Pakistan Studies 2Nd Year
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Mihaela Tirca
UNIVERSITAT DE VALÈNCIA DEPARTAMENT DE FILOLOGIA ANGLESA I ALEMANYA Programa de Doctorat en Llengües, Literatures i Cultures i les seues Aplicacions LITERARY ACTIVISM IN ANGLOWAITI WRITING: GENDER IN NADA FARIS’S LITERATURE Presentada por MIHAELA TIRCA Dirigida por Dra. Carme Manuel Cuenca Dr. Vicent Cucarella Ramon València, Octubre 2020 ACKNOWLEDGEMENTS I would like to begin by expressing my most heartfelt gratitude and special appreciation to Professor Carme Manuel for accepting me to carry out this work under her directions. This thesis would have not been possible without her invaluable guidance toward the analysis of Nada Faris’s literary works and continuous monitoring. I cannot thank her enough for her permanent help into this study. In addition, her motivating words constituted the motor of this thesis. I am profoundly grateful to her for providing me with the means to accomplish this work. I consider myself to be enormously privileged to have been her student throughout all these years. I am deeply indebted to Professor María José Coperías whose constant assistance and instrumental support helped me to carry out this project. I feel extremely honored to have had the opportunity to be under her supervision. I humbly extend my appreciation and thanks to Professor Vicent Cucarella Ramon for kindly agreeing to supervise this thesis. I am also thankful to Nada Faris’s significant suggestions and clarifying notes about her work and for inspiring me every day for a couple of months by sharing the light of a candle. My most profound gratitude goes to my mother and my grandmother who always encouraged me to continue this thesis even when circumstances in my life were the least favorable. -
INTERNATIONAL GCSE History (9-1) TOPIC BOOKLET: Colonial Rule and the Nationalist Challenge in India, 1919-47 Pearson Edexcel International GCSE in History (4HI1)
INTERNATIONAL GCSE History (9-1) TOPIC BOOKLET: Colonial rule and the nationalist challenge in India, 1919-47 Pearson Edexcel International GCSE in History (4HI1) For fi rst teaching September 2017 First examination June 2019 Contents Page 1: Overview Page 3: Content Guidance Page 16: Student Timeline Overview This option is a Depth Study and in five Key Topics students learn about: 1. The Rowlatt Acts, Amritsar and the Government of India Act, 1919 2. Gandhi and Congress, 1919-27 3. Key developments 1927-39 4. The impact of the Second World War on India 5. Communal violence, independence and partition, 1945-47. The content of each depth study is expressed in five key topics. Normally these are five periods in chronological order, but some options contain overlapping dates where a new aspect is introduced. Although these clearly run in chronological sequence, they should not be taken in isolation from each other – students should appreciate the narrative connections that run across the key topics. Questions may cross these topics and students should appreciate the links between them in order to consider, for example, long-term causes and consequences. The teaching focus should enable students to: gain knowledge and understanding of the key features and characteristics of historical periods develop skills to analyse historical interpretations 1 develop skills to explain, analyse and make judgements about historical events and periods studied, using second-order historical concepts (causation, consequence and significance). Outline – why students will engage with this period in history Students study a period of huge significance in the challenge to British colonial rule and the creation of new states in the sub-continent. -
Mrs. Maryam Faruqi
