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پروفیسر محمد عمر الدین

پروفیسر محمد عمرالدین
افسوس ہے پچھلے دنوں پروفیسر محمد عمر الدین کا ۶۲ برس کی عمر میں انتقال علی گڑھ میں ہوگیا،اوریہیں دفن ہوئے۔ مرحوم علی گڑھ یونیورسٹی میں ۲۴ء میں داخل ہوئے تھے، اُس وقت سے دمِ آخرتک اُن کا رشتہ اس درس گاہ سے منقطع نہیں ہوا۔ انھوں نے تعلیم یہیں مکمل کی، پھر یہیں لکچرر، ریڈر، پروفیسر اورصدر شعبۂ فلاسفی ونفسیات، وارڈن، اور پروووسٹ اورخداجانے کیاکیا ہوئے۔انھوں نے یونیورسٹی میں بڑے بڑے اتار چڑھاؤ اورانقلابات دیکھے تھے،اوراب آخر میں خود انقلاباتِ زمانہ کی عبرت انگیز تصویربن کررہ گئے تھے۔اسلامی فلسفہ اُن کا خاص مضمون تھا، امام غزالی ؒ کے فلسفۂ اخلاق پرانگریزی میں اُن کی ضخیم کتاب چند سال ہوئے یونیورسٹی کی طرف سے شائع ہوئی ہے۔بلاکے ذہین، بہترین منتظم،بے نفس وبے ریا، مجّسم خلوص، پیکرِ وضع داری، اور نہایت سادہ اوربے تکلّف! راقم الحروف سے دیرینہ اور بڑے مخلصانہ تعلقات تھے، یونیورسٹی سے ملازمت کے تعلق کے اعتبارسے مرحوم اس چمن کی پرانی بہار کی آخری نشانی تھے۔ ’’خدا بخشے بہت سی خوبیاں تھیں مرنے والے میں‘‘۔ [ستمبر ۱۹۶۴ء]

Analysis of Factors Influencing Procurement Fraud in Government Agencies Environment (Case Study at Regional Apparatus in “XYZ” Regency)

This study aims to examine factors such as the Quality of the Procurement Committee, Goods/Services Procurement Systems and Procedures, Goods/Services Procurement Ethics, and Goods/Services Procurement Environment against Fraud in the Procurement of Goods/Services in Government Agencies. The research method used in this study is a quantitative method. The population in this study was the Head of Service, Treasurer, and Head of Sub-Division of Finance, and the sample in this study was the Regional Work Unit in “XYZ” Regency. The source of the data used in this research is the main/primary data obtained directly from the questions/statements (questionnaires) distributed to the respondents. The data analysis method used in this study is the Statistical Program for Social Science (SPSS) to test the four hypotheses proposed in this study. The results of this study indicate that systems and procedures are proven to have a positive influence on procurement fraud in government agencies, while the quality of the Procurement Committee, Procurement Ethics, and the Procurement Environment are not proven to have a positive effect on procurement fraud in government agencies.  

Understanding the Teaching and Learning Practice: A Case of Working Across Paradigm S

This action research journey leads into the process of pedagogical practices of schoolteachers and attempts to portray the process of change of pedagogical practices of schoolteachers. This journey shows the process of pedagogical changes in schoolteachers, beginning from the technical, and moving gradually towards using elements of the nontechnical paradigm. To reach to the roots of the schoolteachers' practices, the action researcher and the schoolteachers, both worked hard, and contributed their own understandings and actions in the classroom teaching process. The struggle with articulating their actions was profound, and the action researcher and the schoolteachers showed their will to sit for reflective conversations and for defining the causes for a schoolteacher's actions. The elements of keeping a reflective journal, sharing initial ideas and beginning to question own actions started to appear on the surface as the action researcher and teachers got closer to each other and began to trust each other. The process of action research, a cyclic process, shows the dilemmas of the action researcher and how s/he moved to work together with the schoolteachers. The action researcher soon realized that the process of action research was messier then it had been portrayed in many papers. The passion to understand the ground realities and to reach to the roots of those realities, made the action researcher decide to explore further avenues of schoolteachers' work. These passions led the action researcher towards more problem solving activities, taking the researcher away from the main point of research. The work with the schoolteachers also seemed complex and varied due to individual differences. For instance, Zuhal, an experienced teacher, showed strong resistance to being questioned about her pedagogical practices. Nonetheless, the action researcher believed that Zuhal was a committed teacher and that there were many other reasons that pushed Zuhal to be reserved about her pedagogical actions. Realizing that Zuhal was more inclined towards administration activities, the action researcher showed an understanding towards these inclinations. At a later stage, Zuhal showed spectacular interest in collaboration and j planning, and even attempted to question the action researcher about the lesson planning, and helped in identifying pedagogical methods. Mushtari, on the other hand, used all the advantages from the action research process and periodically shared her reflections, and justified her pedagogical actions in the classroom. The schoolteachers, in this study appeared to be courageous, caring and reflective teachers. Each of them had an interest in
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