Thursday, January 12, 2017

Modern Trends in 20th Century Poetry

Modern Trends in 20th Century Poetry
Introduction
Though poets don’t write for the convenience of theorists, and groupings are often discerned later, analysis can still disclose themes that were powerful because so buried, i.e. not recognized or questioned at the time. One such is the negative aspect of European poetry: what it leaves out. The result has been a local thickening as one aspect or another is taken up, but also an overall impoverishment of theme and language, with poetry dividing into coterie groups that each claim to have the essential truth.
Death of Truth
Pride in country and community, a wish to explore, develop and identify with the aspirations of one’s fellow citizens, an abiding interest in the larger political and social issues of the day and a commitment to the moral and religious qualities that distinguish man from brute animals are all aspects of modern democratic life, but they find scant expression in its poetry. Wordsworth’s broodings on the ineffable are preferred to his patriotic odes, and Swinburne’s urgent rhetoric is no more read today than William Watson’s high-minded effusions. Even the Georgians with their innocent depictions of country life were decried by the Moderns, though what was substituted was a good deal less real and relevant to the book-buying public. The New Criticism ushered in by Pound and Eliot, finding in the admired poetry of the past so much that was no longer true, declared that truth was not to be looked for in poetry. All that mattered were the words on the page, and the ingenious skill with which they deployed. The experience of historians was set aside, as was indeed that of readers of historical romances, both of whom can remain happily

Classicism and Romanticism

Classicism and Romanticism are artistic movements that have influenced the literature, visual art, music, and architecture of the Western world over many centuries. With its origins in the ancient Greek and Roman societies, Classicism defines beauty as that which demonstrates balance and order. Romanticism developed in the 18th century — partially as a reaction against the ideals of Classicism — and expresses beauty through imagination and powerful emotions. Although the characteristics of these movements are frequently at odds, both schools of thought continued to influence Western art into the 21st century.
The name "Classical" was given to the Greeks and Romans retroactively by Renaissance writers. Artists and thinkers of the Renaissance, which literally means "rebirth," saw themselves as the heirs of that world following the Middle Ages. Its ideals continued to exert strong influence into the Age of Enlightenment in the 17th and 18th centuries.

In literature, Classicism values traditional forms and structures. According to legend, the Roman poet Virgil left orders for his masterpiece The Aeneid to be burned at his death, because a few of its lines were still metrically imperfect. This rather extreme example demonstrates the importance placed on excellence in formal execution. Such attention to detail can also be seen in the work of the Italian poet Dante Alighieri, whose Divine Comedy contains over 14,000 lines written in a strict rhyming pattern known as terza rima. Other characteristics of the movement include balance, order, and emotional restraint.

Individualism in Literature Essay

Individualism in Literature Essay

Individualism is one of the most wondrous themes of literature because of its contribution to the pursuit of human dignity. Individualism is a moral stance and a philosophical concept which puts emphasis on the moral worth and the supreme and intrinsic value of human beings (Lukes 51). Literature has proved to be an outlet for an artist’s own definition of individualism. Due to the fact that such philosophical concept is associated with so many aspects of life including society and culture and art, authors have devoted ample time in using individualism creatively while demonstrating social awareness and way
of life.
Among the authors who explore the concept of individualism are Ayn Rand, Charlotte Gilman and Margaret Atwood. The characters in the literary works of such authors reflect how the pursuit for individualism can be disturbed ans stunted with the occurrence of love. Rand’s dystopian book called Anthem explores the turbulent period in which mankind is forced to live with the harsh setbacks of irrationality and collectivism, and the failures of socialistic upbringing and economics.
In Anthem, a youth named Equality 7-2521 finds himself in a hidden tunnel, isolating himself from an anti-individualistic society and realizinng how much solace and solitude suit him. But his search for individualism is being disrupted by the Golden One, a beautiful peasant girl whom he considers as a valuable element in his eyes (Rand 19). In Gilman’s novel titled Herland, three adventurous friends journey into an all-female land called Herland and

