The study while examining the surface decoration/ornamentation in Maryam Zamani Mosque looks at the historical as well as cultural significance of mosque interiors in Islamic world. In doing so it is fully immersed in socio-political underpinnings that define Mughal and/or Islamic aesthetic thrusts in Pre-Modern India. It also addresses some well-established figments about the status of representational iconography in Islamic Art and compares the concept of aniconism in various indigenous traditions. ‘Non-figural’ as a scheme of ornamentation mediate the divine presence for the believers but it also effectively stimulates the senses towards the unconfined realities spiritually elevating the viewer. In its broader scope, it is a study of change of decorative features of religious buildings in Medieval India- from figurative to abstract, from earthly to spiritual or from ordinary to ideal. In addition to the conventional historiographic methods of research, ethnographic approach is employed to achieve the paradigm of socially-engaged art history for the global audience.
{"title":"IMAGING SPIRITUALITY: AN ETHNOGRAPHIC STUDY OF SURFACE DECORATION IN MARYAM ZAMANI MOSQUE","authors":"S. Kamran","doi":"10.46662/jass.v10i2.399","DOIUrl":"https://doi.org/10.46662/jass.v10i2.399","url":null,"abstract":"The study while examining the surface decoration/ornamentation in Maryam Zamani Mosque looks at the historical as well as cultural significance of mosque interiors in Islamic world. In doing so it is fully immersed in socio-political underpinnings that define Mughal and/or Islamic aesthetic thrusts in Pre-Modern India. It also addresses some well-established figments about the status of representational iconography in Islamic Art and compares the concept of aniconism in various indigenous traditions. ‘Non-figural’ as a scheme of ornamentation mediate the divine presence for the believers but it also effectively stimulates the senses towards the unconfined realities spiritually elevating the viewer. In its broader scope, it is a study of change of decorative features of religious buildings in Medieval India- from figurative to abstract, from earthly to spiritual or from ordinary to ideal. In addition to the conventional historiographic methods of research, ethnographic approach is employed to achieve the paradigm of socially-engaged art history for the global audience.","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"12 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139158265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this research study was to investigate the relationship between career barriers, perceived professional social support and hopelessness level among female teachers of both private and public sectors. The research was quantitative in nature. An adapted questionnaire comprising of 45 close- ended statements was administered to a sample of 100 schoolteachers, 50 from public school and 50 from private secondary female school teachers in which there were 4 private schools and 4 public schools of Lahore. The sampling strategy used was convenience sampling. Parametric and non-parametric tests were used to examine the data. The study revealed no correlation between career barriers and feelings of hopelessness among private school teachers, although there was a strong relation between career barriers and professional social support among teachers. Among public school teachers, there was no significant relationship found between career barriers and both teacher professional social support and hopelessness levels. Furthermore, when comparing the three parameters between public and private school teachers, the findings revealed a significant difference in terms of career barriers between public and private school teachers. However, no significant difference was found in terms of teacher professional social support between private and public-school teachers. Additionally, there was statistically no significant difference between public and private school teachers in their hopelessness level. It is recommended that workshops, training sessions and seminars should be arranged to provide knowledge to both public and private school teachers about how to overcome career barriers.
