خیر یہوروی
افسوس ہے کہ گذشتہ دو مہینوں کے اندر اردو کے پرانے خدمت گذار خیر یہوروی اور نامور شاعر تسکین قریشی مرحوم کا انتقال کیا، خیر صاحب کی زندگی کا بڑا حصہ اردو کی خدمت میں گذرا، وہ برسوں انجمن ترقی اردو ہند سے وابستہ رہے، مولوی عبدالحق صاحب اور قاضی عبدالغفار صاحب مرحوم کے زمانہ میں ان کی حیثیت اسسٹنٹ سکریٹری کی تھی، وہ محض انجمن کے تنخواہ دار ملازم نہ تھے، بلکہ ان میں اردو کی خدمت کی لگن تھی، جس سے انجمن کے کاموں کو بڑا فائدہ پہنچا، ان کی کوشش سے بعض مقامات پر اردو کانفرنسیں بھی ہوئیں، صاحبِ قلم بھی تھے، اور کبھی کبھی ادبی مضامین لکھتے تھے، انجمن سے الگ ہونے کے بعد لکھنؤ میں میر اکیڈمی اور غالب اکیڈمی قائم کیں، جن سے حدیث میر اور مرقع غالب شائع کیں، باہر کے جو ادیب لکھنؤ آتے تھے، ان کو اکیڈمی میں مدعو کرتے تھے، اور بڑے شوق سے اس کے کاموں کو دکھلاتے تھے، ان کو جس پہلو سے بھی اردو کی خدمت کا موقع ملتا تھا، اس سے فائدہ اٹھاتے، اور انہوں نے اپنی بساط سے زیادہ اردو کی خدمت انجام دی، طبعاً بھی خلیق و شریف تھے، اﷲ تعالیٰ اس شیدائے اردو کی مغفرت فرمائے۔ (شاہ معین الدین ندوی، اگست ۱۹۷۱ء)
Background and Aim: The effects of novel set of interventions are known but their effects with respect to gender are not known. This study aim to determine the effects of novel set of interventions on shoulder range of motion in males and females with shoulder pathology.
Methodology: This study was of quasive experimental design. Thirty subjects of mean age (±SD) of 43. 23±10 years with shoulder pathology and restricted ROM were recruited. The major criteria for recruitment were 18-60 years of age. The general contraindications of manual therapy were the exclusion criteria. Shoulder functional movement and range of motion were the outcome measures.
Results: The mean % (SD) change for RUBB was 15.04±11.57for males and 14.49±10.44 for males. The change for RDBN was also significant (<0.00) from baseline and the % change in mean was 14.93±11.0 for males and 12.60±9.06 for females. The changes were well above the highly clinical meaningful difference (>0.8). It is further observed that the differences in gender were non-significant (P>0.05).
Conclusion: The pragmatic set of interventions affect both the genders equally and improve shoulder range of motion and functional movements. However, the results must be interpreted cautiously because of the inadequate sample size.
Teaching English is both fun and a complex process that requires utilization of lots of teaching techniques and methodologies. Especially during teaching English in primary classes, resources are very essential elements. In most government run primary schools, private and NGO-based, English is taught as a subject, with an emphasis on reading and writing skills including textbook exercises. Quite often, students are not given enough learning opportunities, as they are taken as passive listeners, who are just prepared for passing examinations by rote memorizations. Research suggests that children learn more through activities. They learn language through interaction, learning environment, observation, and discovery. They explore new ideas and also learning by doing things practically (Krashen, 1985; Piaget, 1973; Vygotsky, 1962). All these things are possible through resource-based teaching. Hence, I decided to work on developing resources for teaching English reading and writing for primary classes, as my educational project. This project entailed activities, such as; workshop for teachers on teaching of reading and writing skills, sessions on resource development, demo lessons to show use of these full form resources, visit to Aga Khan University-Institute for Educational Development (AKU-IED) Learning Resource Center (LRC), and development of resources for school's Learning Resource Centre. All activities, throughout the project were monitored to gauge strengths of the activity and also areas of improvement. Various monitoring tools were used, for example; my daily reflective notes, observation checklist, teachers' evaluation form, and my ongoing observations throughout the educational period. The monitoring data and the overall experience suggest that these activities enhanced team work, generated confidence and raised participants' self-esteem. It also enhanced teachers' pedagogical content knowledge, skills and helped in changing the attitude towards resource-based teaching and learning. It provided me a way to improve myself and to develop more resources within limited time. An important aspect of any educational project is its sustainability. Following strategies are adopted to ensure the same on a long-term basis of this project; participant teachers will train other teachers, teachers will bring their classes into the LRC especially for the teaching English, and the school management will get involved in maintenance and adding new resources to the LRC. All the activities that were done during the project built our confidence and our understanding as to how resource-based teaching enhances learning of Language.