Wednesday, January 11, 2017

Education Qualified as a Human Right

Education Qualified as a Human Right

Education is an institution that typically is established through a collective social desire to have civil and supportive societies. And if one considers the social dynamic found in many countries around the world, there is the suggestion that usually the more education people have, the better off they can be. With this in mind, many societies traditionally view education (at least primary and secondary education) as a genuine public good that adults and educators provide for children until such time that they outgrow their childhood vulnerabilities and inexperience to become contributing members of society themselves

literary Individualism

Individualism is the moral stance, political philosophy, ideology, or social outlook that emphasizes the moral worth of the individual.[1][2] Individualists promote the exercise of one's goals and desires and so value independence and self-reliance[3] and advocate that interests of the individual should achieve precedence over the state or a social group,[3] while opposing external interference upon one's own interests by society or institutions such as the government.[3] Individualism is often defined in contrast to totalitarianism, collectivism and more corporate social forms.[4][5]
Individualism makes the individual its focus[1] and so starts "with the fundamental premise that the human individual is of primary importance in the struggle for liberation."[6] Classical Liberalism, existentialism, and anarchism are examples of movements that take the human individual as a central unit of analysis.[6] Individualism thus involves "the right of the individual to freedom and self-realization".[7]
It has also been used as a term denoting "The quality of being an individual; individuality"[3] related to possessing "An individual characteristic; a quirk."[3]Individualism is thus also

Friday, December 30, 2016

MODERN TRENDS IN CURRICULUM CONSTRUCTION

MODERN TRENDS IN CURRICULUM CONSTRUCTION
Introduction
One of the most important activities of the university is the development of curriculum or course outlines in consonance with the national and international demands and realities. For the last few decades, scholars have been raising doubts and questions about the validity of heavy reliance on a subject-centred approach to curriculum development that is dominated by textbook contents. Furthermore, the convergence of academic disciplines in the form of broad field and problem-orientation to knowledge incorporating a variety of theoretical perspectives requires innovative procedures for the development of curriculum. For this purpose, it is imperative that university teachers are aware of modern trends in the development of curriculum.
The key component of any curriculum is its instructional objectives or learning outcomes. To determine the extent to which these objectives or outcomes have been achieved, there is a need to assess students’ learning. Students’ assessment is a very complex task. Teachers often do not have the necessary background to meet its requirements appropriately. Hence, it is also necessary that teachers are exposed to a variety of tools to measure students learning.
Concept of Curriculum
In the past, the term ‘curriculum’ signified a course of studies followed by a pupil in a teaching institution. In the English-speaking tradition it was used as equivalent to the French concept programme d’études. Today, it means in general terms, the contract between society, the

ROLE OF TEACHERS’ IN CURRICULUM DEVELOPMENT FOR TEACHER EDUCATION


ROLE OF TEACHERS’ IN CURRICULUM DEVELOPMENT FOR
TEACHER EDUCATION
Ms. Megha Sahebrao Jadhav1 Dr.(Ms) Pratibha S Patankar2
Abstract
Teacher Education provides a platform to student-teachers to acquire the required
knowledge, skill and develop positive attitude, values and beliefs. This can be done with the help
of the provided curriculum. And the quality of teacher produced in any institution invariably
depends on the curriculum offered to them during their training period.
After reviewing various researches on the curriculum and significant role of teachers’ in
framing the curriculum the process of curriculum development was decentralized. The process
of curriculum framing and preparation of textbooks be decentralized so as to increase teachers’
involvement in these tasks. Decentralization should mean greater autonomy within the
state/district.
As curriculum is the best mean of overall development of students. And teacher is
mediator between curriculum and students. She/he knows various needs of students, educational
institutions, industries, parents (stakeholders). The quality of teacher education is maintained by
curriculum of Teacher Education. The curriculum development is dynamic process. The paper
will dealt with the following objectives such as1. To explain the curriculum development process.
2. To explain the role of the teacher as curriculum developer.3.To communicates the best
practices in the context of curriculum development. The present paper will discuss the role of
teachers’ in curriculum development for teacher education.
Keywords: curriculum development, teacher education, curriculum developer.
1Golden Jubilee DRF, Department of Education, Shivaji University, Kolhapur
meghasgouri@gmail.com, 7588112709
2 Assistant Professor, Department of Education, Shivaji University, Kolhapur
pratibhapatankar@yahoo.co.in, 9960192103

