Educational Wealth: code 8603

2nd Solved assighnment - code 8603 aiou Autumn 2019

Abdullah 0 aiou, autumn 2019, code 8603, solved assignments Friday, February 14, 2020

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Course: Curriculum Development </h2>
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Code: 8603                                            Level: B.Ed                                      Autumn 2019 </h2>
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                                                                    <span style="color: red;"><b>Assignment No: 02 </b></span><br />
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<i>Q.1 Evaluate various types of procedures for content selection. Differentiate between the concepts of content selection and curriculum organization. </i></h3>
Ans:<br />
The term curriculum is viewed in two different ways: the micro and the macro. The micro curriculum refers to subjects, while the macro curriculum refers to curricular programs. For example, the subject biology is a micro curriculum while BS in Civil Engineering is a macro curriculum. <br />
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What do the micro and the macro curriculum contain? The following criteria discusses the content of these two levels of the curriculum. LU Seven Criteria for the Selection of Subject-matter or Content of the Curriculum The 7 criteria below can be utilized in the selection of subj content, subjects needed for the curricular program or cours matter for micro curriculum, and for the the macro curriculum. <br />
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<b>1. Self-sufficiency </b></h4>
To help learners attain maximum self-sufficiency at the most economical manner is the main guiding principle for subject matter or content selection (Scheffler, 1970) as cited by Bilbao et al., (2008). Economy of learning refers to less teaching effort and less use of educational resources; but students gain more results. They are able to cope up with the learning outcomes effectively. <br />
With this principle in mind Al suggest that for a high school curriculum of preparatory year, there should be a one day independent learning activity each week. However, this should be carefully planned by the teacher. When the students retyflp, they should present outputs from the activity. <br />
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2. Significance </h4>
The subject matter or content is significant if it is selected and organized for the development of learning activities, skills, processes, and attitude. It also develops the three domains of learning namely the cognitive, affective^ and psychomotor skills, and considers the cultural aspects of the learners. Particularly, if your students come from different cultural backgrounds and races, the subject matter must be culture-sensitive. <br />
In short, select a content or subject -matter that can achieve the overall aim of the curriculum. <br />
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 3. Validity </h4>
Validity refers to the authenticity of the subject matter or content you selected. Make sure that the topics are not obsolete. <br />
For example, do not include typewriting as a skill to be learned by college students. It should be about the computer or Information Technology (IT). <br />
Thus, there is a need to check regularly the subject matter or contents of the curriculum, and replace it if necessary. Do not wait for another 5 years in order to change it <br />
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<b>4.   Interest </b></h4>
This criterion is true to learner-centered curriculum. Students learn best if the subject matter is meaningful to them. It becomes meaningful if they are interested in it. But if the curriculum is subject- centered, teachers have no choice but to finish the pacing schedule religiously and teach only what is in the book. This may somehow explain why many fail in the subject. <br />
Utility <br />
Another criterion is the usefulness of the content or subject matter. Students think that a subject matter or some subjects are not important to them. They view it useless. As a result, they don’t study. <br />
Here are the questions that students often ask:<br />
 Will I need the subject in my job? Will it give meaning  to my life? Will it develop my potentials? Will it solve my problem? Will it be part of the test?<br />
 Will I 2 have a passing mark if I learn it? <br />
Students only value the subject matter or content if it is useful to them. <br />
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6. Learnability </h4>
The subject matter or content must be within the schema of the learners. It should be within their experiences. Teachers should apply theories on psychology of learning in order to know how subjects are presented, sequenced, and organized to maximize the learning capacity of the student. <br />
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7. Feasibility </h4>
It means that the subject matter can be fully implemented. It should consider the real situation of the school, the government, and the society, in general. Students must learn within the allowable time and the use of resources available. Do not give them a topic that is impossible to finish. <br />
In conclusion, teachers in elementary and high school are not directly involved in the selection of subject-matter because there are already lesson plans made by the Department of Education. All they have to do is to follow it. However, they can also customize the lessons if their department heads or principals will allow them. <br />
As regards macro curriculum, the Commission on Higher Education sets guidelines and policies on what subjects should be offered as minimum requirements for the course. Then, the Curriculum Development Committee will take charge of the selection, organization and implementation of the curriculum with the approval of the Academic Council. <br />
The Curriculum Development Committee headed by the Director of Curriculum Development sees to it that the selection of the subject-matter and the subjects for a curricular program be examined and scrutinized using the 7 criteria mentioned above. <br />
But, this is not the end of the process yet! Selection of the subject matter or content of the micro and macro curriculum is only one of the considerations in designing the curriculum.<br />
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  <i>Q.2 Design strategies and methods for the evaluation of curriculum of secondary level of education in accordance with the need of the country. </i></h3>
Ans:<br />
Curriculum design can be equated with curriculum organization for it is defined as “the arrangement of the elements into a substantive whole.” This definition assumes that the curriculum developer has already thought of, or perhaps formulated, the curricular aims, goals, and objectives, and selected the appropriate curriculum content, learning experiences, and evaluation procedures. The organization of these components of a curriculum into a coherent, meaningful, curriculum plan is termed curriculum design. This curriculum design is influenced by the philosophical, psychological, sociological, and historical orientation of the curriculum developer and ideally, by the characteristics of a sound curriculum. <br />
Furthermore, designing a curriculum takes into account horizontal and vertical organization. Vertical organization refers to the longitudinal arrangement of content as reflected in the presence of sequence, continuity, and vertical articulation in the curriculum. Horizontal organization refers to the arrangement of content, skills, and processes from the viewpoints of scope and horizontal integration. <br />
People certainly don't progress through the Stages of Change in the time it takes to work through this curriculum - or even attend a treatment program for that matter -<br />
 since each stage can take months or even years to complete. You will have people in your group with the same Psychiatric or Substance Disorders who will be at different levels of readiness to change their behaviors. Even the same person can be in different stages of change for different Jsehaviprs. For instance, a person may be in the Action Stage of Change regarding cocaine abuse, yet in the Pre-Contemplation Stage of Change regarding alcohol abuse, and perhaps in the Contemplation Stage of Change regarding a Psychiatric Disorder, such as Major Depression. The possible scenarios are only limited by the number of people you have in your group and by how many disorders or behavior change goals each person <br />
