ہم بھی ہوتے ہیں کہ عشاق جہاں ہوتے ہیں
ہم سے آزاد منش اور کہاں ہوتے ہیں
تم نے جانا ہے تو پلکوں پہ ستارے کیوں ہیں
فیصلے ضبط کے یوں سب پہ عیاں ہوتے ہیں
جب تلک سانس ہے اک آس لگی ہے ہمدم
سانس کی ڈور جو ٹوٹے تو زیاں ہوتے ہیں
میں مقید ہوں تری چشم کے ایوانوں میں
حوصلے اڑنے کے بھی مجھ سے کہاں ہوتے ہیں
تم ہو دھڑکن مرے سینے میں مچلتے دل کی
خون میں ایسے جنوں زاد رواں ہوتے ہیں
مال و دولت سے فضاؔ ان کو غرض کچھ بھی نہیں
عشق والوں کے الگ سود و زیاں ہوتے ہیں
Hazrat Abdul Rehman (may Allah be pleased with him) belonged to Arab tribe of Quraish and was a close relative of Mohammad (peace be upon him). At the time of conquest of Makkah He (may Allah be pleased with him) entered the circle of Islam. He (may Allah be pleased with him) is counted among the companions of Muhammad (may Allah be pleased with him) who came to sub-continent specially Balochistan in order to preach for Islam and Jihad during the Khilafat of orthodox caliphs. He (may Allah be pleased with him) came to Balochistan twice for Jihad and conquests first during the Khilafat of Hazrat Usman (may Allah be pleased with him) and second time in the early era of Hazrat Muawia (may Allah be pleased with him). He (may Allah be pleased with him) played a vital role in the wars of Balochistan. He (may Allah be pleased with him) established Zehri his abode and capital after conquering Kalat, Khuazdar (Sajistan), Kachi, Gandhava, and Chaghi, and from here he expanded the series of his conquests till Kabul and Qandar. Besides this, he included many areas of sub-continent in the Islamic empire of conquered areas. His (may Allah be pleased with him) life is consists of great chapters of sincerity in deeds. Wisdom and valor, determination fearlessness, strife, hospitality, simplicity and patience. He (may Allah be pleased with him) is counted among the great generals of Islam had the honour to have carried the message of Holy faith in every corner of Balochistan in tough and unfavorable conditions and planted the flag of Islam in Balochistan forever.
Reading is not the strategy which is associated with language subjects. It is equally important in the area of Science as other strategies like hands-on and inquiry. Consequently, the access to Science content in terms of understanding is only possible when a reader has ability to actively read the text. Reading plays a very important role in strengthening the understanding of science language and vocabulary, as lack of awareness of both could be a hindrance in developing and demonstrating a conceptual understanding. This research study was conducted to understand ways to implement an active reading strategy DART (directed reading activities related to text) on students' understanding of science concepts. This was an action research study, in which DART was applied in a secondary Science classroom of a community-based school in Karachi, Pakistan to understand ways to apply DART for reading in the Science classes. The reconnaissance was done to see the use of reading in Science classes and data revealed that the science teacher as well as students do not consider reading in Science as effective as compared to activity base or hands-on teaching methods, they have not experienced reading in science classrooms; however, it was observed that hands-on promoted students reproduction of knowledge rather than construction of knowledge. These findings set up the basis of implementing active reading strategy DARTs in the context. My experience of the implementation of active reading strategy DARTs in a secondary science classroom, of a community-based English Medium Boys School in Pakistan, indicates that it was helpful in developing reflective reading and it challenged students to reflect on the text in terms of finding out key ideas, locating information, categorization and sequencing of the text. This reading strategy involved students in meaningful learning, where they understood content by reading, re-reading, interacting and reflecting on the text, hence an experience of reflective reading. The engagement of students in active reading of content, which was different and new from the concepts taught in the class, maintained their interest in reading and in learning new science vocabulary and its use in their expressions. The experience of new activities also helped them to maintain their interest and kept them motivated in the task. The DART activities facilitated students learning in comprehension of the text, location of information through underlining, categorizing of the text, sequencing of information, and summarizing text. It enabled them to learn at higher cognitive levels