power to make some people—if not all—to set course in a certain path.

Religion impacts human behaviour in every aspect of our lives by having to live by those codes, morals and rules. It is implanted in our brain that religion is how we think, how we act, how we choose. People usually tend to seek guidance from God if troubles exceed their capability. Complications influence.This would be during exam time,when suddenly a lot of my friends start praying to God, because only He can control the outcome of their marks. Meaning only He has control, they've just got prayers and efforts. This is how religious belief and practice emanates; religion influences humans by attempting to influence their lives to believe they hold no significant individual power.

The fundamental impact of religion on human behaviour is the very act of worship. Praying is powerful because when you are in a state of prayer you are in control of your own thought and in your own being. It is a way escape of the world of stress to a world of sanctum where the rules are made only by you. Praying happens in your own privacy, where no one has control over that and no matter how physically,mentally,emotionally strong another person is they are not able to stop you from praying. And it is only in prayers that you have full control over your body and soul. That is the only time you feel powerful over the whole world because you can escape from it.

People without religion have been influenced by the over-whelming power of religion. This is because  the  moral  standards  that  exist  today  in  society,  which  are  definitely  shared  by atheists and non religious people, are a direct result of religion. In history, many acts were done routinely which would now be considered wrong even by the most Godless of people.

An example of this would be incest. Incest was not uncommon among people of the past, but was explicitly banned by religion and labeled as an evil practice Today, you'd be hard-pressed to find a person who does not consider incest to be wrong. Religious teachings, therefore, have influenced even people who do not believe in God by setting moral standards for the society.

Whether God created man or man invented God, religious beliefs has proven their potency of continually impacting human behaviour. It regulates the actions humans take to make better informed decisions. Religion is powerful because it does not only control one individual, but
rather dominates clans, flocks, groups, and communities. Knowledge of religion and power are positively related, as knowledge increases, so does the power you have to control and influence.                     


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Why do you think critical thinking is important for teachers and learning’s in twenty century? | Critical Thinking and Reflective Practices| BEd Solved Assignment

Question. 1

Why do you think critical thinking is important for teachers and learning in the twentieth century?


CourseCritical thinking and reflective practices

Course code 8611

Level: B.Ed Solved Assignment 

Answer:


Today, critical thinking is considered one of the most important skills for career success and an essential component of life in the information age. Academia, business, and policymakers all concur on its importance. The USA-based Partnership for 21st Century Skills (P21) organization and the American Management Association lists it as a key 21st-century skill “expected to become even more important in the future.”


In the context of the UAE and the national agenda, it gains even more importance as ensuring students are equipped with critical thinking skills is primordial to achieving a competitive knowledge-based economy.


Critical thinking has been identified as a key skill to foster innovation. Research shows that critical thinking and creativity are correlated. Critical thinking training is becoming common practice in the workplace to help develop employees‟ innovation skills.

It is a required building block for a STEM education. Subjects in the STEM curriculum teach students how to think critically and how to solve problems —skills that can be used throughout life to help them get through tough times and take advantage of opportunities whenever they appear. On both accounts, critical thinking is key to the fulfillment of the UAE‟ 's aspiration outlined in Vision 2021 that “science, technology, and innovation become the real drivers for sustainable socio-economic development” and tangible goals outlined in the recently launched Science, Technology, and Innovation (STI) policy.


In fact, it permeates many of the strategic sectors and focus areas outlined in the policy. In this context, critical thinking becomes more than a skill; it’s a mindset, often requiring a culture shift. For us educators, we recognize that is easier to create a culture rather than shift it.

Therefore, we believe that nurturing critical thinking from a young age at school is essential for it to become a constructive, life-long habit. One educational system that has adopted critical thinking as an essential part of its curriculum and teaching method is progressive education. It is a system that relies on active learning methods for children, starting from a very young age.

It provides a framework for the learning and teaching methods that can encourage critical and independent thinking in children and facilitate the process of learning in students. Leading educators agree that a curriculum aimed at building thinking skills would benefit not only the individual learner but also the community, and society at large.

Against this new paradigm, the role of education, teachers, and students inevitably must change. Today the role of the teacher in a progressive environment is very much different to that in a traditional classroom. Teachers need to move from primarily being the information keeper and information dispenser to being an enabler of learning where knowledge is co-constructed with the student.

Teachers will become facilitators, guides, mentors, sources, and resources that support children in acquiring independent thinking and „learning for life‟, stemming from the unique blend of traditional and experiential learning that progressive education offers.

At Clarion, the only school to date offering progressive education in the UAE, our teachers have the benefit of experience with and education from the world’s leader in progressive education, the NY-based Bank Street. In recognition of the increasing importance of progressive education, Bank Street has been tasked by the US Department of Education to guide the development of the curricula of schools around the United States to equip the students with the optimal education to prepare them for STEM-based and other priority 21st-century careers.

