Wednesday, 3 June 2015

current affair

The president of China arrived in Pakistan for two day visit on _______ .

18 April 2015
19 April 2015
20 April 2015
21 April 2015

The bill for 21^st amendment in the constitution of Pakistan was passed from the national assembly of Pakistan on __________.

4 January 2015
5 January 2015
6 January 2015
7 January 2015

The provisions of the 21^st amendment shall remain in force for a period of __________ year(s).

The president of China on his visit to Pakistan signed development projects of worth __________ billions.

The proposed motorway from Gawadar to Kashghar is about __________ km.

2600
2800
3000
3200

Turkish Justice and Development Party has been in power since __________ .

2002
2003
2004
2005

Dr Ishrat-ul-Ibad has been Governor of Sindh since __________ .

2002
2003
2003
2004

The 21^st has amended the first schedule of the constitution and the article __________ .

International Court of Arbitration sets minimum flow of __________ m³/sec into the Neelum River.

ANSWERS: PAKISTAN AFFAIRS MCQs
1. C
2. C
3. B
4. B
5. C
6. A
7. A
8. D
9. c

How to Set up a Yahoo! Mail Account

Three Methods:Making an Account on the Website Making an Account on the Yahoo Mail Mobile App Setting Up the Account

Yahoo! is one of the Web's most reliable and long-standing email providers, and it's no wonder— it's free, it's fast, and it's easy to set up in a jiffy. If you already have a Yahoo ID or account, you don’t need to create another account just for Yahoo Mail. You can use the same ID across all of Yahoo’s services. However, if you still don’t have one and you plan on using Yahoo Mail, you can create a Yahoo account from Yahoo Mail’s site or from Yahoo Mail’s mobile app. Then you can set up your account and enjoy the efficiency of corresponding in style and sMethod 1 of 3: Making an Account on the Website

1

Go to Yahoo.com. Access the Sign Up page. Hover over “Sign In” at the upper right corner of the website, and click the “Sign Up” link that will appear. You will be taken to Yahoo’s Sign Up page.
1. 2
  Enter your basic info. Fill in your name, chosen Yahoo ID, password, phone number, birthday, and gender in the appropriate fields. Enter another optional recovery number, if you want to.
  
  Your Yahoo! username will be your one and main ID across all of Yahoo’s services. Make it one that you will be comfortable using for a long time, as this will identify you to your email recipients. Remember that you can use numbers, letters, and periods. If the username is already taken, a message will appear below the field that says, "That username is not available."
  
  Passwords must be at least 6 characters long and keep in mind that passwords are case-sensitive.
2. 3
  
  Realize that you're agreeing to the Yahoo Terms and Privacy Conditions if you sign up. Before you commit to signing up with Yahoo, it will be wise to read the Yahoo Terms and Privacy first, so click the hyperlink above the “Create account” button at the bottom of the page. A new window or tab will open for these, so you can read them separately. After reading, go back to the window or tab with your sign-up page.
3. 4
  
  Click on the “Create Account” button.
4. 5
  Complete the sign-up process. Before Yahoo creates your account, it needs to verify that you’re not a robot. They may do this by sending you a verification code on your mobile device, or by use of a Captcha code. Follow the on-screen directions in either scenario:
  
  You may need to click "Send SMS" to receive a verification code from Yahoo on your mobile device. If you don't receive SMS messages, you can ask them to call instead by clicking "Or Yahoo can call you with the code." Once you receive a verification code, enter it in the field provided and click "Submit Code."
  
  You may be brought to a Verification page where you will be shown a random sequence of characters. Enter the code in the field provided, and click the “Submit code” button below.
5. 6
  
  Start using your account. Once Yahoo creates your account, you will immediately be signed into Yahoo and brought back to the main page. You can now access Yahoo Mail, Flickr, and other Yahoo services.
  
  Ad
Method 2 of 3: Making an Account on the Yahoo Mail Mobile App
1. 1
  Launch Yahoo Mail app. Locate the app on your mobile device and tap on it. The Yahoo Mail app will load.
  
