مولانا عبدالحق مدنی
دوسرا حادثہ مولانا عبدالحق صاحب مدنی کی وفات کا ہے، وہ ہندوستان کے ممتاز علماء میں تھے، ان کی پیدائش تعلیم و تربیت اور نشوونما مدینہ طیبہ میں ہوئی تھی، اس لیے مدنی کہلاتے تھے۔ دینی علوم میں مہارت کے علاوہ عربی زبان و ادب میں اہل زبان کی جیسی بصیرت حاصل تھی، مرادآباد کی شاہی مسجد کے مشہور مدرسہ میں درس و اہتمام کی خدمت انجام دیتے تھے، اور ادب یہ مدرسہ ان ہی کی بدولت چل رہا تھا، اﷲ تعالیٰ دینی علوم کے اس خادم کو عالم آخرت کی سربلندی سے سرفراز فرمائے، اب زمانہ کے اثر سے ہماری دینی درسگاہوں کا رنگ بھی بدلتا جاتا ہے، اور نئے علماء میں وہ روح نہیں پیدا ہوتی جو پرانے علماء کا طغرائے امتیاز تھی، اس لیے ان میں جو یادگار مٹ جاتی ہے اس کا بدل نہیں پیدا ہوتا۔ (شاہ معین الدین ندوی، ستمبر ۱۹۵۵ء)
Objective: The purpose of this study is to evaluate the difference at occupational performance skills related to visual perception among typical developing children and cerebral palsy children by using measuring test of MVPT-R.
Design And Sampling Technique: Quantitative cross-sectional study, convenience sampling method.
Study Setting And Participants: A total of 400 Cerebral palsy children (all types) and typical children each from different mainstream schools, rehab centers, pediatric occupational therapy departments, and special education centers located in Karachi.
Interventions / Data Collection: Test of visual perception that is Motor Free visual perceptual test- Revised MVPT-R.
Result: Result shows difference in perceptual ages (PA) between typical and cerebral palsy children. Perceptual age (PA) was greater than the chronological age (CA) in the typical group. Conversely, in the CP group the perceptual age (PA) was lesser than the chronological age (CA).
Conclusion: Visual perception skills play a key role in a child’s achievement at school and at home. Children require intact visual perception for the successful performance of their daily living as well as academic tasks like good eye-hand coordination, handwriting, reading, shape perception, play skills, and copying patterns, etc. This study is helpful to identify those children who have visual perception issues and sorting this problem will form the baseline for better evaluating and planning of useful visual perception activities for typical and cerebral palsy children.
Teacher empowerment emerged as a strategy for school reforms in the mid-1980s as a result of falling state of education standard in the USA. However, it is not given due importance nor is implemented in the developing countries because of the centralized education system. The decisions are made at the higher level and teachers' voice is left out from the curriculum development, policy formation and school management despite the fact that teachers are the main pillars in restructuring the school and student learning. A phenomenological study was conducted in Karachi, Pakistan to explore the lived experiences of the principal, head teachers and teachers regarding the effects of teacher empowerment strategies on teachers' motivation. A qualitative inquiry was used to seek information from three private secondary schools which are working under one system. The sample size included one principal, three head teachers and twelve teachers who are holding some leadership positions in the schools. The process of data collection was done through semi- structured interviews, focused group discussions and document analysis. The study found that teacher empowerment is an important element in school improvement. The stakeholders (principal, head teachers, teachers) in the schools understand teacher empowerment as involvement in decision making, problem solving, taking and fulfilling their responsibilities in their schools. It was also found that the principal plays a crucial role in implementing teacher empowerment in schools while involving teachers in the schools' management. Empowerment builds the leadership skills and professional competencies of teachers when they are provided with opportunities to be part of the school management. Teacher empowerment also increases teachers' job satisfaction, teachers' self-efficacy and professionalism which becomes a motivating factor for them to stay and give their best in their profession. However, challenges were also faced by the principal and teachers in executing teacher empowerment such as lack of resources, disagreement in opinions, repetitive professional development trainings, domestic issues etc. The study recommended that policy makers, teacher educators and school leaders should promote teacher empowerment, so that their voices can be included in educational affairs. Also teachers networking should be extended so that they learn from each other and share their ideas to improve the process of teaching and learning.