The story written by mr pip

The story written by mr pip Her voice is unique and consistent in this regard. The theme of wordplay presented in the story reflects the quality of his writing. Matilda and the other children get the lists of a new vocabulary from Charles Dickenss work through this exercise they begin to understand the importance of choosing the right word for right time. Matilda, however, has to struggle with the this activity of choosing the right words on right occasions. Somehow she manages to translate the great lessons of her life into language understandable to all. It also gives us an insight into Mr Pips journey with her. It is a riveting story with the impeccably narrated story of a young girl who has buried herself under the world of a book. In her realm, things appear to make sense while her surroundings are tainted with uncertainties of life. Several themes emerge in Lloyd Jones Mister Pip. The most important one is of the conflict between old and new Interwoven in his lectures on Great Expectations by the natives of the island. These speeches are in the ancient world, which strengthens the traditional belief in shadow. The inscription on Mister Pip reads migrate to sign. It is awarded to Umberto Eco. Characters in the story migrate both literally and metaphorically. Pip moves beyond the boundaries of Great Expectations in the consciousness developed Matilda, Matilda, and Mr. Watts, but literally from one place to another. This type of exposure to other perspectives creates the blockade of the communication that was dominant among the people of Bougainville during the civil war. This exchange of information through a common social consciousness throughout the world educates in a way that was previously prohibited, but it is absolutely necessary for the survival of the people. Throughout the novel we see the theme of reading for escape. Consider the following quotes 23-35: Mr. Watts gave us a different world, children spend the night we could escape to another place (23). I think Mr. Watts enjoyed the recitation When she spoke, he was the voice is another thing that impressed us For the time he read, had a way of Mr. Wattss absent and we forgot about him (24). We had no books. We had our heads and we have had our memories, and to Mr. Watts, thats everything we needed (27). What I did not know at the time was, we were all children of the Great Expectations payments back to our families (32). They did not want me to go further into that other world. She was afraid she would lose her Matilda in Victorian England (35). The people of Bougainville are educated in many ways. Mr. Watts teaches children the great expectations, but also the village elders come to school to share their wisdom. Finally, Mr. Watts joins the education of children with the Dickens novel and traditional beliefs of the community in an oral history rather than on many nights, with which he tries, the rebels who have infiltrated their village alone. The residents are not immune to disasters, but education is inextricably tied to their fate. HG Wells statement that has the history, more and more a race to education on the one hand, and the catastrophe of the other, should be included in todays world, in which the disaster, it was a genocide or a nuclear bomb, slightly the time it takes to educate all. If the fate of Matilda Laimo proves nothing beats Lloyd Jones, that education be more likely to survive a road to disaster as a means to prevent it. Dickens comes to Bougainville Lloyd Jones to add colors to the brilliant new novel of Mister Pip. How do you want to exist in the history of power and formative influence of literature? Mister Pips blurb says that the novel is a love song to the power of imagination and storytelling. It shows how books can change lives. In the civil war in Bougainville in early 1990, regular school attendance of children is destroyed in the village. The elderly eccentric Mr. Watts, the last white man in the region, is committed to the master. Their classes consist of reading Great Expectations by Charles Dickens for children. They become government troops (disparaged as Redskins), and local boys who are armed rebels (known as Rambo) through the village, and the results sometimes are frightening or terrible. But Mr. Watts bed. And still, children are affected and begin to take on new imaginative possibility for their lives. It covers the status of the orphan Pip in Dickens and the theme of dislocation from home. You begin to see how Joe Gargery, Miss Havisham and Mr. Jaggers in relation to their own culture. The story is well presented, as it must seem like glib and simplistic fable of a flap text. At this point we should not fail to notice quite carefully that the white men bring awareness to the minds of young locals. Is it not a smattering of intellectual imperialism? The answer to both questions is that Lloyd Jones is many steps ahead. Far from simple, his narrative canvasses a number of issues in the context of its general approval of the imagination of the literature. At various times, opportunities arise in literature offering a great escape more easily, or can promote a distorted image of reality, or can even be downright dangerous if taken literally. (The soldiers are angry and take revenge, if they do not find what to talk Mister Pip children.) What are the cultural issues of Imperialism? The novel implicitly depicts the white man burden. The atheist white man, Mr. Watts fears verbally spars with a local mother of God. He usually gets the best in their field who come through a kind of secular missionaries among the unenlightened lot. Then the action reaches its climax terrible (kind auditors be taken to mark), and we are forced to reassess our judgments about these two new characters. Aboriginal values are stronger and more significant than first thought the fight, and indigenous peoples are not imposed on passive recipients of culture, no matter how attractive can be the Western literature. Jones difficult bet is the simplest sound. How Great Expectations, the novel is in first person by an adult says looking back to a long life or at least someone in their mid-twenties, looking back on events that began when she was 14 Matilda is the daughter of Mr. Watts sparring partner. So how dare adopt a white man with the mask of a black female novelist narrator? This could be the signal for the type of computer to be long brouhaha with Confessions of Nat Turner William Styron. The mask slips sometimes. But his relations with listless horrors of civil war, his quiz from the outside world and its sad admission that all the cultural influences have their limits, Matildas voice the perfect vehicle for the key issues of Jones. This is a brilliant narrative performance and not half as easy as it first seems.

