The purpose of this study was to analyze the relevance of existing B.Ed. (one year) curriculum of formal colleges of education and universities with the learning in class IX & class X by taking views from the principals and the SSTs (senior school teachers) who were taken as stakeholders and to provide a set of recommendations for improving it on the basis of their feedback. B.Ed. (one year) curriculum in Pakistan has continuously been under criticism. Recognizing the declining quality of education at secondary school level, the present study was conducted to analyze the relevance of existing B.Ed. (one year) curriculum with the learning in class IX & class X. The objectives of study were to: (a) get the opinions of the stakeholders on the existing B.Ed. (one year) curriculum, (b) critically analyze the expectations of the stakeholders about B.Ed. graduates, and (c) provide a set of recommendations for improving B.Ed. curriculum according to the expectations of the stakeholders. The population of the study comprised the principals and the SSTs of all secondary schools (2996 male and 1733 female=4729) situated in the province of Punjab. A sample of nine hundred was selected by using three-staged cluster sampling technique. At the first stage, nine districts, out of thirty six districts of Punjab, (three districts each from upper, central and lower Punjab) were randomly selected. At the second stage, twenty secondary schools (ten males & ten females) from each district (total 180) were randomly selected. At the third stage, four SSTs from each sample school were randomly selected and the principals of the selected schools were also taken for data collection. Thus the total sample size of the study was 900 (180 principals & 720 SSTs). Research instrument for both stakeholders was used to collect the required data. A pilot study was conducted on a small sample to confirm the validity of the research instrument before administering it on the study sample. Having collected data, the reliability of the research instrument was confirmed with the use of Cronbach’s Alpha on SPSS version 16 which established it at 0.844. Collected data was arranged, tabulated, analyzed (phase-wise and item-wise) by applying t-test, F-test and Chi-Square through SPSS 16 version and interpreted in the light of objectives of the study. The results concluded that the existing B.Ed. (one year) curriculum did not reflect representative relationship with the learning in class IX and class X. It did not proficiently prepare B.Ed. graduates according to the aspirations, needs and demands of the secondary schools and concerned society. It did not prepare them to work with others to expand their content knowledge, sharpen their instructional skills, and build up their capacity to use data for meaningful decision making. The practicum component did not appropriately create association between theoretical and practical work. It did not enable B.Ed. graduates to apply diverse methods for standard assessment, to create leadership and collaboration abilities, to understand the individual differences of students and to manage classroom procedure appropriately for better teaching learning processes. On the basis of results and feedback from the stakeholders, school-based B.Ed. curriculum having appropriate relationship to the learning need of class IX and class X was suggested to be undertaken by the concerned authorities. Extension in the duration of B.Ed. training program was suggested in order to come up to the expectations of society. Integration of teaching practice with course work at every stage was suggested to be undertaken by the supervisors in formal institutions of teacher training and by the teachers of class IX and class X. Additional assessment techniques were recommended to be incorporated in B.Ed. (one year) curriculum for practical training in the preparation, conduct and scoring of the tests to the B.Ed. graduates. Additional techniques to create leadership and collaboration ability, ability to understand learning differences and ability to create proper environment in the classroom were recommended to be incorporated in B.Ed. curriculum as these techniques might be enable B.Ed. graduates to appropriately collaborate with concerned persons and manage classroom procedure appropriately for improved teaching learning processes. New strategies i.e., concept formation, brainstorming, problem solving, concept attainment, etc. were recommended to be incorporated in B.Ed. curriculum for developing effective ways of teaching and evaluating the thinking and learning processes of the students in B.Ed. graduates. Contribution of the secondary school principals and senior school teachers in the revision of B.Ed. curriculum was recommended as they were fundamental source for making it relevant to the learning need in class IX & class X. These recommendations are expected to go a long way to improve the B.Ed. curriculum, to ensure the quality of teacher education at B.Ed. level and correspondingly at school level for raising the standards of teaching at secondary school level.
