زلزلہ اور ہم
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
صدرِذی وقار اور میرے ہم مکتب ساتھیو!
آج مجھے جس موضوع پر لب کشائی کرنی ہے وہ ہے:’’زلزلہ اور ہم‘‘
موضوع بہت طویل ہے اور وقت قلیل ، لیکن مجھے اس مختصر سے وقت میں مذکور ہ عنوان پر اپنے خیالات کا اظہار کرنا ہے۔
معزز سامعین!
زلزلے کے بارے میں مختلف قوموں کے مختلف نظریات ہیں یونانی قوم میں زلزلے کے بارے میں یہ تصور تھا کہ یہ عظیم سمندری اشتعال کا نتیجہ ہوتے ہیں ،میکسیکن ، و یکیورس ، کیلی فورنیا کے قبائل کا عقیدہ تھا کہ ایل ڈیبلو نامی انڈین خدا نے زمین کے ایک بڑے خطے کو کاٹ کر اپنے لئے مختص کر لیا، منگولیا چین کے باسیوں کا عقیدہ تھا کہ بڑے مینڈک نے اپنی پیٹھ پر دنیا کو اُٹھایا ہوا ہے جب وقتاًفوقتاً مینڈک اپنے جسم کو حرکت دیتا ہے تو زلزلے آتے ہیں، سائنس کا نقطہ نظر یہ ہے کہ ہزاروں بلکہ لاکھوں سال سے جاری زمین کے اندر مختلف قسم کی تبدیلیاں ، سمندری چٹانوں کی توڑ پھوڑ فالٹ کی صورت اختیار کر جاتی ہیں زمین کی تین سطحوں میں سے پہلی سطح کرسٹ ، دوسری مینٹل اور تیسری کور کہلاتی ہے۔ مینٹل سیمی لیکوڈ ہوتی ہے، کرسٹ اس پر تیرتی ہے جب کہ کورز مین کا درمیانی حصہ ہوتا ہے جب اندرونی چٹانیں ٹوٹتی ہیں تو ان تبدیلیوں سے پیدا ہونے والے دباؤ کو یہ غیر متوقع انداز میں خارج کرتی ہیں تو اس کی وجہ سے زمین کی اندرونی تہوں میں اضطرابی تخریب پیدا ہو جاتی ہے بعض اوقات کوئی ایک تہہ اس دباؤ کی وجہ سے ٹوٹ بھی جاتی ہے اور زمین کی بالائی سطح پرخارج شدہ توانائی شد ید جھٹکوں کا باعث بنتی...
The issue of the sacrifice of Abrahim’s son remain an important bone of contention among the followers of Abrahamic religions. The Jews and Christians believe that it is Ishaq while among the Muslims some opine in favour of Ismail while favours Ishaq. To a common man it seems to be not an important issue whether it is Ismail or Ishaq but when its implications are taken into account then it is of great value to Muslims, Jews and Christians that who was sacrificed? Ismail or Ishaq. In the following pages an effort is made to look the issue in the light of some contemporary researches conducted in the Indo-Pak Subcontinent in the first half of the 20th century. Different positions on the issue are evaluated with the Quran and other holy scriptures and in the contemporary western scholarships.
Information skill is a way of learning through engaging with information. Information skill includes ‘library research skills’ and ‘IT literacy’ but it is broader than these. Information skills are not just about finding and presenting information, it is about higher order analysis, synthesis, critical thinking and problem solving. It involves seeking and using information for independent learning, lifelong learning, participative citizenship and social responsibility.” (Lupton 2004). Information skills include various behaviours like: need for information, the resources available, how to find information, the need to evaluate results, how to work with the results, ethics and responsibility of use, how to communicate or share your findings, how to manage your findings Information may be available on paper, digitally, through other media such as broadcast or film, or from a colleague or friend. It may or may not be conveniently closed to hand and easily accessible, and quantifying your need and making a decision about the use of an information source may be tempered by the ease and speed with which an answer can be obtained. It focuses on six levels, defining, locating, selecting, organizing, presenting and assessing. Knowledge comprehension is more like experiential learning. It is the way of learning that how it is shaped through a learner''s cognitive processes. As the metaphor of development infers, cognitive constructivist hypotheses expect that knowledge is a thing made by the mind processes instead of got from a source. It can be characterized as scholarly capacity shaped through an individual''s encounters and collaborations with the earth (O''Mara et al., 2006; Valentine et al., 2004). According to Valentine et al., (2004) students, who are more involved with the utilization of their experiences are liable to take part in more accomplishment related practices, which may v incorporate managing data, get ready assignments, finishing homework, concentrating on for tests, and taking an interest in class exercises. Secondary school students from the Punjab were the population of the study. Six districts from the whole province were randomly selected. Two instruments were used to collect data. The information skills instrument was developed based on Information literacy skills continuum, k-12 (1998). Cronbach’s alpha value obtained for the whole scale was α = .92.Knowledge comprehension instrument was developed to check academic understanding of the students. Cronbach’s alpha value obtained for the whole scale was α = .92. Collected data was analysed by using descriptive statistics, correlation and independent sample t test. Results of the study revealed that there is no significant difference between the information skills of males and females. It was also clear that information skills of the science and arts students are not significantly different from each other. Knowledge comprehension of males was slightly better than females. There is statistically significant positively strong relationship between levels of information skills and knowledge comprehension of secondary school students. This means students with good information skills automatically build good understanding of their academic subjects. The findings of this study may help teachers to adopt appropriate teaching methodologies and curriculum developers to modify or plan curriculum according to the need of students.