HAPPY HOME SCHOOL SYSTEM MRS. MARYAM FARUQI Tribute to a Pioneer in Education Mrs. Maryam Faruqi is a well-known name in the educational circles of Pakistan. She is the founder of the Happy Home School System. FAMILY HISTORY: Her success can be attributed to her passion for education and the restless desire to utilize her potential for the service of humanity. She was born in India to Sir Ebrahim and Lady Hawabai Ebrahim Haroon Jaffer. Her father tried to create an educational awakening amongst the Muslims and laid the foundation of the Bombay Provincial Muslim Educational Conference which was affiliated to the All India Mohammedan Educational Conference of Aligarh. He also set up a school in Pune which is to date offering excellent education to Muslim girls. EARLY EDUCATION: Her education started from the Islamia School, Pune, which is now a full-fledged school named after her parents. When she topped in grade- 6, she was asked by the Headmistress to teach Urdu to class-V. She felt on top of the world when at the end of the period the Headmistress remarked, “I bet you will be a good Headmistress.” That was her first success. She gave her Matriculation Examination through the Convent of Jesus and Mary, Pune and acquired First Merit Position. Her name remains etched on the Honour Roll Board. She joined the prestigious Naurosji Wadia College and her outstanding intermediate results earned her the Moosa Qasim Gold Medal. In 1945, she graduated from Bombay University with distinction & was awarded a Gold Medal in B.A Honours. -
Summit Failures and Cabinet Obstacles, August 1944–July 1945
August 1944–July 1945 4 Summit Failures and Cabinet Obstacles, August 1944–July 1945 S THE UNITED STATES took upon itself the lion’s share of the Allied war against Japan, Roosevelt’s frustration at Churchill’s in- A transigence over India grew stronger. FDR’s personal envoy, Am- bassador Phillips, reported, after returning to Washington, that when he talked to Churchill about India, “Churchill banged the table and said ‘I have always been right about Hitler and everyone else in Europe. I am also right about Indian policy, any change in Indian policy now will mean a blood bath.’”1 Whenever Roosevelt himself tried to discuss India with Churchill he received “a blunt cold shoulder.” By late summer of 1944 he entirely agreed with Phillips’s forthright report of what needed to be done about British policy in India. Since India would have to become a major base of future operations against Burma and Japan, “We should have around us a sympathetic India rather than an indifferent and possibly hostile India,” Phillips wrote. Indi- ans currently felt that “they have no voice in the Government and therefore no responsibility in the conduct of the war. They feel that they have nothing to fight for as they are convinced that the professed war aims of the United Nations do not apply to them. The British Prime Minister in fact has stated that the provisions of the Atlantic Charter are not applicable to India.” The Indian Army was “purely mercenary,” Phillips told FDR, adding that Gen- eral Stilwell was quite worried about “the poor morale” of Indian officers. -
Role of Pakistan Studies in Promoting Political Awareness at Secondary Level in Pakistan
Bulletin of Education and Research December 2017, Vol. 39, No. 3 pp. 57-74 Role of Pakistan Studies in Promoting Political Awareness at Secondary Level in Pakistan Muhammad Muzaffar*, Muhammad Arshad Javaid** and Fariha Sohail*** _______________________________________________________________ Abstract This study was designed to determine the role of Pakistan studies in promoting political awareness among the secondary level students in Pakistan. The study was delimited to three divisions of the Punjab province. A sample of 480 students was taken from the High and Higher Secondary Schools of Faisalabad, Multan and Rawalpindi Divisions. The tools of research adopted in this study were content analysis of the curriculum of Pakistan Studies and a test regarding the basic political knowledge. The collected data were analyzed by using the descriptive as well as inferential statistics. The content analyses showed a little inclusion of the text on the basic political knowledge and the test results confirmed the lower level of political awareness among the students. The integration of the basic political information in the books of Pakistan studies at secondary level was recommended in this study. Keywords: Politics, political awareness, students, secondary school certificate, education, pakistan * Assistant Professor, Department of Political Science and International Relations, Government College University, Faisalabad. Email: [email protected] ** Lecturer University of Education Lahore, DG Khan Campus. *** Ph. D Scholar Department of Education, Government College University, Faisalabad. Role of Pakistan Studies in Promoting Political Awareness at SL in Pakistan 58 Introduction Pakistan is a country with a great multitude of population. “Even though the literacy rate is low, however the educational administration is constantly improving because of the concerted efforts on the part of successive governments. -