My Life Learning Experience with R.S.V Essay

R. S. V My Life Learning Experience with R. S. V Name Course Title Teacher Date Abstract Many individuals have experienced problems with their hospitals or health care facilities. An important concept that I learned from facing this family crisis that will be examined in this paper is that, when a family member becomes seriously ill, they need quality medical care. Sometimes, when a person’s life is at stake, the further a person lives from medical facilities which can offer quality care can be a grave factor. R. S. V 1 R. S. V in Infants This paper will examine several lessons and concepts which I learned from personal life-learning experiences. Three examples that will be addressed in this paper will examine a different aspect of a certain life-learning experience. In researching and analyzing each aspect of a life-learning experience, this paper will examine the four elements of Kolb’s Model of Experimental Learning. The first aspect of the lessons I learned after enduring a family crisis which this paper will explore includes how I learned about an illness that frequently affects infants called Respiratory Syncytial Virus. Respiratory Syncytial Virus, or RSV, is a respiratory virus which has many of the same symptoms as the common cold and is usually contracted by children during winter months. After my newborn son, Carter Forrest Barnhart began displaying symptoms of a common cold, my husband and I took Carter to his local pediatrician. Unfortunately, the pediatrician improperly diagnosed the virus as a simple common cold and sent Carter, my husband and I back home. However, after we returned home, his symptoms did not improve. Instead, he began coughing profusely and did not want to eat. I became greatly concerned about our son’s health. Within a few days, Carter had lost weight and become weak. Then his breathing appeared to be abnormal, and my husband and I began to suspect that something else was wrong with Carter. R. S. V 2 By April 7th, 2002, Carter’s breathing problems got considerably worse, and my husband and I thought that he could possibly suffocate. So, in a desperate attempt to help Carter’s health, we brought our son to the nearest hospital. He was then hospital, arrangements needed to be made to send him to Charleston Area Medical Center. Carter later arrived safely at the Women and Children’s Hospital, a division of the Charleston Area Medical Center in Charleston, West Virginia. He was then placed in the hospital’s Pediatric Intensive Care Unit, where he remained for five days. Looking back, I now realize the high importance of residing in communities which have high quality health care facilities. I learned that the first doctor who diagnosed my son did not diagnose Carter properly by failing to recognize that what looked like the common cold was actually Respiratory Syncytial Virus (RSV). The pediatrician’s error could have cost my son his life. After Carter was taken to the emergency room at our local hospital, I learned that, when someone’s life is at stake, the distance from a medical facility which can provide quality care is sometimes a life and death matter. Thus, one of the lessons that I learned by this life-learning experience is that it is important for all individuals to have quick access to a state of the art hospital or medical facility. A medical facility must be able to provide the excellent care that a seriously ill R. S. V 3 ndividual needs. In this example, a baby needed to be treated by a special infant care unit, which our local hospitals did not have. Therefore, the baby did not have ready access to the kind of medical facility that he needed. The proper medical facility can mean the difference of life or death, thus, I now understand that the quality of the medical facilities, and the services received from those facilities provided, is one of the important issues facing people today. Learning about the importance of living near a high quality health care facility helped me become amiliar with the idea that a person should be fully educated about the health services in his or her community before something critical occurs. I regretted the fact that we were not more prepared to deal with this crisis. Thus, I have since learned that I need to research the qualifications of any professional my child will be receiving treatment from. In the future, I will research hospitals or schools before enrolling my child in them. I can also apply the concept that quality care is an important aspect of a person’s life to other situations as well. For example, I will have o make sure that my child has a qualified pediatrician and dentist to take care of his health needs in the future. I will also have to ensure that my child gets his vaccinations. Moreover, I learned that there is no substitute for being prepared for an emergency situation. I plan on researching the response time of our police and fire departments and plan to learn about the efficiency of our ambulance services. Another part of the lessons I learned while confronting this family crisis is how I learned that high quality heath care is best provided by highly qualified doctors. I lso learned that an unqualified doctor may easily misdiagnose a patient’s symptoms. The discussion below will show how I have learned to ask questions before selecting a pediatrician. My son was initially treated by a pediatrician who misdiagnosed the baby’s medical symptoms and declared that our infant was we were told to take our child home and