ROLE OF TEACHERS’ IN CURRICULUM DEVELOPMENT FOR TEACHER
EDUCATION
Dr.(Ms) Pratibha S Patankar2 Ms. Megha Sahebrao Jadhav1
Teacher Education provides a platform to student-teachers to acquire the required
knowledge, skill and develop positive attitude, values and beliefs. This can be done with the help
of the provided curriculum. And the quality of teacher produced in any institution invariably
depends on the curriculum offered to them during their training period.
After reviewing various researches on the curriculum and significant role of teachers’ in
framing the curriculum the process of curriculum development was decentralized. The process

CURRICULUM & Creative Curriculum Solutions


CURRICULUM
The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries, curriculum is often defined as the courses offered by a school, but it is rarely used in such a general sense in schools. Depending on how broadly educators define or employ the term, curriculum typically refers to the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning. An individual teacher’s curriculum, for example, would be the specific learning standards, lessons, assignments, and materials used to organize and teach a particular course.
When the terms curriculum or curricula are used in educational contexts without qualification, specific examples, or additional explanation, it may be difficult to determine precisely what the terms are referring to—mainly because they could be applied to either all or only some of the component parts of a school’s academic program or courses.
In many cases, teachers develop their own curricula, often refining and improving them over years, although it is also common for teachers to adapt lessons and syllabi created by other teachers, use curriculum templates and guides to structure their lessons and courses, or purchase prepackaged curricula from individuals and companies. In some cases, schools purchase comprehensive, multigrade curriculum packages—often in a particular subject area, such as mathematics—that teachers are required to use or follow. Curriculum may also encompass a school’s academic requirements for graduation, such as the courses students have to take and pass, the number of credits students must complete, and other requirements, such as completing a capstone project or a certain number of community-service hours. Generally speaking, curriculum takes many different forms in schools—too many to comprehensively catalog here.
It is important to note that while curriculum encompasses a wide variety of potential educational and instructional practices, educators often have a very precise, technical meaning in mind when they use the term. Most teachers spend a lot of time thinking about, studying, discussing, and analyzing curriculum, and many educators have acquired a specialist’s expertise in curriculum development—i.e., they know how to structure, organize, and deliver lessons  in ways that facilitate or accelerate

Friday, December 16, 2016

Shortlisted Candidates for the post of office ASSISTANT District KARACHI through IBA Sukkur Test 04.12.2016

Shortlisted Candidates for the post of MONITORING ASSISTANT District KARACHI through IBA Sukkur Test 04.12.2016

Shortlisted Candidates for the post of JUNIOR CLERK District KARACHI through IBA Sukkur Test 04.12.2016




Shortlisted Candidates for the post of JUNIOR CLERK District KARACHI through IBA Sukkur Test 04.12.2016

Shortlisted Candidates for the post of DETA INPURT OPERATOR District KARACHI through IBA Sukkur Test 04.12.2016





Shortlisted Candidates for the post of DETA INPURT OPERATOR District KARACHI through IBA Sukkur Test 04.12.2016

Shortlisted Candidates for the post of OFFICE ASSISTANT District SUJAWAL through IBA Sukkur Test 04.12.2016



Shortlisted Candidates for the post of OFFICE ASSISTANT District SUJAWAL through IBA Sukkur Test 04.12.2016



Shortlisted Candidates for the post of MONITORING ASSISTANT District SUJAWAL through IBA Sukkur Test 04.12.2016



Shortlisted Candidates for the post of MONITORING ASSISTANT District SUJAWAL through IBA Sukkur Test 04.12.2016


Shortlisted Candidates for the post of JUNIOR CLERK District SUJAWAL through IBA Sukkur Test 04.12.2016




Shortlisted Candidates for the post of JUNIOR CLERK District SUJAWAL through IBA Sukkur Test 04.12.2016



















