بیگم سلطانہ حیات
افسوس ہے کہ اردو کی ایک عاشق وفدائی اور اتر پردیش میں اردو تحریک کی قائد بیگم سلطانہ حیات صاحبہ ۷؍ جون کو رحلت فرماگئیں، وہ تقریباً نصف صدی تک اردو کے فروغ کے لیے سرگرم عمل رہیں، ۵۵ء میں انجمن ترقی اردو ہند نے اردو کو اتر پردیش میں علاقائی زبان تسلیم کرانے کے لیے دستخطی مہم چلائی جس کو کامیاب بنانے میں انھوں نے اور ان کے شوہر جناب حیات اﷲ انصاری نے غیر معمولی دلچسپی لی اور اتر پردیش کے مختلف علاقوں کا دورہ کیا، وہ اس وفد میں بھی شامل تھیں جو ۲۲ لاکھ دستخطوں کے ساتھ میمورنڈم لے کر اس وقت کے صدر جمہوریہ ڈاکٹر راجندر پرشاد کے پاس گیا تھا، انھوں نے ’’تعلیم گھر‘‘ کے نام سے ایک ادارہ بھی قائم کیا تھا، اس نے اترپردیش میں اردو کے کئی اسکول قائم کیے جن سے ہر سال سینکڑوں طلبہ فیضیاب ہوتے تھے، وہ طبعاً نیک، شریف اور درد مند خاتون تھیں، اﷲ تعالیٰ اردو کی اس مجاہدہ اور خادمہ کی مغفرت فرمائے، آمین۔ (ضیاء الدین اصلاحی، جولائی ۱۹۹۴ء)
This research aims to identify the influence of e-wom, e-trust and family on online purchasing decisions of generation Z in the city of Pekanbaru. This research involved 120 people belonging to generation Z. Samples were taken using a purposive random sampling technique. Data was obtained through distributing questionnaires whose validity and reliability had previously been tested. To test the hypothesis, multiple linear regression analysis, partial significance test (t test) and simultaneous significance test (f test) and determinant coefficient test were carried out. The results of data processing show that simultaneously e-WOM, e-trust and family have a significant influence on online purchasing decisions, but partially only the e-WOM and e-trust variables have a significant influence while the family variable does not have a significant influence on the Z generation's online purchasing decisions in the city of Pekanbaru.
We are living in the era of science and technology and it has made the world a global village. Science and technology has become a prominent indicator of economic development and prosperity. Nations of the world are striving for the excellence in this field. Pakistan is a developing country and advancement in the field of science and technology is the only way that can embark upon an era of economic development and prosperity for the country. Advancement in science and technology requires revolutionary changes and improvements in teaching learning science at all levels. One of the desired changes is the use of hands-on activities in teaching and learning science. Students’ involvement in hands-on activities exposes them to vibrant connections from abstract concepts to material examples and from scientific principles to scientific applications, which contribute a lot to students’ better comprehension of the scientific knowledge and their ability to solve problems using their scientific knowledge. It has been found that hands-on activities provide enjoyment to children and develop greater enthusiasm for science in the classroom. Keeping in view the need and importance hands-on activities in science education, the present study was undertaken. This study was designed to investigate the impact of hands-on activities on 8th grade students’ motivation toward science learning and their achievement in science. The study was conducted on 342 students of two boys’ high schools and two girls’ high schools, all schools were from public sector. The sample of the study comprised of 145 male and 197 female of grade 8, of which 169(49%) were assigned as experimental group and instructed by hands-on activities, while the 173 (51%) were assigned as control group and instructed by the viii traditional method. For the study, students’ motivation toward science learning scale (SMTSL) was used to measure students’ motivation toward science learning and science achievement test developed and validated by the researcher, was used to collect the data regarding students achievement score in science. The data were analyzed by using Independent Sample t-test through SPSS. The results indicated that there was a significant difference between the means score on students’ motivation toward science learning and students’ science achievement in favour of the experimental group. Gender wise comparison showed that male students were higher on motivation toward science learning as a result of experiencing hands-on activities but the difference was small and insignificant. Moreover, the gender wise comparison on achievement score as a result of experiencing hands-on activities showed that hands-on activities are equally beneficial for both male and female students and no difference on science achievement was found therein. The results of this study are important in the context of developing countries that have limited resources to spend on science education. The study recommends that science curriculum should be more activity based and include more hands- on activities at this level and teachers should be trained effectively so that the students’ motivational level toward science learning and their achievement in science can be enhanced.