غربت و افلاس، جبری مشقت اور تشدد
ایک ان پڑھ اور غریب معاشرہ کبھی بھی ترقی کی منازل طے نہیں کر سکتا۔اسی وجہ سے بڑھتی ہوئی روز بروزسماجی تفریق اور غربت معاشرے میں ناسور کی شکل اختیارکرتی جا رہی ہے۔ معاشرے کا ایک طبقہ اگر زندگی کی ضروریات کو پورا کرنے سے محروم رہتا ہے تو غربت کسی بھی معاشرے میں اس سماجی تقسیم کا نام ہے جس میں ایک گروہ خوب ترقی کی منزلیں طے کرے تو دوسری طرف دوسرا گروہ مسلسل غربت و افلاس سے تنگ و تاریک زندگی گزارنے پر مجبورہو۔ کیونکہ اختیارات رکھنے والے کبھی بھی تنگ و تاریک زندگی گزارنے والے سفید پوش لوگوں کو ان کا حق نہیں دیں گے۔لوٹ کا بازار ایسا گرم ہے کہ مردہ ضمیر لوگ یہ بھول بیٹھے ہیں کہ ایک نوالہ ان کے لیے وجہ رحمت بن سکتا ہے۔غربت کی اسی رفتار کو ماپتے ہوئے کہا جا سکتا ہے کہ نوجوان نسل اور بچے اس غربت کا شکار ہو رہے ہیں۔بھوک سے تنگ انسان خوشحال و مطمئن زندگی نہیں گزار سکتا، وہ محروم ہے ہر اس پل سے جسے وہ سوچ کر خوش بھی نہیں ہو سکتا۔ انہوں نے بھی اس درد کو محسوس کیا اور ناول نو لکھی کوٹھی میں اس کو اپنا موضوع بنایا۔
مولوی کرامت کا گھرانہ جو پچھلے تیس سال سے چھوٹے سے گاؤں میں رہتا تھا۔گاؤں کی آبادی سو پچاس گھروں پر مشتمل تھی۔مولوی کا دادا بھی جب اس گاؤں میں آیا تو گدا گری اور چندے سے کام چلاتا تھا۔تب گاؤ ں کی مسجد خالی پڑی تھی۔اس نے ادھر ہی گڈری جما لی اور نماز پڑھنے لگا۔ شروع شروع میں لوگ غربت کو مدنظر رکھتے ہوئیترس کھا کر روٹی دے دیتے تھے۔دیکھا دیکھی گاؤں کے کچھ لوگوں نے اس کے پیچھے نماز...
Head of SMA Negeri 3 Palu implements the form of management based on five management functions, namely planning, organizing, staffing (placement), coordinating and controlling (control). In managing ecology-oriented schools refers to the school adiwiyata ie schools that maintain the environment, the arrangement of a clean environment, beautiful and healthy in order to produce a good learning environment. This effort also aims to provide understanding of the school community in the preservation of environmental functions and resources in the school environment. Environmentally sound environmental (ecological) school programs have participatory and sustainable principles. The participatory principle is that the school community involved in school management covers the whole process of planning, implementation, and evaluation based on responsibility. The principle of sustainability is that all activities are carried out comprehensively, planned and continuously in improving the learning conditions more comfortable and conducive for all citizens of the school.
A Comparative Study of the Syntactic & Morphological Errors of Iranian EFL Learners with Reference to Persian as Their First Language Since the term Error analysis was given unprecedented significance in the late sixties, as a reaction to CA, a number of studies in the field of second language learning have addressed this unusual phenomenon because of the wide ranging implications that this area of research has for explaining the nature of human language faculty and the process of language acquisition in general. Although over the years, each particular aspect of EA has been examined by different scholars, a lot more is needed to extract different kinds of errors and to analyze them scientifically. This research study was an attempt to examine the notion of error as a deciding area in the field of second language acquisition and the major causes for making errors across learners and analyzing their major syntactic problems categorizing the errors and estimating the frequency of each group of errors according to previous scientific measures. This study was particularly aimed at identifying the sources of syntactical errors of Iranian English learners and illustrating the role of mother tongue interference as the basic source of errors in this study. The performance data was gathered from a subject pool consisting of 250 learners from a more or less the same background learning English as their foreign language who attended TOLIMO, which is a test for Ph.D. applicants in Iran. In this study, different pattern of syntactic morphological errors, their frequency of occurrence and the overall shapes of error production curves were analyzed across a particular group of participants who attended TOLIMO Test to reflect the sources of their errors. Since the field of EA has a greater capacity for revealing the learners' system of errors, it is crucial to uncover this system in order to discover and explain the problems of ESL/EFL learners. A detailed study of the factors leading to errors would be a fruitful avenue to pursue for insights into the nature of learners' linguistic system providing us with clues to a deeper understanding of the acquisition process. So far, the aim has been to show how interference of mother tongue and intralingul effects are responsible for commitment of some syntactic errors in the writings of Iranian EFL learners. A lot more longitudinal studies will be needed to examine not only syntactic but orthographic, phonological, morphological and lexical errors of EFL/ESL learners.