میاں مہر محمد خاں شہاب
میاں مہر محمد خاں شہاب کی وفات بھی اہل علم کے حلقہ میں رنج و افسوس کے ساتھ سنی جائے گی، وہ مالیر کوٹلہ کے رہنے والے تھے، لیکن پچاس سال سے بمبئی میں قیام تھا، اردو، فارسی، عربی اور انگریزی سے خوب واقف تھے، ہندی بھی جانتے تھے، اور مرہٹی سے بھی ایک حد تک مانوس تھے، ان کی زندگی علمی کمال کے ساتھ حسن اخلاق سے بھی آراستہ تھی، وقت کے التزام اور معمولات کی پابندی میں بے نظیر تھے، وہ بڑے منکسرالمزاج تھے، لیکن کبھی خودداری پر آنچ نہیں آنے دیتے تھے، وہ خوردوں کے ساتھ بڑی محبت و شفقت کے ساتھ ملتے تھے، مگر اس کے باوجود خوردوں کے دل ان کی عظمت کے احساس سے لبریز رہتے تھے، زندگی بھر دوسروں کے ساتھ سلوک کرتے رہے، مگر چار گز کفن کے لئے بھی کسی کا احسان گوارا نہیں کیا، دارالمصنفین کے بڑے قدرداں تھے، اور اس کے کارکنوں سے بڑی محبت سے پیش آتے تھے، اﷲ ان کی روح کو اپنی رحمت و مغفرت سے شاد فرمائے، اور ان کی صاحبزادی، دونوں صاحبزادے، عزیزوں اور دوستوں کو صبر عطا فرمائے، اور ان کی پاکیزہ زندگی کی تقلید کی توفیق نصیب فرمائے۔
(عبد السلام قدوائی ندوی، اپریل ۱۹۷۶ء)
In modern times, the conventional means of warfare are increasingly becoming less usable. However, the states are involved in waging hybrid warfare to the maximum to fulfill their foreign policy goals. In nuclearized South Asia, direct war between India and Pakistan seems unlikely given that both the states know that escalation could lead to nuclear catastrophe in the region. This compels both the states to find other means of warfare to undermine each other’s interests. India wants to weaken Pakistan so that it may abandon claim on Indian occupied Jammu and Kashmir. For that, India is using all tools of hybrid warfare against Pakistan. In this context, this paper aims at to unearth India’s hybrid warfare in the region and its implications for Pakistan. The main focus of the paper is to explain tools and methods of India hybrid warfare. At the same time the research also tries to unravel few other case studies. It also notes how Pakistan can counter hybrid threats posed by its arch rival.
Reflective practice is emphasized for teachers as it improves teaching and learning practices that result in high levels of students' achievements. Reflection has the potential to transform thinking and practice. Research done on reflective practice in Pakistan suggests that as teachers' teaching repertoire is limited here, teachers must reflect upon their practice. My experience of working with teachers informs me that teachers are not willing to write about their practices, rather it is more an oral culture. Reflective conversation is more an oral reflective practice mode, and it builds on what teachers already do informally in the context of Pakistani schools. The ultimate purpose of reflective conversation is to inquire teachers' classroom practices and to bring forward improvement in their practices. This study was conducted to explore the process and consequences of reflective conversation for teacher development in Pakistan. Shared classroom observation experiences provided a base for reflective conversation sessions with two secondary school English teachers in a private English medium school in Karachi, Pakistan. The aim was to explore reflective conversations as a strategy for school-based teacher development. The study indicates that reflective conversations can be a viable teacher development strategy in Pakistan. Study findings showed that through reflective conversations, teachers were able to enhance their professional knowledge and skills, by extending their range of teaching strategies, developing an urge to implement new strategies, and consequently, becoming more confident teachers. However, there are some essential requisites i.e. teachers' personal capacity and school structures for making reflective conversation an effective teacher development strategy. Reflective conversation also requires effective facilitation, which can be done by a reflective coach. The study also indicated that teacher learning becomes a complex and dynamic process through reflective conversation sessions. The study is significant for teacher educators, researchers, and teachers. It highlights for them some contextual issues that are challenging for teacher educators for using this strategy successfully. Study findings indicate that reflective conversations, if implemented effectively, move from individual teacher's learning to collective learning.