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Home Forums > Terry Pratchett Books > GODS, DESERTS, IMPS, LETTERS AND WAR >
Discussion in 'GODS, DESERTS, IMPS, LETTERS AND WAR' started by Hsing, Mar 19, 2007.
Hsing Moderator
As you can see, the cover for the next DW novel "Making Money" is out.
Paul Kidby in the related news tidbit:
I spoke with Terry Pratchett this afternoon and he filled me in with his latest news;
" The news here is that Making Money has gone off to the publisher; currently the various works in progress are The Folklore of Discworld, which I am working on with Jacqueline Simpson (co-author of the Lore of the Land, among many other books on folklore), Lu-Tse's Yearbook of Enlightenment (the next Discworld diary) and Nation, a young adult book for next year, which is not Discworld, and not what people are usually thinking about when they use the term fantasy. I am about 10,000 words into it already and actually wrote about 5,000 words of it when I was at the Australian convention a few weeks ago. Well, if the jetlag means you are wide awake at three o'clock in the morning, why waste the time! "
Hsing, Mar 19, 2007
Ba Lord of the Pies
It will be nice to see Moist again.
Ba, Mar 19, 2007
I don't know why I always thought he'd be a one hit wonder... Maybe I believed too much in his character description.
mercybow New Member
I have to admit I'm more excited about 'Nation'. Not that I dislike Moist, but this little tidbit
and not what people are usually thinking about when they use the term fantasy.
leaves me giddy.
mercybow, Mar 21, 2007
Mithras-Kosmokrator New Member
Paper money, I note (no pun intended) - if memory serves this is the first time it has appeared outside the Agatean Empire.
Mithras-Kosmokrator, Mar 22, 2007
Ba said: ↑
I agree, I really felt in tune with his character, which made Going Postal a really good read for me.
Maljonic, Mar 22, 2007
Going Postal felt like a return to the DW of previous books after the rather worrying seque of MR and the interesting interlude of NW. I had hoped Moist would return, and this should be interesting indeed! After GP, I wondered if Pterry was going to take a look at the bizarre notion of fiat money that we use every day - and, of course, Moist is the perfect character to do it with.
Buzzfloyd, Mar 23, 2007
Tephlon Active Member
Ooh, it's supposed to be out next month!
Making Money - Wikipedia, the free encyclopedia
Tephlon, Aug 23, 2007
Ah, excellent! My first crap paycheck shall be put to good use.
Lucy_Tockley New Member
Hooray, Moist! I can't wait. I loved his character, and even hough he's described as having no distinguishing characteristics, he's one of the few Pratchett Characters (along with Vetinari and Leonard de Quirm) who I've had a strong mental image of.
Lucy_Tockley, Sep 12, 2007
jaccairn New Member
Tesco's have it in now for £10. Now I'm off to read it:biggrin:
jaccairn, Sep 19, 2007
Stercus Stercus New Member
Just proves that pre-ordering is a crap idea. I'm gonna have to wait til the 24th to get my copy when I could have had it early.
Stercus Stercus, Sep 19, 2007
Rincewind Number One Doorman
They are selling it for half price at waterstones and the have some fake money in it.
Also: I just randomly heard that my boss is late becuase he is stuck on a train with Terry Pratchett. (I don't think Terry Pratchett is the cuase of the lateness) Weird.
Rincewind, Sep 21, 2007
jaccairn said: ↑
Right, that's it, where's my driver... "James, take me to Tesco!"
Maljonic, Sep 21, 2007
Pfft. £9.50 at Waterstones.
Ah, but James would have to drop me off down the road from Waterstones, at Tesco he can let me out at the door. :smile:
Gah, they didn't have it in Tesco so I ended up buying it in Waterstones anyway. :smile:
Oh right, the Waterstones' copies have exclusive Ankh Morpork bank notes inside, cool. :smile:
Yes. Now you lisen and all I had to do was burn ever copy of Making Money that Tescos had.
TamyraMcG Active Member
I spent so much time reading the Member's news pages I'd missed I was no longer logged in bythe end of them, My copy of Making Money is waiting for me at Beagle books, pretty great for me!
TamyraMcG, Sep 28, 2007
Rincewind said: ↑
:smile:
Hsing, Sep 28, 2007
That's a bit of an understatement, they told me they were having trouble getting lots of new books recently - you [-]burnt[/-] razed the warehouse!
I've checked with the 3 bookstores here that usually have
his books. One doesn't even have it in their system.
The other 2 told me it would take 3 and 5 weeks respectively...
I wonder how much shipping is on Amazon.co.uk...
Tephlon, Sep 28, 2007
mr_scrub New Member
Faster than that usually.
mr_scrub, Sep 28, 2007
LondonWolf New Member
Just got making money from asda for £9. just finished wintersmith and that was great:smile:
LondonWolf, Oct 3, 2007
I got Making Money before it came out in Canada and finished it the day after I got it. It was amazing. I have to make sure never to buy a ring too small for me.
By the way it was my birthday 2 days ago.
mr_scrub, Oct 3, 2007
Well, belated congrats. Mine was yesterday, but no one bought me Making Money. But I know have some cash, and i know what I'll do with it: a graphic tablet, and Making Money. Funny actually... "What will you buy from your birthday cash, darling?" - "Making Money." - "Er... what?"
Hsing, Oct 4, 2007
Katcal I Aten't French !
Happy beleted you two I will have to wait 'till I get to London to buy the book, but I gather this forbidden planet place may just have them...
Katcal, Oct 4, 2007
TheJackal Member
Finished Making Money. Loved it! PTerry is getting better and better.
I hear he's selling 2.5 million books a year now in the UK alone!
TheJackal, Oct 5, 2007
caffinated_geek New Member
Different shops have different gifts with the book
Waterstones sells copies with 4 Ankh-Morpork bank notes in them.
Boarders sells them with a Ankh-Morpork cheque book included,
and if you buy them from the discworld emporium site you get a Ankh-Morpork cheque but it's alot more expensive from the emporium.
caffinated_geek, Oct 6, 2007
We've had it for a week, but haven't had a chance to read it yet. That's because we intend to read it together.
Buzzfloyd, Oct 7, 2007
I bought the book last week, in hardcover, for 160NIS (that's about 20£ or 40$). Finished reading it by Saturday, and enjoyed it immensely. This is very much a return to form for Pratchett, and Moist von Lipwig is a character that is great to meet again, with a smile, a glint in the eye, and a... "Trust me." ;-)
I think we'll be meeting Moist again soon, if the end is any indication.
Roman_K, Oct 15, 2007
Orrdos God
Well, i was dissapointed in it. Felt a bit flat, i felt. Didn't really get going.
Far, far from his best work. Since Going Postal was so good, I think it made the failure of this book to hit the mark harder to swallow.
It wasn't a BAD book, it just wasn't anything great. Mediocre. And i've come to expect more from this author.
Following on from the lackluster Thud, i'm vaguely concerned that it might be on a terminal decline now. Or, perhaps, it needs to move away from Ankh for a while. It would be nice to see a character other than Vimes or Vetinari.
The Vimes obsession has been bugging me for a while, even the completely unrelated to ankh book, Monstrous Regiment, had to have him shoehorned into it somewhere.
And, of course, the Igor fetish continues.
I don't know. The mans clearly got an imagination, i just think he doesn't seem to be using it much these days.
Orrdos, Oct 18, 2007
IgorMina New Member
I liked the Making Money a lot, although I didn't find it as good as going postal. What I like about Moist is the way that he puts himself into tricky situations by making things up on the spot, yet this is also his method of survival. I also liked the interaction between Moist and Vetinari: it's nice to see someone capable of surprising the patrician.
I agree that Thud! seemed to fall a bit flat though, so I also consider Making Money to be a return to form.
(Hello, I'm Mina by the way :smile
IgorMina, Oct 25, 2007
Hello Mina.:smile:
Maljonic, Oct 25, 2007
mowgli New Member
Hi Mina, welcome! :smile:
... ::gulps:: People didn't like "Thud!"? But, but, but... :sputters: It was so---so---RELEVANT!!! I honestly haven't seen a better fun-house reflection of the world affairs - doesn't matter if it's today's, yesterday's, or centuries ago, - yet, unlike "The Monstrous Regiment", which likewise attempted to hold up a mirror to the world (world's wars, specifically), "Thud!" actually offered some hope that people might someday learn to get along after all!*
After reading "Thud", I seriously wished it was a required reading for aspiring world leaders, until it hit me (half a second later), that most world leaders aren't quite the learn-from-their-betters type.
So yeah, "Thud!", don't listen to them, you're one of my most favorite books EVER, and I would'nt trade you for a thousand "Going Postal'"s. (Nothing against "Going Postal", it was a fun read, I just can't remember any of the plot details to save my life :tongue
*Whereas "The Monstrous Regiment" was mostly a misery bath for the soul, and as misanthropic as I've ever seen the Marther get.
mowgli, Oct 25, 2007
Thank-you for the kind welcome.
I don't know what it was about Thud, but I just couldn't get into it as easily. I wouldn't say I didn't like it, it is Terry Pratchett after all, but I didn't like it as much. Maybe it was something to do with the way that Vimes has changed, I liked his ...um, well Vime-ishness I suppose, but his diplomatic position seems to supress this. In Thud! he just seemed angry to me... (although I do recognise that this was part of the plot)
It was relevant, it just seemed a little 2-dimensional to me.
But I loved Monsterous Regiment! I thought it was really well done as a critique of feminism as well as of war in general. (Each woman is isolated and unaware of the others, when they could be working together to be there in their own right) I liked the freshness of the new characters as well.
*strokes cover of "Monsterous Regiment" protectively* :tongue:
I think MR is one of those love it or hate it books, it happens...