  If you don’t have Yahoo Mail on your mobile device yet, you can get it fromGoogle Play.
2. 2
  
  Sign up. Upon initial launch, Yahoo Mail will require you to sign in. Since you don’t have a Yahoo Mail account yet, tap the “Create Account” button at the bottom of the sign-in box instead. You will be brought to the “Sign up” window.
3. 3
  
  Enter your personal information. Fill up the form with your personal data. Enter your name, birthday, mobile number, and gender into its respective fields.
4. 4
  
  Input a username. There’s a field in front of an “@yahoo” text. This is where you type in your preferred username. This will be your main Yahoo Mail username and ID. The username should be unique to Yahoo, and the box will be highlighted in red if the one you’ve put is already in use.
5. 5
  
  Input your password. Once your username is accepted, you have to type in your password. This is the one and only password for your Yahoo account.
6. 6
  
  Read the Yahoo Terms and Privacy. Before you commit to signing up with Yahoo, it will be wise to read the Yahoo Terms and Privacy first, so tap the hyperlink below the “Create account” button at the bottom of the window. A new window will open for these, so you can read them separately. After reading, go back to your sign-up form.
7. 7
  Complete the sign-up process. Once you’re done with your sign-up form, tap the “Create account” button at the bottom of the window. Before Yahoo creates your account, it needs to verify that you’re real with a valid mobile number, so make sure the mobile number you’ve entered earlier is correct. Tap on the “Send SMS” button on the window, and a verification code will be sent to your mobile number.
  
  Wait for the verification code to reach your phone. Once you have it, type it in the box provided on the Verification window. It’s a four-digit code. Tap on the “Submit code” button at the bottom of the window to proceed.
  
  Once Yahoo creates your account, you will immediately be signed in to Yahoo Mail via the mobile app. You now have a Yahoo Mail account. You can also use this same account across all of Yahoo’s services, such as Flickr and Messenger.

ecurity with your new Yahoo! Mail account.

HOW TO CREATE SKYPE ID

If you’re new to Skype, it’s really easy to get started by signing up with a Microsoft account.

To join Skype with a Microsoft account:

Go to the Join us page.

Important: If you're seeing something different, click here.
Enter the email address you want to use, then click I agree - Continue.
If you already have a Microsoft account for the email address you entered, skip to step 7. Otherwise, the Create an account page appears.
Enter your name, password, and other account security and profile details, then click I accept.
You'll be sent a link to validate your new Microsoft account via email.

Important: You must validate your new Microsoft account by visiting the link you'll be sent via email; otherwise, you will not be able to proceed with Skype. If you don't see the email in your inbox after you've completed the sign-up, check your junk and spam folders.
If you already have a Skype account at this email address, you'll be prompted to link your new Microsoft account to your Skype account.
You’ve joined Skype and you’re signed into your Microsoft account. From here you can download Skype for your device, edit your information and lots more.

Important: Make sure to choose the Microsoft account option when you sign into Skype on your device.

English Teachers' Barriers to the Use of Computer-assisted Language Learning

Introduction

In the last few years the number of teachers using Computer-assisted Language Learning (CALL) has increased markedly and numerous articles have been written about the role of technology in education in the 21st century. Although the potential of the Internet for educational use has not been fully explored yet and the average school still makes limited use of computers, it is obvious that we have entered a new information age in which the links between technology and TEFL have already been established.

In the early 90's education started being affected by the introduction of word processors in schools, colleges and universities. This mainly had to do with written assignments. The development of the Internet brought about a revolution in the teachers' perspective, as the teaching tools offered through the Internet were gradually becoming more reliable. Nowadays, the Internet is gaining immense popularity in foreign language teaching and more and more educators and learners are embracing it.

The History of CALL

Computers have been used for language teaching ever since the 1960's. According to Warschauer & Healey (1998), this 40-year period can be divided into three main stages: behaviorist CALL, communicative CALL, and integrative CALL. Each stage corresponds to a certain level of technology and certain pedagogical theories.

