#Urdu education board

[barbiegirldream]

can confirm in wales legally everything has to be provided/available in both welsh and english - and most people who grow up there are taught it enough to hold conversations if maybe not buisniss level talks

in england, i was taugh french (Very badly) in school from age 8 until age 14 mandatory, and then i chose to continue to 16.

i think the government education demands mandatory education of a second language until age 14, and then it is optional. I grew up in a very un-diverse, rural area, and french and spanish were the only languages even thought to be taught within a 60 mile radius, but i know that in bigger cities, and more diverse areas, other languages are taught at least a little more commonly (think german, polish, italian, other modern languages - but still mostly european)

recently the education board considered stopping A-level testing (16-18yo) of many languages (urdu, arabic, hebrew, mandarin, etc. etc.) due to lack of interest but the government mandated that they should continue.

but basically everything outside of private school (where often multiple languages, including latin, are taught very thoroughly) language teaching is really really bad here.

i think that's really good on wales cause from what i understand england tried their hardest to wipe out welsh culture including the language. and that welsh is the last living spin off of common Britannic the language before the anglo saxon invaders came

also i wish schools would offer non european languages! i mentioned my high school offered spanish french and latin. but we also had a yearly exchange program with students from China. Like that was literally our only exchange program. so why was Mandarin not an option you know what I mean

[callofthxvoid]

Please welcome ZARINA KNIGHTLEY (SHE/HER) to Huntsville, WV. They are a 28-year-old VISITOR who lives in TOWN. You may see them around working as a PHARMACIST AT HUNTSVILLE CLINIC. Poor unfortunate soul. We’ll see if they survive.

quick facts

Title: The Femme Fatale

Name: Zarina Morgan Knightley (née: West)

Nickname: Z

Date of Birth: December 15, 1995

Age: 28

Place of Birth: Huntsville, West Virginia

Hometown: Newport, Rhode Island

Languages: English, Arabic, Spanish, Urdu, Farsi

Faceclaim: Katherine McNamara

Pronouns: She/Her

Sexuality: Pansexual

Relationship Status: Married to Tobias Knightley

personality

Myers-Briggs: INTJ - The Architect

Enneagram: Type Eight - The Challenger (8w7)

Moral Alignment: Chaotic Neutral

Occupation: Pharmacist at Huntsville Clinic

Role: Gatherer

[+] intelligent, independent, resourceful, loyal [-] indifferent, insensitive, chaotic, controlling

Character Inspirations: Akiko Yosano (Bungo Stray Dogs), Izumi Kyouka (Bungo Stray Dogs), Dr. Temperance Brennan (Bones), Vex'ahlia de Rolo (Critical Role), Dr. Pamela Isley / Poison Ivy (DC), Cassandra Cain (DC), Natasha Romanoff / Black Widow (Marvel), Qi'ra (Star Wars), Samantha Borgens (Stuck In Love)

background

Zarina Morgan McKenna came into the world on a winter's day in West Virginia - the biological daughter of Morgan Vovk and Hank MacGillivray of Huntsville. Before she was even born, her maternal grandparents had arranged for her closed adoption to a family in New England, who they were assured had both wealth and connections. What they didn't know was where that wealth or those connections came from.

Nevertheless, Zarina grew up in Rhode Island to parents who were heavily involved in organised crime and made no effort to shield her from it. She wanted for nothing, but because she was a bright kid who only became more cunning and resourceful as she grew older, she also found herself getting directly involved in her parents' business from a young age. Her involvement was fast tracked when their boss, the man her mother was the loyal second-in-command to, started taking a real shine to her.

Azrael Sadeghi, or Uncle Az as she came to call him, treated her in a manner that was indistinguishable from the way he treated his own children. He paid for her full education - private school, boarding school, Ivy League college - and ultimately set her up in a state of the art lab with her own staff where she began making designer drugs for him. For over three years, she was responsible for the highs that the kids she went to school with paid good money for, until it all came crashing down.

A series of misunderstandings (or was it deliberate sabotage?) convinced Azrael that Zarina had turned against him and was working with a rival family. She tried to explain, tried to reason with both him and her own parents, but quickly realised how little weight her words carried and how ultimately, she was as disposable to them as anyone else in the cartel. She didn't have a lead on her biological parents, because she had never had a reason to want to track them down, but she was already on the road by the time she realised that she didn't really have anywhere else to go.

Zarina had almost nothing to go on, and the closest she could get to finding them was learning where she had been adopted from - Huntsville, West Virginia. The only problem? Huntsville had seemingly vanished into thin air and anyone who attempted to go there was seemingly never seen or heard from again. With nothing left to lose, she drove down, encountered the fork in the road, ended up in town, and discovered rather quickly exactly why nobody who came to Huntsville ever left.

She moved into the commune, where six months down the line she has now made a new life for herself as the resident pharmacist, primarily manufacturing painkillers - supplying first and foremost to the commune, while trading excess stock to town if and only if Sunflower agrees. And honestly? She gets to do what she loves, so even if the whole situation with the monsters is a nightmare, she’s overall pretty happy.

misc

TW: Pedophilia

Zarina went to MIT. She applied to both Caltech and Stanford, and was seriously considering going, but her family didn't want her that far away from them.

She has a Bachelors and Masters degree in Chemistry with a minor in Botany.

Despite how she makes her living, Zarina doesn’t do any kind of drugs herself, or even drink very much. Her vice of choice has always been casual sex, which she enjoys frequently and with many different partners.

When she was 14 years old, she began a physical relationship with one of her teachers that continued until she graduated. She always insisted that it was consensual, and still thinks of what they had as a perfectly healthy relationship between equals. She then went on to date one of her professors in college.

She has a number of scars. The most noticeable are above her right hip (stab wound) and on her left shoulder (bullet wound).

She started going by West as her surname when she came to Huntsville.

[mariacallous]

Ayla recalls her early days in Sindh, Pakistan at school, when it was nothing but a strange building. Her home was so different and so was her neighborhood.

