پرویز شاہدی
افسوس ہے کہ گزشتہ مئی میں اردو کے مشہور شاعرپرویز شاہدی کلکتہ میں انتقال کرگئے۔عمر۵۷برس کی پائی۔اصل نام محمد اکرام حسین تھا۔نسباً سید تھے، وطن پٹنہ تھااور۱۹۱۰ء میں وہیں پیدا ہوئے تھے۔ اردو، فارسی دونوں زبانوں میں ایم۔اے کیا تھا۔اسی زمانہ میں کسی جذباتی صدمہ سے دوچارہوئے اورکلکتہ میں سکونت اختیار کرلی ادھر بارہ تیرہ برس سے کلکتہ یونیورسٹی میں اردو کے لیکچرر تھے اور اُن کی وجہ سے اس شعبہ میں جیسے زندگی کی نئی روح پیداہوگئی تھی۔ شعر گوئی کا ملکہ فطری تھا،چنانچہ اُن کے ساتھیوں کابیان ہے کہ دس برس کی عمر سے ہی شعرکہنے لگے اورمشاعروں میں شرکت کرنے لگے تھے۔ انھیں قدرت تودونوں پر تھی لیکن ان کوفطری مناسبت بہ نسبت نظم کے غزل سے زیادہ تھی۔یہاں تک کہ اُن کی نظم بھی غزل کاآہنگ رکھتی تھی۔اپنی عمر اورشاعری دونوں کے عہد شباب میں ’’ترقی پسند‘‘ہوگئے تھے لیکن چونکہ طبیعت میں سلامتی اورذوق میں استواری تھی اس لیے اُن کی’’ترقی پسندی‘‘صرف افکار تک محدود رہی۔شاعری اور خصوصاً غزل کی قدیم روایات سے انھوں نے رشتہ منقطع نہیں کیا۔جتنے اچھے شاعر تھے ترنم بھی اتنا ہی ولولہ انگیز اورموثر تھا۔کلکتہ میں جب پہلی بار(غالباً ۱۹۴۹ء میں) اُن کی معرکہ آراء نظم’’تضاد‘‘
میں عدوئے قہرمانی تو رفیق شہریاری
مری زندگی جہادی تری زندگی فراری
تجھے خار و خس کی سطوت پہ یقین پائداری
مرے ہر نفس میں رقصاں مرا عزم شعلہ باری
تری آنکھیں سہمی سہمی تری فکر لرزی لرزی
مری روح بپھری بپھری کہ لگائے ضرب کاری
سنی ہے توپورے مجمع میں جوش وخروش کایہ عالم تھا کہ گویا طبل جنگ بج چکا ہے اورفوج مارچ کرنے والی ہے،یہی واقعہ میری اوراُن کی دوستی کانقطۂ آغاز تھا۔ وقت گزرنے کے ساتھ ساتھ یہ دوستی اس درجہ مستحکم اورمضبوط ہوتی چلی گئی کہ وہ میرے نہایت عزیز اورمخلص دوست ہوگئے۔جنوری۱۹۶۷ء...
Background and Aim: Bowen therapy is a non-pharmacological method for treating a variety of pain conditions, but its effectiveness in treating tension-type headaches is unknown. We compared the effectiveness of Bowen therapy to a sham treatment.
Methodology: In a multi-center randomized controlled trial, the young adults with a tension-type headache were selected from the Neurology Department of DHQ hospital Sargodha and Niazi Medical Complex, Sargodha, with convenient sampling. A priori sample size calculation determined that 44 participants were needed. The participants were randomly assigned to two groups. Bowen Therapy (n=22) and Sham Treatment (n=22) groups were enrolled. The Bowen therapy was devised for two weeks. The measurement was taken at baseline and after two weeks. SPSS 22 was used for data analysis.
Results: At baseline, there was no difference found in the Bowen therapy and Sham treatment groups. We have noticed a significant decrease in the severity of pain and improvement in pain pressure threshold assessed by the visual analogue scale (VAS) and algometer in the Bowen therapy group after two weeks (<0.05). However, no changes in pain intensity were found in the sham therapy group. Furthermore, the headache frequency was also reduced in Bowen therapy compared to the sham therapy group (<0.05) after the study period.
Conclusion: The findings suggest that Bowen Therapy might be a beneficial and effective treatment for a tension-type headache. Further studies are needed using older adult’s participants.
Teaching and learning mathematics is still considered a difficult task. It is believed that mathematics is based on universal and absolute foundations and the learning of mathematics should involve rules, facts and principles. Moreover, a one-way teaching strategy is being used in the mathematics classroom. Innovative teaching strategies such as, cooperative learning, activity-based learning and investigation are not used often in the mathematics classroom. Similarly, teacher-student interactions highly influence the teaching and learning process but these have not been given much importance while teaching and learning mathematics. Very few studies have been done in the Western countries in this regard but no such study has been conducted in the context of Pakistan. Thus, this study focused on teacher perceptions of teacher-student interactions in the mathematics classroom using inquiry-based teaching. The purpose of the study was to explore the perceptions of lower-secondary level teachers about student-teacher interactions in an inquiry-based mathematics classroom in Karachi, Pakistan. Two teachers - one from a public and the other from a private school - were selected for the study. The differences and similarities of both teachers' perceptions about teacher-student interactions and their teaching and learning practices in the real classroom situation were identified using a comparative case study method. Audio-taped semi-structured interviews, non-participant observations, checklists, pre and post-lesson conferences and held notes were used to collect the data. In addition, the students' manner of interaction with the teacher in the classroom during teaching and learning mathematics was closely examined. The data was analyzed as two separate case studies, which presented detailed biographical data about the two teachers, their theoretical frameworks and actual practices, with interpretations and analysis. The synthesis of this study uncovers a number of issues emerging from the analysis of the findings. For instance, the teachers’ attitudes towards teaching and learning mathematics, the impact of professional development opportunities and the nature of self-reflection might play a key role in reshaping the teachers' perceptions which may interest other mathematics teachers, teacher educators, teacher education programmes and research in education in general.