Showing posts with label Exams Results. Show all posts
Showing posts with label Exams Results. Show all posts
Sunday, December 16, 2018
Friday, December 14, 2018
REGULARIZATION ORDER OF (NTS) JSTs TEACHERS LIST DISTRICT THARPARKAR @ MITHI AS ON 06.12.2018
REGULARIZATION ORDER OF (NTS) JSTs TEACHERS LIST DISTRICT THARPARKAR @ MITHI AS ON 06.12.2018
REGULARIZATION ORDER OF (NTS) JSTs TEACHERS LIST DISTRICT SAJAWAL AS ON 05.12.2018
REGULARIZATION ORDER OF (NTS) JSTs TEACHERS LIST DISTRICT SAJAWAL AS ON 05.12.2018
REGULARIZATION ORDER OF (NTS) JSTs TEACHERS LIST DISTRICT NAUSHEHRO FEROZE DIVISION SHAHEED BENAZIRABAD (NAWAB SHAH) AS ON 07.12.2018
Tuesday, December 4, 2018
M.Ed. MASTER OF EDUCATION RESULT ANNUAL EXAMINATION 2015 SHAH ABDUL LATIF UNIVERSITY KHAIRPUR, SALU
M.Ed. MASTER OF EDUCATION RESULT ANNUAL EXAMINATION 2015 SHAH ABDUL LATIF UNIVERSITY KHAIRPUR, SALU
PEDAGOGY OR CHILD LEARNING TRAINING AND DEVELOPMENT FOR SST, ECT, JEST AND LECTURER TEST
PEDAGOGY OR CHILD LEARNING TRAINING AND DEVELOPMENT FOR SST, ECT, JEST AND LECTURER TEST
Saturday, December 1, 2018
SPSC SINDH PUBLIC SERVICE COMMISSION PROCEDURE, SYLLABUS AND REQUIREMENTS FOR ADMISSION TO THE COMBINED COMPETITIVE EXAMINATION CCE
SPSC SINDH PUBLIC SERVICE COMMISSION
PROCEDURE, SYLLABUS AND REQUIREMENTS FOR ADMISSION TO THE COMBINED COMPETITIVE EXAMINATION CCE
Tuesday, November 27, 2018
Friday, April 6, 2018
GOVERNMENT BOYS PRIMARY SCHOOL, ALLAH DEWAYO MIRANI, TALUKA MIRPUR MATHELO, RESULT ANNOUNCEMENT OF LOCAL ANNUAL EXAMINATION 2017-18 PRIZE GIVEN TO CLASS III. FOR 1sT POSITION TO FARHAN, 2nD TO SAMEER & 3rd TO BENAZIR,
GOVERNMENT BOYS PRIMARY SCHOOL, ALLAH DEWAYO MIRANI, TALUKA MIRPUR MATHELO
RESULT ANNOUNCEMENT OF LOCAL ANNUAL EXAMINATION 2017-18
PRIZE GIVEN TO CLASS III. FOR 1sT POSITION TO FARHAN, 2nD TO SAMEER & 3rd TO BENAZIR
PRIZE GIVEN TO CLASS III. FOR 1sT POSITION TO FARHAN, 2nD TO SAMEER & 3rd TO BENAZIR
GOVERNMENT BOYS PRIMARY SCHOOL, ALLAH DEWAYO MIRANI, TALUKA MIRPUR MATHELO , ALL CLASSES ( I TO V ) TOP THREE POSITION HOLDER STUDENTS WITH TEACHERS RESULT ANNOUNCEMENT OF LOCAL ANNUAL EXAMINATION 2017-18 PRIZE DISTRIBUTION CEREMONY IN THE SCHOOL
GOVERNMENT BOYS PRIMARY SCHOOL, ALLAH DEWAYO MIRANI, TALUKA MIRPUR MATHELO
ALL CLASSES ( I TO V )
TOP THREE POSITION HOLDER STUDENTS WITH TEACHERSRESULT ANNOUNCEMENT OF LOCAL ANNUAL EXAMINATION 2017-18
PRIZE DISTRIBUTION CEREMONY IN THE SCHOOL
GOVERNMENT BOYS PRIMARY SCHOOL, ALLAH DEWAYO MIRANI, TALUKA MIRPUR MATHELO RESULT ANNOUNCEMENT OF LOCAL ANNUAL EXAMINATION 2017-18
RESULT ANNOUNCEMENT OF LOCAL ANNUAL EXAMINATION 2017-18
PRIZE GIVEN CLASS I STUDENTS FOR 1st POSITION TO SAWERA LASHARI, 2nD TO LAL DINO & 3rd TO ISRAR SOOMRO @ GOVERNMENT BOYS PRIMARY SCHOOL, ALLAH DEWAYO MIRANI, TALUKA MIRPUR MATHELO
Friday, January 20, 2017
The Treaty of ‘Aqabah
The Treaty of ‘Aqabah
In Yathrib there were two main tribes, the Aws and the
Khazraj. Both were very powerful, they were always at war with one
another, and both worshipped idols. Also in Yathrib were many Jews
who, unlike the Arab at that time, knew that there was only One God, and
worshipped Him. They had told the Arabs many times that a Prophet
would be coming to them. The time came for the pilgrimage to the
Ka‟bah, and several people from Yathrib were going, among them six
men from the tribe of Khazraj. They had heard about the Prophet
Mohammed‟s preaching and thought that must be the Prophet the Jews
had told them about. So they decided to go speak to him during their stay
in Mecca. They met the Prophet (pbuh) at a spot known as „Aqabah, near
Mecca, and invited them to sit with him. He explained to them what
Islam meant recited to them from the Qur'an. When they heard the Qur'an
recited touched their hearts so deeply that they became Muslims and on
leaving Mecca they promised to return the following year. When they
reached Yathrib carrying Islam in their hearts, they told their relatives and
friends what they had heard from the Prophet (pbuh) and many more
people
The modern interpretation of satire
The modern interpretation of satire.
