پروڈکشن ہاؤس کے نام پر جنسی استحصال
یہ ناول نگار کا مشاہدہ ،تخلیق اور تحقیق ہے جو انھیں دوسروں سے نمایا ں کرتی ہے۔وہ بے باکی سے اپنامدعا بیان کرتے ہیں۔ناول نگار نے ظفر عالم کا ذکر کیا ہے کہانی میں جو کہ پروڈکشن ہاؤس چلاتے ہیں اور ان کی بیگم وہاں پہ ٹیچر ہیں۔وہ لڑکیوں کو پروڈکشن کے کام سکھاتی ہیں۔ضامن کی جب ان سے ملاقات ہوئی تو وہ اسی کشمکش میں تھا کہ وہ ضامن سے کیوں ملنا چاہتے ہیں۔پہلے ہی اس کے دل ودماغ میں ذیشان اور شیزہ کے حوالے سے سوالات کے انبار تھے۔ضامن نے ظفر عالم سے ملاقات کے بعد اس کے نتائج بھی کچھ یوں نکالے:
’’مجھے یہ شخص پورے سسٹم کا مرکزی کردارمعلوم ہورہا تھااور اس کی بیوی جسے وہ ٹیچر بتارہاتھا۔میں اچھی طرح جانتا تھا یہ شوبز ڈیزاننگ انڈسٹری دوسرے لفظوں میں سیکس انڈسٹری ہوتی ہے‘‘ (25)
یہ ایک معمہ تھا۔ضامن کیلئے وہ الجھتا جارہا تھا۔ناول نگار کی تحریر شعور زیست کے ساتھ ساتھ شعار زیست بھی دیتی ہے جو قاری میں ترفع پیدا کرنے کا موجب بنتی ہے۔بہر حال قاری کے دل ودماغ کو شعور تب ملنا شروع ہوا جب ضامن، ذیشا ن اور شیزہ دونوں کے ساتھ ایک فلیٹ پر رہنے آگیا۔وہ ایک عجیب قسم کا فلیٹ تھاکبھی دوست آتے، بہت چہل ہوتی ،کبھی بہت خاموشی ،کبھی رقص کی محفل ،کبھی انتہائی بیزاری محسوس ہوتی تھی اور سب سے بڑھ کر ضامن جو شیزہ کی محبت میں گرفتار ہو کر فیصلہ نہیں کر پارہا تھاکہ ہو کیا رہا ہے۔
ناول نگار نے بے پردگی کی ایک ایسی فضا قائم کی ہے جو قاری کو سوچوں میں گم چھوڑ دیتی ہے۔وہ سوچتا رہتا ہے کہ کیا اخلاقیات...
Almighty Allah made marriage a source of affection and love among the human beings. He also ordered to uphold this relation as much as possible. If, on one way or the other the relationship of a couple becomes so unpleasant that their family life becomes impossible to move any more further. In this case the Islamic “Sharia’h” recommends opening of the ways for their respectable separation in the shapes of “Divorce” and “Khula’a” (divorce obtained on wife’s initiative, s). Though Islamic sharia’h has declared “Divorce” as legal act, yet marriage being a great sacred relation which is desired to be retained intact to the maximum, it has been named as the most unpleasant among the permissible acts in Islam. Some human beings very abruptly break the same relation (Nikah) without proper consideration. Some of these persons later on repent on what they have done. Allah Almighty therefore, very affectionately has allowed men after uttering two times the words, ‘Divorcee (Talaq) at different times to reconcile with their wives. But if he disrespecting this great relation stress-passes the final time and utters the word “Divorce” (Talaq) for the third time in his life so the religion has fixed certain punishment for his this very irresponsible act as a punishment that though, both spouses may agree to continue their married life, Islam does not allow them to do so, prior to undergoing the process of re-marrying the woman with another person to fulfill the condition of her reunion with her first husband. This process is called “Halala” In the article under reference side by side with presenting the literal meaning and idiomatic definitions of Halala, its Shari status has also been elaborated. Efforts have been intensified to recollect the different views of all jurists regarding this practice and examine the same analytically. In addition to that with the help of irrefutable proofs, the adverse effects of the so called “Halala, s centers” have been proved to warn the people to stay away from them.
Teaching and learning mathematics is considered a boring and difficult task by the teachers as well as students where teachers have to take whole responsibility of transferring mathematics knowledge to students and students fearfully receive this knowledge as passive recipients. My experiences a learner and later as a teacher in the same situation has stimulated my thinking about a better and effective way of teaching and learning mathematics which could invite students' active participation in their own learning. Hence I took the opportunity to conduct a study according to my interest in mathematics teaching. The focus of my study was the implementation of the Do - Talk - Record strategy in lower secondary mathematics' class in a government school. The research was carried out for five weeks and the study was designed to follow three stages (pre-intervention, intervention and post-intervention). I followed a qualitative research design because qualitative research seeks to enlarge our sense of explanation and makes things understandable by means of explanation or interpretation. The observation of classroom practice, interview of research participants and my own teaching helped me with data collection. During the pre-intervention stage, I found that the teacher's current emphasis was on rote learning. Students blindly followed the procedure directed by the teacher. The purpose of my study was to create an environment for the students in which they became self learners and, they would relate mathematics to their daily life with anintent to promote long-term memory. Through the Do - Talk - Record strategy I tried to develop discussion skills in students. For that purpose I gave students some activities. During activities I recognised some teaching approaches which helped me to know how students learn; such as learning through misconception, learning through prior knowledge, learning by doing, learning by questioning and learning through discussion. I used those approaches which enabled me to support students' conceptual understanding of fraction'. The result of this approach enabled me to suggest some recommendations, like the Do - Talk - Record strategy be introduced in the educational institutions in Pakistan on a trial basis.