Communication plays a very important role in the management of an educational institution. It is the soul of an organization. An institution cannot be run without proper communication. The purpose of the study was to investigate the role of heads of teaching departments in the promotion of communication at postgraduate level. The population of the study consisted of all heads and teachers in universities and postgraduate colleges in Khyber Pakhtunkhwa, Pakistan. For this purpose, eight universities and eight postgraduate colleges were randomly selected by the researcher as a sample. The sample consisted of 441 (148 heads and 293 teachers) respondents. A questionnaire consisted of 27 items was utilized for data collection. Mean, t-test, and One-Way ANOVA were used for data analysis. The role of heads of teaching departments was positive in all aspects of communication. Type of institute of the heads did not differentiate the two groups of heads in their opinions about their role in the promotion of communication. Insignificant difference was found between the views of heads of natural and social sciences departments about their role in the promotion of communication. A significant difference was found between heads and teachers’ views regarding the role of heads in the promotion of communication. Insignificant difference was observed between the views of universities and postgraduate colleges’ teachers, teachers from natural and social sciences departments, and between male and female teachers about the role of heads in the promotion of communication. Insignificant difference was found among the views of heads by age, qualification, experience as a chairperson, and total length of service in the present department regarding their role in the promotion of communication. Teachers were not differentiated by qualification, designation, age and experience in their views. It viis concluded that heads of teaching departments play positive role in the promotion of communication at postgraduate level. Demographic characteristics of the heads, i-e, age, qualification, total length of service in the present department, experience as a chairperson, type of institute and nature of department do not affect their role in the promotion of communication. This is also evident from the views of teachers that heads promote communication in their respective institutions. To make heads more effective in the process of communication, a course of communication skills may be arranged for newly inducted as well as for those heads who are already working as heads of teaching departments. For this purpose communication training institute may be established in every university. For the development of language proficiency of the heads and teachers, a language laboratory may be established in every institution of higher education.
گرنام سنگھ کے چائے کے کھوکھے کے باہر رکھے ہوئے بنچ پر چھ گلاسوں والے چھکےمیں رکھے تین ادھ بھرےچائے کے گلاسوں کو بارش پورا کرتھی اور کھوکھے پر موم جامے میں لپٹے ریڈیو میں زہرہ پائی انبالے والی کی مدھ بھری آواز میں انیس سو چالیس کا مشہور نغمہ "ساون کے بادلوں۔۔۔ان سےجا کہو"۔ گانے کو ماحول مہیا کر رہی تھی۔ جب سے گرنام سنگھ نے مومی لفافہ خریداتھا۔ اس وقت سے کسی نے ریڈیو کو برہنہ نہیں دیکھا تھا۔ ریڈیو کی دوشیزگی گرنام سنگھ غیرت مند باپ کی طرح برقرار رکھے ہواتھا۔ کھوکھے والی گلی کے نکڑ پر ایک دکھی عورت اپنے دونوں ہاتھ اٹھا کر کچھ کہہ رہی تھی، پتہ نہیں اس کے لب بھی گانے کے لفظوں کو دہرا رہے تھے۔ اس کے دونوں ہاتھوں میں اچانک ایک روپے کا سکہ آن گرا۔ اس نے منہ آسمان کی طرف اٹھا کے دیکھنا چاہا کہ سکہ کس نے مجھے دیا ہے تیربرساتے قطروں کےساتھ کالے بادل بھی اپنا غصہ بجلی چمکا کر دکھا رہے تھے۔ دائیں بائیں دیکھا تو ایک فقیر جس کا کاسہ کارتوس کی پیٹی کی مانند کندھے سےلٹکا تھا۔ باآواز بلند کہے جارہا تھا ’’جو دے اس کا بھی بھلا جو نہ دے اس کا بھی بھلا۔ دینا ہے تو خیر کی خیرات دے‘‘۔ دکھی عورت نے بھاگ کر فقیرکو آن لیا۔ ’’ٹھہرنا ‘‘ ۔۔۔فقیر رک گیا ۔ اوراس نے اپنے کندھے اور کمر سے لٹکے ہوئے کاسے کو سیدھا کر عورت کے سامنے بھیک کے لیے پھیلایا۔ ’’دینا ہے تو خیر کی خیرات دے‘‘۔ عورت نے دکھی آواز میں فقیر سے کہا ’’میں تو خود مصیبتوں کی ماری ہوں ۔ میں کہا ںخیرات دے سکتی ہوں۔ کیا یہ سکہ آپ نے میری ہتھیلی پر رکھا ہے...
This article highlights the role of media in the contemporary world. Man since his birth had bestowed with quest to enfold the encompassing surroundings. In addition, due to his very nature, it is almost impossible for him to keep himself indifferent from environment. With the process of time, his primitive means of communication enhanced to the level that is playing a vital role in the current globalized social set up. Consequently, string of communication has been expended and manifested in print, electronic and social media. Media can play a very constructive, positive and meaningful role in accordance with the parameters laid down in Islam. But at the same time, it has a negative edge that can put human social set up in chaos and destruction. Current situation is that media specially western media is plaing a very undesirable role that is not only detrimental for the world as a whole, but specifically for the Muslim World. Greater responsibility lies on the shoulders of media to play his positive and apostolic role. In the article, the writer highlights the incredible role of media for establishment of interfaith harmony and peace in human society. He stresses that man is in nuclear era, the situation is very tense and little mis-happening can destroy the whole world.
The experimental study investigated the effect of science activities (‘Let’s Think!’) on the development of thinking skills of early school children in Pakistan. A total of 101 experimental and 130 control group children of grade 1 participated in the study. The sample comprised 4 experimental and 5 control groups was selected from 6 different schools. The mean age of children was 83 months (SD=11.4) at the time of pretest. Thirty science activities were conducted as intervention for a period of 1 year. The Schemata i.e., Seriation, Classification, Time Sequence, Spatial Perception, Causation, Theory of Mind and Concrete Modeling were addressed in the activities. For measuring the cognitive development of children, drawing and conservation tests were used as pre and posttest. The purpose of drawing test, that intended to measure the schema of spatial perception, was to see the effect of science activities on the schema addressed in the intervention program. The conservation test was used to examine the effect of science activities on the schema other than those addressed in the intervention program. Independent sample t-test was applied to see the difference between the mean gain scores of the experimental and the control group. Hedges’ g effect size was calculated on the gain scores to measure the magnitude of effect on the thinking skills of children. The results of the study showed that the gain scores of the experimental group on the drawing and the conservation tests were significantly higher than those of the control group. The effect of intervention on the drawing and the conservation tests was significant both in boys and girls. However, the values of the effect sizes on both of the tests were higher in the girls than the boys. When age-wise comparison was made, it was observed that the effect of intervention on the drawing test was significant at age 6 + , 7 + and 8 + years. In case of the conservation test, however, it was significant at the age 6 + and 7 + years. The value of the effect size on conservation test was the highest at the age 6 + , which dropped gradually in the age 7 + and 8 + years. Furthermore, the effect of intervention on the drawing and the conservation tests was significant in the girls at age 6 + and 7 + years, whereas for the boys, it was significant at the age 6 + only. Phases of rapid brain growth iiand plateau and the gender differences in these phases give an account of the differential effect of intervention on age and gender. The results of the study suggest that thinking skills intervention programs aiming at the development of general thinking ability of children should be introduced in schools at appropriate time.