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Media Reportage of Political Protest

Thesis Info

Author

Sadia Tariq

Supervisor

Shabbir Hussain

Program

Mphil

Institute

Riphah International University

Institute Type

Private

City

Islamabad

Country

Pakistan

Thesis Completing Year

2015

Thesis Completion Status

Completed

Page

vii, 107 . ; 30 cm.

Language

English

Other

Submitted in fulfillment of the requirements for the degree of MS/ M.Phil in Media Sciences to the Riphah Institute of Media Sciences.; Include bibliographical references; Thesis (MS)--Riphah International University, 2015; English; Call No: 070.44930336 SAD

Added

2021-02-17 19:49:13

Modified

2023-02-19 12:33:56

ARI ID

1676711274833

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Chapter 4: Dr. Isrār Aḥmad as Mufassir-E-Qur’ān

Characteristics of Bayān-Al-Qur’ān

            “Bayān al-Qur’ān” in the series of services towards the Qur’ān by Dr. Isrār Aḥmad (d:1431A. H/2010A. D) has an important standing. He had been presenting the translation besides brief explanation of the Qur’ān during Ṣalāt-e-Tarāvīh since 1984A. D; this series of daura-e-Tarjuma (translation) was liked world-wide.

            The task of publishing daura Tarjuma-e-Qur’ān(held in 1998A. D inQur’ān Academy, Karāchī) in a book form had commenced in the life-time of Dr. Isrār Aḥmad. This important assignment was taken on by Anjuman Khuddām al-Qur’ān, Khyber Pakhtūnkhwāh, Peshāwar; so far, five volumes of Bayān al-Qur’ān upto Surah al-sajadah have been published.

            Dr. Isrār Aḥmad’s Tarjuma-e-Qur’ān comprising a brief translation and explanation in the form of Bayān al-Qur’ān has the following peculiarities:-

1. He presents the points of explanation (Tafsīr) in a very simple but convincing way for the audience which is easy as well as understandable. While explaining the ‘Split Alphabets’(ḥarūf-e-Muqatti‘āt) with refernce to the first Āyah of Surah al-baqarah, he writes:

            “These are the split words; suffice to know that no one knows the real and specific meaning of these with certainty except Allāh and His prophet(SAWS). This is a mystery resting between Allāh and the prophet(SAWS). Many explanations have come up but none of these is attributable or endorsed by the prophet(SAWS). However, it is known that the use of such split-words was common in poetic expression of the Arabs, hence they never raised a finger about the same. Out of 114 Suwar-e-Mubārakah (chapters) in the Qur’ān, 29 begin with such alphabets (ḥurūf-e-muqatti‘āt). ” [1]

            Dr. Isrār made use of simple words to explain even the complex issues so that the audience follow the message of the...

سبعۃ اَحرف و قراءاتِ قرآنیہ ؛ایک تحقیقی جائزہ A Research Review of Sab‘a Aḥraf and Recitation of the holy Qur’an in different ways

“This Quran has been revealed in seven different ways; so, recite it in the way that is easier for you.” This hadith is Recurrent in meaning. The narrator Imam Abu Ubaid Qasim Bin Salam (R.A) has elucidated its recurrence. Imam Abn-e- Jouzi (R.A) has collected all its ways in a Journal. What is meant by “Seven Words” in this Hadith? It has been a controversial point among the ulemas and scholars. And no doubt, it has been regarded as the most difficult debate of Uloom-ul- Quran. There have been severe controversies in this regard, so far as Allama Ibn-e - Arabi has mentioned thirty-five sayings. Some of them are as following: Some think these are the ways of recitations of seven famous Qaries. Some think that it means all the ways of recitations. But “Seven” does not means the number 07, because in Arabic language, it is used to describe the plenty of something. Qazi Ayyaz from Earleir Ulemas had the same opinion, while in the later period; Shah Wali-Ullah also had the same views. Some think that it means seven dialects of Arab Tribes. Imam Abu Hatim Sajestani (R.A) determined the name of these languages. They are Quraish, Hazial, Teem, Al-Rubab, Azd, Rabbia, Hawazan, and Saad bin Abi-Bakar. Hafiz Abn-e- Jareer Tibri (R.A) agreed to this school of thought. The fourth famous saying is that of Imam Tehavi (R.A.) he says that although he Holy Quran has been revealed in the dialect of Quraish. But it was difficult for the people of other tribes, which came of different areas of Arab. That is why, in the beginning, they were permitted to recite the Holy Quran in their local languages, and the words or ways were determined by the holy prophet (P.B.U.H) himself. Later, it was prohibited. There remained only the one way of recitation in which the holy Quran was revealed. HAzrat Sufian bin Aiena (R.A), Abn-e-Wahab (R.A) and Hafiz Ibn-e- Abdul Bar (R.A) agreed to this opinion. Famous interpreter Allama Nizamul Din Nishapori (R.A) says that it means the following differences in the recitation. Differences between Singular and Plurals Differences between Muscular and Feminine Differences of the causes of Araabs          Differences of Morphology (Formation of Words) Differences of syntax (Sentence Structure)           Differences of the ways which changes words Differences of dialects Allama Abn-e- Qutaiba, (R.A), Imam Razi Qazi (R.A) and Abu Bakar(R.A) and Abn-e Aljuzri (R.A) also adopted this saying of Allama Nisahpuri.(R.A).

Developing a Computer Based Instructional Material Model for Teacher Training at Aiou

The objectives of the study were: to review the role of computers as instructional material in teacher-training programmes at AIOU; to identify the role of computers as instructional materials by resource persons/tutors/academicians in classrooms of teacher training programmes at AIOU; to specify the role of computers as instructional material by students of teacher training programme of AIOU Islamabad; to develop a computers based instructional material model for teachers-training programmes of AIOU and to integrate computer instructions and the teacher training programmes at AIOU. The study was descriptive (survey-type) in nature. It was conducted through the offices of the DNFE and Dean of Faculty of Education. Prior to the actual study, pilot study was conducted in May of 2002. Three types of the questionnaire were developed by the researcher and these were piloted on a small sample. The instruments were improved in terms of language, content, format and style. A few of the items were either changed or removed. Questionnaires were sent to the scholars and researchers in the field of education for the purpose of validation. Final study was conducted in the Fall of 2003. viiOut of 750 mailed questionnaires 425 were received back. The respose rate remained percent. Amaster sheet was used to collect data. Each response choice was given a numerical value. Questionnaire for the students contained three parts. First part was to collect demographic data. Second part consisted of 54 closed-ended questions. Questions were formulated in the form of Likert scale. Third part contained open-ended questions in order to find the opinion of the students. Questionnaire consisted of several sections according to various aspects of the computer based instructional material model. The other two questionnaires were formulated for academicians and tutors in order to verify the information collected from student questionnaire. The findings revealed that there was a need to use more computers based instructional material in education. It was found that computer technology plays a pivotal role in teacher training programmes in the distance learning system. The respondents were of the view that in the future age of technology, it is important to prepare teachers who could use computer based instructional material in their classes. It was also considered effective to use email and Internet. To realize importance of computer based instructional materials most of the respondents agreed to have computers in all the classrooms for all the students and stressed to modify curriculum and textbooks according to the use of computer based instructional material. Resource person and instructors were considered to have the power to plan and set time to use computer based instruction material. Experts like academicians, resource persons and tutors need to verify the information gathered from student questionnaires.