{"title":"CAREER BARRIERS, PERCEIVED PROFESSIONAL SOCIAL SUPPORT AND HOPELESSNESS LEVEL: A CORRELATIONAL STUDY OF PRIVATE AND PUBLIC SCHOOL TEACHERS OF LAHORE","authors":"Khadija Khan, Qurratulain Rehan, Tooba Khan","doi":"10.46662/jass.v10i2.347","DOIUrl":"https://doi.org/10.46662/jass.v10i2.347","url":null,"abstract":"The aim of this research study was to investigate the relationship between career barriers, perceived professional social support and hopelessness level among female teachers of both private and public sectors. The research was quantitative in nature. An adapted questionnaire comprising of 45 close- ended statements was administered to a sample of 100 schoolteachers, 50 from public school and 50 from private secondary female school teachers in which there were 4 private schools and 4 public schools of Lahore. The sampling strategy used was convenience sampling. Parametric and non-parametric tests were used to examine the data. The study revealed no correlation between career barriers and feelings of hopelessness among private school teachers, although there was a strong relation between career barriers and professional social support among teachers. Among public school teachers, there was no significant relationship found between career barriers and both teacher professional social support and hopelessness levels. Furthermore, when comparing the three parameters between public and private school teachers, the findings revealed a significant difference in terms of career barriers between public and private school teachers. However, no significant difference was found in terms of teacher professional social support between private and public-school teachers. Additionally, there was statistically no significant difference between public and private school teachers in their hopelessness level. It is recommended that workshops, training sessions and seminars should be arranged to provide knowledge to both public and private school teachers about how to overcome career barriers.","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"25 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139158385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper aims to explain the experiment conducted in 4th semester architectural studio incorporating integrated approach to intuitive and systematic studio teaching. After a brief overview of the evolution of architectural teaching, the research delves into the intuitive and systematic studio teaching integration approach as employed in second year studio. This research argues that owing to different learning styles and subjective nature of the design problems in architecture, architectural studios should embed flexibility in both content design and teaching methodologies of a studio. A detailed discussion with images of the works produced and processes adopted, on the content design and methodologies vis- a- vis the second-year studio establishes that an integration of intuitive and systematic approach does augment learning and achieving the set studio objectives.
{"title":"INTEGRATING INTUITIVE AND SYSTEMATIC APPROACH IN THE STUDIO","authors":"Meezan Ali Mir, Sannah Ejaz, Uzma Kabir","doi":"10.46662/jass.v10i2.378","DOIUrl":"https://doi.org/10.46662/jass.v10i2.378","url":null,"abstract":"This paper aims to explain the experiment conducted in 4th semester architectural studio incorporating integrated approach to intuitive and systematic studio teaching. After a brief overview of the evolution of architectural teaching, the research delves into the intuitive and systematic studio teaching integration approach as employed in second year studio. This research argues that owing to different learning styles and subjective nature of the design problems in architecture, architectural studios should embed flexibility in both content design and teaching methodologies of a studio. A detailed discussion with images of the works produced and processes adopted, on the content design and methodologies vis- a- vis the second-year studio establishes that an integration of intuitive and systematic approach does augment learning and achieving the set studio objectives.","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139157646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reform initiatives have always been critical to reforming school systems, maximizing educational output, and improving academic quality. By analyzing the perspectives and experiences of school stakeholders, this qualitative study aimed to shed light on the discrepancies between school reform initiatives, existing realities, and the current situation. Data were gathered through semi-structured interviews, and phenomenological analysis and reflection were used to interpret the data. The transcripts were read systematically and repeatedly during the course of analysis. For classifying and developing them into themes, the data were reduced into codes, categories, or themes, and thus, the data were made meaningful and interpreted accordingly. The study results are presented in terms of themes, i.e., defining school reform initiatives, continuity of reform initiatives, lack of political vision, the miserable economy of the country, contradictions between reforms and existing realities, and barriers to the implementation process. The research has implications for school improvement, policy-making and implementation.
