اک بے نام سی کیفیت
دن بھی دیکھا ، رات بھی دیکھی
لہجے دیکھے ، بات بھی دیکھی
شام کو ہم نے یاد بھی دیکھی
جیت بھی دیکھی ، مات بھی دیکھی
دن کو ہم نے تارے دیکھے
لہجے تیرے سارے دیکھے
ہجر بھی دیکھا ، وصل بھی دیکھا
چاند بھی دیکھا ، بادل دیکھے
کیسے کیسے وہم تھے دل میں
ہنستے ہنستے رونے لگتے
روتے روتے ہنسنے لگتے
ایسے تُو نے پاگل دیکھے
عمر گزاری ہے تجھ بن میں
آج بھی زندہ ہوں تجھ بن میں
لیکن اپنا حال تو دیکھو
دن سویا سویا رہتا ہے
شب جاگی جاگی رہتی ہے
Poverty is a global issue, particularly, related to the developing countries. The whole world is taking measures to eradicate it. People have different types of talent to earn money. Some are skilled, some have good entrepreneurship ideas and some others are good at manual work. We find that a great number of such skilled people are suffering from lack of resources in Pakistan and therefore not properly able to exert their skills to their utmost. Pakistan, being a developing country, is suffering from the issue of poverty. Many efforts were made for the alleviation of poverty during various regimes. Pakistan People’s Party introduced the Benazir Income Support Program. The same program has been maintained by the present Muslim League (Nawaz) government, due to its so-called utility. However, the fact is that its utility is not promising, as the meager amount given to the needy ones consumes in the daily expenditures and produces no lasting good. Contrary to this thesis of alms-giving, an anti-thesis is provided by the tradition of the Holy Prophet, Muhammad (S. A. W), which emphasizes the provision of interest-free loan. The loan without interest, can enable a person to run his or her business, according to his or her capacity and the person can become independent. The present paper explores the prospects that how interest-free loan is more effective in removing poverty than alms-giving on a regular basis by the government.
The most common method of teaching genetics in Pakistani schools is through lecturing. This kind of teaching does not help students to gain in-depth understanding of the subject matter as a result students understand the subject matter at ‘knowledge’ level but not at ‘understanding’ and ‘application’ levels. The purpose of this action research was to improve students’ conceptual understanding of genetics by teaching it through inquiry method. Three cycles of action-research were carried out to teach five lessons over a six-week period. Each cycle consisted of two teaching lessons except the last one which consisted of one teaching lesson. A summative assessment was conducted at the end of the teaching to assess students’ learning in genetics. Data was collected at three stages of the study which included: pre-intervention, during intervention, and post intervention. In the pre-intervention (reconnaissance) stage, data was collected by using semi-structured interviews and classroom observations to explore the existing teaching learning process. During the intervention stage, the data was collected through observations and photography of teaching and aids used. In the post-intervention stage, data was collected by using the semi-structured interviews, both formal and informal talks with the research participants, and summative assessment of students. The findings from the study indicated that structured-inquiry based teaching helped students to conceptualize the genetic concepts at ‘knowledge’ level. However, they learn few genetic concepts at ‘understanding’ level. Summative test also shows that they did not demonstrate learning at the ‘application’ level. Initially, students showed difficulty in conducting and conceptualizing the inquiry activities but gradually they showed less difficulty when they become more acquainted with inquiry learning.