Mina, why don't you go and introduce yourself in the Introductions Thread so we get to know a bit more about you :wink: there are some ritual questions in there that should help... And you can find out more about us if you're prepared to read the 500 pages of stuff :biggrin:
Katcal, Oct 26, 2007
Merely 500? ;-)
I wasn't a fan of 'Thud.' I think it's message was rather obvious. "Hey look- different races CAN get on" It was to centered on the 'message' rather than the plot. I didn't feel that Vimes was trying to Solve a Crime (which is what watch books should be all about) and it didn't feel like it had a Villian at all.
I enjoyed making money, but I preferred going postal.
Rincewind, Oct 29, 2007
It was nice seeing Slippery Jim de Gri-er, Moist von Lipwig again. The character is a good pastiche/parody of the ol' Rat. It wasn't quite as good as Going Postal, agreed, but it was better than Thud. Hopefully, Raising Taxes will be better.
Ba, Oct 29, 2007
That's it! What I like about the watch books is Vimes Solving Crimes in his own particularily Vimes-ish way. That explains why I didn't like Thud! so much!
That had been bugging me for ages... Thank-you Rincewind!
I... found... a... MISTAKE!!!! (I feel like Mr.Hammersmith!)
::spoiler alert::
In Making Money, the golems have their own "ancient language". However, back in Feet of Clay, when Vimes discovers a meeting room whose walls are covered in golem writing, the golems apparently "spoke" to each other in understandable Morporkian. (And about something as secret as creating a liberator king, too!)
::waits for someone to attribute it to a seam in the History Monks' patching up of space/time::
If memory serves, it was not a golem lauguage but rather the language of the people who made them. Newer golems, made by other people later on, would have no way of knowing it.
Thus, the golems having a debate in Feet of Clay would be forced to use a common language for their debate - Morporkian.
redneck New Member
My favorite thing about Thud is that it continues a question that is asked several times during other watch books, "Who watches the watchman?"
redneck, Oct 29, 2007
Although it is answered in a kind of vague way, isn't it?
I am at chapter three right now - Making Money, that is- and maybe it's just because I am awfully tired, but I find it kind of hard to get into. The setting is being decribed sooo meticulously... isn't it? Well, I'll see wether it picks up.
Hsing, Oct 29, 2007
Hsing, I think the answer has to be vague, because the buck has to stop somewhere. The one who watches the watchman is himself. It's the same question that is applied to kings and other supreme rulers. Eventually someone has to have the final say. I like the way Pratchett wraps it up. There again, I'm pretty easily pacified, so it may be just me.
I think way I am less interested in the Watch is becuase it's got to Big to Powerful. It works to well now. There is no challenge. We know how watches the watch, that has been answered books ago- they watch each other.
On a invidual level, I like Vimes when I first met him becuase he was an underdog, strugging to do what is right againts those in power and, more importantly agianst, himself.
But now he *is* 'those in power.' From Nightwatch we know he has mastered himself. I think the intereaction between Him and Vetinarai- while a natural progression- has lost it's spark becuase they both know how to work with each other now.
That's why i think the Vimes character has lost he's spark compared to that of Granny. Vimes and Granny both have a similar character structure- they are afriad of what they might do and are good becuase of it.
With Vimes, He's overcome himself. While with Granny you feel she is still fighting. The older and more powerful she becomes the more dangerous she is.
For the last few Granny books, you don't know what is going to happen. I think it's becuase we are aware of her mortality. In Carpe Juluum I felt she could of been killed off. She was at risk.
That's true. I think PTerry has fulfilled almost every wish anyone -author or reader- could have had for that character.
Pixel New Member
Thank you, Ba - you have given me the nudge that lets me know who Moist reminds me of (or should that be "of whom Moist reminds me?" Grace will probably tell me).
So Stainless Steel has been upgraded to Golden Suit - long live the confirmed villain - as a veteran pantomime actor, I can confirm that villains are much more fun to play than heroes (Oh, and if it's a traditional pantomime, the villain does not have to wear fishnet tights!).
Just to add - one of my favourite characters is back - Adora Belle Dearhart - I am one of those odd people who having given up smoking many years ago (about 18 years) for personal reasons (in this case, a woman who wouldn't sleep with me unless I gave up) but still believe in the right of others to smoke - I just love a character who can ignore all the "Thank you for not smoking", "For your health and comfort you will not smoke" signs and a ring of ashtrays being put round her - if this was real life I would probably challenge Moist to a duel for her hand in marriage - who wants a weak-minded woman?
Pixel, Nov 4, 2007
roisindubh211 New Member
Nah, Moist has nothing on Slippery Jim. Nowhere near as exciting a character- the best thing about him is Adora Belle Dearhart (she is made of awesome).
roisindubh211, Feb 13, 2008
I like Moist much better than Adora Belle. She's too 2D for my taste. Moist is subtle, which I like.
Buzzfloyd, Feb 14, 2008
Ditto. To me, it never quite... transported what he (Moist) likes in her. Even less so in "Making Money". I have a vague feeling that there has been something attempted in that character, but it didn't quite work out. She's one of those female characters that could have done with a few softer spots - all the male characters get them too, after all, and it makes them more three dimensional.
Hsing, Feb 15, 2008
Jambosticus New Member
anybody have an idea of when the paperback is due out?
Jambosticus, Mar 12, 2008
I would assume sometime around June of this year.
redneck, Mar 12, 2008
Miellyn New Member
Adora Belle and Moist
I just love Moist. Because he is addicted to danger, and realises it. That is also why he loves Adora Belle. She is danger personified. I really don't think she has a soft spot anywhere, not even for Moist himself.
I also love the way Vetinary makes use of Moists addiction by putting him somewhere that makes him seek the danger again. Moist hates it, but can't live without it.
And for me Vetinary's character has grown in both going postal and making money. He really enjoys using Moist as leverage for his plans, but he has no idea where Moists addiction will take him next. He looks on with admiration, I think.
I am really waiting for Vetinary to be cast well (no suggestions from me) and in a movie. I'll probably fall in love.
Miellyn
Miellyn, May 17, 2008
Sir_Vaims New Member
I think that Making money is part of the undergoing plot which is represented by the idea that Vetinari has about making huge renovations in the city using the ''Device'' found in THUD. In fact Vetinari needs stable and running economy and that is the reason why he appointed Moist as chairman of the bank- to revive the financial situation in the city.
As to the funny part- it was outstanding idea to introduce the idea of the ''funny games'' that people play in the bedroom which resulted in Mr. Fusspot obtaining his new toy
Sir_Vaims, Jun 1, 2008
Blaydon New Member
I think Moist is perhaps the best character after Vimes he is a laugh a minute as you never know which of his appendages he is going to try to fit in his mouth next.
As to Vimes several people have given his character development some stick. I believe he is still the same old vimes, he does not like his position as a noble,ambasador or leader but he is prepared to put up with it for the love of his wife and child. You can however still detect the old sarcasm and love of the simple things which he has to supress and this is what makes him so angry inside and a dangerous man to cross you get the impression that if he could take his family with him he would be back in paper thin soles in the rain walking a beat in a flash.
Blaydon, May 13, 2009
Tamar New Member
Sir_Vaims said: ↑
I agree that Vetinari is working on a very long-term plan, using Moist's addiction to danger. I believe he has done - or has had someone do - some things behind the scenes that we weren't told about. Did anyone else wonder who wound up Mr. Fusspot's favorite toy so that it would still be running in the courtroom scene? It had been running for days, and ought to have run down by then. On the other hand, it also had been locked up for at least a year and was running the moment it fell out of the closet, so maybe it runs on a Device and never stops. :shock:


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I bought this doll as part of a planned set. I wanted all the dolls in this set to be from the same company, to ensure consistent aesthetics, but to have variety of body types, facial types, gender, and color within the set.
I wanted at least one tan, white, pink normal, and pale normal doll, an even number of males and females, plus at least one unisex, and one of almost each body type that BlueFairy offered (girl, boy, dandy, blossom). I wanted a feminine and masculine boy and girl, as well as different eye/facial types (gentle, serious, dreamy, bright, neutral).
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dana_bahn, zoziejane, Viochann and 1 other person like this.


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text:
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The Subject Index provides publishers under subject codes from abortion to zoology.
The Geographic Index is arranged by state then by city with full address information.
The Publishers, Imprints, and Distributors Index lists in alphabetical sequence, a list of all active publishers and distributors, as well as imprints, divisions, subsidiaries, affiliates, parent organizations, and former names. Also contains inactive and defunct entries which are duly noted.
This edition adds over 1000 new or previously unlisted publishers in addition to regular updates.
User's Guide.
Abbreviations.
Publishers of the U.S. and Canada (A-H).
Publishers of the U.S. and Canada (I-S).
Publishers of the U.S. and Canada (T-Z).
Distributors of the U.S. and Canada (A-Z).
Subject Index.
Geographic Index.
Publishers, Imprints, and Distributors Index.


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Alessia Nadin
Alessia Nadin graduated with top marks at the Conservatoire in Venice, where she made her debut in Haydn's La Canterina, followed by Galuppi's Lisette /Il caffè di Campagna, Ines /Il Trovatore, Zayda/Don Sebastien at Teatro Donizetti in Bergamo. She then sang Cherubino /Le nozze di Figaro in Lombardia Theatres, Berta /Il Barbiere di Siviglia in Udine and Angelina /La Cenerentola at Teatro Malibran in Venice, Papagena and Third Lady in The Magic Flute in Como. She was Lola in Cavalleria rusticana in Udine and at Teatro Donizetti in Bergamo.
