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Home > دراسۃ تقابلیۃ بین مناھج اللغۃ العربیۃ فی الجامعات الفیدرالیۃ والجامعات الدینیۃ الاھلیۃ The curriculum development has a great influence on modern education system. In a research of curriculum of Arabic language from Arabic discipline, I will try to focus on following questions: What is the curriculum? What are the basis, history and components of curriculum? What are the differences between curricula of Arabic language that are taught in the religious universities and federal universities? What are the merits and demerits of these two curricula? What are the main suggestions for a model syllabus for universities in the light of this research? I have segregated my thesis into three chapters: First chapter: About the introduction of curriculum which consist of two sub-chapters. Second chapter: The curricula of Arabic language in the religious and federal universities which consist of two sub-chapters. Third chapter: Comparison between curricula of religious and federal universities of Arabic language which consist of three sub-chapters and one questionnaire.

دراسۃ تقابلیۃ بین مناھج اللغۃ العربیۃ فی الجامعات الفیدرالیۃ والجامعات الدینیۃ الاھلیۃ The curriculum development has a great influence on modern education system. In a research of curriculum of Arabic language from Arabic discipline, I will try to focus on following questions: What is the curriculum? What are the basis, history and components of curriculum? What are the differences between curricula of Arabic language that are taught in the religious universities and federal universities? What are the merits and demerits of these two curricula? What are the main suggestions for a model syllabus for universities in the light of this research? I have segregated my thesis into three chapters: First chapter: About the introduction of curriculum which consist of two sub-chapters. Second chapter: The curricula of Arabic language in the religious and federal universities which consist of two sub-chapters. Third chapter: Comparison between curricula of religious and federal universities of Arabic language which consist of three sub-chapters and one questionnaire.

Thesis Info

Author

Muhammad Khurram Shahzad

Department

Department of Arabic

Program

Mphil

Institute

National University of Modern Languages

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2015

Subject

Arabic Language

Language

Arabic

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676728668039

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The curriculum development has a great influence on modern education system. In a research of curriculum of Arabic language from Arabic discipline, I will try to focus on following questions: What is the curriculum? What are the basis, history and components of curriculum? What are the differences between curricula of Arabic language that are taught in the religious universities and federal universities? What are the merits and demerits of these two curricula? What are the main suggestions for a model syllabus for universities in the light of this research? I have segregated my thesis into three chapters: First chapter: About the introduction of curriculum which consist of two sub-chapters. Second chapter: The curricula of Arabic language in the religious and federal universities which consist of two sub-chapters. Third chapter: Comparison between curricula of religious and federal universities of Arabic language which consist of three sub-chapters and one questionnaire.
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کچھ مصنف کے بارے میں

کچھ مصنف کے بارے میں
اصل نام : حافظ محمد ارشد
قلمی نام:ارشد ملک
تخلص: ملک
۲۹ جولائی ۱۹۹۵ء بروز ہفتہ پشاور ننھیال میں پیدایش ہوئی۔ گھر میں پہلا بچہ ہونے کے باعث والدین اور قریبی رشتہ داروں میں خوشی کی لہر دوڑ اٹھی۔ سب نے بہت پیارکیا اورنازاٹھائے۔ارشد ملک کے والد کا نام محمد اشرف ہے اور والدہ کا نام سلمہٰ اشرف ہے۔ ارشد ملک کے والدین کا تعلق ضلع فیروز پور تحصیل موگا پنڈ دولت پورہ متحدہ ہندوستان سے تھا۔ بعد ازاں جب پاکستان معرضِ وجود میں آیا تو ہجرت کر کے پاکستان کے شہر قصور کے کیمپ میں دس پندرہ دن گزارے۔ پھر قصور سے دولمی ،پھر بڈھے والا کھوہ راوی، پھر وہاں سے کہروڑ پکا آئے اور ٹھیکے پر کھیتی باڑی کا پیشہ اختیار کیا۔ پھر وہاں سے وہاڑی سکونت اختیار کی اور آج تک وہاڑی میں ہی سکونت پذیر ہیں۔ ارشد ملک کے دادا ابو کا نام حاجی محمد شریف اور دادی اماں کا نام شریفاں بی بی ہے جو بقیدِ حیات ہیں۔
ارشد ملک جب پیدا ہوئے تھے تو ان کے تایا جی کی گود میں ڈال دیا تھا۔ چوں کہ ان کی پہلی بیوی سے اولاد نہیں تھی۔ بعد ازاں دوسری شادی سے اللہ تعالیٰ نے اولاد کی نعمت سے نوازا۔ پھر ارشد ملک اپنے اصل والدین کی زیرِ کفالت آگئے۔ ابتدائی تعلیم قائد اعظم ماڈل ہائی سکول وہاڑی سے حاصل کی اور پرائمری پاس کرنے کے بعد جامعہ مدنیہ جامع مسجد باغ والی سے قرآنِ کریم کی تعلیم حاصل کرنے کے لیے داخلہ لیا۔ اور قرآنِ مجید حفظ کیا۔ حفظ کے بعد آٹھویں جماعت کا پرائیویٹ امتحان پاس کیا۔پھر گورنمنٹ تیمور شہید اسکول میں میٹرک کا امتحان پاس کیا ۔میٹرک کا امتحان پاس کرنے کے بعد گورنمنٹ پوسٹ گریجوایٹ کالج وہاڑی سے ایف۔ایس سی اور بعد ازاں...

