پاکستانی معاشرے میں مذہبی تقلید کا بہت زیادہ رواج ہے ۔ شریعت مطہرہ نے اجتہاد کا دروازہ قیامت تک کے لیے کھلا رکھا ہے اور مجتہد کے لیے اجر کا فیصلہ تو ہر صورت میں موجود ہے۔ ہم جب فقہ اسلامی کا مطالعہ کرتے ہیں تو واضح طور پر یہ نظر آتا ہے کہ متقدمین کے فیصلوں سے متاخرین نے اختلاف بھی کیا ہے اور اسے غلط روش بھی نہیں سمجھا گیا۔ حالات اورعرف کے مطابق فیصلوں میں تبدیلی کی گنجائش بہر حال موجود رہتی ہے، لیکن ہمارے ہاں اسے گناہ یا گناہ جیسا تصور کیا جاتاہے۔ لہذا اس امر کی اشد ضرورت ہے کہ حالات کے تناظر میں فقہی جمود سے پہلوتہی اختیار کرتے ہوئے فقہ المقارن سے استفادہ کرکے امت کو آسانی کی طرف لایا جائے ۔اس طرح سے کی جانے والی قانون سازی سے مجرموں کو سزا ہر صورت میں ملے گی۔ یہ اندھی تقلید شرعی سزاؤں میں معاون نہیں ہوتی بلکہ یہ حدود کے فیصلوں کو شبہ کی بنا پر تعزیرات کی طرف لے جانے کا سبب بن رہی ہیں ۔
Background of the Study: To compare patellar taping and mobilization plus conventional therapy for reducing knee pain in patients with patellofemoral pain syndrome (PFPS).
Methodology: Controlled trial with 50 participants divided into two groups who received different treatments for 6 weeks: Group A had patellar taping and iliotibial band stretching, while Group B had patellar mobilization and quadriceps strengthening. Participants received three treatment sessions weekly for six weeks. The VAS was used to conduct pre and post-test pain evaluations for groups A and B.
Results: Knee pain decreased in PFPS patients receiving patellar taping (Group A) or mobilization (Group B) using VAS (p<0.05). All treatments are effective for PFPS. The VAS scores after 6 weeks of post A and post B treatments assessed. After 6 weeks of taping, mean = 0.76±0.83. After 6 weeks, mean and SD = 1.20±1.12 from patellar mobilization. No significant difference between means (p = 0.12, α ≤ 0.05). Insignificance.
Conclusion: The result of the study indicated that after 6 weeks of treatment for both patellar taping and patellar mobilization were effective in decreasing pain in PFPS.
PQ4R is an acronym which stands for Preview, Question, Read, Reflect, Recite and Review. This is a learning strategy both for teachers and students. It also helps old and young as well as slow learners. This study aimed to investigate the effect of PQ4R strategy on the academic achievement of slow learners in English at secondary level. The main objectives of the study were to investigate the effect of PQ4R strategy on slow learners’(i) Reading comprehension (ii) Oral Reading Fluency (iii) Reading speed/rate, accuracy and Prosody (iv) Level of Attention and Involvement. To achieve the mentioned objectives the following hypotheses were tested. (Ho1): There is no significant difference between the mean score of pre-test and post test of experimental group on reading comprehension test. (Ho2): There is no significant difference between the mean score of pre-test and post-test of experimental group on Reading Speed/Rate test. (Ho3): There is no significant difference between the mean score of pre-test and post-test of experimental group on Reading Accuracy test. (Ho4): There is no significant difference between the mean score of pre-test and post-test of experimental group on Reading Prosody scale.(Ho5): PQ4R study strategy does not enhance slow learners level of Attention.(Ho6): PQ4R study strategy does not enhance slow learners level of involvement. Govt. High School No:1 for boys Tordher Swabi was selected for the experiment through convenient sampling. A sample of 20 slow learners was selected from 9th class students of the sampled school. The instruments developed for the collection of data were Reading comprehension pre and post tests, Reading speed and reading accuracy pre and post tests and prosody scale as pre and post tests. An observational check list was also developed to observe experimental group level of attention and involvement during treatment. Preexperimental one group pre-test, post-test design was used. The students were prexiii tested and then exposed to six weeks treatment. They were taught through PQ4R strategy. After the completion of treatment the students were post-tested. For the analysis of data t-test at 0.05 significance level was used. Descriptive statistics and chi-square were also used for the analyses of data obtained through checklist regarding students’ levels of attention and involvement. Data analysis revealed that the experimental group scored significantly better on pos-test than pre-test in the areas of reading comprehension and in the three sub-skills of fluency that were reading speed, reading accuracy and prosody. The students also showed high level of attention and involvement observed through the analysis of observational checklist. Thus PQ4R strategy proved to be effective in increasing slow learners’ academic achievement. On the basis of findings, it was recommended that English teachers should use PQ4R strategy. For this purpose, English teachers need to be properly trained. It was also recommended that curriculum designer should also consider PQ4R strategy.