اُن ؐ کا ہے پیغام آفاقی اور مخاطب سب انسان
یہ پیغام سکوں ہے دل کا اور دماغ کا اطمینان
جس کا جی چاہے آ بیٹھے ، رُوح و چشم کی بھوک مٹے
اُنؐ کی سخاوت افلاکی ہے ساری زمین ہے دستر خوان
اللہ اللہ کیسے تھے اصحابؓ کہ جب بھی ملتے تھے
اک دُوجے سے پوچھتے رہتے کیسا آپ کا ہے ایمان
جنگ میں بوڑھے ، عورتیں ، بچے ، کھیت تلک محفوظ رہیں
اپنے ماننے والوں کو تھا پیارے نبیؐ کا یہ فرمان
دھیان مدینے کا جب ہو تو رُوح بھی بھیگنے لگتی ہے
اک سرشاری چھا جاتی ہے ، جیسے اُترا ہو نروان
ربّ چاہے تو پھر حاضر ہوں روضۂ اقدس پر ہم بھی
لب پہ سلام کے نغمے ہوں اور ہاتھ میں نعتوں کا دیوان
نامِ خدا پر ملک بنا تھا ، نامِ خدا پر قائم ہے
گنبدِ خضرا دیکھ رہا ہے خاص نظر سے پاکستان
To develop in children a broad range of skills, including the problem solving, interpersonal and communication skills that are essential for successful living in a rapidly changing society. The curriculum encourages student initiative by providing children with materials, equipment, and time to pursue activities they choose. At the same time, it provides teachers with a framework for guiding children’s independent activities toward sequenced learning goals. There are seven specific types of learning styles. Visual learners prefer to learn mathematics through pictures, diagrams etc. A well-balanced intelligent child is able to develop all the types of learning styles. The students have to understand and accept their type of learning style earlier so that learning becomes easier and less stressful in the future. But it is important to train and practice the other types of learning styles so that the children can utilize them as effectively as possible. The teacher plays a key role in instructional activities by selecting appropriate, developmentally sequenced material and by encouraging children to adopt an active problem-solving approach to learning. This teacher-student interaction teachers helping students achieve developmentally sequenced goals while also encouraging them to set many of their own goals uniquely distinguishes the High/Scope Curriculum from direct-instruction and child-centered curricula (high/Scope Educational Research Foundation, 1989). Teachers keep notes about significant behaviors, changes, statements, and things that help them better understand a child’s way of thinking and learning. Teachers use two mechanisms to help them collect data: the key experiences note form and a portfolio. The High/Scope Child Observation Record is also used to assess children’s development. According to Ronald Barnett, learning may or may not take place when a subject is taught. While discussing this point he has presented two contrasting images of quality. They are institutional performance and student experience, student learning or student achievement. The teacher in his opinion is central to higher education. Teaching may be able to improve the quality of student’s learning but the teacher should remind himself that it may also impair the quality of student’s learning. This is partly because student’s learning strategies vary under two polarities, one between deep and surface understanding and the other between holistic and atomistic understanding of their learning experiences. He goes on to add that for a student, learning has three distinct aspects: learning style, motivation and curriculum demands. Therefore teachers have to pursue, beyond teaching strategies to enable their students to attain certain specific skills.
Despite huge advancements in medical science and continuous focus on health issues and suggested interventions by local and international agencies, child mortality is still endemic. The world has experienced tremendous declines in under-five mortality since the 1960s but the disparity, however, is so profound and vivid that at the global level, there exist almost 60-fold variation in infant mortality rates between high and low mortality countries (Schell et al., 2007). The world Mortality Report 2017 by the UN explains that part of the reason for these huge disparities lies in the disproportionate progress in health and development, which manifests itself in inequalities in access to safe drinking water, food, sanitation, medical care, and other basic facilities. This research endeavor is an attempt to quantify the role of such policy variables like breastfeeding and immunization in reducing under-five mortality in the context of Pakistan. The study controls various determinants including skilled medical care, maternal factors and like. For this objective, data from the most recent rounds (2012-13 and 2017 18) of Pakistan Demographic and Health Survey (PDHS) is pooled. The sample in this survey is representative of the national and provincial levels. All children under the age of five born five years before each survey are the unit of analysis for this study. The instrumental variable-probit model was used to examine the association of breastfeeding and immunization with under-five mortality on a sample of 26,613 births across two age groups (infants aged 0-11 months and under-five aged 0-59 months). The results indicate that breastfeeding has a strong and highly significant negative impact on both infant and under-five mortality even after controlling for factors such as child characteristics, mother characteristics and household characteristics. This study finds that for every increase in the average number of vaccinations of children under five at the household level the under-five mortality decreases by 1.1 percent and infant mortality by 0.6 percent. Also, every child who is ever breastfed as compared to never breastfed has about a 33 percent lesser probability of succumbing to death. The results of the study signify an important role of these policy variables in reducing under-five mortality and to bringing mortality rates in line with the Sustainable Development Goals targets