This document contains a practice exam for a competitive examination for a position in the Pakistani civil service. It is divided into two parts. Part I contains 20 multiple choice questions testing knowledge of Pakistani history, culture, and politics. Part II contains 8 long answer questions on similar topics, from which examinees must choose 4 to answer. The document provides an overview of the types of questions examinees can expect on the exam related to Pakistani affairs.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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1. Page 1 of 2
FEDERAL PUBLIC SERVICE COMMISSION
TIME ALLOWED:
THREE HOURS
(PART-I MCQs) 30 MINUTES MAXIMUM MARKS: 20
(PART-II) 2 HOURS & 30 MINUTES MAXIMUM MARKS: 80
NOTE: (i) First attempt PART-I (MCQs) on separate OMR Answer Sheet which shall be taken back
after 30 minutes.
(ii) Overwriting/cutting of the options/answers will not be given credit.
PART-I ((MCQ) (COMPULSORY)
Q.1. (i) Select the best option/answer and fill in the appropriate Circle on the OMR Answer Sheet. (20x1=20)
(ii) Answers given anywhere, other than OMR Answer Sheet, shall not be considered.
1. Who was the governor of Sindh after Muhammad Bin Qasim?
(a) Zaid Bin Marwan (b) Yazid Bin Muhallab (c) Abdullah Bin Haris (d) None of these
2. Who was the Mughal Emperor who accepted the British pension firstly?
(a) Alamgir-II (b) Shah Alam-II (c) Akbar-II (d) None of these
3. Ahmad Shah Abdali launched his early invasions against:
(a) Mughals (b) Marhattas (c) Sikhs (d) None of these
4. The British fought Plassey war against:
(a) Haider Ali (b) Tipu Sultan (c) Sirajuddaula (d) None of these
5. Dars-i-Nizami was named after:
(a) Nizamuddin Auliya (b) Nizamul Mulk (c) Mullah Nizamuddin (d) None of these
6. Before 1857 how many universities on Western pattern were established in India?
(a) 16 (b) 13 (c) 3 (d) None of these
7. When the MAO College at Aligarh was started?
(a) 1864 (b) 1877 (c) 1875 (d) None of these
8. Anjuman-i-Hamayati-Islam was started in:
(a) 1849 (b) 1884 (c) 1885 (d) None of these
9. The Constitution of All India Muslim League was written by:
(a) Mohsinul Mulk (b) Muhammad Ali Jauhar (c) Nawab Salimullah of Dacca (d) None of these
10. The first session of Mohammadan Educational Conference was held in Bengal:
(a) 1886 (b) 1899 (c) 1906 (d) None of these
11. The London branch of Muslim League was started by:
(a) Syed Amir Ali (b) Sir Wazir Hassan (c) Hasan Bilgrami (d) None of these
12. “Hamdard” was edited by:
(a) Moulana Shaukat Ali (b) Moulana Muhammad Ali Jauhar (c) Moulana Zafar Ali Khan
(d) None of these
13. “Shudhi” movement was started by:
(a) Jawahar Lal Nehru (b) Tilak (c) Gandhi (d) None of these
COMPETITIVE EXAMINATION FOR
RECRUITMENT TO POSTS IN BS-17
UNDER THE FEDERAL GOVERNMENT, 2013
GENERAL KNOWLEDGE, PAPER-III
(PAKISTAN AFFAIRS)
Roll Number
2. Page 2 of 2
GENERAL KNOWLEDGE, PAPER-III
PAKISTAN AFFAIRS
14. Majlis-i-Ahrar was formed in:
(a) 1928 (b) 1929 (c) 1931 (d) None of these
15. In Kashmir the ceasefire between Pakistan and India was signed on:
(a) 27th
July, 1948 (b) 27th
July, 1949 (c) 27th
July, 1950 (d) None of these
16. Islamabad was declared capital of Pakistan in:
(a) 1959 (b) 1960 (c) 1961 (d) None of these
17. Majority of Southern Pakistan population lives along the:
(a) River Indus (b) River Ravi (c) River Jhelum (d) None of these
18. The Aryans arrived in Sourth Asia:
(a) 3000 BC – 3500 BC (b) 4000 BC – 4500 BC (c) 4500 BC – 5000 BC (d) None of these
19. The most ancient civilization is:
(a) Harrapa (b) Moenjodaro (c) Mehargarh (d) None of these
20. The author of “The Case of Pakistan” is:
(a) Rafiq Afzal (b) S.M. Ikram (c) I.H. Qureshi (d) None of these
PART-II
NOTE: (i) Part-II is to be attempted on the separate Answer Book.
(ii) Candidate must write Q. No. in the Answer Book in accordance with Q. No. in the Q. Paper.
(iii) Attempt ONLY FOUR questions from PART-II. ALL questions carry EQUAL marks.
(iv) Extra attempt of any question or any part of the attempted question will not be considered.
*************
Q.No.2. Critically examine the Muslim shift from militancy to education with a special
reference to the educational movements launched during the 19th
century in South Asia.
(20)
Q.No.3. Trace the history of the Muslim conquests of present day Pakistan areas highlighting
their contributions in transforming the society and culture.
(20)
Q.No.4. What was the contribution of the Muslim Press in the struggle for creation of Pakistan?
Examine the role of prominent Muslim journalists in this regard.
(20)
Q.No.5. Compare the socio-economic and political conditions of the Muslims and non-Muslims
at the advent of British rule in South Asia.
(20)
Q.No.6. Elucidate the difficulties in establishment of an Islamic order in Pakistan after
independence.
(20)
Q.No.7. “The twentieth century witnessed the war for oil. The twenty-first century will witness
the war for water”. Examine the practical implications of this statement on situation of
Pakistan.
(20)
Q.No.8. Through Allama Iqbal’s writings and views of Quaid-i-Azam explain their conceptual
understanding about the Islamic state. Do you agree that their vision found some place
while explaining the constitutional developments throughout the case of Pakistan’s
political history?
(20)