بچپن مولانااحمد رضابریلوی
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز اسا تذہ کرام اور میرے ہم مکتب ساتھیو!
آج مجھے جس موضوع پر اظہار خیال کرنا ہے وہ ہے:’’بچپن مولانا احمدرضابریلوی ‘‘
صدرِذی وقار!
انسان کے تین ادوار ہوتے ہیں جو اس کی شخصیت کی ہمہ گیریت پر روشنی ڈالتے ہیں، اس کے شخصی حسن کے نکھار کا پتہ دیتے ہیں، اس کی زندگی کے نشیب و فراز کے بارے میں آگاہی بہم پہنچاتے ہیں ، اس کی معاشی، معاشرتی، سیاسی اور مذہبی حیثیت کی نشاندہی کرتے ہیں۔
جنابِ صدر!
ضروری تو نہیں کہ یہ تینوں ادوار ایک پہ آئیں۔ کسی نے بچپن میں داعی اجل کو لبیک کہنا ہوتا ہے، کسی نے جوانی میں زندگی کی بوقلمو نیوں کو خیر باد کہنا ہوتا ہے، اور کوئی ایسے ہوتے ہیں جن کو زندگی پیرانہ سالی تک مہلت دیتی ہے اور تادیر زندہ رہتے ہیں۔
صدرِذی وقار!
وہ خوش نصیب ہوتا ہے جس کے بچپن میں ، جس کی جوانی میں، جس کے بڑھاپے میں ہم آہنگی ہوتی ہے۔ جس کے یہ ایّام معاشرے کے لئے ،قوم کے لئے ،خاندان کے لئے مفید اور سودمند ہوتے ہیں، جو بچپن سے لے کر پیرا نہ سالی تک ہر شعبہ ٔحیات میں ایک نمونہ ثابت ہوتا ہے۔
جنابِ صدر!
کئی نابغۂ روزگار ہستیاں ایسی گزری ہیں جن کی زندگی پیدائش سے لے کر قبرکی لحد تک مثالی رہی ہیں۔ لیکن ان نفوسِ قدسیہ میں اعلیٰ حضرت عظیم البرکت امام احمد رضا خان بریلوی رحمۃ اللہ علیہ نے جو مقام حاصل کیا ہے وہ مہر نیم روز کی طرح متبیّن اور واضح ہے۔
معزز سامعین!
اللہ نے آپ کو دینِ اسلام کا خادم پیدا فرمایا، عشقِ مصطفیٰؐ آپ کی رگوں میں خون کی طرح...
Nine articles have been analyzed containing research results on misconceptions about isomerism. Analysis was conducted to examine the potential to causes emergence of the misconception. The analysis result are expected to be useful for teachers in learning for the same concepts. At least the teacher can avoid misconceptions that have happened before and innovate to find the right learning strategy. Isomerism can be categorized as a defined concept so that students are expected to be able to use rules for the purpose of classifying objects or events. The analysis showed 31 misconceptions experienced by grade 11 students to prospective chemistry teachers on isomerism concept. Thirty-one misconceptions are classified into three groups based on students' abilities needed to understand the concept of isomerism. The three groups are: (1) understanding the definition and application of rules; (2) spatial understanding; and (3) microscopic understanding. At this time only eleven misunderstandings were discussed, namely misunderstandings whose causes belong to the group (1). As an indicator caused misconception is inability of the sample to classify objects/events based on the attributes or characters indicated by the object/event. To teach a defined concept, it is recommended to use a strategy that contains detailed explanatory definitions and rules, examples and non-examples, and the elaboration process. In order to increase student reasoning, it is recommended to use a isomerism concept logic scheme
Teachers' knowledge, beliefs and practices play a significant role in influencing how and why teachers teach. Thus, exploring teachers' knowledge, beliefs and practice of integrating ICT in different curriculum areas at the school level will help to understand the issues and areas for focused teacher development, to enable them to use technology to enhance teaching and learning in their classrooms. This study was done in a natural environment, that is, the school aiming at exploring the teachers' knowledge, beliefs and practices in integrating ICT in curriculum areas in a private secondary school in Karachi, Pakistan through a case study of four teachers. Methods of collecting data included classroom observations, stimulated recall interviews, informal conversations and analysis of documents. The use of stimulated recall interviews, that was not used by previous studies on teacher cognition, helped to make explicit teachers' tacit thinking underlying their observable actions. Data were analysed using QSR NUDI*IST, software for qualitative data analysis. Through classroom observations, followed by stimulated recall interviews, it was found that teachers' knowledge, beliefs and practices significantly influenced how they integrated ICT in the curriculum areas. Furthermore, it was revealed that there is a dialectical relationship amongst teachers' knowledge, beliefs and practices. However, in some cases, it was difficult to identify the relationship to any degree of certainty. Due to time limitations, the study could not trace how the teachers' knowledge, beliefs and practices changed over time. A longitudinal study is recommended to trace the changes in teachers' knowledge, beliefs and practices in regard to use of ICT over a longer period of time.