ہفت افلاک کا عنوان ہوا کرتا تھا : جب ستارہ مر ا ذیشان ہوا کرتا تھا
چین اس کو بھی گھڑی بھر کو میسر نہیں تھا : اُن دنوں میں بھی پریشان ہوا کرتا تھا
اُن دنوں دھول تھی اتنی نہ دھؤاں پھیلا تھا : دیکھ لینا تجھے آسان ہوا کرتا تھا
خال و خد حسن کا معیار بڑھا دیتے ہیں : میں اُسے دیکھ کے حیران ہوا کرتا تھا
پھر کسی نے دلِ ویران کا در باز کیا : یہ علاقہ تو بیابان ہوا کرتا تھا
ہے کوئی اُس سا حسیں شخص تو آگے آئے
پورے کیمپس میں یہ اعلان ہوا کرتا تھا
٭
آج محفل میں اسے دیکھ کے یاد آئی بہت
داستاں چاند کی جو ہم نے سنی نانی سے
اس ستم گر سے مجھے زخم ملیں گے جتنے
وہ منالے گا مجھے اتنی ہی آسانی سے
جب سے آئے ہیں خریدار چراغوں کے نوید
تیرگی بڑھنے لگی شہر میں تابانی سے
The set of formal legal institutions that collectively constitute a “government”or a “state” form the basis of what we call “Political System”. Democracy, one of the institutions withiun the present day political scenario, is a system of processing conflicts in which the outcomes depend on what the opinion of majority of the participants is. In such a process, no single force or group can control what occurs unless they can prove their majority. The primary problem with the world politics in today’s world is not much different to what it has been over the centuries - it is controlled by people who are generally incapable of envisioning a system of just government that could address the broader problems faced by humanity and that which could think beyond the immediate scene. Nothing about our world will change until we acknowledge this reality and that the quality of life depends on more than a mere establishment of rules by which to live and carry out commerce. It requires an understanding of the universal issues that are not yet considered as a part of the better human condition by most governments of our time. Politicians always have, focussed on the tangible issues of the physical social structure while being oblivious to the fact that such a framework can be no more useful in improving the human condition than is the altruistic value of the foundation on which it is built. In this paper, the existing democratic political system has been thoroughly analyzed in accordance with the seerah of our beloved messengerﷺ.
Direct instruction is one specific model of teacher-directed, explicit instruction. Direct Instruction (DI) is an approach for teaching that emphasizes well-developed and carefully planned lessons designed around small learning increments and clearly defined and prescribed teaching tasks. ''It is based on the theory that clears instruction and elimination of misinterpretations can greatly improve and accelerate student learning''. In the direct instruction approach, teacher’s role is to pass facts, rules, or action sequences to students in as direct way as possible. It is especially useful for teaching well structured subjects like mathematics, English grammar etc. The components of direct instruction include informing the students of learning objectives, activating their prerequisite knowledge, explaining the new topic in small and sequential steps, providing sufficient supervised practice and giving immediate feedback followed by independent practice in the form of seatwork and homework. Direct instruction approach has attracted worldwide attention of research scientists at all levels of education and in all subject areas. The results mostly favor the effectiveness of this approach. In Pakistan, this approach is still unfamiliar to practitioners in education, including teaching English language at the secondary and higher secondary level. ''The study was designed to investigate the effects of direct instruction model on intermediate class achievement in and attitudes towards English grammar''. The objectives of the study were to measure the achievement of the experimental group and control group after providing treatment of direct instruction to the experimental group, to measure the attitude of the experimental group and control group after providing treatment of direct instruction to the experimental group, to compare the achievement of the experimental group with the control group, to compare the attitude of the experimental group and control group towards English grammar after providing treatment of direct instruction, to compare the effect of direct instruction on the retention of students in English grammar. xviTo achieve the above-mentioned objectives, 11 null hypotheses were formulated and tested. The sample of the study comprised 52 1 st year students who were matched on their ability in English grammar and placed into experimental group and control group on the basis of specially designed pretest. The study was conducted in Cantt College for Women Wah Cantt. A valid and reliable pretest and a posttest in English grammar was developed to measure the achievement of students in English grammar. An attitude scale was developed to measure the attitude of the student towards English grammar and administered before and after the treatment. The experimental group was taught through direct instruction approach and control group was taught as usual, through the traditional approach for the period of three months. t-test and Chi-Sqaure were applied to test the above null hypotheses and .05 was selected level of significance. The results of Direct Instruction Model were consistently better than those of traditional instruction both in terms of achievement and attitude. After an interval of six weeks, the students taught through DI also showed better retention.