Friday, December 9, 2016

M.Ed & B.Ed Examination Timetable SALU university Khairpur Sindh W.E.F date 19.12.2016







M.Ed & B.Ed Examination Timetable
Shah Abdul Latif University Khairpur (SALU university Khairpur)Sindh
With Effect From dated: 19.12.2016


Thursday, December 1, 2016

POET OF THE DAY BY SOMEONE


NAB OFFICIAL APPOINTED ILLEGAL IN BPS.21










اسلام آباد (بيورو رپورٽ) سپريم ڪورٽ چيو آهي ته نيب جا نااهل آفيسر ماڻهن جي مستقبل سان راند کيڏي رهيا آهن. جيڪي 19هين گريڊ جا اهل ناهن انهن کي 21هون گريڊ ڏنو ويو آهي، هاڻ مقررين جو جائزو به اهي آفيسر پيا وٺن، جن کي اداري ۾ ضم ڪيو ويو آهي، انهن جي ابتدائي مقرري ئي سول سروسز رولز جي خلاف آهي، چيف جسٽس انور ظهير جمالي جي سربراهي ۾ 3 رڪني بئنچ نيب ۾ غيرقانوني مقررين جي حوالي سان ڪيس جي ٻڌڻي ڪئي، ان موقعي تي نيب جو وڪيل خواجا حارث پيش ٿيو، جنهن چيو ته نيب جي ڊپٽي چيئرمين جي سربراهي ۾ 4 رڪني ڪاميٽي مقررين جو جائزو وٺي رهي آهي، انهيءَ تي جسٽس امير هاني مسلم چيو ته اهو ڪم به اهي آفيسر ڪري رهيا آهن، جن کي  ضم ڪيو ويو آهي، 80 سيڪڙو نااهل آفيسر آهن، نيب جا سڀ آفيسر ٻئي هنڌان آيا آهن، جسٽس امير هاني مسلم چيو ته 2002ع ۾ جيڪي ماڻهو رکيا ويا، اهي سڀ ڊيپوٽيشن تي آيل آهن، انهن کي اڳتي هلي ضم ڪري ترقيون ڏنيون ويون، انهن پوءِ ڊگريون ورتيون، جن ٿرڊ ڪلاس ۾ ايم اي تاريخ ۾ ڪئي، انهن کي به ترقي ڏني وئي.اسان ته چئون ٿا ته ابتدائي مقرريون ئي غلط ٿيون آهن، جيڪا سول سرونٽ رولز جي ڀڃڪڙي آهي، خواجا حارث چيو ته مقررين جو جائزو وٺڻ لاءِ نيب جي ڊپٽي چيئرمين، اسٽيبلشمينٽ جي ايڊيشنل سيڪريٽري، لا اينڊ جسٽس جي سيڪريٽري سميت چئن ڄڻن تي ڪاميٽي ڪم ڪري رهي آهي، انهي تي جسٽس امير هاني چيو ته اوهان اسٽبلشميٽ ڊويزن جي سيڪريٽري کي ڇو شامل نه ڪيو آهي، جسٽس امير هاني مسلم چيو ته اوهان او پي ايس تي ماڻهو ويهاريا آهن، جيڪي 19هين گريڊ ۾ نااهل آهن، انهن کي اوهان 21هون گريڊ ڏنو آهي، اهي ماڻهن جي مستقبل سان راند کيڏي رهيا آهن، چيف جسٽس چيو ته نيب کي ٻن هفتن جو وقت ڏنو هو ته فيصلي تي عمل ڪري حتمي رپورٽ ڏيو پر معاملو اتي جو اتي آهي، سومر تائين حتمي رپورٽ ڏيو نه ته اسان فيصلو ٻڌائي ڇڏينداسين، انهي تي خواجا حارث چيو ته 8 تاريخ ڏيو، اسان حتمي رپورٽ ڏينداسين، جنهن تي چيف جسٽس چيو ته اسان وٽ ٻيا به ڪيس آهن، انهن کي به ڏسڻو آهي، هڪ ڳالهه کلندي کلندي ٿو چوان ته وقت گھٽ مقابلو سخت آهي، خواجا حارث جي ٻيهر استدعا تي عدالت ڪيس جي ٻڌڻي 7 ڊسمبر تائين ملتوي ڪري ڇڏي آهي.
 KAWISH NEWS 01.12.2016