Behaviorist CALL

In the 1960's and 1970's the first form of computer-assisted Language Learning featured repetitive language drills, the so-called drill-and-practice method. It was based on the behaviorist learning model and as such the computer was viewed as little more than a mechanical tutor that never grew tired. Behaviorist CALL was first designed and implemented in the era of the mainframe and the best-known tutorial system, PLATO, ran on its own special hardware. It was mainly used for extensive drills, explicit grammar instruction, and translation tests (Ahmad, et al., 1985).

Communicative CALL

Communicative CALL emerged in the 1970's and 1980's as a reaction to the behaviorist approach to language learning. Proponents of communicative CALL rejected behaviorist approaches at both the theoretical and pedagogical level. They stressed that CALL should focus more on using forms rather than on the forms themselves. Grammar should be taught implicitly and students should be encouraged to generate original utterances instead of manipulating prefabricated forms (Jones & Fortescue, 1987; Philips, 1987). This form of computer-based instruction corresponded to cognitive theories which recognized that learning was a creative process of discovery, expression, and development. The mainframe was replaced by personal computers that allowed greater possibilities for individual work. Popular CALL software in this era included text reconstruction programmers and simulations.

Integrative CALL

The last stage of computer-assisted Language Learning is integrative CALL. Communicative CALL was criticized for using the computer in an ad hoc and disconnected fashion and using the computer made 'a greater contribution to marginal rather than central elements' of language learning (Kenning & Kenning, 1990: 90). Teachers have moved away from a cognitive view of communicative language teaching to a socio-cognitive view that emphasizes real language use in a meaningful, authentic context. Integrative CALL seeks both to integrate the various skills of language learning (listening, speaking, writing, and reading) and to integrate technology more fully into language teaching (Warschauer & Healey, 1998). To this end the multimedia-networked computer provides a range of informational, communicative, and publishing tools that are potentially available to every student.

Why Use CALL?

Research and practice suggest that, appropriately implemented, network-based technology can contribute significantly to:

Experiential Learning: The World Wide Web makes it possible for students to tackle a huge amount of human experience. In such a way, they can learn by doing things themselves. They become the creators not just the receivers of knowledge. As the way information is presented is not linear, users develop thinking skills and choose what to explore.
Motivation: Computers are most popular among students either because they are associated with fun and games or because they are considered to be fashionable. Student motivation is therefore increased, especially whenever a variety of activities are offered, which make them feel more independent.
Enhanced Student Achievement: Network-based instruction can help pupils strengthen their linguistic skills by positively affecting their learning attitude and by helping them build self-instruction strategies and promote their self-confidence.
Authentic Materials for Study: All students can use various resources of authentic reading materials either at school or from their home. Those materials can be accessed 24 hours a day at a relatively low cost.
Greater Interaction: Random access to Web pages breaks the linear flow of instruction. By sending E-mail and joining newsgroups, EFL students can communicate with people they have never met. They can also interact with their own classmates. Furthermore, some Internet activities give students positive and negative feedback by automatically correcting their on-line exercises.
Individualization: Shy or inhibited students can be greatly benefited by individualized, student-centered collaborative learning. High fliers can also realize their full potential without preventing their peers from working at their own pace.
Independence from a Single Source of Information: Although students can still use their books, they are given the chance to escape from canned knowledge and discover thousands of information sources. As a result, their education fulfils the need for interdisciplinary learning in a multicultural world.
Global Understanding: A foreign language is studied in a cultural context. In a world where the use of the Internet becomes more and more widespread, an English Language teacher's duty is to facilitate students' access to the web and make them feel citizens of a global classroom, practicing communication on a global level.

What Can We Do With CALL?

There is a wide range of on-line applications which are already available for use in the foreign language class. These include dictionaries and encyclopedias, links for teachers, chat-rooms, pronunciation tutors, grammar and vocabulary quizzes, games and puzzles, literary extracts. The World Wide Web (WWW) is a virtual library of information that can be accessed by any user around the clock. If someone wants to read or listen to the news, for example, there are a number of sources offering the latest news either printed or recorded. The most important newspapers and magazines in the world are available on-line and the same is the case with radio and TV channels.