I remember my teacher, Ms. Sindhu, who lived three houses away from mine, once asked me to narrate a story about a camel ride. We have many camels around us, so I became excited and wanted to share, but I just couldn’t. I just struggled to say what I knew, what I have enjoyed and wanted to say. It felt like my tongue froze.

Ms. Sindhu asked Ayla to narrate this story in English, a language that was unfamiliar to her at the time. If asked in Sindhi, Ayla would not only have communicated her experience but also received her teacher’s energy of affirmation in return. Language is an invisible source of familiarity in school that children hold on to—it is through language that they have experienced the world so far. In this way, language becomes a bridge between school and home, allowing children to safely cross between the two worlds.

Despite the abundance of literature and experience supporting the benefits of teaching in a familiar language, an estimated half of all children in low- and middle-income countries are not taught in a language they understand. The case of Pakistan is no different. After 200 years of colonial rule under British India, Pakistan was born in 1947. Today, the country is home to over 70 languages, including the official languages of Urdu and English (a language that stayed, even after the British left). Urdu and English are utilized by the government, corporate sector, media, and—most relevantly—educational institutions.

As is the case with many other post-colonial nations, Pakistan is afflicted with “English-medium fever,” a desire to keep English as the medium of instruction in schools due to its perceived superiority and association with wealth, status, and power. This fever has led to a deep disconnect between the languages of the home and the school. Only 2 out of over 70 indigenous languages are formally recognized in schools in Pakistan. Most of the other languages remain “informal” in their usage, given little to no recognition outside of everyday use.

Despite the desire for English-medium instruction, for most students “English-medium” schooling only means that the textbooks and exams are in English. Research has demonstrated that a large portion of teachers in Pakistan do not understand English. Instead, teachers rely on local languages to teach and communicate with students, and students memorize and replicate text without comprehension. Students are subjected to learning unfamiliar content in a foreign language by a teacher who has not mastered the language. This places a burden on students, thereby furthering the inequality between themselves and more privileged students.

The gap between policy and practice in the language of instruction

Pakistan’s national education policies provide provinces with the option to use native languages in the early years of schooling and encourage the inclusion of mother tongues.

This leads us to ask why Pakistan’s national policies are not inspiring practice within provincial and private school systems. If the intention to teach children in languages they understand is there, why are a significant numbers of schools continuing to teach children using textbooks in Urdu or English, despite those languages collectively only being the native tongue of 8 percent of the population?

One crucial gap is that while policy details the importance of learning in one’s own language, there is no guidance on how this policy should be implemented. School systems are left on their own to design curriculum and develop the necessary material to implement this policy. Moreover, the examination boards for Matric and Intermediate students are still held predominantly in Urdu and English, thereby discouraging schools from investing in teaching children in familiar languages and instead facilitating the rote memorization of unfamiliar language textbooks that students will later replicate on exams. Parents also fear that their children will do poorly on these exams, lose opportunities if they study in their own language, and forgo learning in the English language.

This is contributing to a growing crisis where children are attending school but struggling to comprehend. When these children decide to no longer pursue an education, we say they “dropped out.” But the truth of the matter is that these children are pushed out due to a systemic failure.

A language ladder can help bridge multilingual instruction 

Languages can provide access to opportunities and serve as a bridge between a child and the outside world. However, to ensure academic success, cognitive development, and positive identity formation, children must be taught in languages familiar to them. Research finds that after children have developed proficiency in their familiar language(s), it is easier for them to learn foreign languages like English. Conversely, learning in an unfamiliar language is too demanding for a young child. This disadvantage disproportionately impacts children facing other educational barriers, such as poverty, hunger, and poor learning conditions.

So, how can a mother tongue-based multilingual education policy be translated into the classroom? To answer this, The Citizens Foundation, which operates one of the largest networks of independently run, nonprofit schools in the world, began a research study in 2018 that includes a socio-linguistic survey, interviews and focus groups with stakeholders and experts, and literature reviews. We combined more than five years of research findings to develop a “language ladder” (or language progression plan) that outlines how children can be taught in their native language in the early years and then transition to learning multilingually to optimize learning and future opportunities (see image below).

The language ladder can be adapted to any context; all it requires is that a thorough socio-linguistic survey be conducted in the community to ensure that the aspirations and needs of the community are understood and are reflected in the language progression plan. The development of a language ladder is a first step toward teaching children in languages they understand.

TCF is currently piloting this language ladder across 19 schools and 84 classrooms—from pre-KG to grade 2—in Tharparkar, Pakistan. It will be scaled to close to 100 schools in the upcoming school year. The model adopts the most familiar language as the medium of instruction in the early years (until grade 3), undergoes a gradual transition from familiar to unfamiliar language in the late primary and early secondary years (grades 3 to 7), and finally completely transitions to the language most demanded beyond schooling in the late secondary years (grade 8 onward).

The multilingual language ladder puts comprehension at the center. It insists on the use of a familiar language to teach unfamiliar content so that there is a higher likelihood that the student will thrive in their environment. To ensure this goal is achieved, it is not enough to develop a policy that simply endorses mother-tongue instruction. There is also a need for technical guidance as to how multilingual schools can implement such policy on a classroom level.

Designing and introducing a language ladder can support policymakers and practitioners in addressing multilingual teaching within their individual contexts. It is crucial to continue to longitudinally study the effects of such solutions, to identify what’s working and what can be potentially scaled up, and ultimately, to create a world where Ayla and the millions of children like her can learn and share their experiences with confidence, ease, and excitement.

You can learn more about the Mother Tongue-Based Multilingual Program at The Citizens Foundation here and a recent policy brief related to school language policy here.

[onlinequranclassesusa1]

Online Quran Classes Ideas In 2023 — Live Online Quran Classes For Kids And Adults

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We start with basic Quran reading lessons. We have highly qualified Quran tutors at your home to serve you anytime.

The best place to learn to read Quran with Tajweed online

Come on board for a highly personalized online Quran learning experience with our expert Quran teachers suitable for children and adults. Online Quran Classes US is registered and trusted Quran teaching school where results are guaranteed. Take advantage of our free one-week trial classes and make sure you are in the right place to learn to recite the Quran with Tajweed.

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Students are taken lesson-wise to the next level to learn Quran recitation from the comfort of home with online tutoring under parental supervision.