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It’s still extremely important to organize the subjects of the curriculum; so they correspond to the Stages of Change. This provides a foundation of program development that&&onsistent with the way people progress through stages when changing a behavior. It also provides you with specific points of reference to identify the Stages of Change of each group and^trefff^ent participant. This knowledge <br />
will guide your individualized responses individualized treatment planning. <br />
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<b>Simple-to-complex </b></h4>
Whole-to-part, concrete-to-abstract, simple-to-conriplex, and similar other learning principles also guide the sequencing of the curriculum from the psychological viewpoint. Learners’ interests and needs, another basis for sequencing content, are actually anchored on the psychological growth stages of man. Young children are interested in play activities, storytelling, dancing, singing; and their needs (physiological, safety, and affiliation) are at the lowest hierarchy in Maslow’s motivation theory. As they grow older, their needs progress to the higher levels of the hierarchy (esteem, recognition, achievement, self-actualization) <br />
likewise shift to those of adults (such as hobbies and recreation; love, sex, and marriage; economic sufficiency). Information regarding these changes in the learners as they go through the different stages of their development can serve as a basis in making decisions concerning curriculum sequence. Lastly, sequence may be based on an analysis of the activities an adult goes through to successfully execute a performance or an activity (e.g., typing, dancing, accounting, playing musical instruments). The hierarchical order at which the required knowledge and skills are needed in the performance of such activities guides the sequencing of curriculum content. <br />
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Treatment goals </h4>
Remember, our job is to help people work through their treatment goals - not identify people as resistant or unmotivated because they are not working toward our treatment goals for them. It’s also inconsistent to have a treatment philosophy of supporting a person’s self-efficacy (sense of capability to master challenges and achieve goals) and at the same time treat the person as if they have no say or understanding of what they need. For instance, throughout any given treatment experience, some people will remain in one Stage of Change (for instance, the Contemplation Stage of Change) during one treatment experience for either one behavior change or more or even all behavior changes regarding their Psychiatric or Substance Disorder. <br />
By accurately matching each person’s level of readiness for change and supporting their self-efficacy in meeting the goals for that stage, each person is much more likely to move to the next stage of readiness to change. For instance, in Pre-Contemplation a person may simply want to complete treatment to make “them” happy, such as the legal system or a domestic partner. Mismatching the level of readiness for change, such as trying to push a “pre-contemplator” into an “action taker,” can produce a sense of hopelessness for the “treated” and the “treater.” It also makes a person much less likely to move ahead in the stages of behavior change. <br />
The curriculum also contains different sections designed to educate group members about the Stages of Change. It includes ways they can identify their owh levels of readiness to change specific behaviors. <br />
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Continuity </h4>
Points of interest in the vertical organization of curriculum include sequence, continuity, and integration. Sequence is the vertical arrangement of elements of content in which the next element is directly related to the first. Continuity.<br />
Vertical integration or articulation is a third consideration in vertical organization. Vertical integration refers to the arrangement of the curriculum in such a way that relationships among topics or courses in a given field of study across grade/year levels;are emphasized. If vertical organization is present in the curriculum, unnecessary repetition of content and gaps in knowledge can be avoided. <br />
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Vertical integration </h4>
Vertical integration can be accomplished if teachers of different courses that belong to the same field of study plan together to map out the scope and sequence of their respective courses. For example, Grade I English teachers can confer with English teachers in the preparatory school and in Grade II to find out where English I should startah: end. This activity will enable these three groups of teachers to know each other’s expectations as to pre-entry and terminal knowledge and skills of pupils of English on those educational levels.<br />
They will also know which content elements to repeat, reinforce, or review. Vertical integration across programs (pre-elementary, elementary, secondary, tertiary) is difficult, especially if a school offers only one of those programs. In the De La Salle University System, which consists of one pre-elementary- elementary-secondary school and four tertiary-level institutions, syllabi in the general education courses in freshman college programs are shared with feeder member schools. This arrangement enables the school offering secondary education to better prepare the graduates for college. <br />
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<i>Q.3 Discuss the major problems faced by rural areas of Pakistan. Suggest their solution through curriculum. </i></h3>
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<i>Ans: </i></h3>
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1.Education and rural development.</h4>
Rural development implies both the economic betterment of people as well as greater social transformation. The continuous growth of the Indian economy forces the Indian government to accelerate the process of developing all the branches of the Indian education system. As more than half of the population in India lives in villages, therefore the education system in rural area also plays a significant contribution in the growth of the economy.<br />
 The present system of education in India was introduced by the British in the 20th century. The system so given has a western style and content, ignoring traditional structures and so has declined. After independence, the Central Government has taken the responsibility of technical and higher education. The central government through the Ministry of Human Resource Development's Department of Education and the governments at the states formulated the education policy and planning. <br />
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Problems faced by Schools in Rural  India </h4>
Though India is developing rapidly and many initiatives had been taken for the development of rural India, still much more have to be done. There are several problems being faced by the schools running in rural India. Some of these problems are stated below: <br />
Lack of Infrastructure: Many schools in villages lack proper infrastructure facilities. There are no proper facilities for sitting as sometimes children are even made to sit on the floor due to nonavailability of furniture. The school building lacks doors and windows, and so the wind and animals enter unimpeded. <br />
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Low Income: </h3>
Teachers in the villages also get very less income in comparison to the teachers that teach in urban schools. As teachers are not satisfied with their income, they generally do not give proper attention to the students.<br />
<i><b>Lack of Transportation Facilities:</b></i> This is one of the biggest problems being faced by the children going to village schools. As there are no proper transport facilities available children don't like to travel miles to come to school. <br />
<i><b>Less in Number:</b></i> In comparison to the number of schools present in urban area i.e., cities or towns, there are very few schools in villages or rural areas. <br />
