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چور دی مدد

چور دی مدد

اک دفعہ دا ذکر اے کہ اک شہر وچ اک عورت رہندی سی۔ اچا لماں تے گورا رنگ تے چنگی موٹی۔ اوہ بیوٹی پارلر دا کم کردی سی تے اکثر رات نوں لیٹ دکان بند کر دی سی۔

اک رات اوس گیاراں وجے اپنی دکان بند کیتی تے اپنا بیگ موہڈیاں تے پاء کے اپنے گھر ول جا رہی سی۔ سڑک اتے اک تھاں اتے ہنیرا سی۔ جس دا فائدہ چکدے ہویا اک پندراں سالاں دے منڈے نے اوس کولوں بیگ کھوہن دی کوشش کیتی۔ اوہ منڈ اپنی کوشش کامیاب ہو گیا پر نس دے ہوئے ٹھیڈا لگن نال اوہ ڈگا تے اوس زنانی نے اوس نوں گریبان توں پھڑ لیا۔ اوس نوں کافی جٹکے دتے جس پاروں اوہدیاں اکھاںباہر آگئیاں۔ اوس نوں اپنا ساہ گھٹ دا ہویا لگا تے اوہ نڈھال ہو گیا۔ اوہ بہت ڈر گیا سی۔ لوک اوس نوں ویکھ رہے سن پر عورت دے غصے سامنے کسے نوں جرأت نئیں سی پے رہی کہ اوہ چھڈن دا آکھن۔

عورت اوس نوں گھسیٹ دی ہوئی زبردستی اپنے نال گھر لے آئی۔ اوس منڈے کولوں پچھیا کہ تیری کیہڑی مجبوری اے جس تینوں ایہہ حرکت کرن تے مجبور کیتا اے۔ اوس آکھیا کہ میرا تعلق اک غریب گھرانے نال اے۔ میرا والد پنج سال پہلے فوت ہو گیا تے ماں لوکاں دے گھر کم کر کے اساڈا ڈھڈ بھر دی اے۔ میرے کول جیہڑے بوٹ سن اوہ ٹٹ گئے نیں۔ جس پاروں میرے پیراں نوں ٹھنڈا بہت لگدی اے۔ میں جس دکان اتے کم کردا آں۔ مالک نوں آکھیا مینوں نویں بوٹ لے دے۔ اوس مینوں ماریا تے آکھیا کہ ہن توں نویں بوٹ لین لئی میری دکان توں چوری کریں گا۔ ایس لئی تینوں نوکری توں جواب اے۔ اوس میری تنخواہ دے...

The Role of Ubuntu Ethics in Promoting Citizenship Values: An Investigation into the Foundations of Social Harmony

In the post-industrial revolution world, social change is often studied and understood in the context of change in means of production, mobility, urbanization and change in the constitution of workforce. Role of ethical values is generally confined to personal conduct and manners. Industrial society is supposed to have its own work ethics which may or may not agree with personal ethics and morality. Ethics and morality are generally considered, in the Western thought, as a social construct. Therefore, with the change in means of production or political system, values and morality are also expected to be re-adjusted in order to cope with the changed environment. Sometimes a totally new set of values emerges as a consequence of the change in economic, political, or legal set up. The present research tries to understand the meaning and place of these values in a global socio-cultural framework. Relying essentially on the divine principles of the Qur'ān it makes an effort to understand relevance of these universal and ultimate principles with human conduct and behavior in society.  It indicates that essentially it is the core values, principles, or norms which guide human beings in their interpersonal, social, economic and political matters. Islam being a major civilizing force, culture, and the way of life, provides values which guide both in individual and social matters. The values given by the Qur’ān and the Sunnah are not monopoly of the Muslim. These values are universal and are relevant in a technological society.

Developing Learner Autonomy in English Language Classrooms at Bachelors Level in the Context of Punjab, Pakistan

Learner autonomy refers to a state where a learner seeks the understanding of the concepts more independently, takes charge of the learning and becomes more motivated and self-supportive towards the learning procedures. It has become a much discussed phenomena and has been given immense importance from the last few decades however it‟s still not practically implemented in the foreign language classrooms. The students in the foreign language classrooms are still much relying on their teachers and take less responsibility of their own learning. The present study is a quasi-experimental research design. The study at first explored the existing level of English as a foreign language learners with reference to autonomy practices, in the context of Punjab, Pakistan. The autonomy of the learners was examined through their use of foreign language learning strategies in the language classrooms. The study intended to design a learner-training program to develop autonomy among Pakistani foreign language learners. An eclectic approach was used in the research design, thus the learning-training program was designed on the basis of multiple theories of learner autonomy, with a compilation of foreign language learning strategies in each lesson. The major frameworks used for the research design were Oxford‟s framework (2011) Andrew‟s framework (2007), and Chamot‟s framework (2005), whereas the language learning strategies chosen for the learner-training program were cognitive, metacognitive and social-affective language learning strategies. The target population of the study was university level students of Lahore, Punjab (Pakistan), studying English as a compulsory subject and the sample was bachelor‟s level students of a public sector university of Lahore. The sample consisted of a nonintervention/control group and an intervention/experimental group each with 52 number of students. The learner- training program was implemented on the intervention group for 27 weeks. The quantitative data was collected through a pretest questionnaire, a post-test questionnaire and language learning diaries whereas the qualitative data was collected through the interviews of the participants. The findings of the research revealed that the learner-training program proved to be successful where the participants of the intervention group were using foreign language learning strategies in their language classrooms, were independently doing classroom tasks, and were very motivated to use autonomy practices in future as well. The research suggests that the use of language learning strategies can be introduced in the language classrooms to enhance autonomy among the foreign language learners. The learnertraining program can further be beneficial for the foreign language teachers as they can use the autonomous learning practices to make their language classrooms more engaging and interactive.
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