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Learn online tafsir and translate Quran with relevant hadiths, grammar, and word meanings. This course will allow you to understand the commandments of Allah Ta'ala.

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Why online Quran classes for kids from us?

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Benefits of Online Quran Academy

As Muslims, it is our first and foremost duty to read and understand the Quran. Why is it considered important to read and understand the Quran? The reason is that it is a kind of medium between the reader and Allah Ta'ala. Allah Ta'ala directly addresses humans through this medium. Therefore, it is really important for us and our children to read and understand the Quran.

We are enabling every Muslim brother and sister to join online Quran lessons for kids at home in order to purify our spirits and become nearer to Allah. Technology makes this method of learning Quran online the easiest and most convenient. In recent times, you can opt for Online Quran Courses to learn and understand this holy book. Learning Quran Online gives you many benefits, some of which are listed below.

[donpk92]

Changes in Syllabus and Reprinted Books for SSC & HSSC Levels for Academic Session 2025

The Punjab Curriculum and Textbook Board (PCTB) has announced major updates to the syllabus and reprinted textbooks for the 2025-2026 academic session. These revisions will impact a range of subjects at both the Secondary School Certificate (SSC) and Higher Secondary School Certificate (HSSC) levels. Below are the specifics of the changes:

Updated Subjects and Classes According to the National Curriculum of Pakistan 2023

The following subjects will have revised syllabi and reprinted textbooks:

English Compulsory – Grades 9 & 11

Urdu Compulsory + Literature – Grades 9 & 11

Islamiyat Compulsory – Grades 9 & 11

Pakistan Studies Compulsory – Grades 9 & 11

Mathematics (Science Group) – Grades 9 & 11

Physics (Theory) – Grades 9 & 11

Chemistry (Theory) – Grades 9 & 11

Biology (Theory) – Grades 9 & 11

Computer Science – Grades 9 & 11

General Science – Grade 10

Official Notification

On September 6, 2024, the PCTB issued a notification to the Secretary of the Board of Intermediate & Secondary Education, Lahore, detailing these changes. The update outlines the specific subjects and grades affected, marking the beginning of the revisions for the 2025-2026 academic year.

Contact Information

For additional information or inquiries, please reach out to the Punjab Curriculum and Textbook Board at:

Address: 21-E-II, Gulberg-III, Lahore

Phone: 9230767-76 (Ext: 220)

Fax: 9230679

These updates reflect the PCTB's ongoing efforts to enhance and modernize the educational curriculum. Both educators and students should review these changes and prepare accordingly for the upcoming academic year.

[onemanschoolochestra]

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[needsarkarijob]

HP TET Syllabus 2024 | Check post-wise HP Teachers Eligibility Test Exam Pattern at hpbose.org: Latest HP TET Syllabus 2024 is available on this page. The officials of the Himachal Pradesh Board Of School Education (HPBOSE) updates the Himachal Pradesh TET Syllabus 2024 for TGT (TGT, JBT, Shastri, Language Teacher, Punjabi, Urdu) Posts. Get the HP Teacher Eligibility Test Syllabus 2024 pdf on our site. The Exam Pattern is also available on this page. Aspirants must check the HP TET JBT Syllabus 2024 and Exam Pattern for the purpose of attending the exam. टीजीटी, जेबीटी, शास्त्री, भाषा शिक्षक, पंजाबी, उर्दू पदों के लिए नवीनतम एचपी टीईटी पाठ्यक्रम 2024 देखें। एचपीबीओएसई की आधिकारिक वेबसाइट से परीक्षा पैटर्न के साथ एचपी शिक्षक पात्रता परीक्षा सिलेबस पीडीएफ डाउनलोड करें। अद्यतन पाठ्यक्रम के साथ परीक्षा के लिए प्रभावी ढंग से तैयारी करें और अपनी एचपी टीईटी परीक्षा में उत्कृष्टता प्राप्त करें। Contenders do you want to get a good score on the exam then you can check the HP TET JBT Syllabus 2024 and start practicing. The HP TET Exam Pattern 2024 is also given by the higher authorities of the HPBOSE. So, interested applicants can get the HP TET TGT Syllabus 2024 details on this page. By preparing this syllabus you can improve your knowledge day by day then only you can reach a qualified score in the examination. Details About HP TET Syllabus 2024 Organization Name Himachal Pradesh Board Of School Education (HPBOSE) Name Of The Examination HP Teachers Eligibility Test (TGT, JBT, Shastri, Language Teacher, Punjabi, Urdu) Total Vacancies Multiple Category  All Govt Exams Syllabus Location Himachal Pradesh Minimum Qualifications 12th Pass Diploma Official website hpbose.org HP Teacher Eligibility Test Syllabus 2024 The officials are updating the HP TET Syllabus 2024 for the candidates. Applied Job hunters can check the exam pattern because all the details about the exam are mention in the exam pattern only. Contenders can know the number of questions that are given in the exam is available on the exam pattern and HP Teacher Eligibility Test Syllabus 2024. You can also get the details like the total number of marks, time duration for the exam all those details are clearly explained in the exam pattern. Applicants should save the exam pattern and Himachal Pradesh TET Syllabus 2024 here. 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[skill-stork-blog]

Skill Stork Gets CBSE Senior Secondary School Affiliation

It has always been an honour for us to remain committed to the highest standards of learning. So, we keep on innovating to enhance our students’ learning experience. This has earned us district, state, and national recognition. 

Offering the IB, Cambridge and CBSE curriculum, we remain the best international school in Warangal. The education world put us in 5th position in Telangana. Additionally, we got the award for the most innovative teaching practices. But apart from all this, we have good news for you. Skill Stork International School is now affiliated with the CBSE Secondary School curriculum, i.e., Grades 11 & 12. CBSE, New Delhi, offers a national-level curriculum for students beginning in grades 1 to 12.

Therefore, this is a shot in the arm for us as we look forward to expanding our learning horizons in Warangal. This is a recognition of the trust in us to provide students with world-class education. 

