جو تیری یاد کبھی انتہا اٹھاتی تھی،
تمہارے ہجر میں وہ لان بھی ہے افسردہ،
چراغِ راہ تھے جب، روشنی لٹاتے تھے،
بلا کا صبر ، سماعت اٹھاۓ پھرتی تھی،
ہماری آنکھ اب اس آنکھ کو ترستی ہے،
جو سحر دم تری خوشبو میسر آتی تھی،
جو لمحہ بھر کو کبھی تم سے روٹھ جاتے تھے، خدا سے مانگنا ہوتا تھا جب بھی تیرے لئے،
تو سانس سانس نئی ابتدا اُٹھاتی تھی۔
کہ جس کی گھاس ترا نقشِ پا اُٹھاتی تھی۔
تو کتنے ناز ہمارے ہوا اٹھاتی تھی۔
تمہاری خامشی سے بھی صدا اٹھاتی تھی۔
جو بے تردد و کوشش حیا اٹھاتی تھی۔
وفور-شوق سے اس کو صبا اُٹھاتی تھی۔
چہار سمت سے ہم کو فنا اُٹھاتی تھی۔
ہمارے ہاتھوں کو فوراً دعا اُٹھاتی تھی۔
Individualism and Collectivism are two main theories discussed in contemporary Islam implies to create such social environment where both Individual and community could get strength from each other. Islam demands self surrender to Almighty Allah Ta'ala and orders to lead peaceful life, doing all good and avoiding bad deeds. So virtues get stronger and corruption is rooted out in all forms from the Community's social life. Any concept like class struggle or materialistic interpretation of history does not exist in Islam. Rather it provides such guidelines in the economic sphere which promote a healthy circulation of wealth. Islam introduced the concept of ‘Halal & Haram’and appreciated to observe ethical values in economic activities. Islam made man realize being answerable for all earnings and expenditures whether done rightly in accordance with the Orders of Allah Ta’ala or in wrong way defying Allah’s Orders. This outlook not only creates incentives for the individual but also safeguards the Community at the same time.
The teaching of science has undergone many changes over the years depending on how the functions of science have been viewed. According to the constructivist philosophy children do not come to class with empty minds. They have rich ideas or conceptions about the world around them. These views often differ from the 'scientific view' and therefore are called children's alternative conceptions. In the same way teachers also possess alternate conceptions. Alternative conceptions (ACs) refer to children's and adults' understanding of a concept that differs in significant ways from the commonly accepted scientific understanding of that concept. The focus of the study was to explore alternative conceptions of science teachers of two government schools on the topic 'Physical changes in terms of particulate nature of matter' which was selected from the science textbook of class VII. Besides exploring teachers' alternative conceptions I also investigated the possible reasons for the existence of the ACs and their effect on childrens' learning. The sample of the study consisted of four science teachers and twelve of their students. Several tools were used in the study including, teachers' classroom observations; three questionnaires called ‘learning experience sheet’, ‘recalling experience sheet' and task sheet'; and in-depth interviews based on the Interviews-About-Instances' teachings. Classroom observations, learning experience sheets, task sheets and interviews helped me to explore both the teachers' and childrens' conceptions about the topic, possible reasons for then holding these alternate conceptions and possible effects of ACs on children's learning. Through this research I became more aware of the ways in which children perceived their teachers' alternative conceptions. The data indicated that teachers' alternative conceptions closely resemble those of children. The study data revealed that teachers' superficial learning is influenced by textbooks, daily life experiences, lack of hands-on activities, and the lack of ability to reflect upon their teaching.