سنڌ تُنهنجي مٽي... سنڌ تُنهنجي مٽي, SINDH CULTUTE
















پاڪ پوتر ڀري ٻڪ ڏيندي مِٽي
مون اکين تي رکي سنڌ تُنهنجي مٽي
                      سنڌ تُنهنجي مٽي... سنڌ تُنهنجي مٽي                     
تنهنجو ڪوئي بدل، تنهنجو ثاني نه ڪو
پاڻ ڄاڻون نه ٻِي، ڳالهه ڄاڻون نه ٻِي
سنڌ تُنهنجي مٽي... سنڌ تُنهنجي مٽي

اولڙا اجرڪن جا ٿا مُرڪن جتي
محبتن جا ٿا جگنو پيا هِرڪن جتي
شل! هميشه لئه ٿئي ڪا، هي نفرت مُڏي!
سنڌ تُنهنجي مٽي... سنڌ تُنهنجي مٽي

تنهنجي ٿر ۽ جبل تي جو وسڪار ٿئي
ڏيهه ساري ۾ ڪيڏي ٿي مهڪار ٿئي
ڪين ڪٽبي ڪڏهن چاندني جان چِٽي
سنڌ تُنهنجي مٽي... سنڌ تُنهنجي مٽي

پائين ٽوپي يا ڏين ٿو تون پٽڪي کي ور
سونهن تنهنجي سان نکريو پوي ٿو ننگر
مَن مُنهنجي ۾ پائي ٿي جهمريون خوشي
سنڌ تُنهنجي مٽي... سنڌ تُنهنجي مٽي

شال موئن دڙي کي جواني اچي
تنهنجي مهراڻ ۾ ڪا رواني اچي
ڪري آجيان کيتن جي خوشبو اچي
سنڌ تُنهنجي مٽي... سنڌ تُنهنجي مٽي

توکي ڏسندي اکين جا ڇپر ٿا ٺرن
لکَي ’منٺار‘ تولئه اکر ٿا ٺرن،
سِڪ مارن کي تنهنجي امڙ آ سچي.
سنڌ تُنهنجي مٽي... سنڌ تُنهنجي مٽي
TAKEN FROM KAWISH NEWS 1.12.2016

Tuesday, October 11, 2016

PROVINCIAL ASSEMBLY OF SINDH 4TH ASSEMBLY (12TH SEPTEMBER 1953 TO 26TH MARCH 1955

PROVINCIAL ASSEMBLY OF SINDH
4TH ASSEMBLY (12TH SEPTEMBER 1953 TO 26TH MARCH 1955
S.NO. NAME CONSTITUENCY 
01. Honourable Mir Ghulam Ali Khan Mir Haji Bandeh Ali Khan Talpur took oath on 11th September,1953 before His Excellency the Governor, at Governor House. Guni North
 02. Mr. Abdullah Haji Mohammad Ismail Mahesar Kakar Mehar Joint 
03. Mr. Abdul Fatah Wali Mohammad Memon Warah West 
04. Mr. Abdul Hamid Kadiir Bakhsh Jatoi Kakar 
05. Mr.Abdul Majid khan Karim Bakhsh Khan Jatoi Mehar 
06. Honourable, Abdul Manan Abdul Rahman Kazi Miro Khan 
07. Abdul Khair alias Bashir Ahmed Khan Fateh Mohammad Khan, Jam Ubauro
 08. Mir. Ahmed Khan Haji Abdullah Khan Talpur Nagarparkar 
09. Mr. Ahmed Khan Fateh Khan Rajpar Naushahro Feroze (South) 
10. Mr. Ahmed Khan Rasul Bakhsh Bhutto Ratodero 
11. Mir. Ahmed Khan Shah Passand Khan Shikarpur(Central) 
12. Mr. Aidansing Nagji Sodho Tharparkar-Nagarparkar