give him some cold medicine. This was our child’s only treatment, and the medicine did not work. Carter’s symptoms did not improve after a reasonable period of time. Thus, my husband and I began to suspect that something else could be wrong. Then, when our baby turned pasty in color, started to cry inconsolably, refused to eat or drink anything, lost weight, and then hardly cried or moved in his crib, my husband and I became more concerned. We later learned that Carter had RSV and double pneumonia. Since then, I have spoken to many doctors about rural medicine. One of the doctors I spoke to that works at our local hospital explained in a recent personal interview which I conducted with him that many people do not ask enough questions of their doctors after they have been told the results of a diagnosis. He advised that potential atients should ask about all terms that describe the problem and that the doctor should fully explain the R. S. V 5 condition to the patient. More importantly, when the patient is a baby, the infant’s parents need to understand the complete diagnosis of their child’s condition The doctor also said that a great deal of rural patients do not know how to properly ask their doctors specific questions related to the diagnosis. Therefore, rural doctors need to take more time to explain things to their patients, especially in cases where doctors are not absolutely sure of the diagnosis. I was also told that some patients have no reason to be told when something is misdiagnosed as nothing more than the common cold, especially when a child’s doctor confidently tells an infant’s parents that the symptoms should improve when the baby took the cold medicine. The lesson is that parents must be very careful when choosing a pediatrician. I learned that a good pediatrician knows how to check a baby for a variety of diseases. In the case of my son, the first pediatrician failed to properly diagnose the baby because he was, at the very least, was not familiar with the symptoms of RSV. Thus, I learned that receiving treatment from a qualified pediatrician is an essential part of a child’s health care. I also realized, in other areas of my life, I need to be certain that I am qualified to perform any Job that I might later want to undertake. So it is imperative that I take my education as serious as possible so that I will later be prepared to succeed in my chosen career. R. S. V6 Another important concept that I learned through my life-learning experience is that Just like other people, doctors make errors too. Unfortunately, a doctor’s mistake can cause the loss of ones life. Any professional should avoid making unnecessary mistakes at all times. Therefore, I would like to avoid making mistakes which would be considered negligence in my chosen career. Thus, I now believe that I need as much training in the field of health care management as possible, because that is the field which I intend to begin my professional career once I have received my Bachelors Degree. I also now would like to become actively involved in professional organizations and associations in which school friends and successful will help me exchange information with other health care management professionals hich will hopefully help me keep atop of current developments in my field. The third aspect of the lessons I learned which this paper will explore is that many rural health care facilities in America do not have up to date equipment. I also learned that, for the past several years, many local family health care facilities have suffered from recent cutbacks in federal grant money. This paper will now discuss my findings about the importance of selecting a health care facility which has up to date equipment and employees that keep on top of current developments in the medical ield. R. S. V7 Not only were the doctors more knowledgeable at the Women and Children’s Hospital in Charleston, but the doctors at the hospital in Charleston also had more current equipment and also performed their duties much more quickly and efficiently than the doctors at the local hospital. I learned that, when the life of a loved one is at stake, a hospital with modern equipment and trained staff can mean the difference between life and death. I also now believe that parents should visit the local hospitals before their first child is ever born to make sure those hospitals re not understaffed, dirty, or not funded properly. While larger hospitals may charge more money for visits, the money paid for a proper diagnosis at a quality facility is far less than the money one might pay if an illness is misdiagnosed. In addition, local medical care facilities need to provide quality, up to date services to their patients. In this situation, Carter needed to be treated in a special care unit in which â€Å"patients are attached to electronic monitors which track vital functions as well as to other equipment that support breathing† (Roberts, 1993, p. 170). Unfortunately, only larger acilities usually have modern pediatric intensive care units, and large hospitals are not all cities. I have learned that a high quality health care facility should have up to date equipment. Modern equipment is essential to provide patients with the best possible R. S. V8 health care. However, a lot of rural hospitals cannot afford this. The issue of a facility which does not have modern equipment is a very important one, and the concept applies to other situations which I may have to deal with later on. For instance, I will want to make sure that, any school my child is enrolled in should have adequate acilities. I will want to ensure that the school has smoke detectors in every classroom and that the fire extinguishers are in proper working order. This paper analyzed the various lessons and concepts that I learned from some â€Å"life-learning† experiences. Each of the paper’s three parts explored a different aspect of my experiences. This paper used the four elements of Kolb’s Model of Experimental Learning to detail how I used the lessons during a family crisis. R. S. V9 References Mesa, CA: ICN Pharmaceuticals. Roberts, M. J. (1993). Your Money or Your Life: The Health Care Crisis Explained. New York: Doubleday.

