علم روشنی ہے
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز اسا تذہ کرام اور میرے ہم مکتب ساتھیو!
آج مجھے جس موضوع پر اظہار خیال کرنا ہے وہ ہے:’’علم روشنی ہے‘‘
معزز سامعین!
علم روشنی ہے ،علم نور ہے علم ایک خزانہ ہے، یہ ایسے جملے ہیں کہ جو ان کے مفہوم کو اپنے ذہن کے در یچوں میں، قلب و اذہان کے کونے کھدرے میں جگہ دے وہ یکتائے روزگار بن جاتا ہے۔ علم کی روشنی جہالت کی تاریکی کا خاتمہ کر دیتی ہے اورعلم کی ناخدائی سے بحرِجہالت میں ہچکولے کھانے والی ناؤ کو کنارے لگانے میں کامران ہو جا تا ہے۔
صدرِذی وقار!
جہاں علم کی روشنی کی کرنیں پہنچیں وہ سرزمین بقعۂ نور بن گئی ، وہ خزاں رسیدہ دل و دماغ بہار آشنا ہو گئے، وہ پژمردہ شعور، شعوری دنیا کے حکمران بن گئے، وہ خس و خاشاک پیدا کرنے والی سرزمین حامل گل وگلزار ہوگئی، منحوس تصور کیے جانے والے بوم جو جہالت کا مرقعّ تھے اُن کا وجود عنقا ہو گیا، علم کے شاہینوں نے قصرِ سلطانی کے گنبد کو چھوڑ کر جبال شامخہ میں اپنا مسکن بنانا شروع کر دیا۔ علم کے طائر لا ہوتی نے اپنی پرواز بلند کرنا شروع کر دی۔
صدرِمحترم!
علم واقعی ایک روشنی ہے جس گھر میں اس کی قندیلیں روشن ہوں وہ گھر اعلیٰ و ارفع ہوتا ہے، جس معاشرے میں صاحب ِعلم حضرات موجود ہوں وہ معاشرہ صحت مند معاشرہ کہلاتا ہے، جس قوم میں اربابِ علم و دانش موجود ہوں وہ قوم دیگر اقوام سے بدر جہا بہتر ہوتی ہے، وہ ملک کے ماتھے کا جھومر ہوتی ہے، وہ اپنی سلطنت کے لیے رحمت ہوتی ہے وہ قوم اللہ کا ایک انعام ہوتی ہے، اُس قوم کے...
This study was conducted at BPR PD Rokan Hulu, utilizing a qualitative descriptive analysis based on interviews. The primary objective was to investigate the disciplinary practices and the application of punishment among employees within the institution. The findings reveal that to enhance disciplinary diversity, BPR PD Rokan Hulu has established robust regulations and enforced sanctions effectively. This initiative demonstrates BPR PD Rokan Hulu's commitment to promoting diversity through structured training programs and the implementation of punitive measures. Despite these efforts, the study identified that there are still instances of indiscipline among some employees. Specific violations observed include habitual tardiness, absenteeism without prior approval from supervisors, and unexplained departures during official work hours. These actions not only contravene the company's established regulations but also undermine the overall disciplinary framework intended to foster a productive and efficient work environment. The research highlights the significance of continuous monitoring and reinforcement of disciplinary measures to ensure adherence to organizational norms and standards. Furthermore, it suggests that while the implementation of rules and sanctions is vital, BPR PD Rokan Hulu could benefit from exploring additional strategies to address the root causes of indiscipline. This could include more personalized training sessions, enhanced communication channels between employees and management, and the development of a more inclusive company culture that encourages respect for regulations. In conclusion, while BPR PD Rokan Hulu has made commendable strides in enforcing discipline and applying necessary sanctions, there is room for improvement. Addressing the lingering issues of employee indiscipline requires a multifaceted approach that not only penalizes non-compliance but also actively fosters an organizational culture that values punctuality, responsibility, and adherence to established guidelines.This study was conducted at BPR PD Rokan Hulu, utilizing a qualitative descriptive analysis based on interviews. The primary objective was to investigate the disciplinary practices and the application of punishment among employees within the institution. The findings reveal that to enhance disciplinary diversity, BPR PD Rokan Hulu has established robust regulations and enforced sanctions effectively. This initiative demonstrates BPR PD Rokan Hulu's commitment to promoting diversity through structured training programs and the implementation of punitive measures. Despite these efforts, the study identified that there are still instances of indiscipline among some employees. Specific violations observed include habitual tardiness, absenteeism without prior approval from supervisors, and unexplained departures during official work hours. These actions not only contravene the company's established regulations but also undermine the overall disciplinary framework intended to foster a productive and efficient work environment. The research highlights the significance of continuous monitoring and reinforcement of disciplinary measures to ensure adherence to organizational norms and standards. Furthermore, it suggests that while the implementation of rules and sanctions is vital, BPR PD Rokan Hulu could benefit from exploring additional strategies to address the root causes of indiscipline. This could include more personalized training sessions, enhanced communication channels between employees and management, and the development of a more inclusive company culture that encourages respect for regulations. In conclusion, while BPR PD Rokan Hulu has made commendable strides in enforcing discipline and applying necessary sanctions, there is room for improvement. Addressing the lingering issues of employee indiscipline requires a multifaceted approach that not only penalizes non-compliance but also actively fosters an organizational culture that values punctuality, responsibility, and adherence to established guidelines.
This study was designed to find out the possible ways to promote Activity-Based Learning (ABL) in Lower Secondary Science Classes (LSSC) in Government schools and was conducted in one of IED's cooperating Government Schools in Karachi with two science teachers in classes six and eight. Data were collected through a series of tests and reflections with students and teachers, personal reflections of the researcher, and discussions with all those directly involved in the study. Teachers also responded to relevant questions at the end of the study. The study was completed in three stages: Pre-intervention, Intervention and Post intervention. During the pre-intervention stage, I interviewed teachers, and observed their classes to assess the current practice of science teaching through Activity Based Learning and the difference between teachers' beliefs and practice. Another purpose was to attempt to assess the effect of current teaching practice on students' learning. The Transmission Mode of Teaching (TMT) was found to be the dominant style at this stage to promote learning. During the intervention stage, I facilitated the teachers in their efforts to apply ABL in their classrooms. It was discovered that ABL played an important role in promoting students' better conceptual understanding of the concepts covered. In addition, there were indications that the teachers' content and pedagogical knowledge improved. Though there were several major constraints faced by the teachers, it was felt that these factors could be partly circumvented with sound management. During evaluation of the teacher at the post-intervention stage, data concerning the amount of learning, the process followed, and the constraints faced during teaching and implementation were collected. Practical (ABL) work was seen to have had considerable impact on students' understanding of the concepts. Through this study I have come to know that though there are major constraints in applying ABL at the LSSC level, with proper classroom management and planning effective implementation of ABL is possible. The support given to the teacher by the administration is also an important factor.