The main objective of the study was to determine the quality and draw out the factors affecting the quality of Teacher Education Program at B.Ed. level in Pakistan. The University of Education Lahore, its campuses and affiliated colleges called Government Colleges for Elementary Teachers (GCETs) were included in this study. All the principals, 160 faculty members and 400 prospective teachers were taken as a sample of this study. A framework was developed after reviewing a comprehensive study on “Quality Indicators for Teacher Education” conducted by the National Accreditation and Assessment Council (NAAC) India in 2007 in collaboration with the Common Wealth of Learning (COL). In the light of the framework, a research model was developed for the generalization of this study. Three five point rating scales were developed in order to find out the worth and to draw out the factors affecting the quality of this program. The collected data were analyzed by applying inferential as well as descriptive statistics. The hindering factors of quality assurance in teacher Education program were also drawn out from different indicators and sub indicators on the basis of their respective mean combine values. The results of the study showed the poor quality of the Teacher Training program (B.Ed.) in the sampled institutions. Poor infrastructure, Lack of awareness about quality, inappropriate admission procedures and criteria, worn out course contents, deficiency of laboratory schools, much theoretical course contents, Lack of guidance and counseling units, dearth of research activities and environment were found as factors affecting the quality of Teacher Education Program. Developing the infrastructure, revamping curriculum, enhancing the quality awareness and quality management mechanisms, arranging continuous trainings regarding quality management, Use of reflective, micro and cooperative teaching by the Teachers, establishing guidance and counseling units in all the TTIs, focusing on the creation of research based and research oriented environment in all the Teacher Training Institutions and the insertion of a new discipline regarding Quality Management in the B.Ed. program were recommended in this study.
کالج کی یادیں آتی ہیں یہ رہ رہ کر تڑپاتی ہیں جب کالج جایا کرتے تھے ساجن ، بیلی مل جاتے تھے اک دوجے کو چھیڑا کرتے لڑتے جھگڑا بھی کرتے تھے
موجیں تھیں مستی کرتے تھے پڑھتے تو مزہ بھی آتا تھا
پھر باتوں میں لگ جاتے تھے اپنی دنیا میں رہتے تھے نہ کسی کی پروا کرتے تھے سب کیفے جایا کرتے تھے سب مل کر کھایا کرتے تھے اک پاکٹ سے بل جاتا تھا
پیزا ، برگر اور بریانی ہم سب کا چسکا ہوتا تھا پھر نکڑ والے ہوٹل سے چائے بھی جا کر پیتے تھے
اکثر ایسا بھی ہوتا تھا ہم چھوڑ کلاسیں دیتے تھے پورا کالج گھوما کرتے چپہ چپہ چھانا کرتے
بازار کہاں کے ہیں جو ہم نہ سبھی مل کر گھومے ہوں گے کتنے لیکچر چھوڑے ہم نے کتنے سگنل توڑے ہم نے سب یاد مجھے اب آتا ہے نہ کبھی ہم نے جو سوچا تھا وہ وہ اب میں نے سوچا ہے
دفتر سے اب فرصت ہی نہیں میں اکثر سوچا کرتا ہوں دفتر میں جب تھک جاتا ہوں وہ باتیں ذہن میں لاتا ہوں وہ یادیں ذہن میں لاتا ہوں پھر تازہ دم ہو جاتا ہوں لیکن اتنا کافی تو نہیں
سب یار کہاں سے لائوں میں ڈھونڈوں میں اُن کو کہاں جا کر وہ دن یاد بہت آتے ہیں اور رہ رہ کر تڑپاتے ہیں
This informative article is a vital as well as analytical analyze of the several Sūrʼas translated as well as defined by Mūlvi Abdul Latīf around the facets of the guidelines connected with Translation as well as Tafsīr set by Mirza Ghulām Ahmad Qādyāni founder of Jamʽat-e-Āḥmadiya. Who offered a brand new principle connected with Tafsīr to verify the inappropriate beliefs as well as his views that are total contrary to the principles set by authentic former Muslim scholars. Many Qādyāni Mufasrīn implemented those principles within their books connected with Tafsīr. Most notable ended up being Mūlvi Abdul Latīf Bahāwalpūri who had written this Translation as well as Tafsīr of 5 Sūrʼas i. ESūrʼa Banī ʼisraeel, Sūrʼa Kahaf, Sūrʼa Yāseen, Sūrʼa Qiyāmah and Sūrʼa Dahar. He implemented the guidelines set by Mirza Ghulām Ahmad Qādyāni. Throughout his work he created a number of alterations not only with Translation but with Tafsīr too. This article is an eye bird review of the principles of the Translation as well as Tafsīr connected with Holy Qurʼan set by authentic former scholars.
A new wedge diffraction function, called as Naveed-Naqvi-Hongo (NNH) wedge diffraction function, is derived and evaluated asymptotically by applying the steepest descent method. It is found that the total field with NNH solution is continuous at the shadow boundaries and gives the well known non-uniform expression for the observa- tion point far from the shadow boundaries. Numerical comparison of NNH solution is made with exact series solution and Pauli-Kouyumjian-Pathak (PKP) result. It is found that the agreement among these three is fairly well. In contrast to the ex- pressions proposed by Kouyoumjian and Pathak, the NNH solution does not need the parameters to switch for the region of validity, hence it is easier to make a numerical code. The validity of NNH wedge diffraction function is further checked by evaluating the diffracted field from a geometry which contains an infinite slit in a perfect electric conducting (PEC) plane. It is further extended to a more complex geometry consisting of two parallel PEC wedges and a perfect electromagnetic conductor (PEMC) circular cylinder which is placed under the PEC wide double wedge. It is found that by using the NNH solution, the results evaluated for some special cases, including the trans- mission coefficient of PEC slit, are in fairly good agreement with the published work. The transmission coefficient and the diffraction pattern of PEC wide double wedge is studied and elaborated by considering a geometry consisting of a coated PEMC cylin- der placed under the two parallel wedges. The cylinder is coated with double positive (DPS) or double negative (DNG) materials. Finally, a comparison of the transmission coefficient of PEC geometry, as evaluated by using NNH solution, is made with the geometry of more practical nature, that is, an impedance slit