One of the main purposes of education is to develop critical autonomous individuals, so that they could construct their own knowledge and promote their thinking skills and become more active citizens. On the other hand, there is a general impression about the two major systems of schools, the Madrasa and the Government schools, that both discourage students' critical thinking (CT) skills. Therefore, this study was conducted in order to explore the ground realities by conducting a comparative case study in a Madrasa and in a Government school in Gilgit-Baltistan, Pakistan. This study aims to explore the perceptions and practices of both schools' teachers' about CT. For this purpose, one teacher from each school was selected as a primary research participant. Both the schools' head teachers and two students from the schools were selected as secondary research participants. Semi-structured interviews were conducted with the entire primary as well as the secondary research participants. Moreover, teachers' classroom teaching, the nature of co-curricular activities, and the practice of punishment and reward were observed. Similarly, some documents, such as textbooks and examination question papers, were also analyzed to see the application of CT. The findings revealed that both schools' teachers are of the view that CT is a crucial component for students in order to deal with the modem challenges. Though the teachers of both schools appreciated the significance of CT, their practices were often dominated by the transmission method teaching. In contrast, the findings found the Madrasa structure and practices more conducive to CT primarily because of the Madrasa having fewer students, and closer interaction between the teachers and the taught. But, in Government schools, where there are more students in the class and there is burden on teachers of taking more periods, then these factors hinder in creating conducive relations between teachers and the taught regarding the development of CT. The findings of this study seem unusual as secular schools are very often seen as better suited for fostering CT, while Madrasas are blamed for indoctrination. However, the research showed an interesting finding that the Madrasa opened both the doors of religious and secular education to its students, and provided a soothing environment for building students' self-esteem and confidence.
لیڈی ڈیانا جوملک ابھی کچھ عرصہ تک دنیا کے بہت بڑے حصّے پرحکمراں تھا اور جس ملک کے باشندوں کواپنے ملک کی تہذیب اورانسانیت پر بڑافخروناز تھااس ملک کی ملکہ ڈائنا اپنے خاوند شہزادہ پرنس چارلس کی اپنے سے بے وفائی اوردوسری بے نکاحی عورتوں کے ساتھ معاشقے سے پریشان ہوکر اس سے علیحدگی وطلاق حاصل کرنے پربالآخر مجبورہوئی اورپھر جب اس نے اپنی طلاق کے بعد شہزادی ملکہ نے کسی دوسرے مرد سے عشق کی پینگیں بڑھائیں تووہ کسی کار حادثہ شکار ہوکر ملک الموت کے آغوش میں جاپہنچی۔یہ ہے مہذب ملک کے لوگوں کاکردار ․․․ دوسرے لفظوں میں ماڈرن انسانوں کے کنگ میکرس․․․مغربی ملکوں کے اخلاق و انسانیت کاحال وخاکہ، جہاں مرد کے لیے کوئی قید ہے کہ وہ کسی سے بھی کوئی تعلق قائم کرے چاہے کسی بھی قسم کااورنہ ہی عورت کے لیے کوئی پابندی ہے کہ وہ کسی ضابطہ میں مقید ہونے کی تکلیف گوارہ کرے۔پرنس چارلس اورلیڈی ڈائنا کی شادی۱۹۸۱ء میں انگلینڈ کے دارالحکومت لندن میں ہوئی تھی اورجس کے نتیجے میں دونوں کے یہاں دوبیٹے ولیم اور ہینری پیداہوئے جو اب جوانی کی دہلیز پر چڑھنے والے ہیں۔کہتے ہیں کہ پرنس چارلس ایک خاتون کومیلاپارکر کے عشق میں مبتلا ہوگئے، ان کی رنگ رلیوں کی خبریں جب شہزادی ڈائنا کے کانوں میں پڑیں توپہلے انھیں ان خبروں پریقین ہی نہیں آیامگر جب آئے دن یہ خبریں باوثوق ذرائع سے شہزادی ڈائنا کے کانوں میں چھید ڈالتی رہیں توپھراس نے بھی اپنے معاشقے شروع کردیئے اورموت سے دس بارہ دن پہلے ہی شہزادی ڈائنا کی محبت میں پھنسے ہوئے ایک مصری مسلمان ارب پتی مسٹرڈوڈی الفہد تھے جن کے والد کامغربی ممالک کے بڑے بڑے شہروں میں ڈیپارٹمینٹل اسٹور ہوٹلس وغیرہ کاکاروبار ہے جن کے یہاں رات بھی دن کی روشنی کے مانند ہے اورجن کا ہردن ہررات عشق کی رنگینیوں...
