آہ! سید صباح الدین عبدالرحمن!!
مسند شبلی و سلیمان اجڑ گئی
جناب سید صباح الدین عبدالرحمن ناظم دارالمصنفین و اڈیٹر معارف ہم سب کو چھوڑ کر اب خدائے رحمان کے آغوش رحمت میں چلے گئے، گذشتہ ماہ ۱۸؍ نومبر کو ٹیلیفون اور ریڈیو سے دن میں دو ڈھائی بجے کے درمیان ان کی المناک شہادت کی خبر دارالمصنفین میں بجلی بن کر گری اور ان کے متعلقین و وابستگان دارالمصنفین کی امیدوں اور آرزوؤں کے خرمن کو خاک و سیاہ کرگئی، مولانا سید سلیمان ندویؒ، مولانا عبدالسلام ندویؒ اور مولانا شاہ معین الدین احمد ندویؒ کے بعد دارالمصنفین کی بزم علم و ادب اسی چراغ سے روشن تھی لیکن افسوس کہ باد حوادث کے جھونکوں نے اسے بھی گل کردیا:
صبح تک تو نے نہ چھوڑی وہ بھی اے باد صبا
یادگار گل شمع تھی کل تک جو پروانے کی خاک
وہ بالکل ٹھیک تھے، ۱۰؍ نومبر کو لکھنؤ روانہ ہونے سے پہلے فجر بعد ہی مجھے نومبر کے معارف کے شذرات دیے اور ۹ بجے دن میں انھیں کاتب کے حوالے کرنے کی تاکید کی اور عین روانگی کے وقت فرمایا کہ ۱۹؍ نومبر کے بعد واپس ہوں گا، میں ان کی مشایعت کے لیے ان کے پیچھے ہوگیا تو مڑکر میری جانب دیکھا اور فرمایا کہ بیٹھیے! میں نے مصافحہ کے لیے ہاتھ بڑھایا تو انھوں نے مصافحہ کرتے ہوئے خدا حافظ کہا اور آگے بڑھ گئے، میری طبیعت نہ مانی اور میں ان کو رخصت کرنے کے لیے پھاٹک تک گیا، وہاں دوسرے رفقاء اور وابستگان دارالمصنفین بھی ان کو رخصت کرنے کے لیے پہلے سے موجود تھے، سب سے رخصت ہوکر وہ رکشہ پر بیٹھ کر روانہ ہوگئے، ۲۰؍ نومبر کو جمعہ تھا، جمعہ چھوٹ جانے کے اندیشہ سے وہ اس دن سفر نہیں کرتے، اس لیے خیال تھا کہ ۲۱؍ نومبر...
Self-concept refers to the domain of self-descriptions that have self-evaluative connotation. Though many researchers embarked in the study of self-concept, and some even developed tests that measured self-concept, majority of these instruments had methodological and theoretical problems due to lack of systematic instrument development and presentation. The objective of the study is to develop a reliable and valid alternative approach to measuring the self in a semi-structured undisguised comics-type test that directly accounts for the way college students consider their choices of superheroes’ traits that characterizes their own. A preliminary survey on self-concept, in a form of open-ended statements was conducted to five hundred ninety-eight (598) college students of selected schools in Manila and Bulacan to know how college students see themselves indicatory of their self-concepts. Results of which, were collated to form the preliminary form. The preliminary form of the SCSS was administered to five hundred ninety-five (595) college students of different universities and colleges. Eighty-eight (88) items under eight (8) components were subjected to item analysis by identifying factors through a series of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Descriptive results were also calculated, as well as the exact reliability coefficient through split-half and Cronbach’s alpha. For the validity, content analysis was applied using two groups of experts who ascertain the suitability of each item in terms of content, relevance, clarity, appropriateness and their representations. They include three (3) experts who have a long experienced in comics industry and another three (3) experts in the field of college students’ self-concept formation. From the total of 88 items, 30 items were eliminated. However, the items that constitute the final form of the SCSS was concentrated into 55 items under six (6) factors upon post-analysis consideration. Statistical analysis revealed that the experts’ ratings were consistent and has high reliability with a generated r value of.894. The SCSS final form was administered to 809 respondents following the same procedures that were used for the preliminary form. The test scores were subjected to reliability facility, such as Alpha Coefficient and Split-Half, computing the reliability coefficients of the final form. Validity was established through convergent analysis, tested in a sample of 419 respondents who took the Tennessee Self-Concept Scale (TSCS: 2) Adult Form. The test was found to have high reliability with r =.792.
The graduates of the M.Ed. II program of the Aga Khan University, Institute for Educational Development representing seven countries of the developing world, have embarked upon their roles and responsibilities as Professional Development Teachers (PDTs). The study investigated the transition period of this cohort of PDTs from being the graduates of the M.Ed. program to being PDTs who have returned to their workplaces. An open-ended questionnaire was used as the major data collection tool and this was supplemented with interviews of some of the respondents. The major focus of both the questionnaire and the interviews was on PDTs' perspectives and perceptions. The questionnaire was sent to all the thirty-five PDTs of M.Ed. II, including those who are abroad. A total of thirty responses were received, which constitutes 86% of the target population. Supplementary interviews were held with 30% of the respondents The results indicate that the transition period through which PDTs have gone is full of challenges and constraints. Only a few PDTs, mostly from private schools, seemed to be moving smoothly into their new positions and professional roles as PDTs. The majority of PDTs seemed to have struggled for their identity in contexts, which were pervasive and hardly responsive to their professional needs. This struggle has taken different dimensions and was manifested in the psychological conflict of PDTs and the reality of their contexts. The psychological conflicts which PDTs experienced made them, at times, question both their roles as change agents and the very possibility of their bringing about change in their contexts. This conflict was exacerbated by the absence of specific support to meet their personal and professional needs. One of the major implications drawn from the study is about the importance of providing follow up support to PDTs in this transition stage of their professional careers. This could help PDTs to maintain their enthusiasm and commitment, and also assist them to be more successful in fulfilling their professional duties.