Education Curriculum of Learning In Children

To develop in children a broad range of skills, including the problem solving, interpersonal and communication skills that are essential for successful living in a rapidly changing society.  The curriculum encourages student initiative by providing children with materials, equipment, and time to pursue activities they choose.  At the same time, it provides teachers with a framework for guiding children’s independent activities toward sequenced learning goals. There are seven specific types of learning styles. Visual learners prefer to learn mathematics through pictures, diagrams etc.  A well-balanced intelligent child is able to develop all the types of learning styles. The students have to understand and accept their type of learning style earlier so that learning becomes easier and less stressful in the future. But it is important to train and practice the other types of learning styles so that the children can utilize them as effectively as possible. The teacher plays a key role in instructional activities by selecting appropriate, developmentally sequenced material and by encouraging children to adopt an active problem-solving approach to learning. This teacher-student interaction teachers helping students achieve developmentally sequenced goals while also encouraging them to set many of their own goals uniquely distinguishes the High/Scope Curriculum from direct-instruction and child-centered curricula (high/Scope Educational Research Foundation, 1989).  Teachers keep notes about significant behaviors, changes, statements, and things that help them better understand a child’s way of thinking and learning.  Teachers use two mechanisms to help them collect data: the key experiences note form and a portfolio.  The High/Scope Child Observation Record is also used to assess children’s development.  According to Ronald Barnett, learning may or may not take place when a subject is taught.  While discussing this point he has presented two contrasting images of quality.  They are institutional performance and student experience, student learning or student achievement.  The teacher in his opinion is central to higher education.  Teaching may be able to improve the quality of student’s learning but the teacher should remind himself that it may also impair the quality of student’s learning.  This is partly because student’s learning strategies vary under two polarities, one between deep and surface understanding and the other between holistic and atomistic understanding of their learning experiences.  He goes on to add that for a student, learning has three distinct aspects: learning style, motivation and curriculum demands.  Therefore teachers have to pursue, beyond teaching strategies to enable their students to attain certain specific skills.

Causes of Delay in the Administration of Civil Justice: A Study of Lower Courts in Kp Pakistan

To ensure smooth running of all organs of state and provision of conducive environment to investment and progress timely disposition of civil cases is necessary. Despite the widespread concerns about the problem of delay in disposition of justice in civil cases, the solutions have not kept up with the growth of the problem in Pakistan. The purpose of this research was to assess quantitatively the role of different factors in such delays. The study was descriptive and hypotheses testing in nature in which quantitative research approach in the form of a survey were used. The survey was conducted in six districts of Khyber Pakhtunkhwa (KPK), Pakistan. Appropriate sample size was picked from the population consisting of lawyers, judges and litigants of these districts on the basis of Cochran formula. For data collection a specifically designed questionnaire was used which was intended to measure four main categories of causes of delay i.e. judicial causes, procedural lacunas, budgetary insufficiency, and lawyers’ related causes. Correlation, regression, one way ANOVA and two independent sample t tests were conducted for data analysis. The results of the study ranked budgetary insufficiency as the highest contributor to delay followed by procedural lacunas and Lawyers related causes while the judicial causes remained at the tail of the continuum. Despite availability of qualitative work on the subject the magnitude of role of different causes of delay was not completely understood and quantitative data was required for more accurate understanding of the issue. The results of this dissertation urges for demonstration of generosity while allocating budget for judiciary and revision of civil procedures. Moreover it also underscores the necessity of inciting sense of responsibility through seminars, workshops and other activities in lawyers to decrease the incidence of frivolous litigation.