As winner of AS.LI.CO. Contest in Como for Dorabella, she debuted the role under Diego Fasolis in Lombardia theatres.
Alessia then sang Vespina Il matrimonio Inaspettato by Paisiello under Riccardo Muti in Salzburg, Pisa, Ravenna and Piacenza.
She sang in Padmavati by Albert Roussel at Festival dei due Mondi in Spoleto where she returned for Menotti's Amelia al ballo and with the same opera she debuted at Palau de les Arts Reina Sofia in Valencia conducted by Placido Domingo. Still at the Palau de les Arts Reina Sofia she was Cherubino under Andrea Battistoni, direction by Ruggero Raimondi. She was Stephano in Gounod's Romeo et Juliette at Teatro Verdi in Trieste under Julian Kovatchev production by Damiano Michieletto
Alessia Nadin sings also concert and sacred repertoire: she sang among others in La Petite Messe Solennelle by Rossini at Teatro Verdi in Trieste under Lorenzo Frattini and in Pisa in Handel's Messiah under Filippo Maria Bressan and she collaborated with the Polish Polski Choir Kameralny, with the Orchestra of the Puccini Festival in Torre del Lago conducted by Matteo Beltrami.
Among her commitments in recent seasons: Alessia Nadin made her debut in Verona in Dido and Æneas by Purcell, followed by Rossini's L'Italiana in Algeri /Zulma and by Mozart's Magic Flute. At Teatro La Fenice in Venice she was Cherubino, in Lombardia theatres Zerlina/ Don Giovanni production by Graham Vick, and Nicklausse/ Les contes d' Hoffmann and she sang Angelina/La Cenerentola in Cyprus Festival. She took part in the production by Damiano Michieletto of Suor Angelica at Teatro dell'Opera in Rome led by Daniele Rustioni.
Among her most recent engagements: La Gazza ladra /Ninetta in Bari conducted by Georg Petrou, production by Damiano Michieletto. At Filarmonico in Verona she appeared again as Romeo/I Capuleti e i Montecchi with Fabrizio Maria Carminati, production of Arnaud Bernard and as Adalgisa/Norma with Francesco Ivan Ciampa and Hugo De Ana. In 2018 again in Verona, Teatro Filarmonico, in Verdi's Otello/Emilia with Antonino Fogliani and Francesco Micheli, Manon Lescaut/Un musico with Francesco Ivan Ciampa and Graham Vick and in Petite Messe Solennelle.
Alessia Nadin made her debut at Teatro alla Scala in Francesca da Rimini/ /Adonella under Fabio Luisi, director David Pountney.
She also sang Rosina in Barbiere di Siviglia in Padua/Opera Estate Festival with Orchestra di Padova e del Veneto; in addition Arias and Duets by Rossini and Bellini (Rosina, Romeo, Adalgisa) in the Lyric Concert for Festival Marmo all'Opera in Carrara with the special appearance by Gregory Kunde, Rebeka Lokar, Sergio Bologna, Simone Savina pianist.
She has recently sung with great personal success of public and critics at Teatro Petruzzelli in Bari Isaura in Tancredi under José Miguel Pérez-Sierra, and the direction, set and costumes by Pier Luigi Pizzi, production by the Rossini Opera Festival in Pesaro.
Among her next committments, she will be at Teatro Comunale di Bologna as Lola in Cavalleria rusticana conducted by Daniel Smith and directed by Emma Dante.
Alessia Nadin / Mario Castelnuovo-Tedesco World Première
Among her most recent debuts: in Verona Romeo/I Capuleti e i Montecchi, and Adalgisa/ Norma; Rosina/Il barbiere di Siviglia in the opening Lyric Season 2018 of Padua; a Gala Concert with Gregory Kunde, Rebeka Lokar, Sergio Bologna; in Bari Isaura/ Tancredi, conductor José Miguel PÉREZ-SIERRA, director Pier Luigi Pizzi (production by Pesaro Rossini Opera Festival). Among her forthcoming dates:
– Teatro Pergolesi Spontini in Jesi, title role in the World Première of Aucassin e Nicolette by Mario Castelnuovo-Tedesco (Italian version), directed by Paul-Émile Fourny, for the opening season of Festival Pergolesi Spontini Jesi 2019.
– Bologna, Teatro Comunale, Lola/Cavalleria rusticana conducted by Frédéric Chaslin and directed by Emma Dante.
Alessia Nadin Press reviews
– Bari, Teatro Petruzzelli, Tancredi – Isaura, Allestimento del Rossini Opera Festival di Pesaro, direttore José Miguel Pérez-Sierra, regia scene e costumi di Pier Luigi Pizzi:
Alessia Nadin Photo Gallery
Alessia Nadin – Audio Links
– Teatro Filarmonico / Arena di Verona 2017: I CAPULETI E I MONTECCHI, conductor Fabrizio Maria Carminati, director Arnaud Bernard revived by Yamala-Das Irmici:
Alessia Nadin in the role of Romeo
Lieto del dolce incarco…Se Romeo t'uccise un figlio:
https://www.youtube.com/watch?v=oIcKGrrExFo
Deh! Tu, deh! Tu, bell'anima:
https://m.youtube.com/watch?v=G1kJFL_RZIw
– Teatro Petruzzelli di Bari, La Gazza ladra – Ninetta (Rossini Opera Festival production), conductor George PETROU, director Damiano MICHIELETTO revived by Eleonora Gravagnola, set Paolo FANTINI, costumes Carla TETI, Opening Opera Season 2017:
Link Ninetta/Pippo Duet:
https://www.youtube.com/watch?v=NK2d21SHHaE&app=desktop


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The main purpose of this course is to guide students in their first year of learning and impart basic study skills. It is designed with the view to enable them to take immediate control of their learning. The course will enable students to devise and follow "study systems" and equip them with the ability to think critically and adopt effective learning strategies. With the help of various study techniques and styles and other available resources, the students will be able to improve their academic performance.
To help students learn basic self-management and study skills
To enable them to use combination of skills to minimize risks of failure
To make them become confident and successful in the new learning environment
Seeking Success in University
Knowing your campus and its resources
Form An Academic Support Group
Know Where to Find Help
Motivating Yourself to Learn
Assess Academic Strengths and Weaknesses
Discover and use your learning style
Develop Critical Thinking & Study Skills
Adapt learning style to teaching method
Using Critical Thinking Strategies
Examine Your Assumption
Make Predictions
Read With A Purpose
Sharpen Your Interpretations
Find Implications in What You Learn
Read and Understand Graphics
Evaluate what you learn
Setting Goals and Solving Problems
Set goals for success in college
How to develop a positive attitude
Sharpening Your Classroom Skills
Prepare for Class
Become an Active Listener
Develop A Personal Note-Taking System
Guidelines for Note Taking
The Informal Outline/Key Words System
The Cornell Method
Matching Note-Taking Style and Learning Style
Learn To Make Effective Presentations
Making the Most of Your Time
How to GRAB Some Time
Scheduling Your Time
Time Management and Learning Style
Creating Your Study System
SQ3R: The Basic System
Devising Your Study System
Organizing Information for Study
Concept or Information Maps
Process Diagrams
Informal Outlines
Branching Diagrams
Controlling Your Concentration
Use A Study System
Strategies to Improve Concentration
Preparing for Tests
How To Prepare for Tests: Three Steps
Develop a Test-taking Routine
Master Objective Tests
Know How to Answer Essay Questions
Becoming an Active Reader
Reading Actively
Find the Main Idea, Details, and Implications
Using a Textbook Marking System
How to use a dictionary
Building Career Skills
Working in the New Economy
Where the Jobs will be
Choosing Your Future
Your course of Study
What Employers Want
Career Skills to Develop
From University to Work
Your Resume and Cover Letter
Bain, Ken. (2012). What the best college students do.
Kanar, Carol C. (2001). The Confident Student. Houghton Mifflin Co.
Mcmillan, Kathleen. (2011). The Study skills book. Pearson.
Pauk, Walter. How to Study in College.
Wallace, M.J. (1980). Study Skills in English.
Introduction to Geography
Analyses the physical structure of the earth's surface, including landforms, weather, climate, and biogeography. Emphasizes understanding of what makes each point on Earth unique and how humans interact with physical systems in multiple ways.
Students should be able to:
Explain the causes of seasons
Discuss the formation of major landforms.
Discuss the function, temperature profile and composition of the atmosphere.
Discuss the hydrologic cycle, and the distribution and allocation of water resources for humans.
Analyze patterns and consequences of human environment interaction.
UNIT 1: DEFININING GEORAPHY
Definition of Geography
Scope of Geography
Trends in evolution of Geography as a science
Geography and its relationships with other sciences
UNIT 2: GEOGRAPHY AND ITS MAJOR BRANCHES
2.1 Physical Geography
2.2 Human Geography
2.2.1 Economic Geography
2.2.2 Urban Geography
2.2.3 Population Geography
UNIT 3: PLANET EARTH
3.1 Earth within the solar system
3.2 Shape, size and movements of the earth
3.3 Location and time on earth
3.3.1 Latitude, longitude network
3.3.2 Local Time, Standard time
3.3.3 Time zones and International Date Line
UNIT 4: KNOWLEDGE OF DIFFERENT SPHERES ON AND AROUND EARTH
4.1 Lithosphere and its main characteristics
4.2 Hydrosphere and its main characteristics
4.3 Atmosphere and its main characteristics
4.4 Biosphere and its main characteristics
UNIT 5: RELATIONSHIP BETWEEN PHYSICAL ENVIRONMENT AND MAN
5.1 Man-environment interaction
5.2 Introduction to theories of Environmental Determinism/Possibilism
5.3 Human activities in relationship with environment
5.4 Human activities and their impact on environment
5.5 Human activities, utilization of environmental resources and concept of Sustainability
Modern Physical Geography By A.N. Strahler 2004
Human Geography: Culture, Society And space By H.J.D. Bliji 2002
Environment, Resources and Conservationby S. Owen and P. Owen 1990
Pakistan Studies
This Course covers the brief history of the territories which now constitute Pakistan from ancient times to the present. The course is divided in three major sections. In first section, the historical roots of Pakistan are traced in Indus civilization and it is studied how Hinduism, Jainism, Buddhism, Sikhism and Islam was spread in this region in different phases, and what kind of ruling dynasties had ruled the region in ancient and medieval times. The political and constitutional developments in British colonial phase are discussed with a special focus on how it caused the rise of Muslim separatism and ultimately led to the division of the sub-continent in 1947.
