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النتائج

النتائج

1۔ أولاً:

 تعرفنا علی بدایۃ الشعر الحر وما ھي حقیقتہُ وکیف کان التجدید في الشعر ولا یقصد بذلک التنکر لقوانینہِ إنما یکون الابتکار في المعاني۔

2۔ ثانیاً:

 من ھم أھم شعراء وشاعرات العصر الجديد ؟ وما ھي مکانۃ نازک الملائکۃ بین شاعرات عصرھا ؟

3۔ ثالثاً:

 إتفاق الشعراء حول نازک الملائکۃ بأنھا شاعرة ممتازۃ لھا ممیزات أدبیۃ وشعریۃ رائعۃ وأنھا تستجیب لشعورھا وإحساسھا قبل کل شيء وتعتبر ھي رائدۃ الشعر العربي الحر و تعرفنا على بعض شعراء و شاعرات عصرها .

4۔ رابعاً:

 تحدثنا عن الشعر الجدید في شبہ القارۃ الھندیۃ وأن حالي أعطی لغزل ( اللغة الأردية) الأسلوب الجدید واستوعب النقاد من التجارب علی أن ذلک شعر علی شکل نثر کما نقولُہ في العربیۃ الشعر الحُر۔

5۔ خامساً:

 الأدب النسائي في الباكستان وما ھي دور المرأۃ بین الرجال من البدایۃ وحتی العھد الحاضر ، و التعرف على بعض الشعراء والشاعرات العصر الجديد .

6۔ سادساً:

 مکانۃ بروین شاکر في الساحۃ الأدبیۃ وخاصۃً في الغزل وھي من بعض ألمع نجوم السماء علی الأرض في الغزل الأردو والشعر الحر في اللغة الأردية۔

 

 

Efforts to Improve the Creative Economy During the Covid-19 Pandemic in Asean Countries

Increasing the creative economy during the pandemic is very urgent, as an effort to stabilize the economy in ASEAN. The character of the creative economy is characterized by economic activities that are based on the exploration and exploitation of creative ideas that have high selling value. All tourism ministers from ASEAN countries to strengthen tourism cooperation, one of the economic sectors hardest hit in the pandemic. Intelligent marketing is needed in order to know the strengths of our competitors and market tastes, because in the era of globalization, war is actually a war in the economic field and the creative economy is the main weapon. Strong cooperation in efforts to jointly handle the impact of COVID-19 in the tourism sector in the ASEAN region. All ASEAN members to jointly enhance cooperation not only in dealing with pandemic problems but also in terms of developing the creative economy.

Building Capacity for Teaching Reading in a Primary School

Three course participants of Educational Development Project visited the selected school to initiate projects based on the needs of the school and gained experience of working in an authentic setting. This report describes one course participant's project Building Capacity for Teaching Reading in a Primary School. This report includes steps of implementation and course participant's reflections and analysis of the learning that accrued from the process of going through the project cycle. This project involved upgrading teaching of two novice teachers, so that they could shift their teaching practice from teacher-centered to student-centered approach and particularly focused on teaching reading with understanding. A coordinating teacher was included for the purpose of sustainability of the project. It is generally acknowledged that since teachers have learnt reading with memorization strategy, they pass this on to their students. This project taught those reading strategies, which the current literature has identified as promoting reading with understanding, and which prepared teachers to ensure increased interaction and increased reading comprehension in their planned lessons. The intervention aims to develop teachers through reflection adopting Schon's reflective cycle so as to build up their concern for professional development and building collaboration. Two novice teachers and one coordinating teacher of class three were encouraged to work together to promote student learning and language development. Keeping in mind the ethical concerns informed consent was obtained from stakeholders, namely the teachers, management, parents, and students of the school. This report includes information on project outcomes and challenges, and it concludes with recommendations for participant school and teachers and AKU-IED.
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