In Pakistan English, as a Foreign and as a Second Language, is being taught from primary classes. In such classes teaching is based on rote-memorization with little meaningful activities. Teachers provide very few opportunities to students to relate their learning with their experiences in daily life. Students are mostly asked to listen passively to the teacher or read from the textbook and copy down the answers from the blackboard or from the textbook and memorize them in order to re produce them in the examinations. The study was undertaken to explore how ESL teachers could be helped to develop their students' speaking skills in ESL multilingual classroom. Using an action research approach within the qualitative paradigm, the students were engaged in different activities, which allowed the teacher and the researcher to examine the effectiveness of the strategies employed in developing students' speaking skills in English. Data collection in this study occurred in three stages. At the reconnaissance stage, observations and semi-structured interview were conducted in order to explore the teacher's understanding, and her existing practices in developing students' speaking skills in English. At the initial implementation stage, the researcher tried and tested out some strategies recommended as effective in developing students' speaking skills in English in order to examine their effectiveness in developing students' speaking skills in the multilingual school contexts, where this research was conducted. At the second implementation stage, the participant teacher was provided with the opportunity to try out the strategies in her classroom, and see the effectiveness of the strategies in developing students speaking skills in English.
خواجہ عشرت لکھنوی افسوس ہے ہماری بزم ادب وشعر طرزقدیم کے اساتذہ شعروسخن سے خالی ہوتی جارہی ہے اورجویہاں سے جاتاہے اپناقائم مقام چھوڑ کرنہیں جاتا۔چند مہینے ہوئے خواجہ عشرت لکھنوی جوبیگماتی اورٹکسالی زبان لکھنے میں اپنی دوایک ہی نظیریں رکھتے تھے، داغ مفارقت دے گئے تھے کہ اب اردو کے ایک مشہور استاد سخن حضرت احسنؔ مارہروی کے انتقال پرمُلال کی خبر آئی ہے۔
Despite the smooth transition of power from the British colonists to the Sri Lankan Sinhalese in 1949, Sri Lanka inherited considerable challenges. After the culmination of the civil war, from 1983 to 2009, Sri Lanka confronted numerous obstacles in the reconstruction and rehabilitation of the country. Drawing from Birch’s model of national integration, this study attempts to examine the diverse political, economic, and social challenges facing Sri Lanka. The review shows that Sri Lanka needs critical nation building in the following areas: (i) Infrastructural development; (ii) Resettlements and rehabilitation of displaced populations; (iii) Ethnic and religious integration; (iv) Equality in political representation; (v) Educational and employment policies; (vi) Gender equality policies; and (vii) Mental health interventions for children and women. The role of international bodies, like the United Nations Human Rights Council, and neighboring countries is key to creating pressure for national integration and growth. There is fear that if national unity is not at the forefront of state and international policy for Sri Lanka, conflict and instability may arise again.
Using pyrazolones and amino pyrazole as precursors, many pyranopyrazole and bis-pyrazole derivatives were prepared. Among these, the following pyranopyrazoles have been synthesized by three components, one pot condensation reactions of aryl aldehydes, malononitrile and 3-Methyl-1-Phenyl pyrazoline-5-one: In case of bis-pyrazoles, two different synthetic approaches have been investigated. One with arylaldehydes and active methylene compounds (cyanoacetamide, ethyl cyanoacetate or diethyl malonate) using triethylamine as base. In second approach, (Z)-2-cyano-3-arylacrylamide reacts with two moles of 3-Methyl-1-Phenyl pyrazoline-5-one to give the bis-pyrazole derivatives