Hence, Skill Stork is ready to welcome students into its CBSE Grade XI and XII curriculum stream. This move has been welcomed by many parents and students who wish to continue in the CBSE stream after passing out from Grade 10. 

The CBSE curriculum

Here, we list the subjects and modules offered by the board at the Grade XI & XII levels. 

Languages – Group L

CBSE offers around 40 languages to choose from and study at this level.

This includes

Arabic, Assamese, Bengali, Bhoti, Bhutia, Bodo, French, German, Gujarati, Hindi Core, Hindi Elective, English Core, English Elective, Japanese, Kannada, Kashmiri, Kokborok, Lepcha, Limboo, Malayalam, Manipuri, Marathi, Mizo, Nepali, Odia, Persian, Punjabi, Russian, Sanskrit Core, Sanskrit Elective, Sindhi, Spanish, Tamil, Tangkhul, Telugu AP, Telugu Telangana, Tibetan, Urdu Core and Urdu Elective.  

Academic Electives – (Group A)

This group offers subjects in line with the needs of modern society.

This includes

Accountancy, Biology, Bio-Technology, Business Studies, Carnatic Melodic, Carnatic Vocal, Carnatic Percussion, Chemistry, Computer Science, Economics, Engineering Graphics, Entrepreneurship, Fine Arts, Dance, Geography, Geography (Hindi), Hindustani Melodic, Hindustani Percussion, Hindustani Vocal, History, History (Hindi), Home Science, Informatics Practices, Knowledge Tradition – Practices India, Knowledge Tradition – Practices India (Hindi), Legal Studies, Mathematics, Applied Mathematics, NCC, Physical Education, Physical Education (Hindi), Physics, Political Science, Political Science (Hindi), Psychology and Sociology.

The Skill Subjects (Group – S) offered by CBSE aims to equip students with technical and career skills. Click here to study the list in detail.

Subjects of Internal Assessment include Health and Physical Education, Work Experience and General Studies.

Comprehensive curriculum for Grades XI & XII

Hence, the CBSE curriculum framework at the Grade XI and Grade XII levels provides for the comprehensive education needs of students. Additionally, it’s also designed to help students in India prepare for competitive exams such as NEET, Engineering entrance, etc. 

Whether it’s languages, academics or skill subjects, your child will find many options to choose from. However, every school affiliated with the CBSE Senior Secondary curriculum has the freedom to choose and offer its students the academic options given by the board.

Therefore, AY 2024 – 25 will be our first CBSE senior secondary batch. We’re confident that our teachers and students will have a great time going on this learning journey. 

Skill Stork is one of the best international schools in Warangal. Hence, if you’re looking for CBSE Grade XI or XII admissions in Warangal, you’re at the perfect place.

[saketh112]

Students who want to enrol in the MBBS and BDS programs in Indian medical or dental colleges must pass the National Eligibility cum Entrance Test (NEET). The National Testing Agency (NTA), an independent organisation, is now in charge of administering NEET, formerly known as the All India Pre-Medical Test (AIPMT). 

The Central Board of Secondary Education (CBSE) administered the test before the NTA. Ten languages—Hindi, English, Telugu, Bengali, Assamese, Odia, Marathi, Tamil, Urdu, and Kannada—are used to conduct NEET. There are 180 questions on the test, which lasts three hours. 

The exam is broken up into three sections: Biology (Botany and Zoology), Physics, and Chemistry. For applicants seeking admission to MBBS/BDS and other medical degree programs in India, the NTA has made the NEET Exam mandatory.

[hostmuhammadaliraza]

Host Muhammad Ali Raza

==Host Muhammad Ali Raza== Host Muhammad Ali Raza (Urdu, Arabic محمد علی رضاء) was born on 29th Al-Jum`ah (Friday) of the month of Muharram, 1412 (Hijri). (approximately 09 August 1991) is a Pakistani who has traveled widely as a ( Writer, Reciter & Hosting) and Anchor Person of Television Program. Muhammad Ali Raza's Associate Engineer in Electronics & Master in Urdu & Religious studies Holy Quran & Holy Bible qualifications. Muhammad Ali Raza received his middle education from Pakistan Railways Beacon House School System Lahore, completed his Associate Engineering in Electronics from Punjab Board of Technical Education, Master's education from Allama Iqbal Open University Islamabad and Biblical Study from "The Salvation Army Church Pakistan" (Gospel Ministries Corps) & DV (Daily Verses Organization) Bible Institute Lahore for religious education. Among the religious teachers of Muhammad Ali Raza the name top of the list "Dr. Muhammad Tahir-ul-Qadri", "Dr. Israr Ahmed (late)", "Muhammad Ishaq Madni (late)", "Professor Sumel Hasret (Late)", "Pastor Rev. Jamil Nasir", "Professor Imtiaz Inayat", "Evangelist Tabish Qazi" and Pastor Stephen Youssef. Teachers in showbiz industry "Qavi Khan", "Ismail Tara", "Iftikhar Thakur", "Firdous Jamal" showbiz industry names comes in the list. His father's name is Muhammad Ashraf known as (Ashraf Lakhpati) he is a Ex. Prime Minister of Pakistan Railways Worker Union. His father has also received the world's largest labor award (Chicago Award). Muhammad Ali Raza's two Brothers Muhammad Ali Raza and Muhammad Mateen. His favorite personality is "Jesus Christ (عیسیٰ یِسُوع مسیح ابنِ مَریم) and Ala Hazrat Imam Ahmed Raza Khan. Muhammad Ali Raza is a Businesses Man he's Chief Executive of organization (A 2 Z Printers, Royal Park)۔

==Host Muhammad Ali Raza Tv Programs== Host Muhammad Ali Raza is the leading television program hosted by the hosts to host on the most popular tv channels of Pakistan. Most of whom are the most popular programs “Mulaqaat, Shama-e-Ala Hazrat, Laws of Islam, The Karobaar, Allah Walay Log, Al-Qiyamah (القیامۃ) The Day Of Judgement", Adbi Log ( ادبی لوگ ) & Coffee with Muhammad Ali Raza etc.. There are highly appreciated programs, which led to Muhammad Ali Raza's popularity in the world. Let us tell you more about Muhammad Ali Raza's start in the showbiz industry. He won a Speech Competition in his School Life which was held at Al-Hamra Hall Lahore, which was chaired by former Chief Minister of Punjab Chaudhry Parvez Elahi and from there. His first journey in life started with Radio FM-100 and today he is popular all over the world.