In second section, the political and constitutional developments in independent Pakistan are traced from 1947 to the contemporary times to study how Pakistan has oscillated between democratic and military rules.
Finally, in the third section society, culture, ethnic composition, economy, foreign policy and some current developments are covered.
•Make students aware about the rich past of the region which now constitutes Pakistan.
• Develop better understanding of the complex history, the governmental structures and the political and constitutional developments.
• Develop awareness about the ethnic composition, territorial units, cultural heritage, economic problems, and current challenges in the foreign policy of Pakistan.
COURSE LEARNING OUTCOMES:
After completing this course, the students will be able to:
• Students have learned how Hinduism, Jainism, Buddhism, Sikhism and Islam have been practiced by the people in the land of Pakistan in different periods.
• Students have been sensitized about the religious, cultural and ethnic diversity of Pakistan.
• Students have become aware of the history, the nation-state building and the political system of Pakistan.
COURSE OUTLINES:
i. The rise of Muslim Separatism, Two Nation Theory and Ideology of Pakistan with special reference to Sir Syed Ahmed Khan (Aligarh Movement), Allama Muhammad Iqbal (Allahabad Address 1930), Quaid-iAzam Muhammad Ali Jinnah and his Fourteen Points to Lahore Resolution 1940.
GOVERNMENT AND POLITICS IN PAKISTAN (1947 – PRESENT)
i. Political and Constitutional Developments in Pakistan 1947-58. Quaid-i-Azam Muhammad Ali Jinnah as a first Governor General, Objectives Resolution 1949, Causes of delay in constitution making, salient features of 1956 Constitution Common Compulsory and General Courses for all BS Programs of Social Sciences
ii. First two Martial Laws Dismemberment of Pakistan 1958-71 (Ayub Era- BD System, features of 1962 Constitution, Indo-Pak war of 1965, Taskhent Agreement, Industrial and agricultural policy, end of Ayub government. Martial Law of General Yahya Khan- LFO, Election 1970, Indo –Pak war of 1971 and Separation of East Pakistan.
iii. Democratic government of Zulifiqar Ali Bhutto-1972-77, Simla agreement 1972, constitution of 1973 (1st amendment to 7th mendment),policy of Nationalization, establishment and promotion of heavy industry, Nuclear program etc.
iv. Third Martial Law: Zia-ul-Haq's Military Rule 1977-1988- Islamization, Assassination of Bhutto, Afghanistan issue,Transition towards Democracy, 8th Amendment in the constitution of 1973 etc.
v. Benazir Bhutto and Nawaz Sharif's Democratic interlude 1988-1999,emergence of Taliban, Shariat Bill, Nuclear explosions, 14th and 15th Amendments, Kargil War.
vi. Fourth martial law: Parvez Musharraf's Military Rule- 1999-2008, War on Terror, 17th Amendment, PCO, Brief introduction of NRO, NAB, NADRA, PEMRA, Assassination of Benazir Bhutto.
vii.The Revival of Democracy- 2008-2019: PPP government-2008-2013, 3 rd term of Nawaz Sharif -2013-2018, Resignation of Parvez Musharaf, Energy crises and Rental power plants, War on terror, Restoration of judiciary, Madrasah Reforms, 18 th Amendment, 7 th NFC Award, Drone attacks, Abbottabad Operation, CEPC, Infrastructure, National security and defense policy, Karachi Operation ,Operation Zarb-e-Azb.
CONTEMPORARY PAKISTAN
i. Pakistani Society and Culture: Characteristics of Pakistani Culture, Ethnic groups and Ethnicity.
ii. Human Rights and Minorities in Pakistan
iii. The merger of FATA in Khyber Pukhtunkhawa.
iv. The Status of AJK and Gilgit Baltistan.
v. Foreign Policy of Pakistan (Definition, Principles, Determinants, Challenges). Relations with India, Afghanistan, Iran, China (CEPC), USA, USSR(Russia), Saudi Arabia.) Strategic Problems and Defense Policy of Pakistan.
vi. The Economy of Pakistan: Issues of Pakistan's Economy, Agriculture, Industry, Tax Revenue.
TEXT AND REFERENCE BOOKS:
• Ahmed, Ishtiaq (2013) Pakistan the Garrison State: Origins, Evolution, Consequences 19472011. Karachi: Oxford University Press.
•Ikram, S.M. (2000) History of Muslim Civilization in India & Pakistan. Lahore: Institute of Islamic Culture.
• Jalal, Aysha(1994) The Sole Spokesman: Jinnah, the Muslim League and the Demand for Pakistan. Cambridge: Cambridge University Press.
Common Compulsory and General Courses for all BS Programs of Social Sciences
• Jaffrelot, Christophe (2015) The Pakistan Paradox: Instability and Resilience. Translated by Cynthia Schoch, (New Delhi: Random House).
• Kazimi, M.R. (2006) Pakistan Studies. Karachi: Oxford University Press.
• Kazimi, M.R. (2008) A Concise History of Pakistan. Karachi: Oxford University Press.
• Khan, Hamid (2018) Constitutional and Political History of Pakistan. Karachi: Oxford University Press.
• Sattar, Abdul (2017) Pakistan's Foreign Policy (1947-2016): A Concise History (Fourth Edition). Karachi: Oxford University Press.
English-I: Reading and Writing Skills
The course is designed to help students take a deep approach in reading and writing academic texts which involve effective learning strategies and techniques aimed at improving the desired skills. The course consists of two major parts: the 'reading section' focusses on recognizing a topic sentence, skimming, scanning, use of cohesive devices, identifying facts and opinions, guess meanings of unfamiliar words. The 'writing section' deals with the knowledge and use of various grammatical components such as, parts of speech, tenses, voice, narration, modals etc. in practical contexts.
To enable students to identify main/topic sentences.
To teach them to use effective strategies while reading texts.
To acquaint them with cohesive devices and their function in the text.
1. Reading Skills
• Identify Main Idea / Topic sentences
• Skimming, Scanning, and Inference / Find Specific and General Information Quickly
• Distinguish Between Relevant and Irrelevant Information According to Purpose for Reading
• Recognise and Interpret Cohesive Devices
• Distinguish Between Fact and Opinion
• Guess the Meanings of Unfamiliar Words Using Context Clues
• Use the Dictionary for Finding out Meanings and Use of Unfamiliar Words
• Practice Exercises with Every Above Mentioned Aspect of Reading
• Parts of Speech
• Phrase, clause and sentence structure
• Combining sentences
• Tenses: meaning and use
• Modals
• Use of active and passive voice
• Reported Speech
• Writing good sentences
• Error Free writing
• Paragraph writing with topic sentence
• Summary writing
Note: Teachers need to include practice activities, exercises and worksheets on the provided topics.
• Howe, D. H, Kirkpatrick, T. A., & Kirkpatrick, D. L. (2004). Oxford English for undergraduates. Karachi: Oxford University Press.
• Eastwood, J. (2004). English Practice Grammar (New edition with tests and answers). Karachi: Oxford University Press.
• Murphy, R. (2003). Grammar in use. Cambridge: Cambridge University Press.
Islamic Studies (for ADP)
Islamic studies provides an introduction to Islamic teachings, history in classical and modern periods, and contemporary thought.
Course Objective
To enhance understanding of issues related to faith and religious life.
1. Introduction to Quranic Studies
Basic Concepts of Quran
History of Quran
Uloom-ul -Quran
2. Study of Selected Text of Holy Quran
Verses of Surah Al-Baqra Related to Faith(Verse No-284-286)
Verses of Surah Al-Hujrat Related to Adab Al-Nabi
3. Verse No-1-18
Verses of Surah Al-Mumanoon Related to Characteristics of faithful
Verses of Surah al-Furqan Related to Social Ethics (Verse No.63-77)
Verses of Surah Al-Inam Related to Ihkam(Verse No-152-154)
Verses of Surah Al-Ihzab Related to Adab al-Nabi (Verse No.6, 21, 40, 56, 57, 58.)
