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ارشاد ڈیروی دی شاعری دے سرنانویں

ارشاد ڈیروی دی شاعری دے سرنانویں

ارشاد ڈیروی قادر الکلام شاعر اے ۔اوس دے کلام دیاں کئی پرتاں ہن ۔قاری جدوں اوس دے شعر پڑھنے شروع کر دا اے تاں معنیاں سے اتھاہ سمندر وچ ڈب جاندا اے ۔ایس لئی کہ اوس دا مشاہدہ بہوں تیز ہئے ۔ایہوں کارن ہے کہ اوس نے حیاتی نال تعلق رکھن والے ہر پکھ بارے لکھیا اے ،رومانوی پکھ ہووے یاں سیاسی ،سماجی پکھ ہووے یاں مذہبی ،لوکائی دے وطیرے دی گل ہووے یا ںتاریخ نویسی دی ،سماج سدھار دی گل ہووے یا ں سماجی برائیاں اتے طنز دی ،ارشاد ڈیروی دا قلم ہر موضوع اتے روانی نال چل دا اے تے بہو ں خوب لکھدا اے ۔اوس دی شاعری وچوں کجھ موضوعات دا ویروا کیتا جاندا اے ۔

ارشاد ڈیروی ماہر نفسیات و ی اے ۔انساناں دے آپسی رویے تے سوچ نوں چنگی طرح جاندے اے ۔اوہ لوکائی دے عام سلوک دی بہوں سوہنے ڈھنگ وچ ترجمانی کر دا اے آکھدے نیں کہ مینوں اپنے رقیب تے کوئی گلہ اے نہ زمانے اتے ۔بس میرے یاراں مینوں لٹیا اے ۔

رقیبیں تو گلہ کائینی نہ ہے شکوہ زمانے توں

ساڈٖے یاریں دے ہتھوں بٖس ساڈٖا گھر پیا لٹیندا ہے

(۱)

ایہناں متراں نیں ہر جا اُتے دھوکہ دتا ہئے ۔ہن حالت ایہہ ہو گئی اے کہ چاروں پاسے دھوکہ نظر آندا اے ۔

ہر منزل تے دوکھا ملیئے سچ نہیں ملیا کہیں جاہ

چاروں پاسوں دوکھا کھا کے آ گئے ہیں احٖ پڑتے

(۲)

رب نے انسان کوں رزق وکھو وکھ ڈھنگ راہیں عطا کیتا اے ۔کتے فقیری دی صورت وچ تے کتے فاکہ کشی توںبعد۔

فقر...

المقال الدينى عند محمود تيمور

Mehmood Taimur، A famous and well known literary figure of Egypt، when started his writing career، besides many literary works، he has penned down many essays too. He has written on different topics including the religious one. His religious writings come in the category of religious essays as their topics are purely religious. His religious essays encompass the following aspects: Love of Religion: He was bred and brought up in a religious family and learnt religious principles. So his essays are imbued in religious spirit. He regards love of religion not a mere part but the very essence of creed. He firmly believes that love of religion and country are the indispensable part of one’s belief. Love of God: His heart was saturated with the love of God. The sighs he heaved from his heart in his religious essays are the clear proof of his love of God. Love of Prophet (PBUH): He believes that you can never have love of God in your heart without the love of His Holy Prophet. Such kind of love is incomplete. He thinks that personality of the Holy Prophet(PBUH) is the living practical example of Holy Quran. Love of Quran: Mehmood Taimur has made clear that the Quran is the miracle of Holy Prophet(PBUH). Quran had influenced his heart deeply. He always meditated on Quran and the recitation of Quran after morning prayer was his daily routine. In short having been raised in religious atmosphere، his heart was free of all vices. On seeing such character traits، every reader may infers the conclusion that his s essays are truly religious in their spirit.

The Impact of Social Studies Visiting Teacher Programme on Teachers Perceptions and Classroom Practices

The research study deals with the effect Social Studies Visiting Teachers (VT) programme on two VTs' classroom practices. Both were female and working in two private schools of Karachi. Moreover, headteachers, VTs' colleagues and the course tutors also participated in the study. The data was triangulated through interviews, classroom observations and document analysis. The major finding of study was that Social Studies VT programme made some impact on changing VTs' perceptions, attitude and classroom practices. Both VTs began to consider Social Studies as global and interesting subject and students as active learners. VTs also learnt how to develop skills related to tolerance, patience and confidence required to become effective teachers. Social Studies VT programme also substantially enhanced VTs' knowledge about instructional strategies, however, they seemed to have acquired partial understanding of some of the instructional strategies. Therefore, some strategies were hardly used in their classroom practices. Both VTs also shared some of the major concerns and challenges about innovations. Some facilitating and hindering factors such as fixed syllabus, examination system, rote learning, inadequate support from headteachers, and inadequate feedback from VT programme tutors etc. These factors could be put into three main categories i.e. programme, personal, and contextual. Both VTs also felt the need for the refresher and the follow-up programme to strengthen and reinforce their newly acquired knowledge and practices. The recommendation of the study will help IED to improve the VT programme that can contribute to develop teachers as reflective practitioners.
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