==Host Muhammad Ali Raza Wife & Children== The host Muhammad Ali Raza also has a son named "Muhammad Mustafa Raza" (Urdu, Arabic: محمد مصطفےٰ رضاء ) born 06 November 2020, approximately Rabi Al Awwal 20, 1442 Al-Jum`ah (Friday). Muhammad Ali Raza says that he is very young now. I want him to do whatever he wants with his help. I love my son very much. I want him to make his father's name in the World more than me. Let him build his world and future because this time is his and the coming time is his. May God always make him Successful. My prayers and best wishes are always with my son Mustafa Raza. This is the time of our children. They can incorporate this time in their life as they wish in terms of business or leisure. Host Muhammad Ali Raza's wife's name is "Fariha Narmeen" (Fariha Raza or Fariha Ali)" may be not confirm. Success should be found only in good deeds. He says that his wife "Fariha Narmeen" Concerned about the child's future, He says that this concern is an example of Mustafa Raza's success.

==Host Muhammad Ali Raza Quran Translation== How can you forget the translation Al-Quran in the voice of Muhammad Ali Reza? If Muhammad Ali Raza is known in the world, he is just because of the translation of Al-Quran in his beautiful style. Well, so many of his work is such that because of his Knowledge in the world, but this work only. Host Muhammad Ali Raza only has God's grace that Allah has taken such a great and good work. Biggest Work of Muhammad Ali Raza, Translation of Al-Quran in this voice with "Shaikh Abdul Rehman Al Suddais". Ala Hazrat Imam "Ahmad Raza Khan Hanfi Barelvi" r.a. wrote the translation in Urdu and Hindi Language. It has been subsequently translated into other European and South Asian languages. The voice of Host Muhammad Ali Raza is the voice that rules the hearts. Every morning we start by listening to his voice, the daily recitation of the Holy Quran on television, which we listen to the translation in the voice of the host Muhammad Ali Raza and Apart from this, we get to hear and see the magic of his voice in the famous Turkish drama serial, Urdu dubbing of English films and more television commercials.

==Holy Bible in Voice of Host Muhammad Ali Raza== Not only this, there is also a record of the complete "Holy Bible (Gospel)" in Muhammad Ali Raza's voice, which is a different style of his love for our brothers and sisters in Christ. Christianity has a lot of love for our Muhammad Ali Raza why not Muhammad Ali Raza always says one thing which is part of God's word "God is love and loves love". Thousands of Christians enlighten their hearts by listening to the "Holy Gospel" in the magical voice of Muhammad Ali Raza.

==Host Muhammad Ali Raza Naat== Host Muhammad Ali Raza his first naat album was released in 2002 and after that numerous albums have been released. There are 47 albums release till to date. The Biggest Volume Released in Ramadan All in One Album (2002 from till now) of Muhammad Ali Raza Master's Collection International Rel-easement for this Album "Jaan-e-Rehmat Hain Mere Mustafa (ص) (Master Collection)" There are around five hundred Hamd (حمد) Naatiya Kalaاm, Manqabat (منقبت), and Poems old and latest etc..included in this album which is a masterpiece of the host Muhammad Ali Raza's own voice.

==Host Muhammad Ali Raza Poetry & Books== This is not an ordinary person, a humble and simple person, the host Muhammad Ali Raza is not only a program host, but he is also a very good poet and writer, some of his famous books “Waseela-e-Bakhshish وَسیلہءِبخشش, Unwan-e-Dard عُنوانِ دَرد, Shama-e-Ala Hazrat شَمَعِ علیٰ حضرت , Al-Qiyamah القیامہ (the World's Last Day) are the most popular books.

==Rooh-ul-Ali "رُوحُ العَلی " Soul of Ali == In the eyes of my dear friend Muhammad Ali Raza, this word (Rooh-ul-Ali) is a very important word. When I asked Muhammad Ali Raza why are you using this title? So in reply he said that I am not using this title myself, this word is a word created by my own soul that I would like to keep it as a title, I love this word very much. My friend Muhammad Ali Raza says that! All the social works that I have done in my life or all the efforts and services that I have in the showbiz industry at this time should be included in this album (Rooh-ul-Ali). Today is not the time of DVD or Cassette Recorder but the time of Internet. I want all this to be available on the Internet. Whenever my children remember me, they can easily search for me, see me and listen to me. . That's why I have named this album (Rooh-ul-Ali) which means (Soul of Ali). You can't see the soul, but I believe that you can definitely feel your soul. It has been a blessing that whenever I am present in the court of God's good guardian, I am present with the intention and belief that I have to tell this God to his servant and Alhamdulillah! Their souls speak to me. And through them I convey my concerns to my Almighty God. This does not mean that I am a sage or that I go to the courts and bow down to these pious beings. I ask for something. Don't even think that. I have a heartfelt commitment to these good people and I know what shirk and innovation is and may God protect me and my children and my friends from this shirk. My intention is to tell only that the pure and blessed Self of God Almighty is a soul which exists in every human being, the only difference is that who achieves his pure purpose by finding this soul. And Alhamdulillah! I have found that Holy Spirit and I seek my holy purpose from this Spirit and my purpose is fulfilled. Thank God! In this album of mine (Rooh-ul-Ali) there are the following lessons that I am trying to convey to you friends with the hope that on the day of judgment my good efforts will definitely become a resource (Rooh-ul-Ali) in the hereafter and my children especially my ( (Muhammad Mustafa Raza) after listening to this, the Almighty God, the One and Only, will surely make my prayers for forgiveness for me. Do it and give him a long life. My prayers and good wishes will always remain for me (Muhammad Mustafa Raza) and I hope that my Muhammad Mustafa Raza will definitely remember this and pray for me. InshaAllah. Amen!

