منشی محمد حنیف
بمبئی کے خطوط سے منشی محمد حنیف صاحب کے انتقال کی خبر معلوم کرکے بڑا صدمہ ہوا، ان کی جوانی مدرسۃ الاصلاح سرائمیر کی خدمت میں گزری، پھر بمبئی گئے، اﷲ نے کاروبار میں بڑی برکت دی۔ ہر طرح کی فارغ البالی کے باوجود نہ دین سے شغف میں کمی آئی اور نہ مدرسۃ الاصلاح کی محبت میں فرق آیا۔ اس کی ترقی و فلاح کے لیے برابر فکرمند رہتے۔ دارالمصنفین سے بھی خاص لگاؤ تھا، اس کے لائف ممبر تھے، مولانا شاہ معین الدین احمد ندوی اور سید صباح الدین عبدالرحمن صاحب سے بڑے مخلصانہ روابط تھے، ان حضرات کی بمبئی اور اپنے گاؤں آندھی پور میں پر تکلف دعوتیں کرتے، مجھ پر بھی بڑی شفقت فرماتے۔ اب ایسے شریف، بامروت، وضع دار اور مخلص لوگ نایاب ہوتے جارہے ہیں، اﷲ تعالیٰ غریقِ رحمت کرے اور متعلقین و اعزہ کا غم زائل کرے!! (ضیاء الدین اصلاحی، مئی ۱۹۹۸ء)
Gastric substances that potentially increase the esophageal mucosal damage are: gastric acid, pepsin, bile salts, and pancreatic enzymes. From all of these substances, the highest potential for reflux damage is gastric acid. Although the main cause of clinical symptoms of GERD is acid reflux, it has been known that there are subgroups with typical reflux symptoms that do not provide sufficient response or not responsive to PPI treatment. Despite the improvement of esophagitis, there is no clinical improvements in reflux symptoms of 30% respondents. Therefore, this study was designed to determine fasting gastric acidity with endoscopic findings in patients with GERD. A comparative-analysis study, which determine the fasting gastric acidity from endoscopic findings in patients with GERD. Samples recruited using consecutives sampling technique and divided into groups of esophagitis and non-esophagitis reflux. A total of 40 samples involved in this study. The Mann-Whitney test, was used for analyzing the difference between fasting gastric acidity from endoscopic findings of esophagitis lesions in patient with GERD. The median value for fasting gastric acidity in the esophagitis reflux group was 1.88 (0.82-4.84), whereas the median value for fasting gastric acidity in the non-esophagitis reflux group was 2.49 (0.68-5.97). The Mann-Whitney test result was p=0.298 (p>0.05). This study shows that there is no significant difference of fasting gastric acidity from endoscopic findings between esophagitis and non esophagitis reflux groups in patients with gastroesophageal reflux disease (GERD). This study shows that esophagitis lesions are not affected by gastric acidity.
Formative assessment (FA) successfully provides information for teachers to alter their instructional practices. However, experience suggests that teachers in general and mathematics teachers in particular lack the knowledge about FA, its use in classrooms and primarily use summative assessments (SA). The following study is the result of a Collaborative Action Research (CAR) between an M.Ed student from a private university and an in-service primary mathematics teacher at a reputed school in Karachi, Pakistan. The study aimed to explore the influence of Formative Assessment Classroom Techniques (FACTs) on the Instructional Practices (IP) of the teachers. Grade five of that school served as the data collection site. Answers to the following questions were sought a) What are a grade 5 mathematics teacher’s perceptions about assessment?; b) What are the current assessment practices (formative) and instructional practices of a grade 5 mathematics teacher?; c) What are the changes in instructional practices of grade 5 mathematics teachers as a result of using FACTs?; and, d) What are the facilitating and challenging factors while implementing FACTs in the classroom? Data were collected through semi-structured interviews, classroom teaching and observations, and the teachers’ reflections. The first cycle began mainly with FACTs that the teacher was unintentionally using. The second and the third cycles consisted of two FACTs each. However, FACTs in the third cycle focused on mathematical concepts. The findings of the study confirmed that FACTs helped teachers to alter their IPs in a way that enhanced student learning. It was also found that despite participating in relevant training a teacher could lack knowledge about FA in theory. Furthermore, the participant teacher found FA fruitful and tried to legitimize the use of it in her class by calling it a bridge for SA. The findings of the study imply that professional development for teachers should focus on an FA component as well. Moreover, FACTs ought to be introduced in the National Curriculum for Mathematics in general and the schools assessment policy in particular.