No abstract

Contextualized text is the text resulting from the local circumstances and in accordance with learners' needs and cognition level. It also suggests that the text in use includes language, understandable to the target learners, and suits the philosophy and psychology of the learners and the society. Knowledge shifts from one context to another more successfully when the pupil understands not only the specific but also the generalized vision -the fundamental ideology, models, and associations attained through the application of comprehension. True experimental design is adopted for the research to explain the relationship between dependent and independent variables. Two groups (control and experimental) are selected randomly to conduct the experiment. The independent variable of the study is 'contextualized text' and dependent variable is 'writing skills' of the learners while learners' socioeconomic status is taken as an attribute variable. One public sector business school is selected randomly for the experiment from which 80 students were distributed in two groups as control and experimental groups with 40 students in each group through a process of randomization. Simple factorial design is selected to study the effects of attribute variable on the dependent variable. Descriptive statistics is used to convert the textual data into numerical one in order to make it measurable and statistically provable. ANOVA is used to draw inferences from the data obtained. The findings signify that improvement in students' learning is because of the treatment and their socioeconomic status has no effect on the improvement in performance of students.

Higher Education Institutions (HEIs) are run under a set hierarchy of executive, operative and administrative levels of educational leaders with a prescribed pattern of processes and functions. A variety of diverse tasks with varied complexities are assigned to the educational leaders of all levels which are expected to be completed within the set time frame. Under such situations, the emotions of the educational leaders play an important role in helping them perform their tasks and achieve the set goals. The current study highlights the elements of educational leaders' emotions' interplay in institutional functioning, emotional relationships between educational leaders and colleagues, their struggle for supremacy over colleagues and micro-politics of Educational Leaders' emotions within their institutions. The study encompasses a combination of five sub-themes that highlight dynamics of emotions and the politics at play in educational leaders' lives. These sub themes are based on the unresolved issues in the approaches of Educational Leaders' emotions including the relationships between emotions and rationality, emotional programming and controlling, emotional denial and sublimation, emotional humanism and behaviorism, and the relationship between emotions and leadership styles. The data for this study were collected through 12 structured interviews with educational leaders of public and private sector HEIs of Sindh. The results indicated the significance of micro-politics of educational leaders emotions in HEIs for its effective functioning. Five themes highlighting emotional micro politics of educational leaders emerged from the thematic analysis: (a) rationality versus emotionality (b) perceived and displayed emotional displays (c ) state of emotional denial (d) behaviourist and humanist emotions (e) programmed and controlled emotions. The educational leaders try to maintain a balance between the psychological, social, emotional and political aspects of leadership within HEIs. Their emotions have been marginalized and considered as barriers in the process of effective institutional functioning. Rationality is given a preference over emotionality and its utilization is considered to be a myth. In addition, the research increases knowledge about how Educational Leaders learn to negotiate emotionally intensive situations and use various strategies in the emotional micro-political context of their work within the HEIs.

Social and emotional health especially of young adults has been a considerable focus of scholarly research in the past few decades all over the world. Much of which is concerned about the number and statistics of people who are suffering from some kind of mental illnesses. This qualitative case study explored the experiences and perceptions of those business university students who are facing some social and emotional challenges and in this important phase of life which have a potential to be converted into something more serious that is, mental disorders. This research identified those variables which are responsible for the social and emotional disturbances of young business university students. In addition, this study also examined those variables which are not specifically related to general culture of a society but to some subcultures which also impact students' social and emotional health. To understand the experiences and perception of those students this study employed focus group interviews, semi-structured open-ended one-on-one interviews, written responses, and projective technique like Rotter Incomplete Sentence Blank (RISB) in the form of self-description, of 15 students at a large private business school in Karachi city. Based on analysis of focus group interviews, RISB, and one-on-one interviews it was found that most of the variables which cause disturbance in students behavior are social, or social psychological, and one's subculture, specific brought up environment, daily hassles and the overall deteriorating conditions of law and order and other factors attributable to institutions play a pivotal role in the development and aggravation of these issues and challenges.