Pakistan: Social and Cultural Transformation in a Muslim Nation by Mohammad A
Book Review (Muhammad Aurang Zeb Mughal∗) Pakistan: Social and Cultural Transformation in a Muslim Nation by Mohammad A. Qadeer London and New York: Routledge, 2006 ISBN: 978-0-415-37566-5 Pages: 336, Price: £85 In post-colonial era, many non-western societies have set their own goals of development and they have been successful to an extent in achieving their objectives, therefore, according to Mohammad A. Qadeer the view that poor especially Muslim societies are socially stagnant and resistant to modernization is not justified. Pakistan is an important Muslim country with reference to its historical and geopolitical location. Despite of not having a high level of economic triumph Pakistan represents a model of culturally and socially dynamic country. Qadeer himself regards this book as a ‘contemporary social history’ of Pakistan that elaborates geography, history, religion, state, politics, economics, civil society and other institutions of Pakistani society in a historical and evolutionary perspective.1 Qadeer demonstrates the dynamicity of Pakistani culture through economic development and social change, and has given the demographic figures on urbanization, population growth and such related phenomena. The book specifically explains the topics like popular culture, ethnic groups and national identity, agrarian and industrial economy, family patterns, governance and civil society formation, and Islamic way of life. Even a new state emerged in the mid of 20th century, Pakistan’s history and culture can be traced thousand years back in the Indus Valley Civilization. The land of Pakistan has experienced the cultures of Aryans, Greeks, Arabs, Turks ∗ Ph.D. Scholar, Durham University, UK Book Review 147 especially Mughals, French, British and other foreigners either in the form of rulers, preachers or traders. -
Semantic Innovation and Change in Kuwaiti Arabic: a Study of the Polysemy of Verbs
` Semantic Innovation and Change in Kuwaiti Arabic: A Study of the Polysemy of Verbs Yousuf B. AlBader Thesis submitted to the University of Sheffield in fulfilment of the requirements for the degree of Doctor of Philosophy in the School of English Literature, Language and Linguistics April 2015 ABSTRACT This thesis is a socio-historical study of semantic innovation and change of a contemporary dialect spoken in north-eastern Arabia known as Kuwaiti Arabic. I analyse the structure of polysemy of verbs and their uses by native speakers in Kuwait City. I particularly report on qualitative and ethnographic analyses of four motion verbs: dašš ‘enter’, xalla ‘leave’, miša ‘walk’, and i a ‘run’, with the aim of establishing whether and to what extent linguistic and social factors condition and constrain the emergence and development of new senses. The overarching research question is: How do we account for the patterns of polysemy of verbs in Kuwaiti Arabic? Local social gatherings generate more evidence of semantic innovation and change with respect to the key verbs than other kinds of contexts. The results of the semantic analysis indicate that meaning is both contextually and collocationally bound and that a verb’s meaning is activated in different contexts. In order to uncover the more local social meanings of this change, I also report that the use of innovative or well-attested senses relates to the community of practice of the speakers. The qualitative and ethnographic analyses demonstrate a number of differences between friendship communities of practice and familial communities of practice. The groups of people in these communities of practice can be distinguished in terms of their habits of speech, which are conditioned by the situation of use. -
