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Reinforcement of masculinities and femininities through soap operas:a discourse analysis

Thesis Info

Author

Hifsa Nisar khan

Supervisor

Rabia Gul

Department

Department of Sociology

Program

MS

Institute

International Islamic University

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2016

Thesis Completion Status

Completed

Page

iii, 101

Subject

Sociology

Language

English

Other

MS 302.234 HIR

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676722568015

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23. Al-Mu’minun/The Believers

23. Al-Mu’minun/The Believers

I/We begin by the Blessed Name of Allah

The Immensely Merciful to all, The Infinitely Compassionate to everyone.

23:01
a. Indeed, The Believers will succeed.

23:02
a. The Believers are those who humble themselves in their Salat/Prayers,

23:03
a. and those who avoid frivolous talk and behavior,

23:04
a. and those who regularly pay out the Zakat/annual charity,

23:05
a. and those who guard their chastity -

23:06
except from their spouses or from those whom their right hands possess -
for then, indeed, they are free from blame.

23:07
a. But whoever seeks beyond that limit, those - they are the transgressors,

23:08
a. and those who faithfully keep their trusts, pledges, contracts, and promises,

23:09
a. and those who guard their Salat/Prayers from worldly distractions.

23:10
a. It is they - they are the inheritors -

23:11
who will inherit the Paradise of Firdaws,
they will live therein forever!

23:12
And, indeed, WE created the human being out of the essence of clay.

23:13
Thereafter, WE made him as a mingled drop in a secure repository of the female’s womb.

23:14
And, then, WE made an embryo/clot from the drop,
and then WE made a lump from the embryo/clot,
and, then, WE made bones from the chewed-up lump,
and, then, WE clothed the bones with flesh and muscles.
And, then, out of that tiny drop, WE structured him into yet another creation.
So Exalted is Allah - the Best Creator of all creators!

ا حتساب اور احتساب بیوروکا تصور سیرت النبی ﷺ کے تناظر میں اجمالی جائزہ

The system of accountability is essential for the stability and development of any state. The department of accountability helps the Govt to evaluate the performance of its officer in order to block the way of corruption, dishonesty, and misuse of powers.  Holy Prophet (ﷺ) introduced a new department for accountability and said that his pledge is the best time for accountability and named his era khayr-ul-quroon. These departments are legislators, judiciary, and administration. The institutions of accountability are summoned today as the Accountability Bureau. The aim of these institutions was to do work for the welfare of mankind and save humanity from the oppression of human beings. At an early age, these institutions were nominated as Dewan al-Ahtsab, Dewan- al-Mazloum. In Khilafat Rashida, many institutions were built on these concepts, and the Muslim ruler who came after them gave a complete system of Accountability.  Later on, the names of these institutions were changed, but the aims of these institutions remained the same. This article explains the establishment of different types of accountability institutions in the era of the Holy Prophetﷺ and His companions and their function.

Understanding the Grade V Students’ Ecological Identity in Karachi and Helping Them in Enhancing Their Ecological Consciousness

In recent time, climate catastrophe has trounced every part of the world and Pakistan is one of the most badly affected geographies. Human actions and behaviour are considered responsible factors for environmental degradation. The qualitative action research (AR) explores the understanding and enhancing Grade V students’ ecological identity and consciousness in Karachi, Pakistan. This study aims to reestablish significance in a time of climate catastrophe and to ensure a sustainable life on earth and the future of relevant education. The proposed cyclic model of AR method aims to intervene to enhance their environmental consciousness and sense of place by employing place-based education (PBE) in Social Studies (SSt) classroom. Further, the employed design not only helps to improve the existing situations but also my teaching and learning practices as a reflective teacher in the classroom setting. The research site was selected purposively because of its purpose-built environment with an inclusive approach of coexistence with nature. Further, 10 grade V students were selected as primary participants randomly, to record interviews and conduct focus group discussions (FGDs) because it was not possible to maintain the data of 46 students in short span. Although, the rest of the students were part of the activities inclusively. The data were collected by interviews, FGDs, observations, document reviews and maintained a reflective journal. The data were thematically analyzed in two stages. Therefore, this study makes distinct contributions to the nascent field of integrated environmental education. The reconnaissance stage data reveals that conventional teaching and learning practices in SSt classrooms ignore children's real-life experiences result in eco-phobia, lack of awareness and a detachment and aversion towards nature and often a treatment towards nature as a nuisance. Lastly, NC does not provide any explicit benchmarks and standards to integrate EE at grade V level. These findings guided the action stage planning. In six week, twelve sessions were conducted. The analysed data reveals the application of PBE in SSt classroom has a positive impact on a child’s understanding of ecological identity and consciousness. A marked interest in both curiosity and the connection with nature was witnessed through guided visits to the garden and green spaces of the school. This shows that even a six-week intervention can show a marked improved in the understanding of local ecological identity and larger environmental consciousness among young students. Therefore, I recommend SSt teachers to take the challenge of employing PBE in their classrooms to