Verses of Surah Al-Hashar (18,19, 20) Related to thinking, Day of Judgment
Verses of Surah Al-Saf Related to Tafakar, Tadabar (Verse No-1,14)
6. Seerat of Holy Prophet (S.A.W) I
Life of Muhammad Bin Abdullah ( Before Prophet Hood)
Life of Holy Prophet (S.A.W) in Makkah
Important Lessons Derived from the life of Holy Prophet in Makkah
7. Seerat of Holy Prophet (S.A.W) II
Life of Holy Prophet (S.A.W) in Madina
Important Events of Life Holy Prophet in Madina
Important Lessons Derived from the life of Holy Prophet in Madina
8. Introduction to Sunnah
Basic Concepts of Hadith
History of Hadith
Kinds of Hadith
Sunnah & Hadith
Legal Position of Sunnah
9. Introduction to Islamic Law & Jurisprudence
Basic Concepts of Islamic Law & Jurisprudence
History & Importance of Islamic Law & Jurisprudence
Sources of Islamic Law & Jurisprudence
Nature of Differences in Islamic Law
10. Islam and Sectarianism
11. Islamic Culture & Civilization
Basic Concepts of Islamic Culture & Civilization
Historical Development of Islamic Culture & Civilization
Characteristics of Islamic Culture & Civilization
Islamic Culture & Civilization and Contemporary Issues
12. Islam & Science
Basic Concepts of Islam & Science
Contributions of Muslims in the Development of Science
Quranic & Science
13. Islamic Economic System
Basic Concepts of Islamic Economic System
Means of Distribution of wealth in Islamic Economics
Islamic Concept of Riba
Islamic Ways of Trade & Commerce
14. Political System of Islam
Basic Concepts of Islamic Political System
Islamic Concept of Sovereignty
Basic Institutions of Govt. in Islam
15. Islamic History
Period of khilafat-e-rashida
Period of Umayyads
Period of Abbasids
16. Social System of Islam
Basic concepts of social system of Islam
Elements of family
Ethical values of Islam
Ahmad Hasan, "Principles of Islamic Jurisprudence" Islamic Research Institute, International Islamic University, Islamabad (1993)
Dr. Muhammad Zia-ul-Haq, "Introduction to Al Sharia Al Islamia" Allama Iqbal Open University, Islamabad (2001)
H.S. Bhatia, "Studies in Islamic Law, Religion and Society" Deep & Deep Publications New Delhi (1989)
Hameed ullah Muhammad, 'Introduction to Islam Maulana Muhammad Yousaf Islahi,"
Hameed ullah Muhammad, "Emergence of Islam" , IRI, Islamabad
Hameed ullah Muhammad, "Muslim Conduct of State"
Hussain Hamid Hassan, "An Introduction to the Study of Islamic Law" Leaf Publication Islamabad, Pakistan.
Mir Waliullah, "Muslim Jurisprudence and the Quranic Law of Crimes" Islamic Book Service (1982)
Physical Geography – I
Introduction to Literary Studies
This course introduces literature as cultural and historical phenomena. This entails a study of history of various periods of English Literature from Renaissance to the present. The course also, very briefly, touches upon different theoretical approaches to literature to introduce the student to literary critique and evaluation. A general understanding of literary theory as a broad field of philosophical concepts and principles is also crucial to the understanding of literary piece.
1. To study the history and practice of English as a scholarly discipline.
2. To study the history and development of each genre through excerpts of literary texts.
3. To do close reading of texts and analyze them with different critical frameworks.
4. To analyze and criticize the works of literature in their cultural and historical contexts.
5. To assess the influence of literary movements in Britain on English literature from all parts of the world.
1. William Henry Hudson. Introduction to the Study of Literature (1913)
2. Andrew Sanders. The Short Oxford History of English Literature(1994)
3. Mario Klarer. Introduction to Literary Studies (1999)
4 J. H. Miller. On Literature (2002)
Note: The teacher will use Sander's history with any one of the three books on literature as core texts.
Albert, E. (1979). History of English Literature (5th ed.). Oxford, New York: Oxford University Press.
Alexander, M. (2000). A History of English Literature. London: Palgrave Macmillan.
Blamires, H. (1984). A Short History of English Literature. London: Routledge.
Carter, R., & McRae, J. (1997). The Routledge History of Literature in English, Britain and Ireland.London: Routledge.
Chin, B. A., Wolfe, D., Copeland, J., & Dudzinski, M. A. (2001). Glencoe Literature: British Literature. New York: McGraw-Hill Higher Education.
Compton-Rickett, A. (1912). A History of English Literature. London: T. C. and E. C. Jack.
Daiches, D. (1968). A Critical History of English Literature. London: Martin Secker and Warburg Ltd.
Fletcher, R. H. (1919). A History of English Literature. Boston: R. G. Badger.
Legouis, E., & Cazamian, L. (1960). A History of English Literature. London: J. M. Dent and Sons.
Introduction to Language Studies
Language is central to human experience. This course provides a comprehensive overview of language origin, evolution of language as human faculty, and traces the history of English language in order to provide an idea how languages developed. The part on the history of the English language covers story of English language from beginning to the present. The course also includes a brief introduction of the history of linguistics with special reference to various schools of thought that have contributed significantly to the development of Linguistics.
This course aims to:
Give students a comprehensive overview of language as human faculty.
Familiarize students with different stories about the origin of language.
Provide students an overview of how a language develops through a comprehensive exposure to English language development.
Enable students to identify major theoretical formulations in the development of linguistics.
Language Origin
Language as a divine gift
Natural sound source theories
Social interaction source theories
The Physical adaptation sources
The genetic source
Speech vs Writing
Primacy of speech
Speech vs. Writing
Origin of writing
Types of writing systems
Language as Human Faculty
Human Language vs animal communication
Characteristics of Language: Design features
Animals lack language: A controversy
Language Families
What is a language family?
Language Families in the World: A Brief Overview
What is historical linguistics?
What does historical linguistics study? (phonological, morphological, syntactic, and semantic changes)
Methods of Language reconstruction
Evolution of English Language
Old & Middle English Periods
Grammatical categories
Inflections
Old, Middle, and Modern English (grammatical categories)
Major characteristics of the age
Problem of refining and fixing the language
Swift's proposal
Johnson's Dictionary
Grammarians
Vocabulary formation
Introduction of passives
Important events and influences
Sources of new words
Pidgins and Creoles
Spelling reforms
Development of Dictionary
Verb-adverb combination
English Language in America
Archive Features
Difference between the British and American English
Development of Modern Linguistics
Modern Linguistics
Emergence of Modern Linguistics: Saussure
Structuralism
American Structuralism
The Prague School
Contemporary Approaches to Linguistics
Functional Linguistics
Bough, A.C. & Cable, T. (2002). A History of English Language. London: Prentice Hall, Inc.
Campbell, L. (2001), 'The history of linguistics', in M. Aronoff and J. Rees-Miller (eds),The Handbook of Linguistics. Oxford: Blackwell Publishers, pp. 81-104.
Joseph, J.E. (2002), From Whitney to Chomsky: essays in the history of American linguistics.
Amsterdam/Philadelphia: John Benjamins.
Yule, George. (2006). The Study of Language: 4th/ 5th Edition, Cambridge University Press.
Elementary Mathematics & Statistics
a. Introduction to Set Theory
b. Types of Set
c. Builder Notation Form/Roaster Form
d. Basic Operations on Set (Union, Intersection)
Types of Function
a. De Morgan's Law
Distributive Law
Commutative Law
Associative Law
a. Introduction to Number Theory
Real Number System
Complex Number System
a. Linear Equations
b. Single Variable Equations
c. Multi Variable Equations
a. Matrices
b. Introduction to Matrices
c. Types of Matrices
7. a. Matrix inverse
b. Determinant
a. Quadratic Equations
b. Solution of a Quadratic Equation
c. Qualitative Analysis of Roots of a Quadratic Equation
a. Equation Reducible to Quadratic Equation
b. Cube Roots of Unity
c. Relation between Roots & Coefficient of Quadratic Equations
a Sequence & Series
Arithmetic Progression
Geometric Progression
Harmonic Progression
a. Trigonometry
Fundamentals of Trigonometry
Trigonometric Identities
a. Binomial Theorem
Introduction to Mathematical Induction
Binomial Theorem with Rational & Irrational Indices
13. a. Mean
b. Mode
c. Medium
Introduction to Political Science
The objective of this course is to introduce the students with the fundamentals of the subject of Political Science and prepare them for advanced studies in the forth coming semesters. The very concepts and terminology commonly used in the further courses of studies are taught to make the students friendly with the subject.
Definition, Nature, Scope and Sub-fields of Political Science.
Relationship of Political Science with other social sciences.
Approaches to the study of Political Science: Traditional and behavioural approach.
State: its origin and evolution; Western and Islamic concepts of state.
Nation and Sovereignty.
Basic concepts of Political Science: Power, Authority, Legitimacy.
Organs of Government: Legislature, Executive, Judiciary.
Note: Sub-fields of Political Science include: Political Philosophy/Theory; Comparative Politics; IntenationalRelations; Public Administration/Public Policy; Local Government, etc.
Haq, Mazhar ul. Theory and Practice in Political Science, Lahore Bookland , 1996.
Mackenzi, Ian (Ed.). Political Concepts: A Reader and Guide. Edinburgh, University Press, 2005.
Sarwar, Muhammad. Introduction to Political Science. Lahore Ilmi Kutub Khana, 1996.
English-II: Composition Writing
This course aims at inculcating proficiency in academic writing through research. It guides students to develop a well-argued and well-documented academic paper with a clear thesis statement, critical thinking, argumentation and synthesis of information. This course also teaches students how to use different systems of citations and bibliography. It allows students to become independent and efficient readers armed with appropriate skills and strategies for reading and comprehending texts at undergraduate level.
To enable the students to:
Improve literal understanding, interpretation & general assimilation, and integration of knowledge
Write well organized academic texts including examination answers with topic/thesis statement and supporting details.
Write argumentative essays and course assignments
Reading and Critical Thinking
1. Read academic texts effectively by:
Using appropriate strategies for extracting information and salient
points according to a given purpose
Identifying the main points supporting details, conclusions in a text of intermediate level
Identifying the writer's intent such as cause and effect, reasons, comparison and contrast, and exemplification.
Interpreting charts and diagrams
Making appropriate notes using strategies such as mind maps, tables, lists, graphs.
