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A Study of the Molikhow Region of Chitral District

Thesis Info

Author

Hidayat-ul-Islam

Department

Pakistan Study Centre

Program

MA

Institute

University of Peshawar

Institute Type

Public

City

Peshawar

Country

Pakistan

Degree Starting Year

1982

Degree End Year

1984

Subject

Pak Studies

Language

English

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676710671847

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عبدالمجید خواجہ

عبدالمجید خواجہ
افسوس ہے کہ گذشتہ مہینے دوسری دسمبر کو ہماری پرانی قومی بزم کی ایک یادگار عبدالمجید خواجہ نے انتقال کیا، خواجہ صاحب مرحوم کی شخصیت بڑی جامع تھی، ان کی ذات میں دین و سیاست، قومیت وطنیت اور اسلامی غیرت و حمیت کا بڑا متناسب اجتماع تھا، ان کی پوری زندگی ملک و ملت کی خدمت میں گذری، طرابلس اور بلقان کی جنگ سے لے کر ہندوستان کی آزادی تک ہر قومی و ملی تحریک میں ان کا نمایاں حصہ رہا، اس دور کے لیڈروں میں ان کا ممتاز مقام تھا، ایک طرف وہ پکے قوم پرور اور وطن دوست تھے، مسلمان فرقہ پروروں کا ہمیشہ مقابلہ کرتے رہے، دوسری طرف راسخ العقیدہ مسلمان تھے اور ان کا دل اسلامی غیرت و حمیت سے معمور تھا، اس لئے ہندوستان کی آزادی کے بعد کے حالات سے بہت بددل تھے، اور اس سلسلہ میں نئے ارباب سیاست اور ارکان حکومت سے بہت صاف اور کھری باتیں کہتے تھے، پنڈت جواہر لال تک ان کا لحاظ کرتے تھے، مسلم یونیورسٹی اور جامعہ ملیہ سے بہت قدیم اور گہرا تعلق تھا، جامعہ کے تو معماروں میں تھے، آخر وقت تک اس کے چانسلر رہے۔ مسلم یونیورسٹی کے بھی رکن رکین تھے، آزادی کے بعد یونیورسٹی میں جو غیر اسلامی رجحانات پیدا ہوگئے ہیں ان کی اصلاح کے لئے برابر کوشش کرتے رہے۔
خواجہ صاحب علی گڑھ کے اس دور کی پیداوار تھے جب انگریزیت اور تجدد اس کا طغرائے امتیاز تھا۔ بیرسٹری کی تعلیم کے سلسلہ میں ان کا قیام عرصہ تک لندن میں رہا، لیکن ان کا مزاج ابتدا سے مذہبی تھا، اس لئے وہ ہر دور میں عملاً مسلمان اور پابند مذہب رہے، اور عمر کے ساتھ ساتھ ان کی مذہبیت بڑھتی گئی تھی، ان کا مذہبی مطالعہ وسیع تھا، مذہبی گفتگو میں آیات و احادیث...

Constitutional Provisions for the Rights of Non-Muslim Minorities in Pakistan

Pakistan is a Muslim country and got freedom from British Government, on August 14, 1947. It was separated from India on the basis of Islamic ideology. Though majority of population was Muslims but there was sufficient number (5%) of non Muslims, such as Hindus, Christians, Sikhs, Calashes’, Baha’is, Zikaria’s, and Parsis etc.  The presence of non Muslims in Pakistan was a great challenge to safe guard their rights in the constitution of Pakistan to maintain the communal harmony in the country. This paper focuses on the provisions of non-Muslim rights in the constitution of Pakistan. It discusses the constitutional provision for the rights of non Muslims. Such as personal law, freedom to religion, safe guard against special taxes, non discrimination in respect of access to public places, discrimination in services, preservation of language script and culture, promotion of social justice and predication of social evils, right to vote,   reservation of seats in National assembly and to run and manage their religious institutions. This paper also suggests some recommendations for the solution of contemporary non Muslim minorities, problems in Pakistan and also achievement of Ministry of non Muslim Minorities Affairs, 2008 to 2010 in Pakistan.

The Impact of the Institution for Educational Developments Visiting Teacher Programme on Teachers of English

I explored the impact of the 1997, English VT programme on English language teachers, in terms of how the programme affected their classroom practices. This study revealed the programme's indirect impact on other teachers through the VTs sharing of their learning experiences with their colleagues. I explored the familiarity of the VT's with language teaching approaches, and I concluded that both the teachers I worked with were generally familiar with four major language teaching approaches. Nighat was familiar with three approaches, but was not clear about the fourth. Shama could not explain the approaches by specific names, but she appeared to be practising these approaches in her classroom. In regard to the four language skills, the study revealed that Nighat was clearly familiar with the term integration, as she immediately used the term integration in talking about her teaching. Shama did not use the term integration, but her practice in the real situation in the classroom suggested that she knew how to teach language through integration. In regard to the component of teaching grammar communicatively, both Nighat and Shama were clearly familiar with the term and this was evident not only by their informal discourse about teaching grammar communicatively, but also by observation. The study also revealed that Nighat and Shama were capable of analysing as well as evaluating the syllabi and textbooks, and of enriching both of these, through the creation of their own worksheets and activity sheets. The teachers also derived benefit from the component of the teaching practice in the VT programme. Their classroom practices revealed that the teachers did benefit from the component of teaching practice and that they continued with the significant events of teaching practice such as, teaching the syllabus communicatively, providing positive feedback to their colleagues and teaching of vocabulary by associating them with ideas. The teachers also benefited from the coverage of assessment. Both Nighat and Shama seemed familiar with alternative assessment practices. Nighat however, could not implement these because of the constraints of board examinations, but she was able to assist her other colleagues in designing assessment sheets. Shama seemed to implement these alternative assessment practices. The study suggested that both the teachers were familiar with the term reflection and reflective teaching. They were also aware of the benefits of writing reflective Dissertation Abstracts MEd III Class of 1999 18 journals. The study also revealed that Nighat and Shama had shared