Class System in Pakistan

ABSTRACT In this paper I would like to introduce interrelated propositions about the Social structure of Pakistan: (i) that Pakistan society is characterized by a social stratification process which is compensatory in nature; (ii) that the compensatory process of social stratification over the years has given rise to status-centric value orientation; and (iii) that the most significant indicator of status-centric orientation is emergence of artificial middle class which can be distinguished from real middle class in terms of norms. INTRODUCTION They originated as the cast system in the time of divin-reite monarchs,  Upper  related to, or avored by the monarchy. Middle related to management, legal and business. Lower:  often called, â€Å"The work force those whom have no rights the ones that die and sweat. That the rich might richer get. The everlasting poor. In Pakistan society, the  middle class may be divided into two or three sub-groups. When divided into two parts, the lower middle class, also sometimes simply referred to as â€Å"middle class†, consists of roughly one third of households, roughly twice as large as the upper middle or  managerial class. Common occupation fields are semi- professionals, such as lower-level managers or school teachers, small business owners and killed craftsmen. These individuals commonly have  some college education  or perhaps a  Bachelor's degree  and earn a  comfortable living. Already among the largest social classes, rivaled only by the working class, the lower middle class is diverse and growing. Though not common in sociological models, the middle class may be divided into two sections, And the least working class that’s express a lot of peoples. A social class is a homogeneous group of people in a society formed on the combined basis of * Education * Occupation * Income * Place of residenceAnd have who have similar social values similar interest in life and they behave a like have approximately equal position of respect or status in a society. The social classes of Pakistan: – 1. Upper class 2. Middle class 3. Working class 1. UPPER CLASS: – The upper social class which generally have high level of income and belong to be most high paying profession and they live in most cleanest place of the country and money will be no problem for them and their size is  2%  of the total society and approximately  3. 7 million  they have 60% to 65% of money of the country. They are actually * High status leadership * Big business man Top management of the company Members of the upper class control and own significant portions of the corporate and may exercise indirect power through the investment of capital. The high salaries and the potential for amassing great wealth through  have greatly increased for the power and visibility of the â€Å"corporate elite†. Many sociologists and commentators, however, make a distinction between the upper cla ss (in the sense of those in the families of inherited wealth) and the corporate elite. By implication, the upper class is held in lower regard (as inheritors of idle wealth) than the self-made millionaires in prestigious occupations.Yet another important feature of the upper class is that of inherited privilege. While most Americans, including those in the  upper-middl class  need to actively maintain their status, upper class persons do not need to work in order to maintain their status. Status tends to be passed on from generation to generation without each generation having to re-certify its status. Overall, the upper class is the financially best compensated and one of the most influential socio-economic classes in society. (i) Upper Middle Class The upper middle class consists of highly educated salaried professionals whose work is largely self-directed.Many have advanced graduate degrees and household incomes commonly exceed the high five-figure range. Members of this cla ss commonly value higher education – most holding advanced academic degrees – and are often involved with personal and professional networks including professional organizations. The upper middle class tends to have great influence over the course of society. Occupations which require high educational attainment, are well-compensated and are held in high public esteem such as physicians, lawyers, engineers, scientists and professors are largely considered to be upper middle class.The very well-educated are seen as trend setters with movements such as the anti-smoking movement, pro-fitness movement, organic food movement, and environmentalism being largely indigenous to this particular socio-economic grouping. Education serves as perhaps the most important value and also the most dominant entry barrier of the upper middle clas 2. MIDDLE CLASS: – The USC and MSC education are met different like USC study in foreign country