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[seemabhatnagar]

Hijaab Row

India is known in the world as a Secular Country but see day by day the Secular fabric is tearing off. You belong to a particular faith so you are free to profess your religion, practices and faith but you can't compel people belonging to other faith to profess your religious practices. This is what done in the present case which recently came before Hon'ble Jabalpur High Court where in the Ganga Jamuna Higher Secondary School Urdu is being taught as compulsory subject and students are compelled to recite prayers belonging to muslim faith in school.

On the other hand students belonging to Hindu or Jain Sect are restrained to wear Kalawa or to put Tilak on their forehead but are forced to wear Hijaab and salwar kurti.

Background

This is a case of #HijabRow where  #Non-Muslim students studying in Ganga Jamuna Higher Secondary School, Futera Ward, Damoh, Jabalpur Madhya Pradesh were #forced to wear salwar kurti, head scarf (#Hijaab) and dupatta (#scarf) right from Nursery to Class XII and forcefully #restrained from putting #tilak on the forehead or# tying sacred thread (#kalawa) on their wrist and if #someone #wears the sacred thread (kalawa) or put tilak, she is being #forcibly #prevented, by the teachers.

Fact

A #complaint in this regard was received. Matter was inquired & Investigation was conducted & head Scarves were seized. Statement of the girl students were recorded and #FIR was #KotwaliDamoh of Damoh District for the offences punishable under Sections 295A, 506 and 120B of the IPC, Section 75 and 87 of Juvenile Justice Act (Care and Protection of Children) Act, 2015 and Section 3/5(1) of the Madhya Pradesh Freedom of Religion Act, 2021.

FIR was registered against the #Principal Asfa Sheikh, #teacher Anas Athar and Peon Rustom Ali and management of the school for commission of the aforesaid offences. They were #arrested and are in detention since 11.06.2023.

Submission of the Counsel of the Applicant

1.     It was contended by the Counsel of the detenues that they are innocent and are falsely implicated.

2.     The counsel also submitted a copy of the resolution accordingly it is the #SchoolManagement and #Director of the #School Mohd, Idris who had #prescribed #dresscode for all girl students and made it compulsory to wear scarf.

3.     The detenues were #acting as per the #instructions of the #SchoolManagement. The counsel prayed for the release as in the matter after investigation, charge sheet was submitted.

Submission of the Counsel of the State

1.     The counsel of the #State #opposed the #bail application as the statements of the girl students demonstrated that they were compelled to wear head scarf (Hijaab).

2.     whereas minority institutions cannot compel the students belonging to other religion to wear head scarf (Hijaab)

3.��    and it also cannot prevent students of other religion from wearing sacred thread (kalawa) and putting tilak on the forehead.

4.     It also cannot compel them to read Urdu language necessarily and to recite the prayers belonging to Islam faith.

Observation of the Court

1.     Charge sheet has been filed against the applicants who are principal, teachers and peon.

2.     The main allegations are against management of the school.

3.     Trial of the case will take considerable time.

4.     Therefore, without expressing any opinion on the merits of the case, but having taken into consideration all the facts and circumstances of the case, I am of the view that it is a case in which applicants may be released on bail.

Order

Bail application is allowed subject to the conditions:

1.     Applicants shall not repeat commission of offence.

2.     They shall not prevent students of other religion from wearing the essentials of their own religion.

3.     They shall not compel the students of other religion to read/study any material or language which has not been prescribed or approved by the Madhya Pradesh Education Board.

4.     They shall not provide any religious education or material belonging to Islam faith to the students of other religion and shall impart only modern education as contained in Section 53(1)(iii) of the Juvenile Justice (Care and Protection of Children) Act, 2015.

5.     Girl students of other religion i.e. Hindu and Jain etc. shall not be compelled to wear head scarf anywhere in the school premises or in the class rooms.

6.     Further applicants - Asfa Sheikh, Anas Athar and Rustom Ali be released on bail on their furnishing a personal bond incorporating the aforesaid conditions, in the sum of Rs.50,000/- each with one solvent surety each in the like amount to the satisfaction of the trial Court, for their regular appearance before the trial Court during trial with a condition that they shall appear before the concerned Court on all the dates fixed by it during trial.

7.     The order is effective till the end of the trial and in case of breach of any of the conditions the order shall become ineffective.

Seema Bhatnagar

[goldmine-bio]

THE BEST ZARINA HASHMI BIOGRAPHY REVIEWED ON 86TH BIRTHDAY

Google has honored Zarina Hashmi on her 86th birthday by creating a doodle related to her work and her significant contribution. Zarina Hashmi was a highly respected and accomplished artist who made significant contributions to the field of contemporary art.

Her work often explored themes of displacement, memory, and identity, and she was known for her ability to distill complex experiences into simple forms. Zarina died in London on 25 April 2020 from complications of Alzheimer’s disease.

Hashmi’s work has received critical acclaim throughout his career and has been displayed in galleries and museums around the world. In 2011, she was awarded the prestigious Joan Mitchell Foundation Grant for her contribution to contemporary art.

Despite his success, Hashmi has always remained humble and devoted to his craft.His work continues to inspire and challenge audiences. invites them to reflect on the complexities of identity and belonging in an increasingly globalized world.

About

Zarina Hashmi (1937–2020) was a renowned Indian-American artist known for her complex and minimalist works, which explored themes of migration, displacement and identity.

She was a distinguished and accomplished artist who led a life dedicated to her artistic pursuits. She continued to create art until her passing in 2020.

She was born on 16 July 1937 in a middle-class Muslim family in Aligarh, India.

Her father, Sheikh Ghulam Hashmi, was a mathematics professor at Aligarh Muslim University, and her mother, Nazneen Begum, was a homemaker. After the partition of India in 1947, she moved to Pakistan.

Zarina Hashmi was married to Indian artist Iqbal Jeffrey and has no children.

Education

Zarina Hashmi’s early education started in India and she studied Mathematics at Aligarh Muslim University. It was during her studies that she developed an interest in printmaking (graphic design) and later she moved to Bangkok, Thailand from where she studied printmaking at the Bangkok Art Institute.

In the early 1960s, Zarina moved to Paris, France, where she continued her artistic education at the École des Beaux-Arts and Atelier 17.