Bilingual / Bi-Annual Pakistan Studies, English / Urdu Research Journal
I ISSN: 2311-6803 PAKISTAN STUDIES Bilingual / Bi-annual Pakistan Studies, English / Urdu Research Journal Vol. 03 Serial No. 1 January - June 2016 Editor: Dr.Mohammad Usman Tobawal PAKISTAN STUDY CENTER, UNIVERSITY OF BALOCHISTAN, QUETTA. II III MANAGING COMMITTE Patron Prof. Dr. Javaid Iqbal Vice Chancellor Editor Inchief Prof. Dr. Naheed Anjum Chishti Editor Dr. Muhammad Usman Tobawal Assistant Editors Dr. Noor Ahmed Prof. Dr. Kalimullah Prof. Dr. Ain ud Din Prof. Ghulam Farooq Baloch Prof. Yousuf Ali Rodeni Prof. Surriya Bano Associate Editors Prof. Taleem Badshah Mr. Qari Abdul Rehman Miss. Shazia Jaffar Mr. Nazir Ahmed Miss. Sharaf Bibi Composing Section Mr. Manzoor Ahmed Mr. Bijar Khan Mr. Pervaiz Ahmed IV EDITORIAL BOARD INTERNATIONAL Dr. Yanee Srimanee, Ministry of Commerce, Thailand. Prof. M. Aslam Syed Harvard University, Cambridge, Massachusetts. Dr. Jamil Farooqui Dept. of Sociology and Anthropology, International Islamic University, Kaula Lumpur Prof. Dr. Shinaz Jindani, Savannah State University of Georgia, USA Dr. Elina Bashir, University of Chicago. Dr. Murayama Kazuyuki, #26-106, Hamahata 5-10, Adachi-ku, Tokyo 1210061, Japan. Prof. Dr. Fida Muhammad, State University of New York Oneonta NY 12820 Dr. Naseer Dashti, 11 Sparows Lane, New Elthaw London, England SEQ2BP. Dr. Naseeb Ullah, International Correspondent, Editor & Political Consultant, The Montreal Tribune, Montreal, Quebec, Canada. Johnny Cheung Institute of Culture & Language Paris, France. V EDITORIAL BOARD NATIONAL Prof. Dr.Abdul Razzaq Sabir, Vice Chancellor, Turbat University. Dr. Fakhr-ul-Islam University of Peshawar. Dr. Abdul Saboor Pro Vice Chancellor, University of Turbat. Syed Minhaj ul Hassan, University of Peshawar. Prof. Dr. Javaid Haider Syed, Gujrat University. -
Remembering Partition: Violence, Nationalism and History in India
Remembering Partition: Violence, Nationalism and History in India Gyanendra Pandey CAMBRIDGE UNIVERSITY PRESS Remembering Partition Violence, Nationalism and History in India Through an investigation of the violence that marked the partition of British India in 1947, this book analyses questions of history and mem- ory, the nationalisation of populations and their pasts, and the ways in which violent events are remembered (or forgotten) in order to en- sure the unity of the collective subject – community or nation. Stressing the continuous entanglement of ‘event’ and ‘interpretation’, the author emphasises both the enormity of the violence of 1947 and its shifting meanings and contours. The book provides a sustained critique of the procedures of history-writing and nationalist myth-making on the ques- tion of violence, and examines how local forms of sociality are consti- tuted and reconstituted by the experience and representation of violent events. It concludes with a comment on the different kinds of political community that may still be imagined even in the wake of Partition and events like it. GYANENDRA PANDEY is Professor of Anthropology and History at Johns Hopkins University. He was a founder member of the Subaltern Studies group and is the author of many publications including The Con- struction of Communalism in Colonial North India (1990) and, as editor, Hindus and Others: the Question of Identity in India Today (1993). This page intentionally left blank Contemporary South Asia 7 Editorial board Jan Breman, G.P. Hawthorn, Ayesha Jalal, Patricia Jeffery, Atul Kohli Contemporary South Asia has been established to publish books on the politics, society and culture of South Asia since 1947. -
Pakistan History Culture and Goverment.Pdf
