جینے کے ڈھنگ تیری جدائی سکھا گئی
اور یاد تیری مجھ کو ہے شاعر بنا گئی
آندھی سفر کی رات میں جو چل پڑی تو کیا
اچھا ہوا کہ راہ کے پتھر ہٹا گئی
دورِ جنوں میں رہتا تھا خوش باش میں بہت
یہ آگہی تو میری ہنسی کو ہی کھا گئی
فرقت کی رات نیند ہمیں آتی کس طرح
ہم کو شبیہ یار تھی کہ جو سلا گئی
دیکھو اداسی بھی کسی گربہ سے کم نہیں
چھوڑا کسی جگہ بھی تو پھر گھر کو آ گئی
اپنا یہاں ہے کون پرایا ہے فہدؔ کون
یہ راز ہم کو ایک مصیبت بتا گئی
Ansāb-ul-Ashrāf is one of the most prominent works of Aḥmad Bin Yaḥya Bin Jābir al- Balādhuri, a muslim historiographer of third Hijri Century. This book is, in fact, a genealogical form of writing history and a primary and authentic source of the Holy biography of the Holy Prophet Muḥammad (ﷺ). This article comprises the life, works and especially the methodology of seerah writing of Balādhuri in his book: Ansāb-ul-Ashrāf. The distinctive characteristics of methodology of seerah writing have been described in this article. He has presented the traditions (Riwayat) about the Seerah of Prophet Muḥammad (ﷺ) in different ways. Sometimes he mentions the whole chain of narrators and sometimes he skips the chain of narrators. The article sheds light on the methodology of seerah writing with special reference to the book Ansāb-ul-Ashrāf.
The use of computers has been increasing worldwide for teaching of Science in secondary schools. Also in Pakistan, computers are now available in most of the private schools and their use is steadily increasing for teaching and learning. Government also intends to equip public secondary schools with computer labs. Various research studies suggest that appropriate and effective use of computers enhances and adds value to students' learning in Science education. However, the existing use of computers in schools in Pakistan appears not to be up to the level of its potential effectiveness, consequently having limited impact on students' learning. Teachers are central to the successful use of computer resources in science teaching, as the ways of using computers depends on how well teachers understand its use. Therefore, exploring their perceptions and practices of integrating computers with teaching of Science would help them in understanding the existing situation of computers uses in schools, so that decisions about the future can be made. This qualitative study was conducted in a private school in Karachi, Pakistan. Data from field notes, interviews, and document analysis were used to explore perceptions and practices of two Science teachers; one technology coordinator and one librarian. There were a total of nine observations of teaching practices, four interviews, one with each participant, and one focus group interview of five students. Findings include perceptions, practices, and challenges. Teachers perceive: (a) integration as any use of computers; (b) integration is resource-hungry; (c) computers increase students' motivation and enhance their learning; (d) finding a reliable web resources is a challenge; (e) teachers' self confidence and clarity of vision are important for effective integration. Teachers' practices involve: (a) use of computers as a source of knowledge and as a tool for presentations; (b) teacher-centered instructional strategies; (c) teaching science to enhance students' ICT skills; (d) use of group work to manage large classes; and (e) a rigid focus on textbook topic. Challenges include: (a) lack of access to resources; (b) lack of sufficient technical and pedagogical support; and (c) time tabling, class duration, and managing large classes. Teachers' professional development, sufficient technical and pedagogical support, and appropriate infrastructures are important elements for an effective integration of computers with teaching of Science. However, examining students' learning outcomes was not under the scope of study.