Reading and carrying out instructions for tasks, assignments and examination questions
2. Enhance academic vocabulary using skills learnt in Compulsory English I course
3. Acquire efficient dictionary skills such as locating guide words, entry words, choosing appropriate definition, and identifying pronunciation through pronunciation key, identifying part of speech, identifying syllable division and stress patterns
4. Writing Academic Texts:
1. Plan their writing: identify audience, purpose and message (content)
2. Collect information in various forms such as mind maps, tables, charts, lists
3. Order information such as:
Chronology for a narrative
Stages of a process
From general to specific and vice versa
From most important to least important
Comparison and contrast
Problem solution pattern
5. Write argumentative and descriptive forms of writing using different methods of developing ideas like listing, comparison, and contrast, cause and effect, for and against
Write good topic and supporting sentences and effective conclusions
Use appropriate cohesive devices such as reference words and signal markers
6. Redraft checking content, structure and language.
7. Edit and proof read
8. Grammar in Context
Phrase, clause and sentence structure
Combining sentences
Eastwood, J. (2004). English Practice Grammar (New edition with tests and answers). Karachi: Oxford University Press.
Fisher, A. (2001). Critical Thinking. C UP
Goatly, A. (2000). Critical Reading and Writing: An Introductory Course. London: Taylor & Francis
Hacker, D. (1992). A Writer's Reference. 2nd Ed. Boston: St. Martin's
Hamp-Lyons, L. & Heasley, B. (1987). Study writing: A course in written English for academic and professional purposes. Cambridge: Cambridge University Press.
Howe, D. H, Kirkpatrick, T. A., & Kirkpatrick, D. L. (2004). Oxford English for Undergraduates. Karachi: Oxford University Press.
Murphy, R. (2003?). Grammar in Use. Cambridge: Cambridge University Press.
Smazler, W. R. (1996). Write to be Read: Reading, Reflection and Writing. Cambridge: Cambridge University Press.
Wallace, M. (1992). Study Skills. Cambridge: Cambridge University Press.
Yorky, R. Study Skills.
Pakistan Studies (for ADP)
Introduction to Phonetics and Phonology
This course explores speech sounds as physical entities (phonetics) and linguistic units (phonology). In viewing sounds as physical elements, the focus is on articulatory description. In this part of the course, the goal is to learn to produce, transcribe, and describe in articulatory terms many of the sounds known to occur in human languages. In the next part of the course, the focus is on sounds as members of a particular linguistic system.
assist students learn a number of technical terms related to the course
familiarize students with sounds and sound patterning, particularly in English Language
develop knowledge of segmental and supra-segmental speech
help students understand the features of connected speech
Basic definitions
Articulatory, Auditory & Acoustic Phonetics
Phoneme
Triphthongs
Minimal pairs
Organs of Speech
Phonemes
Consonants(place and manner of articulation)
Vowels (vowel trapezium/quadrilateral)
Monophthongs
Rules of Voicing
Rules of /r/
Rules of /ŋ/
Practice of phonemic transcription
Homographs
Homophenes
Fluency Devices
Elision
Weak forms/Strong forms
8. Sound Values
9. Stress and Intonation
10. Practice of phonemic transcription
Collins, B. and Mees, I. (2003) Practical Phonetics and Phonology: A Resource Book for Students. London & NY: Routledge (Taylor & Francis)
Clark, J and Yallop, C. (1995). An Introduction to Phonetics and Phonology. 2nd edition. Cambridge, Mass: Blackwell.
Davenport, Mike & S. J. Hannahs. (2010). Introducing Phonetics & Phonology, 3rd edition. Hodder Education
Roach, Peter. (2009). English Phonetics and Phonology: A Practical Course. 4th Edition. Cambridge.
Literary Forms and Movements
This course covers two foundational schemes regarding the study of literature: 1) Forms, and 2) Movements. The term "forms" refer to the study of literary genres and their subtypes in such a way as to introduce the students to their structures and styles with its focus on the following:
1) Poetry; 2) Fiction; 3) Drama; 4) Prose/Non-fiction; and 5) Short Story. The term "movement" is rather loosely used to characterize literary texts produced in different cultures under the influence of or for the propagation of certain ideas as their hallmarks/signatures. The course has been designed to intellectually groom the students for a broad understanding of the major literary movements in the history of world literature, especially British and American: Idealism (Greek), Renaissance/Early Modern, Neoclassicism, Enlightenment, Romanticism, Victorianism, Raphaelitism, Realism, Transcendentalism, Modernism, Colonialism, Symbolism, Imagist and post-Colonialism, Feminism and post-Feminism.
Build students' capacity for grasping the meaning of a literary text in terms of a given historical period/dominant idea.
Develop their ability for understanding the major ideas that played a key role in shaping the works of different groups of writers.
Provide them with a workable tool for interpreting and analyzing a literary text.
Berman, Art. Preface to Modernism. Chicago: University of Illinois Press, 1994.
Dirks, B Nicholos. Colonialism and Culture. Michigan: Michigan Univ Press. 1992.
Fowler, Alastair. Kinds of Literature : An Introduction to the Theory of Genres and Modes. Oxford: Clarenden, 2002.
Galea, Ileana. Victorianism and Literature. California. Dacia, 2008.
Gura, Philip. American Transcendentalism. NP: Farrar, 2008.
Hagger, Hagger. A New Phlsophy of World Literature. The Universlaist Literary Tradtion. Ropley: John Hunt Publishing, 2004.
Hooks, Bell. Feminist Theory. London: Pluto Press, 2000.
Hudson, William Henry. An Introduction to the Study of Literature. New Delhi : Rupa, 2015.
Marcuse, J Michael. Arefence Guide for English Studies. Los Angeles: Univ of California Press, 1990.
Osborne, Susan. Feminism. NP: Product Essentials, 2001.
Philips, Jerry , Andrew Ladd, and K H Meyers. Romanticism and Transcendentalism. New York: DWJ Books: 2010.
Tandon, Neeru. Feminism: A Paradigm Shift. New Delhi: Atlantic, 2008.
Introduction to ICT Skills
Information technology literacy has become a fundamental requirement for any major. An understanding of the principles underlying digital devices, computer hardware, software, telecommunications, networking and multimedia is an integral part of any IT curriculum. This course provides a sound foundation on the basic theoretical and practical principles behind these technologies and discusses up to date issues surrounding them including social aspects and how they impact everyday life.
Understand the fundamentals of information technology
Learn core concepts of computing and modern systems
Understand modern software programs and packages
Learn about upcoming IT technologies
Basic Definitions & Concepts, Hardware: Computer Systems & Components. Storage Devices, Number Systems, Software: Operating Systems, Programming and Application Software, Introduction to Programming, Databases and Information Systems, Networks, Data Communication, The Internet, Browsers and Search Engines, The Internet: Email, Collaborative Computing and Social Networking, The Internet: E-Commerce, IT Security and other issues, IT Project.
These basic competencies are assumed on the first day of class. Students must assume responsibility for learning these skills if he/she does not already possess them. If an instructor finds that you do not have the required skills and knowledge, you may be asked to withdraw from the course.
1. Basic Knowledge of Computers
Understand basic computer hardware components and terminology
Understand the concepts and basic functions of a common computer operating system
Start up, log on, and shut down a computer system properly
Use a mouse pointing device and keyboard
Use Help and know how to troubleshoot routine problems
Identify and use icons (folders, files, applications, and shortcuts/aliases)
Minimize, maximize and move windows
Identify common types of file extensions (e.g. doc, docx, pdf, html, jpg, gif, xls,ppt, pptx, rtf, txt, exe)
Check how much space is left on a drive or other storage device
Back up files
Download and install software on a hard disk
Understand and manage the file structure of a computer
Check for and install operating system updates
2. Proficiency in Using Productivity Software
Create documents of various types and save in a desired location
Retrieve an existing document from the saved location
Select, copy, and paste text in a document or desired location
Print a document
Name, rename, copy and delete files
Understand and know how to use the following types of software programs:
Word processing (example: MS Word, Google Doc, Writer)
Presentation (example: PowerPoint, Impress)
Spreadsheet (example: Excel, Calc)
PDF reader (example: Acrobat Reader, Preview)
Compression software (example: WinZip, StuffIt, 7-Zip)
3. Electronic Communication Skills
Email, using a common email program (example: MS Outlook, Gmail, Apple Mail)
Compose, Send, Reply, Forward messages
Add attachments to a message
Retrieve attachments from an email message
Copy, paste and print message content
Organize email folders
Understand what an electronic discussion list is and how to sign up and leave one (example: Listserv, Listproc)
4. Internet Skills
Set up an Internet connection and connect to the Internet
Have a working knowledge of the World Wide Web and its functions, including basic site navigation, searching, and installing and upgrading a Web browser
Use a browser effectively, including bookmarks, history, toolbar, forward and back buttons
Use search engines and directories to find information on the Web
Download files and images from a Web page
Understand and effectively navigate the hyperlink structure of the Web
Understand how keep your information safe while using the Internet
5. Moving Files
Transfer files by uploading or downloading
View and change folder/document security settings
Copy files from hard disk to storage devices and vice versa
Bruce J. McLaren, Understanding and Using the Internet, West Publishing Company, 610 Opperman Drive, P. 0. Box 64526, St. Paul, MN 55164.
Computer Applications for Business, 2nd Edition, DDC Publishing, 275 Madison Avenue, New York, NY10016.
Nita Hewitt Rutkosky, Microsoft Office Professional, Paradigm Publishing Company, 875 Montreal Way,St Paul, MN 55102.
Robert D. Shepherd, Introduction to Computers and Technology, Paradigm Publishing Inc., 875 Montreal Way, St. Paul, MN 55102.
Shelly Cashman Waggoner, Discovering Computers 98, International Thomson Publishing Company, One Main Street, Cambridge, MA 02142.
