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ہجر کے تین سال
لو آج تین سال بیت گئے
ان سالوں میں تمھاری مہک
مجھ میں ہر سُو رہی
کہ زندگی تمھاری تھی
بعد بھی تمھاری رہی
پر کیا تم جانتی ہو جاناں!
وقت کے اس بوجھ نے
جوانی میں ہی مجھے
برسوں پرانا کر دیا
کمزور بنا دیا، ضعیف کر دیا
پر میں جانتا ہوں کہ ابھی
مجھے اک لمبا انتظار کرنا ہے
ابھی اور سال بیتنے ہیں
ابھی اسی آگ میں جلنا ہے
پر میں اس بات سے ڈرتا ہوں جاناں!
کہ وقت کے اس بوجھ سے میں
اس قدر عمر رسیدہ ہو جاؤں
کہ دم ہی توڑ جاؤں
اور آخر پُرنم آنکھیں
رُکتی ہوئی سانسیں
شمار کرنے سے قاصر ہوں
اور یہ کہتی ہوں
لو آج وقت کے اندھیرے جیت گئے
لو آج ہم ہی بیت گئے
Discursive Functioning of Parts of Speech in Political Parties’ Manifestos in Pakistani Election 2013
The political discourse plays an essential role in shaping the perceptions and ideologies of people. The present research, titled ‘Discursive Functioning of Parts of Speech in Political Parties’ Manifestos’, focuses on the role of the discursive use of the parts of speech in Pakistani political parties’ manifestos, pertaining to the general election of 2013. The research is aimed at the linguistic analysis of the political discourse presented in the parties’ manifestos, focusing on parts of speech. The Van Dijk Socio Cognitive Model (1998) and Tajfel’s and Turner’s Social Identity Approach (1979) have served as the theoretical framework for this study. Corpus-based methodology was used for the Critical Discourse Analysis of the five political parties selected on the basis of popularity. The research revealed that all political parties studied used different parts of speech as a discursive strategy to frame positive images of their own party and negative images of the other parties. This was done by the parties in order to transform people’s ideology and identities in their own favor.Use of Inquiry for Teaching Social Studies in a Lower Secondary Class at a Private School in Karachi
Social Studies is the integration of the Social Sciences and Humanities in order to promote competence in students. It enables learners to become useful citizens of the society. However, the teaching and learning of such an important subject is not satisfactorily addressed in our schools for various reasons; mainly teachers tend to rely on teaching in a traditional manner. It is perceived that teachers are knowledge givers, while students are recipients of that knowledge, and hence, the children's conceptual understanding in the subject doesn't get developed. Considering that this subject prepares children to become informed citizens, it is necessary that constructive methods and strategies should be introduced in schools for teaching Social Studies. Literature also supports innovative ideas and strategies such as discovery, problem-solving, project-based and web-based teaching and learning in order to enhance students' thinking skills and conceptual understanding. The study was undertaken in a grade seven Social Studies classroom in a private school in Karachi. The methodology used was action research as this is a practitioner's research, which enables the researcher to study the implementation of inquiry through approach using web-resources in the teaching of Social Studies. As a part of methodology, I engaged in the reconnaissance stage and made a general plan of action for carrying out the study. The cycle of action research contained; planning, action, observation and reflection. The data was collected through classroom observations, field notes, and semi-structured interviews. The findings of the study revealed that students when involved in the process of inquiry began participating actively in the lessons. Furthermore, a shift was observed in students from their dependency on textbook to independent searching and collecting information from the internet. It also provided students the opportunity of developing their communication and information-seeking skills and increased their motivation. Students were seen constructing their own knowledge, which facilitates teaching and learning in Social Studies classroom.Journals by Discipline
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