ذکر مالک رام
اردو کے مشہور عالم و فاضل، نامور محقق و مصنف اور غالب و ابوالکلام کے عارف و شیدائی جناب مالک رام کی وفات پر پوری اردو دنیا سوگوار اور اشکبار ہے، ان سے راقم کے جو گہرے اور مخلصانہ تعلقات تھے اس کی بنا پر اس کے لیے بھی ان کی جدائی بہت شاق ہے۔
وہ پھالیہ ضلع گجرات میں جواب مغربی پنجاب (پاکستان) کا حصہ ہے، ۲۲؍ دسمبر ۱۹۰۶ء کو بویجہ کھتریوں کے ایک خاندان میں پیدا ہوئے ، ان کے والد لالہ نہال چند فوج کے محکمہ سپلائی میں ملازم تھے، لیکن مالک رام ابھی بارہ دن ہی کے تھے کہ والد کے سایہ شفقت سے محروم ہوگئے، والدہ نے پرورش و پرداخت کی، چار برس کی عمر سے تعلیمی سلسلہ شروع ہوا جو ایم۔ اے اور ایل ایل بی کرنے کے بعد ۱۹۳۳ء میں منقطع ہوا، اس سے قبل ۱۹۳۱ء میں ان کی شادی ہوگئی تھی۔
مضمون نگاری اور رسالوں کے مطالعہ کا چسکہ بچپن سے تھا، ابتدا میں شعر و شاعری سے بھی کچھ دلچسپی رہی، ان کا پہلا باقاعدہ مضمون نیرنگ خیال لاہور میں چھپا، یہ ٹیگور کی گیتا نجلی کے بعض ٹکڑوں کا ترجمہ تھا، اس کے بعد ۱۹۲۶ء کے نگار میں ’’ذوق اور غالب‘‘ کے عنوان سے ان کا مضمون شایع ہوا جس میں آگے چل کر ماہر غالبیات ہونے والے نے غالبؔ پر ذوقؔ کو ترجیح دی تھی، لوہر میں قیام کی بنا پر نیرنگ خیال کے مدیر حکیم محمد یوسف حسین سے مالک رام کے تعلقات ہوگئے تھے، ۱۹۳۰ء میں ان کی خواہش پر ساٹھ روپے ماہوار پر نیرنگ خیال کی مجلس ادارت میں شامل ہوگئے، پھر لاہور ہی سے شائع ہونے والے ’’آریہ گزٹ‘‘ سے متعلق ہوئے، اس سے علیحدگی کے بعد ۱۹۳۶ء میں روزنامہ ’’بھارت ماتا‘‘ سے منسلک ہوئے، یہ...
To develop in children a broad range of skills, including the problem solving, interpersonal and communication skills that are essential for successful living in a rapidly changing society. The curriculum encourages student initiative by providing children with materials, equipment, and time to pursue activities they choose. At the same time, it provides teachers with a framework for guiding children’s independent activities toward sequenced learning goals. There are seven specific types of learning styles. Visual learners prefer to learn mathematics through pictures, diagrams etc. A well-balanced intelligent child is able to develop all the types of learning styles. The students have to understand and accept their type of learning style earlier so that learning becomes easier and less stressful in the future. But it is important to train and practice the other types of learning styles so that the children can utilize them as effectively as possible. The teacher plays a key role in instructional activities by selecting appropriate, developmentally sequenced material and by encouraging children to adopt an active problem-solving approach to learning. This teacher-student interaction teachers helping students achieve developmentally sequenced goals while also encouraging them to set many of their own goals uniquely distinguishes the High/Scope Curriculum from direct-instruction and child-centered curricula (high/Scope Educational Research Foundation, 1989). Teachers keep notes about significant behaviors, changes, statements, and things that help them better understand a child’s way of thinking and learning. Teachers use two mechanisms to help them collect data: the key experiences note form and a portfolio. The High/Scope Child Observation Record is also used to assess children’s development. According to Ronald Barnett, learning may or may not take place when a subject is taught. While discussing this point he has presented two contrasting images of quality. They are institutional performance and student experience, student learning or student achievement. The teacher in his opinion is central to higher education. Teaching may be able to improve the quality of student’s learning but the teacher should remind himself that it may also impair the quality of student’s learning. This is partly because student’s learning strategies vary under two polarities, one between deep and surface understanding and the other between holistic and atomistic understanding of their learning experiences. He goes on to add that for a student, learning has three distinct aspects: learning style, motivation and curriculum demands. Therefore teachers have to pursue, beyond teaching strategies to enable their students to attain certain specific skills.
The present studies first signify a survey on the traditional usage of different plants in the management of hypertension, hyperlipidaemia and diabetes to screen out single best choice commonly practiced in folklore. The survey was carried out in district Muzaffarabad Azad Kashmir, Pakistan and recorded a number of plants and their different forms of formulations to manage these conditions. Seeds of Nigella sativa L. investigated to be applied most traditionally in above conditions. On the basis of above preliminary work N. sativa seeds oil was used clinically to manage the hypertensive, hyperlipidaemia and diabetic individuals. Sample of 240 patients were subjected to N. sativa treatments. Statistical analysis showed that N. sativa capable in correcting the hypertensive and metabolic disorders in comparison to standard and placebo treatments. It also had positive effects in maintaining optimal blood cholesterol and fasting blood sugar levels. To identify the clinically active components within of N. sativa oil a series of metabolomic approaches were employed. Initially, Fourier Transform Infra-Red (FT-IR) spectroscopy was carried out on seeds of N1 and six other N. sativa lines (designated N2 through to N7) to determine the extent of biochemical variation within the 7 lines. Seeds, leaves and oils showed variations among different genotypes. Nuclear magnetic resonance (NMR) analysis of the N1 and N7 oils indicated that in the latter monounsaturated fatty acid were much more predominant. Amplified Fragment Polymorphisms (AFLPs) were used to link these biochemical differences might be the result of genetic variations among different genotypes. xviii Gas Chromatography Mass Spectrometry (GC-MS) were undertaken on extracts from the N1 and N7 oils which provided a comprehensive profile of the constituent fatty acids and other compositions. GC-MS analysis confirmed the extensive variation between N1 and N7 samples. N1 apparently lacked all of standard antihypertensive chemicals used but containing potentially novel chemicals which are currently undergoing structural elucidation. In the biological assays of N. sativa, antimicrobial activities were analyzed and recorded variable inhibitory effects within different solvent extracts. The antioxidant capacities was assessed of the seven N. sativa genotypes extracted in four solvents, the N1 sample extract showed superb activity followed by N2, N3 and N7. When these cultivars compared with some external standards these conferred high antioxidant activities. All seven lines of N. sativa were also characterized through agronomic studies which support the genotypic differences.