اثر صہبائی
اثر صہبائی (۱۹۰۱۔۱۹۶۱ئ) کا اصل نام خواجہ عبد السمیع پال تھا۔ اثر ؔسیالکوٹ میں پیدا ہوئے۔ اثرؔ کے بزرگوں نے کشمیر سے ہجرت کی تھی اور سیالکوٹ میں آباد ہوئے تھے۔ آپ نے گورنمنٹ کالج لاہور سے ایم۔ اے فلسفہ اور ایل ایل بی کیا۔ ۱۹۳۱ء میں ان کی رفیقہ حیات ان سے جدا ہو گئیں تو افسردگی ‘ تاریکی اور مایوسی کے بادل ان کی زندگی پر چھا گئے۔ ۱۹۳۴ء میں آپ اس غم و اندوہ کی یورش سے گھبرا کر سری نگر کشمیر چلے گئے۔ کشمیر میں ان دنوں ادبی مجلسیں اور ادبی نشستیں ہو رہی تھیں جن میں ڈاکٹر عبد الحکیم‘ نواب جعفر خان اثر لکھنوی‘ ڈاکٹر تاثیر اور پنڈت برج موہن دتاتر یہ کیفی دہلوی جیسے شعراء و ادبا شرکت کرتے تھے۔ اثر ان ادبی محفلوں کے روح رواں ہوتے تھے۔ آپ نے کشمیر ہائی کورٹ میں قائد اعظم کے ساتھ جونیئر وکیل کی حیثیت سے بھی کام کیا۔ قائد اعظم نے مقدمہ جیتنے کے بعد صہبائی کی محنت کو سراہا۔ (۳۴۵)
اثرؔ صہبائی کی پہلی تصنیف ’’جامِ صہبائی‘‘ ہے۔ قطعات و رباعیات پر مشتمل یہ شعری مجموعہ ۱۹۲۸ء میں دارالتالیف بیڈن روڈ لاہور سے طبع ہوا۔
’’خمستان‘‘ اثر کا دوسرا مجموعہ کلام ہے جو غزلوں‘ نظموں‘ قطعات و رباعیات اور متفرق اشعار پر مشتمل ہے۔ اس کا پہلا ایڈیشن ۱۹۳۳ء میں آزاد بک ڈپو سیالکوٹ سے شائع ہوا۔ اثر ؔکا تیسرا شعری مجموعہ ’’جامِ طہور‘‘ ۱۹۳۷ء کو تاج کمپنی لمیٹڈ لاہور نے طبع کیا۔ اس مجموعے میں رباعیات اور قطعات ہیں۔ ’’راحت کدہ‘‘ اثر ؔکا چوتھا شعری مجموعہ ہے جو ۱۹۴۲ء میں تاج کمپنی لمیٹڈ لاہور کے زیر اہتمام طبع ہو کر شائع ہوا۔’’ راحت کدہ ‘‘حضرت اثر صہبائی کے اس کلام پر مشتمل ہے جو انہوں نے اپنی جواں مرگ رفیقہ حیات راحت کی موت سے متاثر ہو کر...
Abstract Pakistan has celebrated seven decades of independence but misfortunately the nation is still divided into several ideologies, believes, ethnicities, regionalism, provincialism, political and social classes. Throughout the world, education plays a significant role in nation building but the terrible upshot in Pakistan is the division of nation in the field of education and learning. There are numerous umbrellas under which our educational system is running. Therefore, current study objects to measure educational stratification and its effect on nation building process in Pakistan. In this regard, this research mainly focuses on four major prevailing educational systems such as; privately managed schools, public schools, army public schools and madarsa (religious educational institution). Data were collected through focus group discussions and analyzed by applying grounded approach theory. Four major themes emerged after data examination. These are uniformity of curricular, equal opportunities, political and bureaucratic involvement and lack of moral education. Study finds that education system is badly lacking in uniform ideology and moral learning. Furthermore, the poor system of education is negatively affecting nation building in Pakistan by enhancing public distrust, discrimination and regionalism. The results of the present study may be helpful in finding the way for uniform educational system which provide learning opportunities to every child without thinking of their caste, religion, language, economic class, political affiliation and ethnicity.
Mathematics is one of the compulsory subjects taught from kindergarten to matriculation level in the schools of Pakistan. Teaching mathematics remained a challenge generally and geometry, particularly due to the abstract nature of the topics. The board and chalk method of teaching is not enough to develop the conceptual understanding and the reasoning skills of students. For this purpose, the integration of the Dynamic Geometry Software's (DGS) are introduced to enrich and enhance the learning of students in classroom teaching, along with the traditional instructional methods. Geogebra is one of the Dynamic Geometry software, which is famous for its freeware, offline use and versatile features to construct analyse and visualize the geometrical objects. An action research based on qualitative approach has been conducted on grade 10 students to develop their understanding of geometrical proofs through integrating the Geogebra software in a private secondary school, Chitral. The data has been collected in two phases and comprises 12 lessons on circle theorems taken from the National Curriculum of Mathematics i.e., NCM (2006). The data collection tools includes focused group discussion of six research participants, interviews of mathematics teacher, feedback from critical friend, students 'work on the software and their written reflections after each phase. The findings revealed that the integration of the software enhanced the understanding of geometrical proofs and their reasoning skills in the students. The students found the software friendly, interactive, and helpful in understanding the abstract topics. The use of the Van Hiele's geometrical thinking model enhanced the understanding of the students in the systematic using of Geogebra. For example, the students visualized the geometrical objects, analysed the properties through dragging and flipping and then informally deduced the relative changes in the figures to formally provide arguments or reasons for their geometrical works in solving problems related to circle theorems. Furthermore, this software helped the teachers to utilize the teaching time effectively through engaging the students individually in the learning process. In addition, the integration of the software filled the gap of conversation between the students and teacher while teaching abstract topics in geometry, making them tangible and visible. Finally, the success of the integration of software in teaching depends on the motivational power and skills of teachers in designing the tasks to scaffold the students' learning vividly.