ایٹمی توانائی کا پرامن استعمال
آنکھ جو کچھ دیکھتی ہے لب پہ آ سکتا نہیں
محو حیرت ہوں کہ دنیا کیا سے کیا ہو جائے گی
ہماراوطن عزیز پاکستان بھی ایک ترقی پذیر ملک ہے۔ اسے اپنی تعمیر وترقی کے لیے مختلف ذرائع و وسائل سے کام لینا چا ہیے۔ ہمارے مشہور وسائل قوت، معدنی تیل، قدرتی گیس، برقی طاقت اور بائیوگیس وغیرہ ہیں۔ شمسی توانائی بھی ایک وسیلہ قوت ہے لیکن اس سلسلے میں ابھی تک کوئی قابل قدر پیش رفت نہیں ہوئی ۔تعمیر وترقی کے میدان میں ہماری ضروریات اس قدر وسیع اور لامحدود ہیں کہ موجودہ وسائل اور ذرائع قطعاً نا کافی ہیں۔ اس لیے ہمیں لامحالہ ایٹمی توانائی کے حصول اور پھر اس کے پرامن استعمال پر اپنی مساعی اور کوششوں کو مرکوز کرنا ہے۔ بڑھتی ہوئی آبادی اور پیہم روز افزوں ضروریات کے پیش نظر اگر ہم نے اس شعبے میں غفلت اور کوتاہی سے کام لیا تو ہماری تعمیر وترقی کا تمام تر نظام اور پروگرام درہم برہم ہو کر رہ جائے گا۔
اپنی توانائی کے حصول کے بعد اس سے ایٹمی دھما کہ مطمع نظر نہیں ہونا چاہیے بلکہ اس کا پر امن استعمال پیش نظرر ہے۔ اس سے منشاء اور مراد ہو کہ ٹیکنالوجی کے شعبے میں استحکام اور فروغ ہوتا کہ اپنے پاؤں پر کھڑا ہوسکیں اور عوام کو پر مسرت زندگی کی ساعتیں دے سکیں۔
ایٹمی ٹیکنالونی میں پیش قدمی کا صنعت و زراعت پر اچھا اثر پڑتا ہے۔ ایٹمی پیش رفت نے الیکٹرانک انڈسٹری پر خوشگوار اثر ڈالا ہے اور بہتر نتائج سامنے آرہے ہیں۔ تعلیم کے میدان میں بھی کافی ترقی ہوئی ہے۔ ایٹمی توانائی کے پرامن استعمال سے ہم اپنے مختلف شعبہ ہائے زندگی میں عظیم انقلاب برپا کر سکتے ہیں مثال کے طور پر ہم تکنیک استعمال کر کے زرعی پیداوار میں دس...
This study was conducted purposely to assess the degree of school effectiveness among public secondary schools of Zamfara State, Nigeria. In order to achieve this fundamental objective, one research question was formulated. A descriptive survey research design was adopted in the study. Population of the study comprised the entire 2361 classroom teachers deployed in the 158 public secondary schools of Zamfara State-Nigeria. From the population of the study, a sample size of 266 teachers was extracted using a ‘Multistage Random Sampling Technique’. A semi-structured questionnaire developed by Lezzote and Snyder (2011) on a five Likert type scale instrument with 21 items was employed as an instrument for data collection. The instrument composite reliability was computed using Cronbach’s alpha method and obtained the value of .949. All data covered in the study were collected through a field survey approach. Analytically, the current study discovered that, the degree of school effectiveness was at a high extent with mean score (M=3.68, SD=0.15). Based on this finding, the paper recommends that, stakeholders in educational sector comprising government’s ministries, departments and agencies, policymakers, secondary schools’ principals, instructional teachers as well as the learners and their parents/guardians should reciprocally work together in the process of appropriate perpetration and advancement of effective school system and its practices.
The Master in Education (M.Ed.) is a core programme of the AKU-IED. Its purpose is to prepare Professional Development Teachers (PDTs) who are “exemplary teachers”, “researchers” and “teacher educators” and whose primary role is that of working as change agents in their schools on their return from AKU-IED. They are at the forefront of educational reform as they are constantly “rocking the boat” and “breaking the mould” during their attempts to try new things, take risks, encourage innovations and modify instructional practices (Stringfield, 1994, p.157). In this role, PDTs encounter the challenges and possibilities of their role in their respective contexts and face successes and failures, hopes and disappointments. I was interested in this topic because of my professional background of working as a teacher educator, and my exposure to the M.Ed. programme at the IED in different modules. Working with PDTs in their settings persuaded me to conduct the study on this topic. The ultimate purpose of this study was to explore how PDTs resolve challenges while performing their diverse roles and responsibilities in their contexts. This study was conducted in six of IED's cooperating schools from which the sample of the six M.Ed. graduates in three different systems i.e., government, private and AKES in Karachi, were involved. The fieldwork lasted for five weeks in which I applied the qualitative research paradigm and used a survey and semi-structured interviews to collect data I also maintained field notes and memos. This study suggests that PDTs' role performance is affected by some factors like role ambiguity or overload, teacher resistance, dilemmas of teacher education, limitation in conducting research, etc. The study has revealed that the PDTs have significantly contributed to developing teachers professionally in their schools with the eventual impact on whole school improvement. Finally, this study presents a few recommendations and implications for IED's future programmes, school administration and the PDTs as well.