Another example is communicating with electronic pen friends, something that most students would enjoy. Teachers should explain how it all works and help students find their keypals. Two EFL classes from different countries can arrange to send E-mail regularly to one another. This can be done quite easily thanks to the web sites providing lists of students looking for communication. It is also possible for two or more students to join a chat-room and talk on-line through E-mail. .

Another network-based EFL activity could be project writing. By working for a project a pupil can construct knowledge rather that only receive it. Students can work on their own, in groups of two or in larger teams, in order to write an assignment, the size of which may vary according to the objectives set by the instructor. A variety of sources can be used besides the Internet such as school libraries, encyclopedias, reference books etc. The Internet itself can provide a lot of food for thought. The final outcome of their research can be typed using a word processor. A word processor can be used in writing compositions, in preparing a class newsletter or in producing a school home page. In such a Web page students can publish their project work so that it can reach a wider audience. That makes them feel more responsible for the final product and consequently makes them work more laboriously.

The Internet and the rise of computer-mediated communication in particular have reshaped the uses of computers for language learning. The recent shift to global information-based economies means that students will need to learn how to deal with large amounts of information and have to be able to communicate across languages and cultures. At the same time, the role of the teacher has changed as well. Teachers are not the only source of information any more, but act as facilitators so that students can actively interpret and organize the information they are given, fitting it into prior knowledge (Dole, et al., 1991). Students have become active participants in learning and are encouraged to be explorers and creators of language rather than passive recipients of it (Brown, 1991). Integrative CALL stresses these issues and additionally lets learners of a language communicate inexpensively with other learners or native speakers. As such, it combines information processing, communication, use of authentic language, and learner autonomy, all of which are of major importance in current language learning theories.

Teachers' Barriers to the Use of Computer-assisted Language Learning

The barriers inhibiting the practice of Computer-assisted Language Learning can be classified in the following common categories (a) financial barriers, (b) availability of computer hardware and software, (c) technical and theoretical knowledge, and (d) acceptance of the technology.

Financial Barriers

Financial barriers are mentioned most frequently in the literature by language education practitioners. They include the cost of hardware, software, maintenance (particular of the most advanced equipment), and extend to some staff development. Froke (1994b) said, "concerning the money, the challenge was unique because of the nature of the technology." Existing universities policies and procedures for budgeting and accounting were well advanced for classroom instruction. The costs of media were accounted for in the university as a part of the cost of instruction. Though the initial investment in hardware is high, inhibiting institutions' introduction of advance technologies; but Hooper (1995) recommends that the cost of computers will be so low that they will be available in most schools and homes in the future.

Lewis et al. (1994) indicate three conditions under which Computer-assisted Learning and other technologies can be cost-effectiveness: Computer-assisted Learning costs the same as conventional instruction but ends up with producing higher achievement in the same amount of instructional time, it results in students achieving the same level but in less time. These authors indicate that in examples where costs of using technologies in education are calculated, they are usually understand because the value of factors, such as faculty time and cost of equipment utilization, is ignored (McClelland, 1996).

Herschbach (1994) argues firmly that new technologies are add-on expenses and will not, in many cases, lower the cost of providing educational services. He stated that that the new technologies probably will not replace the teachers, but will supplement their efforts, as has been the pattern with other technologies. The technologies will not decrease educational costs or increase teacher productivity as currently used. Low usage causes the cost barrier. Computers, interactive instruction TV, and other devices are used very few hours of the day, week, or month. Either the number of learners or the amount of time learners apply the technology must be increased substantially to approach the concept of cost-effectiveness. There are other more quick and less expensive ways of reducing costs, no matter how inexpensive the technology being used (Kincaid, McEachron, & McKinney,1994.

Availability of Computer Hardware and Software

The most significant aspects of computer are hardware and software. Availability of high quality software is the most pressing challenge in applying the new technologies in education (Herschbach, 1994; Miller, 1997; Office of Technology Assessment, 1995; Noreburg & Lundblad, 1997). Underlying this problem is a lack of knowledge of what elements in software will promote different kinds of learning. There are few educators skilled in designing it because software development is costly and time-consuming (McClelland, 1996).