<i><b>Lack of Basic Amenities</b></i>: Even the basic amenities like drinking water, clean toilets etc are also not available in many of the schools at villages. <br />
<i><b>Lack of Extra-Curricular Activities: </b></i>Apart from the course curriculum rural schools are not able to involve children in other activities like sports, co-curricular activities and competitions. Such events and activities tend help in the over all development of the children. <br />
<i><b>Deficiency of Funds: </b></i>One of the severe hurdles in the education system in rural India is the unavailability of funds. Some schools do not have funds even for purchasing benches, blackboards etc <br />
In order to prepare students.to enter the workforce or further their education, two-year college programs should provide experiences that go beyond chemistry knowledge alone to develop other critical skills necessary for effect ive\:and productive professionals. <br />
<i><b>2.Productive skill development and curriculum</b></i><br />
The curriculum should include the skills and knowledge of greatest importance to the program’s partners. Hands-on experience should be emphasized and employability skills, such as troubleshooting, searching and interpreting chemical literature, laboratory safety, communication, teamwork, and ethics should be integrated into the curriculum. Students <br />
Chemistry education should develop students' ability to objectively analyze and evaluate information.<br />
<i><b>3.Aims of curriculum evaluation. </b></i><br />
Curriculum evaluation is crucial to measuring curriculum effectiveness in any educational setting. In this lesson, we'll explore this process and examine several models that might be used for curriculum evaluation. <br />
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What Is Curriculum Evaluation? </h4>
The purpose of curriculum evaluation is to determine whether or not the newly adopted curriculum is producing the intended results and meeting the objectives that it has set forth, and it is an essential component in the process of adopting and implementing any new curriculum in any educational setting. Another purpose of curriculum evaluation is to gather data that will help in identifying areas in need of improvement or change. <br />
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Why Is It Necessary? </h4>
parties, or stakeholders, interested in the process and results of curriculum <br />
1- Parents are interested because they want to be assured that their children are being provided with a sound, effective education. <br />
2-Teachers are interested because they want to know that what they are teaching in the classroom will effectively help them cover the standards and achieve the results they know parents and administration are expecting. <br />
3-The general public is interested because they need to be sure that their local schools are doing their best to provide solid and effective educational programs for the children in the area. <br />
4.Administrators are interested because they need feedback on the effectiveness of their curricular decisions. <br />
5.Curriculum publishers are interested because they can use the data and feedback from a curriculum evaluation to drive..<br />
In the end, the goal is always to make sure that students are being provided with the best education possible. Because the curriculum is a huge part of this, curriculum evaluation is a means of deciding whether or not the chosen curriculumjs going to bring the school closer to that goal. <br />
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1. Objectives movement in Pakistan </h4>
Following factors can be said to be the objectives of the 4.Objectives movement and establishment of Pakistan. <br />
Enforcement of the sovereignty of the God Almighty:<br />
The Islamic State is built up on the concept of the sovereignty of the God Almighty. The prime objective of the demand of the Pakistan was the establishment of a State where Almighty God’s supremacy could be enforced and where a government based on the Islamic principles could be instituted,. The quaid- l-Azam said “we did not demand Pakistan to acquire a place of Land, but we wanted a homeland where we could introduce Islamic principles”. <br />
Mrs. Brown is a math teacher at a local junior high school. Her school has recently adopted a new math o curriculum, and Mrs. Brown has her doubts as to whether or not the choice of curriculum was a good  one. Several of the parents have also expressed their concerns. Mrs. Brown is in need of a method for evaluating the effectiveness of this new curriculum. She is looking to conduct a curriculum evaluation. to <br />
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There are several evaluation. </h4>
Establishment of Islamic Democracy: Islam has given an ideal concept of democracy which is distinctively different from the western concept. In Islamic democratic system everyone is equal and no one enjoys a privileged position on the basis of the social status, colour or creed. The Khalifa, the ‘Naib’ of God on earth, strictly follows the principles of Islam and Sunnah in the administration of the , state affairs. The Khalifa has dual accountability; on earth he is responsible to the people and in heaven to the God almighty.                                                                                                                                                                  <br />
One of the main purposes of the freedom movement was that the Muslims of the sub-continent wanted a country where the Ideal system of Islamic democracy could be installed. The Muslims demanded Pakistan solely because they desired to live according to the principles of Islam. The “two nation theory” which became the basis of the freedom movement for Pakistan and also implies that the principle of sub-continent wanted to mould their lives according to the Islamic principles. <br />
It was because of this reason that the famous slogan, Pakistan ka matlab kia La ilaha ill allah, came on everybody’s tongue. The Quid—i-Azam said on 14th February, 1948 at Sibi, “It is my firm belief that our salvation lies in the following golden rules of conduct as given by our great law-giver, the Prophet of Islam. Let us lay the foundation of our democratic system on Islamic Ideals and principles. The almighty has taught us that our decision in the state affairs shall be guided by mutual consultation”. <br />
Muslims was in great jeopardy because of the Hindu hatred and antagonism. If the British would have left the country as a united India, the Muslims would have fallen a hiimble prey to the perpetual Hindu domination and caprice. The demand for Pakistan was aimed at protecting the Muslims from this Hindu domination and subjugation and also at the revival to the Muslim Identity and National Image which was in disastrous jeopardy in the united India. <br />
Protection of Muslim culture and civilization:<br />
 The Muslims were always a separate nation because of their distinctive cultural values and pattern. They were easily distinguishable from other nations on the basis of their social behavior. The Muslim culture, civilization and literature were the living and proud symbols of the Muslim identity as a separate and distinct nation. Although the Muslims lived with Hindus and other nations from centuries, yet they proudly tn;ai.nt€!ned Ifrijr separate image. The Muslims and separateness. <br />
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<i>Q.4 Compare Thiland.Curriculum development in Japan </i></h3>
Ans:<br />
Specifically, the objective, goal, curricula, number of different stage of school are specified under the School and contents of each course are stipulated under the Courses of Study established pursuant to laws and ordinances. In accordance with this, each school has been organizing and implementing its own distinctive curricula, taking into consideration the conditions of the local community and school itself, the stages of mental and physical growth and the characters of children, pupils or students. <br />
National weeks and course subjects at each ducation Law, and furthermore, the objective <br />