like oxford university and MSC are study in local university of their country but income size will found more different their houses are ifferent their house are not huge and not think for a huge house of defense and think a house of Gulshan-e-iqbal their population is 28% out of the total population their population is 53 to 54 million of the total population They are actually * They are small to medium size business man. * Middle management * Low ranking govt officer And the big difference in USC and MSC is house concentration they focus more to their house but USC not so much home focus they are less and MSC lot home focus. The  middle class  is perhaps the mostly vaguely defined of the social classe.The term can be used either to describe a relative elite of professionals and managers also called the upper middle class or it can be used to describe those in-between the extremes of wealth, disregarding considerable differences in income, culture,  educational attainment, influence, and occupation. As with all soci al classes in pakistan there are no definite answers as to what is and what is not middle class. Sociologists have brought forth class models in which the middle class is divided into two sections that combined constitute 47% to 49% of the population.The upper middle or professional class constitutes the upper end of the middle class which consists of highly educated, well-paid professionals with considerable work autonomy. The lower end of the middle class – called either lower middle class or just middle class – consists of semi-professionals, craftsmen, office staff, and sales employees who often have college degrees and are very loosely supervised. Although income thresholds cannot be determined since social classes lack istinct boundaries and tend to overlap, sociologists and economists have put forward certain income figures they find indicative of middle class households. Sociologist identifies a husband making roughly $57,000 and a wife making roughly $40,000 w ith a household income of roughly $97,000 as a typical middle-class family. Sociologists identify household incomes between $35,000 and $75,000 as typical for the lower middle and $100,000 or more as typical for the upper middle class. Though it needs to be noted that household income distribution neither reflects standard of living nor class status with complete accuracy. i) Traditional Middle Class Those households more or less at the center of society may be referred to as being part of the pakistan middle or middle-middle class in vernacular language use. In the academic models featured in this article, however, the middle class does not constitute a strong majority of the population. The most prominent academic models split the middle class into two sections. Yet, it remains common for the term middle class to be applied for anyone in between either extreme of the socio-economic strata.The middle class is then often sub-divided into an upper-middle, middle-middle, and lower-mid dle class. In colloquial descriptions of the class system the middle-middle class may described as consisting of those in the middle of the social strata. The term middle class in this manner, especially when discussing the  middle-class squeeze. The wide discrepancy between the academic models and public opinions that lump highly educated professionals together in the same class with secretaries, may lead to the conclusion that public opinion on the subject has become largely ambiguous. ii) Lower Middle Class The lower middle class is, as the name implies, generally defined as those less privileged than the middle class. People in this class commonly work in supporting occupations. Although they seldom hold advanced academic degrees, a college degree (usually a bachelor's degree) is almost always required for entry into the lower middle class. Sociologists divide the middle class into two groups. In their class modes the middle class only consists of an upper and lower middle cla ss.The upper middle class, as described above, constitutes roughly 15% of the population with highly educated white collar professionals who commonly have salaries in the high 5-figure range and household incomes in the low six figure range. Semi-professionals with Bachelor's degrees and some college degrees constitute the lower middle class. Their class models show the lower middle class positioned slightly above the middle of the socio-economic strata. Those in  blue  and  pink-collar as well as  clerical  occupations are referred to as working class in these class models. . WORKING CLASS: – The term working class applies to those that work at this tier in the social hierarchy. Definitions of this term vary greatly. Population to be in either the upper-lower class or lower-lower class in 1949, modern-day experts argue that the working class constitutes most of the population. The WSC are not much more educated they are not in very accurative profession their incom e is low and they build one two room poorly houses, electricity not available water etc. Their size is 70% out total population of Pakistan.They are actually * They are very small size shop owner. Skill, semi skill ; unskilled * Low grade govt staff ( peons, driver) * Poor former * Political worker The term commonly includes the so-called â€Å"blue bloods† (multi-generational wealth combined with leadership of high society). There is disagreement over whether they should be included as members of the upper class or whether this term should exclusively be used for established families. Twentieth century sociologist divided the upper class into two sections: the â€Å"upper- upper class† and â€Å"lower-upper class† .The former includes established upper-class families while the latter includes those with  great wealth. As there is no defined lower threshold for the upper class it is difficult, if not outright impossible. Income  and  wealth  statistics m ay serve as a helpful guideline as they can be measured in a more objective manner. In 2012, approximately one and a half percent (1. 