This study explores the use of Discrepant Event, as an innovative strategy for science teaching. The Discrepant Event is an event that is contrary to the expectations of the learner. This intuition- offending activity raises questions in the minds of the learners and creates a need to know. Through this strategy a teacher can create an atmosphere of inquiry in the science classroom. This study was conducted in three phases: Pre-intervention, Intervention and Post-Intervention. In the Pre- intervention stage I assessed the current knowledge, skills and attitude of six students of class VI, with the help of a semi-structured interview. In the Intervention phase I taught science to the sixth class of a private boys school, using the Discrepant Event as a teaching strategy, while introducing selective process skills like prediction, observation and explanation. In the Post-intervention stage I assessed progress in three areas: conceptual understanding, skills development and attitudinal change in the six boys. During the Intervention stage I had two roles, that of a teacher and a researcher. I found this aspect of my study, particularly challenging. Data were collected from different sources and different methods to ensure better reliability. Data analysis was done in two ways: analysis in the field and analysis after the field work. I found that the students who previously did not have a very clear idea of common science concepts like air occupies space' and air exerts pressure' had a better and deeper understanding of these concepts because of the teaching conducted with the help of selected Discrepant Events. I found Discrepant Event a very useful and motivating strategy. However, it was time-consuming and difficult to implement. I had difficulty in developing events suited to the learning needs of the students. Students became proficient in their skills of observations, prediction and explanation, but the development of these skills was very context-bound and I could not ascertain whether they would be transferable to other situations. However, repetition seemed to help in developing the observation skills. I also found that through discrepancy a teacher can identify students' alternative ideas about science concepts. Discrepant Events not only made classes interesting and student-centered but were also useful for developing an understanding of science concepts.
مولانا شاہ عبدالقادر رائے پوری افسوس ہے ابھی حضرت مجاہد ملت کے ماتم کے آنسو خشک بھی نہیں ہوئے تھے کہ ملت اسلامیہ کے لیے ایک دوسرا حادثۂ جاں گداز پیش آگیا اورطریقت و معرفت ربانی کاآفتاب غروب ہوگیا۔حضرت مولانا شاہ عبدالقادر صاحب رائے پوری اکابر مشائخ دیوبند کے سلسلہ کی آخری کڑی تھے۔عمر کم وبیش ۹۰برس کی پائی۔مگرچاربرس پہلے تک قویٰ بڑے اچھے تھے اور انڈوپاک کے ہزاروں مسلمان بقدر استعداد اس سرچشمۂ روحانیت وانابت الی اﷲ سے مستفید ہوتے تھے۔ آپ کااصل وطن گرداسپور تھا۔آغاز شباب میں ہی مرشد کی تلاش میں نکل پڑے اورآخر حضرت مولانا شاہ عبدالرحیم صاحب رائے پوری جوحضرت مولانا گنگوہیؒ کے خلیفۂ خاص اوراکابردیوبند میں ایک ممتاز ورفیع مقام کے مالک تھے، اُن کی خدمت میں پہنچ کر گوہر مقصود پالیا۔چنانچہ آپ اس درگاہ قدس سے ایسے وابستہ ہوئے کہ پوری زندگی یہیں گزار دی۔تقسیم کے بعدہی مشرقی پنجاب میں جوطوفان امڈا اُس نے کتنی آبادیوں کوویرانہ بنادیا۔مگر شاہ صاحب تھے کہ اپنی جگہ پرکسی قسم کے خوف وہراس کے بغیر جمے رہے اوراس کااثر یہ ہواکہ اس نواح کی تمام مسلمان آبادی محفوظ رہی۔ مشائخ دیوبند کی ایک عام خصوصیت ہے سلوک ومعرفت کے اعلیٰ مقام پر فائز ہونے کے ساتھ شریعت کے احکام واوامر اورسنت واسوۂ نبوی کامکمل اتباع اوراس سے انحراف کاکسی حالت میں بھی روادار نہ ہونا۔یہ صفت حضرت مرحوم میں بھی بدرجۂ اتم موجود تھی۔ اس عام خصوصیت کے علاوہ ہربزرگ کے کچھ اپنے خاص احوال وکوائف ہوتے ہیں اوراس کا سبب یہ ہوتاہے کہ کمالات واوصاف نبوی میں سے اُس پرکسی خاص ایک وصف کاغلبہ ہوتاہے۔مثلاً کسی میں صفت علم غالب ہوتی ہے اورکسی پرصفت خلق، کوئی شان جمالی کا مظہر ہوتاہے اورکوئی شان جلالی کا۔اس اعتبار سے شاہ صاحب پرصفت فقرواستغناء،سادگی وبے تکلفی اورصفت محبت کااستیلا تھا۔محبت خود اپنے اندر مقناطیسی کشش رکھتی...
Ethical Education is an optional subject in lieu of Islamic Studies for non-Muslim students in Pakistan from primary to undergraduate level. The main aim of this study is to discuss factors which can help to design a Moral Ethic curriculum which would assist the teachers to educate an individual with his/her own identity, to assimilated by ethical values with developed moral judgment and behavior established by an individual’s beliefs. Students can show a positive attitude towards themselves and others and be able to work together and support others. In this perspective, we also illustrated that moral education helped those people who respect social norms and behave sensibly in any situation belonged to present or future. Therefore, the main objective of this research paper is to establish the necessary elements that should be the part of an effective Moral Ethics curriculum in order to create a democratic and educational environment where everyone can respect for others’ beliefs and stop violating others’ feelings on the basis of freedom of speech. In this study, our targeted readers were included teachers of Moral Ethics, policy makers at different levels, and curriculum developers.
The problem of unavailability of conventional fuels and pollution is becoming a serious issue day by day. Many countries have been looking for alternative energy resources to substitute petroleum. Vegetable oil can be one of the alternatives which can be used as fuel in automotive engines. Changing the chemistry of fuel by adding the vegetable oil or completely replacing the traditional fuels by the vegetable oil is being experimented. Vegetable oils such as mustered oil, sunflower oil, cotton seed oil, canola oil, peanut oil, coconut oil, and waste vegetable oil have been considered as alternative fuels for CI Engines. Kinematic viscosity, specific gravity, cetane number, and pour and cloud points of these oils are much higher than those of diesel. Therefore, such oils, in pure or blended form, cannot be used as fuel in engines for long run. In this study, oils from various feedstocks have been transesterified due to which their specific gravity and kinematic viscosity were decreased and pour and cloud points were increased. The chemical and physical properties of chemically modified oils, called biodiesel or methyl ester, were tested in accordance with ASTM D6751 and found comparable to those of diesel. The engine performance and emissions were evaluated using biodiesel in pure and blended form and it was concluded that a blend of 20% waste vegetable oil methyl ester and 80% diesel (W20) could be successfully used as an alternative fuel, in CI engine. Although higher brake specific fuel consumption of W20 was observed, yet the fuel was found to be environmental friendly. Reduced amount of THC and CO were found in the exhaust emissions of the engine. However, level of NO x was increased. To reduce NO x , certain modifications in the fuel injection system of the engine were made and results were obtained by running the engine using W20 fuel. The experimental results showed that engine performance was not much affected and engine emitted lower amount of NO x , without much affecting THC, and CO emissions.