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Effectiveness of Using Calculator on Arithmetic Achievement of Sixth Grade Students

Thesis Info

Author

Khair-Un-Nisa

Supervisor

Maqsood Alam Bukhari

Program

Mphil

Institute

Allama Iqbal Open University

Institute Type

Public

City

Islamabad

Country

Pakistan

Thesis Completing Year

1995

Thesis Completion Status

Completed

Page

v, 192.

Subject

Mathematics

Language

English

Other

Call No: 513 KHE; Publisher: Aiou

Added

2021-02-17 19:49:13

Modified

2023-02-19 12:33:56

ARI ID

1676709973753

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سبز بستیوں کے غزال

سبز بستیوں کے غزال

                سانجھ پبلی کیشنز سے 2018ء میں چھپنے والا ناطق کی غزلیات کا ایک مجموعہ سر بستیوں کے غزال بھی ہے۔اس کتاب کا انتساب شمس الرحمان فاروقی کے نام ہے اس میں کل 54غزلیں شامل ہیں۔اس میں انہوں نے پنجاب کی سرزمیں ،کھیت کھلیان ،پھل پھول،ہریالی یہاں تک کہ پنجاب میں جڑے رشتے ،اسی مٹی سے اٹھنے والی خوشبو اور اس سر زمین کے لیے جان دے دینے والے رشتوں کو اردو غزل میں شاعری کے ذریعے پروان چڑھایا ہے۔

                علی اکبر ناطق نے اپنی تمام تر تحریری جمالیات  کے ساتھ پنجاب کی خوبصورتی کو عیاں کرکے ایک نئی مثال قائم کی ہے۔ان کی شاعری میں کچھ ایسے الفاظ کا بھی استعمال کیا گیا ہے جو کہ پنجابی کے ہیں یوں تو بہت سے شاعر حضرات ایسے ہیں جو اپنی شاعری میں پنجابی کے الفاظ استعمال کرتے ہیں۔لیکن ناطق نے اردو غزل میں الفاظ کا اصل اور بالکل منفرد طریقے سے  تخلیقی استعمال کیا ہے۔شمس الرحمٰن لکھتے  ہیں:

’’ناطق کی غزل اپنے قصے کی دیواروں اور کھیتوں کی سبز مٹی سے جڑی ہے اس کی زبان کا خمیر اپنی دھرتی کی خوشبوؤں سے اٹھا ہے۔اس کا ایک ایک مصرع اس کے اٹوٹ  سمبندھ کی گواہی دیتا ہے۔یہ ہنر آفر ین شعری طلسم کسی کاوش کا نتیجہ نہیں بلکہ وہ الہامی  اور وجدانی  توفیق کی جزا ہے جس میں ناطق کو اپنی شاداب و خوشی  رنگ پائینوں والی دھرتی سے باندھے رکھا ہے۔‘‘(8)

                ناطق کی شاعری میں جس طرح منظر نگاری سے کام لیا جاتاہے۔قاری کو محسوس ہوتا ہے کہ جیسے نقش بولتے ہیں۔ان منظروں میں وہ سماں ہوتا ہے کہ جیسے تاریخ خود اپنی وضاحت کررہی ہو۔ حال میں ہونے والے اور مستقبل...

Problems and Challenges to English Language in Madaris of Pakistan

Language is a communication tool to impart education at every level that is why different languages are taught for this purpose. In Madaris of Pakistan, Arabic is commonly taught as it is the language of basic Islamic sources i.e. The Holy Quran and Hadith. This paper will basically try to understand the learning of English as a language is not given importance, although it is very essential nowadays but besides this, it faces many problems and challenges in religious Madaris of Pakistan. Many factors are involved in this situation. In modern world, English language specially can be very helpful to the purposes of these Madaris. Learning of English language will help to impart, propagate and defend the message of Islam on a larger and wider scale. One can use it for da’wah and calling others to Allah. But some elements of Madaris are not well informed about to this fact that they have not such a larger vision to understand and absorb the facts. On the other side, supporters of teaching English language in Madaris are unluckily blind to the positive, historic, reformative role of Madaris. This situation is creating misunderstandings and these bodies are seen opponents while they must be supporting to each other. This article reviews the challenges and the problem and challenges to English language in Madaris as well as how to bridge the chasm created between the two schools of thought.

Study on the Attitude of University Teachers and Students Towards Global Issues Pertaining to Human Rights - Exploring Global Perspective Through Local Disposition

The study aims at exploring the notion of human rights through investigating the attitude of university teachers and students (prospective teachers) towards global issues pertaining to human rights in Pakistan. The overall strategy for the current study is based on survey research design. From a methodological standpoint, mixed method paradigm (survey method and case-study) is used to gain quantitative and qualitative responses. Through stratified random sampling, total sample n=600, i.e., 520 students (prospective teachers), currently pursuing degree in education (B.Ed/M.Ed), and 80 teachers, currently teaching prospective teachers at public or private university were selected from 12 universities and four affiliated colleges of Sindh, Pakistan. For qualitative data, n=20 respondents were selected through purposive sampling. The quantitative data was collected using Human Rights Attitude Scale (HRAS), adapted from Attitudes toward Human Rights Inventory, ATHRI (Narvaez, Thoma & Getz, 2006) and Human Rights Questionnaire (Veizades et al., 1995). The adapted scale was validated through content validity, while Cronbach’s Alpha was statistically applied to check internal consistency (calculated as .90). For qualitative data, in-depth knowledge was inquired through focused group interviews. For ethical considerations, institutions and participants were informed about the research study through explanatory letter and informed consent was signed voluntarily. Overall, 96 hypotheses were tested using statistical tests (t-test and chi-square), while qualitative data was analyzed using themes. The study yields that there is a significant difference in the attitude of university students and teachers towards global issues pertaining to human rights (computed value of t= 6.22). There is a significant difference in the attitude of university students and teachers towards social security (t= 6.02) and civilian constraints (t= 4.92), while there is no significant difference towards personal liberties (t= 1.09). Significant differences are drawn among teachers on the basis of travelling, social/political affiliation, human rights training and experience, while significant differences are drawn among students on the basis of working status, location, schooling and last qualification. For item-by-item analysis, sixty hypotheses were tested out of which, forty hypotheses were rejected. From qualitative data, it was derived that students and teachers face multiple issues pertaining to human rights, which result in scarcity of expressing ideas in solving global issues pertaining to human rights. The respondents are not satisfied with the current state of human rights in Pakistan. Respondents emphasized on the role of teacher, education and higher education institution as a concrete ladder to foster positive changes in society. All the respondents highlighted the importance of incorporating global dimension in teacher education (TE) curriculum, but at the same time identified the missing gaps. Based on the results, suggestions and recommendations are submitted as supplements at the end