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Thesis Info

Author

Shahbaz Khan

Department

Deptt. of Computer Sciences, QAU.

Program

MSc

Institute

Quaid-i-Azam University

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2009

Thesis Completion Status

Completed

Page

45

Subject

Computer Sciences

Language

English

Other

Call No: DISS/M.Sc COM/1867

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676718639519

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آخری ملاقات

آخری ملاقات
وہ آنسوؤں کی رحل پر۔۔۔!
مقد س اشارہ ، روشن ستارہ، دھڑکنوں کا سپارہ رکھتے ہوئے!
آرزو کے چاک پر ۔۔۔کئی اصرار تخلیق کرتے ہوئے!
نصاب سخن، جواب سوسن، گلاب و نسترن۔۔۔!
ہاتھوں کے لمس میںسموتے ہوئے!
ساتویں آسمان سے۔۔۔پہلے آسمان تک چلی آئی تھی
صدیوں کے صحیفے سے لذت معانی۔۔۔!
رفاقت زمانی، فطرت ارغوانی جیسی آیتیں پڑھتے ہوئے!
دردائیل، رومائیلؑ اور جبرائیلؑ کی منتیں کرتے ہوئے!
آنسوؤں میں ڈوبی ہوئی۔۔۔!
نور ازل ، وعدہ اول کا واسطہ دیتے ہوئے!
اذیت میں روتے ہوئے۔۔۔درد میں تڑپتے ہوئے!
اسرا رمستجاب، معصوم شباب، سارے خواب لیے روک رہی تھی
مجھے شفق زادوں کے روبرو۔۔۔!
تازیانوں کی تحریر میں۔۔۔!
قلندرانہ زمانوں کی تفسیر میں۔۔۔تکمیل جنوں کا حکم مل چکا تھا
اسباب جدائی کے ساتھ۔۔۔!
خانہ بدوشی کا صحیفہ اور وظیفہ مل چکا تھا

لفظ ادب كے معنوی ارتقاء كی تاریخ

The word (Adab) , contrary to its present equitant in English language (literature) , has an interesting background and exciting history. This word went through many developments in its meaning and senses during different periods of the literary history of Arabic literature. Linguistics took keen interest in each and every change and development came into its meaning. They thoroughly studied this word, throughout the literary history of Arabic literature, and tried to link between its early root meaning "(giving a banquet) or (feast) ", and its present meaning (literature) . This article is aimed to study the evolution and development came in the meanings and senses of the word (Adab) from the very first stage of Arabic literature i. e. Pre-lslamic Period till the modern period.

Facilitating Social Studies Teachers in Enriching the Curriculum: Possibilities and Challenges

This small-scale action research project explores the possibilities and challenges involved in facilitating Social Studies Teachers in understanding the notion and practices of the curricular enrichment process in their classroom contexts. The effort is based on the rationale that the curriculum needs to be enriched in order to maximize the attainment of set curricular goals and objectives. However, the assumption is that in most cases the curricular goals and objectives are not satisfactorily met due to the teachers: a) limited access to and understanding of curricular goals and objectives, and b) limited knowledge and expertise in effective implementation of the curriculum. In this background, the project sees, curriculum enrichment, as one of the important ways in assuring the attainment of goals and objectives of the curriculum. To realize this aim, the action researcher worked with two secondary level Social Studies teachers in a private school of Karachi, Pakistan. In this regard, the project studies the existing perceptions and practices of curriculum enrichment of the teachers. Subsequently, a strategic action plan was prepared and implemented to facilitate the teachers' understanding and practice of curriculum enrichment. Subsequent planning and action remained responsive to any need for change arising out of the experiences of implementing the previous one. The data for the action process was collected through semi-structured interviews, lesson observations notes, researcher's and teachers' reflective journals and tape recordings of input sessions. The gathered data was analyzed soon after each action step for reflection and further action. The study reports some possible strategies to facilitate teachers in gaining understanding about the notion of curriculum and curriculum enrichment. These are: 1) Using input/training sessions about definition and theory of curriculum and curriculum enrichment. 2) Sharing strategies for content, pedagogical and organizational enrichment. For example, adding supplementary reading materials from sources other than the prescribed textbooks, use of newspapers, audio-visual aids, inquiry and project work, organizing field trips and inviting guest speakers. In the same vein, the study also reports the challenges faced Dissertation Abstracts MEd V Class of 2002 33 in the process; such as: striking a balance between facilitating in joint and ;individual input sessions, time availability for action and its research and overemphasis on theoretical input. The report concludes by presenting key learnings experienced as a teacher educator and action researcher and suggests a focus for further action research.