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محمد نعمت اللہ ارشد گھمن
ادب انسانی زندگی کی عکاسی کرتا ہے۔ ہر انسان کی پہچان معاشرے سے ہوتی ہے اس لیے ادب اور معاشرہ باہم لازم و ملزوم ہیں۔اردو زبان کی تاریخ زیادہ قدیم نہیں ہے۔ تخلیق کارانسانی زندگی کے فہم کا دوسرا نام ہے اسی طرح نقاد تخلیق کاروں کی الجھی ہوئی گتھیاں سلجھاتا ہے۔وقت گزرنے کے ساتھ ساتھ اردو شاعری کے علاوہ اردو نثر کے دائرے بھی وسیع تر ہوتے جا رہے ہیں۔پاکستان بھرکی جامعات میں ایم فل اردو اسکالرز کے لیے سب سے بڑا مسئلہ ان متنوع موضوعات کے حوالے سے مواد کا حصول ہے اور ان کا بہت زیادہ وقت اسی میں ضائع ہوجاتا ہے۔اسی بات کو مدنظر رکھتے ہوئے اس کتاب کو پایہ تکمیل تک پہنچایا گیا ہے۔ ایم فل اردو کے مباحث پر اس سے پہلے کوئی کتاب میری نظر سے نہیں گزری اسی وجہ سے غالب امکان ہے کہ تحقیق کے طلبا کے لیے یہ کتاب آب حیات سے کم نہیں ہوگی۔
اس کتاب کی تیاری میں مجھے اپنے اساتذہ ڈاکٹر مشتاق عادل، ڈاکٹر محمد یوسف اعوان، ڈاکٹر محمد عامر اقبال، ڈاکٹر یاسمین کوثر،ڈاکٹر عبدالستار نیازی،ڈاکٹر قیصر آفتاب، ڈاکٹر عظیم اللہ جندران، میڈم ماریہ بلال کے علاوہ ہم جماعت صائمہ اختر کی بھرپور معاونت اور تعاون شامل حال رہا۔میں سب سے زیادہ اپنی شریک سفر کا ممنون ہوں جنہوں نے میرے تحقیقی اور تخلیقی سفر میں ہمیشہ آسانیاں پیدا کیں۔کوئی بھی بات یا تحریر حتمی نہیں ہوتی، اس کی بہتری کے دروازے ہمیشہ کھلے رہتے ہیں۔ قارئین کی آرا اور ناقدین کے مثبت تبصروں سے اس کتاب کا آئندہ ایڈیشن بہتر انداز میں سامنے آ سکے گا۔
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الأمر ومعانيه فى القر آن الكريم: دراسة دلالية نحوية

As all of know that start of the revelation of Holy Qur’ān started with imperative form of the verb as it is ended with like that. This shows that the imperative mood is one of the most magnificent topics of an Arabic language، particularly in the Qur’ān context. According to the opinion of the major scholars، both the commencement and conclusion of the Holy Qur’ān were in the imperative mood. Thereupon، the scholars of Arabic language took a keen interest in study of meanings of the imperative mood whether literal or figurative. From the abovementioned point of view the following article attempts to study the meanings of imperative mood، whether they are literal or figurative، and also it endeavors along with its connotations in the light of what is stated in the Holy Qur’ān and Sunn’āh as well as in the sources of Arabic language، to lead those who recite the Holy Qur’ān to the right way، guide them to the truth and to help them in understanding of the secret meanings of Qur’ān.

The Nature of Involvement of Adism Graduate As Head Teachers in Providing Professional Support to the Teachers

In the current literature, the role of the head teacher in teachers' professional development has became a foremost concern as compared to the past where head teachers were considered as Fullan says, ;gatekeepers' and administrators of policy. Mostly, professional development was hijacked by external agencies such as educational institutions, donors and other initiators without acknowledging head teachers' role in the initiation. The current literature says that the head teacher plays a key role in teachers' professional development in the school but the question still remains in my mind: is it so in reality? Keeping the question in view, this study was carried out to explore the nature of head teachers' involvement in teachers' professional development. The study was conducted in a government and private system of education in Karachi Pakistan. A qualitative paradigm was followed with a sample of thirteen ADISM (Advance Diploma in School Management) graduate head teachers from the government and the private systems. In this study a small-scale survey for baseline information and follow-up interviews were conducted to collect adequate data. The findings of the study show that almost all the research participants were involved in teachers' professional development in some way. However, there is a difference in their nature of involvement in professional development activities. In the private school the head teachers are providing professional support to the teachers through scheduled [formal] and unscheduled [informal] activities, whereas, in the government system the head teachers are providing professional support to the teachers through informal activities. Further, the study found out some similar issues in both systems The findings show that the head teachers in government system do not have autonomy to go beyond what is stipulated in the policy. They cannot institutionalize any professional development activity without the permission of a higher authority in the system Thus I have recommended for there to be a change in the government policy to empower head teachers to take initiatives to address the needs of the school.
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