آرزو
اے نقطہ راز کے واقف۔۔۔!
اے نقطہ راز کے واقف۔۔۔!
پہچان کے درویش۔۔۔و مِن الاصحاب عشق کا دعوی کرنے والے!
اے آشناء مستی کے روبرو۔۔۔!
افاعیل میں زحافات کی تقطیع کے اصلاحی علائم کو!
نظم میںمشخص کرنے والے۔۔۔!
ستیہ پال آنند، امجد اسلام امجد اور علی محمد فرشی مجھ سے بولتے نہیں
خالد سجاد ، اظہر عباس اور نعیم گیلانی تھکے ہوئے ہیں
ماجد مشتاق، افتخار شفیع اور شبیر بٹ سوئے ہوئے ہیں
ہوا شبنمی خوشبو کے ہم رکاب چل رہی ہے
چاندنی خشک کوزوں میں اترتے ہوئے!
محبت پہ درود اور چاہت پر سلام پڑھ رہی ہے
اب تم ہی آجاؤ نا۔۔۔!
ہم ترجیحی تدوین۔۔۔اختصار ترکیب پہ نہ سہی۔۔۔!
چلو نثری نظم پہ ہی مناظرہ کرتے ہیں
The implementation of Evidenced-based practice (EBP) was one of the factors in increasing the quality of health services as an ideal problem-solving approach. The ability of nurses to appliance EBP was influenced by many factors, not only on individual nurses consisting by the support of unit leader and colleague. The purpose of this study was to determine the factors associated with the implementation of EBP at the care room level establishing on the support of coworkers and nursing managers. This writing used a literature review study, from several databases namely PubMed, ProQuest, Google Scholar, and ScienceDirect with a limitation of the last 5 years. 17 journals met the inclusion criteria and the results of a literature review study show: eight journals conclude that the support of colleagues and authority in changing practices affects the implementation of EBP, 13 journals concluded the role of managerial nurses affects the implementation of EBP consisting of leadership support and mentorship including the lack of knowledge and skills of nursing leaders regarding EBP. Data from the collected and identified literature study clearly showed that EBP knowledge and skills of nursing leaders related to EBP are important factors in increasing the implementation of EBP but co-worker factors can be a supporter and also an obstacle to the implementation of EBP if it is not well managed.
This qualitative case study is an attempt to explore the policy emphasis on the use of ICT in education and the experiences of school-based stakeholders regarding their attempts to integrate lCT in learning and teaching of English in a public sector secondary school of Chagai, Baluchistan. The research sample consisted of six students of class 9, six students of class 10, two English language teachers (ELTs) and the head teacher of the school. Focused group discussion, semi-structured interviews, classroom observation, document and artifact analysis tools were used for data collection. Three questions were developed to answer the research focus: 1) what kind of emphasis has the national education policies historically placed on the use of information technology in the learning and teaching process? 2) What are the experiences of the school-based stakeholders (the head teacher, English language teachers and students) of integrating lCT in the process of teaching and learning English of a public sector secondary school? and 3) In what ways does the policy emphasis on the use of ICT in education/teaching and learning corroborate with the experiences of school-based stakeholders? The findings of the study suggest that all education policies and plans, including the current Balochistan Education Sector Plan (2013-2018) consistently emphasize on ICT integration in education. Experiences of school- based stakeholders highlighted that they were integrating lCT in learning and teaching of English by sharing websites, using ICT as a medium of communication and connection, ICT as a tool to enhance students' motivation, engagement and lCT to give rise to student-centred learning. Moreover, school- based stakeholders were also experiencing few challenges. Those challenges were lack of awareness regarding policy intentions, the poor ICT skills of ELT, lack of technological pedagogical content knowledge, lack of technical and financial support and lack of the head teacher and ELTs' voices in education policy. Public-private partnership and community participation were two of the strategies being used by the school-based stakeholders to overcome the challenges faced. However, it was evident from the findings of this study that policy emphasis on lCT integration in learning and teaching was not translated in school-based stakeholders' experiences. It could be referred to as poor policy implementation. To overcome this poor policy implementation, the study recommends using UNESCO Institute for Statistics's (2009) indicators for lCT in education for monitoring the progress throughout that is from conceptualization to implementation and evaluation phases. This will certainly help assessing success