{"title":"UNFOLDING EXISTING SCHOOL REALITIES AND IMPLEMENTATION OF REFORMS INITIATIVE","authors":"Asia Shaheen, Nadia Gilani, Syed Abdul Waheed","doi":"10.46662/jass.v10i2.385","DOIUrl":"https://doi.org/10.46662/jass.v10i2.385","url":null,"abstract":"Reform initiatives have always been critical to reforming school systems, maximizing educational output, and improving academic quality. By analyzing the perspectives and experiences of school stakeholders, this qualitative study aimed to shed light on the discrepancies between school reform initiatives, existing realities, and the current situation. Data were gathered through semi-structured interviews, and phenomenological analysis and reflection were used to interpret the data. The transcripts were read systematically and repeatedly during the course of analysis. For classifying and developing them into themes, the data were reduced into codes, categories, or themes, and thus, the data were made meaningful and interpreted accordingly. The study results are presented in terms of themes, i.e., defining school reform initiatives, continuity of reform initiatives, lack of political vision, the miserable economy of the country, contradictions between reforms and existing realities, and barriers to the implementation process. The research has implications for school improvement, policy-making and implementation.","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"45 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139158676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bullying in schools can have detrimental effects on students' physical and psychological well-being, often resulting in long-lasting emotional scars. Addressing this issue is crucial in ensuring that school education remains a positive and nurturing environment for all students. Objectives of this study were to identify the prevalence of bullying in public schools, and to assess the prospects of school social work to solve the problem of bullying. The methodology of the study was based on convergent parallel design of mixed method approach. 47 male and 53 female students of grades 6 and 10 of public schools of Tehsil City, district Lahore were selected for quantitative research by using proportional stratified random sampling technique. Quantitative data was collected from the students and qualitative responses were gathered from the parents and teachers. Criteria for inclusion was poor grades and poor attendance of the students. Among a sample of 100 students, 36% indicated prevalence of bullying as a lot, while 43% reported that such behavior occurs sometimes. Of the surveyed students, 37% expressed fear of being bullying as a lot, while 35% disclosed that they experienced such fear sometimes. Binary logistic regression analysis indicates that students who face bullying in school has 1.31 times more chances to dropout from school as compared to those who do not face bullying. This study proposes that education policy needs to acknowledge challenges faced by children and introduce school social work to help address these challenges.
{"title":"EXAMINING THE PREVALENCE OF BULLYING IN PUBLIC SCHOOLS AND THE ROLE OF SCHOOL SOCIAL WORK IN ADDRESSING THE ISSUE","authors":"Munazza Sunbal, Tahira Jabeen","doi":"10.46662/jass.v10i2.398","DOIUrl":"https://doi.org/10.46662/jass.v10i2.398","url":null,"abstract":"Bullying in schools can have detrimental effects on students' physical and psychological well-being, often resulting in long-lasting emotional scars. Addressing this issue is crucial in ensuring that school education remains a positive and nurturing environment for all students. Objectives of this study were to identify the prevalence of bullying in public schools, and to assess the prospects of school social work to solve the problem of bullying. The methodology of the study was based on convergent parallel design of mixed method approach. 47 male and 53 female students of grades 6 and 10 of public schools of Tehsil City, district Lahore were selected for quantitative research by using proportional stratified random sampling technique. Quantitative data was collected from the students and qualitative responses were gathered from the parents and teachers. Criteria for inclusion was poor grades and poor attendance of the students. Among a sample of 100 students, 36% indicated prevalence of bullying as a lot, while 43% reported that such behavior occurs sometimes. Of the surveyed students, 37% expressed fear of being bullying as a lot, while 35% disclosed that they experienced such fear sometimes. Binary logistic regression analysis indicates that students who face bullying in school has 1.31 times more chances to dropout from school as compared to those who do not face bullying. This study proposes that education policy needs to acknowledge challenges faced by children and introduce school social work to help address these challenges.","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139159543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sumaira Munawar, Khadija Sittar, G. Alvi, Iqbal Hussain
The main aim of the study was to identify the Effect of Classroom Observation Tool (COT) on Teachers Performance. The main objectives of the study were to find the difference in Classroom Observation Tool (COT) on teachers’ performance regarding demographic variable (gender, qualification, experience). Data was collected through survey method and study was quantitative in nature. The population of the study were consisted all public elementary Schools in district Nankana Sahib. From total population of District Nankana Sahib Tehsil Sangla Hill and further Male Elementary Education Wing was selected randomly. The sample was selected using a random sampling procedure. As a sample for the study, teachers from District Nankana Sahib were chosen. 300 instructors were chosen as the study's sample. Data were gathered using a questionnaire that was self-developed. The questionnaire had two sections. Demographic factors (gender, education, and experience) made up the first half of the study, while classroom observations and instructor performances made up the second. The SPSS (Statistical Packages for Social Sciences) programme was used to analyse the data. The independent samples t-test was employed in inferential statistics to determine the significance of the difference between demographic variables (gender). To examine the differences between demographic factors (experience and qualification), one-way ANOVA was used.
