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نامی کوئی بغیر مشقت نہیں ہوا

نامی کوئی بغیر مشقت نہیں ہوا
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز اسا تذہ کرام اور میرے ہم مکتب شاہینو!
آج مجھے جس موضوع پر اظہار خیال کرنا ہے وہ ہے:’’نامی کوئی بغیر مشقت نہیں ہوا‘‘
صدرِذی وقار!
اس عالم رنگ و بو میں جہاں کہیں بھی انسان موجود ہے اس کے دل میں یہ خواہش بڑی شدومد کے ساتھ انگڑائیاں لے رہی ہے کہ وہ معروف ہو جائے، اس کی عظمت کے ڈنکے بجنے لگیں ، اس کی چار دانگ عالم میں مشہوری ہو جائے ، اس کے سر پر ناموری کا تاج سج جائے۔
جنابِ صدر!
شہرت کا عقاب بلند پروازی کرسکتا ہے ، مجدی و سروری کی آرزو پوری کی جاسکتی ہے، نامی کہنے کا خواب پورا ہوسکتا ہے، عزت و عظمت کی فاختہ اپنے گھر کی منڈیر پر بٹھائی جاسکتی ہے، گلستان و چمنستان میں بڑے پن کے گلہائے رنگا رنگ کھلائے جاسکتے ہیں، اپنے اعزاء واقارب، احباب واصدقاء کے درمیان اپنی بڑائی کا لوہا منوایا جا سکتا ہے ،لیکن
جنابِ صدر!
اس کے لیے تساہل وغفلت کی عبا کو تار تار کرنا ہوگا ، اس کے لیے جہد مسلسل اور پیہم کدوکاوش کرنی ہوگی ، اس کے لیے تیشٔہ فرہاد استعمال کرتے ہوئے جوئے شیر لانا ہوگی، اس کے لئے آرام و آسائش کی قربانی دینی ہوگی ، اس کے لیے زندگی کے حسین لمحات کو خیر باد کہنا ہو گا۔
صدرِذی وقار!
تاریخ کے اوراق کی ورق گردانی سے یہ بات مترشحّ ہوتی ہے کہ جن نابغہ ٔروزگار ہستیوں نے مقام ِرفیعہ پر قدم رکھا اللہ تعالیٰ کے فضل و کرم کے ساتھ ساتھ ان کی محنت بھی شامل تھی ، ان کی شبانہ روز کوششوں اور کاوشوں کا بڑا عمل دخل تھا، ان کی محنتِ...

اسلام اور یہودیت کا قانون حلال و حرام: مشترکات اور مختلفات کا جا ئزہ

The world Semitic religions like Judaism, Christianity and Islam have given comprehensive regulations and code of life. Therefore; there has been a complete system and directions about “ḥalal” and “ḥaram” (kosher non-kosher) means legal and illegal (treif’ in Jewish law). As Islam gives clear cut directives in beliefs, worships, ethics, economy and ways of life to guide the men in life; similarly the Judaism has also given clear regulations in these fields to guide its followers. Islam has taught its followers to eat and drink ‘ḥalal’ (Tayyib), so Judaism has also stressed on eating only ‘kosher’ (food that can be consumed according to Jewish law). For example in animals; meat of cow, bull, sheep and goat etc are legitimizing for eating in both the religions. Similarly the meat of pig is not allowed for men. Many things are similar in both these religions regarding dietary law. This article describes about ‘ḥalal’ and ‘kosher’ things in detail and tells what the similarities and dissimilarities regarding dietary laws are found in their religious literatures.

Formative Assessment Classroom Techniques and Their Influence on the Instructional Practices of Primary School Mathematics Teachers

Formative assessment (FA) successfully provides information for teachers to alter their instructional practices. However, experience suggests that teachers in general and mathematics teachers in particular lack the knowledge about FA, its use in classrooms and primarily use summative assessments (SA). The following study is the result of a Collaborative Action Research (CAR) between an M.Ed student from a private university and an in-service primary mathematics teacher at a reputed school in Karachi, Pakistan. The study aimed to explore the influence of Formative Assessment Classroom Techniques (FACTs) on the Instructional Practices (IP) of the teachers. Grade five of that school served as the data collection site. Answers to the following questions were sought a) What are a grade 5 mathematics teacher’s perceptions about assessment?; b) What are the current assessment practices (formative) and instructional practices of a grade 5 mathematics teacher?; c) What are the changes in instructional practices of grade 5 mathematics teachers as a result of using FACTs?; and, d) What are the facilitating and challenging factors while implementing FACTs in the classroom? Data were collected through semi-structured interviews, classroom teaching and observations, and the teachers’ reflections. The first cycle began mainly with FACTs that the teacher was unintentionally using. The second and the third cycles consisted of two FACTs each. However, FACTs in the third cycle focused on mathematical concepts. The findings of the study confirmed that FACTs helped teachers to alter their IPs in a way that enhanced student learning. It was also found that despite participating in relevant training a teacher could lack knowledge about FA in theory. Furthermore, the participant teacher found FA fruitful and tried to legitimize the use of it in her class by calling it a bridge for SA. The findings of the study imply that professional development for teachers should focus on an FA component as well. Moreover, FACTs ought to be introduced in the National Curriculum for Mathematics in general and the schools assessment policy in particular.
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