خان بہادر میجر محمد یسیٰن خان صاحب ناغڑ
میجر محمد یسیٰن خاں صاحب مرحوم ندوۃ المصنفین کے قدیم ترین معاون تو تھے ہی ادارے کی خدمات کوبھی نہایت قدرومنزلت کی نظر سے دیکھتے تھے۔ ادارے سے مرحوم کی وابستگی ندوۃ المصنفین کے مخلص ترین محسن مرتضیٰ صاحب مرحوم کے واسطے سے ہوئی تھی دونوں میں قابل رشک مخلصانہ تعلقات تھے، سید صاحب ہی کے ذریعہ مرحوم کے کارکنان ادارہ سے روابط بڑھے اور پھر یہ روابط بڑھتے ہی چلے گئے، تھوڑی دیر کے لیے بھی دہلی تشریف لاتے تو ندوۃ المصنفین کے دفتر میں ضرورآتے۔ ممبری کی فیس اداکرنے میں بھی بے مثال تھے۔ ان کاشمار ادارے کے اُن چند گنے چنے معاونوں میں ہوتاتھا جووقت سے پہلے کسی یاددہانی کے بغیر شوق وذوق سے سالانہ فیس دیتے ہیں۔ ایک پوتے کی المناک شہادت کی خبر تواس مضمون میں ہے، کم وبیش دو سال قبل ان کا دوسرا جوان پوتا دنیا سے رخصت ہواتوبڑاہی دردناک خط آیا تھا، میں نے تعزیت نامے میں اپنے عزیز ترین ہونہار پوتے کی حسرت ناک وفات کاذکر کیا توان کو بڑی تسلی ہوئی تھی اور اُس تاثر کااظہار انھوں نے ایک طویل مکتوب میں کیا تھا۔ پچھلے دنوں حباب آفرید صاحب کامکتوب آیاجس میں زیر نظرمضمون کاتذکرہ کیاتھا، یہ میجر صاحب مرحوم کوندوۃ المصنفین اورہم لوگوں سے جوغیر معمولی تعلق تھااس کے پیش نظر میں نے حباب صاحب کومضمون بھیجنے کے لیے لکھ دیا، مضمون ہراعتبار سے سبق آموز ہے اور اسی لیے برہان میں شریک اشاعت کیا جا رہا ہے۔ (ع)
جئیے پہاڑی سے یوسف بھائی کے الم نامہ نے غمزدہ دل کوہمیشہ کے لیے سوگوار کردیا کہ’’آپ کویہ دردناک خبر پڑھ کربے حد افسوس ورنج ہوگا کہ والد بزرگوار میجر محمد یسیٰن خاں کچھ دنوں کی علالت کے بعد اس عالم فانی سے مورخہ ۱۴/ اگست ۱۹۷۸ء/۹رمضان بروز پیر...
This study estimates the leadership qualities of Benazir Bhutto, first female Prime Minister of Pakistan and the Islamic world. The life history of Benazir Bhutto also falls under the category of charismatic leadership as she displayed exceptional leadership qualities in the face of different personal and political challenges. Much has been written on the life, personality and political career of Benazir Bhutto but very few have made academic and in depth study of leadership qualities of Benazir Bhutto which were predominant and striking features of her political leadership during her second tenure as Prime Minister of Pakistan (1993-96). Therefore, this article navigates on diverse Socio-economic, Political and Geo-strategic challenges and responses of Benazir Bhutto as Prime Minister of Pakistan (1993-96). Further, it encapsulates her relationship with military, dwindling state of economy, revengeful role of opposition and various contradictions with President created a grave challenge not only for poor governance but also for the longevity of her premiership tenure. It was not smooth sailing for her as Prime Minister; however, it was a hard journey full of myriad challenges, inherited dwindling economy, overdeveloped state structure, strife torn society, volatile geo-political situation, regional disparities, vindictive politics of opposition and imbalance of power between Prime Minister and President required stupendous efforts from Benazir Bhutto as a Prime Minister. Further, this study presents a systematic and factual analysis of the socio-economic challenges and the arbitrary use of the Presidential power (58) (2B). Furthermore, theory of challenge and response has also been applied to have a better understanding of Benazir Bhutto’s leadership qualities and administrative abilities. It also throws light on the circumstances that led towards her ouster from premiership. Besides, this study attempts to find what were the diverse challenges faced by Benazir Bhutto as a Prime Minister (1993-96)? How did she respond to various challenges as Prime Minister?
The purpose of this study was to explore the students' response to inquiry approach to teaching science in a lower secondary classroom of a government boys secondary school in Karachi, Pakistan. An action research approach of Kemmis, McTaggart and Retallic (2004) model was employed in the study. A focus group of six students of class 8th and their science teacher participated in the study. Data were collected through interviews, field notes and reflective journal of the researcher, students’ work and reflections and observations. Key findings of the study identified examination-oriented and teacher-centred teaching as the prevailing practice in the science classroom. Students viewed Science as a bunch of information. They considered science as valuable field of study due to its ability to secure them better jobs especially in the field of medicine and engineering. In addition, the findings revealed that students' cultural, religious and family belief shaped their views about teaching and learning science. The study has also revealed that students have alternative framework about the scientific concepts such as vision and living and non living things. The study documented students' curiosity and motivations to learn science once they were exposed to the inquiry approach in the classroom. They made considerable efforts to participate in different steps of inquiry in science. Improvement in raising questions, and presentation of their findings in a variety of ways (e.g. diagrams, tables, description) reflected their active involvement in the inquiry approach to teaching in science classroom. The study also explains that the students faced difficulty in formulating questions and hypothesis, writing and recording data and working in groups and pairs. The study suggests that the inquiry approach to teaching in science is a joint venture of students and teachers. It demands high level of participation from both teachers as well as students. Therefore, the teachers must understand students' previous experiences and views of learning science. Findings of the study have led to recommend future inquiries into the influence of cultural and religious beliefs on students' views about scientific phenomenon and learning of science.