پنڈت آنند نرائن ملا
۱۲؍ جون کو اردو تحریک کے قائد پنڈت آنند نرائن ملا چل بسے، وہ ۱۹۰۱ء میں لکھنؤ میں پیدا ہوئے تھے، جہاں ان کے والد پنڈت جگت نرائن ملا چوٹی کے وکیل تھے، آنند نرائن ملا بھی تعلیم سے فارغ ہوکر وکالت کے پیشے سے وابستہ ہوئے، پھر الٰہ آباد ہائی کورٹ کے جج اور سینئر جسٹس ہوئے، ۱۹۶۱ء میں ریٹائر ہوئے تو سپریم کورٹ میں وکالت شروع کی، لوک سبھا اور راجیہ سبھا کے ممبر بھی منتخب ہوئے لیکن ان کی اصل وجہ شہرت و امتیاز کا باعث یہ ہے کہ وہ اردو کے ایک بڑے شاعر، نقاد، ادیب، سیکولر، انسان دوست اور گنگا جمنی تہذیب کا نمونہ تھے، اردو کی محبت ان کے رگ و پے میں رچی بسی ہوئی تھی اور وہ اس کے اپنی مادری زبان ہونے پر فخر کرتے تھے اور کہتے تھے کہ ’’میں مذہب چھوڑ سکتا ہوں لیکن مادری زبان نہیں چھوڑ سکتا‘‘۔
ان کا شعر ہے:
آتجھ کو گلے لگا کے مٹتی اردو
اک آخری گیت گا لیں تو چلیں
منظوم تصنیفات کے علاوہ بعض نثری تصنیفات بھی یادگار ہیں نظم وغزل دونوں پر قدرت تھی، روایت کی پاسداری کے باوجود کلام میں فرسودگی نہیں۔ مشاعرہ کے شاعر نہ تھے مگر اس میں شرکت کرتے تھے۔ دارالمصنفین کی گولڈن جبلی کے مشاعرہ کی صدارت کی تھی۔ اب غیر مسلموں میں اردو کے ایسے عالم، دانشور اور اس سے گہرا لگاؤ رکھنے والے عنقا ہورہے ہیں اس اعتبار سے ان کی وفات اردو کا واقعی ناقابل تلافی نقصان ہے۔ (ضیاء الدین اصلاحی، جولائی ۱۹۹۷ء)
The travel and tours enterprise were badly affected due to pandemics. In the aftermath of high restrictions on human movement, travel-based entrepreneurs were highly impacted due to lockdown. Due to pandemic, highly impacted into earning-saving, lack of supportive working conditions, lower self-capacity, and lack of recovery budget and policies, the travel and tours-based entrepreneurs were highly impacted. The study reflected the impact of pandemics on travel and tours, major constraints, and a possible way forward to sustaining. The research explores what are the major existing practices of sustaining travel and tours entrepreneurs during pandemics, what factors can contribute to building bounce-back capacities of travel and tours entrepreneurs’ sustainability. Above forty-four, snowball-based sampling was done from major travel and tours entrepreneurs, Pokhara-Nepal. A structure-based open-ended questionnaire, key informant interviews, and in-person-based discussion were applied in the method of study. Used the content analysis along with a recap of the research question, undertake bracketing to identify biases, operationalize variables with develop a coding, and code the data with undertaking analysis while qualitative analysis, and multiple regression facilitated on quantitative analysis to finalize the discussion. The study reflects that self-saving, social support, state and financial institutions recovery support, social behavior and change communication, full vaccination practices, and self-accountable tourist behavior are highly expectable conditions to the sustainability of travel and torus entrepreneurship in the learning area. The study concludes that self-saving capacity can contribute to bounce-back capacity for every entrepreneur. Social support and socioeconomic recovery packages were also contributing to sustaining travel and tours in the study area. Self-saving condition and capacity is higher bounce back capacity compared to non-saved entrepreneurs in the study area. Social support, socioeconomic recovery practices, and recovery packages from state and financial institutions were not at the higher level as expected.
This study was conducted in order to observe the impact of microteaching training on the performance and teaching self-efficacy of prospective teachers in their teaching practice. The objectives of the study were: (1) to observe the performance of trainee teachers after acquiring selected microteaching skills in their teaching practice; (2) to observe the performance of trainee teachers after acquiring set induction skill in their teaching practice; (3) to observe the performance of trainee teachers after acquiringpresentation skill in their teaching practice; (4) to observe the performance of trainee teachers after acquiring questioning skill in their teaching practice; (5) to observe the performance of trainee teachers after acquiring students’ re-enforcement skill in their teaching practice; (6) to observe the performance of trainee teachers without acquiring selected microteaching skills in their teaching practice; (7) to compare the performance of trainee teachers after acquiring selected microteaching skills in their teaching practice; (8) to find out the personal teaching-efficacy of the trainee teachers after acquiring selected microteaching skills in their teaching practice; (9) to find out the personal teaching-efficacy of the trainee teachers after acquiring set induction skill in their teaching practice; (10) to find out the personal teaching-efficacy of the trainee teachers after acquiring presentation skill in their teaching practice; (11) to find out the personal teaching-efficacy of the trainee teachers after acquiring questioning skill in their teaching practice; (12) to find out the personal teaching-efficacy of the trainee teachers after acquiring students’ re-enforcement skill in their teaching practice; (13) to determine the personal teaching-efficacy of the trainee teachers without acquiring selected microteaching skills in their teaching practice; (14) and to compare the personal teaching-efficacy of the trainee teachers after acquiring selected microteaching skills in their teaching practice. Fifty-three female trainee teachers of Regional Institute for Teacher Education female Abbottabad constituted the population of this study. Through matched random sampling the subjects of the study were divided into control and experimental group. Fifty subjects, 25 each in both groups formed the sample of the study. The subjects were equated in their respective groups on the basis of their pre-test observation sheet scores in their teaching practice. Pre-test post-test equivalent group design was selected for the study. Research tools included observation sheet and personal teaching efficacy scale. Already developed and validated observation sheet by (Hussain, 2001) was adopted for the present research experiment. The calculated Cronbach’s alpha co-efficient value of the questionnaire is .82. Personal teaching efficacy scale was developed and moulded in light of the standardized teacher’s sense of efficacy scale (TSES). Calculated Cronbach’s alpha co-efficient value of the questionnaire at pre-test is .83. Trainee teachers of experimental group were administered microteaching training in set induction, presentation, students’ reinforcement and questioning skills for forty days. Post-test data analysis revealed that trainee teachers of experimental group showed better performance and higher teaching self-efficacy than prospective teachers of control group in the use of four selected microteaching skills.