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ڈھاکہ فال کی کہانی

ڈھاکہ فال کی کہانی

ڈھاکہ فا ل کی کہانی bbcکے مارک ٹیلی کی زبانی (تصویر کے دونوں رخ )

مارک ٹیلی کو اسی کی دہائی میں رہنے والے لوگ تو اچھی طرح جانتے ہین خصوصاََ جیالے کیونکہ چئیر مین بھٹو شہید کے کیس کی بھی ساری کوریج مارک ٹیلی نے کی۔ میں نے پہلی بار مارک ٹیلی کو 5اپریل1979کو قریب سے لیاقت باغ میں چئیر مین بھٹو شہید کے غائبانہ نمازِ جنازہ میں دیکھا جہاں وہ بڑا سا کیمرہ کندھے پر اٹھائے نظر آئے اور انھوں نے ہم سے یہ بھی پوچھا کہ جنازے میں شرکت کے لیے کون کون لیڈر آ رہا ہے ۔مجھے تو خیر اپنا ہو ش نہیں تھا ۔غائبانہ نمازِ جنازہ کا احوال پھر کسی اور موقع پر لکھوں گا ۔۔دماغ جیسے شل تھا ۔4اپریل کی رات بی بی سی پر ان کے بیان پر راولہنڈی کے وکیل وہاب الخیری نے ان کے خلاف مقدمہ بھی درج کروایا ۔وہ خود انڈیا میں پیداہوئے اس لیے اردو ہندی بھی بہت اچھی طرح جانتے تھے ۔اس وڈیو میں انھوں نے ڈھاکہ فال کے بارے میں بتایا اور یہ بھی بتایا کہ ظلم صرف پاکستانی آرمی نے ہی نہیں مکتی باہنی مسلح جنگجوئوں نے بھی کئے مگر ظاہر ہے آرمی کا پلہ بھاری تھا ۔اس لیے مکتی باہنی کے جنگجوئوں کو زیادہ اہمیت نہ دی گئی ۔

 

افتاء كے فضائل قرآن و حدیث كی روشنی میں

To derive and discover the hidden solution to problems regarding every walk of life, according to the teachings of Islam is called Ijtihad and to convey this solution (answer) to the people concerned is called Ifta. Answers to some queries have been directly given by ALLAH ALMIGHTY Himself Then Allah gave the responsibility to his beloved Prophet Muhammad (SA W) to explain & enlighten the people according to the will of ALMIGHTY ALLAH as Quran And then the same responsibility transfers to the eminent religious scholars (Muftis) who are the true inheritors of the Holy Prophet (SAW) Mufti acts as the deputy of the Holy Prophet (SA W) and holds a very high, important & sensitive position of guiding the people towards Islamic teachings. That is why it needs high care, piety & skill. In the given article the reality, importance and virtues of this highly important position have been enlightened

Effect of Co-Operative Learning Techniques on Students Academic Achievement at Secondary Level

Cooperative learning has been well acknowledged in the educational research as a successful pedagogy to improve students’ academic achievement. Cooperative learning denotes to instructional approach in which small groups or pairs of students with different levels of ability work together to complete a common goal. The study aimed at evaluating the effectiveness of cooperative learning method in the subject of English. This study focused to find the effect of cooperative learning and traditional learning on the academic achievement of the students of class X. It was an experimental study in which cooperative learning method was compared with traditional method. The aim of this study is for learners to maximize their own and each other’s’ learning. Pretest, posttest equivalent group design was used the objectives of the study comprised; i. To identify the effect of co-operative learning techniques and traditional method on student s’ achievement in the subject of English at secondary level .ii .To determine whether co-operative learning techniques are more effective than traditional techniques of leaning .iii .To examine the effect of cooperative learning techniques on the academic achievement of high achievers and low achievers. iv. To examine the effect of cooperative learning techniques in the retention of students who studied using the cooperative learning method (experimental group), and those who studied using the traditional method (control group). Alternative and null hypotheses were tested in order to test the effect of cooperative learning techniques on students’ academic achievement. Hundred students of 10th class of Government Centennial Model School for Girls Bannu, were taken as the sample of the study and were equally divided into experimental and controls groups on the basis of teacher-made pretest scores. High achievers, low achievers, and average students were divided in both the groups equally. Treatment of planned cooperative learning technique (STAD) was provided to experimental group while control group was taught by with traditional learning method for a period of four weeks. At the completion of the treatment, a teacher made posttest was administered to measure the achievement of the students. Same teacher taught to the groups, one with cooperative learning method and to the other, with the traditional learning method. Four lessons from the English textbook were selected for instruction. The quantitative approach was used to compare the test scores of two groups. Mean and standard deviation were used for descriptive statistics. To determine the effect of cooperative learning method on students’ academic achievement in English and the significance of difference between the scores of groups’ at0.05 level was tested by applying t-test. Data analysis exposed that both the experimental and control groups were almost equal at the start of the experiment. The experimental groups outscored significantly than the control group on posttest showing the supremacy of cooperative learning method over traditional learning method. The findings of this study have revealed a great improvement in students’ academic achievement towards English. In future, the final result of the study revealed that cooperative learning method was more effective for teaching English as paralleled to the traditional learning method. Furthermore, cooperative learning appeared to be more advantageous for overcrowded classes.
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