مجید احمد تاثیرؔ (۱۹۱۲ئ۔۱۹۸۶ئ) کا اصل نام مجید احمد اورتاثیرؔ تخلص کرتے تھے۔ آپ سیالکوٹ میں پیدا ہوئے ۔ میٹرک مادرِ علمی علامہ اقبال سے پاس کیا۔ ۱۹۳۳ء میں امر تسر کے ایم اے اوکالج کے طالب علم بھی رہے۔ جہاں ان دنوں ڈاکٹر رشید جہاں اور میاں ڈاکٹر محمود الظفر اُستاد تھے۔ مجید تاثیرؔ امر تسر کی ادبی محفلوں میں شعر و شاعری کرتے رہے۔ فیضؔسے ان کے پرانے تعلقات تھے۔طب کی تعلیم کے لیے تاثیر طبیہ کالج دہلی چلے گئے۔ اس زمانے میں نظم کی طرف توجہ ہوئی اور جوش ملیح آبادی سے دوستی ہوئی۔سیالکوٹ میں تاثیر نے بڑے بڑے مشاعرے کروائے۔ جن میں جوشؔ اور جگرؔ جیسے شاعروں کو مدعو کیا گیا۔(۵۶۴)
لاہور آکر تاثیر نے کچھ عرصہ ملازمت بھی کی۔ آپ نے انار کلی میں ہمدرد مطب قائم کیا۔ جو ش ملیح آبادی جب بھی لاہور آتے تھے ان کے ہمراہ جو چند اصحاب موجود رہتے تھے۔ ان میں تاثیر بھی تھے جوش صاحب مجید تاثیر کی رباعیات کی بہت زیادہ تعریف کرتے تھے۔(۵۶۵)
اُن کا شعری مجموعہ ’’رباعیات تاثیر‘‘ الوقار پبلی کیشنز لاہور نے ۲۰۰۰ء میں شائعکیا۔ یہ مجموعہ کلام رباعیات ،رومانی نظموں اور غزلیات پر مشتمل ہے۔ اس مجموعے کے دو سو سات صفحات ہیں۔اس کتاب کے آغا ز میں ڈاکٹر وحید قریشی نے ’’پیشِ لفظ‘‘ احمد ندیم قاسمی نے تعارف’’مجید احمد تاثیر‘‘ ناہید سلمیٰ نے مضمون’’ تجھے اے زندگی لائوں کہاں سے‘‘ ڈاکٹر سید عبداللہ نے تعارف کتاب’’رباعیاتِ تاثیر ‘‘ ڈاکٹر عبادت بریلوی نے تعارف’’رباعیاتِ تاثیر‘‘ اور جوش ملیح آبادی نے ’’تعارف مجید تاثیر ‘‘پیش کیا ہے۔ جوش نے تاثیرؔ کے تعارف کے ساتھ ایک رباعی بھی لکھی ہے۔ جو درج ذیل ہے:
چرخ شعر و ادب کے تارے تم ہو
جوئے قند و شکر کے دھارے تم ہو
رکھو مہ و مہر پر قدم اے تاثیر
شبیر حسن خان...
A Sufi poet, teacher and philosopher, Hallaj was executed on the orders of an Abbasside caliph for uttering these words, taken to mean Hallaj as claiming himself to be God. After more than a decade of imprisonment, Hallaj was eventually executed publically in Baghdad in the year 922. He is seen by many as a revolutionary writer and teacher of his time, when practices of mysticism were not meant to be shared publically. Yet he remains a controversial figure, revered by Rumi, hated by many, he was labeled an intoxicated Sufi and is still read today. After his arrest in Sūs and a lengthy period of confinement (c. 911–922) in Baghdad, al-Ḥallāj was eventually crucified and brutally tortured to death. A large crowd witnessed his execution. He is remembered to have endured gruesome torture calmly and courageously and to have uttered words of forgiveness for his accusers. In a sense, the Islāmic community (ummah) had put itself on trial, for al-Ḥallāj left behind revered writings and supporters who courageously affirmed his teachings and his experience. In subsequent Islāmic history, therefore, the life and thought of al-Ḥallāj has been a subject seldom ignored. Here we get a realistic overview about him and his teachings.
We are living in the era of science and technology and it has made the world a global village. Science and technology has become a prominent indicator of economic development and prosperity. Nations of the world are striving for the excellence in this field. Pakistan is a developing country and advancement in the field of science and technology is the only way that can embark upon an era of economic development and prosperity for the country. Advancement in science and technology requires revolutionary changes and improvements in teaching learning science at all levels. One of the desired changes is the use of hands-on activities in teaching and learning science. Students’ involvement in hands-on activities exposes them to vibrant connections from abstract concepts to material examples and from scientific principles to scientific applications, which contribute a lot to students’ better comprehension of the scientific knowledge and their ability to solve problems using their scientific knowledge. It has been found that hands-on activities provide enjoyment to children and develop greater enthusiasm for science in the classroom. Keeping in view the need and importance hands-on activities in science education, the present study was undertaken. This study was designed to investigate the impact of hands-on activities on 8th grade students’ motivation toward science learning and their achievement in science. The study was conducted on 342 students of two boys’ high schools and two girls’ high schools, all schools were from public sector. The sample of the study comprised of 145 male and 197 female of grade 8, of which 169(49%) were assigned as experimental group and instructed by hands-on activities, while the 173 (51%) were assigned as control group and instructed by the viii traditional method. For the study, students’ motivation toward science learning scale (SMTSL) was used to measure students’ motivation toward science learning and science achievement test developed and validated by the researcher, was used to collect the data regarding students achievement score in science. The data were analyzed by using Independent Sample t-test through SPSS. The results indicated that there was a significant difference between the means score on students’ motivation toward science learning and students’ science achievement in favour of the experimental group. Gender wise comparison showed that male students were higher on motivation toward science learning as a result of experiencing hands-on activities but the difference was small and insignificant. Moreover, the gender wise comparison on achievement score as a result of experiencing hands-on activities showed that hands-on activities are equally beneficial for both male and female students and no difference on science achievement was found therein. The results of this study are important in the context of developing countries that have limited resources to spend on science education. The study recommends that science curriculum should be more activity based and include more hands- on activities at this level and teachers should be trained effectively so that the students’ motivational level toward science learning and their achievement in science can be enhanced.