Elementary schools and lower secondary schools since April 2002 and upper secondary schools since April 2003 have been nationally using the Courses of Study, which aim for the education of children, pupils and students to acquire rudiments and basics firmly as well as the cultivation of a “the zest for living,” which means the ability to learn and think independently by and for oneself. For that purpose, the following improvements are intended by the new Courses of Study:root the rudiments and basics surely by enriched and elaborate instruction responding to an individual as well as the careful and strict selection of educational content; <br />
1-enrich education to develop personalities by widening the scope of selective courses; <br />
2-enrich the experiential and problem-solving learning of each course subject to cultivate the ability to learn and think voluntarily; <br />
3-create a “Period of Integrated Study” to cultivate ways of learning and thinking and an attitude of trying to solve or >upgrade ethical education to strongly equip children with the judgment of good and evil and norm consciousness. <br />
For the National Curriculum Standards for Kindergartens* see this link and this link. <br />
4- National Curriculum Standards for elementary and above have not appeared online on the MEXT site at the time of researching, but try out the link below to an article that illustrates the implementation of national curriculum standards in elementary schools, how teaching is carried out, and touches upon Kumon and Soroban afterschool classes.For details on Courses of study, see this page. <br />
For the Course of study for foreign languages, click here. <br />
What is the integrated period of study? <br />
Under the previous administration, it was aimed to make the national curriculum standards more generalized and flexible so that each school would be able to shw ingenuity (creativity?) in making a distinctive timetable. The integrated study period is designed to cultivate ways of learning and thinking and an attittude of trying to solve or pursue problems independently and creatively. <br />
What is NEXT’s initiative to improve the academic ability of students in schools? <br />
Schools are making active efforts to provide the development of learning based on the needs of each student so as to deepen understanding further beyond th'dscope of the Courses of Study for those children who adequately understand the contents designated by the Courses of Study on the one hand, and on the other to repeat the instruction of the rudiments and basics for those children who do not adequately understand the contents designated by the Courses of Study through supplementary teaching or otherwise to utilize creativity and ingenuity while considering the conditions of the children’s mastery and full understanding. <br />
Supported efforts in schools such as: an increase in the staffing number of teachers allowing a small group teaching in line with the degree of attainment; the “Frontier Project to Improve Scholastic Competence,” which is to designate a base' schggiror more to research trial teaching practices for the improvement of the teaching in line with alliild’s personality and to spread the results of the research to all other schools in Japan; and the announcement of “Exhortation toward Learning” in January 2002,and in April 2003 formed and has been implementing and promoting the “Action Ran for Improving Academic Ability,” a package of comprehensive measures aimed at securely improving academic ability. <br />
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Curriculum development in Thailand </h4>
The structure of lower and upper secondary school cur Core subjects: basic subjects that correspond students. All of these subjects'are prepared Development. <br />
Prescribed Elective Subjects: <br />
basic subjects which are different according to local conditions and needs. The local authorities are given an opportunity to choose the subjects offered according to the number of credits, or the local authorities can prepare the subjects offered by themselves in addition to those prescribed by the Department of Curriculum and Instruction Development. <br />
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Free Elective Subjects: </h4>
The school must not provide all of eight groups of learning essence for the students in each semester and it is not necessary to study all at the first time. Actually, the students must finish studying with all of eight Learning essence groups and fulfill with the standard knowledge and competence as the required curriculum at the end of the period. <br />
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Progress and impacts </h4>
The new curriculum reform has been in place for nearly 14 years in China. It has achieved a series of conceptual innovations and gained a breakthrough in practice (Guan and Meng, 2007). Feng, (2006) summarized the progress in four points: <br />
A positive tendency has emerged from the learning and teaching process, including many teachers having learned to reflect upon their classroom behaviors after teaching, instructor-teacher relationships in the classroom becoming more harmonious, and an obvious decrease in the dropout rate. <br />
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Problems and challenges </h4>
The curriculum standards are not flexible enough. While many qualified and experienced teachers choose to move to schools in big cities, those in small towns and rural areas have more difficulties in successfully implementing the new curriculum due to their insufficient ability. <br />
Firstly, it strengthens the concept of focusing on students’ development.<br />
Secondly, classroom teaching activities become more varied with improved awareness and teaching capacity.<br />
Thirdly, students’ academic quality, innovative spirit and practical skills see overall improvement. Fourthly,<br />
a mechanism of sustainable development and protection of various types of expert teams has been formed.<br />
 Fifthly, the guidance of the research team has been significantly enhanced.<br />

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<span style="font-size: large;"><i><span class="Heading7">Q.5 Write
short notes on the following:</span></i></span></h3>
<a href="https://www.blogger.com/u/2/null" name="bookmark82"><span class="Heading7"></span></a><b><br /></b>
<b>a) Contribution of Imam Ghazali and I bn-e-Khuldum </b><br />
to students gradually in stages, lower to higher, which they may understand. If teaching methods are gradually applied to students, the education will prove more effective for them. Initially, the main principles of information and sciences should be taught, and taking into consideration the learning capacity of the students these matters should be explained briefly. The subjects to be taught should be provided with this method until completion. Such a method will result in the students showing more aptitude to the given information. <br />
Teachers usually explain the difficult and deeper aspects of subjects which students are learning for the first time, therefore, forcing the students to memorize the subject. They accept this as the correct form of teaching. However, the students’ brains are not capable of understanding this. It’s difficult enough for them to learn a lesson. This results in the students becoming lazy, their mind rejects the information and the period of learning is prolonged. This is subsequently a result of poor teaching methods. The teacher should not impose upon the students whether they are new or accustomed to the subject. He should not overload the students with lessons beyond their capabilities and capacities, or should not intrude beyond the textbook under study or begin a new textbook before the current one is completed. Otherwise, the issues will be scrambled and subjects will become complex. When teaching, one must provide thought and revision. Memorization should be avoided. <br />
Subjects should not be taught in a Broken Sequence <br />
To teach subjects in a broken sequence is to prolong the term of study for knowledge or the sciences. For breaking up lessons or pausing results in a further period to learn that subject. The connection of issues within a subject will lose its significance. If issues within the subjects of information are applied in an organized manner until completion, these subjects will become more profound and their impression more permanent and students will therefore gain more. The information shall be connected with relative subjects and concretely formed within the brain and the mind. <br />