She began creating prints, drawings, and sculptures that reflected her personal sense of displacement and cultural identity. Used to find out experiences.

His work often featured maps, grids, and geometric shapes, reflecting his interest in mathematics and cartography. He also incorporated text and calligraphy into his works, drawing inspiration from his Muslim faith and the Urdu language, and explored themes of displacement and identity. topics explored.

Career

After returning to India in the 1970s, Hashmi began working as a printmaker at Garhi Studio in Delhi, and began to incorporate calligraphy into his works.

After moving to the United States in 1976, Zarina continued to create art exploring themes of displacement, memory, and identity.

Her work often consisted of geometric shapes, calligraphy and maps, and was deeply influenced by her experiences as a South Asian woman living in a foreign country.

During his time in America, Hashmi exhibited his work widely, including at the Venice Biennale, the Guggenheim Museum in New York, and the Whitney Museum of American Art.

He also held several teaching positions at institutions such as the University of California, San Diego, and the University of Pennsylvania.

The most famous of Hashmi’s works in America is “The Dividing Line”, a series of prints that trace the partition of India and Pakistan. and “Home is a Foreign Place”, a series of prints that reflect this idea of ​​home and belonging.

While on the editorial board of the feminist arts magazine Heresies, Hashmi also contributed heavily to the “Women of the Third World” issue.

She has lived and worked in various cities around the world, including Bangkok, Tokyo, Paris, and New York.

She has exhibited her work internationally, including at the Venice Biennale, the Guggenheim Museum in New York, the Whitney Museum of American Art, and the British Museum.

Her work has also been exhibited internationally at major museums and galleries, including:

Venice Biennale (2011)

Guggenheim Museum in New York (2014)

Whitney Museum of American Art in New York

British Museum in London

Museum of Modern Art in New York

Art Institute of Chicago.

Guggenheim Museum, New York

Zarina Hashmi had an important role in the Guggenheim Museum in New York. In 2014, the museum organized a retrospective of her work titled “Zarina: Paper Like Skin”, showcasing her minimalist and abstract works that explored themes of displacement, memory and identity.

The exhibition featured more than 60 of Hashmi’s works, including prints, drawings, sculptures, and installations. The exhibition was curated by Sandhini Poddar and was the first major retrospective of Hashmi’s work in the United States.

In addition to retrospectives, Hashemi’s work is also housed in the permanent collection of the Guggenheim Museum, which includes many of his prints and sculptures.

Zarina Hashmi’s Books

Zarina: Paper Like Skin (2012) by Allegra Pesanti and Sandhini Poddar

Zarina: Her Life, Her Art by Pranabaranjan Ray (2004)

Zarina Hashmi: by Deepak Ananth and Grant Watson Edited Critical Dialogues (2017)

Zarina: Weaving Memory by Avik Sen (2016)

Zarina: Atlas of My World by Boon Hui Tan (2012)

These books provide insight into Hashmi’s artistic practice, her life experiences, and wider cultural and historical contexts. in which his work was created.

Zarina Hashmi “Atlas of My World”

Atlas of My World is a book by Zarina Hashmi which was published in 2012. The book is a collection of prints, drawings and photographs that reflect the themes of memory, displacement and identity that are central to his work.

The book includes reproductions of some of Hashmi’s most iconic works, including her “Home is a Foreign Place” series, which consists of abstract maps that explore the idea of ​​home and belonging. It also includes personal photographs and sketches that provide insight into his creative process and life experiences.

In addition to the images, the book also includes essays from art historians and curators that provide context for Hashemi’s work and explore its importance in the wider field of contemporary art. Overall, “Atlas of My World” is a rich and insightful exploration of the life and work of one of the most important artists of our time.

Zarina Hashmi “The Way to My House”

“Directions to My House” is a print series by Zarina Hashmi that was created in 1999. The series consists of 36 prints, each containing a simple map or diagram that provides directions to the artist’s home in New York City.

The prints are created using traditional techniques such as woodblock printing and letterpress, and they incorporate elements from calligraphy and other forms of text-based art. The maps themselves are intentionally simplified and abstract, including only the most essential details.

Through this series, Hashmi explores the idea of ​​home and belonging and the ways in which we create a sense of place in an increasingly complex and globalized world. The series has been screened internationally and is considered one of his most important works.

Zarina Hashmi “Letters from Home”

“Letters from Home” is a series of works by Zarina Hashmi that includes prints and sculptures. The series is based on the letters Hashmi received from his family in India while living abroad. The letters were a way for Hashmi to stay connected to her home and family, and her work explores themes of memory, displacement and longing.

The prints in the series include maps, diagrams, and text that refer to the letters, while the sculptures are made of materials such as paper, wood, and metal. “Letters from Home” is considered one of Hashemi’s most important works and has been displayed in museums and galleries around the world.

Awards and Achievements

Zarina Hashmi has received numerous awards and honors throughout her career, including:

President’s Award for Printmaking in India (1969)

Grand Prize Awards Bhopal, India (1989)

Scowhegan Medal for Sculpture (1991)

Lifetime Achievement Award (2004) for Art

Pakistan’s Highest Civilian Award for Art, Sitara-e-Imtiaz (2011)

Zarina Hashmi Quotes

Here are some notable quotes from Zarina Hashmi

Zarina Hashmi says she is interested in boundaries because she has seen what happens when they are broken.”

“Zarina feels the process of making art is a process of discovery”.

"She finds the idea of ​​home interested, and what it means to belong to a place.”

“He has always been interested in the idea of ​​memory, and how it shapes our sense of self.”

“For me, art communicates with the world It’s a way of doing. It’s a way of expressing my thoughts and feelings about the things that matter to me.”

"These quotes reflect Hashmi’s interest in themes such as boundaries, memory, identity and belonging, and her belief in the power of art as a means of communication and self-expression."