Pakistan: History, Culture, and Government Teaching Guide Nigel Smith Contents Introduction to the Teaching Guide iv Introduction (Student’s Book) 7 Part 1 The Cultural and Historical Background of the Pakistan Movement Chapter 1 The Decline of the Mughal Empire 9 Chapter 2 The Influence of Islam 11 Chapter 3 The British in India 14 Chapter 4 Realism and Confidence 24 Part 2 The Emergence of Pakistan, 1906-47 Chapter 5 Muslims Organize 27 Chapter 6 Towards Pakistan: 1922-40 36 Chapter 7 War and Independence 41 Part 3 Nationhood: 1947-88 Chapter 8 The New Nation 47 Chapter 9 The Government of Pakistan 52 Chapter 10 The 1970s 60 Part 4 Pakistan and the World Chapter 11 Pakistan and Asia 66 Chapter 12 Pakistan and the rest of the world 71 Chapter 13 Pakistan: 1988 to date 77 Revision exercises 86 Sample Examination Paper 92 Sample Mark Scheme 94 1 iii Introduction to the Teaching Guide History teachers know very well the importance and pleasure of learning history. Teaching the history of your own nation is particularly satisfying. This history of Pakistan, and the examination syllabus that it serves, will prove attractive to your pupils. Indeed it would be a strange young person who did not find a great deal to intrigue and stimulate them. So your task should be made all the easier by their natural interest in the events and struggles of their forebears. This Teaching Guide aims to provide detailed step-by-step support to the teachers for improving students’ understanding of the events and factors leading to the creation of Pakistan and its recent history and to prepare students for success in the Cambridge O level and Cambridge IGCSE examinations. -
Mcqs of Past Papers Pakistan Affairs
Agha Zuhaib Khan MCQS OF PAST PAPERS PAKISTAN AFFAIRS 1). Sir syed ahmed khan advocated the inclusion of Indians in Legislative Council in his famous book, Causes of the Indian Revolt, as early as: a) 1850 b) 1860 c) 1870 d) None of these 2). Who repeatedly refers to Sir Syed as Father of Muslim India and Father of Modern Muslim India: a) Hali b) Abdul Qadir c) Ch. Khaliquz Zaman d) None of these 3). Military strength of East India Company and the Financial Support of Jaggat Seth of Murshidabad gave birth to events at: a) Plassey b) Panipat c) None of these 4). Clive in one of his Gazettes made it mandatory that no Muslim shall be given an employment higher than that of chaprasy or a junior clerk has recorded by: a) Majumdar b) Hasan Isphani c) Karamat Ali d) None of these 5). The renowned author of the Spirit of Islam and a Short History of the Saracens was: a) Shiblee b) Nawab Mohsin c) None of these ( Syed Ameer Ali) 1 www.css2012.co.nr www.facebook.com/css2012 Agha Zuhaib Khan 6). Nawab Sir Salimullah Khan was President of Bengal Musilm Leage in: a) 1903 b) 1913 c) 1923 d) None of these (1912) 7). The first issue of Maualana Abul Kalam Azads „Al Hilal‟ came out on 13 July: a) 1912 b) 1922 c) 1932 d) None of these 8). At the annual session of Anjuman Hamayat Islam in 1911 Iqbal‟s poem was recited, poetically called: a) Sham-o-Shahr b) Shikwa c) Jawab-i-Shikwa d) None of these 9). -
Lahore Resolution Was Held? 6.Any Other Event If You Know About Lahore Resolution? BACKGROUND These Were the Days of Second World War
1940 1. What was the political condition of sub- continent in 1940? 2. Who was British Viceroy in Sub continent in 1940? 3. Who was British Prime Minister in 1940? 4. Who was president of All India Muslim League? 5. At which place, Lahore Resolution was held? 6.Any other event if you know about Lahore Resolution? BACKGROUND These were the days of Second World War. The previous events like Nehru Report, Hindu-Muslim riots, Congress Rule convinced the Muslims to start proper freedom movement. The Muslims were conscious of the fact that Islam is a complete code of life and they can spend their lives according to their religion only in independent country. Lahore Resolution 1940 The 27th annual session of All India Muslim League was held at Lahore from 22nd March 1940 to 24th March 1940. Thousands of Muslim political workers and Muslim leaders from all provinces of India participated in it. A resolution named "Lahore resolution" was presented by the Tiger of Bengal A.K Fazal Ul Haque which was supported by Chaudhri Khaleeq Uz Zaman, Syed Zakir Ali, Mrs. Moulana Muhammad Ali Johar and Maulana Abdul Hamid Badayuni from U.P, Muhammad Ismail Khan from Bihar, I.I Chandreegar from Bombay, Qazi Muhammad Isa from Baluchistan, Sardar Aurangzeb Khan from NWFP, Maulana Zafar Ali Khan and Dr, Muhammad Alam from Punjab. Main text of Lahore Resolution This Resolution was approved on 23rd March 1940. The main text is as under;- "No constitutional plan would be workable or acceptable to the Muslims unless it is designed on the following basic principles,