Two subjects should not be taught at one and the same time or be mixed with another subject. One should not pass on to another subject while the first remains incomplete. For this separates the heart from the mind. Concentration on learning both subjects at the same time unfortunately leads to an incomplete knowledge of both the subjects; the student absorbs neither information correctly. <br />
Appropriate Length of Subjects Taught <br />
According to Ibn Khaldun, an over-summarized text on certain information as well as an overextended text will create difficulty in learning the actual information. Furthermore, he separates the sciences into two categories of science-means and science-purposes. He explains the drawbacks of over-emphasizing on science-means. He believes that the wise men of recent times and their emphasis on science-means have led to negative results in the learning of these subjects. <br />
It is Harmful to be very Strict on the Student <br />
During education and teaching, it is harmful to be very strict on the student especially if the student is of young age. This sort of aggressiveness negatively influences the child. It may affect the psychology of the child and create unhappiness as well as corrupt his desire to work and study. This will drive the child to misbehaviour and to lie out of fear. He will learn to display actions contrary to those really within his heart. In time, this will become his nature and part of his character. It will corrupt the enhancements of social activities, modernization and the whole meaning of humanity consisting of self-esteem and family values. Therefore, teachers, mothers and fathers should not be aggressive towards children in order to teach them obedience and manners. <br />
Travelling and Conferencing with Scholars is Useful for Education <br />
People sometimes learn knowledge, ethics, occupation, views and virtues from teachers and also from persons who are masters of their fields or simply others whom they accept as role models. Practical experience usually influences more concrete ideas on certain subjects. The more knowledgeable the teacher from whom information is gained, the more solid the knowledge is acquired by the student. Terminology of subjects usually complicates the learning process. Due to this, some assume that these terminologies are just part of the subject. This incorrect attitude may only be rectified by various means and teaching performed accordingly. Hearing the information from various masters shall strengthen his knowledge and assist him to differentiate between terminologies. <br />
<b>b) Taxonomies of Education</b><br />
There are three taxonomies. Which of the three to use for a given measurable student outcome depends upon the original goal to which the measurable student outcome is connected. There are knowledge-based goals, skills-based goals, and affective goals (affective: values, attitudes, and interests); accordingly, there is a taxonomy for each. Within each taxonomy, levels of expertise are listed in order of increasing complexity. Measurable student outcomes that require the higher levels of expertise will require more sophisticated classroom assessment techniques. <br />
student understands proper dental hygiene"-is an example of a knowledge-based goal. It is knowledge-based because it requires that the student learn certain facts and concepts.<br />
An example of a skills-based goal for this course might be "student flosses teeth properly." This is a skills-based goal because it requires that the student learn how to do something. Finally, an affective goal for this course might be "student cares about proper oral hygiene." This is an affective goal because it requires that the student's values, attitudes, or interests be affected by the course. <br />
To determine the level of expertise required for each measurable student outcome, first decide which of these three broad categories (knowledge-based, skills-based, and affective) the corresponding course goal belongs to. Then, using the appropriate Bloom's Taxonomy, look over the descriptions of the various levels of expertise. Determine which description most closely matches that measurable student outcome. As can be seen from the examples given in the three Tables, there are different ways of representing measurable student outcomes, e.g., as statements about students  as questions to be asked of students, or as statements from the student's perspective . You may find additional ways of representing measurable student outcomes and in Tables are just examples. <br />
Bloom's Taxonomy is a convenient way to describe the degree to which we want our students to understand and use concepts, to demonstrate particular skills, and to have their values, attitudes, and interests affected. It is critical that we determine the levels of student expertise that we are expecting our students to achieve because this will determine which classroom assessment techniques are most appropriate for the course. <br />
Though the most common form of classroom assessment used in introductory college courses--multiple choice tests--might be quite adequate for assessing knowledge and comprehension (levels 1 and 2,, this type of assessment often falls short when we want to assess our students knowledge at the higher levels of synthesis and evaluation (levels 5 and 6).4 Multiple- choice tests also rarely provide information about achievement of skills-based goals. Similarly, traditional course evaluations, a technique commonly used for affective assessment, do not generally provide useful information about changes in student values, attitudes, and interests. <br />
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Assessment techniques </h4>
Thus, commonly used assessment techniques, while perhaps providing a means for assigning grades, often do not provide us with useful feedback for determining whether students are attaining our course goals, and not using assessment techniques capable of measuring expected student outcomes given the'levels of expertise required to achieve them. Using the CIA model of course development, ensure that our curriculum, instructional methods, and classroom assessment techniques are properly aligned with course goals. <br />
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c) Curriculum and community</h4>
The assessment tasks and other work that students produce in the course of their study is a valuable source of information about your teaching and curriculum design. There are many ways to use students' work in both self- and peer-evaluation, for purposes such as developing teaching skills, refining curriculum, diagnosing problem areas and providing evidence of effective teaching.<br />
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Conceptual framework </h4>
Curriculum evaluation is a necessary and important aspect of any national education system. It provides the basis for curriculum policy decisions, for feedback on continuous curriculum adjustments and processes of curriculum implementation. <br />
The fundamental concerns of curriculum evaluation relate to: <br />
1-Effectiveness and efficiency of translating government education policy into educational practice; <br />
2-The achievement of the goals and aims of educational programmes. <br />
Student assessment is an important aspect of curriculum evaluation which helps to facilitate the understanding of the impact and outcome of education programmes. A fundamental measure of the success of any curriculum is the quality of student learning. Knowing the extent to which students have achieved the outcomes specified in the curriculum is fundamental to both improving teaching and evaluating the curriculum. <br />
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Curriculum evaluation </h4>
The term “evaluation” generally applies to the process of making a value judgment. In education, the term “evaluation” is used in reference to operations associated with curricula, programs, interventions, methods of teaching and organizational factors. Curriculum evaluation aims to examine the impact of implemented curriculum on student (learning) achievement so that the official curriculum can be revised if necessary and to review teaching and learning processes in the classroom.<br />
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2nd Solved assighnment - code 8603 aiou Autumn 2019

Course: Curriculum Development Code: 8603 Level: B.Ed Au...