5%) of households in the had incomes exceeding $250,000 with the top 5% having incomes exceeding $157,000. Furthermore only 2. 6% of households held assets (excluding home equity) of more than one-million dollars.One could therefore fall under the assumption that less than five percent of Pakistan society are members of rich households As the day proceeded, I found myself reflecting and comparing the education system of that of Canada to that of   various parts of the international community. Before proceeding let me attest to the reality that I am in no way suggesting that the education system of that of Canada is not saturated with disparities, BUT, I do however want to allude to the reality of the increasing opportunity when considering the  access to education  when compared to countries like Pakistan, for example. my reference to Pakistan i s a direct reflection of my personal interactions with various members of the Pakistani community hence my first-hand take on the dynamics unfolding within the Pakistani education system) In Pakistan, and in most countries for that matter, (comprising the ‘West)  is  seen as  a provincial responsibility  ensuring the attainment of education  up to and including high school. Access to education in Pakistan however, does not serve as a preamble  for  social or economic  progression in the near future.Gender disparities,   the social hierarchical positioning of an individual, income, religious affiliation and perhaps the most infuriating of all, the structure of the education system in Pakistan all serve as challenges to achieve a substantive level of access to education. The society that limits access to education and knowledge is short-sighted and destined for extinction, like the societies described in  Collapse  by Jared Diamond. Furthermore, along with people’s pursuit of social justice one needs to also embark  on the pursuit of equal opportunities in education.Plato in â€Å"Utopia† makes reference to every citizen, regardless of sex, outlining that we must receive education from an early age, and that this should be the earliest concept of equality of educational opportunity. Education provides the bedrock for reducing impoverishment and enhancing social development. In Pakistan, there has been a downsizing trend for the quality of education but moreover, the transparency of curriculum made available to students in various schools is questionable as different schools provide arraying levels of educationMadrasas (religious schools housed at local mosques), state-owned schools, English  governed schools  and private schools are the various components of the educative framework in Pakistan. Although Canada also consists of both public and private schools, does curriculum vary by leaps and bounds in such a way t hat it further perpetuates class difference, taking away from any opportunity to erode the clashing of civilizations? Are students in Pakistan belonging to the lower classes able to even fathom the idea of attending a private and/or prestigious school within Pakistan?Why has the education system become reflective of the social and economic classes of Pakistan? Why the arraying curriculum? Are school’s like Karachi Grammer School, Frobels, Aithison College, Beaconhouse, American School Franchise   (and many others for which I would have to re-engage into conversations with certain individuals to remember and that in itself would be an unbearable task for me)   not aware of the students that are being pumped out of their system? The ‘elite’ schools of Pakistan are producing replicas of individuals who acclaim to be ‘elite’ as they are able to converse in English, shunning and onsidering their very own culture to be tainted with traits of backward a nd outdated. If access to education wasn’t atrocious enough, such ‘elitist’ schools have further contributed to ejecting students who, in some cases, further foster the already created social hierarchies within Pakistan. [Case and point:  Ã‚  Consider the social interaction of  some Pakistani students abroad and their pre-conceived notions of each other based on the school they've attended within Pakistan Access to what may be considered ‘decent’ education is undeniably tied to the class structure looming within Pakistan.This included geographical placement (and 70% of Pakistanis live in rural areas) so if one does not live in a major city your hopes for a post-secondary education are drastically low. When shedding light on job prospects and a prosperous future, the decline ratio between that of the Cambridge system (targets upper and upper-middle class) and the Urdu medium system (this encompasses government schools catering to the ‘restâ €™ of the population) is dramatic and continues to rise exponentially. From Nicholas D. Kristof’s article, formulated in Nov 2010 and published in the NY Times states One reason Pakistan is sometimes called the most dangerous country in the world is this: a kindergarten child in this country has only a 1 percent chance of