پروفسیر نورالحسن ہاشمی
افسوس ہے کہ اردو کے بلند پایہ ادیب و محقق اور لکھنؤ یونیورسٹی کے سابق صدر شعبۂ اردوپروفیسر نورالحسن ہاشمی ۲۸؍ نومبر کو وفات پاگئے، اردو کے علاوہ ان کو ہندی، اودھی، انگریزی اور فارسی زبانوں پر بھی پوری دسترس تھی، اردو کی کئی کلاسیکل کتابیں تحقیق و تدوین کے بعد شائع کیں جن میں نوطرز مرصع، بکٹ کہانی، کلیات ولی اور قدیم روزنامچہ قابل ذکر ہیں، ان کی سب سے اہم علمی، ادبی اور تحقیقی کتاب ’’دلی کا دبستان شاعری‘‘ ہے، انہوں نے غالب کے کلام کا اودھی میں منظوم ترجمہ بھی کیا تھا اور ’’اندرونم‘‘ کے نام سے ان کا مجموعہ کلام بھی شائع ہوا تھا، مرحوم نیک اور خاموش طبع تھے اس لئے علمی قابلیت کے باوجود زیادہ شہرت نہیں حاصل کرسکے، اﷲ تعالیٰ غریق رحمت کرے، آمین۔ (ضیاء الدین اصلاحی، دسمبر ۲۰۰۰ء)
Personality development is the process of improvement in behaviors and attitudes to make an individual a unique person. Sufism brings about positive changes in the behaviors of individuals. The positive changes are brought through moral development within inductive environment griped by building of character. Moral development guides through “Zuhud” and “Taqwa” for minimization of material luxuries, enhancement of repentance and self-purification. The purpose of moral development is achieved with an institution articulated with teacher-student (Murshid-Murid) relationships; this environment ensures the provision of guidance and scholarships for the engaged students. The engagement of students revolves around knowledge, awareness and behavior. In the dimension of knowledge students are helped with raising moral and spiritual awarenessto enhance firmness in faith and encouragement towards good deeds. In addition, behavioral (amal) dimension is covered with remembrance of Allah, optional prayers, fasting services, alms giving along with obligatory ones. All these behavioral deeds are performed with devotion for the sake of closeness “Taqarrub” to Allah. Finally, ma’rifat (Recognition) is applied to secure soundness in building of character.
This study entitled “A Comparative Study of Effects of Activity Based Teaching and Traditional Method Teaching in Mathematics at Elementary Level.” The objectives of the study were: i)To compare the students’ achievement taught through activity based method and the traditional teaching method in Mathematics subject ii) To check the retention power of students taught through activity based teaching iii) To identify the participation of students in activity based teaching iv) To find out the effectiveness of activity based teaching in Mathematics at elementary level v) To explain the potential role of activities in teaching Mathematics at elementary level vi) To enable the students to appreciate use of different terminologies of Geometry in their daily life and to suggest recommendations for conducting future research on the subject. The population of the study was consisted of all students of seventh class of Government Girls High School Bhedian Pattoki District Kasur. For selection of sample a pre-test was administered to all (76) students of class seventh in Govt. Girls High School Bhedian Pattoki District Kasur except ten students. Thirty students were assigned to experimental and thirty to control group on the basis of pre-test results comparing equal marks. In order to achieve the objectives of the study pre-test, post-test from the seventh class Mathematics Book prescribed by Punjab Text Book Board was developed to do the intervention and for data collection. Research tools (Pre-test, Post-test) were discussed with the teachers of Mathematics and were modified in the light of their opinion. The modified version was tried out on 10 students who were not included in the sample for pilot study and were further re-amended in term of difficulty level on the basis of pilot study. The Researcher personally taught both the groups (control and experimental). Independent sample t-test was applied to accept or reject a statement. Statistical analysis and interpretation of the test scores of experimental and control groups showed that activity-based teaching has a positive impact on the performance of the learners. It was found that students take more interest in the lesson if activities are used. There was a significant difference between the performance of experimental and control group after teaching Mathematics with activity-based teaching. The study concludes that with the help of activities teaching learning process can be facilitated and becomes more effective. Activities have proved to be of great importance in teaching learning process. Information provided through such teaching is concise and quick. Complex ideas can be understood with ease with the help of activity-based teaching. Activity based teaching stimulates a high degree of interest in the learners. They make the message clear.