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اہم تدوینی اصطلاحات

موضوع2:تدوینی اصطلاحات
متن:
• تدوین کے لیے وہ تحریر جسے کوئی ترتیب دینا چاہے۔
• متن اس عبارت کو کہتے ہیں جسے آسانی سے پڑھا جا سکے اور قرات کے دوران اس کی تفہیم ہو سکے۔ متن سے ہم تاریخ یا ماضی سے تعلق رکھنے والی وہ عبارت
• مراد لیتے ہیں جس کی ترتیب مقصود ہو۔جسے دریافت کیا گیا ہو اور جو تحقیقی اہمیت کی حامل ہو۔
تدوین :
• کسی تصنیف کے مختلف نسخوں کا مقابلہ کرکے درست متن تیار کرنا
• کسی مصنف کی منتشر تخلیقات یا کسی تخلیق کے منتشر اجزائ￿ کو صحیح ترتیب سے جمع کرنا
مدون:
تدوین کا کام کرنے والا
مرتب:
کتابوں کی ترتیب دینے والا
دیوان:
وہ مجموعہ کلام جس میں شعراء کی نظمیں اور غزلیں جمع کی جاتی ہیں۔
مخطوطہ:
کسی مصنف کے ہاتھ سے لکھی ہوئی تحریر کو کہتے ہیں۔
منسوخ/قلم زد:
وہ تخلیقات یا تخلیق کا حصہ جسے مصنف نے خارج کردیا ہو۔
موازنہ:
ایک متن کے مختلف نسخوں کے اندراجات کا تقابلی مطالعہ کرکے مناسب ترین کا تعین
اختلاف نسخ:
تدوین کرتے وقت مختلف نسخوں میں جو اختلافات ملتے ہیں انھیں اختلاف نسخ کہا جاتا ہے، ان کو یک جا کردیا جاتا ہے تاکہ قاری کے سامنے دونوں صورتیں آجائیں۔
نسخہ:
کسی قلمی یا مطبوعہ کتاب کی ایک جلد کو نسخہ کہتے ہیں۔

اساسی نسخہ/بنیادی نسخہ:
کسی پرانی قلمی کتاب یا مخطوطے کے جب کئی نسخے موجود ہوں تو ان میں سے وہ نسخہ جسے بنیاد مان کر تدوین متن کی جائے اساسی نسخہ کہلاتا ہے۔
خطی نسخہ/قلمی نسخہ/دستخطی نسخہ:
مصنف کے ہاتھ کا لکھا یا ٹائپ کیا ہوا نسخہ دستخطی نسخہ کہلاتا ہے۔
آمیختہ نسخہ:
وہ نسخہ جس کا متن پہلے کے دو نسخوں سے ملا کر تیار کیا گیا ہو۔

EFFECTIVENESS OF COMMUNITY SCHOOL NETWORKING FOR CHILDREN WITH AUTISM: PERSPECTIVES OF TEACHERS AND SCHOOL ADMINISTRATORS

Objective: In order to provide equal educational opportunities, community school networking is an emerging trend to facilitate inclusion of children with mild-moderate Autism. This quantitative research aims to investigate the effectiveness of community networking for children with Autism from Pakistani lower socio-economic stratum of society. Study Design: Qualitative Research Design Study Settings and Participants: Six mild-moderate autistic children were enrolled in three mainstreams schools and a liaison between these schools, and a rehabilitation center located in the same area was created to facilitate inclusion. The researchers interviewed six teachers from mainstream schools, three school administrators and one administrator of rehabilitation regarding the effectiveness of community school networking for children with Autism after eight months of this collaboration. Data Collection Tool: Data were obtained through semi-structured interviews Results: All participating administrators and teachers underscored the changes in social and behavioral patterns of autistic children which included an imitation of positive behaviors from peers, acceptance, and awareness as strengths of community school networking model. However, major challenges faced were unacceptability from parents of normal children, learning differences, curriculum modifications, time constraints and dependency on the resource teacher. The administrators and teachers recommended that creating awareness programs for parents of normal children, curriculum modifications and in-house psychologists can further facilitate inclusion of children with disabilities. Conclusion: It was concluded that community school networking model can assist inclusive education and encourage engagement for all children, including those who are autistic.

Emerging Trends and Challenges in the Use of Icts for Better Access to Agricultural Information in the Punjab, Pakistan

Being informed about agricultural innovations is imperative for farmers to cope with complex challenges of farming. Information dissemination from research to farmers is an integral phenomena to lead technological awareness among farmers. Therefore, access to timely and accurate information is a need of farmers to become aware of the latest agricultural information for agricultural development. There are different information sources including traditional and modern media being utilized by farmers to nurture themselves with updated information. Among traditional sources, fellow farmers, extension field staff, radio and TV are more prominent as perceived by farmers. However, information received through these sources is considered partially effective and surrounded with constraints of cost, broadcasting, efficacy and relevancy. Inception of Information Communication Technologies (ICTs) rendered a new horizon to the information dissemination process bearing potential of sharing information among large communities in no time. This esteemed technology reduces the cost and enhances the access and efficacy ultimately. With the passing moments, users of these technologies are uprising. integration of ICTs in extension services could uplift the standards of services and access to information as compared to traditional sources. However, farmers may be facing many challenges in the use of these ICTs because of illiteracy or other factors. Therefore, it was considered essential to investigate the emerging trends and challenges in the use of ICTs and training needs of the users. For this purpose, a total of 400 respondents were selected through simple random sampling technique from two districts of the Punjab province. Data were collected through face to face interviews. Collected data were analyzed using Statistical Package for Social Sciences (SPSS). According to the findings regarding information sources, fellow farmers (71%) and mobile (60.3%) were prominent while websites, helplines and newspapers were least choices. Possession of ICTs appeared varied, however, mobile phones at highest possession and extensive utilization (mean=4.61). Use of websites, helplines, internet and computers was negligible. Awareness of ICT based services appeared average, however, information on crop production, protection, marketing, weather updates and livestock management was preferably accessed by farmers. Moreover preference of mobile phone was unveiled dominating (mean=3.86) because of being more effective as better agricultural information source (mean=4.17), source of improving farming skills (mean=4.12), source of accurate information (mean=3.96), better communication (mean=4.05) and timely information (mean=4.32,) as compared to all other ICT tools. Effectiveness of other tools was restricted due to extensive cost (mean=3.75), inadequate education (mean=3.65) and accessibility to internet (mean=3.23). Study further highlighted highest training needs of farmers regarding use of helplines, internet, websites (mean=3.21) and computers (mean=2.83). Study summarized that overall use of ICTs was below average except mobile phone. It can be stated that ICTs have a great potential which has not been achieved so far. There existed negative relationship between age of respondents and use of internet, computer, social media, landline phone, agri. helpline and agri. website for obtaining agricultural information. Furthermore, a significant positive relationship was found between education of farming community and use of various ICTs. Pearson correlation coefficient shows significant and negative relation between age of farmers and their preference to TV and agri. helpline for obtaining agricultural information in future. In addition, a significant positive relationship was found between education of farming community and future use of various ICTs.
Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

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