V. Wayne Klemin and Ken Harsha, Microcomputers, A Practical Approach to Software Applications,McGraw-Hill Book Company, New York, NY 10016.
Islamic History and Culture
This is a general introductory course about Islamic history and culture. It will necessarily entail frequent references to the rise of Islamic civilization, since the time of the Holy Prophet to the fall of Mughal Empire in the Subcontinent and the Ottoman Empire. Special emphasis may be given to Muslim contributions in the development of arts, crafts, sciences, medicine and particularly to the translations of Greco-Roman works of philosophy and literature; and how they contributed to the beginning of European Renaissance.
The course will focus on three aspects: the formative period of Islam; its medieval achievements; and its modern situation. Upon completion, students should be able to develop their own understanding of the Islamic history, culture and religion.
Introduction to History and the philosophy of history; why study history
Pre- Islamic period. Religious, political and social systems before Islam.
The Coming of Islam. Period of the Prophet (SAW).
Life at Makkah.
The Prophet (SAW) at Medina.
The Caliphate and the Four Rightly-guided Caliphs.
The Umayyad Caliphate
The Abbasid Period.
Umayyad Dynasty in Spain
Islam and Muslims in India
Definition of Culture in Islam.
Foundations of Islamic culture.
Islamic art, civilization and culture.
Science, technology, philosophy and administration.
Abdul Hakim Khalifa. Islamic Ideology.
Ali. Amir Syed. History of Sarsons
Hitti, Philip K. The History of the Arabs
Maududi. Syed Abul Ala. Why Islam?
Mazhar-ul-Haq. History of Islam
Nadvi. Abul Hassan. Pillars of Islam.
Nadvi. Moeenud Din. Tareekh-e-Islam
Nicholson. R. The History of the Arabs.
Pikthal. M. M. The Cultural Side of Islam.
Roy. M. N. Historical Role of Islam.
Safiur Rehman Mubarakpoori. Al- Raheeq al- Maqhtoom
Shustery, A. M. A. Outlines of Islamic Culture: historical and Cultural Aspects.
This course offers an introduction to the fundamental principles of psychology and to the major subjects of psychological inquiry. It has been designed to not only provide students with tools necessary for the study of psychology but also presents them with a sampling of the major areas of psychology research. The course begins with a short overview of how psychology developed as an academic discipline and an introduction to a number of the principle methodologies most commonly deployed in its study.
To identify theoretical underpinnings of the major areas of psychology, including cognition (thought, memory, perception), learning, personality, social and environmental influences, development, and physiology of behavior.
To explain different models of human behavior based on science versus intuition or general ways of knowing.
To recognize ways of pursuing questions in Psychology via discussion of theory and empirical research.
To describe connections between knowledge gained in Psychology to everyday life.
Nature and Application of Psychology with special reference to Pakistan.
Historical Background and Schools of Psychology (A Brief Survey)
2. Methods of Psychology
Case History Method
Experimental Method
Interviewing Techniques
3. Biological Basis of Behavior
Neuron: Structure and Functions
Central Nervous System and Peripheral Nervous System
4. Sensation, Perception and Attention
Characteristics and Major Functions of Different Sensations
(i) Vision: Structure and functions of the Eye.
(ii) Audition: Structure and functions of the Ear.
(i) Nature of Perception
(ii) Factors of Perception: Subjective, Objective and Social
(iii) Kinds of Perception:
Spatial Perception (Perception of Depth and Distance)
Temporal Perception; Auditory PerceptionAttention
(i) Factors, Subjective and Objective
(ii) Span of Attention
(iii) Fluctuation of Attention
(iv) Distraction of Attention (Causes and Control)
Atkinson R. C., & Smith E. E. (2000). Introduction to psychology (13th ed.).Harcourt Brace College Publishers.
Fernald, L. D., & Fernald, P. S. (2005). Introduction to psychology. USA:WMC Brown Publishers. 16
Glassman, W. E. (2000). Approaches to psychology. Open University Press.
Hayes, N. (2000). Foundation of psychology (3rd ed.). Thomson Learning.
Lahey, B. B. (2004). Psychology: An introduction (8th ed.). McGraw-Hill Companies, Inc.
Leahey, T. H. (1992). A history of psychology: Main currents in psychological thought. New Jersey: Prentice-Hall International, Inc.
Myers, D. G. (1992). Psychology. (3rd ed.). New York: Wadsworth Publishers.
Ormord, J. E. (1995). Educational psychology: Developing learners. Prentice-Hall, Inc.
English-III: Communication and Presentation Skills
For professional growth and future development, effective presentation skills and interactive and interpersonal communicative skills are very important. This course offers methods, techniques, and drills significant and useful in optimising communication and presentation skills of the learners, enabling them to face divergent groups of audience with poise and confidence. The course has been divided into modules relating to the essentials, contents, gestures, technology, and variety associated with communication and presentations skills. The presentation skills part focuses on preparing students for long-life skill of preparing and giving presentations. Communication is a vital part of our daily routine. The communication skills part focuses on developing good communication skills among students.
The course aims to:
help students identify essential components of a presentation
develop the awareness, knowledge, skills and attitudes required to deliver effective academic presentations and communicate clearly
help students learn various presentation and communication styles and techniques
provide techniques to facilitate effective interpersonal and interactive communication
guide how to build stronger relationships through powerful communication
Understanding the purpose of Communication
Analyze the Audience
Communicating with words as well as with body language
Writing with a Purpose
2. Presentation skills
3. Delivering your presentation
4. Speaking with Confidence
5. Communicating Effectively
6. Job Interviews and Communicating Skills
7. Communicating with Customers
8. Communication in a Team
Recommended Readings:
Carnegie, Dale. ( ). How to Win Friends & Influence People.
Giblin, Les. Skill with People.
Newton, Paul. How to communicate effectively.
Tracy, Brian. Speak to Win.
Short Fictional Narratives
This course is a fertile field for students to broaden their vision with respect to English literature in general and short fiction in particular, written in different cultures and languages. It focuses on students' critical engagement with different texts that represent a variety of cultures. The short stories in this course have been selected from a wide range of cultures with a view to highlighting the similarities and differences in the writings of different short story writers and how different writers reflect the social and cultural events through their writing with a variety of themes in different styles. The authors included in this course belong to different parts of the world so the works included are quite diverse not only in their form and language but also in themes. The issues and themes reflected or implied in these stories are illusory love, conformity, poverty, the power of words, transformation of identities, feudal structure of rural Punjab, racism in the backdrop of Civil War, political imprisonment, appearance vs reality, feminism, female violence, insanity, women's emotional complexity, and slavery, to mention a few.
In this course, students will concentrate on seminal short fictions in English written by writers from the different regions of the world who have contributed significantly to literature in English through their narrative form and structure, thematic content, and articulation of human experience.
Narrative studies prepares students for the development and evaluation of original content for short fictions and other narrative platforms. To recognise a good story, to critique, to help shape, realise and transform requires a background in the history of narrative, cross-cultural and contemporary models.
The selection of the primary texts will take into consideration that they are united by their engagement with the struggle for the expression of human identity. Consequently, the selection of the short fictions will keep two things in the foreground: representation of diverse regions and narrative structure.
The objectives of this course are
To provide an exposure to some classics in short fiction both in theme and form
To familiarize students with short fiction in English literature by the most recognized and awarded authors
To nurture the ability to think critically and promote intellectual growth of the students
To develop sensitivity towards cultural diversity through a critical study of the selected works and involve them on a personal and emotional level by relating the stories with their own experiences
To make them experience a genuine language context through these stories from different parts of the world
The Nightingale and the Rose Oscar Wilde
The Three StrangersThomas Hardy
The Cask of AmontilladoEdgar Allan Poe
The Darling Anton Chekhov
Hearts and Hands O' Henry
The Necklace Guy De Maupassant
The Secret Sharer Joseph Conrad
The Other Side of the Hedge E. M. Forster
Eveline James Joyce
The Three Questions Leo Tolstoy
A Hunger Artist Franz Kafka
A Very Old Man With Enormous WingsGabriel Garcia Marquez
Two WordsIsabel Allende
A Cup of Tea Katherine Mansfield
Everything that Rises Must ConvergeFlannery O' Connor
The Story of An Hour Kate Chopin
The Richer The Poorer Dorothy West
The Prisoner Who Wore GlassesBessie Head
Lamb to the SlaughterRoald Dahl
BingoTariq Rahman
The Kingdom of CardsRabindranath Tagore
The MartyrNgũgĩ wa Thiong'o
A Watcher of the DeadNadine Gordimer.
RevelationFlannery O'Connor
Nawabdin ElectricianDaniyal Mueenuddin
Chekhov, Anton P, and Ralph E. Matlaw. Anton Chekhov's Short Stories: Texts of the Stories, Backgrounds, Criticism. , 1979. Print.
Ellmann, Richard. James Joyce. New York: Oxford University Press, 1959. Print.
Ellmann, Richard. Oscar Wilde; a Collection of Critical Essays. Englewood Cliffs, N.J: Prentice-Hall, 1969. Print.
Forster, E M, Mary Lago, Linda K. Hughes, and Elizabeth M. L. Walls. The Bbc Talks of E.m. Forster, 1929-1960: A Selected Edition. Columbia: University of Missouri Press, 2008. Print.
Gillon, Adam. Joseph Conrad. Boston: Twayne Publishers, 1982. Print.
Hardy, Thomas, Michael Millgate, Florence E. Hardy, and Florence E. Hardy. The Life and Work of Thomas Hardy. Athens: University of Georgia Press, 1985. Print.
Long, E H. O. Henry, the Man and His Work. Philadelphia: University of Pennsylvania Press, 1949. Print.