1st Solved assighnment - code 8603 aiou Autumn 2019

Abdullah 0 aiou, autumn 2019, code 8603, solved assignments Saturday, February 01, 2020

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1st  Solved assighnment - code 8603  aiou Autumn  2019          </h2>
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<i><b>Q.l Analyze various definitions of curriculum and write a comprehensive definition of curriculum. Evaluate the curriculum development process in Pakistan at the university level. </b></i> </h3>
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Ans:The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries, curriculum is often defined as the courses offered by a school, but it is rarely used in such a general sense in schools. Depending on how broadly educators define or employ the term, curriculum typically refers to the knowledge and skills.</div>
An individual teacher's curriculum, for example, would be the specific learning standards, lessons, assignments, and materials used to organize and teach a particular course. The purpose of curriculum evaluation is to determine whether or not the newly adopted curriculum is producing the intended results and meeting the objectives that it has set forth, and it is an essential component in the process of adopting and implementing any new curriculum in any educational setting. Another purpose of curriculum evaluation is to gather data that will help in identifying areas in need of improvement or change. <br />
There are several parties, or stakeholders, interested in the process and results of curriculum evaluation. <br />
 Parents are interested because they want to be assured that their children are being provided with a sound, effective education. Teachers are interested because they want to know that what they are teaching in the classroom will effectively help them cover the standards and achieve the results they know parents and administration are expecting. <br />
•       The general public is interested because they need to be sure that their local schools arc doing their best to provide solid and effective educational programs for the children in the area. <br />
 Administrators are interested because they need feedback on the effectiveness of their curricular decisions. <br />
 Curriculum publishers are interested because they can use the data and feedback from a curriculum evaluation to drive changes and upgrades in the materials they provide. <br />
Curriculum development process in Pakistan at the university level curriculum is overanalyzed into mainstream teaching and learning environment, the desired outcomes seem to be unattainable. Till day people have defined curriculum in various ways according to their perception, conception and interpretation.<br />
Curriculum is not a static process, rather it is a dynamic process that evolves according to the needs and demands of the, society and learners. This process of evolution is life-long and demands attention to run along the main stream. So for its smooth sail and better development both practioners and theorists must evolve it according to the needs of learners, society and specific context and along the main stream. So for its smooth sail and better development both practioners and theorists must evolve it according to the needs of learners, society and specific context and conditions. These conditions are apparent and known to us. <br />
This neither challenges to the centralization of the curriculum nor threats any national integrity. The participation of the teachers in the process of curriculum development will help them update and improve not only to the curriculum but also for the better and effective teaching and learning process itself. If we really want to see our curriculum and education successful there is a dire need to involve the teachers who are fully aware of the dynamics of curriculum, in the process of curriculum development.<br />
 A conventional concept of curriculum that curriculum is a combination of all planned and unplanned academic activities that are carried out inside the four walls of a school must be revised and re-defined. It must go beyond the academic activities to the collected vision,national ideology and a philosophy of a nation and country.Curriculum must be such a dynamic one that may have direct influential effect on the teachers and their belief systems <br />
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<b>Q: 2 Compare the recommendations regarding curriculum reforms contained in the last two educational policies and highlight the main differences.</b> </h3>
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 <b>Curriculum Reform</b></h3>
Curriculum reform that changes the shape and nature of post secondary degrees must reflect generally acknowledged academic standards of excellence; skills, knowledge, and understanding to <br />
help students prepare for the future; and the goals and mission of the institution.<br />
No effort at reform can succeed without adequate support for the faculty who have primary responsibility for the curriculum, nor can it succeed unless it addresses the understanding to help students prepare for the future: and the goals and mission of the institution. No effort at reform can succeed without adequate support for the faculty who have primary responsibility for the curriculum, nor can it succeed unless it addresses the needs of a diverse student population. <br />
The goals of higher education curricula should include mastery of basic skills, active participation in the learning process, in-depth study, critical thinking, understanding of a discipline's characteristic methods, and a coherent and relevant course of study. The goals should also be consistent with NEA principles such as faculty control, equal access to quality education for all students, and multicultural understanding. <br />
Any effort at curriculum revision should be designed to prepare all students for effective citizenship and participation in an increasingly diverse society. A common body of intellectual reference must be inclusive of multicultural and multinational perspectives. A diverse student population enriches the knowledge base of all students.<br />
<img loading="lazy" src="file:///C:/Users/Abdullah/AppData/Local/Temp/msohtmlclip1/01/clip_image001.gif" />Search system also includes the institutions that are directly involved in financing, managing, operating or regulating such institutions (like government ministries and regulatory bodies, central testing organizations, textbook boards and accreditation boards). The rules and regulations that guide the individual and institutional interactions within the set up arc also part of the education system. <br />
Recommendations regarding curriculum reforms contained in the last two educational policies and highlight the main differences. <br />
The current basic education! policies arc the heirs of the curriculum reforms of the 1990s. They have maintained the national curricular benchmarks and parameters for basic education and the principles upon which they are founded, and more recent curricular guidelines have largely taken them for references. As with the educational reforms carried out in the 1980s and 1990s in several northern hemisphere and Latin American countries, the concept of the curriculum adapted by the Brezihen edueztiene! system has come to understand basic<br />
Keeping pace with changes in the new world order, curriculum guidelines help promote the U-turn in educational policies that enables a change in the axis from policies for equality that arc intended for everyone indiscriminately - characteristic of the periods of expansion in education systems and universal access within compulsory schooling, to equity policies which attend specific groups. Although the curriculum is made up of areas of specific subject knowledge, it is guided by the interdisciplinary and cross-cutting nature of knowledge and by the need to contextualize it, by the notion of skill or competence, and by an emphasis on diversity. <br />
Acknowledging that there are burning issues in society about which there is no systematized organization of knowledge, such as in traditional school subjects, but which the curriculum cannot ignore, cross-cutting issues are also introduced into it. And thus, in the national context, a space is created within the education systems to address matters such as cultural diversity, gender and sexuality, and the environment, which leads to studies being carried out.<br />
Search qualified by an adjective. 1 his right began to be understood as quality education. And quality education was everyone's prerogative. The social quality of education, which should be its result, was impregnated by society's demands for greater democracy, for a participation in the several decision-making agencies of public and private life, for inclusion, and for the overthrow of inequalities and injustices. <br />
The right to education as a human right imposes itself as a right to difference also. Attention to differences became a core element in the education agenda and classic class inequalities were placed on an equal footing with a whole array of other differences, with none standing out as having greater priority over others in the demand for recognition. The emphasis within curriculum policies, formerly governed by equality of opportunity, increasingly fell upon guaranteeing conditions of access to social and cultural events for segments of the population with limited opportunities.<br />
