ہونٹ ناز پرور کے
اس ناز پرور کے ہونٹ
جیسے کسی ماہر سنگ تراش نے نفاست سے تراشے ہوں
میں دن بھر جملوں کی ترا ش خراش میں مصروف رہتاہوں
کاش ان تراشیدہ ہونٹوں کو لفظوں کا پیراہن دے سکوں
جن پہ سرسوں کے پھولوں کی طرح مسکراہٹ پھوٹتی ہے
تو صبح کی پو پھوٹنے کا گمان ہوتا ہے
بہار نکہتوں کا کاسہ لیے اُن کی دریوزہ گری کرتی ہے
لفظ ان کی حلاوت سے رعنائی پا کر نکلتے ہیں
مگر ان ہونٹوں پر خزاں رسیدگی
‘A great man’, says Justice Oliver Wendell, Jr, ‘represents a great ganglion in the nerves of society, or to vary the figure, a strategic point in the campaign of history, and part of his greatness consists in being there’. (italic ours). And Maulana Muhammad Ali was one such nerve-centre in Indo-Muslim society during the second and third decades of the twentieth century. Indeed, he was one such strategic point in the onward march of Indo-Muslim politics that eventually found culmination and crystallization in the emergence of Pakistan. Actually no one else represented the tone, tenor and temper of the romanticist, Khilafatist era (in the 1910s and 1920s) as he did in his hectic life, his revolutionary activities his numerous discomfitures, and in his tragic death. Whether he led a hectic life, whether he took recourse to a revolutionary path, or whether he goaded himself to die a tragic death outside the frontiers of his motherland cataclysmically, in whatever he did, he, consciously or unconsciously, carried forward the campaign of Indo-Muslim history: the redemption of Islam in India and abroad. In other words, he stood, above all, for an honourable existence for Muslims in India and in the rest of the troubled Muslim world in the existential crisis that convulsed Muslim India and that world.
The general purpose of the study was to examine the current student assessment practices in the private and
public sector. Specifically, the aim of the study was to gain an understanding of the extent to which teachers
use student assessment practices in their classroom. The study resulted in moderately through description of
these teachers' assessment practices at elementary level in public and private sector (which are following
Cambridge assessment practices.
The study was based on student assessment practices at the elementary level in public and private sector.
Objectives of the study are to (1) Explore the student assessment practices of public and private schools. (2)
Find out strength and limitations of student assessment practices. (3) Compare student assessment practices
of public and private schools at the elementary level. The Population of the study comprised all the public and
private schools in Rawalpindi.
The sample was taken from five schools from private sector and five schools from public sector. The
respondents were 100 teachers, and 200 students which were selected randomly. Two questionnaires were
designed by the researcher for data collection one for teachers and one for students. There were seven
hypotheses formulated and tested by applying independent sample t- test at 0.05 level of confidence to find
out, the significant difference between the mean scores of independent variables like sector. The findings of
the study showed that the student assessment practices of private sector are better than public sector.