ڈاکٹر پی۔کے۔ عبدالغفور
افسوس ہے ۲۳/مئی کوڈاکٹر پی۔کے۔عبدالغفور کااپنے وطن کالی کٹ میں انتقال ہوگیا۔مرحوم اس دن بالکل تندرست اورچاک وچوبند تھے۔دوسرے دن مدراس،بمبئی اوردہلی کے طویل سفر پرروانہ ہونے والے تھے۔ساڑھے تین بجے سہ پہر کاوقت تھا اپنے چیمبر میں ایک مریض کا معائنہ کررہے تھے کہ ان کاقلم جیب سے نکل کر زمین پرگرا،ڈاکٹر صاحب قلم کواٹھانے کے لیے ذرانیچے جھکے ہی تھے کہ اچانک سینہ میں درد اٹھااوربڑھتا چلا گیا۔فوراً میڈیکل کالج میں داخل کردیے گئے، اعلیٰ سے اعلیٰ علاج، دیکھ بھال اورراحت وآرام،مرحوم کے لیے ان میں سے کس چیز کی کمی ہوسکتی تھی لیکن حملہ اس قدر سخت تھا(Massive Heart Attack)کہ کوئی تدبیر کارگر نہ ہوئی اوردیکھتے ہی دیکھتے روح قفس عنصری سے پرواز کرگئی۔اناﷲ واناالیہ راجعون
عمرساٹھ،پچپن کے لگ بھگ ہوگی، ڈاکٹر صاحب کے نام اوران کے کام سے شمالی ہند کے عام مسلمان توکم ہی واقف ہوں گے۔لیکن جنوبی ہند کے بچہ بچہ کی زبان پران کانام تھا۔وہ مسلمانوں کے نہایت مخلص اورسرگرم وپُرجوش لیڈر تھے، انہوں نے آل انڈیا مسلم ایجوکیشنل سوسائٹی، کالی کٹ کے صدر کی حیثیت سے مسلمانوں کی جوتعلیمی اوراقتصادی نہایت شاندار خدمات انجام دی ہیں انھیں کا یہ اثرہے کہ تعلیم میں آج کیرالا مسلمان سب ریاستوں کے مسلمانوں سے آگے ہے، پہلے یہ سوسائٹی جنوبی ہند کے لیے خاص تھی، لیکن بعد میں جب ڈاکٹر صاحب کوشمالی ہند کے مسلمانوں کی تعلیمی پسماندگی کی طرف متوجہ کیا گیا(اور توجہ دلانے والوں میں خاکسار راقم الحروف بھی ہے جوسوسائٹی کی مجلس عاملہ کادیرینہ ممبر ہے اورجس سے ڈاکٹر صاحب کے شخصی اورذاتی تعلقات نہایت شگفتہ اور دوستانہ تھے) توڈاکٹر صاحب نے اس میدان میں بھی کام کرنے کاعزم کیا۔ چنانچہ اس کاپہلا قدم یہ تھا کہ گزشتہ ماہ دسمبر میں سوسائٹی کاایک نہایت عظیم الشان آل انڈیا اجتماع نئی دہلی میں منعقد ہوا، اس...
The study aimed to analyze lexical items underpinned in the textbooks used in the current teaching of ESP and GE. Using content analysis, a systematic evaluation of texts to examine nuances to bridge the gap between quantitative and qualitative data. This was such of importance, however, difficult to study due to issues of interest like in the study, frequency of lexical items in ESP, and GE textbooks. Results found 13,713 lexical items in Hospitality Management, 17,561 in Criminology, 4576 in Tourism, 7167 in Marine Engineering, and 512 in Information Technology. Furthermore, the overall percentage of ESP lexical items fell in Tier 2 (with multiple-meaning while the least was in Tier 3, specifically on context-specific vocabulary. It is the core of vocabulary learning to ensure English language teaching. It is its goal to help learners better understand language, allowing them to understand others as they want to express themselves as well. This applies not only in speaking but also in writing and reading. Wilkins (1972, p. 111-112) stated that without grammar very little understanding can be acquired and without vocabulary there can be no learning at all. Thus, even without good grammar, so long as you equipped with useful words and expression, one can still manage to communicate. Lewis (1993) argued that “lexis is the heart of language” and that it develops a better fluency and expression in English. He also added the significance to the learners of acquiring a more productive vocabulary knowledge, also, their eagerness to develop their own personal vocabulary strategies. Thus, a proposed bridge model program was recommended to highlight the study findings using the lexicons found from the different respective courses.
Influence of Medium Change on Pashto Narrativization with Close Reference to English Narrativization Pashto oral traditions, seen in comparison with literate works, are normally looked down upon, especially by the Pashtun literate society. The research hypothesizes that the contempt is due to misconception caused by the change of medium from oral to literate, and rises up to explore it inside Pashto literature, in a sequence. First, the researcher examined the change of medium from primary orality to literacy in general Pashto literature, with close reference to English literature and its crucial role in the switch over from primary orality to literacy, then narrowed down the study to those forms of oral and written Pashto literature that involved the narrative form, and then, for detailed analyses narrowed it down further to the study of a specific Pashto oral narrative, `Yousuf Khan Sherbano', in its various oral and literate versions. The thesis examined and interpreted the art of narrativization from a perspective of oral-literacy contrast, through a sequence, namely, primary orality, literacy and secondary orality. Use of intensive textual analysis of various communication theorists, linguists and psychologists is made on the subject. The inferences and insights generated by the analyses have been organized together into a fresh argument about transition in the mode of expression and its corollaries. By applying research about contrast between orality and literacy, the thesis lets the reader appreciate the true worth of Pashto oral traditions. On one hand, it revealed that oral products are not inferior to the modern literate products, but are rather different, for being the product of a different medium. When examined, the products of mediums of primary orality and literacy come out to be different, and the impact of the medium is borne by its respective literary product to such a considerable degree that it will not be justified to pass value judgment on the products of primary orality, by applying standards of literacy. On the other hand, it showed the correct mutual relationship of the mediums of primary orality and literacy. Products of primary orality and literacy can share same characteristics, in varying degrees, and they exist along a continuum. Features of one medium are not exclusively its own, but can be represented by another medium to such an extent, that it will be wrong to exaggerate the difference between the mediums of primary orality and literacy so much, as to consider them opposite poles or mutually exclusive.