اب دل تنہا خوش رہتا ہے
میں نے خود کو بدل لیا ہے
وصل ، فراق ، اداسی سب کو
میں نے آنکھوں سے دیکھا ہے
پیار ترے کو سمجھ نہ پایا
پیار سراسر اک دھوکا ہے
دل کا کھونا ، آنکھ کا رونا
عشق میں ایسا تو ہوتا ہے؟
عشق برا ہو تیرا تُو نے
مجھ کو تو بس مار دیا ہے
مایوسی بھی کفر ہے لیکن
غیرِ خدا سے آس بھی کیا ہے
تم کیوں میرے ہو نہیں جاتے
دل تم کو ہی مانگ رہا ہے
ساری غزلیں درد بھری ہیں
درد کہاں سے تُو لایا ہے
نام خُدا کا سو جا صادق
کس نے تجھے جگا رکھا ہے
The Economic system ofIslam is very balanced one. Islam does not deprive a person to take benefit of all halal (permissible) things, while it has banned all illegal means of earning like deceit, corruption, gambling, etc. Among all evils, interest/usury is the worst form of earning and those who are involved in transactions based on it, they have been threatened with hell. While on the other hand, in most banks and other financial institutions, transactions are carried out on the basis ofinterest. This is why Muslim scholars worked out alternative modes based on Islamic financing to replace interest-based transactions. In this article six modes of financing i. e. Musharakah. , Mudharabah, Murabahah, Ijarah, Salam and Istisnah have been discussed. If these Islamic inodes of financing are adopted in banking sector and in otherfinancial institutions, then it is hoped that in a very short span of time elimination ofriba would be possible.
The aim of this study was to explore the usage of effective questioning during lecture-based teaching in Grade XI chemistry classroom in order to enhance students’ active participation. Use of effective questioning is an integral part of the teaching-learning processes. Classroom questioning is an extensively researched subject. The high incidence of questioning as a teaching strategy and its consequent potential for influencing students’ participation in classroom activities have led many researchers to explore relationships between teaching via questioning method and students’ level of active participation. The current scenario of education in Pakistan suggests that the teacher-centered practices of teaching chemistry at higher secondary are dominant. Teachers only pass on factual knowledge to students. The students’ classroom participation is given less importance. Hence, this study explored the usage of effective questioning as a teaching strategy in enhancing students’ active participation in a Grade XI chemistry classroom, in a Government (Boys) Degree College, rural Sindh, Pakistan. Data about the impact of intervention has been collected in different stages of the study. At the pre-intervention stage, semi-structured interviews and classroom observations were conducted to explore existing practices of using effective questioning and level of students’ participation during lecture-based teaching. During the intervention, writing reflection and informal discussion were the tools to collect the data about the impact of using effective questioning for the enhancement of students’ active participation. The post-intervention stage identified the impact of the intervention. In addition, the reflective diary of the researcher, field notes and students’ works have been used as data collection sources. The research study describes that when effective questioning is employed in chemistry classroom, students actively participate in the teaching and learning processes. The study also highlighted some of the factors like planning in advance, asking higher order questions, friendly environment, increasing wait time, and giving proper feedback, are helpful in enhancing students’ active participation by using effective questioning. On the contrary, large class size, teacher’s professional capacity to bring change and his workload were the challenging factors which hindered the use of effective questions. To conclude, findings of the study support the use of effective questioning because it not only raises the level of students’ active participation but also develops interest among them for their learning. The findings might prove useful to further the understanding of teaching and learning practices in chemistry classroom in the context of the professional development of chemistry teachers. It also provides