نکلنا خلد سے آدم کا۔۔۔
آس کی خوشبو یاس کی بد بو پرہمیشہ غالب آتی ہے
یوں محسوس ہو رہا تھا
جیسے دل میں اِ ک آگ سی لگی ہو
اور سب کچھ اس بھٹی میں جھونک رہا ہوں
اس بھٹی کو صرف آنسو ہی ٹھنڈا کر سکتے تھے
لیکن !وہ بھی لب ِ مژگاں تک آتے آتے مر گئے
کتنی مشکل سے محبت کے تارو پود سے سنہری خواب بنے تھے
مگرایک تار کے نکل جانے سے
سب خواب نیند کی وادیوں میں کہیں کھو گئے ہیں
حیف!میرے دھندلے خواب
جو میں کسی کی آنکھوں سے دیکھ رہا تھا
یوں لگتا ہے جیسے
میرا بھی شمار اُن سوختہ سروںمیں ہوتا ہے
جو بحرِ محبت میں بنا کشتی اور پتوار کے اتر گئے تھے
مجھے اپنی عادتوں پردکھ ہے
جو پھر سے خراب ہو جائیں گی
جنہیں اک عرصہ بدلنے میں لگا تھا
یہ آدم اور آدم زاد کے نصیب میں لکھا جا چکا ہے
کہ اس کا کبھی ایک ٹھکانہ ہو ہی نہیں سکتا
کبھی یہ بہشت سے نکالا جاتا ہے
کبھی اپنے گھر سے دربدر ہوتا ہے تو کبھی شہر سے
کبھی کسی کی زندگی سے توکبھی کسی کے دل سے
یزداں نے بھی انسان کے ساتھ کیاخوب کھیل کھیلا ہے
اسے فاصلوں میںالجھائے رکھتا ہے
The Qur'an has innumerable features. Its teachings serve as blessing and guidancefor the whole mankind. It provides complete code oflifefor man. It catersfor both life in the present world and that in the hereafter. The Qur'an is regarded as inimitable due to the accuracy ofscientific information presented 1400 years ago and only recently proven or discovered, as well as for its unprecedented Arabic literary style of highest standard. This article discusses extraordinary features of the Qur'an as explained and highlighted by majority of commentators of the Qur’an in their commentaries of the Qur'an.
Teaching of science has become more impressionable with the integration of technology. A small-scale action research study was organized in one of the Government High schools of Gilgit Baltistan to explore the use of animated videos for teaching an abstract concept of ‘states of matter’. The study was conducted in a science classroom of Grade V. The research found how animated video worked in Grade V science teaching to enhance students’ conceptual understanding of states of matter. This action study was conducted over a period of five weeks comprising of three cycles. In the reconnaissance stage, three lessons of science teacher were observed, a pre-test, a focused group discussion with six purposively selected students and an interview of the science teacher was carried out. In cycle 1, 2 and 3, six lessons were planned and taught. Data was collected through observations, focused group discussions, interviews and pre and post-tests. The finding of the study showed that students gradually got familiar with animated videos, started sharing their ideas in a group, and resultantly these animated videos proved meaningful in supporting their understanding of states of matter. The findings also showed that students took an initial step towards conceptual understanding- a slight bent from teacher-centered to student-centered learning. The study also pointed out at both teacher’s and students’ misconceptions about states of matter. However, this study has implications for the school in terms of students’ better learning and effective teaching. Therefore, schools need to relook its method of teaching from rote memorizing to conceptual understanding, and teachers need to change their lectured based teaching to activity/animated video-based teaching.