اصطلاحات سازی کے فروغ میں انجمن ترقیِ اردو پاکستان کا کردار
ڈاکٹر محفوظ احمد ثاقب
1857ء کی جنگِ آزادی نے جہاں برصغیر پاک وہند کی تاریخ میں ان مٹ اثرات مرتب کیے وہاں اردو زبان و اب پر بھی گہرے نقوش چھوڑے۔ 1857ء کی جنگِ آزادی کے سبب پیدا ہونے والی ابتری حالت، مایوسی اور ناامیدی کا ایک ہی حل تھا کہ ایک طرف تو انگریز سرکار سے مثبت تعلقات کشید کیے جائیں تو دوسری طرف جدید علوم و فنون پر مضبوط گرفت حاصل کی جائے۔ مذکورہ اغراض کے تحت سرسید احمد خاں نے محمڈن ایجوکیشنل کانفرنس منعقدہ علی گڑھ کی بنیاد ڈالی۔ محمڈن ایجوکیشنل کانفرنس میں مذید توسیع کے لیے علی گڑھ میں 31 دسمبر 1902ء کو تیرھویں سالانہ کانفرنس منعقد کی گئی ۔ یہ کانفرنس مورخہ 31 دسمبر 1902 تا 4 جنوری 1903 جاری رہی۔اس کانفرنس میں متفقہ طور پر محمڈن ایجوکیشنل کانفرنس کے مذید تین شعبہ جات( سیکشن سوشل ریفارم، سیکشن امورِ متفرقات ، لٹریری سیکشن )کی منظوری دی گئی۔ ان تین نئے شعبہ جات میں سے لٹریری سیکشن کو بعد میں انجمن ترقیِ اردو ھند( دھلی) کے نام سے جانا جانے لگا۔ انجمن ترقی اردو کے قیام کے بارے میں مولانا شبلی نعمانی لکھتے ہیں کہ :
"انجمن 4 جنوری 1903 ء کو سالانہ محمڈن ایجوکیشنل کانفرنس میں قائم ہوئی " (1)
ابتداء میں تو یہ محض ایک علمی شعبہ تھا مگر تاریخ نے یہ ثابت کیا کہ یہ ایک متحرک مجلس تھی جس نے اردو زبان و ادب اور دیگر جدید علوم میں کے فروغ میں اہم کردار ادا کیا۔ انجمن ترقی ِ اردو کو دھلی صدر مقام پر جنوری 1903 میں قائم کیا گیا ۔
انجمن ترقیِ اردو بنا کسی مذہبی یا علاقائی تعصب...
In Khyber Pakhtunkhwa the situation of human rights is comparatively worse. Factors affecting human rights in this province include failure to guarantee good governance, growing poverty, illiteracy, violence, terrorism, worsening security, social injustice, political instability, and economic turmoil. These factors have been affecting adversely the human rights. To ensure human rights in the province, the execution of international human rights laws needs to be implemented. It is required to ensure good governance, peace and stability to ensure viable environment, provision of sustainable and quality education and reduce poverty. Unless the favourable environment be provided to the people at large, human rights violations may be continued. This paper attempts to know about the factors affecting human rights in the province and present some solid recommendations and policy options.
The purpose of this study was to compare and delennine the more effective approach by use of Infonnation and Communication Technology (lCT) on achievement and retention of secondary school students of mathematics in Pakistan. The three approaches used fOf this study were, the Computer Based Instruction (CBl). Computer Bascd Learning (CBL). and Teacher Centered (TC) approach. The research design was the posttesl-only control group design. Seventeen research questions were put in the study. Sample of the study were 63 students alld was heterogeneous to provide representation aeross ability level and gender. The achievement and retention instruments were in the IQnn of researcher''s made posHest and the delayed-postlest. The CRI and COL boys and girls studems (taught separately) were grouped as treatment groups whereas the TC boys and girls students were grouped as reference group. The same topic mathematics, "Concept of Matrices" was taught to all three groups. The CBI groups were taught through software - Educational Program of Gifted Youth (EPGY), developed by Stanford University, USA. These groups were also supported by lectures, drill, and practice and self-assessment opportunities. The CBL groups used the EPGY software and in addition they made use of all possible resources of information and communication technology; internet, c-mail, chaHing and on-line help. The TC groups were taught through traditional teaching techniques. Two-way analysis of Covariance (ANCQVA) procedure from SPSS program wa~ adapted for the analysis of data of the study. Significant levels of all research hypothesis tested in this study were at the 0.05 levels, There was no significant difference among score oflhe students taught mathematics through CBI, CBL and xiv approaches on achievement. The main effects of the groups and ability did no! meet the 0.05 level of significance. However, the main effects comparison of gender was slgnmcruliat 0.047. There was a significant difference among the group''s retention of the students taught mathematics through eBJ, eBL and approaches. The main effect of the ability did meet the 0.05 level of significance on delayed-postlest. The main effect comparison of groups was also significant at 0.023. However, the main effect for group reach statistical significance on delayed-post test. Post-hoc comparison using the Tukey HSD test indicated that the means score of delayed- posUcst for the CBL group was significantly different from the TC group, The CBI group did not differ significantly from either of the eBL or TC groups, It was found that the CBL group had significantly scored higher in achieving as well as in retaining the content of mathematics taught to them during the experiment. The below average students retained significantly more than the average and above average students. The girls students overall scored considerably higher than the boys in delayed-posttest. It was concluded that the use of CSL approach in leaching of mathematics at secondary level in Pakistan can be encouraged for beller achievement and retention of the subject which is one of the objective of teaching or mathematics at this stage,