McClelland (1996) indicated having sufficient hardware in locations where learners have access to it problematic and is, of course, partly a financial problem. Computer hardware and software compatibility goes on to be a significant problem. Choosing hardware is difficult because of the many choices of systems to be used in delivering education, the delivery of equipment, and the rapid changes in technology.

Technical and Theoretical Knowledge

A lack of technical and theoretical knowledge is another barrier to the use of Computer-assisted Language Learning technology. Not only is there a shortage of knowledge about developing software to promote learning, as shown above, but many instructors do not understand how to use the new technologies. Furthermore, little is known about integrating these new means of learning into an overall plan. In the communication between McClelland and C. Dede (1995), Dede indicated the more powerful technologies, such as artificial intelligence in computers, might promote learning of higher-order cognitive skills that are difficult to access with today's evaluation procedures and, therefore, the resulting pedagogical gains may be under-valued. Improper use of technologies can affect both the teacher and learner negatively (Office of Technical Assessment, 1995).

Acceptance of Technologies

We live in a time change. Gelatt (1995) stated that change itself has changed. Change has become so rapid, so turbulent, and so unpredictable that is now called "white water" change (p.10). Murphy & Terry (1998a) indicated the current of change move so quickly that they destroy what was considered the norm in the past, and by doing so, create new opportunities. But, there is a natural tendency for organizations to resist change. Wrong conceptions about the use of technology limit innovation and threaten teachers' job and security (Zuber-Skerritt, 1994). Instructors are tend not to use technologies that require substantially more preparation time, and it is tough to provide instructors and learners access to technologies that are easy to use (Herschbach, 1994).

Engaging in Computer-assisted Language Learning is a continuing challenge that requires time and commitment. As we approach the 21st century, we realize that technology as such is not the answer to all our problems. What really matters is how we use technology. Computers can/will never substitute teachers but they offer new opportunities for better language practice. They may actually make the process of language learning significantly richer and play a key role in the reform of a country's educational system. The next generation of students will feel a lot more confident with information technology than we do. As a result, they will also be able to use the Internet to communicate more effectively, practice language skills more thoroughly and solve language learning problems more easily.

Maslow's theory

Maslow

Maslow's hierarchy of need categories is the most famous example:

self-actualization

esteem

belongingness

safety

physiological

Herzberg theory

Two Factor theory (Herzberg)

According to Herzberg, two kinds of factors affect motivation, and they do it in different ways:

hygiene factors. These are factors whose absence motivates, but whose presence has no perceived effect. They are things that when you take them away, people become dissatisfied and act to get them back. A very good example is heroin to a heroin addict. Long term addicts do not shoot up to get high; they shoot up to stop being sick -- to get normal. Other examples include decent working conditions, security, pay, benefits (like health insurance), company policies, interpersonal relationships. In general, these are extrinsic items low in the Maslow/Alderfer hierarchy.
motivators. These are factors whose presence motivates. Their absence does not cause any particular dissatisfaction, it just fails to motivate. Examples are all the things at the top of the Maslow hierarchy, and the intrinsic motivators.

So hygiene factors determine dissatisfaction, and motivators determine satisfaction. The two scales are independent, and you can be high on both.
If you think back to the class discussion on power, we talked about a baseline point on the well-being scale. Power involved a threat to reduce your well-being, causing dissatisfaction. Hence, power basically works by threatening to withhold hygiene factors. Influence was said to fundamentally be about promising improvements in well-being -- when you are influenced to do something, it is because you want to, not because you were threatened. Influence basically works by offering to provide motivators (in Herzberg's terms).

mcclellan theory

Acquired Needs Theory (mcclellan)

Some needs are acquired as a result of life experiences

need for achievement, accomplish something difficult. as kids encouraged to do things for themselves.
need for affiliation, form close personal relationships. as kids rewarded for making friends.
need for power, control others. as kids, able to get what they want through controlling others.

Again similar to maslow and alderfer.
These needs can be measured using the TAT (thematic apperception test), which is a projection-style test based on interpreting stories that people tell about a set of pictures.

Education For All

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