پاکستان کی جغرافیائی اہمیت
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز اسا تذہ کرام اور میرے ہم مکتب شاہینو!
آج مجھے جس موضوع پر اظہار خیال کرنا ہے وہ ہے:’’پاکستان کی جغرافیائی اہمیت‘‘
صدرِذی وقار!
پاکستان کا لفظ جہاں فی نفسہ اہمیت کا حامل ہے، وہاں اس کی جغرافیائی اہمیت بھی مسلم ہے۔ اس کے محل وقوع کی اپنی ایک اہمیت ہے، اس کے خدوخال کی اپنی ایک اہمیت ہے، اس کے فضائی علاقے کی اپنی ایک اہمیت ہے، اس کے بری اور بحری علاقے کی اپنی ایک اہمیت ہے۔
جنابِ صدر!
ہمارے ملک پاکستان میں پہاڑی علاقوں کی ایک اہمیت ہے، سیاح خواہ غیر ملکی ہوں یا ملکی پہاڑوں کے دلاویز مناظر ان کے لیے سراسیمگی کے ساتھ ساتھ مسرت و انبساط کا باعث بنتے ہیں، ان کی فلک بوس چوٹیاں آنکھوں کو نور بصارت فراہم کرتی ہیں، ان میں رہائش پذیر جفاکش انسان کاہل اور تساہل پسند انسان کے لیے مہمیز ثابت ہوتے ہیں۔
صدرِ ذی وقار!
دیگر ممالک کے لیے اس کی سرحد آسمان پر دھنک کا منظر پیش کرتی ہے، اس کی وادیوں کو سیراب کرتی ہوئی جوئے نغمہ خواں کا اپنا ایک حسن ہے، اس کی فضائوں میں محو پرواز طائران خوش الحان کی اپنی ایک اہمیت ہے، اس کی آب وہوا کا اعتدال حسن و جمال کا مرقع ہے، اس کی سونا اگلنے والی زمین کی اپنی ایک اہمیت ہے۔
جنابِ صدر!
چین ہو، ایران ہو، افغانستان ہو، یا ہندوستان جملہ ممالک اس کی ہمسائیگی پر خوش ہیں ، چین ، ایران اور افغانستان تو اس کے ساتھ بہتر تعلقات پر نازاں ہیں اور انڈیا اس اسلامی خطے سے محفوظ و مامون ہے۔ کیونکہ اس کے باسی اسلام کی دولت سے مالا مال ہیں جو ایک سلامتی...
The Islamic laws prevent us from the evil deeds. As well as, according to Shariah, it is permissible and sometimes even compulsory to save the believers from the actions that may lead them towards the banned activities. Therefore, the ruling of prohibition from these types of activities is called Sadd-e-Zaree’a. This is the principle extracted from the Quran and Sunnah. As Almighty Allah forbade the believers to say ‘Ra’ina’ because this word was used by Jews knowingly in a wrong manner with evil intentions, whereas, Muslims presented their requests by this same word in the highest court of The Holy Prophet (peace and blessings be upon him) for seeking easiness and relaxation in their concerned matters. As in Quran: O People who Believe, do not say (to the Prophet Mohammed- peace and blessings be upon him), " Ra’ina (Be considerate towards us)" but say, " Unzurna (Look mercifully upon us)", and listen attentively in the first place. [Baqarah 2: 104]. (To disrespect the Holy Prophet – peace and blessings be upon him – is blasphemy.) Another example by Hadith, in this regard, it is also evidenced by the good character of The Holy Prophet (peace and blessings be upon him) that sometimes He stopped himself intentionally from the permissible activities lest the common masses may involve in undesired activities on the basis of The Holy Prophet’s act. Concisely, keen consideration is required on rational basis when explaining the Shariah rulings of any matter. Otherwise, the beauty andbenefits of the Shariah may be lost. Consequently, to prevent from the future turmoil is actually the spirit of Sadd-e-Zaree’ah. As this is the actually basic need and prerequisite of Shariah. It saves and prevents its believers form expected turmoil. Therefore, if the risk of turmoil would trigger with committing the permissible activity it must be abandoned due to the risk of turmoil.
The topic of ‘area’ is one of the challenging topics in curriculum of school mathematics. In most of the cases, conventional teaching methods based on formula, rules and algorithms do not help students to develop sound understanding. This study is an attempt to investigate how students’ conceptual understanding can be enhanced if they are provided with opportunities of using manipulatives. For this purpose, I conducted an action research within qualitative research paradigm with six students of grade VII in a private school of Karachi, Pakistan. The whole class was the secondary participants in the study. However, I selected a group of six students for in-depth analysis of their learning in the classroom. Also, pre and post focus group discussion (FGDs) from participant students and an interview from mathematics teacher were taken. This study consists of three stages, reconnaissance stage, implementation stage and post implementation stage. In reconnaissance stage, I examined students’ current understanding of area and process of teaching and learning of area through classroom observations, interview with mathematics teacher, focus group discussions (FGD) with students and document analysis. In implementation stage the topic was taught using manipulatives. Moreover, the instruction was designed considering hierarchical order of concrete, pictorial and symbolical representations to build students’ concepts. In post implementation stage, the focus was to understand students’ overall experience of using manipulatives and students understanding of area through post FGD. The findings revealed that students’ understanding of area and other concepts associated to it were developed. For example, they develop conceptual understanding of area as two dimensional quantity, use of appropriate unit of measurement, difference between area and perimeter and finding areas of shapes where direct length times breadth formula is not applicable. The contributing factors in developing students’ conceptual understanding were scaffolding as students move from easy to complex concepts, communication among students and with teachers enable students to convey their thoughts to clarify their understanding, simultaneous use of concrete, symbolic and pictorial representations and building connections among different concepts of area. Based on the findings, this study suggests that teachers should first use concrete, pictorial representation and then help students to make its connection with symbolic representations. It is important to understand which manipulative could be appropriate for helping students make transition from one representation to other. Keywords:Conceptual understanding, manipulatives, area.