یہ تیر و تیغ ہیں کیا اور کمان کیا شے ہے
تری نظر کے مقابل یہ جان کیا شے ہے
گزر رہا ہوں مسلسل جو میں عذابوں سے
مجھے بتائو کہ پھر امتحان کیا شے ہے
ہزار جان سے تجھ پر نثار میں جاناں
تری خوشی کے لیے ایک جان کیا شے ہے
کسی بھی طور سے آباد یہ نہیں ہوتا
الٰہی! میرے یہ دل کا جہان کیا شے ہے
ہر ایک درد کا مارا قرار پاتا ہے
قسم خدا کی ترا آستان کیا شے ہے
Pakistan and Iran are neighboring countries that have longstanding historical ties. However, there is little research available about Pakistan-Iran energy trade relations, especially with respect to the Iran-Pakistan gas pipeline. This research is based on primary data collected through qualitative interviews with key policymakers, academicians, and social activists, from Australia, India, Pakistan, and the United States. Based on the analysis of the data, this paper argues that there are risks involved for Pakistan in either honoring United States’ sanctions on Iran or bypassing them. In the former, Pakistan is incurring a huge cost in terms of delayed energy import from Iran while in the latter Pakistan, its officials, and its relevant organizations may face heavy sanctions by the United States. The study concludes that Pakistan must adopt a safer policy to pursue energy import from Iran while conducting good relations with both U.S. And Iran. The participation of India in the Iran-Pakistan energy project can increase the likelihood of its success.
The main purpose of my study was to find out some of the conceptual problems and their causes in learning algebra. The study was conducted in three stages, Pre-Intervention, intervention and post-intervention stages, in one of the government schools. Two teachers and ten students from class VII-A and VII-D voluntarily participated in this study in order to provide relevant information. To collect required information, non-participant and participant observation, semi-structured interviews and reflective journal were used as techniques. During the pre-intervention stage of study, the causes of some conceptual problems in learning algebra which include lack of teachers' content knowledge, teachers' misconception about algebraic terms, gap between students' existing and current knowledge, Urdu algebraic terminology, and wait time for students were identified. The teachers appeared to be unaware of these causes of the problems. To work with the teachers as a mentor in order to improve their classroom practice and help them to overcome these problems to some extent, an intervention of instructional strategies was introduced. The findings of my study reveal that the teachers found the mentoring process helpful in improving their classroom practice and further helped them to some extent to overcome these conceptual problems. The teachers thought that the group work and A.V aids contributed to effective teaching of algebra. These views were also confirmed by the students. Further, teachers thought, if such professional support continues they can update the content and enhance the pedagogical knowledge which might help them to make students' learning in algebra interesting and meaningful.