ایک کار آمد تالیف
ڈاکٹر قیصر آفتاب
جب میں نے یونیورسٹی آف سیالکوٹ میں بطور اسسٹنٹ پروفیسر شعبہ اردو میں جوائننگ کی تو اس وقت نعمت اللہ ارشد گھمن ایم فل اْردو کا مقالہ لکھ رہے تھے۔ میری موجودگی میں ہی ان کا زبانی امتحان ہوا جس میں یہ نا صرف کامیاب و کامران رہے بلکہ گولڈ میڈل کے بھی مستحق ٹھہرے۔ میں نے اس دورانیے میں یہ بات محسوس کی کہ موصوف نہ صرف اساتذہ کے ساتھ مودب رہے بلکہ اپنے ہم جماعتوں کے ساتھ بھی ان کا رویہ بہت دوستانہ رہا۔ ایم فل اردو کی سطح پر طلبہ و طالبات کو اپنے کورس ورک کی تکمیل کے لیے بہت سی مشکلات کا سامنا کرنا پڑتا ہے۔ لائبریریوں میں کتب کی قلت ہے اور پھر وہ اپنی ملازمتی مجبوریوں کی وجہ سے لاہور یا اسلام آباد کی لائبریریوں میں جانے سے بھی قاصر ہوتے ہیں۔ طلبہ و طالبات کی اس مشکل کو حل کرنے کے لیے شاگردرشید نعمت اللہ ارشد گھمن نے یہ بیڑا اٹھا یاہے اور ایم فل اردو کے پاکستان کی تقریباً تمام یونیورسٹیوں کے اہم موضوعات پر مشتمل کتاب لکھ ڈالی ہے۔ یہ کتاب نہ صرف طلبہ و طالبات بلکہ اساتذہ کے لیے بھی انتہائی کارآمد ثابت ہوگی۔ میرے خیال میں اس سے قبل اس موضوع پر ایم فل سطح کی کوئی کتاب موجود نہیں ہے اس لیے یہ اپنی نوعیت کا نیا تجربہ ہے۔ میری دعا ہے کہ اللہ تعالیٰ نعمت اللہ ارشد گھمن کو مزید کتب لکھنے کی توفیق عطا فرمائے اور انہیں زندگی کے ہر میدان میں کامیابی عطا فرمائے۔ آمین
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There is no doubt that the economic system of Islam is stable and compassionate which is based on "Human Amity." This system and its features are utterly beneficial for humanity irrespective of their caste, creed, reigion and religion etc. The specialities of social justice that are applied in the economic field provide such comprehensive and versatile version which makes the utility of the economic system even more pertinent. The humanity can adopt this system to ensure their well-being and welfare. More importantly, as this system is based on economic justice rather equality, which means, it’s the natural system that depends on human capacities, efforts, innate necessities and abilities. The more a man strives, the more benefit he gets. However, it also sets out the principle of financing those who try hard but stay behind in the economic race. In addition, the fundamental philosophy of this system is to protect the economic rights of the society and provides resources to everyone for equitable economic struggle, with no discrimination. The economic systems around the world suffer from inflation and precariousness, while Social Justice proves to be a remedy to the said scenarios.
The purpose of this research was to explore the use of Information and Communication Technology (ICT) in teaching and learning of reading and writing skills to/by children with hearing impairment in an inclusive school in Karachi, Pakistan. In order to achieve this purpose, the research question that guided the course of the research was, 'what are the ways in which ICT might be used for teaching and learning of reading and writing skills to/by children with hearing impairment in an inclusive school in Karachi, Pakistan'. Embedded in the qualitative paradigm, action research was used to explore my research question. Action research is a flexible spiral process which allows action for change and improvement and research for understanding and knowledge to be achieved at the same time (Dick, 2002). The Kemmis, McTaggart and Retallick's (2004) model of action research was implemented in the study. However, only two cycles of action research could be completed. Classroom observations, semi-structured interviews, document analysis, reflective journal, video recording of classroom teaching, field notes were used as data collection methods. Four students (two with hearing impairment and two without hearing impairment) from a private inclusive school of Karachi, Pakistan, were selected as participants on the basis of a criteria. Moreover, the class teacher and assistant teacher acted as my critical friends. It was found that in order to address the learning needs of children with Special Education Needs (SEN), the use of multiple pedagogies and methodologies were helpful in keeping all the students engaged in the learning process. The use of ICT allowed the teacher to enrich the curriculum with relevant and interesting activities downloaded from the internet. However, the teacher's knowledge and skills of teaching children with hearing impairment posed several challenges. Thus, the professional development of teachers and their capabilities, in using ICT in an inclusive setting was found to be critical. It was found that children with SEN needed more input for improving their vocabulary. It was found that the overall low reading level of children with hearing impairment hinders them in participating in the reading activities and discussion processes even when multimedia were used. The written instructions, along with verbal instructions, projected through multimedia projector were found helpful to include children with hearing impairment in the classroom discourse. The features of power point presentation like hypertext, hypermedia and animations, use of digital stories and colourful pictures helped in gaining students' attention for