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المبحث الرابع: تعليمها

المبحث الرابع: تعليمها
یقول الشاعر ’’نزار‘‘ عن شقیقتہ إنھا نشأت وسط عائلۃ أدبیۃ وراثیاً أباً عن جد، فقد کان والد الشاعرۃ صادق الملائکۃ شاعراً مشھوراً وکاتباً، وألف وحدہ ’’دائرۃ معارف الناس‘‘ وذلک سیر وشخصیات الأعلام المشھورین الراحلین من العرب۔ تتکون من 36 مجلداً، وھي ربما محفوظۃ إلی الآن لدی ھيئة حکومیۃ في بغداد، وإلی الآن لم تطبع، وکانت والدتہا شاعرۃ أیضاً ولھا دیوان ’’أنشودۃ المجد‘‘ وکانت مشھورۃ بإسم ’’ أم نزار الملائکۃ‘‘ ولکن اسمھا الحقیقي ھو سلمی عبدالرازق الملائکۃ۔
یتضح من ذلک ثقافۃ والدیھا، وعندما بلغت نازک الملائکۃ الخامسۃ من عمرھا فکر أبویھا علی أن یدخلاھا المدرسۃ، فاختارو لھا الروضۃ التابعۃ للإبتدائیۃ المرکزیۃ في العاقولیۃ۔ وبعد أن انتھت من الدراسۃ الثانویۃ التحقت بمعھد المعلمین العالي وتخرجت سنۃ 1942م۔
درست نازک العزف علی العود، والتمثیل، واللغۃ اللاتینیۃ، واللغۃ الفرنسیۃ، والأدب الانکلیزي، واتجھت الی کتابۃ النثر عام 1951م، ومرضت والدتھا مرضاً مفاجئاً عام 1953 فکتبت قصیدۃ سمتھا ’’ثلاث مرات لأمي‘‘ ودرست في وسکنسن عام 1954، وسافرت الی بیروت۔ وفي عام 1958م قامت في العراق ثورہ 14 تموزہ وقبل ذلک قد عُینت مدرسۃ معیدۃ في کلیۃ التربیۃ في بغداد، فلما عادت 1960م في بیروت الی بغداد تعرفت الی زمیل جدید في قسم اللغۃ العربیۃ في الکلیۃ ھو الدکتور عبدالھادي محبوبۃ وتزوجتہ ومعھا لیسانس بالتربیۃ منذ 1944م من جامعۃ بغداد وأیضاً دخلت معھد الفنون وتخرجت سنۃ 1949م من قسم الموسیقي، وأنھا حصلت علی شھادۃ الماجستیر في الأدب المقارن من جامعۃ مادسن وسکونس عام 1950م من الولایات المتحدۃ الأمریکیۃ، ثم عُینت أستاذۃ في جامعۃ بغداد وجامعۃ البصرۃ وأخیراً جامعۃ الکویت۔

أحكام الخنثى بين العلم والأحوال الشخصية: دراسة فقهية مقارنة

This research addresses Islam's view of the social ties that man creates by virtue of his living among the people or in which he borns as its member, and aims to answer several questions about the relationship of these social ties with the Islamic brotherhood bond that Islam has brought. Does Islam recognize the social ties? On which basis does Islam recognize them and why? What is their position in front of Islamic brotherhood? How does Islam invest these ties to achieve religious, psychological and social security? Are there any conditions that Islam has developed to recognize and nurture these ties? The answer to these questions comes through the Qur’ānic texts, the prophetic Hadiths and the events of the Prophet's biography, based on open and direct reference, and away from the ambiguous interpretations or weak evidences; in order to clarify this matter clearly, and to check the validity of the results of the study.

Follow-Up Support for Graduates of Aku-Ieds Visiting Teachers Program in Their School Contexts

Without consistent follow-up support in school contexts teachers learning from the training program can be a piecemeal experience for teachers who may find it difficult to apply their learning in their classrooms. Continuous school improvement begins when school based follow-up support is available for teachers with the training program, such as peer coaching, mentoring, self reflection, time and resources, professional autonomy to make decision in their classrooms and so on. Follow-up visits from teacher educators also support the effective implementation of the strategies presented in the training program. This study was conducted to understand stakeholders' perceptions of follow-up support. The study explored the kinds of follow-up support available for graduates of the VT program at AKU-IED in the two sample school contexts. Further more it discusses the effectiveness of the available formal follow-up strategies for the Visiting Teachers (VTs) to implement their learning from the training program. The data was gathered from VTs, principals, vice principals and one of the directors through interviews and informal conversations. Observations were also undertaken of VTs classrooms teaching and their interactions with other staff members. For this study I used case study approach within qualitative paradigm. The study reports that VTs are considered as experts in their school contexts because they have given the responsibility of peer coaching and mentoring to the other teachers, which results in extra workload and time constraints for VTs to implement their learning from the program. Workload and time constraints move away teachers from reflecting on their practice. The study reveals that, supportive and collaborative school culture is crucial with the formal structures of follow-up support. This can be done with the administrations providing time for and encouraging collegial interaction, sharing of knowledge and skills and learning together through giving feedback to each other. Time availability and collaborative environment encourage VT teachers to implement their learning even in the absence of any follow-up support for this purpose.
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