بہارجہلم
(بابا فضل دین ؒ رجسٹرار ہائی کورٹ کی فرمائش پر)
میری آنکھوں سے دیکھے کوئی بہار جہلم
دل و جان سے وہ ہوگا نثار جہلم
عشق الٰہی کا سمندر وہاں بہتا ہے
اِک مرد قلندر جہاں رہتا ہے
دُکھ درد غریبوں کے وہ سہتا ہے
سب کرتے ہیں تجھ سے پیار جہلم
تیرے باسی بہت ہی پیار والے ہیں
ان کے دل بہت ہی اُجالے ہیں
وہ ہراک کے کام آنے والے ہیں
تیرے منگلا میں بہتا ہے آبشار جہلم
مئے پینے سب جہلم کو جاتے ہیں
پیا بھر بھرجام سب کو پلاتے ہیں
پیا جب موج میں آتے ہیں
تو پیاسا نہیں رہتا کوئی میخوار جہلم
قادری سائیںؔ میخانے کے سہارے ہم جیتے ہیں
توحید و رسالت کی مئے ہم پیتے ہیں
دلبر کے سنگ جو دن بھی بیتے ہیں
یاد کرکے دل روتا ہے زارو نزار جہلم
Dr. Muhammad Iqbal is an outstanding poet-philosopher, perhaps the most influential Muslim thinker of the 20th century. His poetry, both Urdu and Persian, is great. Iqbal's philosophy is known as the philosophy of selfhood (KHUDI). His philosophy determines the fact that the purpose of life is the development of inner-self. This goal of human being is definitely achieved by the true love of God, and sincere obedience of His Prophet Muhammad (PBUH). As the holy Quran declares loud and clear: "Say: if you do love Allah, follow me: Allah will love you and forgive you your sins." This article is about the gist of Dr. Iqbal's poetry, which is the love and devotion of Allah's beloved Messenger Muhammad (PBUH). Just like Rumi, Dr. Iqbal had a similar pattern of love for the personality of the prophet. He made Him to be the role-model in bringing the socio-political change within the Muslim society of his time. He firmly believes: If you are loyal to Muhammad, then We are yours The world is naught: The Pen of Destiny shall be yours
This small-scale case study attempts to investigate the formative assessment practices of two lower secondary mathematics teachers of two private English-medium secondary schools of Karachi, Pakistan. It paves the path to explore the different ways of giving feedback to students and asking oral questions from them in the classroom. The nature of the study leads the researcher towards using the qualitative paradigm, with the case study approach at the heart of the study. The trustworthiness of the data was ensured through designing different tools for investigation: interview, observation, and the use of complementary documentary evidence. The dominant form of assessment in Pakistan is highly summative and is focused on promoting students to the next classes. However, teachers in this study were found to be using some aspects of formative assessment. In this connection, the main findings that emerged from classroom observations, interviews, and document analyses of primary and secondary research participants were analyzed and discussed. In particular, the findings reiterate the teachers' understanding of formative assessment, along with ways of feedback from the teacher to the students. Furthermore, the teachers' classroom observations exemplified that they give oral feedback to explain how to get to the appropriate solution of mathematical problems. Moreover, the nature of feedback was corrective, but errors were not explained. Some hindering and facilitating factors regarding sustaining formative assessment at the classroom level emerged during the teachers' interviews. Although teachers faced several challenges, there is still hope for sustaining formative assessment in classrooms, because it is given utmost priority in the National Education Policy (2007).