شیخ محمد عبداﷲ
افسوس ہے کہ گزشتہ ماہ ستمبر کی۸/تاریخ کو شیخ محمد عبداﷲ، وزیر اعلیٰ ریاست جموں وکشمیر کاانتقال۷۷برس کی عمر میں ہوگیا۔ ان کی وفات سے ریاست کی نہایت پیچیدہ سیاسیات میں جو خلا پیداہوگیا ہے اس کا پُرہونا بظاہر ناممکن ہے۔ شیخ صاحب کی شخصیت کتنی قدآور اورکس درجہ بھاری بھر کم تھی اس کااندازہ اس سے کیا جاسکتا ہے کہ۱۹۵۳ء میں جب کہ وہ ریاست جموں وکشمیر کے وزیر اعلیٰ تھے ان کو سینٹرل گورنمنٹ نے اس عہدہ سے برخاست ہی نہیں کیا،بلکہ فوج اورپولیس کی عظیم جمعیت کے زیر سایہ انہیں گرفتار بھی کرلیا۔اس کے بعد مجموعی طورپرکم وبیش اٹھارہ سال شیخ صاحب نے نظربندی اوراسارت میں بسر کیے۔اس سلسلہ میں ان پر سازش کامقدمہ بھی چلایا گیا اورقسم قسم کے الزامات لگائے گئے جوبے بنیاد ثابت ہوئے، لیکن شیخ کی نظر بندی قائم رہی۔شیخ کھلے دماغ اورصاف ذہن کے آدمی تھے، وہ کٹر کشمیری تھے، جوکچھ سوچتے،خالص کشمیر اور اہل کشمیر کے مفاد میں سوچتے اورپھرجو فیصلہ کرلیتے اس پر مضبوطی سے قائم رہتے،کسی قسم کاخوف یاکوئی لالچ اس فیصلہ سے ان کومنحرف نہیں کرسکتا تھا۔ انھوں نے ہندوستان سے الحاق کافیصلہ بھی کسی دباؤ میں نہیں کیاتھا لیکن ساتھ ہی ان کا نظریہ یہ تھا کہ دوسری ریاستوں کے مقابلہ میں کشمیر کے لیے دستوری طورپر چند خصوصی رعایتوں کاحاصل ہونا ضروری ہے نیز یہ کہ کشمیر کامسئلہ برصغیر کی دو حکومتوں کے درمیان جو بس کی گانٹھ بناہواہے اس صورت حال کودوستانہ طریقہ پر ختم ہونا چاہیے کیونکہ جب تک یہ صورت حال قائم رہے گی ریاست جموں وکشمیر کو امن و اطمینان کے ساتھ ترقی کرنے، پھلنے پھولنے کاموقع نہیں ملے گا اور کشمیریوں میں بُعدوافتراق کی دیوار سدِّسکندری بن کر ایسی حائل رہے گی کہ رشتہ داریاں ختم ہوجائیں گی۔
شیخ کی معزولی اوراسارت کے بعد ریاست...
The present study explored the experiences and perceptions of psychologists with regards to the benefits of inclusive education for special needs children. The phenomenological approach was used, and data was collected from four psychologists in the form of semi-structured interviews. Thematic analysis was used to interpret the data. The following themes emerged in favor of inclusive education: (i) Providing Support to Special Need Students; (ii) Requiring Qualifications and Experienced Teachers; (iii) Offering Training to School Staff; (iv) Identifying Barriers that Interfere with Inclusion: Stigma and Integration; and (v) The Positive Effects of Inclusive Education: Empathy, Social Skills, and Academic Achievement. The importance of training teachers and staff in inclusive education was also highlighted. The present study indicates that awareness programs are required to remove the social stigma against children with special needs in advancing inclusive education in Pakistan.
We are living in the era of science and technology and it has made the world a global village. Science and technology has become a prominent indicator of economic development and prosperity. Nations of the world are striving for the excellence in this field. Pakistan is a developing country and advancement in the field of science and technology is the only way that can embark upon an era of economic development and prosperity for the country. Advancement in science and technology requires revolutionary changes and improvements in teaching learning science at all levels. One of the desired changes is the use of hands-on activities in teaching and learning science. Students’ involvement in hands-on activities exposes them to vibrant connections from abstract concepts to material examples and from scientific principles to scientific applications, which contribute a lot to students’ better comprehension of the scientific knowledge and their ability to solve problems using their scientific knowledge. It has been found that hands-on activities provide enjoyment to children and develop greater enthusiasm for science in the classroom. Keeping in view the need and importance hands-on activities in science education, the present study was undertaken. This study was designed to investigate the impact of hands-on activities on 8th grade students’ motivation toward science learning and their achievement in science. The study was conducted on 342 students of two boys’ high schools and two girls’ high schools, all schools were from public sector. The sample of the study comprised of 145 male and 197 female of grade 8, of which 169(49%) were assigned as experimental group and instructed by hands-on activities, while the 173 (51%) were assigned as control group and instructed by the viii traditional method. For the study, students’ motivation toward science learning scale (SMTSL) was used to measure students’ motivation toward science learning and science achievement test developed and validated by the researcher, was used to collect the data regarding students achievement score in science. The data were analyzed by using Independent Sample t-test through SPSS. The results indicated that there was a significant difference between the means score on students’ motivation toward science learning and students’ science achievement in favour of the experimental group. Gender wise comparison showed that male students were higher on motivation toward science learning as a result of experiencing hands-on activities but the difference was small and insignificant. Moreover, the gender wise comparison on achievement score as a result of experiencing hands-on activities showed that hands-on activities are equally beneficial for both male and female students and no difference on science achievement was found therein. The results of this study are important in the context of developing countries that have limited resources to spend on science education. The study recommends that science curriculum should be more activity based and include more hands- on activities at this level and teachers should be trained effectively so that the students’ motivational level toward science learning and their achievement in science can be enhanced.