Previous literature reveals diverse aspects of Balāghah (Arabic Rhetoric) and Majāz (figurative language), but very scanty literature exists on the evolution of both Balāghah and Majāz in Arabic language. This paper attempts to take an exhaustive review the existing literature in order to find out the stages and the factors which helped in the evolution of Balāghah and Majāz. The review reveals that the factors for development of Balāghah in Arabic language and rhetoric are figures of profane literature and their modification, evolution from oral tradition to written tradition, doctrine of ᾽I‛cjāz, doctrine of laḥn and Greek literature. The review also revealed the gradual evolution of Majāz through various stages which culminated in the works of Al-Jurjāni (d.471). The paper argues that Arabic rhetoric has remained stagnant since Al-Jurjāni, and it needs innovation in light of modern linguistic theories. This paper is a modest contribution to the literature on Arabic rhetoric and Majāz which may help the researchers working on Arabic rhetoric and metaphor, but it would recommend further research of classical and modern literature in order to achieve more insights on the evolution and development of Arabic rhetoric
Moisture stress is a major factor which limits crop productivity in arid and semi arid regions of the world. The aim of this study was to evaluate the effect of moisture stress and moisture stress mitigating chemicals on canola. A two years field experiment was conducted at Agricultural Research Institute Tarnab Peshawar-Pakistan during 2015-16 and 2016-17. Canola hybrid 401 was grown under four moisture levels (full irrigation, 10%, 20% and 30% reduced irrigation water). Three chemicals (salicylic acid, potassium nitrate and methanol at the rate of 0.5mM, 1% solution and 20% solution respectively) were applied at three growth stages (bud formation, flowering, pod formation). Water spray and control were also included for comparison. RCB design with split plot arrangement having three replications was used. Moisture levels were assigned to main plot while combination of chemicals x crop growth stages were assigned to subplots. The experiment was conducted under high tunnel structures. Top of structures were covered with transparent plastic for protection from rainfall, while sides were kept open for free movement of air. Moisture stress was imposed at rosette stage (50 days after sowing) of the crop. Days to 50% flowering, days to 50% pod formation, days to maturity, plant height, leaf area (LA), leaf area index (LAI), net assimilation rate (NAR), crop growth rate (CGR), leaf relative water content (LRWC), pods plant-1, seeds pod-1, thousand seed weight, biological yield and seed yield decreased with each level of decline in soil moisture content. The effect of 20% and 30% reduced irrigation water was more severe on growth rate, yield and yield components. Days to 50% flowering, pod formation and maturity delayed with full irrigation. Seed yield decreased by 7.2%, 14.7%and 21% with reduction of irrigation water by 10%, 20% and 30% respectively compared to full irrigation (2062 kg ha-1). Biological yield also decreased by 5.2%, 9.7% and 15.4%with reduction of irrigation water by 10%, 20%, and 30% respectively compared to full irrigation (20052 kg ha-1). Seed oil and protein content decreased with 20% and 30% reduced irrigation water. Foliar application of chemicals significantly affected growth and yield of canola under full and limited moisture conditions. Salicylic acid (SA) delayed days to flowering, pod formation and maturity. Salicylic acid also improved CGR, NAR, LAI, LRWC, seed oil and protein content. Potassium nitrate (KNO3) was at par with salicylic acid for most of the parameters. Potassium nitrate showed significant effect on seed yield and thousand seed weight compared to salicylic acid. Potassium nitrate, salicylic acid and methanol increased seed yield by 7.9%, 7.1% and 4.2% respectively compared to control (1739 kg ha-1). Most of the parameters significantly increased with chemical application v compared to water spray and control. Water spray significantly affected plant height, LRWC and reduced aphids incidence compared to control. Application time of spray at different growth stages significantly affected CGR, NAR, relative water content, LAI and population of aphids. It is concluded that application of SA (0.5mM) and KNO3 (1%) at bud formation stage of canola were more effective in increasing CGR, NAR, biological yield and seed yield under full and limited irrigation water.