[farmanfateh0]

Unveiling the Richness of Urdu Language with the Urdu Lughat Board

Introduction

Language is the backbone of any culture, allowing individuals to communicate, express ideas, and preserve their heritage. Urdu, a beautiful and poetic language, holds a special place in the hearts of millions of people around the world. To ensure the preservation and promotion of this rich linguistic heritage, the Urdu Lughat Board has emerged as a vital institution. In this article, we will explore the significance of the Urdu Lughat Board and its role in celebrating the essence of Urdu language.

Understanding the Urdu Lughat Board

The Urdu Lughat Board is an authoritative body dedicated to the development and standardization of the Urdu language. Established with the aim of preserving the language's purity and promoting its correct usage, the board plays a pivotal role in safeguarding Urdu's linguistic integrity. It serves as a regulatory authority responsible for maintaining Urdu dictionaries, glossaries, and lexicons.

Promoting Language Education

One of the primary objectives of the Urdu Lughat Board is to enhance language education. It strives to develop comprehensive Urdu language curricula for schools, colleges, and universities, enabling students to learn and appreciate the language from an early age. By ensuring the availability of high-quality textbooks, reference materials, and educational resources, the board empowers educators to impart Urdu language skills effectively.

Standardization and Lexicography

The Urdu Lughat Board is committed to maintaining standardization in the Urdu language, both in terms of pronunciation and vocabulary. It undertakes extensive research, surveys, and consultations with renowned scholars and linguists to identify and establish linguistic norms. Through its efforts, the board contributes to the development and enrichment of the Urdu lexicon, adding new words and phrases that reflect the evolving needs of contemporary society.

Reviving Classical Urdu Literature

The Urdu Lughat Board recognizes the importance of preserving the classical literary treasures of Urdu. It actively engages in the revival and publication of classic works, ensuring that they are available to a wider audience. By promoting the study and appreciation of renowned Urdu poets, writers, and their works, the board keeps the flame of Urdu literature burning bright, inspiring new generations of Urdu enthusiasts.

Preserving Regional Variations

Urdu, being a language deeply rooted in cultural diversity, encompasses a wide range of regional variations and dialects. The Urdu Lughat Board acknowledges the significance of these variations and works towards their preservation. It endeavors to document and catalog the linguistic nuances and peculiarities of various Urdu-speaking regions, fostering a sense of pride and unity among Urdu speakers across different parts of the world.

Promoting International Urdu

As Urdu spreads its wings beyond its traditional boundaries, the Urdu Lughat Board plays a vital role in promoting and popularizing the language on the global stage. It actively collaborates with international organizations, educational institutions, and Urdu-speaking communities worldwide to foster Urdu language learning and cultural exchanges. Through workshops, seminars, and language competitions, the board encourages individuals to explore and embrace Urdu as a medium of communication and artistic expression.

for more info:-

Urdu Lughat board

[sarkarijobsresult]

MP HSTET Recruitment 2023: Notification Released for 8720 Posts Apply Now

MP HSTET Recruitment 2023: 8720 Posts, Apply Now

MPESB has announced 8720 MP HSTET Recruitment 2023 through the High School Selection Test. Online applications are accepted from May 18– to June 6, 2023. The state's education and tribal departments will hire. Hindi, English, Sanskrit, Urdu, Math, Biology, Physics, Chemistry, History, Political Science, Geography, Economics, Sociology, Commerce, Agriculture, and Home Science have positions.

Notification The Madhya Pradesh Professional Examination Board, Government of MP, released the MP High School Teacher Recruitment 2023 Notification pdf on April 28, 2023. The board's official statement details MPPEB High School Teacher Vacancy 2023.

[newsytv]

No formal notification on the West Bengal Higher Secondary exam 2023 has yet been released by the West Bengal Council of Higher Secondary Education (WBCHSE). Once the Board issues the formal announcement for the exam, the exam dates and other information will be made public.

For students enrolled in the 11th and 12th grades at WBCHSE-affiliated schools, the West Bengal Higher Secondary Examination will be held in 2023. The written or theory portion of the test and the practical portion will make up the exam. Short-answer and multiple-choice questions will both be included in the written exam. Laboratory exercises, field reports, project work, and other tasks will be included in the practical test.

The written exam will last for three hours, while the practical exam will last for two hours. The test will be given either in March or April 2023. The board-recommended texts will serve as the foundation for the exam's course. The exam textbooks will also be made available by the board.

An internal assessment component will also be included in the West Bengal Higher Secondary exam in 2023. The internal evaluation will be based on the school's projects, assignments, attendance, and in-class assessments. The final grade the student receives in the written and practical tests will include the internal assessment grades.

The West Bengal Council of Higher Secondary Education will oversee the administration of the West Bengal Higher Secondary exam in 2023. The board will also be in charge of scoring the exam papers.

West Bengal 2023 WBCS Exam Syllabus Format

West Bengal Civil Services (WBCS) 2021–2023 Syllabus Pattern:

preliminary assessment

The Preliminary Examination consists of two papers with 200 marks each and objective-type questions.

Paper I – General Studies:

Current Events of National and International importance

History of India

Geography of India

Indian Polity

Indian Economy

Science and Technology

Environment

Indian Culture

Indian Agriculture

General Mental Ability

Paper II – English Composition:

Comprehension of passages

Precis Writing

Usage and Vocabulary

Short Essay

Main Examination:

The Main Examination will consist of nine papers of conventional essay-type questions of 200 marks each.

Paper I – English Composition:

Comprehension of passages

Precis Writing

Usage and Vocabulary

Short Essay

Paper II – Bengali/Hindi/Urdu/Nepali/Santali:

Comprehension of passages

Precis Writing

Usage and Vocabulary

Short Essay

Paper III – General Studies – I:

Indian History

Indian National Movement

Geography of India

Indian Polity

Indian Economy

Paper IV – General Studies – II:

Science and Technology

Environment

Indian Culture

Indian Agriculture

General Mental Ability

Paper V – Constitutional Law:

Indian Constitution

Constitutional Law

Administrative Law

International Law

Paper VI – International Relations and Politics:

International Relations

International Politics

Political Theory

International Law

Paper VII – Commerce, Accountancy, and Management:

Principles of Management

Commerce

Accountancy

Business Law

Public Administration

Paper VIII – Economics:

Micro Economics

Macro Economics

Indian Economics