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Home > Comparison of Literacy Appoaches of Allama Iqbal Open University and National Commission for Human Development

Comparison of Literacy Appoaches of Allama Iqbal Open University and National Commission for Human Development

Thesis Info

Author

Zafar Iqbal

Supervisor

Zulfiqar Ali Khan

Institute

Allama Iqbal Open University

Institute Type

Public

City

Islamabad

Country

Pakistan

Thesis Completing Year

2009

Thesis Completion Status

Completed

Page

218.;

Subject

Education

Language

English

Other

Call No: 378.03 ZAC; Publisher: Aiou

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676709822090

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آسی ضیائی رام پوری بطور اقبال شناس

آسی ضیائی رامپوری بطور اقبال شناس

آسی ضیائی رامپوری کا نام  قدآور اقبال شناس ناقدین میں شامل ہے۔آسی ضیائی نے ایک تو علی گڑھ یونیورسٹی میں رشید احمد صدیقی جیسے اقبال شناس کی شاگردی اختیار کی دوسرے اقبال کی مادرِ علمی مرے کالج سیالکوٹ کی علمی و ادبی فضا نے آسی ضیائی کی  ’’اقبال شناسی‘‘ کے لیے مہمیز کاکام کیا اور یوں آسی ضیائی نے کلام اقبال پر خامہ فرسائی کرتے ہوئے ایک کتاب اور چار مضامین رقم کیے۔
’’کلامِ اقبال کا بے لاگ تجزیہ‘‘ آسی ضیائی کی اقبال شناسی کے حوالے سے مستند تصنیف ہے۔ اس کتاب میں کلامِ اقبال کے اہم خصائص کا اجمال کے ساتھ تجزیہ کیا گیا ہے ۔ایک صد مضامین پر مشتملیہ کتاب تین حصص میں منقسم ہے۔ پہلا حصہ دو ابواب پر ،دوسرا حصہ تین ابواب پر تیسرا اور آخری حصہ ایک باب پر مشتمل ہے۔ ’’کلامِ اقبال کا بے لاگ تجزیہ‘‘ کے آغاز میں آسی ضیائی نے ایک جامع مقدمہ بعنوان  ’’اِدعا‘‘ رقم کیا ہے جو کتاب کی اہمیت اور وجہ تحریر پر روشنی ڈالتا ہے۔ کتاب کے حصہ اول میں محبت ،جستجو ،متصوفانہ ،مذھبیت ،مظاہرِ قدرت سے محبت ،مذہبی روایات سے محبت ،تصوف ،عمومی تبصرہ ، خاص موضوعات ،ترجمے ،بقیہ نظمیں، غزلیں ،دوسرا دور ،رومانی شاعری ،ایک انوکھا قیاس ،خورشید ،ایک دلچسپ انکشاف، دوسری نظمیں ،نئے دور کا آغاز، خلاصۂ بحث اور محرکات جیسے مضامین کی فہرست ہے۔
کتاب کے حصہ دوم میں بعد کی شاعری ،اسلوب کا جائزہ ،وسیلہ ،ساخت و پرداخت ،حکیمانہ اسلوبِ شاعری کی خصوصیات ،سادگی اور ندرت ،تمثیل نگاری ،تخاطبِ بالغائب ،رموز وعلائم کا استعمال ،حالیؔ،اکبرؔ،اقبالؔ ،صوت و آہنگ کا اہتمام ،تصورات و پیغام پر تبصرہ ،خودی ،تصورِ خودی کا وھبی و ماحولی پس منظر ،اثباتِ خودی ،اثباتِ خودی کے مقامات، شرفِ انسانی، تسخیرِ فطرت، مسئلہ خیر و شر اور روح و جسم کا اتحاد...

