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Home > Mazahib Mukhatlifah Mein Basharaat Nabuwat W Rasalat = مذاہب مختلفہ میں بشارات نبوت و رسالت [M. Phil Aloom-E-Islamia, Takhasas Un Nabi Sallallaho Alehe Wasallam]

Mazahib Mukhatlifah Mein Basharaat Nabuwat W Rasalat = مذاہب مختلفہ میں بشارات نبوت و رسالت [M. Phil Aloom-E-Islamia, Takhasas Un Nabi Sallallaho Alehe Wasallam]

Thesis Info

Author

Benish Mukhtar = بینش مختار

Department

UMT. Sirat Chair

Program

Mphil

Institute

University of Management and Technology

Institute Type

Private

City

Lahore

Province

Punjab

Country

Pakistan

Thesis Completing Year

2018

Thesis Completion Status

Completed

Page

316 . CD

Subject

Islam

Language

English

Other

Sirat Chair; Urdu; Call No: TP 297.63 BEN-M

Added

2021-02-17 19:49:13

Modified

2023-02-19 12:33:56

ARI ID

1676714039588

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تنقید کیا ہے۔

تنقید:
تنقید عربی زبان کا لفظ ہے۔ جس کے عام معنی اخراج کے ہیں۔نورالغات میں مولوی نورالحسن نے اس کی تعریف یوں کی ہے:
"کھوٹا کھرا پرکھنا یا جانچ کرنا۔ایسی جانچ جو ضعیف اور مشکوک چیزوں کو الگ کردے یعنی اچھے اور برے کی تمیز کرنا"
اردو ادب میں اس کے مترادف لفظ تنقید استعمال ہوتا ہے لیکن انگریزی میں اس کے مترادف لفظ Criticism استعمال ہوتا ہے۔بعض اوقات اس کے لیے نقد یا انتقاد کے الفاظ بھی استعمال کیے جاتے ہیں۔حامداللہ افسرنے اسی تناظر میں اپنی کتاب "تنقیدی اصول و نظریے" پہلے نقد الادب کے نام سے شائع کی۔ان کی ایک کتاب" انتقاد" اور دوسری "اصول انتقاد ادبیات" کے نام سے شائع ہوئی لیکن ہمارے معاشرے میں اکثریت کے ساتھ چلنا پڑتا ہے۔لہذا حامداللہ افسر اس نتیجے پر پہنچے کہ چونکہ اکثریت اس طرف جا رہی ہے تو میں چونکہ اس کو نام نقد یا انتقاد دینا چاہ رہا ہوں تو شاید کامیاب نہ ہو سکوں تو انہوں نے اپنی کتاب کا نام تبدیل کیا اور اسی کتاب کو پھر شائع کیا اور اس کا نام رکھا" تنقیدی اصول و نظریے"۔
حامد اللہ افسر کی اس کے بارے میں رائے یہ ہے کہ وہ کیوں اس طرف آئے۔وہ کہتے ہیں :
"لفظ تنقید عربی صرف و نحو کے اعتبار سے صحیح نہیں ہے جس کی جگہ نقد یا انتقاد ہونا چاہیئے۔لیکن اردو ادب میں اب یہ لفظ رائج ہو گیا ہے۔اس کی جگہ کسی دوسریلفظ کا استعمال مناسب نہ ہوگا۔جہاں تک اردو زبان کا سوال ہے اسے صحیح سمجھنا چاہیئے۔"
ادبی اصطلاحات کا تعارف" کے صفحہ 167 پر مصنف ابوالاعجاز صدیقی کی رائے یہ ہے :
"تنقید اصل میں کسی بھی فن پارے کو ذاتی پسندو ناپسند سے بالا ہو کر پرکھنے اور جانچنیکا نام ہے۔تنقید کسی ادب کے فنی محاسن کی پرکھ کا نام ہے"

COMPARISON OF SCIATIC NERVE GLIDING AND LOWER EXTREMITY DYNAMIC STRETCH ON HAMSTRING FLEXIBILITY IN ATHLETES

Background: Hamstring muscles are targeted among football players. Sciatic nerve gliding improve hamstring flexibility among football players. Objective: To compare the effects of sciatic nerve gliding and lower extremity stretching on hamstring flexibility among football players. Methodology: In this randomized clinical trial 20 male athletes were selected which divided in two groups. One group was given sciatic nerve gliding while other lower extremity stretches. Athletes with age of 18-30 years, male foot ballers who regularly exercise 2 to 3 times a week for 30 minutes for 6 weeks were included. Goniometer was used to collect data by performing straight leg raise and Active knee extension test. Results: The results showed that the mean age and SD was 21.30±1.809. Comparison of treatment within group was checked by Wilcoxon Rank test showed significant results (P was less than 0.05 )and between group comparisons was checked by Mann Whitney test and found sciatic nerve gliding gave more improvement in Athletes performance (  p value was less than 0.05 for straight leg raising and active knee extension test. Conclusion: It was concluded that sciatic nerve gliding gave more effective results than lower stretching in increasing hamstring flexibility among football players.

Enhancement of English Writing Skills

The way writing is done in our classrooms is very traditional, which means that teachers are the main source of knowledge while students are the passive recipients. This makes the classes teacher-centered in nature. Students face problems in ideas/vocabulary, as the topics given are not close to the real life situations. Most of the time, students are asked to write on experiences they have never had. According to Law and Eckes (1990), second language is learnt best when the setting is natural. When the writing is not relevant to the students' lives, they will find it difficult. Thus, writing in our classes is usually product-oriented'. The students do not go through the process of thinking and sharing ideas, writing and re-writing in order to improve their work. The first draft is usually considered the final draft. The purpose of my project was to enhance teachers' writing skills and to guide them to introduce process writing in their classes in order to make a shift from the product to the process, and to transform the students into independent writers. During the project, process writing was found to be a useful strategy, but it was time-consuming, which was the biggest problem in its implementation. It was difficult for the teachers to fit it into the existing situation, where the teachers are under constant pressure of completing the syllabus. However, apart from the inherent problems, the teachers learned a lot through co-planning, co-teaching, reflecting, and providing feedback to each other, thus showing that they also need opportunities and encouragement to enhance their teaching. Since I am a teacher of the same school, this project was a way forward for me as well for developing my own understanding in teaching writing as a process and working collaboratively with other teachers to sharpen their understanding. Through this project, I learnt that the writing process helps in developing learners' writing skills, if sufficient time is allocated to it, which no doubt is a difficult task under the present educational system.