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۵۴۔ کھوکھلی محبت

کھوکھلی محبت

میں تیری محبت کی عفت کو کیسے مان لوں

جو کئی قسم کی محبتوں کا مرکب ہے

دغا کی عفونت

لالچ کی رنگینیاں

جھوٹ کی نمائش

فریفتگی کے جھانسے

وعدوں کا فریب

اس عارضی رنگین مرکب کو کیا سمجھوں

چند روزہ سکوں۔۔؟

یا غلاظت کے ڈھیر پہ پڑا ہوا گلاب

PEMBELAJARAN NILAI NILAI KARAKTER ISLAM MODERAT DI PERGURUAN TINGGI

This study discusses how to integrate the values ​​of moderate Islamic character in Islamic higher education institutions. Integration of the value of moderate Islamic character values ​​can be implemented through learning in all subjects in Islamic higher education. Integration of Islamic character values ​​can be done on all subjects in Islamic higher education by referring to the concepts, systems and theories of learning. Learning the value of moderate Islamic characters can give students a personality color better than before and can inspire lecturers as learners. In carrying out enlightenment and intelligence in shaping tough, courageous, honest, tolerant, responsible and consistent students, in order to answer the challenges of powerlessness and inability to build national identity, inability to reconstruct the nation's potential responsively and dynamically. The hope of the writer, with the integration of the value of moderate Islamic character in all courses in Islamic higher education, can be the basis for the formation of adherent behavior, and the value of character can be a declarator of glory on the face of the earth

Exploring Students Transition Experiences from Primary School to Secondary School in a Government Secondary School of Karachi

The study aimed to explore the factors which facilitate or hinder students' transition from primary to secondary school. It was conducted in a Government Secondary School in Karachi, where students from feeder primary schools were given admission in grade six of the students' transition secondary school. Data was generated through two main methods. First, a small scale descriptive survey was self-administered with all the students of Grade Six. Second, in-depth interviews were taken of selected students, teachers, and head teacher. Observations were also undertaken of the school activities inside and outside the classroom. The data were systematically analyzed to identify emerging patterns and themes. Findings showed that the students' transition from primary school to secondary school is facilitated or hindered by factors in three main categories. These are: Physical factors (distance from home to school, school building and cleanliness, use of playground, water and washrooms facilities, and canteen facility); Social factors (friendship among the children, student-teacher relationship and students-head teacher relationship, school rules and notions of discipline leading to emotions such as fear); and academic factors (examinations patterns, weaknesses in reading and writing skills, changes in subjects and subject teachers, primary school examinations, grouping students on the basis of abilities). 1) Transition from primary to the secondary school is as a process and not a one off event; findings showed that process of transition continued, as students continue to observe and experience change due to physical, social including emotional and academic factors. 2) Transition is a complex and multi-dimensional because physical, various academic and social factors come together to affect the students' experiences in a complex and holistic manner. Moreover, issues emerge due to school policies such as admission to Grade Six of students with a wide range in academic development and age. The study raises several major issues and implications for policy and practice in teacher education and school heads.
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