本研究的主要目的是确定课堂观察工具（COT）对教师绩效的影响。研究的主要目的是发现课堂观察工具（COT）对教师在人口统计学变量（性别、学历、经验）方面的表现的影响。数据通过调查法收集，研究为定量研究。研究对象包括南卡纳-萨希布地区的所有公立小学。从南卡纳-萨希布县桑格拉山乡的总人口中随机抽取男性小学教育处。抽样采用随机抽样程序。南卡纳-萨希布县的教师被选为研究样本。选取了 300 名教师作为研究样本。数据收集采用自行编制的调查问卷。问卷分为两个部分。前半部分为人口统计因素（性别、教育程度和经验），后半部分为课堂观察和教师表现。数据分析使用了 SPSS（社会科学统计软件包）程序。 在推理统计中采用了独立样本 t 检验来确定人口统计学变量（性别）之间差异的显著性。为研究人口统计因素（经验和学历）之间的差异，采用了单因素方差分析。
{"title":"IMPACT OF CLASSROOM OBSERVATION TOOL (COT) ON PERFORMANCE OF PRIMARY SCHOOL TEACHERS","authors":"Sumaira Munawar, Khadija Sittar, G. Alvi, Iqbal Hussain","doi":"10.46662/jass.v10i2.392","DOIUrl":"https://doi.org/10.46662/jass.v10i2.392","url":null,"abstract":"The main aim of the study was to identify the Effect of Classroom Observation Tool (COT) on Teachers Performance. The main objectives of the study were to find the difference in Classroom Observation Tool (COT) on teachers’ performance regarding demographic variable (gender, qualification, experience). Data was collected through survey method and study was quantitative in nature. The population of the study were consisted all public elementary Schools in district Nankana Sahib. From total population of District Nankana Sahib Tehsil Sangla Hill and further Male Elementary Education Wing was selected randomly. The sample was selected using a random sampling procedure. As a sample for the study, teachers from District Nankana Sahib were chosen. 300 instructors were chosen as the study's sample. Data were gathered using a questionnaire that was self-developed. The questionnaire had two sections. Demographic factors (gender, education, and experience) made up the first half of the study, while classroom observations and instructor performances made up the second. The SPSS (Statistical Packages for Social Sciences) programme was used to analyse the data. The independent samples t-test was employed in inferential statistics to determine the significance of the difference between demographic variables (gender). To examine the differences between demographic factors (experience and qualification), one-way ANOVA was used.","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"34 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139157386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ethical leadership is a pragmatic concept that needs to be explored extensively in today's workplace. Ethical leaders show moral behavior and try to build an ethical and trusted environment in the organizations. This study was planned to determine the relationship between the ethical leadership of heads as perceived by the teachers in universities of the Punjab, trust, and moral competency of the teachers. Specifically, trust as a mediator was examined to know its effect on the association of perceived ethical leadership of heads with employees’ moral competence. The sample of this study was five public sector universities of Punjab. Data were collected from 230 teachers through a questionnaire from different departments of social sciences and sciences faculties. Pearson correlation was applied to find out the relationship among variables, and Process MACRO was used to measure the mediating effect of trust in the relationship between the variables. Results revealed that leaders' ethical behavior was positively related to teachers' trust but not to their moral competence. Ethical leadership of heads was significantly associated with employees' moral competence when mediated by their trust in heads. It was suggested that leaders should articulate a clear vision, explain how to reach it and express trust and confidence in their followers, emphasizing values, especially fairness and justice, to make themselves trustworthy.
