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Burhān al-dīn, ‘Alī bin abī Bakr, Al-hidāyah Sharaḥ Al-bidāyah, Dār al- kutab...

موجودہ معاشرتی اضطراب اور اس کا حل: سیرت طیبہﷺ کی روشنی میں

Social anxiety is the fear of interaction with other people that brings on self-consciousness, feelings of being negatively judged and evaluated, and, as a result, leads to avoidance. Social anxiety is the fear of being judged and evaluated negatively by other people, leading to feelings of inadequacy, inferiority, embarrassment, humiliation, and depression. The major causes of Social anxiety are Rights abuses, Provocation, corruption, murder, Law-lessens, nepotism, Prejudices, grouping, Propaganda and carelessness. All of these things are causes of the destruction of a prosperous society. Because of these each individual of society remains restive and society become victims of violence. In this paper the social anxiety conditions and its solution will be described in detail in the light of seerah.

Patters of Specific Learning Difficulties in Literacy, Numeracy and Orthography in School Children of Grade 4Th and 5Th

The concept of dyslexia has been with us for nearly 200 years, yet its existence is debatable to some and doubtful for others. No standard psychological assessment exists to identify dyslexia / SLD’s in Pakistan. This study was carried out to identify the patterns and signs of SLD’s in school children of grade 4th and 5th (9 - 12 years) in public schools. First current literature was searched to identify signs of SLD’s in the achievement level and cognitive functioning of school children. 900 school children (48.30% boys and 51.70 % girls) were assessed on 8 individual and 10 group tests, measuring achievement and cognitive skills. The results were analyzed for three levels of achievement Above Average, Average, and Below Average . The analysis of data showed that achievement and cognitive problems are prevalent in all three levels of achievement, yet the functioning was not consistent with the diagnosis of SLD’s. On dictation test Urdu four graphical errors were idenetified (Omission, Addition, Phonetic Attempt, and Bizarreness). Regression analysis of the data showed that acaheievement and cognitive skills were found to be the signigicant negative predictor of dictation error Bizarreness. The results were discussed in the terms of cultural factors, education system and teaching methods prevalent in Pakistani schools.
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