PROVINCIAL ASSEMBLY OF SINDH 3rd Assembly – 17th Feb: 1947 to 29th Dec: 1951 S.NO. NAME CONSTITUENCY

 PROVINCIAL ASSEMBLY OF SINDH 3rd Assembly – 17th Feb: 1947 to 29th Dec: 1951
S.NO. NAME CONSTITUENCY
01. Honourable Sir Ghulam Hussain Hidayatullah, Kt, K.C.S.I Karachi
02. Honourable Mohammad Ayub Khan Khuhro Larkana
03. Honourable Mir Bandeh Ali Khan Talpur Hyderabad
04. Honourable Mr. Abdul Sattar Pirzada Sukkur
05. Mir Ahmed Khan Abdullah Khan Talpur Tharparkar
06. Mr. Ali Mohammad Atta Mohammad Marri Nawabshah
 07. Pir Ali Shah Bhawan Shah Karachi
08. Agha Badruddin Ahmed Shamshuddin Durrani Sukkur
09. Mr. Anwar Hussain Ghulam Hussain Hidayatullah Karachi
10. Mr. Choithram T. Valecha Karachi

MEMBERS OF THE SINDH LEGISLATIVE ASSEMBLY 12TH March 1946 TO September 1946.

 MEMBERS OF THE SINDH LEGISLATIVE ASSEMBLY 12TH March 1946 TO September 1946. S. No. Name of Member Constituency
1. Honorable Sir Ghulam Hussain Hidayatullah Kt., K.C.S.I. Karachi.
2. Honourable Khan Bahadur M. A. Khuhro Larkana.
3. Honourable Khan Bahadur Mir Ghulam Ali Khan Talpur Hyderabad.
4. Honourable Haji Pir Illahi Bakhsh Dadu.
 5. Mr Abdus Sattar Abdul Rahman Pir Zada. Sukkur.
6. Mr.Ali Akbarshah Ahmadshah. Dadu
7. Mr. Ali Goharkhan Haji Khan Mahar. Sukkur.
8. Mr.Ali Muhammad Ata Muhammad Mari. Nawabshah.
9. Nawab Haji Amirali Khan Lahori. Larkan.
10. Khan Sahab Arbab Togachi Mir Muhammad Nohari. Tharparkar.
11. Agha Badarudin Ahmad Shamsuddin Khan Durani. Sukkur.
12. Pir Bakadar Shah.
13. Mir Bandehali Khan Talpur. Hyderabad.

LEGISLATIVE ASSEMBLY OF SIND UNDER GOVERNMENT OF INDIA ACT 1935. (FIRST ASSEMBLY-27 APRIL, 1937 To 1945)

LEGISLATIVE ASSEMBLY OF SIND UNDER GOVERNMENT OF INDIA ACT 1935.
(FIRST ASSEMBLY-27 APRIL, 1937 To 1945)
The Britishers have conquered Sindh from their bases in Bombay and Kutch and their supporters were Hindus. Therefore, Sindh was annexed to the Bombay Presidency in 1843 and a constant policy to subdue the Muslim majority and to lionize the Hindu minority in Sindh was followed. In that time, Sindh was a Commissionerate of Bombay Presidency. Trade and Commerce, Services and Education became monopolies in the hands of the minority whom with the support of the rulers wrought havoc on Muslims. Within a few years forty percent of the Muslim land holdings passed on to the Hindu creditors. In year 1890, after Minto reforms, Sindh got representation first time in Bombay Legislative Assembly. Approximately four members represented Sindh. It was after a long struggle that the cause of Sindh was supported by the Quaid-e-Azam Mohammad Ali Jinnah when he brought in his famous 14-points the demand of Sindh's separation from Bombay Presidency.

POLICE COSTABLE JOBS BPS-05, SINDH POLICE, COUNTER TERRORISM DEPARTMENT SINDH, KARACHI,






POLICE COSTABLE JOBS BPS-05, SINDH POLICE, COUNTER TERRORISM DEPARTMENT SINDH, KARACHI
LAST DATE 28.10.2016 APPLY THROUGH NTS

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