The Effectiveness of Applying the Jigsaw Model in Learning Indonesian Exposition Texts for Class Viii State Junior High School 4 Sendana, Majene Regency

This study aims to describe the effectiveness of the application of the jigsaw model in learning to write Indonesian exposition texts for class VIII SMP Negeri 4 Sendana in Majene. The type of research used is a quasi-experimental type experiment with two groups, namely the control group and the experimental group who were given a pretest and posttest. These two groups aim to prove whether the jigsaw learning model is effectively used or not in class VIII of SMP Negeri 4 Sendana. Before implementing Jigsaw Model, the results of the study suggest less successful, as shown by the 17 pupils who can only answer the questions that have been presented. As demonstrated by 51 students who were able to answer questions, the outcomes of studying exposition texts using the jigsaw learning approach in class VIII were successful.

Genetics of Learning Disability

Learning disability also referred as learning disorder or learning difficulty, is a classification characterized mainly by the person’s difficulty in learning and meeting milestones resulting in diverse etiology and patho-physiology. These disorders can make it difficult for a person to learn quickly or in the same manner as someone who is not affected by a learning disability. Usually these disorders are outcome of defects in brain’s ability to receive and process information. People with a learning disability have trouble performing specific skills or completing tasks if left to figure things out by themselves or if taught in conventional ways. Learning disabilities tends to run in families; therefore genetics is believed to be one of the culprits. However, the form of learning disability in parents may appear slightly different in child. A parent who has a writing disorder may have a child with an expressive language disorder which indicates that there may not be a direct link, but a general brain dysfunction may be inherited. The objective of the present study was to identify and characterize genetic mutations responsible for various forms of learning disabilities which will enable many families to get more appropriate diagnostic investigations and the possibility of understanding the cause of disability in the child. In this study a total of 35 inbred families were identified and sampled from various regions of Pakistan suffering with range of learning disabilities including microcephaly (20 families), dyslexia (14 families) and stuttering (1 family). All analyzed families were consanguineous and of Pakistani origin. For the identification of key genetic variants in families suffering with learning disability linkage analysis, genome xx wide SNP analysis and copy number variation were performed, which lead to the characterization of two known mutations c.9557C>G and c.3978G>A and one novel mutation c.6131C>T ASPM gene, mutations in this gene are reported to be the most common cause of microcephaly in Pakistan. An enhancer element was also found in one of the families suffering with mild form of microcephaly. This regulatory region is present 1.2 Mb downstream to ASPM gene which loops back to allow transcription of gene. This enhancer is present in region which is deleted in all affected individuals of the family. This regulatory region is a cis acting element and possesses c.FOS and HeyI elements which are complementary to ASPM promoter. In a genome wide linkage scan of an apparently X linked family suffering with speech disorder, a risk locus for stuttering in Pakistani families at 18p11.32-11.31 is mapped which contains seven candidate genes but no mutation is found so far. In two families with autosomal recessive dyslexia four candidate loci for dyslexia at 2p, 1p, 2q and 4q were also found by Affymetrix SNP 6. The present data extends our knowledge and understanding of the genetic and molecular spectrum of learning disabilities. There are many disorders associated with congenital defects to learn cognitive behaviors and it is necessary to setup a correct diagnosis to avoid unnecessary and ineffective treatment options. Knowledge of specific risk factors may improve our ability to design proper strategies to cope with the impact of disease.