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Laboratory experimentation was once considered impossible or irrelevant in economics. Recently, however, economic science has gone through a real 'laboratory revolution', and experimental economics is now a most lively subfield of the discipline. This study attempts to examine answers to questions of the changing behaviour of opposite sexes under conditions of both anonymity and knowledge of gender by playing the ultimatum game in Pakistan. It is observed that the behaviour of males and females in Pakistani society is quite different from that found in earlier studies. Insights from the previous experiments have already shown that normative economic theory had failed in its predictions of human behaviour. Currently, the ultimatum game is widely discussed in behavioural economic literature, and this paper will adjust the traditional ultimatum game into a new form wherein it will be tested in the country (Pakistan) with multidimensional behaviour of subjects. With regard to gender effect specifically, all previous studies came up with somewhat mixed results, since results do not always point in the same direction and it is rather early to draw far-reaching conclusions regarding the behavioural differences of men and women. More facts are required in order to move towards the development of a systematic theory. This work is a small attempt to investigate the changing behaviour of opposite sexes under different controlled conditions. [ABSTRACT FROM AUTHOR]

Exploratory practice (EP), as a framework for teacher development, is a collaborative endeavour of both teachers and learners which engages them in reflection to improve the quality of life in a language classroom. The present case study was carried out at the University of Sindh, Jamshoro (USJP) in Pakistan, where some teachers in the Institute of English Language and Literature volunteered to participate in the project by undertaking the principles of EP in their teaching. In this project, the researcher worked as both an EP practitioner and a teacher-consultant to a group of seven teachers at the USJP for a full academic year consisting of two semesters of four months each. The interviews were conducted twice during the project, first after Phase I from those who left the project halfway and a second time after the completion of Phase II from those who continued until the end to know the views of the participant-teachers about EP as an approach to their professional self-development. The findings show that teacher-participants found EP a practically viable option in their given circumstances and useful for their professional development as well as learning and teaching context in which they work. [ABSTRACT FROM AUTHOR]