{"title":"TRUST GLUES THE RELATIONSHIP BETWEEN ETHICAL LEADERSHIP OF HEADS AND UNIVERSITY TEACHERS’ MORAL COMPETENCE","authors":"Riffat-un-Nisa Awan","doi":"10.46662/jass.v10i2.315","DOIUrl":"https://doi.org/10.46662/jass.v10i2.315","url":null,"abstract":"Ethical leadership is a pragmatic concept that needs to be explored extensively in today's workplace. Ethical leaders show moral behavior and try to build an ethical and trusted environment in the organizations. This study was planned to determine the relationship between the ethical leadership of heads as perceived by the teachers in universities of the Punjab, trust, and moral competency of the teachers. Specifically, trust as a mediator was examined to know its effect on the association of perceived ethical leadership of heads with employees’ moral competence. The sample of this study was five public sector universities of Punjab. Data were collected from 230 teachers through a questionnaire from different departments of social sciences and sciences faculties. Pearson correlation was applied to find out the relationship among variables, and Process MACRO was used to measure the mediating effect of trust in the relationship between the variables. Results revealed that leaders' ethical behavior was positively related to teachers' trust but not to their moral competence. Ethical leadership of heads was significantly associated with employees' moral competence when mediated by their trust in heads. It was suggested that leaders should articulate a clear vision, explain how to reach it and express trust and confidence in their followers, emphasizing values, especially fairness and justice, to make themselves trustworthy.","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"30 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139158898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maryam Zafar, Mamoona Riaz, Sarah Shahed, Shehla A. Yasin
This research is an indigenous inquiry for identification of culture-specific values and positive emotions among school children. Cultural values and positive emotions are essential for promoting psychological well-being. They are significant for developing effective interventions to prevent developmental issues and promotion of positive institutional environment. In this qualitative survey responses of 150 school children (boys=80, girls=70) of aged 9-12 years (M=10.86, SD=0.79) and 50 primary school teachers (men=12, women=38) were recorded for the identification of culture specific values and positive emotions. The participants were recruited using purposive sampling from two public schools of Lahore. Questionnaire on Culture Specific Values and Positive Emotions (students’ and teachers’ version) with open-ended questions were used for data collection. The content analysis of data yielded significant positive self-traits including self-awareness, resilience, hard work, joyfulness and sharing of thoughts and physical objects. Gratitude, altruism and respect were identified as prominent moral values. Building relationships, social intelligence and self-regulation came out as major themes. The study implies for the policy makers that understanding culture-specific values and positive emotions is a vital step towards shaping a peaceful and tolerant society as well as for promoting global harmony and intercultural dialogue.
{"title":"IDENTIFICATION OF CULTURE SPECIFIC VALUES AND POSITIVE EMOTIONS AMONG SCHOOL CHILDREN","authors":"Maryam Zafar, Mamoona Riaz, Sarah Shahed, Shehla A. Yasin","doi":"10.46662/jass.v10i2.396","DOIUrl":"https://doi.org/10.46662/jass.v10i2.396","url":null,"abstract":"This research is an indigenous inquiry for identification of culture-specific values and positive emotions among school children. Cultural values and positive emotions are essential for promoting psychological well-being. They are significant for developing effective interventions to prevent developmental issues and promotion of positive institutional environment. In this qualitative survey responses of 150 school children (boys=80, girls=70) of aged 9-12 years (M=10.86, SD=0.79) and 50 primary school teachers (men=12, women=38) were recorded for the identification of culture specific values and positive emotions. The participants were recruited using purposive sampling from two public schools of Lahore. Questionnaire on Culture Specific Values and Positive Emotions (students’ and teachers’ version) with open-ended questions were used for data collection. The content analysis of data yielded significant positive self-traits including self-awareness, resilience, hard work, joyfulness and sharing of thoughts and physical objects. Gratitude, altruism and respect were identified as prominent moral values. Building relationships, social intelligence and self-regulation came out as major themes. The study implies for the policy makers that understanding culture-specific values and positive emotions is a vital step towards shaping a peaceful and tolerant society as well as for promoting global harmony and intercultural dialogue.","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139159416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The traditional architecture of any area embodies its true character, deeply rooted in the history, geography, and culture of that region. It does not only satisfy the functional requirements but also stems from local construction techniques and materials available. Traditional architecture faces the problem of its coexistence with modern technological development everywhere. The built heritage which stands in Lahore over centuries is encroached by modern and efficient techniques. The present paper specifically focuses on the development of Jharokha windows (Bay windows) in Lahore. The Jharokha window that was used in the Indian sub-continent during and after the Mughal period was the solution to the climatic conditions of the region. This research will investigate the old Jharokha window form and how with technology and advancement it starts losing its original form. The change in Jharokha form will be studied by the existing examples from different time periods available in the city of Lahore.