reaching the 12th grade, according to the Pakistan Education Task Force, an official panel. The average Pakistani child is significantly less likely to be schooled than the average child in sub-Saharan Africa. † Such numbers are not surprising, but it seems that they have to be parroted time and time again to shake up the myopic vision of upper-class Pakistan. It is said that nations are not developed in factories and industries but it is developed in  colleges and universities.In the 2nd world war Churchill and Hitler passed a resolution that both armies were not attack on the  universities  of other countries. You can’t believe that most of the  children  those were born during 2nd world war were born in  colleges and universities. This resolution revealed the importance of education in the western countries. They believed that  colleges and universities  are the factories where their future leaders would be made. The education system of developed countries is very much strong and effective while the education system of under developed countries like  Pakistan  is not so good.Our  educational  system in  Pakistan  is facing lots of problems and  not working  properly. The main deficit of our  educational  system is that we have not a proper system on which every one should act. The education minister who is governing the education of  Pakistan  doesn’t believe on his own system and send his/her  children  abroad for studies. The upper class of  Pakistan  also send their  children  abroad for studies or they adopt the British  educational  system O’ Level and A’ Level in  Pakistan. The lower class people send their  children  in  government  schools that schools are at bottom in  ranking  due to bad performance.The products of these schools not compete with the upper class  children  which makes a huge difference between both classes. When both classes  students  got admission in  colleges  are  universities  for higher studies there is also a big difference in them due to the quality of education in English medium schools and the low quality of education at  government  school. Now the  government  has taken initiative to reduce this difference that English is necessary for all  government  educational  institutes. Here we will discuss the  educational  system of  Pakistan  in  colleges and universities.Students  are very much assured about getting job right after the graduation or master’s degree in any renowned  university. But they have to wait for a l ong time for a good job first they have to gain experience of any field. In our  educational  system of  Pakistan  you know  examination  system is not very good, you can’t believe it that at master’s level if you’ve read only 10 to 15 questions that are enough for passing exams. Some  universities  there are semester system and some has annual system, interesting is that there are many  universities  which have both semester and annual system at a same time in different disciplines.All the Pakistani  universities  and  colleges  have developed their own curriculum for studying. There should be the same course and curriculum for any  university  or college in  Pakistan. Government  should do some arrangement for this that all the  universities  should have same course outline of a specific study program. If the  universities  have the same course outline it would be very beneficial for the  students  as well as it would be helpful to improve education in  Pakistan. Poorstudents  of a college in a village would be study the same course and subjects which would be read by a student of any biggest  university  of  Pakistan.

Competency, The, And The Diversity Of The Student...

Competency 2: The teacher is aware of the diversity of the student population and provides instruction that is appropriate for all students. In Chapter 3, â€Å"Focusing the Reader† of Deeper Reading, Kelly Gallagher provides pre-service teachers with a greater understanding of the importance of frontloading students with background knowledge of readings. She explains through an anecdote that prior knowledge leads students to be â€Å"better prepared to read more, to comprehend more, and to learn more† (26). Without prior knowledge, students are unable to understand and retain information as well because, as Gallagher explains, it â€Å"helps you attach meaning when reading the passage† (27). Teachers should gauge students’ prior knowledge to the text before beginning with a unit to understand how to teach their students in a more meaningful manner. There are two key elements that Gallagher points out, through the reading of David Sousa, in how to frame information for students: â€Å"†¦be certain that today’s curriculum contains connections to their past experiences, not just [the teacher’s]†¦ [And] how a person feels about a learning situation determines the amount of attention devoted to it† (28-29). These two points mean that: a teacher must connect students to personal experiences in order to bring to light universal issues in a text that they may not necessarily connect with on their own, and a teacher must be able to show purpose in the text that is â€Å"valid and worthwhile† (29) for theShow MoreRelatedCodes of Ethics Comparative Chart Essay872 Words   |  4 Pagesï » ¿University of Phoenix Material Codes of Ethics Comparative Chart Instructions Human services professionals often need to make ethical decisions when providing support to clients. Research the organizations in the chart below. 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