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A Study on the Educational Problems of Physicaly Handicapped Students in the Normal Schools in District Mianwali

Thesis Info

Author

Muhammad Zahid Mansoor Khan Lashari

Supervisor

Mahmood Hussain Awan

Institute

Allama Iqbal Open University

Institute Type

Public

City

Islamabad

Country

Pakistan

Thesis Completion Status

Completed

Page

54

Subject

Education

Language

English

Other

Call No: 371.91 MUS; Publisher: Aiou

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676709621372

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بھلانے میں جن کو زمانے لگے ہیں

بھلانے میں جن کو زمانے لگے ہیں
وہی لوگ پھر یاد آنے لگے ہیں

سنبھلتا ہوا دیکھ کر پھر سے مجھ کو
حوادث کھڑے مسکرانے لگے ہیں

لگا بزم میں رہ گئے ہم اکیلے
کہا جب انھوں نے کہ جانے لگے ہیں

لگا ہاتھ سے ہے جو آنچل تمھارا
لگا ہاتھ جیسے خزانے لگے ہیں

خدایا! تو سن لے، اٹھے گی نہ ورنہ
جو ماتم کی صف ہم بچھانے لگے ہیں

ہمیں تو چلن، بد چلن زندگی کے
یہ سب سانپ سیڑھی کے دانے لگے ہیں

خدا دیکھ لے اب جو تو نے ہے کرنا
دعا سے بھی ہاتھ اب اٹھانے لگے ہیں

Stylistic and Semantic Incongruities in the Earliest Purported English Translation of the Qur’an by Alexander Ross

Recognizing the unequivocal importance of English as the only and uncontested medium of global communication for disseminating the universal message of the Qur’an, this paper analyzes the ways in which translational incompetence or substantial incongruities could distort the very essence of the actual text and meaning of this last and  eternal message of Allah. Taking selected parts of the first two “ruku’s” of surah al-baqara as a case study,   it traces  some  salient  instances of such deviation  in the  earliest  purported English rendering of the Qur’an by Alexander Ross done  in the middle of the seventeenth century.  Besides  attempting  to make  readers wary of such misleading attempts,   it also  aims at  inculcating in them a sense of distinguishing the authentic works of genuinely qualified renderers from such  ill-motivated and ill-informed purported translations.

Conceptual Understanding of Mathematics Among Students – a Comparative Study Between Students of International Baccalaureate and National Curriculum

Conceptual understanding of mathematics enables students to integrate mathematics across the discipline and within their surroundings. The current study aimed to investigate the existing differences in the conceptual understanding of the students studying through two different curricula, i.e. the National Curriculum (NC) and the International Baccalaureate (IB), and the factors affecting students’ conceptual understanding of mathematics. It is a mixed methods study carried out in two schools of Karachi, one of which was an IB world school and the other one was affiliated with Aga Khan University-Education Board (AKU-EB) which follows NC 2006. A total of 45 research participants participated in the study. Among those 45 participants, two were mathematics teachers and the remaining forty three were students from both the schools. Analysis of Quantitative tools, (a Mathematics achievement test and a demographic datasheet) showed that the students of IB performed relatively better then AKU-EB students and have positive relation between the extra support they receive and their academic achievement. Thematic analysis of the qualitative semi-structured interviews of teachers, focus group discussion with students, school and classroom environment observations, disclosed significant influences of assessment, pedagogical approach, curriculum content, school environment and home support on students’ conceptual understanding. The implications of the study emphasise upon the need of modification in assessment criteria, as well as the pedagogical approach of the teachers to enhance mathematics conceptual understanding among students. It further emphasises on introduction of cohesive curriculum content for mathematics. In future the study could be expand and could be used to generate more generalizable results.