Policy Measures Regarding Technical and Vocational Education Scientific Research and technical Education Committee for Educational Conference 1947 made some very significant recommendations for building a sound and viable foundation for the technical and vocational education in Pakistan. The committee suggested a comprehensive survey to prepare first hand data about existing higher institutions of technology and colleges imparting education in different fields of scientific education. <br />
The Education Policy 1970 focused on a significant shift towards vocational and technical education at secondary education. To attract students towards vocational and technical education it was suggested that central and provincial governments should offer 75% scholarships on the enrolment in this stream. <br />
National Education Commission 1959 laid a special focus on technical and vocational education. The commission stressed on strengthening of technical and vocational education in the country in order to boost the economy of the state. It was suggested to make technical and vocational education as integral part of the education system of the state, and in this connection, the commission recommended to included practical courses of technical subjects, agriculture, and home economics in the school curriculum. <br />
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<span style="color: #274e13;">Q.3 Select any subject from the curriculum of B.Ed 1.5 AIOU and identify the different foundations of the curriculum from it. Also, highlight the focused foundation that is reflected at this level of the curriculum with examples.</span></h3>
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<span style="color: #274e13;"> </span>Ans:</h3>
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<b>Different foundations of the curriculum</b></h4>
<span style="color: blue;"><b>The Influence of Psychology to Curriculum </b></span><br />
Curriculum is influenced by psychology. Psychology provides information about the teaching and learning process. It also seeks answers as to how a curriculum be organized in order to achieve students' learning at the optimum level, and as to what amount of information they can absorb in learning the various contents of the curriculum. <br />
The following are some psychological theories in learning that influenced curriculum development: <br />
<b><span style="color: red;">1. Behaviorism </span></b><br />
Education in the 20 century was dominated by behaviorism. The mastery of the subject matter is eiven more emphasis. So. learning is organized in a steo-bv-steo orocess.<br />
matter is given more emphasis. So, learning is organized in a step-by-step process. The use of drills and repetition are common. <br />
For this reason, many educational psychologists viewed it mechanical and routine. Though many are skeptical about this theory, we can't deny the fact the influences it had in our educational system. <br />
<span style="color: red;"><b>2. Cognitivism </b></span><br />
Cognitive theorists focus on how individuals process information, monitor and manage their thinking. The basic questions that cognitive psychologists zero in on arc: <br />
How do learners process and store information? <br />
How do they retrieve data and generate conclusion.<br />
<span style="color: red;"><b>3- Humanism</b></span><br />
In this theory, curriculum is after the process, not the product; focuses on personal needs, not on the subject matter; and clarifying psychological meanings and environmental situations. In short, curriculum views founded on humanism posits that learners are human beings who are affected by their biology, culture, and environment. <br />
<span style="color: red;"><b>4. Sociology and Curriculum </b></span><br />
There is a mutual and encompassing relationship between society and curriculum because the school exists within the societal context. Though schools are formal institutions that educate. There is a mutual  relationship between society and curriculum because the school exists within the societal context. <br />
Focused foundation that is reflected at this level of the curriculum .Conflicts among those things desired that may not be perceived by those who desire them.<br />
Students want interesting classes: as they get older they want to deal with things <br />
Teachers want to enjoy teaching and watching their students develop interests and skills in and esteem for what they, as teachers, esteem. Teachers also want to work at discovering.<br />
Administrators want to feel they have been instrumental in bringing about school outcomes they esteem. <br />
Outside interest groups may have concerns which vary in the pursuit from divisible to indivisible, from positional to absolute benefits. We will see that the most important of these.for understanding the curriculum of the public schools, are the colleges and universities and interest groups within them, the subject-matter interest groups, and certain political and moral movements in our society. <br />
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<b>Q.4 Evaluate the following stages in the process of curriculum development with examples:</b></h3>
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Ans:<span style="color: blue;"><b> </b></span></h4>
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<span style="color: blue;"><b>a) Formulation of objectives</b></span></h4>
Research objectives are the goals that you set in your study, that you want to achieve through your study. It informs the readers what you want to research and how far you want to go. It also informs the readers about the scope and extent of the study. The most important point to consider is the clarity of the research objectives. <br />
<i><b>Characteristics of the research objectives Clear </b></i><br />
Clarity is the main focus of the research objectives. The way you word your research objectives tell a lot about your research. <br />
Your research objectives should specifically focus on the what, how when and where questions and there should be no loopholes. <br />
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<i>Identify the main variables of the study</i></h4>
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<i> </i>In the research objectives the researcher decides about the main variables of the study. The variables are the measurable concepts or quantities that will majorly impact your research. The variables should be well-defined in this phase of the research. You should decide about the dependent variables, independent variables as well as the control variables, if the research is an experimental research. </div>
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<i><b>Identify the direction of the relationship</b></i></h4>
Some research studies have hypothesis, in hypothesis testing studies the researcher should define the direction in which he want to test the variables. This is only done in hypothesis. in other studies the researcher only mentions the variables.<br />
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<span style="color: red;"><b>b)Selection and organization of content</b></span></h3>
Content pages are organized to be useful to a wide range of users. They provide a definition and simple overview to the topic, as well as linked references to the most important information about that topic that is available on the Web or in print. They can also contain additional detail that is useful for specific audiences, or to explore questions that are a source  .<br />
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Selecting Content </h3>
Set some type of criteria to help select appropriate content for your course. Course design literature suggests the following criteria. Course content should: <br />
•       Fit with your course learning goals <br />
•       Have importance in the discipline <br />
•       Be based on or related to research <br />
•       Appeal to student interests <br />
•       Not overlap excessively with student past experience or knowledge <br />
•       Be multi-functional (help teach more than one concept, skill, or problem) <br />
•       Stimulate search for meaning <br />
•       Stimulate search for meaning <br />
•       Encourage further investigation <br />
•       Show interrelationships among concepts <br />
Organizing Content <br />
Many variations on concept mapping techniques exist to help you decide on an organizational structure for your content. The key idea is to name, in a word or two, the major topics or concepts for your course, then try to visually place them on the page. <br />
For an even more flexible approach, try using an index card or sticky note for each concept, instead of boxes on one sheet of paper, and physically move them around until you see an organization that makes sense. For more linear thinkers, creating lists of headings and subheadings is equally effective.<br />
Some suggestions for ordering the topics or concepts include:<br />
<span style="color: #0c343d;"><b>•    Topic by topic - </b></span><br />
There are no set relationships amongst the topics, so the ordering is not critical. This works well for courses that revolve around current issues, for example.<br />
<b>•    <span style="color: purple;">Chronological</span> -</b> Moving from past to present is a very common and easy to implement organizational pattern.<br />
•       <span style="color: purple;"><b>Causal -</b></span> The course presents a number of events or issues that culminate in some final effect or solution. <br />
