مولوی محمد امین زبیری
افسوس ہے کہ گزشتہ مہینہ اردو کے ایک پرانے اہل قلم مولوی محمد امین صاحب زبیری نے کراچی میں انتقال کیا، ان کا وطن مارہرہ تھا، لیکن ان کی عمر کا بڑا حصہ بھوپال میں گزرا وہ ریاست بھوپال کے شعبۂ تاریخ کے مہتمم تھے اور بیگم صاحبہ بھوپال کے تحریری اور تصنیفی کاموں میں بھی مدد دیتے تھے، مولانا شبلی مرحوم سے خاص تعلقات تھے، چنانچہ مکاتیب شبلی میں ان کے نام بہت سے خطوط ہیں، بیگم صاحبہ بھوپال نے سیرۃ النبیؐ کی تالیف کے لئے دوسو ماہوار کی جو امداد مقرر کی تھی اس میں امین زبیری صاحب کی کوشش کو بھی دخل تھا، پھر مولانا شبلی کی وفات کے بعد انہی کی کوشش سے یہ امداد دارالمصنفین کی جانب منتقل ہوگئی اور ان کے تعلقات دارالمصنفین سے بھی برابر قائم رہے، مگر وہ سرسید ان کی پالیسی اور علی گڑھ تحریک کے بڑے پرجوش حامیوں میں تھے، اس کے خلاف کوئی بات سننا گوارا نہ کرتے تھے، اس لیے حیات شبلی کی اشاعت کے بعد ان کو دارالمصنفین سے شکایت پیدا ہوگئی تھی، مگر پھر وہ خود ہندوستان سے ہجرت کرگئے، ان کی پوری زندگی تالیف و تصنیف میں گزری، نواب محسن الملک، نواب وقار الملک، ڈاکٹر ضیاء الدین اور آغا خان کے حالات میں انھوں نے مستقل کتابیں لکھیں، ان کے علاوہ متعدد تصانیف ان کی یادگار ہیں، انتقال کے وقت نوے سال کی عمر تھی، ان کی موت سے ایک پرانی یادگار مٹ گئی، اﷲ تعالیٰ ان کی مغفرت فرمائے۔ (شاہ معین الدین ندوی، اکتوبر ۱۹۵۸ء)
The slowing spread of Covid-19 infections has brought positive changes in the education sector. The issue of implementing limited face to face learning begins to excite students in gaining knowledge. Online learning effects for approximately two years was relatively difficult to keep students away from themselves. This study time to determine how the level of student learning readiness in facing offline learning. This was quantitative research with a survey type. The population were State vocatoonal high school 2 Kendari students, totaling 558 students. The sample was drawn randomly with a magnitude estimated using the Slovin formula at a significance of 5% so that the total sample size was 233 students. Data were collected by learning readiness scale. Data were analyzed descriptively and comparative statistics. The results showed that the learning readiness of State vocatoonal high school Negeri 2 Kendari students was in the high category and female students had a higher level of learning readiness than male students.
Teaching and learning mathematics is still considered a difficult task. It is believed that mathematics is based on universal and absolute foundations and the learning of mathematics should involve rules, facts and principles. Moreover, a one-way teaching strategy is being used in the mathematics classroom. Innovative teaching strategies such as, cooperative learning, activity-based learning and investigation are not used often in the mathematics classroom. Similarly, teacher-student interactions highly influence the teaching and learning process but these have not been given much importance while teaching and learning mathematics. Very few studies have been done in the Western countries in this regard but no such study has been conducted in the context of Pakistan. Thus, this study focused on teacher perceptions of teacher-student interactions in the mathematics classroom using inquiry-based teaching. The purpose of the study was to explore the perceptions of lower-secondary level teachers about student-teacher interactions in an inquiry-based mathematics classroom in Karachi, Pakistan. Two teachers - one from a public and the other from a private school - were selected for the study. The differences and similarities of both teachers' perceptions about teacher-student interactions and their teaching and learning practices in the real classroom situation were identified using a comparative case study method. Audio-taped semi-structured interviews, non-participant observations, checklists, pre and post-lesson conferences and held notes were used to collect the data. In addition, the students' manner of interaction with the teacher in the classroom during teaching and learning mathematics was closely examined. The data was analyzed as two separate case studies, which presented detailed biographical data about the two teachers, their theoretical frameworks and actual practices, with interpretations and analysis. The synthesis of this study uncovers a number of issues emerging from the analysis of the findings. For instance, the teachers’ attitudes towards teaching and learning mathematics, the impact of professional development opportunities and the nature of self-reflection might play a key role in reshaping the teachers' perceptions which may interest other mathematics teachers, teacher educators, teacher education programmes and research in education in general.