Maupassant, Guy , Clara Bell, Florence Crew-Jones, and Fanny Rousseau-Wallach. The Works of Guy De Maupassant. New York: Printed privately for subscribers only, 1909. Print.
Maupassant, Guy , George B. Ives, and Guy . Maupassant. Guy De Maupassant. , 1903. Print.
Poe, Edgar A. The Cask of Amontillado. Charlottesville, Va: University of Virginia Library Electronic Text Center, 1993. Internet resource.
Rubenstein, Roberta, and Charles R. Larson. Worlds of Fiction. Upper Saddle River, N.J: Prentice Hall, 2002. Print.
Symons, Julian. The Life and Works of Edgar Allen Poe. , 2014. Print
Tolstoy, Leo, and Robert Court. Leo Tolstoy Collected Short Stories. Mankato, MN: Peterson Pub, 2002. Print.
Wilde, Alan. Art and Order: A Study of E.m. Forster. New York: New York University Press, 1964. Print.
Wilson, Kathleen. Short Stories for Students: Presenting Analysis, Context, and Criticism on Commonly Studied Short Stories. Detroit: Gale, 1997. Print
Introduction to Morphology
The key aim of the course is to introduce the students to the basic word structure in Pakistani languages. It engages them to have an understanding of words and parts of words. It will help them to understand word structure in Pakistani languages.
The objectives of this course are to enable the students to:
define and describe the terms like morphemes, morphology etc.
understand basic concepts and principles in morphology
apply these principles in analyzing word structures in Pakistan languages
compare word formations in Pakistani languages.
Introduction to morphology (with examples from Pakistani languages)
free morphemes: roots and stems
bound morphemes: affixes: prefixes, suffixes, infixes, interfixes, circumfixes
morphological productivity: productivity of affixes, prefixes, suffixes, infixes
Basics of Phonetic Transcription of Words
Inflectional Morphology
Pluralization, Degree Marking, Verb Forms
Derivational Morphology
Formation of Nouns, Adjectives, Verbs and Adverbs
Minor processes of derivation: blending, clipping, backformation, acronym, Reduplication
derivation by compounding: endocentric, exocentric and copulative compounds
derivation by modification of base
Morphology of Pakistani Languages
word forms in Urdu, Punjabi, Sindhi, Pashto and other Pakistani languages
Descriptive analysis of word forms in Pakistani languages
Morpho-Semantics- semantic change in word formation processes
Morphology Interface with Phonology and Syntax
Morphology-Syntax Interface
Aronoff, M. (1994). Morphology by itself. MIT Press, Cambridge.
Bauer, L. (2003). Introducing Linguistic Morphology–Edinburgh University Press
Booij, G. (2005) The Grammar of Words–An Introduction to Linguistic Morphology
David et al. (2009). Urdu Morphology. Oxford University Press, London
Mangrio, R. A. (2016). The Morphology of Loanwords in Urdu: the Persian, Arabic and English Strands, Cambridge Scholars Publishing, Newcastle upon Tyne.
McCarthy, A. C (2002). An Introduction to English Morphology-Words and their Structure, Edinburgh University Press. Edinburgh
Plag, I. (2002). Word Formation in English -Cambridge University Press. Cambridge
Ayto, J. (1999). Twentieth Century Words, Oxford: OUP .
Bauer, L. (2001). Morphological Productivity, Cambridge University Press
Halpern, A. (1995). On the placement & morphology of clitics. CSLI
Publications, Stanford
Yu, A. C (2006) A Natural History of Infixation. Oxford University Press, Chicago
Zwicky, A. (1985b). 'How to Describe Inflection.' Proceedings of the BerkeleyLinguistics Society 11: 372-386. Berkeley, California.
Zwicky, A and Pullum, G. (1992). A misconceived approach to morphology. InProceedings of WCCFL 91, ed. D. Bates. CSLI, Palo Alto, 387-398.
Classical and Renaissance Drama
The purpose of this course is to explore the nature, function, and themes of Classical Greek, Roman and Elizabethan drama in their theatrical, historical and social contexts. Through a detailed study of the texts by the selected dramatists such as Aeschylus, Sophocles, Euripides, Aristophanes, Seneca, Plautus, Shakespeare, Marlowe, and Webster the course traces the development of the key features of tragedy and comedy. Ancient opinions on drama, in particular, the views of Plato and Aristotle and their influence on classical drama will also be investigated. A comprehensive and critical background to mythology, drama and society is given in the beginning of the course to prepare students to undertake close reading and analyses of the selected texts.
The first section of the course will focus on representative classical plays which have influenced the development of drama as a genre. It will introduce students to the history of Classical Greek and Roman drama and motivate them to explore how selected texts can be interpreted in a modern context. A comprehensive and critical background to Greek drama and society is given in the beginning of the course to prepare students to undertake a close reading and analysis of the selected texts. Special emphasis will be given in the seminars to examine the role and significance of mythology in Greek drama, the importance of festivals in Greek society, the structure of Greek tragedy, and the difference between tragedy and comedy.
The second section focuses on the selective plays of William Shakespeare, Christopher Marlowe, and John Webster. Through a critical scrutiny of the recommended plays, students will be made to appreciate the variety and imaginative exuberance of drama written in the age that popularized cultural profundity, humanist tendencies, philosophical excavations and artistic excellence. Qualities such as the poetic richness, absorbing plots, and vivid portrayal of characters will be highlighted to catch the true spirit of Renaissance. Through a selection of plays, this section highlights the characteristic features of various dramatic forms like tragedy, comedy, and history, and their variations.
Students will be taught to demonstrate:
Knowledge of the myths, history, conventions, and major personages of classical theatre through readings of the plays and secondary sources.
An insight into the culture, society and political events of the classical periods under study.
An understanding of the main objectives, themes and ideas underlying Classical Drama.
Sound knowledge of the works of a range of classical dramatists and the ability to relate the primary texts to their socio-cultural and historical contexts.
The ability to carry out close reading and literary commentaries on the primary texts.
Critically assess the inherent nature of the human condition – its paradoxes, complexities, and conflicts.
Aeschylus – Prometheus Bound
Sophocles – Oedipus Rex
Euripides – The Bacchae
Aristophanes – The Birds
Seneca – Hercules Furens (The Mad Hercules)
Plautus – The Pot of Gold
Shakespeare – King Lear; As You Like It
Marlowe – Tamburlaine the Great (Parts I and II)
Webster – The Duchess of Malfi
Aeschylus. (1961).Prometheus Bound, The Suppliants, Seven Against Thebes, The Persians, translated by Philip Vellacott. Penguin Books.
Aristophanes. (1962).The Complete Plays of Aristophanes. Edited by Moses Hadas. A Bantam Skylark Book.
Bloom, Harold. (1987). John Webster's The Duchess of Malfi. Chelsea House Pub (L).
Bloom, Harold. (1999). Shakespeare: The Invention of the Human. London: Fourth Estate.
Cheney, Patrick. (2004). The Cambridge Companion to Christopher Marlowe. Cambridge: CUP.
Dover, K.J. (1972).Aristophanic Comedy. University of California Press.
Eagleton, Terry. (1986). William Shakespeare. New York: Blackwell.
Erikson, Peter. (1991). Rewriting Shakespeare, Rewriting Our-selves. Berkley: University of California Press.
Frazer, James G. (1922).The Golden Bough: A Study in Magic and Religion. MacMillan.
Gregory, Justina. (2005).A Companion to Greek Tragedy. Blackwell.
Hackett, Helen. (2012). A Short History of English Renaissance Drama. I.B. Tauris & Co Ltd.
Herington. (1986). Aeschylus. Yale.
Kitto, H. D. F. (2005).Greek Tragedy. London and New York: Routledge.


EDINBURGH.- Edinburgh auctioneers Lyon and Turnbull will be selling Fine Asian Works of Art at a sale on December 2nd 2014 at 10am at Crosshall Manor Cambridgeshire. Comprising artworks from many private Scottish collections and featuring items owned by famous Chinese art collectors, the 550 lot sale includes an exceptionally rare celadon glazed 'Dragon' charger. The charger comes from the same collection as a blue and white 'dragon' charger that made the headlines at Lyon & Turnbull's 4th June sale 2014 selling for £427,250.
The sale includes selected items from the estate of the late Lady Mary Stewart, well known author of romantic novels, including her most famous, the Arthurian trilogy: The Crystal Cave (1970), The Hollow Hills (1973) and The Last Enchantment (1979). Passionate about collecting Chinese Works of Art, Lady Stewart put together a remarkable group of items during her lifetime. Asian works of art collected by Lady Mary Stewart in the 1960's and 70's, including a Jade Celadon and dark brown Chimera from the Ming Dynasty circa 1600-1640 £8,000-12,000, a Celadon jade group from the Qianlong period £25,000-£35,000 and a carved Rhinoceros horn libation cup £8,000-12,000.
The sale also includes a collection of porcelain from the prestigious Leonard Gow collection, including an engraved portrait of the prolific Glaswegian collector himself. Most impressive are a pair of yellow and green 'dragon bowls'. Estimated at £4,000-6,000, the bowls are decorated in the centre with a medallion of a dragon chasing the flaming pearl.
Sourced from a private Scottish collection there is a pair of Doucai 'Butterlies and Flowers' medallion bowls. With an estimate of £20,000-30,000, the bowls are finely painted with four circular medallions with the flowers of the four seasons; lotus, peony, chrysanthemum and plum blossom, framed by stylised scrollwork. There is also a fine pair of Tang Dynasty grey pottery horses superbly sculpted with an estimate of £20,000-30,000 from The Max Lowenson collection.