•<span style="background-color: white;"><span style="color: purple;"><b>       Cumulative </b></span></span>- Each concept builds on the previous one(s). <br />
<span style="color: purple;"><b><br />•       Problem-centred</b></span> - Problems, questions, or cases represent the principal organizing features of the course. <br />
•       S<span style="color: purple;"><b>piral - Key </b></span>topics or concepts are revisited throughout the course, with new information or insight developing each time. <br />
Within each class, also consider how to organize your material so that students can both learn and retain it. Different philosophies of learning are represented.<br />
 <span style="color: #bf9000;"><b>Some ideas to consider are: </b></span><br />
1- Start with what students already know and then move to the abstract model or theory. <br />
2-Start with what students already know and then move to the abstract model or theory. <br />
3-Start with concrete examples, such as cases, news items, or other real-world situations, then generate the abstract concepts. <br />
4-Start with a solution, conclusion, or model <br />
5-Build in practice time, with feedback, either in class . <br />
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<span style="color: #274e13;">c) Selcction and organization of methods</span> </h3>
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 Methods of Organization </h3>
<br />
In the world of business, methods of organization can be used to convey an idea, relay information, assemble a procedure and seal a deal. Methods of organization create order and direct the thoughts of the audience interacting with the information. Whether it is creating a report, sorting data, presenting an idea or organizing facts, choosing a method of organization sets the stage for decision-making. <br />
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Chronological Order of Information</h3>
Chronological order places each piece of information into a sequence of dates or time frames. This method of organization is helpful when reviewing historical data or explaining why or how a particular result occurred over time. <br />
<b>Comparison and Contrast </b><br />
A simple chart of comparison is a method of organization used when a decision must be made among several products, techniques or job candidates. This method of organization identifies the similarities and differences among the products or items being discussed. Comparison and contrast is a method that uses visual tools such as diagrams, charts or lists to convey information. <br />
<b>Geographical Organization Method </b><br />
Location and geography provide guideposts for sequencing events or organizing business data. Geography can be used to break down sales data by state, region or city, organize a meeting or arrange travel plans. Spatial or location information can help organize the placement of a company’s various departments within a building and identify more efficient work arrangements between each group.<br />
<b>Inductive Method of Organization </b><br />
The inductive method of organization orders information by complexity and places facts before conclusions and recommendations. Facts are presented as an investigation of the parts and pieces of a problem or issue.<br />
<b>Curriculum Evaluation: </b><br />
<br />
The purpose of curriculum evaluation is to determine whether or not the newly adopted curriculum is producing the intended results and meeting the objectives that it has set forth, and it is an essential component in the process of adopting and implementing any new curriculum in any educational setting. <br />
<i><b>Q.5        Compare and contrast the humanistic model and process model of the curriculum. </b></i><br />
Ans: <br />
Humanistic Approach <br />
In a more post-modern worldview the Humanistic approach looks at the individual rather than the numbers. Data is much more qualitative in nature. The rationale behind this is that life has multiple perspectives to it and quantitative data only provides one perspective. <br />
Humanistic evaluators want to understand the complexities of the environment they are assessing. This involves capturing narratives through interviews and focus groups. Observation is used not to count frequencies but to take notes of what is happening in the classroom. <br />
The major issues with this approach is the smaller sample size that is required. It is not feasible to interview 400 students but perhaps 20 is doable. In contrast, conducting a survey with 400 students should not be a challenge for a scientific evaluator. Furthermore, there are questions as to the objectivity of the results. <br />
Since qualitative data is processed by the researcher their own perspective can filter what they report when they share the perspective of the respondents, In contrast, scientific<br />
<i><b>Examples of Humanistic Perspective </b></i><br />
The humanistic perspective is an approach to psychology that emphasizes empathy and stresses the good in human behavior. In politics and social theory, this approach calls for human rights and equality. In counseling and therapy, this approach allows an psychologist to focus on ways to help improve an individual's self-image or self-actualization - the things that make them feel worthwhile. <br />
<i><b>Humanistic Perspective Approach </b></i><br />
Here are some examples of humanistic perspective. <br />
A person feels like his or her life is bland and boring. A humanistic perspective would encourage the person to do some soul-searching and determine what is missing - a hobby"? Friendships? A relationship?<br />
 Whatever it takes for the person to feel fully self- is what should be sought as treatment. <br />
The humanistic perspective believes that people seek value, meaning, and creativity in all they do. It understands that people have goals, and that reaching these goals is very important. It also understands that individuals are able to make choices that affect them and others, and so those choices carry with them a sense of responsibility. <br />
<i><b>Product and Process Models </b></i><br />
Curriculum models can be broken down into two very broad models, the product model and the process model. Luckily, these two models are just as they sound. <br />
<i><b>The Product Model - </b></i><br />
You may see this in portions of your curriculum. This model is focused on results, like grades or reaching an objective. The majority of the weight is focused more on the finished product than what is happening in the learning process. <br />
<b><br />individual needs and wants. </b><br />
<br />
The humanistic perspective believes that people seek value, meaning, and creativity in all they do. It understands that people have goals, and that reaching these goals is very important. It also understands that individuals are able to make choices that affect them and others, and so those choices carry with them a sense of responsibility. <br />
<br />
<b>Product and Process Models </b><br />
<br />
Curriculum models can be broken down into two very broad models, the product model and the process model. Luckily, these two models are just as they sound. <br />
<b>The Product Model </b>- You may see this in portions of your curriculum. This model is focused on results, like grades or reaching an objective. The majority of the weight is focused more on the finished product than what is happening in the learning process. <br />
<br />
<b>The Process Model -</b><br />
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 Conversely, this process model focuses on how things happen in the learning and is more open-ended. Curriculum focusing on the process model emphasizes how students are learning, what their thinking is, and how it will impact future learning. Curriculum Model Frameworks <br />
To dive in a bit further before we look at specific models, let's talk about how some curriculum models are framed. Five broad categories can be used to define the focus of curriculum models: <br />
Subject- or discipline-centered - In this framework, the curriculum is organized around subjects, like math or science. <br />
<b>Integrated</b> - Just like it sounds, this framework pulls many subjects together. We see this model used in problem-based learning and experiential learning. <br />
Spiral - In this framework, the content is presented several times across the span of the school year. Seen mostly in math, using this design allows students to be introduced and then revisit <br />
Integrated - Just like it sounds, this framework pulls many subjects together. We sec this model used in problem-based learning and experiential learning. <br />
Spiral - In this framework, the content is presented several times across the span of the school year. Seen mostly in math, using this design allows students to be introduced and then revisit material often. <br />
<b>Inquiry- or problem-based -</b> Not to be confused with integrated models, this curriculum focuses on a central problem or question. In this frame, all curriculum is problem-based, while in integrated it may or may not be. <br />
<b>Experiential </b>- Using this framework allows students to participate in real-life ways with their work such as, experimenting with hypothesis, working through problems, and finding solutions <span style="font-family: "trebuchet ms" , "sans-serif"; font-size: 8.0pt;"> </span></div>
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1st Solved assighnment - code 8603 aiou Autumn 2019

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