ماما چبڑ
اک ہوندا اے ماما چبڑ، اوہنے واہی لئی دو بلد رکھے ہوندے نیں۔ اک دن اوہدے بلد کھل کے راجے دے کھیتاں وچ چلے جاندے نیں تے راجہ اوہناں نوں پھڑ کے بنھ لیندا اے۔ جدوں مامے چبڑ نوں پتہ لگا تاں اوہ اپنے بلد لین گھروں راجے ول ٹردا اے۔
ٹرے جاندے نوں رستے وچ اوہنوں اک شیر ملدا اے۔ شیر اوہدے کولوں پچھدا اے کہ ماما کتھے چلے او؟ اوہ آکھدا اے کہ راجے میرے بلد بنھ لے نیں۔ میں اوہ لین جا رہیا آں۔ شیر اوس نوں آکھدا اے کہ مینوں وی اپنے نال لے چل۔ ماما اوس نوں آکھدا اے کہ میرے کن وچ وڑھ جا۔ شیر مامے دے کن وچ وڑھ جاندا اے۔ ماما جدوں تھوڑا جیہا ہور آگانہہ جاندا اے۔ تاں اوس نوں اک بھونڈ ملدا اے۔ اوہ اوس کولوں پچھدا اے کہ ماما کتھے چلے او؟ ماما اوس نوں شیر والا جواب دیندا اے۔ بھونڈ اوس نوں نال لے جاون دا آکھدا اے ماما اوہنوں وی اپنے کن وچ واڑھ لیندا اے تے راجے دے محل ول سفر شروع کر دیندا اے۔ سفر کردے ہوئے اوس دریا پار کرنا ہوندا اے۔ دریا پچھدا اے کہ ماما کتھے چلے او؟ ماما پہلے والا جواب دیندا اے؟ دریا نال جاون دا آکھدا اے تے ماما اوس نوں اپنے کن اندر واڑھ کے راجے دے محل اپڑ جاندا اے۔
راجے نوں جدوں پتہ لگا کہ ماما اپنے بلد لین آیا اے تاں اوہ اوس نوں بکریاں والے واڑے وچ بند کر دیندا اے۔ رات نوں ماما اپنے کن وچوں شیر نوں کڈھ دا اے جو راجے دیاں ساریاں بکریاں کھا جاندا اے۔ اگلے دن راجہ مامے نوں مرغیاں دے کھڈے وچ بند کر دیندا اے۔ ماما اپنے کن وچوں بھونڈ نوں کڈھ...
This article provides valuable information about the living conditions of Muslims of the Pak-Afghan Region in the context of revisiting Rudyard Kipling’s view of the Great Game of the 19th century between Great Britain and Russia that roughly continued for about a century beginning in the second decade of the 19th century to the signing of the Anglo Russian convention in 1907. In this respect his famous novel, Kim (1901) has been critically examined to establish the political content of his creative work. Coupled with the appreciation of the novel as a great work of art with its many facets and themes, views of Edward Said have been juxtaposed to arrive at a conclusion that the novel is also a celebration of imperialism. In today’s scenario in Central Asia particularly Afghanistan, a revisit of Kipling is an interesting revelation. The discussion also reveals the similarities of the tussle of two centuries back to the realities in the region today. This insight as we appreciate Kipling’s masterpiece novel proves even more eye-catching and real. This paper also examines Peter Hopkirk’s works on the Great Game to historically asses the dialectics of the imperial struggle between the two super powers of the time. In this connection, a brief discussion is available on the three Anglo-Afghan Wars as well as the conflict in Kashgharia. This article presents an overview of the view head by Russians on the conflict which they call Tournament of Shadows or Bolshya Igra involving spies and military personnel. A fresh look at Kipling’s works in general and his novel Kim, in particular, helps explore the very essentials of the working of Imperialism and empire-building, which is the main stay of this paper. A deeper look would understandably unfurl big powers rivalry in general, and the present day security situation in Asia in particular, by going through the works of a great writer; the first Englishman and the youngest recipient for Nobel Prize in Literature (1907).
Ministry of Education Government of Pakistan (2009, 2017) focused on English teachers to use modern assessment techniques for measuring students’ learning through multiple assessment methods. The study was designed to study in this context. The prime focus of the study was to investigate the English teachers’ perception, practice, paradigm preference and impact of multiple assessments on students’ scores. The population of the study was all secondary schools’ English teachers and their respective 10th class students. Cluster sampling was used as the two main streams of education (federal and provincial) were included in the study for knowing English teachers exercise of multiple assessment. The equal participation of federal and provincial English teachers was ensured having similar division on the basis of gender and locality. The revised validated assessment tools: CAPSQ-LT, 2011; SPAQ, 2012 and English Teachers’ Beliefs and Practices of Multiple Assessments, (2003, 2008) were consulted before designing the research instrument. The research tool was finalized after expert opinions. The tool had three parts; the first part of the questionnaire dealt with demographic details, the second part investigated teachers’ perception and practice regarding multiple assessment practices and the third part explored English teachers’ assessment paradigms preferences. The sample of the study was 344 English teachers and 3440 students (ten students of each sampled teacher). The data was analyzed through descriptive and inferential statistics unveiling English Teachers’ multiple assessment perceptions, practices, its impact on student’s results and paradigms preference of English teachers. The findings of the study revealed the higher perceptional mean score as compared to their practices. The positive correlation was found between perception and practices of four multiple practices. The gap was identified between perception and practice of Alternative assessment practice. The statistical analysis of multiple assessment practices of English teachers were graded as: Test-based; Traditional; Observational; Task-Based and Alternative consecutively that revealed the teachers more frequently exercised those practices which are designed for summative assessment. The analysis of assessment paradigms reflected the secondary school’s English teachers’ preference as: assessment of learning; assessment to inform; assessment for learning; assessment as learning and assessment for instruction. The alignment of multiple assessment practices and paradigms preferences of English teachers is evident from the findings which indicate that the teachers exercised assessment practice according to paradigm (purpose of assessment) which they reflected from their preferences. The inferential statistics revealed that the most applied assessment practices Test-based and Traditional did not prove their significant impact on students’ results while highly significant impact was calculated of Observational, Task-Based and Alternative assessment practices that were less exercised by English teachers. It was deduced from the English teachers’ corroborated preferences of assessment paradigms and assessment practices that the primary focus of English teachers was not encouraging students to improve their language competency rather they mostly used those assessment practices that minimize the scope of assessment to assign grades or award certificates to the learners. Thus, it is concluded that there arises a need of changing teachers’ assessment preferences for availing the maximum benefits from all assessment practices by providing them facilitation to exercise those practices that widen the scope of learning. The researcher recommended the teachers’ assessment literacy, pre-service and in-service teacher’s assessment training for improving and enhancing the professional skills of English teachers in the field of assessment.