مسیح الملک مرحوم
حکیم اجمل خاں
ہمارے شمسی سال کے خاتمہ کو تین راتیں باقی تھیں کہ نصف شب کو ہمارے ملک کا آفتاب غروب ہوگیا، مسیح الملک حکیم اجمل خاں کی اچانک وفات درد دل سے ہوئی، ہائے یہی ’’درد دل‘‘ ان کی زندگی کا سرمایہ تھا اور یہی ان کی وفات کا بہانہ بن گیا، وہ جس کی مسیحائی سے لاکھوں نے زندگی پائی تھی، خود اس کی زندگی کسی کی مسیحائی کی ممنونِ احسان نہ بنی، حکیم صاحب کی وفات خاندان کا ماتم نہیں، دلّی کا ماتم نہیں، قوم کا ماتم ہے، فضل و کمال کا ماتم ہے، اخلاق و شرافت کا ماتم ہے، سنجیدگی و متانت کا ماتم ہے، اخلاق و ایثار کا ماتم ہے، عقل و رزانت کا ماتم ہے، فکر و اصابت کا ماتم ہے، آزادی و حریت کا ماتم ہے کہ ہندوستان اور مسلمانانِ ہند کے طالع و بخت کا ماتم ہے۔
مرثیہ ہے ایک کا اور نوحہ ساری قوم کا
ہندوستان کا وہ کونسا شریف انسان ہے جس کی گردن اس شریف خانی یادگار کی شخصی یا قومی منت سے گراں نہیں، وہ کونسی قومی مجلس ہے جو ان کے احسانات کے بوجھ سے دبی نہیں ہے، مسلمانوں کا وہ کونسا کام ہے جو ان کی مشکل کشائی کا ممنون نہیں، علی گڑھ ہوکہ ندوہ، دیوبند ہوکہ جمعیۃ العلماء، مسلم لیگ ہو کہ کانگریس، خلافت ہوکہ طبیہ کانفرنس، ہندوستان دواخانہ ہوکہ طبیہ کالج سب ان کے خوان منت کے برابر کے ریزہ چین تھے، جامعہ ملیہ یعنی قوم کے خواب حریت کی تعبیر حسّی، اس کا وجود مستقل اگر تھا، تو صرف حکیم صاحب کے دستِ بازو سے۔
ایک روشن دماغ تھا ، نہ رہا
ملک کا جو چراغ تھا ، نہ رہا
, حکیم صاحب کی وفات سے یوں ہر قومی درس گاہ...
This article reports the wash-back of formative assessment on what students learn, how they learn and the depth of their learning in Saudi higher education context. Previous research indicates that assessment methods affect different aspects of learning either positively or negatively depending on the nature of assessment tasks. Observations indicate a clear association between Saudi students’ learning and how their learning is assessed; so this research was needed to determine how exactly the correlation looked like—positive or negative. The data in this study were collected from Saudi undergraduates by employing a student survey and semi-structured interviews. The survey included Likert scale items of agreement regarding research assignments, quizzes and midterm examinations administered to 250 English-major students. To validate the survey results, sixteen students from different levels with GPA 3 and above were interviewed. The results showed that formative assessment narrowed down the scope of learning materials. The students mostly adopted surface level learning strategies to prepare for formative assessment tasks. Higher order thinking skills were not tested in any of the formative assessment methods. Therefore, it is suggested that assessments tasks should be subjected to thorough validation and moderation. Sound assessment practices should be put in place and practiced judiciously. To achieve these objectives, sustained institutional and departmental professional backing is a prerequisite.
This study aims to present the description of Pahari, a hitherto undocumented South Asian language spoken in the Azad State of Jammu & Kashmir (henceforth AJ&K), Pakistan. The analysis presented in this study is based on the data collected between 2013-2016 from Pahari speakers. The data consists of word lists and recorded texts which were recorded and transcribed from ten informants. This description is divided into two sections focusing on morphology and syntax of the language. Part one of the study deals with morphology of word classes, while the later part analyses the syntax of simple clauses and syntax of complex clauses. This work has established that Pahari has distinctive morphological properties parallel to other languages across South Asia. Pahari has both inflected and uninflected words. It uses suffixes on verbal and nominal categories to provide information about tense gender, and number. Along with the main verb, auxiliaries in Pahari are also used to represent correct tense, mood and aspect. Pahari auxiliaries like main verb inflect for tense, aspect, number and gender. The language also exhibits the morphological processes such as derivation, reduplication and compounding. Pahari distinguishes two genders, two numbers, and seven cases. The verb has four forms: an unmarked form or the root, and three marked forms that are perfective, imperfective and infinitive. These forms of verb are regular and inflect for tense, aspect, mood, number and gender. The grammatical relations in the language are marked through postpositions rather than prepositions. Except nominative that is bare, all other cases in Pahari are marked by a postposition. Pahari has a split-ergative system with ergative case marked on the agent subjects when the verb appears either in the perfective aspect or past tense. Furthermore, unlike its sister languages, it exhibits ergativity on some phonological grounds. The ergative case marker does not appear on subject that ends with vowel while subjects that end with consonants are overtly ergative marked. The accusative case marking in Pahari is also not totally akin to the accusative marking in its sister language of the region. Direct objects in Pahari independent of whether they are animate or inanimate are accusative marked. The accusative marker is usually dropped in the sentence where the subject- object distinction is clear. In Pahari, suffixes on verb encode the habitual and progressive aspects while the perfective aspects are encoded by light verbs in complex predicates. The study also reveals that typologically Pahari is a left branching verb-final language. The canonical word order of Pahari is SOV but for some pragmatic reasoning it also shows flexible word order. In complex structures the unmarked order is a main clause followed by the complement clause. Adverbial clauses in Pahari often precede the main clause however; they may follow the main clause for some pragmatic functions. The relative clause commonly appears to precede the correlative clause. Nevertheless there are the instances where the relative clause follows the correlative clause. In conditional clauses, either the if-clause precedes the main clause or the main clause precedes the if-clause but the if-clause preceding the main clause is the preferred order. Primarily the verb agrees with a nominative subject or a nominative direct object, i.e., an unmarked noun. In addition, the Pahari verb also shows a pronominal agreement.