The aim of Social Studies education is to develop democratic citizens. The current teaching and learning practices in Social Studies classrooms in Pakistani schools are not meeting the aims of Social Studies education due to the transmission mode of teaching. Consequently, it has failed to develop the necessary knowledge, skills and disposition which are prerequisitse for democratic citizenship. The reasons for this state of Social Studies education are: firstly, teachers lack of knowledge about effective approaches of teaching and learning this subject; a and secondly, in the case of teachers' knowledge, use does not fully materialize in the classroom, as in spite of their exposure to the theory, they have little support in converting it into effective practice. This action research project was conducted with two Social Studies teachers teaching the said subject in a private English medium secondary school. The major purpose of this study was to enhance my own understanding and practices of the process of facilitating teachers to use the enquiry strategy in their classrooms, with the aim to develop teachers' knowledge, skills and attitudes, so that the objective of teaching and learning Social Studies could be realized. In the process of facilitating teachers to use the enquiry strategy at their workplace, I employed coaching with the view that it can be an effective strategy, particularly in facilitating experienced teachers' learning. I first introduced the teachers to the theory and process of enquiry strategy by conducting a session on enquiry with them. In the light of the reflections on the session, I further engaged the teachers in joint planning to prepare them to use the enquiry approach. However, I realized that one teacher was dominating the sessions; and furthermore, their needs and realities were distinct. Therefore, from then onwards, I facilitated the teachers individually by engaging each one separately in preparing lessons and supporting them in actualizing the plans. Moreover, I demonstrated to them certain stages and activities, whenever I found the teachers perplexed and confused. Teaching was followed by engaging the teachers in post-lesson discussions, during which I encouraged them to reflect on the process, issues, and critical incidents of the instruction and provided them constructive feedback for further improvement. The study found that the teachers' learning could be enhanced at their workplace by engaging them in planning, asking critical questions, challenging their assumptions and beliefs, supporting them in the real classrooms through demonstration/ modeling, where
وقت کی پابندی نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم بسم اللہ الرحمن الرحیم معزز اساتذہ کرام اور میرے ہم مکتب ساتھیو! آج مجھے جس موضوع پر اظہار خیال کرنا ہے وہ ہے:’’وقت کی پابندی‘‘ صدرِذی وقار! کائنات کی رنگینیاں، کا ئنات کی رعنائیاں ، کا ئنات کی دلآویز یاں، کا ئنات کاحسن و جمال۔ یہ سب وقت کی پابندی کی مرہونِ منت ہیں، دن رات کی تبدیلی ، موسموں کا آنا جانا، گلستان ہستی میں بہار کی آمد یہ ہمہ قسم کی بوقلمونیاں نظام الاوقات سے وابستہ ہیں۔ جنابِ صدر! ستاروں کی چمک وقت پر ہوتی ہے، بدر و ہلال کی چاندنی کے لیے وقت مقرر ہے، آفتاب کی دمک کا ایک وقت مقرر ہے، آبشاروں کی کھڑ اکھڑاہٹ کا اپنا ایک وقت ہے، گلِ نرگس کی شگفتگی وقت پرممکن ہے، لالے کی حنابندی وقت پر ہوتی ہے ، مظاہر فطرت کی مشاطگی قدرت وقت پر کرتی ہے۔ صدرِ ذی وقار! جو وقت کی قدر کرتا ہے، وقت کو ضائع ہونے سے بچاتا ہے، وقت کی پابندی اپنی عادت ثانیہ بنالیتا ہے، وقت کی پابندی اس کی زندگی کا حصہ بن جاتی ہے، وقت کے میدان کا شاہسوار بن جاتا ہے، وقت کے گلشن میں موجودگل سرسبز سے اس کی سانسیں معطر ہوجاتی ہیں، وہ چرخِ علم ودانش پرآ فتاب ِنصف النہار کی طرح چمکتا ہے۔ جنابِ صدر! دنیا میں جس نے بھی کمال حاصل کیا وقت کی قدر کر کے کیا ، وقت کی پابندی نے اس کے افقِ حیات پر قوس قزح بنادی، آج ہم بھی کوئی مقام، کوئی مرتبہ حاصل کرنا چاہتے ہیں تو وقت کی قدرکرنا ہوگی اور وقت کی پابندی سے ہی ہماری ترقی ممکن ہے۔ یہ طاقت ہے یہ عظمت ہے یہ فتح و کامرانی ہے جہاں میں...
