شہرِ سخن کو ایسا خزانہ نہیں ملا
صلِّ علیٰ سے بڑھ کے ترانہ نہیں ملا
میرے رسولؐ! تو کہ شہہِ ہست وبود ہے
کوئی بھی تیرا لمحہ شہانہ نہیں ملا
اُٹھا جو تیرے در سے بصد نخوت و غرور
اُس شخص کو کہیں بھی ٹھکانہ نہیں ملا
اک ذرہ تیرے نقشِ کفِ پا کا پا گئی
دستِ ہوا کو ایسا خزانہ نہیں ملا
چُن لیتے تیری راہ کے کانٹے پلک پلک
افسوس! ہم کو تیرا زمانہ نہیں ملا
کیسے کروں میں آیۂ تطہیر کا بیاں
دھرتی کو پھر سے ویسا گھرانا نہیں ملا
Firstly, I would like to welcome all the readers, authors, editorial team and management of Pakistan Biomedical Journal (PBMJ) to this new journal in Biomedical Sciences. It is an intenational peer-reviewed, open-access journal that merges the basic and clinical research for the better outcome in terms of diagnosis and therapeutics. This approach will update and upgrade the existing knowledge among the researchers and clinicians, regarding the patient care and practice as well as understanding of underlying mechanisms of diseases. The ultimate beneficiary is patient and community as a whole. PBMJ is led by an outstanding Editorial Board comprising of national and international members with multidisciplinary research background. Our goal is to promote the basic and clinical research, health and disease perspectives. We receive original studies, review articles, case reports, systemetic reviews on medical, biomedical, basic and therapeutic research. We welcome scientific contributions from all over the world. It is the need and demand of the recent world scenario to focus on biomedical research. In the current world, basic and medical science cannot be considered as two separate and independent entities. There should be coherent efforts to unveil the basic understandings of pathologies at physiological, cellular and molecular level. Furthermore, the therapeutic strategies should also be explored on regional and global levels, by keeping in mind the different genetic makeups and considering the individual identities. It leads to the field of ‘personalized medicine’. There are many other recent therapeutic regimens such as regenerative medicine, exosomes, gene silencing and gene editing technologies. The world has also advanced in diagnostic modalities. Much focus has been emphasized on rapidness, accuracy and cost-effectiveness of these techniques. Imaging, scanning, histopathological, biochemical and hematological techniques have been much advanced than before. World has been changing rapidly in medical profession. Hence, it is important to be aware of these advancements worldwide and also to share the health related researches at local level. We hope this new journal will be a good addition in this perspective of sharing the recent knowledge, advancements and create awareness among masses.
This small-scale action research study worked collaboratively with a mathematics teacher to develop an understanding of discussion-based teaching in a lower secondary mathematics class. The efforts were based on the rationale that working together with the teacher helps her to develop. The participating teacher develops an understanding and skills to implement discussion- based teaching in a mathematics class. It is assumed that many teachers in Pakistan consider mathematics teaching to be making the students memorize mathematical procedures and formulae, to enable them to do sums correctly. In such a situation it makes students passive learners because teachers take over the role of a mathematics knower. It is with this background this study recognizes the importance of discussion-based teaching in a mathematics class, in order to ensure that students become active learners. Before introducing discussion-based teaching the teacher's perceptions and practices of mathematics teaching had to be studied. On the basis of the reconnaissance findings an intentional action plan was prepared and implemented to facilitate the participant teacher's understanding and practices in the mathematics class. Subsequent plans and actions would remain responsive to the realization of a need for change arising out of the experiences of implementing the previous one. Data was gathered mainly through classroom observations and the teacher's interviews. The findings revealed that a teacher did in fact come to class with certain beliefs and conceptions about the way children learn mathematics. The origins of these beliefs and conceptions lay in her prior experiences as a student; and the way mathematics was taught is a result of these beliefs. The study reports some possible strategies to facilitate a teacher in gaining an understanding about the notion of discussion-based teaching of mathematics. It also reveals that as a result of coaching and critical reflections on her own practice a teacher could change her conceptions of teaching mathematics. The study concludes by presenting the challenges faced in the process and the key learning from the study as a teacher, a teacher educator, and as a researcher. Finally, it suggests a focus for further action research.