سندر لڑکی آہیں بھر کے دیکھتی ہے
ہائے! مجھ کو نادم کر کے دیکھتی ہے
گھونٹ گھونٹ پی جاتی ہے وہ اشک مرے
کب دنیا کو وہ اب ڈر کے دیکھتی ہے
نقش ہی رہتا ہوں میں اس کی آنکھوں میں
منظر کوئی اور اگر وہ دیکھتی ہے
باتیں کرتی ہے وہ ہیر اور لیلیٰ کی
ڈرتے ڈرتے مجھ کو ڈر کے دیکھتی ہے
اُس کا سمٹنا دیکھنے والا ہوتا ہے
وہ جب مجھ کو روز نکھر کے دیکھتی ہے
عشق کنارے بیٹھی ہے مجبور فضاؔ
اجڑے منظر چاند نگر کے دیکھتی ہے
ABSTRACT: Qazi Ayaz was one of the great scholars in the Knowledge of Hadith. He enjoys a unique status in his memory, narration and understanding of Hadith. He has vast knowledge of chains of Hadith, its transmitters, and their biographies. For acquiring this high position he always travelled to get the Hadith from its well-known experts, and used utmost care in getting the authentic chains of transmitters, so much so that he is considered an authority among the great scholars ofHadith. The methodology of Ayaz in the science of the transmission of Hadith is based upon research, accuracy and authentication ofthe text. He considers the science of transmission and narration. The origin and essence in authenticating the Hadith. He was strict in the criticism of the text of Hadith and emphasized on the narration of the Prophet’s words instead of allowing the narration of the meanings, unlike the other scholars of Hadith. Hence he held some special views, due to his long experience in Hadith. Some of his views are about: The comparison with the original hearing. The appropriate age while transmitting Hadith toothers. The omitting ofrepeated words in Hadith. The usage of the marks of dialect in the text ofHadith. The permission in narration ofthose Hadith about which he himselfdoes not have permission
Teaching of Mathematics in the rural context of Pakistan is mostly traditional; i.e. teachers often use the "chalk and talk" method to teach abstract concepts of Mathematics. Students copy the solutions to mathematical problems from the black-board without understanding the underlying meaning of the mathematical structure. Teachers and students perceive that Mathematics is the set of rules and procedures and mathematical problems can easily be solved by memorizing the mathematical algorithms. Although this method helps students solve mathematical problems quickly and get accurate results, they are usually not able to justify their solutions through reasoning and they cannot seek links among different mathematical concepts. Consequently, they develop a superficial understanding of mathematical concepts which remains in their memory for a short period of time. However, research has shown that if students are given opportunities to make connections between different concepts of Mathematics, they develop relational understanding which remains in the students' memory forever and helps them to learn new content of Mathematics meaningfully. The purpose of this study was to investigate how Mathematics in the rural context of Pakistan could be taught to the lower secondary level students for relational understanding. This study was conducted in one of the private schools in Chitral, Pakistan, using action research method. The participants were a Mathematics teacher and four students of Grade 8. Data about the impact of intervention has been collected in different stages of the study. At the pre-intervention stage, semi-structured interviews and classroom observations were conducted to explore the existing scenario of teaching and learning. During the intervention stage, multiple Mathematics teaching strategies and approaches were used. Students had been engaged in different mathematical activities which enabled the researcher to learn how the students developed relational understanding. At the post-intervention stage, semi-structured interviews had been conducted with participant students to observe the change in students' perception about the nature and teaching and learning of Mathematics. In addition, the reflective diaries of the researcher, field notes and students' works have been used as sources.