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بھٹو مرتا کیوں نہیں

بھٹو مرتا کیوں نہیں ؟

بے نظیر اپنی کتاب میں لکھتی ہیں کہ جب لاہور ہائی کورٹ نے انہیں سزائے موت سنائی تو وہ کوٹ لکھپت جیل گئیں بھٹو صاحب کو لوہے کی تاروں سے بنی چارپائی پر لٹا کر ان کے بازو اور پائوں کو زنجیروں سے باندھا ہو ا تھا ۔چارپائی پر چٹائی بھی نہیں تھی ۔مچھروں کے کاٹنے کی وجہ سے ان کے ہاتھ پائوں اور چہرہ سرخ ہو رہا تھا ۔بے نظیر بھٹو پر نظر پڑتے ہی کڑکدار ا آواز میں بولے "Hi pinci how are you"اور پھر کہنے لگے آپ کو اندر سے توڑنے کے لیے مجھے اس طرح باندھا گیا ہے لیکن آپ نے ٹوٹنا نہیںہے ۔

پھر جب سپریم کورٹ کے چاروں ججوں نے سزائے موت سنائی (تین ججوں نے انیں بری کیا کل سات جج تھے )تو انہیں جیل کی کال کوٹھری میں رکھا گیا ۔انہوں نے بھوک ہڑتال کی جو گیارہ روز جاری رہی اس عرصہ میں کال کوٹھری کی چھت پر لوگ بڑے بوٹ پہن کر ناچتے رہتے تھے تا کہ بھٹو سو نہ سکے اس کے باوجود بھٹو بیمار نہیں ہوئے اور بارہویں رات کو پھانسی چڑھ گئے ۔

جو دوست اب سوال پوچھتے ہیں کہ بھٹو مرتا کیوں نہیں ہے تو گزارش ہے کہ ایسے بہادر انسان کا جسم تو مر جا تا ہے لیکن نام رہتی دنیا تک زندہ رہتا ہے ۔جیے بھٹو ۔

 

The Gulf Wars and the New World Order: An Agenda for the US and her Allies

The Gulf Wars, fought in 1991 and 2003 respectively, are inter-related with each other. These wars reshaped and totally changed the Geo-Political structure of the Middle East. Apparently, the Geo-Political importance of the Middle East has remained universal truth from the very first day of human being. In that regard, it has always remained like it in the eyes of world powers such as Romans, Greeks, Sassanid, Ottomans, UK, Russia and America. Chronically, US increased interference in the Middle East soon after the World War II (1945). Eventually, Saddam Hussain was Pro-Socialist and disliked American interference in the Middle East; that was why, US started to overthrow Saddam Hussain’s regime and control the Middle East oil resources. Due to that, the United States trapped Saddam Hussain into Iran-Iraq War for more than eight years, which became futile and fatal for both countries. Mercilessly, the United States trapped Saddam Hussain once again into devastative War between Iraq and Kuwait in 1990. After that, accusing Saddam of violating International Law, the US found reason to invade Iraq directly, which is known as the Gulf War I (1991). Awfully, Iraq was kept in war for than a decade. When the US failed to overthrow Saddam regime after devastative and savage attacks, she got passed resolutions from the United Nations to impose economic sanctions on Iraq due to allegation of Weapons of Mass Destruction (WMDs). Valiantly, innocent Iraqis endeavored economic sanctions for more than a decade. After the inspection of world experts’ teams, they could find neither any sign of WMDs nor any stockpile of WMDs. Apart from that, the US led Coalition invaded Iraq in March 2003, massacre millions of people, collapsed its economy and ruined its infrastructure.

The Use of Students Prior Knowledge in Science Teaching

The purpose of this study was to explore the feasibility of eliciting students prior knowledge in elementary science teaching, using a variety of innovative teaching activities and strategies. The study was conducted in a government school in Karachi and the data was collected in three stages: pre-intervention, intervention and post-intervention stages. Several theories of teaching and learning structures have been described in the literature, which emphasize the importance of eliciting students' ideas and prior knowledge as a primary step in teaching science. Elicitation is intended to initiate students to construct their own meanings and theories in science. Mentoring was used to provide support and guidance to the teacher in adopting a variety of innovative teaching strategies and activities to elicit students' prior knowledge and ideas in the class. The study findings support that eliciting students' prior knowledge in the class places students in a more responsible position for their learning. This study increased student confidence, enthusiasm and curiosity in the learning of science. Practicing sharing ideas with the teacher, and with one another in the class, led students to a greater understanding of the scientific concepts. The classroom teacher, also benefited by learning the innovative teaching strategies (brainstorming, mind mapping and the use of discrepancies) and changing her notions and perceptions about students' learning, through eliciting student ideas in science teaching. Eliciting students' prior knowledge may help students to better relate or compare their ideas with the scientific explanations and to enhance their own understanding of science concepts. She found the selective strategies used during the study, very useful and valuable means to involve students in the exploration of their prior knowledge. Overall, the study found that the elicitation of students' prior knowledge at the lower secondary level is feasible in science teaching, within the many constraints of the government system.
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