آہ جناب امیر احمد صدیقی
یہ خبر بھی بڑے افسوس کے ساتھ سنی جائے گی کہ ۲۳؍ مارچ کو مشہور ادبی ماہ نامہ ’’نیادور‘‘ لکھنو کے سابق مدیر جناب امیر احمد صدیقی نشاط گنج میں اپنی رہایش گاہ پر وفات پاگئے، ان کا آبائی وطن لکھنو کے مضافات میں اجریاوں تھا، وہیں تدفین ہوئی، ان کی عمر ۸۲ سال تھی۔
وہ ۱۹۴۸ء میں محکمہ اطلاعات و رابطہ عامہ اترپردیش سے اس وقت منسلک ہوئے تھے جب جناب علی جواد زیدی، صباح الدین عمر، فرحت اﷲ انصاری اور خورشید احمد صاحب اس سے وابستہ تھے، اب اس دور کی تنہا یہی یاد گار رہ گئے تھے، آخر وہ بھی چل بسے۔
مرحوم مختلف وقتوں میں محکمہ اطلاعات میں افسر اطلاعات، فیچر رایٹر، جوائنٹ اڈیٹر، اڈیٹر نیا دور اور اسسٹنٹ ڈائرکٹر اردو رہے اور اپنے رفقائے کار میں تنہا ان ہی کو ملازمت میں ڈھائی سال کی توسیع ملی تھی:
نیا دور ہی کے وسیلے سے ان سے میرے تعلقات کی ابتدا ہوئی، میں نے جب اس میں مضامین لکھنا شروع کیا تو اس وقت یہ اس کے جوائنٹ اور خورشید احمد صاحب چیف اڈیٹر تھے، مضامین کی وصولی کی رسید اکثر ان ہی کی جانب سے آتی تھی اور جب یہ اڈیٹر ہوئے تو برابر خط و کتابت رہتی اور فرمایش کرکے مضامین طلب کرتے تھے، امیر احمد صاحب کے دور ادارت کا اصلی امتیاز نیا دور کے خاص نمبر ہیں جو بڑی تعداد میں نکلے اور بہت مقبول ہوئے، کئی خاص نمبروں میں ان ہی کے اصرار کی وجہ سے میں نے مضامین لکھے۔
کسی تقریب یا اردو اکیڈمی کے سمیناروں میں جاتا اور وہ موجود ہوتے تو بڑے تپاک سے ملتے، اپنے گھر بھی مدعو کرتے، ان کو معلوم ہوجاتا کہ میں آیا ہوں تو میری قیام گاہ کا پتہ لگا کر فون کرتے اور...
Great lineage, good manners, trustworthiness, sincerity, courage and bravery, obedience, generosity, modesty, humility, thankfulness, absolute trust in Allah, education and upbringing, affection and compassion towards the elderly, the youth, slaves and animals, the regard for truth, the endurance and patience etc. Are such features that at them neither was the match for the Holy Master (saw) born, nor will any such person be ever born. In addition, let alone friends, his enemies were helpless to hold him as-Sadiq (the Truthful) and al-Ameen (the Trustworthy) due to these and many other great attributes; and they would say: Muhammad is not a liar at all, but we can’t believe in him as a prophet sent by Allah. Moreover, even a non-Muslim or polytheist has never criticized his character to this day, nor will anybody do till the judgment day. Whenever the greatest personalities of the world were listed or somebody committed to writing on the said topic, the Holy Prophet (saw) remained at the top of the list. Drawing of the swords of father and son against each other, the change of the standard of friendship and enmity, fighting of master and his slave against each other, chanting the slogan of Ahad-Ahad (the only One, the only One) on the blazing sand, giving priority to martyrdom over the utterance of a word of unbelief, taking a husband away from his wife and separating a mother from her infant, deforming the condition after a blasphemous blow on the blessed face, forced migration to Habsha (Abyssinia) at times, and laying siege to Shb-e-Abi Talib (the valley of Abi Talib) at times.
Traditionally the process of teaching involved three major components, teacher, learner and content. Teachers’ role was to teach the content contained in the text to the learner. Teaching was considered effective when the learner was able to retrieve the information when and where necessary and was able to apply it accurately. Now teaching is known as the systematic process which involves teacher, learner, material and learning environment. Effective teaching is that which enables the learners to incorporate new information into their memories and master new knowledge. This study analyzes the effectiveness of teaching approaches i.e. inductive and deductive for Mathematical concept attainment at elementary level. The major objectives of the study were to analyze the effect of deductive teaching method on students’ concept attainment, to measure the effect of inductive teaching method on students’ mathematical concept attainment and to analyze the comparative effectiveness of inductive and deductive teaching methods on elementary students’ mathematical concepts attainment. All the 7th class students in Federal Government schools of Islamabad were the population of the study. One secondary school was selected through convenience sampling for the study. The independent variable of teaching methodology was manipulated into inductive teaching approach and deductive teaching approach for the experimental and control group respectively. An overall sample of 60 students was taken from the selected school using stratified sampling technique. These 60 students were divided equally into experimental and control groups through random sampling. A pre test – post test control groups design was followed in the study. Twenty five concepts from 7th class textbook were selected keeping in view the representation of sets, algebra and geometry portions. The researcher developed 25 lesson plans each in light of the principles of concept attainment model using inductive and deductive approach to teach the students of experimental and control groups respectively. A researcher-made 100 item academic achievement test, based on 8 tasks paradigm was administered to each group as pre test as well viii as post test. The mean difference between post test and pre test scores was taken as the academic achievement of the students. The results of the study approved that all three groups i.e. low, average and high achievers of experimental group taught through inductive teaching approach performed better than the control group which was taught through deductive teaching method. It is therefore concluded that inductive teaching approach is significantly more effective than deductive teaching approach for concept attainment at elementary level. The major recommendations of the study included that teachers may use inductive teaching method for teaching concepts of mathematics at elementary level. Moreover this methodology should be encouraged at higher grades as well.