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نیکی دا صلہ

نیکی دا صلہ

کسے پنڈ وچ اک بہت وڈی فیملی رہندی سی۔ دادا، دادی، بیٹا، بہو، پنج پوتے تے تن پوتیاں۔ سارا ٹبر اپنی محنت، چنگے اخلاق تے مذہب نال محبت کرن دی وجہ توں سارے پنڈ کیہ علاقے وچ مشہور سن۔ گھر دے سارے جی اپنا اپنا کم بہت محنت نال کردے۔ جس پاروں گھر وچ خوشحال وی بہت سی۔ گھر وچ چیزاں وافر ہوون پاروں اوہ کسے سوالی نوں خالی نئیں سن موڑ دے۔ دادا اپنے پتر تے پوتیاں نال کھیت وچ کم کردا تے شام نوں سارے جی گھر آ جاندے۔ گھر آ کے دادا اپنے پتر نال گھر وچ بنائی گئی دکان تے بہہ کے لوکاں دے زرعی آلاات دی مرمت دا کم وی کر دے سن۔ جس پاروں سارے لوک اوہناں نوں جاندے تے اوہناں دی عزت کردے سن۔ انج ای چنگے اخلاق پاروں اوہناں دی شہرت علاقے وچ دور دورتک پھیلی ہوئی سی سارے جی وڈیاں دی عزت تے نکیاں نال پیار کردے۔ ہر کوئی ایہناں دی تعریف کردا۔ رج کے ایمان دار تے مہمان نواز سن۔ کوئی اوپرا بندہ وی ایہناں کول آ جاندا تاں ایہہ اوس دی رج سیوہ کردے۔ نماز روزے دے پابند سن۔ نماز فجر توں بعد تلاوت قرآن مجید کردے۔ جھوٹ توں بچدے تے دوجیاں نوں بچن دی تلقین کردے۔

پنڈ وچ رہندے اوہناں نوں کئی سال ہو گئے سن۔ پر اوہناں بارے کسے نوں بہت گھٹ معلومات سن۔ ایس لئی کہ اوہ اپنے کم نال کم رکھدے دوسریاں دے معاملے وچ مداخلت نہ کردے۔ نہ آپس وچ کدے لڑے تے نہ ای گھر والے کسے نال۔ اوہناں کدے کسے نوں گالی گلوچ نئیں سی کیتی۔ آندے جاندے جو وی ملدا اوس نوں سلام کردے۔ ادب نال پیش آندے تے جنے جوگے ہوندے اوس دی خدمت وی کردے ہر کوئی...

Education Curriculum of Learning In Children

To develop in children a broad range of skills, including the problem solving, interpersonal and communication skills that are essential for successful living in a rapidly changing society.  The curriculum encourages student initiative by providing children with materials, equipment, and time to pursue activities they choose.  At the same time, it provides teachers with a framework for guiding children’s independent activities toward sequenced learning goals. There are seven specific types of learning styles. Visual learners prefer to learn mathematics through pictures, diagrams etc.  A well-balanced intelligent child is able to develop all the types of learning styles. The students have to understand and accept their type of learning style earlier so that learning becomes easier and less stressful in the future. But it is important to train and practice the other types of learning styles so that the children can utilize them as effectively as possible. The teacher plays a key role in instructional activities by selecting appropriate, developmentally sequenced material and by encouraging children to adopt an active problem-solving approach to learning. This teacher-student interaction teachers helping students achieve developmentally sequenced goals while also encouraging them to set many of their own goals uniquely distinguishes the High/Scope Curriculum from direct-instruction and child-centered curricula (high/Scope Educational Research Foundation, 1989).  Teachers keep notes about significant behaviors, changes, statements, and things that help them better understand a child’s way of thinking and learning.  Teachers use two mechanisms to help them collect data: the key experiences note form and a portfolio.  The High/Scope Child Observation Record is also used to assess children’s development.  According to Ronald Barnett, learning may or may not take place when a subject is taught.  While discussing this point he has presented two contrasting images of quality.  They are institutional performance and student experience, student learning or student achievement.  The teacher in his opinion is central to higher education.  Teaching may be able to improve the quality of student’s learning but the teacher should remind himself that it may also impair the quality of student’s learning.  This is partly because student’s learning strategies vary under two polarities, one between deep and surface understanding and the other between holistic and atomistic understanding of their learning experiences.  He goes on to add that for a student, learning has three distinct aspects: learning style, motivation and curriculum demands.  Therefore teachers have to pursue, beyond teaching strategies to enable their students to attain certain specific skills.

Dysfunctional Attitude and Performance Anxiety in University Students of Iran and Pakistan

The present research was conducted to explore the relationship between dysfunctional attitude and performance anxiety in Iranian and Pakistani students, and also to see the interaction effect of gender and culture on dysfunctional attitude and performance anxiety in both samples. For this purpose, a total sample of 1500 students was taken (based on equal number from Iran and Pakistan) with an age range between 20-40 years. The data were collected from two public universities of Iran (Isfahan & Kashan) and Pakistan (University of the Punjab and Government College University). The dysfunctional attitude of the participants was assessed through Dysfunctional Attitude Scale (DAS, Weissman & Beck, 1980). Participants‟ anxiety was assessed through State-Trait Anxiety Inventory (STAI-Y1-Y2; Spielberger, 1983). An Exploratory Factor Analyses was run to explore the dimensions of Dysfunctional Attitude Scale (Form-A). Pearson Product Moment Correlation Coefficient was employed to assess the relationship between dysfunctional attitude and performance anxiety. Regression analysis was used to determine the predictors of anxiety in students. The two way ANOVA was used to explore the interaction effect of gender and culture on dysfunctional attitude and state-trait anxiety. Process Analysis was used to assess the moderate relationship between dysfunctional attitudes and state-trait anxiety. The results of Exploratory Factor Analysis yielded four factor solutions, based on 40 items of DAS-A which reflected themes of Perfectionism (Fifteen items), Approval (Twelve items), Achievement (seven items) and Autonomy (six items). The findings showed significant positive relationship between dysfunctional attitude and state-trait anxiety in Iranian and Pakistani university students. The findings also revealed that trait anxiety and state anxiety were significantly related with each other. The findings xx showed non-significant main effect of gender, but a significant main effect of culture on dysfunctional attitudes of perfectionism and achievement. In Iranian students, state anxiety was predicted by marital status, having an unsatisfactory relationship with parents, and dysfunctional attitudes of perfectionism and achievement, while trait anxiety was predicted by marital status, employment status, having an unsatisfactory relationship with parents and dysfunctional attitudes: perfectionism and achievement. In Pakistani sample, state anxiety was predicted by marital status, employment status, having an unsatisfactory relationship with parents, and dysfunctional attitude of perfectionism, while trait anxiety was predicted by gender, marital status, employment status, having an unsatisfactory relationship with parents, and dysfunctional attitudes of perfectionism. However, in combined sample (both Pakistani and Iranian), variables such as gender, single marital status, unsatisfactory relationship with parents, and dysfunctional attitudes of perfectionism and achievement emerged as significant predictors of trait anxiety. Moreover, culture, marital status, unsatisfactory relationship with parents, and dysfunctional attitudes of perfectionism and achievement predicted state anxiety in combined sample. Moderation analysis showed that culture moderated the relationship between perfectionism, achievement and state-trait anxiety in student population. Findings of the study revealed important implications for both researchers and clinicians; who use shortened version of Dysfunctional Attitude Scale (DAS-A) to identify common dysfunctional attitudes across two cultural groups and to provide them effective therapeutic intervention to overcome performance anxiety.
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