Empowered with the right education and values, children who grow up in the UAE have an opportunity to become truly global citizens and role models to children all over the world. As educators, it is our responsibility to ignite in them a natural curiosity for the world around them, the confidence to develop their independence of thinking, and harness their joy for learning. It’s a gift they will carry with them throughout their entire lives and one that will serve them well as they grow into the leaders, innovators, scientists, and shapers of tomorrow.


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Thursday, January 23, 2020

Course Code 8610| Readiness for Learning? | Human Development & Learning|

 
Explain with an example what is meant by readiness for learning?

CourseHuman Development & Learning

Course code 8610

Level: B.Ed Solved Assignment 


Answer

All children can learn and their mental development, seen by the changes in ability that they show from infancy to adulthood, is due to their immense capacity for learning. The stage at which children are thought to be learning ready and so ready to benefit from formal or academic education, usually around the age of 6 or 7 years, is decided by normal mental and physical development.


At around this age, they should have reached a stage of being ‘ready’ for school. The concept of ‘learning readiness includes the idea of ‘school readiness’ but the two terms are not identical in meaning. A child may pass a school readiness test but not be learning-ready.


Why?


This is because school readiness tests do not include the child’s level of neurodevelopment. This means that they don’t consider how the child’s brain and nervous system have developed and whether the child’s various sensory-motor systems are functioning well enough to support learning. School readiness tests look for signs that certain abilities have developed that are needed to perform in the classroom. These include the ability to sit still and follow instructions, manipulate a pencil, get along with peers and show certain perceptual and intellectual skills. Perceptual skills include recognizing and being able to name colours, letters and numbers. Intellectual skills include knowing one’s home address, and so on.



Many children show these abilities but the foundation of neurological systems on which these abilities rest is shaky, and they may start showing problems in school either within a short period or even after two or more years. Some children may seem to do well academically but their lack of learning readiness will mean that they have to use up a great deal more energy than should be necessary to cope with the behaviour and learning expected by their schools and communities.



To summarise, to be able to learn easily and cope with the demands of the classroom and life in general, children need to have reached a level of brain and body development that will support their functioning. This will depend on how well they have developed certain systems in their brains and bodies that are needed to support their learning.



A system can be described as several separate parts that work together to get something done. For example, a bicycle is a collection of items that are needed to provide transport. It needs a frame, saddle, handlebars, pedals, chain, wheels, tyres and brakes. If all those parts are in good working order, the bicycle will work well. Think of what would happen if one or more of these components are not working as well as they should. A slightly flat tyre will mean that one has to work a lot harder to get the bicycle to move quickly. It will place stress on the wheel itself, which might in turn affect the stability of the frame, the way the brakes work, and so on. In other words, the inefficient functioning of one of the parts of a system will have a ripple effect throughout the whole system.



In the same way, every child has certain systems that support his or her ability to learn easily. These include the components of the sensory-motor system, such as vision, hearing, touch, smell, balance and sense of body in space. If one or more of these are not functioning as they should, the child will be handicapped in that learning becomes difficult and stressful and seemingly simple tasks cause tiredness and distress.


·         Delay in reaching any milestones or skipping milestones, such as crawling

·         Difficulty learning to ride a bicycle

·         Delay in learning to get dressed independently and tying buttons or shoelaces
·         Clumsiness
·         Problems with sleeping, being restless in bed, preferring to have someone sleep with him
·         Difficulty keeping upright without slouching, leaning on furniture, and so on
·         Tendency to chew on collars and necklines, pencils and anything else!
·         Constant movement – always on the go and sitting in a chair is torture for them
·         Challenged by gross motor and/or fine motor activities
·         Signs of visual difficulties – holds head at a strange angle or close to page when colouring or looking at books
·   Seems to have trouble listening and is easily distracted by sounds. Might also make his own irritating noises



Any of these signs (and more) could be clues that the brain hasn’t developed as it should or that the sensory systems are immature. This in turn means that faulty foundations will affect higher-level skills  –  those demanded by school. Simply put, the child is not yet learning-ready.



Example

Varying Degrees of Readiness
Imagine you are sitting in an economics class when suddenly, the professor announces that the final grade will be based on the result of a basketball tournament you will have instead of class next week. How prepared are you? Are your classmates more or less prepared than you are? Most likely, there would be a mix of people who were up for the challenge and others who lacked the knowledge, skill, or athletic ability to play. Similarly, some students in your class are well-prepared to learn to balance chemical equations, while others have not yet acquired the academic readiness to learn that skill. Academic readiness is the degree to which a student is prepared for a learning experience. Let's find out more about factors that impact academic readiness and ways that teachers can assess academic readiness.


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