The Women Activism in Pakistan: An Analysis of ‘Aurat March

In Pakistan, although women’s activism was initiated since the country came into existence, but a diverse activism was observed by the nation in the form of ‘Aurat March during 2018-2020. The current study examines the Western feminism, what it was initiated for and its accomplishments in the current time. By employing a discourse analysis approach to the ‘Aurat March event, this study highlights the women’s activism in Pakistan, ‘Aurat March and the antipathy faced by organizers and supporters from the public because of its strange slogans and ridiculous placards. It also observes the relationship between western feminism and ‘Aurat March activism from the perspective of the social, cultural, and religious transformation of society. The study finds the need to raise a constructive and logical voice for women’s rights with support of the public to eradicate social evils instead of focusing on insignificant matters. It has further recommended that there is a need to build a framework in which one may be able to differentiate women’s rights in the context of western feminism and the limitation of women’s emancipation in Islamic context.

Effect of Feedback on Studen Engagement and Achievement in Mathematics in Secondary Schools

Feedback is the key to improve the quality of teaching in mathematics classroom. There are different practices in teaching and learning in mathematic classroom throughout the world. In Pakistan a number of ways have been introduced to increase students‘ engagement and achievement in mathematics but the impact of these programs is considered marginal. The purpose of this study was to assess ―effect of feedback on students‘ engagement and achievement in mathematics in secondary schools‖. This study provides the empirical support that how feedback enhances students‘ engagement in mathematics classroom and how feedback support students to improve their achievement in mathematics. The ultimate effect of this feedback is on students engagement and achievement and consequently, as improved students‘ mathematics learning. The sample of the study was 87 students who were studying Mathematics in grades 9. There were 43 students in control group and 44 students in experiment group.Groups were matched on students‘ results in Mathematics in grade 8 to ensure the equivalence of both groups. Then pretest was conducted to compare both groups equivalence. Modified lesson plans with feedback strategies and techniques along with independent practice assignments for intervention were developed. Researcher employed different techniques and strategies of feedback while teaching mathematics to experiment group. Special emphasis was given to ‗questioning based discourse‘ following the initiation, response follow up (IRF) format, either in written or verbal form. At the end of intervention the participants of this study were post tested. The collected data was analyzed by SPSS 15 version. According to the nature of data and to address the research questions by considering the number of participants, parametric techniques were applied on students‘ engagement in mathematics classroom scale and mathematics achievement test separately. The major findings of the study are: The idea that traditional teaching in mathematics classroom is sufficient for mathematics learning should be reconsidered. The traditional teaching in mathematics is lacking in quality teaching to mathematics students because of the limitation of their usual teaching style. A comparison of pretest and posttest scores of control and experiment group has shown significant effect of feedback on students‘ achievement in mathematics. Therefore, there is need to introduce new teaching and learning approaches in mathematics classrooms. When engagement in mathematic classroom of the participants was compared on pretest and posttest it showed that there was significant increase in engagement in mathematics classroom of students in experiment group. Understanding mathematical concepts and expanding students‘ engagement in mathematics is only possible by introducing appropriate feedback techniques and methods in teaching mathematics. Similarly, different dimensions of engagement in mathematic classroom of the participants were compared based on pretest and posttest, it showed that each dimension of engagement was better in experiment group than control group. Feedback given to mathematics students in classroom not only contributes to improve engagement of students but also expands the understanding of the mathematics which causes increase in achievement. There was a significant co relation of feedback with engagement and achievement of participants in intervention group. Also, three construct of engagement along with their different dimensions were found to be correlated with each other. Another interesting finding was that low and average ability students were most beneficiary of the intervention. This limited success within engagement and achievement in mathematics can be increased by expanding this intervention with long intervals. Students are benefited from feedback in mathematics content, which consequently resulted in efficient engagement by using feedback given to them on selected topics. Therefore, feedback given to the student in the relevant topic can engage students in mathematics learning. The feedback on specific content from the textbooks to be taught in mathematics classroom is a desired element of teaching and learning of mathematics. In the changing scenario of education policies and curriculum change, training on feedback is needed for novice and in-service teachers, because in our context a teacher has to taught mathematics in limited time and according to given examples of mathematics textbook. In this situation, the concepts of mathematics textbook of grade 9 can be addressed in an appropriate manner by giving feedback to the students of mathematics.