{"title":"STUDY OF TRANSFORMATION OF JHAROKHA WINDOW FORM IN LAHORE","authors":"Zain Zulfiqar, Madeeha Altaf","doi":"10.46662/jass.v10i2.313","DOIUrl":"https://doi.org/10.46662/jass.v10i2.313","url":null,"abstract":"The traditional architecture of any area embodies its true character, deeply rooted in the history, geography, and culture of that region. It does not only satisfy the functional requirements but also stems from local construction techniques and materials available. Traditional architecture faces the problem of its coexistence with modern technological development everywhere. The built heritage which stands in Lahore over centuries is encroached by modern and efficient techniques. The present paper specifically focuses on the development of Jharokha windows (Bay windows) in Lahore. The Jharokha window that was used in the Indian sub-continent during and after the Mughal period was the solution to the climatic conditions of the region. This research will investigate the old Jharokha window form and how with technology and advancement it starts losing its original form. The change in Jharokha form will be studied by the existing examples from different time periods available in the city of Lahore.","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"20 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139158323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research shows how teacher training programs (TTPs) for secondary school teachers can influence the motivation, professional development and self-efficacy of the educators. There were three primary goals of this study; the first objective of this research was to examine the impact of TTPs on the motivation levels of teachers, the second purpose of this investigation was to evaluate the impact of TTPs on the professional development of educators and the final objective of the study was to examine the effects of TTPs on teachers' self-efficacy. For this study, a survey was used as a primary method of collecting information. 340 teachers in private and public schools across Punjab, Pakistan, were surveyed using a self-made questionnaire. The results of the questionnaire were examined statistically. Teachers are motivated to attend these workshops because they know it will help them develop professionally and personally. The study found that TTPs were highly beneficial in motivating teachers, helping them grow professionally and improving their self-efficacy. Therefore, this study argues that TTPs hold significant importance in facilitating the growth and development of secondary school teachers.
{"title":"SIGNIFICANCE OF TEACHER TRAINING PROGRAMS ON TEACHER MOTIVATION, PROFESSIONAL DEVELOPMENT, AND SELF-EFFICACY","authors":"Azra Saeed, Aneesa","doi":"10.46662/jass.v10i2.404","DOIUrl":"https://doi.org/10.46662/jass.v10i2.404","url":null,"abstract":"This research shows how teacher training programs (TTPs) for secondary school teachers can influence the motivation, professional development and self-efficacy of the educators. There were three primary goals of this study; the first objective of this research was to examine the impact of TTPs on the motivation levels of teachers, the second purpose of this investigation was to evaluate the impact of TTPs on the professional development of educators and the final objective of the study was to examine the effects of TTPs on teachers' self-efficacy. For this study, a survey was used as a primary method of collecting information. 340 teachers in private and public schools across Punjab, Pakistan, were surveyed using a self-made questionnaire. The results of the questionnaire were examined statistically. Teachers are motivated to attend these workshops because they know it will help them develop professionally and personally. The study found that TTPs were highly beneficial in motivating teachers, helping them grow professionally and improving their self-efficacy. Therefore, this study argues that TTPs hold significant importance in facilitating the growth and development of secondary school teachers.","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"45 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139158678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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