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نیل کے سنگ

نیل کے سنگ

قل سیرو فی الارض فانظرو کیف بداَالخلق ثمّ اللہ ینشی ئُ النشاۃ الاخرۃ ان اللہ علی کل شی ء قدیر

ترجمہ:

 آپ فرما دیں زمین میں سفر کر کے دیکھو۔ اللہ کیوں کر پہلے بناتا ہے پھر اللہ دوسری اٹھان اٹھاتا ہے۔ بے شک اللہ ہر چیز پر قادر ہے

آج مسافر جس منزل کی جانب عازمِ سفر ہے وہ مصر کی سر زمین ہے ۔مصر کی جامعہ طنطا کے کلیہ فنون نے عصرِ حاضر کے ایک عفریت یعنی دہشت گردی سے بچائو اور تدارک کے لیے جب سماجی علوم اور ادب و لسانیات کے روشن میناروں اور منور دریچوں سے رائے مانگی اور اس پر مصاحبوں اور مکالموں کے لیے وادیٔ سینا کے صحت افزا مقام شرم الشیخ میں بیٹھک بٹھائی تو مسافر سے رہا نہ گیا اور رختِ سفر باندھا ۔

مصر جانے والے تمام راستوں کو اگر شاہراہِ بزرگ کہا جائے تو غلط نہ ہو گا ۔ہزار ہا سالوں سے ہزار ہا انسانوں نے اس سر زمین پر اپنے نقوشِ پا چھوڑے ،کشادہ جبیں اور روشن خیال راہروانِ شوق نے اس سر زمین کو نسلِ انسانی کے لیے منبع نور بنایا اور دلوں کو بینائی بخشی ۔بلاشبہ یہ ایک عام روش ہوتی تو پائے مال ہو تی مگر یہاں سبک سارانِ ساحل نے دھول دھول غبار کو ،فروغ ِ وادیٔ سینا کو تگ و تاز بخشی ۔

مسافر کو اس سفر اور وہاں ہو نے والے مصاحبوں اور مکالموں میں شرکت کی دعوت دکتورہ بسنت نے دی تھی ۔سماجی رابطے کی ویب سائٹ فیس بک پر ان سے مراسم قائم ہوئے زیادہ عرصہ نہیں گزرا تھا ۔فیس بک پر درج ان کی ذاتی معلومات اور لگی تصویر سے ان کی شخصیت...

مزاح کے انسانی نفسیات پر اثرات اسلامی تعلیمات کی روشنی میں Effects of humor on human psychology in the light of Islamic teachings

Every branch of art leaves a deep impact on the human psyche, but the immortal fact is that the reason for their creation is also to reduce the tension of the human mind. The most representative theory of humor in philosophy and psychology and even in physics. Is the idea of ​​well-being, comfort or well-being? Broadly speaking, this suggests that humor (which has an obvious physiological effect) has effects on the nervous system and allows different levels of stress to be released. In other words, laughter and good humor have the ability to release stored nervous energy. Humor is included in human nature and man has a strong desire for this thing that there should be such means for him to express joy and expansion. Because through them, man is blessed with mental and physical peace and comfort. In these things, he considers the survival of his self-respect. Islam not only allows humor, sports and entertainment, but also sets rules and regulations within which human beings can fulfill their natural needs. Its cultural traditions should also be propagated. As the head and governor of the Islamic state, the Holy Prophet (ﷺ) made the best arrangements for his state, the taste of the people and their entertainment, and set an example for the rulers that, like other matters, oppression in this not to be taken for granted, fun and humor are part of human nature. He (ﷺ) allowed fun and laughter and He (ﷺ) himself used to be cheerful. Islam admires cheerfulness and cheerfulness, and encourages it so that people can be refreshed and perform their duties in an auspicious manner. Through this paper, it will be clarified that what are the effects of humor on human psychology and what are the teachings of Islam and the Prophet of Islam in this regard. Key Word:    Fine Arts, Humor, Human terms, Human humor

An Investigation of Evaluation Methods of Teaching Practice of Formal and Non-Formal Teacher Education Institutions

Teaching practice is a major and joint responsibility of teacher education institutions, schools, prospective teachers, supervisors, head of the school and cooperating teachers. This study was aimed to investigate evaluation methods of teaching practice of formal and non-formal teacher education institutions in Pakistan. Major objectives of the study were: to examine the evaluation methods of teaching practice used in formal and non formal teacher education institutions; to compare the evaluation methods of teaching practice implemented in formal and non formal teacher education institutions; to analyze the effectiveness of teaching practice at formal and non formal teacher education institutions; and to find out the problems/weaknesses in evaluation of teaching practice in both formal and non formal teacher education institutions. The population of this research study was (1) all the 2000 teaching practice supervisors both from formal and non formal teacher education institutions of Punjab offering teacher education programmes i.e. B.Ed (Hons) and Masters in Education and (2) All the 4000 prospective teachers have been experienced the teaching practice of both formal and non formal teacher education institutions of Punjab offering teacher education programmes i.e. B.Ed and Masters in Education. University of the Punjab, University of Education and Fatima Jinnah Women University were selected through conveniently random sampling as formal teacher education institutions for the sample of study. AIOU (Allama Iqbal Open University) Islamabad in Pakistan is a non formal institution providing the education to masses through correspondence material. Lahore, Rawalpindi, Multan, Attock regional centers of (Allama Iqbal Open University)were selected as non formal teacher education institutions. Two questionnaires were developed on the basis of related literature for prospective teachers and supervisors to get the responses. The data was collected by administering the validated questionnaires. Four hundred prospective teachers were selected randomly in which 200 prospective teachers from formal universities and 200 were selected xvii from non formal universities. Two hundred supervisors were randomly selected from the sample universities. The problems and weaknesses of evaluation of teaching practice were found out by open ended items in the questionnaires. The data collected was analyzed and interpreted by using percentages and two-way chi-square square techniques to compare the responses of formal and non-formal prospective teachers and teaching practice supervisors. Inferred results were discussed and reported. The major conclusions of the study were that the prospective teachers of both formal and non formal teacher education institutions are not very satisfied with the duration of teaching practice. According to the opinion of majority of respondents it should be more than two months. It was revealed that the Head of the practicing school and cooperating teachers had no role in the evaluation of teaching practice. The respondents of both the systems revealed that rules and regulations regarding teaching practice and evaluation criteria were provided to them before the commencement of teaching practice. Majority of the prospective teachers said that they were being evaluated by the supervisors once or twice in entire teaching practice. Some of the recommendations were (1) there is a need to put in place a continuous system of monitoring and evaluation of teaching practice including observations of prospective teachers for both formal and non-formal teacher education institutions. (2) There must be role of cooperating teacher and head of the practicing schools in evaluation of teaching practice. (3) The time period of teaching practice may be increased. (4) The evaluation of teaching practice may be done both by internal and external evaluators. (5) Self evaluation of prospective teachers may be included in the evaluation of teaching practice
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