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اردو کے نامور محققین ( ڈاکٹر جمیل جالبی)

اردو کے نامور محققین(ڈاکٹر جمیل جالبی)
ڈاکٹر جمیل جالبی پاکستان کے نامور اردو نقاد، ماہرِ لسانیات، ادبی مؤرخ، سابق وائس چانسلر کراچی یونیورسٹی، چیئرمین مقتدرہ قومی زباناور صدر اردو لْغت بورڈ تھے۔ آپ کا سب سے اہم کام قومی انگریزی اردو لغت کی تدوین اور تاریخ ادب اردو، ارسطو سے ایلیٹ تک، پاکستانی کلچر:قومی کلچر کی تشکیل کا مسئلہ جیسی اہم کتابوں کی تصنیف و تالیف ہے۔
جالبی صاحب کی سب سے پہلی تخلیق سکندر اور ڈاکو تھی جو انہوں نے بارہ سال کی عمر میں تحریر کی اور یہ کہانی بطور ڈراما اسکول میں اسٹیج کیا گیا۔ جالبی صاحب کی تحریریں دہلی کے رسائل بنات اور عصمت میں شائع ہوتی رہیں۔ ان کی شائع ہونے والی سب سے پہلی کتاب جانورستان تھی جو جارج آرول کے ناول کا ترجمہ تھا۔ ان کی ایک اہم کتاب پاکستانی کلچر:قومی کلچر کی تشکیل کا مسئلہ ہے جس کے آٹھ ایڈیشن شائع ہو چکے ہیں۔ اس کے علاوہ ان کی ایک اور مشہور تصنیف تاریخ ادب اردو ہے جس کی چار جلدیں شائع ہو چکی ہیں۔ ان کی دیگر تصانیف و تالیفات میں تنقید و تجربہ، نئی تنقید، ادب کلچر اور مسائل، محمد تقی میر، معاصر ادب، قومی زبان یک جہتی نفاذ اور مسائل، قلندر بخش جر?ت لکھنوی تہذیب کا نمائندہ شاعر، مثنوی کدم راؤ پدم راؤ، دیوان حسن شوقی اور دیوان نصرتی وغیرہ شامل ہیں۔ اس کے علاوہ قدیم اردو کی لغت، فرہنگ اصلاحات جامعہ عثمانیہ اور پاکستانی کلچر کی تشکیل بھی ان کی اہم تصنیفات ہیں۔ ڈاکٹر جمیل جالبی نے متعدد انگریزی کتابوں کے تراجم بھی کیے جن میں جانورستان، ایلیٹ کے مضامین، ارسطو سے ایلیٹ تک شامل ہیں۔ بچوں کے لیے ان کی قابل ذکر کتابیں حیرت ناک کہانیاں اور خوجی ہیں۔
ڈاکٹر جمیل جالبی نے عمر بھر لکھنے پڑھنے کا کام کیا۔ وہ وسیع المطالعہ اور...

معاملة المخطئين والجاهلين في ضوء السيرة النبوية العطرة

Allah Almighty had created man with the instinct to choose between good and evil. It is nature that being a human to be indulged in some activity unconsciously and then to realize and feel sorry for the crime committed. To err is human and to forgive Devine. So sins should not be treated as a single entity for there are of various types, ranging from the small mild ones to the big severe ones, thus dividing people who commit them accordingly. When our father and mother, ate from the forbidden tree, which was wrong, they realized it there and then, and instantly felt pain and remorse and abstained from it and declared repentance with humility and knocked the door of Allah for mercy and forgiveness. Allah the almighty heard their prayers and embraced them in his mercy and forgave their sin, for he is most gracious, and most merciful. Similarly our prophet has set an ideal for treating the sinners, he did not turn his face away from them nor did he declare abandoning them or excommunicating them or even counting them as dirt that should be avoided or looked down upon. He treated them with an open heart and with utmost compassion, sympathy and tolerance, and took them by the hand to the righteous path, his sympathy was always present, a sun that never sets. This article is basically to deal with prophetic examples and virtual self how the Prophet Muhammad (ﷺ) treated the sinners and ignorant. It is suggested that the public and the rulers should be made aware about the with deal to able be would they that so, (صلى الله عليه وسلم) Prophet Holy of teaching sinner and ignorant in an effective manners by following the teaching of. (صلى الله عليه وسلم) Prophet Holy

A Case Study: Formative Classroom Assessment Practices of Two Lower Secondary Teachers of Mathematics in an English Medium Private School of Karachi

This small-scale case study attempts to investigate the formative assessment practices of two lower secondary mathematics teachers of two private English-medium secondary schools of Karachi, Pakistan. It paves the path to explore the different ways of giving feedback to students and asking oral questions from them in the classroom. The nature of the study leads the researcher towards using the qualitative paradigm, with the case study approach at the heart of the study. The trustworthiness of the data was ensured through designing different tools for investigation: interview, observation, and the use of complementary documentary evidence. The dominant form of assessment in Pakistan is highly summative and is focused on promoting students to the next classes. However, teachers in this study were found to be using some aspects of formative assessment. In this connection, the main findings that emerged from classroom observations, interviews, and document analyses of primary and secondary research participants were analyzed and discussed. In particular, the findings reiterate the teachers' understanding of formative assessment, along with ways of feedback from the teacher to the students. Furthermore, the teachers' classroom observations exemplified that they give oral feedback to explain how to get to the appropriate solution of mathematical problems. Moreover, the nature of feedback was corrective, but errors were not explained. Some hindering and facilitating factors regarding sustaining formative assessment at the classroom level emerged during the teachers' interviews. Although teachers faced several challenges, there is still hope for sustaining formative assessment in classrooms, because it is given utmost priority in the National Education Policy (2007).
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