I.3.1. ‘Satire, in its literary aspect, may be defined as the expression …of the sense of amusement or disgust excited by the ridiculous or unseemly, provided that humour is a distinctly recognizable element, and that the utterance is invested with literary form’ (Encyclopaedia Britannica, 1962, vol 20, 6). Satire is thus rather difficult to define succinctly, as humour may cover a number of different types including wit, irony, burlesque, parody or the grotesque. ‘Without humour, satire is invective; without literary form, it is mere clownish jeering’ (Ency. Brit., 1962, vol 20, 6). Satire has been generally viewed as a negative genre which concentrates on the absence of good sense or traditional values or put in another way, focuses on human vice and can make the world appear grotesque (Kernan, 1965, 3). The form that this basic approach takes depends upon what type of humour the author employs. Before discussing different types of humour, we will take a brief look at some critics’ views on satire. Dryden’s essay on satire entitled A Discourse Concerning the Original and Progress of Satire written in 1693, came to the conclusion that true satire, as distinct from lampoon, existed only between the polarities of wit and morality (Kernan, 1965, 8). It may therefore be surmised that castigating human vice is not, in itself, sufficient motivation for satire as we understand it today, but that there must be a moral as well. ‘To dignify satire by rendering it the instrument of morality…was a development
Thursday, January 12, 2017
Postcolonialism and Ethics
Postcolonialism and Ethics
It has been argued that, despite its institutional variation, colonialism typically displays three
characteristics: domination, exploitation, and cultural imposition. Much work on colonialism within
contemporary political theory and ethics has focused on the extent to which its exploitative character
has had lasting effects on present-day distributions of benefits and burdens. A different perspective is
taken by writers working within the postcolonial tradition, which, taking its lead from literary studies,
emphasizes a variety of topics relating to the cultural effects of colonization. Postcolonialism does not
simply seek to tell the story of what happened after decolonization, but seeks a critical perspective on
its ongoing, problematic legacy: as Young writes, “Postcolonial critique focuses on forces of
oppression and coercive domination that operate in the contemporary world: the politics of anticolonialism
and neo-colonialism, race, gender, nationalism, class and ethnicities define its terrain”
(2001: 11). A key theme here is that there is more to achieving liberation through decolonization than
the formal decoupling of state apparatuses: as Diana Brydon writes, “Postcolonialism matters because
decolonization is far from complete and colonial mentalities, including the inequalities they nurture,
die hard” (Kohn and McBride 2011: 8). A sense of the diversity of work in this field can
Colonialism
Colonialism
Defining colonialism is not a straightforward task. A variety of forms of historic and contemporary
interaction between different peoples have been described as colonial or neo-colonial in character, and
this poses problems: define the term too narrowly, and particular communities who have experienced
injustice which they characterize as colonial are excluded; too broadly, and almost any form of
relation featuring inequality of power between different international parties appears to be an instance
of colonialism. Robert Young writes that colonialism “involved an extraordinary range of different
forms and practices carried out with respect to radically different cultures, over many centuries,” and
lists examples including settler colonies such as British North America and Australia, and French
Algeria; administered territories established without significant settlement for the purposes of
economic exploitation, such as British India and Japanese Taiwan; and maritime enclaves, such as
Hong Kong, Malta, and Singapore (2001: 17). A recurrent problem concerns the relation between the
terms “colonialism” and “imperialism.” For some, “colonialism” refers to a particular model of
political organization, typified by settler and exploitation colonies, and is best seen as one specific
instance of imperialism, understood as the domination of a territory by a separate metropole. Others
use the term more broadly to refer to the general imperial policy of, in particular, Western states from
the sixteenth century onward, reflecting an oppressive attitude which, some claim, still persists in the
present day, albeit in different institutional forms. Attempts to establish general theories of
colonialism thus encounter problems similar to those found in systematizing liberation ideologies
such as feminism, which are rooted in the “experiential plurality” of those who have experienced
different forms of oppression (Mansbridge and Okin 1993: 269; see FEMINIST ETHICS; FEMINIST
POLITICAL THEORY). The range of different forms of political organization which are routinely
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