One of the aspects of the teaching and grooming of people by the the of tendencies and interest special the considering was (صلى الله عليه وسلم) Prophet companions and preparing, guiding, grooming and appreciating them in their respective fields of special interests and tendencies. This consideration of their special interests and tendencies and grooming and guiding them in this respect enabled them to exercise their abilities and serve the society in the academic, preaching, political, economic, social, judicial, diplomatic and other aspects. Until and unless the interest and tendencies of youth are not kept in mind, abilities of youth can never be utilized. Our Holy Prophet (ﷺ) took great care of youth’s interests before their training for specific field. The present paper intends to analyze the life of five companions and their excellence in field of education which was result of the Prophet’s consistent guidance and grooming according to their special interests and tendencies which resulted in their extra ordinary status in their respective fields and constructive contribution in the establishment and strengthening the structural foundations of society. The present Muslim world is in the need of seeking the guidance from the life of the Prophet in this respect and considering the special tendencies and interests of the youth and grooming, guiding and upbringing them in their respective fields so that they could contribute to the positive and constructive upbringing of the humanity in general and Muslim society in specific.
Because of its ubiquitous and predominantly overt nature, grammarians have never been able to disregard the phenomenon of case. While the traditional grammar coined dozens of names for different forms of case, due to treating case simultaneously along syntactic, semantic and morphological lines, resulting in a confused tangle, the generative enterprise, especially the minimalist program, introduced a certain amount of clarity by separating these notions. However, Pashto grammarians remained oblivious of these phenomenal achievements in the area of case. All that we have are a few traditional accounts of case in Pashto. To fill this gap, this thesis takes the minimalist idea of agreement in terms of features between a functional head and a nominal (Schütze, 1997; Chomsky, 2001) as its starting point. For Pashto language, it is proposed that a) ϕ-features agreement between the functional category T and a nominal results in assigning nominative Case to that nominal, b) ϕ-features agreement between υ or Voice and a nominal results in assigning accusative Case to that nominal, c) ϕ-features agreement between the functional head Appl and a nominal results in assigning dative Case to that nominal, and d) agreement in terms of [N] feature between the functional head D and a possessor results in assigning genitive Case to that nominal. Predominantly, Pashto nominals show nominative-accusative pattern in the present and future tenses, and accusative-nominative (ergative-absolutive) pattern in the past tense. The verb agrees with the subject in the present and future tenses, and with the object in the past tense. This thesis proposes that this has to do with the close relation that exists between the past tense and the passive voice in Pashto, a well-established fact already reported for other Indo-Iranian languages. To deal with this split-ergative nature of Pashto, we xii propose that υ (not maintaining Chomskian distinction between υ* and υ) in Pashto past tense is defective (Chomsky, 2001), lacking [uϕ] features, hence unable to assign accusative Case. Following Collins (2005), we further propose (for Pashto) that [uϕ] in the past tense and the passive are withheld by the functional head Voice to itself. As such, whereas in the present and future tenses, υ is responsible for accusative Case assignment, in Pashto past tense and passive voice constructions, Voice assigns the accusative Case. We studied structural case assignment in various Pashto constructions; such as, monotransitives, ditransitives (datives), ao (and) conjoined subject constructions, unaccusatives, unergatives, copular, passives, determiner phrases, clitics, conjoined constructions, relative clauses, and the constructions where either one or both of the arguments are clauses with the overall conclusion that agreement (in terms of features) between a functional head and a nominal results in assigning structural Case to that nominal. This thesis, being the first of its kind, proposes argument structures/derivations for all of the above mentioned Pashto constructions, thus laying a solid foundation for future research on Pashto clause structure, light verb constructions, the nature of determiner phrases, Pashto verb base form, and the difference in continuous and indefinite aspects.