جیہدی یاد توں جان لکائی ہوئی اے
اوہو یاد ہر ویلے ای آئی ہوئی اے
دکھ گھل دے سارے ول ساڈے
پنڈ دکھاں دی مہُرے ای چائی ہوئی اے
دکھ درد دا نہیں احساس کردے
یاری بے درداں نال لائی ہوئی اے
جان جندڑی روح تے دوس کوئی نہیں
ہر شے ای ایتھے پرائی ہوئی اے
تیری یاد وچ وقت جو گزر جاوے
اٹھے پہر دی ایہو کمائی ہوئی اے
چور چوہدری جگ نوں مت دیندے
عقل مند دی جگ ہنسائی ہوئی اے
موڑ پرت مہار ہن ول ساڈے
سنیا ہے بہار وی آئی ہوئی اے
Fashionable dressing is a very sensitive issue for females, it creates sometimes confusion that what are the limits and orders of “Shariah” for it. So I try to inform all females a proper dress code in the light of Islamic “Shariah”. Islam is not against the fashion but it says that it should be only for “Mahrams” and it should not be out of limits. So the article deals to clarify needs and importance of dress, dress codes in Islam as well as the usage of different type of dressings like thin, fitted, expensive and costly, male dresses, uneven (not according to Islam) etc. It will clarify the confusion which makes us confused in fashionable dressing and how much it is allowed to keep them in use. Islam has provided guidance in dressing like in any other fields of life as well as fashion is allowed by Allah as blessing but according to the rules and regulation of Islamic “Shariah” and do not try to go against it. That is why we have to be aware and careful while fashioning.
The purpose of my study was to understand the role of discussion in students' learning of mathematics. I conducted the study at a private school. The teachers reinforce mathematical concepts, which students follow by practicing and drilling. The study was conducted through action research, where I taught lessons by using whole class and small group discussions. I collected the data by audio recording the whole class and small group discussions. I analyzed the data by using the qualitative methods, such as coding the data on the bases of emerging patterns. I found that discussions in small groups provided an opportunity for the students to explain and communicate their ideas to other members and listen to their ideas. In the process of such explanations and communications, the students got an opportunity to formulate and clarify their thoughts. Discussion helped the students to develop their mathematical language skills through participating in group and whole class discussions. I also found that the teacher played a significant role in stimulating discussion in the classroom. For example, I promoted discussion through questions and probing. During the whole class discussions, the teacher's modeling helped the students to learn and use mathematical terms and symbols. Discussion helped the teacher to assess the students' learning through interactive discussions and respond appropriately on the spot.