ڈیرہ غازی خان کی مذہبی و معاشرتی زندگی میں صوفیا کرام کی تعلیمات کے اثرات

Islam is the religion of peace and love for the humanity. It always ordered to his followers to treat other with kind and tolerance. The Holy prophet always proved himself the prophet of mercy as the Holy Quran Said, but we sent you as a mercy to the worlds. Islam spread through politeness. In Subcontinent the advent of Islam is a great achievement of the noble saints and sufis. D۔G Khan which was a purely Hindu area in the past and the several sufis came to this part of Punjab in the initial stage of Islam. They played glorious role in the advent of Islam in the region. Sufism is a deter-mine effort towards unity. His main purpose is to bring humanity close with one another, separated as it is into so many different units, closer together in the deeper understanding of life. The main task is to bring about brotherhood among races, nations and faiths and to respect one another's faith, scripture and teacher. Sufi is to confer Sympathy on these lives, to impart Love, Compassion and Kindhearted-ness on all creations. The Sufi message is the resonance of the same Divine message which has always come and will always come to inform humanity. This research paper highlights the services of sufis who influenced on socio religious life of the people of D۔G Khan. 

Enhancing Grade Eight Students’ Conceptual Understanding of Mathematics Through Engaging Them in Problem Posing in a Private School in Chitral

This study aimed at exploring how problem posing enhances grade 8 students' conceptual understanding of mathematics in a private school in Chitral, The participants of this research were 40 students of grade 8 and their regular mathematics teacher. For data collection, I observed five lessons in reconnaissance stage to get an insight into the existing teaching approaches and sources of mathematical problems the mathematics teacher used in the classroom. I also conducted an interview or had informal talks with the participant teacher before and after the lessons. Then, I conducted demo lessons during the pre-intervention stage to help the participant teacher improve his general pedagogical content knowledge for developing students' conceptual understanding. Afterward, during the intervention stage, the participant teacher and I conducted nine lessons in three cycles using problem posing as the main strategy. Before and after the teaching participant teacher and I had collaborative reflective dialogues on our experiences of implementing problem posing in the class. During the reconnaissance stage, I found that participant students had never experienced problem posing before the reported study. In the first cycle of the intervention stage, we started problem posing with reformulation of the existing word problems. In the second cycle, students analyzed, solved and critiqued word problems which they had collected from different sources. Finally, students posed word problems using imaginary situations following guided instruction. Data collection and data analysis process went simultaneously during the action research cycles. At the end of each cycle, we analyzed the problem posed by the students by looking at their solvability, complexity and originality (Silver and Cai, 2005; Lin & Leng, 2008). Analysis of the data shows that students developed their problem posing skills, as well as critiquing the given problems. This study found problem posing as a promising teaching strategy to develop students' conceptual understanding in mathematics.