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ماں دی ممتا

ماں دی ممتا

پرانے زمانے دی گل اے کہ اک پنڈ دے لوک بہت ای ظالم سن۔ خاص طور تے اوہ پرندیاں دا شکار کردے۔ درختاں اتے چڑھ کے اوہناں دے آہلنیاںوچوں انڈے یاں بچے کڈھ لیندے سن۔ ایس پنڈ دے باہر اک بہت وڈا بوڑھ دا درخت سی۔ اوتھے اک طوطے نے آہلنا پایا۔ اک طوطا تے طوطی گلاں کردے نیں طوطا طوطی نوں آکھدا اے:

طوطیے من موتیے ایس نگری نہ جا

ایس نگری دے جٹ برے نیں پھائیاں لیندے پاء

اگوں طوطی جواب دیندی اے:

طوطیا من موتیا ٹاہلی میرے بچڑے لک ٹنوں ٹنوں

اوہناں دے دو چھوٹے بچے وی ہوندے نیں۔ طوطا آکھدا اے کہ میں پنڈ جاندا ہاں تاں جے بچیاں لئی کجھ کھاون لئی لے آواں۔ طوطی آکھدی اے۔

طوطیا من موتیا ٹاہلی میرے بچڑے لک ٹنوں ٹنوں

میں اپنے بچیاں نوں چھڈ کے نئیں جا سکدی جے میرے بچیاں نوں کجھ ہو گیا تاں میرا لک ٹٹ جاوے گا۔ میں مر جاواں گی۔ طوطا جان لگدا اے تے طوطی آکھدی اے۔ کہ توں ایس نگری نہ جا۔ ایس نگری دے لوک بہت برے نیں۔ اوہ تینوں قید کر لین گے تے جے تینوں کجھ ہو گیا تاں ساڈا کیہ بنے گا۔ طوطا ایہہ گل سن کے چپ کر کے بہہ جاندا اے۔ اوہ ٹاہلی تے بیٹھے ہوندے نیں تے جیہڑا وی مسافر ٹاہلی دے کولوں لنگھ دا اے۔ اوہ ایہو آکھدی اے۔

ٹاہلی میرے بچڑے لک ٹنوں ٹنوں

اک دن اک راہ گیر دھپ توں بچن لئی ٹاہلی تھلے بہہ جاندا اے۔ اوہدے کول روں ہوندا اے۔ طوطی روں ویکھ کے اوس نوں آکھدی اے۔

قرائن الترجیح العامة بين الروايات المختلفة المعلة مع الأمثلة التطبيقية من كتاب العلل الواردة في الأحاديث النبوية

In the field of Defective Narrations or Ahādith Mu'allah, collection and study of chains and tracks have great importance. It is this process in which the difference in the texts and chains of narrations comes to the surface and their defects become evident. This difference in text and chains has different types, like: Waṣl wa Irsāl: the presence or the absence of a narrator in the chain of a narration. Raf' wa Waqf: attribution of a narration to the Prophet (PBUH) or to his companion. Addition or Deletion in the text or in the chain of a narration Sometimes, a narration has more than one types of differences. To determine the preference among the differences of the said types, scholars of Hadith (muḥaddithīn) have to use Presumptions of Preference or Qarā'in al-Tarjīḥ. Some of these presumptions are common among the hadith scholars known as Common Presumptions or Qarā'in Aghlabiyah. The present research discusses these presumptions with examples in light of the book al-'Ilal al-Wāridah fi al- Ahādith al-Nabawiyah authored by Imām al-Dārqutnī.

Facilitating Teachers to Enquiry in Social Studies Classrooms

The aim of Social Studies education is to develop democratic citizens. The current teaching and learning practices in Social Studies classrooms in Pakistani schools are not meeting the aims of Social Studies education due to the transmission mode of teaching. Consequently, it has failed to develop the necessary knowledge, skills and disposition which are prerequisitse for democratic citizenship. The reasons for this state of Social Studies education are: firstly, teachers lack of knowledge about effective approaches of teaching and learning this subject; a and secondly, in the case of teachers' knowledge, use does not fully materialize in the classroom, as in spite of their exposure to the theory, they have little support in converting it into effective practice. This action research project was conducted with two Social Studies teachers teaching the said subject in a private English medium secondary school. The major purpose of this study was to enhance my own understanding and practices of the process of facilitating teachers to use the enquiry strategy in their classrooms, with the aim to develop teachers' knowledge, skills and attitudes, so that the objective of teaching and learning Social Studies could be realized. In the process of facilitating teachers to use the enquiry strategy at their workplace, I employed coaching with the view that it can be an effective strategy, particularly in facilitating experienced teachers' learning. I first introduced the teachers to the theory and process of enquiry strategy by conducting a session on enquiry with them. In the light of the reflections on the session, I further engaged the teachers in joint planning to prepare them to use the enquiry approach. However, I realized that one teacher was dominating the sessions; and furthermore, their needs and realities were distinct. Therefore, from then onwards, I facilitated the teachers individually by engaging each one separately in preparing lessons and supporting them in actualizing the plans. Moreover, I demonstrated to them certain stages and activities, whenever I found the teachers perplexed and confused. Teaching was followed by engaging the teachers in post-lesson discussions, during which I encouraged them to reflect on the process, issues, and critical incidents of the instruction and provided them constructive feedback for further improvement. The study found that the teachers' learning could be enhanced at their workplace by engaging them in planning, asking critical questions, challenging their assumptions and beliefs, supporting them in the real classrooms through demonstration/ modeling, where
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