وادیِ سینا
جس وادی مقدس طویٰ کا ذکر قرآن میں ملتا ہے اس کی وسعت قلبی واضح نظر آ رہی تھی ۔ گرمی سے نڈھال پیاسی وادی نے اپنی چونچ بحیرہ احمر میں ڈال رکھی تھی ،بحر ہند کا پانی جزیرہ نما عرب کے یمنی ساحلی علاقے راس منہلی اور براعظم افریقہ کے راس سیاں کے درمیا ن کوئی بیس میل کی ایک تنگ گھاٹی سے گزر کر افریقہ اور ایشیا کے درمیان حدِ فاضل کھینچتا ہے جو وادیٔ سینا پہنچ کر دوحصو ںمیںمنقسم ہو جا تا ہے مشرقی حصے کو خلیج عقبہ جبکہ مغربی حصے کو خلیج سویز کہا جا تا ہے ۔قاہرہ سے وادیٔ سینا جاتے ہوئے خلیج سویز کو عبور کرنا پڑتا ہے ۔اس حصے میں موسیٰ ؑنے اپنی قوم کو فرعونی مظالم سے نجات کے لیے پار کرایا تھا اور اسی بحر میں فرعون منفتاح غرق ہوا تھا۔
مصر ،سعودی عرب،اسرائیل اور اردن کی سرحدیں خلیج عقبہ میں ملتی ہیں ۔سعودی عرب اسی ساحل ’پر نیوم‘ نامی بستی بسا رہا ہے ۔اس جدید بستی کے بارے میں یہ بات کہی جا رہی کہ یہاں عیش و عشرت کے وہ سارے ذرائع موجودد ہوں گے جن کے لیے مغرب و مشرق کے عیاش طبقات دنیا کے کسی بھی کونے میں جانے سے انکار نہیں کرتے ۔
جہاز نے سمت بدلنے کے لیے جب داہنا پنکھ نیچے کیا تو کھڑکی سے خلیج سویز ایک نیلے ربن کی طرح نظر آ رہی تھی ۔محمد علی نے اشارہ کیا کہ وہ پانی خلیج سویز ہے ۔انہوں نے نہر سویز کی لمبائی چوڑائی اور اس پر برطانوی ،امریکی اور فرانسیسی قبضے کی تاریخ بھی بیان کی او ر بڑے فخر سے جمال عبدالناصر کی بہادری اور اس نہر کے قومیانے کے عمل کو سراہا ۔ انہوںنے کہا کہ ۱۸۶۹ء...
Constructivism is the basis for thinking of a contextual approach, namely that knowledge is built not a set of facts, concepts, or rules that are ready to be remembered. Students must construct that knowledge and give meaning through real experience. Students need to be accustomed to solving problems, finding something useful for themselves, and struggling with ideas. The teacher will not be able to give all knowledge to students. Students must construct knowledge in their own minds. Knowledge is not static, but is constantly evolving and changing as students construct new experiences that force them to base themselves and modify previous knowledge. Learning must be packaged into the process of constructing knowledge rather than receiving knowledge. In the learning process, students build their own knowledge through active involvement in the learning and teaching process. Students become the center of activities, not teachers. Critical thinking is an attempt by someone to check the truth of information using the availability of evidence, logic, and awareness of bias. Critical thinking skills are the cognitive processes of students in analyzing systematically and specifically the problems faced, distinguishing these problems carefully and thoroughly, as well as identifying and reviewing information to plan problem solving strategies.
English language enjoys its glory as an official language of Pakistan. It is used widely as a medium of instruction in educational organizations. The main focus of this investigation is to explore the causes of anxiety in speaking English as a second language at elementary level in district Sialkot. This investigation also aimed at determining the difference in speaking English as second language among eighth grade students at elementary level, if any across gender, school type and qualification.
The design of the study was quantitative. Population of this study was comprised on all 110 publics (76 boys and 34 girls) and 20 private elementary schools of tehsil Sialkot. As far as sample of study is concerned 300 students of 8th grade was the sample of the study, out of which 150 students (75 girls and 75 boys) were from public and 150 students (75 boys and 75 girls) were from private elementary schools. Data were collected from 12 elementary schools (6 public elementary schools and 6 private elementary schools) of tehsil Sialkot, with the help of simple random sampling technique. Research tool used for data collection was ?Foreign Language Classroom Anxiety Scale? (FLCAS) questionnaire which was presented by Horwitz, Horwitz, & Cope?s (1986). This adopted instrument was consisted on 33 Likert type statements having 5 sub-scales. Mean and standard deviation was applied in the SPSS on the factors of FLCAS to find out the causes of anxiety in speaking English among the 8th grade students at elementary level in district Sialkot. Inferential statistics like t-test was applied in the SPSS to determine the difference of anxiety scores between gender (male/female) and school type (public/private) while ANOVA was done in SPSS to determine the anxiety scores of students taught by teachers having different academic background.
The findings revealed that majority of the elementary students were having fear of speaking English in English language classroom and this factor is the main cause of anxiety among elementary students. Results revealed that negative relationship was found between school type and gender while having anxiety in speaking English among 8th grade students. Results also showed significant difference with regard to qualification of teachers.
Considering the English language anxiety issues among 8th grade students of elementary schools in district Sialkot, it is recommended that in both public and private elementary schools, language teachers create a stress free, informal, friendly, and mastering environment. Little communicative activities like drama, role-play and motivation provoking techniques in a studying environment should be utilized. In public elementary schools, a language teacher should assign some task as homework for the preparation of next class so that students may prepare well and creates such an environment in language class in which all students participate in ongoing discussion without any hesitation. Private schools should not appoint less qualified and untrained teachers as they are also the main cause of creating anxiety in speaking English among students. Male and female 8th grade students of both sectors should constantly be prompted to practice English language speaking activities inside and outside the classroom without bothering little grammatical mistakes.