ڈاکٹر میرولی الدین
حیدرآباد کی ایک اطلاع سے یہ معلوم کرکے بہت افسوس ہواکہ ڈاکٹر میرولی الدین صاحب کاانتقال ہوگیا۔ مرحوم کی عمر۸۰کے لگ بھگ ہوگی۔ان کا مرتبہ انڈوپاک کے مصنفین میں بہت بلند تھا۔ دراصل ان کا مضمون فلسفہ تھا جس کے پروفیسر اورصدرشعبہ وہ ایک عرصہ تک جامعہ عثمانیہ میں رہے اوروہیں سے سبکدوش ہوئے۔ لیکن تصوف کے ساتھ ان کو بڑاگہرالگاؤ تھا علمی اور نظری اعتبار سے نہایت وسیع المطالعہ ہونے کے ساتھ وہ عملاً بھی ایک بلندپایہ صوفی تھے۔ایک مرتبہ کلکتہ میں ایک ہفتہ تک وہ راقم الحروف کے مہمان رہے تواس مدت میں کوئی ایک دن بھی ایسا نہیں تھا جب کہ وہ تہجد کے لیے بیدار نہ ہوئے ہوں اور نمازکے بعد صلاۃ فجر تک اوراد و وظائف میں مشغول نہ رہے ہوں۔ انھوں نے انگریزی اوراردو تصنیفات وتالیفات کاایک عظیم ذخیرہ چھوڑاہے۔ان میں سے ہرتصنیف ایک سے ایک بڑھ کر ہے۔ندوۃ المصنفین اوراس کے ارکان کے ساتھ ان کو بڑا مخلصانہ اورمشفقانہ تعلق تھا چنانچہ اس ادارے میں ان کی متعدد کتابیں چھپی ہیں اور مقبول عام وخاص ہوئی ہیں۔ادھر کئی سال سے وہ بے حد کمزور اورضعیف ہوکر خانہ نشین ہوگئے تھے مگر تصنیف وتالیف کامشغلہ پھربھی جاری تھا۔ اﷲ تعالیٰ ان کے مراتب ومدارج بڑھائے اوران کوجنت الفردوس نصیب ہو۔ [دسمبر۱۹۷۵ء]
The Musharraf formula refers to the resolution formula of the Kashmir conflict which was reportedly agreed upon during the one-to-one backchannel dialogue between Mr. Tariq Aziz, the former civil servant and close aide of the then President of Pakistan, General Pervez Musharraf and Mr. Satinder Lambah, a special envoy of the Prime Minister of India. We now know some of the details of this formula from the article of the American journalist, Steve Coll which he had published in New Yorker in March 2009 and the book of Mr. Khursheed Mahmud Kasuri, Neither a Hawk, Now a Dove which was published in 2015. Prior to this Mr. Musharraf and Mr. Kasuri had already claimed in their TV interviews and press talks that by March 2007 India and Pakistan were very close to resolving the Kashmir conflict. This paper takes the details of that non-paper agreement and tries to study what exactly that agreement holds for the future resolution of the Kashmir conflict. The basic understanding is whenever the Pakistani and the Indian governments will take up the negotiations on the Kashmir conflict in future, this agreement is bound to come up in the talks as a starting reference point. Therefore, it is necessary to carefully look at this agreement and discuss what it entails for the resolution of the Kashmir conflict.
The work reported here is an investigation about the effectiveness of two teaching methods (i.e. Ausubel teaching method and traditional teaching method) in the teaching of physics at secondary level in Pakistan. The main objectives of this study were to compare the relative effectiveness of these teaching methods on students’ achievement and attitude, and to find out the impact of pre-lab on the learning of the students. This experimental work was carried out for the period of thirty-five weeks in the physics classroom and laboratory of Govt. Comprehensive School, Jhelum (Pakistan). Sixty-two secondary school science students of class X were randomly selected for this experiment. The posttest-only equivalent group design was used for this study. It involved two groups; experimental and control. These groups were equated on the basis of marks achieved by the students in a test of 8 th class science. The different tools used to collect the data were; the Achievement tests, Post labs, and Attitude scale. Experimental group was taught through Ausubel’s teaching method while control group was taught through Traditional. To measure the achievement of the students in the science theory and practical, the researcher administered the following tools; Experimenter’s tools 1 & 2, and post-labs. The other achievement tests used in the study were the Term Tests 1 & 2 administered by the school, and the question paper of physics theory and practical constructed, administered and evaluated by the Board of Intermediate and Secondary Education Rawalpindi (SSC annual examination 2005). To measure the scientific attitude of the students, an instrument was constructed and validated and then administered to the whole sample. Data collected by tools were analyzed by the application of software, SPSS and presented in the form of mean scores. To compare the mean scores of experimental and control groups, t-test was employed. The study indicated that Ausubel’s teaching method was found more effective than traditional teaching method in improving the achievement of the students in the subject of physics as measured by experimenter’s tools, term tests and in the SSC examination, v2005. The study also showed that the use of pre-labs significantly improved the performance of the students. It has found in various significant indications that the new way of teaching has improved performance of the students in various tests and some evidence that attitude have changed. The nature of pre-lab and post-lab need more improvement and further investigation at other levels and regions. There relative effectiveness should be evaluated so that the more effective tool can be used in the future. The persistence increase in the standard deviations for the experimental group suggests that not all students benefited equally. This gives rise to another area ‘cognitive learning styles’ that should be explored. This study can be seen as an exploratory study and offers encouragements that the new approach has considerable value for the learners. It needs replication, using many teachers, with boys and girls, and in all disciplines of science.