شرعی قوانین پر مغربی دنیا اور بین الاقوامی حلقوں کے اعتراضات کی اصل وجہ اسلامی اور غیر اسلامی نظریہ حیات ، فلسفہ حیات ، تہذیب وتمدن اور ثقافت میں تضاد ہے۔ اسلامی طرز فکر، عقائد، عبادات، معاملات ، معاشرت اوراخلاقیات سب الہامی ہیں، لیکن مسئلہ یہ ہے کہ مغرب نے اپنے سیکولر فلسفہ حیات، نظام زندگی اور تہذیب، تمدن و ثقافت کو اقوام متحدہ کے انسانی حقوق کے منشور کی شکل دے کر اور اس پر دنیا کے کم وبیش تمام ممالک سے دستخط لے کر عالمی قوانین کی حیثیت دے رکھی ہے اور اب وہ انسانی حقوق کے نام پر اپنے فلسفہ و تہذیب کو اقوام متحدہ کی چھتری تلے قوت اور دباؤ کے ساتھ دنیا بھر سے منوانے کی کوشش کر رہا ہے اور چونکہ اس مغربی فلسفہ وثقافت کی راہ میں صرف اور صرف اسلامی فلسفہ حیات اور شرعی قوانین ایک مضبوط رکاوٹ ہیں اس لیے نہ صر ف ان کی مخالفت کی جارہی ہے بلکہ مغرب اور ان کے ہم نواؤں نے یہ طے کر رکھا ہے کہ دنیا کے کسی بھی ملک میں کسی اسلامی قانون کو عملاً نافذ نہیں ہونے دیا جائے گا اور نہ ہی کسی خطے میں کوئی اسلامی ، فلاحی ونظریاتی حکومت قائم ہونے دی جائے گی ۔ آج کی اصل تہذیبی جنگ یہی ہے اور حدود آرڈیننس کے خلاف سیکولر حلقوں کی مہم اسی عالمی جنگ کا ایک چھوٹا سا حصہ ہے ۔ اقوام متحدہ کے چارٹر کے بارے میں کہا جاتا ہے کہ یہ بین الاقوامی معاہدہ ہے اور چونکہ ہم اس معاہدہ میں شریک ہیں اور ہم نے اس پر دستخط کر رکھے ہیں اور ہم اقوام متحدہ کے نظام کا بھی حصہ ہیں، اس لیے ہمیں اس معاہدہ کی پابندی کرنی چاہیے۔ ہمارے ہاں سپر یم کورٹ میں ایک کیس کے حوالے سے...
Comparative study is one of the most important aspects of literary criticism in literature. It helps us to discover what differentiates the work of different writers in different literatures. It clarifies many important aspects which may have been left unnoticed while studying independently. It opens many vistas of literary research. In the present dissertation an effort has been made to compare Jurj Zaydn, Mrf al Arnawt, Abdul Halm Sharar and Anyatullh Al-Tamash as historical novelists because most of these writers considered as pioneer of historical novels, while everyone is at top list in novel writing in respective country. The present work on a comparative study of historical novelists of Arabic and Urdu literature (about Spanish Era) may, perhaps, be the first research work in Arabic on four writers belonging to four different climates, cultures and origins by any University in Pakistan In this research work you will find out, the similarities and differences in the narrative techniques of writers in their novels and how these writers creates a conformity between romance and real history through literary innovation. In what way they represent the distinctive individualities and civilizations of a particular era. What aspects of theme, characterization and various narrative techniques they use to make the historical novel an attractive and coherent representation of the social and political life. There is a certain connection and dependence on history but using imagination how they contributes to color the descriptive details with romantic flavor. You will find out whether these writers work subordinated to history or distorting history. History tells us what really happens and fiction relates what can happen. In the historical novel the writer tries to create a coalition between history and fiction. In this research you will find that coalition.
