حکیم حافظ خواجہ شمس الدین لکھنوی
افسوس ہے کہ گذشتہ مہینہ دو ممتاز اہل علم نے وفات پائی، حکیم حافظ خواجہ شمس الدین لکھنوی اور سید اختر علی صاحب تلہری، حکیم صاحب تنہا حاذق طبیب ہی نہیں تھے، بلکہ عربی زبان اور اسلامی علوم کے فاضل بھی تھے اور شعر و ادب کا بڑا ستھرا ذوق رکھتے تھے طب یونانی کے تو ماہر ہی تھے، اور اب لکھنؤ میں اس کی عظمت انہی کے دم سے قائم تھی، طب کی کتابوں کا درس بھی دیتے تھے جن کے پڑھانے والے اب کم رہ گئے ہیں، آداب و اخلاق میں لکھنؤ کی پرانی تہذیب اور وضعداری کا نمونہ تھے، لکھنؤ کے متعدد قومی ملی اداروں کے رکن تھے اور ان کے کاموں میں بڑی دلچسپی سے حصہ لیتے تھے، ندوہ سے خاص تعلق تھا، اور اس کی مجلس منتظمہ کے جلسوں میں بڑی پابندی سے شریک ہوتے تھے، مولانا عبدالباریؒ فرنگی محل کے شاگرد بھی تھے اور مرید بھی، اس تعلق سے ان سے بہت پرانی شناسائی تھی آخر میں تصوف کی طرف زیادہ رجحان ہوگیا تھا، اب طب یونانی کے ماہر اٹھتے جارہے ہیں، طبی درسگاہوں سے طبیب کے بجائے ’’ڈاکٹر‘‘ پیدا ہونے لگے ہیں اور خالص فن طب ختم ہوتا جاتا ہے، مرحوم لکھنؤ میں اس کی آخری یادگار تھے، ان کی موت سے فن طب اور پرانی تہذیب و شرافت کی ایک بڑی یادگار مٹ گئی۔ اﷲ تعالیٰ ان کی مغفرت فرمائے۔ (شاہ معین الدین ندوی،مئی ۱۹۷۱ء)
Almost all business operations that are now taking place in the economy may be impacted by recent changes in the macroeconomic indicators of the nation. Thus, the study' s objective was to assess the effect of particular macroeconomic factors on Pakistan' s banking performance. For a period of 13 years, the study tracked data from all active commercial banks in Pakistan (2006-2018). Results were obtained using multiple linear regression and correlation analyses on EViews. According to correlation findings, there was no connection between the exchange rate and NIM or ROE. All other factors.
Social Studies (SST) is being taught in Pakistani schools from class I-A to VIII as a compulsory subject. The purpose of teaching this subject, according to the national curriculum of Pakistan (2007) is to prepare the new generation as informed, active and participatory citizens of Pakistan. The teaching of this subject has not been taken seriously in Pakistan. The centrally developed curriculum is imposed on the teachers and students without keeping the contextual realities in mind. The teachers and students' voices are hardly listened to in developing and implementing the curriculum. As a result, the quality of teaching and learning SST has declined largely. The purpose of this qualitative study was to explore teachers and students' perceptions about effective teaching methods of SST. It was conducted in two secondary schools (one private and one public) in Karachi, Pakistan. Through interviews, classroom observations, focused group discussion and document analysis, the data was collected from both teachers and students. The findings of the study showed that the teachers of SST use multiple methods of teaching such as cooperative learning, Socratic Method, storytelling method, discussion method and recitation method. There were differences between the two teachers. The teacher in public school was using mostly teacher-centered methods whereas the teacher in private school was using students centered methods. Likewise, the students perceive cooperative learning, explaining well, teaching with love and fun as effective methods of teaching SST. The study was important in the sense that it brings the voices of teachers and students forward. Such types of studies are very rare in Pakistan where the teachers and students' perceptions regarding effective methods of SST have been investigated. The study adds, in a small way, to our existing deficient knowledge of the real experience of teachers and students. More particularly, students' voices are often not explored though they are so important in selecting effective methods of teaching SST in Pakistan.