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A Follow-Up Study of the Industrial Arts Graduates of the Institute of Education and Research, Lahore

Thesis Info

Author

Khurshid Ahmad Khan

Institute

Allama Iqbal Open University

Institute Type

Public

City

Islamabad

Country

Pakistan

Thesis Completing Year

1967

Thesis Completion Status

Completed

Page

62

Subject

Technology

Language

English

Other

Call No: 607 KHF; Publisher: University of the Punjab

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676709550946

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حکیم محمد سعید دہلوی

حکیم محمد سعید دہلوی آف ہمدرد دواخانہ پاکستان کی شہادت
کس قدر ظالم ہاتھ تھے اور کس قدر درندہ صفت دل کا وہ انسان نہیں حیوان رہا ہوگا جس نے فرشتہ صفت ہستی، غریب انسانوں کامسیحا، ملک وملت کاخیرخواہ ،پوری انسانیت کی فلاح وبہبود گی چاہنے والا،شرافت کاپیکر مجسم، حکیم محمدسعید دہلوی پر گولیاں چلا کر آن کی آن میں ان کو شہید کردیا۔اناﷲ وانا الیہ راجعون۔
جیسے ہی یہ خبر عوام الناس تک پہنچی کہ کراچی پاکستان میں ہمدرد دواخانہ کے مطب سے فراغت کے بعد جب حکیم محمد سعید دہلوی اپنی کار میں بیٹھنے لگے تو کچھ نامعلوم درندوں نے ان پر اندھا دھند گولیاں چلانی شروع کردیں جس سے وہ ان کاڈرائیور اورتین ان کے ہمراہ اصحاب موقع پر جاں بحق ہوگئے ۔غم وصدمہ میں ڈوب گئے۔ اوران سب کے منہ سے ایک چیخ نکل پڑی کہ ہائیں یہ کیا ہوگیا، کیاشرافت وانسانیت کابھی قتل ہونا شروع ہوگیا ہے۔ حکیم محمدسعید دہلوی شرافت انسانیت کی جیتی جاگتی تصویر تھے، وہ بڑے وضعدار انسان تھے انہوں نے دوسروں کے آرام کے لیے اپناآرام چھوڑدیا تھا۔ان کامقصدِحیات صرف اور صرف بنی نوع آدم کی خدمت کرناتھا اٹھتے بیٹھتے سوتے جاگتے وہ انسانیت کی فلاح وبہبودگی کے کاموں ہی میں اپنے کولگائے ہوئے تھے۔
تقسیم سے پہلے وہ اوران کے برادر معظم ملک وملت کی نادررِ روزگار ہستی حکیم عبدالحمید دہلوی حفظہ اﷲ تعالیٰ متحدہ ہندوستان میں اپنے عظیم الشان کارناموں کی بدولت مشعل راہ تھے۔ مجھے ان کی وہ صحبتیں یادہیں جب قبلہ ابّا جان حضرت مفکر ملّت مفتی عتیق الرحمان عثمانیؒ اوران کے مخصوص احباب حضرت قاضی سجاد حسینؒ مولانا سعیداحمداکبرآبادی،مجاہد ملّت حضرت مولانا حفظ الرحمن وغیرہم کی قربت میں حکیم عبدالحمید صاحب دہلوی اوران کے برادرِ خوردحکیم محمدسعید دہلوی بڑے سے بڑے مسائل پرتبادلۂ خیال کرکے ان کے حل وتدارک کے لیے مستعد عمل...

MIND OVER MATTER: THE REQUIRED PHYSICAL AND SOCIAL ACTIVITIES FOR COGNITIVE ALERTNESS AMONG PAKISTANI GERIATRIC POPULATION

Background and Objective: Aging is influenced by culture, individual experiences, and socio-demographic characteristics along with societal expectations. Cognitive functioning and activity level in geriatric population may alter their participation in daily life activities thus this study aims to explore the required physical and social activities for cognitive alertness among Pakistani Geriatric population. Methodology: An observation based study of 169 aging individuals who performed on MoCA for cognitive functioning and interviewed on IPAQ for duration of physical activity in everyday life. Results: It is an observational study, conducted among the geriatric population of different areas of Pakistan. A total number of 169 individuals participated out of which 59 % were males and 40 % were females with a majority of the population 74% falling between 65-75 years of age. It was found that 59% of the male and only 19% of the female had 22 score on MoCA for cognitive functioning and these individuals were practicing physical activities such as brisk walk for 3 days a week for more than 40 minutes and are involve at least once a week in social activities. Conclusion: The research finding concluded that physical activities and social gathering both has impact on cognitive function of geriatric population to participate actively in daily activities.

High Achieving Schools of Aku-Eb: Leadership Roles and Practices

The School Leadership (SL) roles for high student achievement (HSA), by and large, have remained less explored in the developing countries, especially in Pakistan. As a result, their roles in high achieving schools are unknown. During my review of research studies about School Leaders, I found gaps in literature in the area of School Leadership for high student achievement. Hence, I explored the School Leadership's (Principal) roles in a high achieving school (HAS) in Karachi, affiliated with the Aga Khan University Examination Board (AKU-EB). I also explored the factors which support and hinder the enactment of School Leadership's role for high students' achievement. Within the qualitative research paradigm, the case study method was employed as the research methodology. Data collection was done over a period of seven weeks, through observation and in-depth interviews with the Principal and selected research participants. Data were also collected on a daily basis through document analysis and reflective journals. My findings show that although the SL under study is performing more than 21 roles, which seem to be mix of instructional and pedagogical leadership (PL) roles, however, majority of the roles prove that she is inclined towards pedagogical and distributed leadership, with a futuristic vision, goals and high expectations, capacity building, capital development and distribution of responsibilities. It also reflects from the findings that the School Leadership plays a significant role both directly and indirectly, through pedagogical and distributed leadership for high student achievement (HSA). Moreover, it was observed that the SL and her determination and commitment as a visionary, supportive leader and facilitator, brought the school to the stage where the school is competing with the most elite schools within Karachi, despite being situated in a marginalized and poorly populated area, according to the SL. Her role as a facilitator, developer and provider of all kinds of resources to support teachers and students has been the key driving force in HSA. As a PL, she has the major responsibility for guiding teachers and students academically, socially, and spiritually, within the safe and peaceful environment of the school. Her prevailing roles of distributing responsibilities and empowering people also show SL's distributed and shared leadership approach. In addition, as a reformer, change agent, and strategic leader, she has been successful in initiating and implementing various reforms within the school in terms of structure, policies, teaching and learning and assessment strategies, according to the requirements of AKU-EB