The present study aimed to investigate the relationship of emotion regulation, social competence and parental bonding in functional and dysfunctional families. The data was collected from a sample of adolescent’s age ranging from 12 -18 years. The total sample accessed for the present study was 1088, which was screened for adolescent with family functioning and family dysfunctioning. 228 respondents were ineligible for the inclusion in the study and data from 860 respondents was ensued for the data analysis. The psychological instruments used for the present study were Multi-dimensional Family Functioning scale, Index of Family relations (Hudson, 1997), Emotion Regulation Questionnaire (Gross & John, 2003), Youth Social Competence Scale (Lyon, 2005) and Parental Bonding Instrument (Parker, Tupling, & Brown, 1979) for measuring Family dysfunctioning, Emotion Regulation, Social Competence and Parental Bonding respectively. The present study comprised of three Phases. Phase I intended to develop a scale to assess functional and dysfunctional families with good psychometric properties. Sample for Phase I of the study, scale development was comprised of (N = 260) adolescents from functional and dysfunctional families. For generation of items for the scale, literature was thoroughly reviewed and focus group discussions were also conducted. Exploratory factor analysis yielded five factors emotional reactivity and cutoff, Family Cohesion, Family Projection, Family Triangulation and Family Support. Psychometric properties of the newly developed scale, Multi-Dimensional Family Functioning Scale with 26-items were also established Phase II Pilot testing consisted of conducting a pre-testing of the scale developed in the Phase I with a sample of 200 adolescents from functional (n=100) and dysfunctional families (n=100). It examined the psychometric properties of the study scales. The results of the study revealed Multi-dimensional Family Functioning Scale to be highly reliable psychological instrument for the assessment of family functioning and dysfunctioning. Findings indicate that Parental bonding instrument and all its subscales Emotion Regulation Scale, and Youth Social Competence confirmed a high internal consistency. The construct validity of Multidimensional Family Functioning Scale (MFFS) was confirmed via analyzing the convergent and divergent validity of the scale. Phase III consisted of the main study with a screened sample of 400 adolescents from functional (n=200) and dysfunctional families (n=200), it aimed to study the relationship between emotional regulation, parental bonding and social competence and family dysfunctioning. It investigated the moderation of parental bonding on the relationship between emotional regulation and social competence. It also investigated the difference between research groups. It investigated the gender differences in emotional regulation, parental bonding and social competence. The comparisons of functional and dysfunctional families on the study variables were also investigated. For the analysis of the data, correlation, t-test, and regression analysis were applied. The findings of the main study exposed that maternal and paternal care, cognitive reappraisal, are positively, while maternal and paternal control, expressive suppression, are negatively connected to social competence. vii Family group differences revealed that parental bonding in terms of care and control, social competence, use of cognitive reappraisal is higher in adolescents from functional families. On the other hand maternal and paternal control, expressive suppression is higher in adolescents with dysfunctional family as compared to adolescents from functional family. The present study also established that family dysfunctioning is a strong predictor of poor Social Competence among adolescents. Gender differences were also investigated and the findings revealed no gender differences on paternal bonding, cognitive reappraisal and expressive suppression strategies of emotion regulation. Findings also reported that Maternal Bonding is higher in female adolescents than male adolescents while social competence is higher in male adolescents as compared to their female counterparts. Findings also revealed that social competence is higher in students of private educational institutes as compared to students from government educational institutes. Present study investigated whether parental bonding moderates the relationship between emotion regulation and social competence in a sample of adolescents. The findings revealed a direct relationship that expressive suppression predicts social competence. Paternal Bonding moderated the relationship between expressive suppression and social competence whereas Maternal Bonding did not moderate the relationship between expressive suppression and social competence. The findings indicated a direct relationship that cognitive reappraisal predicts social competence. Results also revealed that Paternal Bonding did not moderate the relationship between cognitive reappraisal and social competence whereas Maternal Bonding moderates the relationship between cognitive reappraisal and social competence. But overall it can be stated that parental bonding moderates relationship between emotion regulation and social competence. The present study indicated that adolescents from Nuclear Families had greater family dysfunctioning and use of expressive suppression as compared to adolescents from Joint Families whereas adolescents from joint families had greater social competence. Findings also showed that adolescents from joint families and nuclear families did not differ significantly on use of cognitive reappraisal, maternal and paternal bonding. The overall findings of the study emphasize on the importance of family functioning level and parental practices. It argues for concentrating on these aspects for the development of healthy adolescents. Keywords: Emotion Regulation, Social Competence, Parental bonding, Adolescents, Functional and Dysfunctional families