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شام کا دوسرا سفرِ تجارت

شام کا دوسرا سفر تجارت
حضورؐ پچیسویں سال، حضرت خدیجہ کا مال تجارت’’ بطریق مضاربت‘‘لے کر شام کی جانب تجارت کے لیے تشریف لے گئے۔یہ اس قول کی بنا پر کہ ابو طالب نے حضورؐ سے عرض کیا ‘ چونکہ میرے پاس اب مال بالکل نہیںرہا ہے اور قریشیوں کا قافلہ بغرض تجارت جانے والا ہے۔ لہٰذا خدیجہ بنت خویلد ؓ سے جا کر کہو ،وہ قریش کے مال دار لوگوں میں سے ہیں اور لوگوں کو مضاربت کے طور پر مال تجارت دے کر بھیجتی ہیں تو اگر آپ خود اپنے لیے چاہیں گے تو وہ یقیناََ مال تجارت آپ ﷺکو بھی دے دیں گی اور ممکن ہے کہ اس طرح کچھ نفع حاصل ہو جائے ۔لیکن صحیح ترقول یہ ہے کہ سیدہؓ خود کسی ایسے امین کی متلاشی تھیں جسے وہ اپنا مال تجارت سپرد کریں اور وہ حضورؐ سے زیادہ کسی کو امین نہ پاتی تھیں ۔ چونکہ حضور اکرمﷺ کو تمام قریش اظہارِ نبوت سے قبل ’’محمد ﷺ کو امین‘‘ کہا کرتے تھے۔ لہٰذا سیدہ خدیجہؓ نے کسی کو آنحضرت ﷺکے پاس بھیجا کہ اگر میرا مال تجارت آپ لے جائیں اور حق تعالیٰ اس میں نفع دے تو جتنا نفع آپ مناسب خیال فرمائیںلے لیں۔ ایک روایت میں ہے کہ دو گنا مال دوسروں کی نسبت دوں گی۔ سید عالمﷺ نے ابو طالب کے مشورہ کو قبول فرمایا ۔اس کے بعد سیدہؓ نے اپنا غلام جس کا نام میسرہ تھا اور اپنا ایک مخصوص آدمی جس کا نام خزیمہ تھا آپ ؐ کی خدمت کے لیے ساتھ کر دیا۔ آپؐ جب بصریٰ پہنچے تو وہاں ایک صومعہ یعنی کلیسا تھا جس میں نسطورا راہب رہتا تھا۔ اس نے حضور ﷺ کو ایک ایسے درخت کے نیچے جلوہ افروز دیکھا جس کے بارے میں خبر تھی کہ اس درخت کے نیچے سوائے نبی...

Technical Terms Used in General English Textbooks Across Disciplines

The study aimed to analyze lexical items underpinned in the textbooks used in the current teaching of ESP and GE. Using content analysis, a systematic evaluation of texts to examine nuances to bridge the gap between quantitative and qualitative data. This was such of importance, however, difficult to study due to issues of interest like in the study, frequency of lexical items in ESP, and GE textbooks. Results found 13,713 lexical items in Hospitality Management, 17,561 in Criminology, 4576 in Tourism, 7167 in Marine Engineering, and 512 in Information Technology. Furthermore, the overall percentage of ESP lexical items fell in Tier 2 (with multiple-meaning while the least was in Tier 3, specifically on context-specific vocabulary. It is the core of vocabulary learning to ensure English language teaching. It is its goal to help learners better understand language, allowing them to understand others as they want to express themselves as well. This applies not only in speaking but also in writing and reading. Wilkins (1972, p. 111-112) stated that without grammar very little understanding can be acquired and without vocabulary there can be no learning at all. Thus, even without good grammar, so long as you equipped with useful words and expression, one can still manage to communicate. Lewis (1993) argued that “lexis is the heart of language” and that it develops a better fluency and expression in English. He also added the significance to the learners of acquiring a more productive vocabulary knowledge, also, their eagerness to develop their own personal vocabulary strategies. Thus, a proposed bridge model program was recommended to highlight the study findings using the lexicons found from the different respective courses.

Exploring New Dimensions in National Education Policies of Pakistan

Around the world, education is recognized the major input to ethical, civilizing and socio-economic growth of any society. Primary Education provides a base for the education system of any country. Almost every government in Pakistan has been consistently advocating and supporting Primary Education which is reflected in all Educational Policies. Since independence, in 1947, numerous researches have been carried on diverse faces of Educational Policies. The aim of the study was: (1) evaluating the current Educational strategies with special reference to Primary Education, (2) to explore the causes of failure of National Education Policies in achieving the targeted goals, (3) to suggest National Cohesion and Resilience with regard to all dogmas and religions, and to identify their educational and racial range, (4)assesing the present status of Primary Education, regarding implementation of national Education Policies, and (5) to suggest some measures regarding the improvement of Primary Education. All the Education Policies of Pakistan 1947 – 2009, with all of their dimensions were considered as domain of the between study. It was concluded that the aim of early Education, in Education Policies were not completely obtained. The method of their execution remained weak. Lacking dimensions of National Education Policies are: lack of economic condition, lack of socio-culture, lack of teacher training and inability of educational supervisors and administrators, lack of accountability, weak and defective mechanism, lack of evaluation and political interference in educational matters, non consciousness on strategy and its significance. At the end, some suggestions have been given for improvement of Primary Education in the future National Educational Policies of Pakistan.
Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

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