گاندھی جی
آہ!لعل شب چراغ ہند
[گاندھی جی]
گزشتہ چندماہ میں وہ کون سی قیامت تھی جو ہمارے سرپر نہیں ٹوٹی اور مصیبت وادبارکی ایسی کون سی قسم تھی جوہندوستان (۱۵؍ اگست سے پہلے کے ہندوستان) پرنہیں آئی ۔ انسانیت کی دھول اُڑی، مذہب واخلاق کے قصر رفیع کی اینٹ سے اینٹ بجی،جوہرآدمیت وشرافت کی عبائے زرنگار کاایک ایک تار بکھرگیا،امن وعافیت کی کتاب کاورق ورق منتشر ہوا اورآسائش حیات وعزت نفس کی دھجیاں بہیمیت و درندگی کی فضائے تاریک میں پراگندہ ہوکر رہ گئیں۔ لیکن یہ سب کچھ ہونے پربھی شاید پیر فلک کے ذوق ستم وایذارسانی کی تسکین اور اس کے حوصلۂ بیدادکی تشفی نہ ہوسکی کہ اس نے ہندستان کی کلاہِ افتخار کاوہ کوہ نور ہیرا اور خستہ حال انسایت کی قبائے ناموس کاوہ تکمۂ زریں بھی توڑ لیا جوخود غرضی و نفس پرستی کی موجودہ متعفن دنیا میں ہندستان اورانسانیت دونوں کی امیدوں اور تمناؤں کاآخری سہارا اوران کی عظمت رفتہ کی آرزوے بازیافت کاواحد آسرا تھا۔
وزدیست چرخ نقب زن اندرسرائے غم
آرے بہرزہ قامت اوخم نیامدہ است
9آسودگی مجوکہ کسے رابزیر چرخ
اسباب ایں مرادفراہم نیامدہ است
درجامۂ کبود فلک بین وبس بداں
کیں چرخ جز سراچۂ ماتم نیا مدہ است
وادریغاکہ وہ عدم تشدد کادیوتا جس نے سخت سے سخت اشتعال کی حالت میں بھی کبھی اپنے دشمن پر انگلی نہیں اٹھائی ۔امن وعافیت کاوہ منّاد و داعی جس نے شدید سے شدید غیظ وغضب کے موقع پربھی اپنے مخالف کے لیے کوئی دل آزار کلمہ زبان سے نہیں نکالا، وہ انسانیت کاعلم بردارِ حقیقی جوتعصب وتنگ نظری کے جذبات کی فراوانی کے عالم میں بھی ایک کوہِ استقامت اورصبر وتحمل کی چٹان بنا اپنے مقام پر کھڑا رہا ،مذہب واخلاق کاوہ پیکر زریں جس نے حیوانیت ودرندگی کے بحرانِ عظیم میں بھی اپنے قدم کو ایک لمحہ کے...
Menstruation is a normal physiological process unique to females. Pre-menarche is characterized by physiological, cognitive, and psychological transitions which may be initiated from the midst of their second decade. The onset of puberty/ menstruation in girls tends to change their role in society. Overall inadequate awareness levels accompanied by socio-cultural taboos and prevailing myths and misconceptions about menarche and menstruation have played havoc on human society. Objective: To diagnose and compare the prevailing level ofknowledge, attitude, and practices of adolescent girls studying in government and private schoolstowards menstrual hygiene and management. Methods: This Analytical and cross-sectional study was conducted at Government Jouhar Girls High School and Shiblee Grammar School System, Gulberg Branch (private) Faisalabad. A self-administered survey-based questionnaire was developed. Prior formal written approval from school authorities was followed by the pre-planned scheduled visits, explaining the purpose of the study, assuring confidentiality of acquired information, and self-administration of survey-based questionnaires. Results: The results indicated that the mean age at menarches of the girls was 13.69±0.95 years. A relatively more percentage of government (59.6%) school respondents followed by private school respondents (57.1%) had satisfactory knowledge about their age of first menarche (p = 0.806). Motivated by the socio-cultural taboos and /or fear or shame a majority of government (59.6%) and private school respondents (57.1%) had satisfactory knowledge about their age of first menarche (p = 0.806). A strong prevalence of Urinary Tract Infection (UTI) was found in private school girls 87(49.2%) and 21(11.9%), followed by respective percentages of 78(43.8%), 16(9.0%) amongst the government school respondents who recorded their responses as agreed and strongly agreed about the development of reproductive tract infection in the post-menstruation period. As far as the adoption of hygienic practices is concerned a relatively high percentage of government school 28(15.7%) followed by private school 14(7.9%) girls strongly disagreed about changing their absorbent material on daily basis. The development of skin abrasions like rashes, itching, and urinary tract infection was found in a relatively high proportion amongst the government school girls 30(16.9%) followed by private school respondents 18(10.2%) in the post-menstruation period. A most common and alarming unhygienic practice prevalent amongst the government and private school girls was the reuse of absorbent cloth, who responded as agreed and strongly agreed in respective terms as 43(24.2%), 22(12.4%), and 69(39%) and 28(15.8%). Conclusions: The study concluded that the persistent myths, misconceptions, socio-cultural taboos, and unhygienic practices i.e. Use of old clothes as absorbent, reuse of absorbent material, and delaying tendency of changing absorbent, amongst the adolescent school girls of government and private institutes which may pose direct adverse health and life quality concerns for the female Pakistani community. The current situation calls for active participatory contributions from education communities to initiate various communication and awareness campaigns regarding pre-menarche knowledge and menstruation management which may aid to strengthen and transform their role as a significant representative of society.
Students' leadership is one of the fundamental outcomes of schooling, which should be given importance to prepare them for the demanding and challenging futures they face. In the school, the principal plays a significant role in supporting and developing students' leadership skills. It thus becomes the principal's prime responsibility to structure and maintain a positive and enabling environment for the students, where they can recognize their own values, beliefs and strengths and try to define and solve their own problems. Thus, this study focuses on the role of the principal of a private secondary school in Karachi, Pakistan, in facilitating students' leadership skills. Since, this study seeks to explore one principal's role in a particular context, therefore a qualitative approach has been chosen, employing the case study method. The case was the principal, whereas the secondary participants were teachers, students and different teaching and learning programmes in which students were practically engaged to develop their leadership skills.The findings of the study reveal that the principal perceives his school as much more than just a building where students are taught from the textbooks and are only prepared for academic achievement. He rather puts in system and practice an approach that ensures the students' holistic development. He facilitates students' leadership skills by engaging them in purposeful activities through co curricular programmes and through encouraging teachers' professional development. The principal's role in generating resources and looking out for a variety of opportunities and strategies to develop students' leadership skills was also found to be an important area of his role. In addition, it is also observed that to develop students' leadership skills is a collective contribution of principal, vice principal and teachers. The principal does not directly influence students' leadership' skills, but sets the policies and practices that ensure student leadership.This means that no matter what approach a school takes, the willingness, motivation, dedication and commitment of the principal is fundamental to bring forth all the potentials of the stakeholders to create a collaborative learning environment in the school. Thus, the role of the principal is central and evident, for effectively leading a community of teachers, learners and other school community members, in order to students' leadership skills raise student self esteem and to help them succeed as leaders. One very illuminating finding is the selective nature of developing the leadership skills of a few. Other studies to find out how and why