میلا رام وفاؔ
میلا رام وفاؔ (۱۸۹۵۔۱۹۸۰ئ) ظفر وال کے گائوں دیپو کے میں پیدا ہوئے۔ طالب علمی کے زمانے میں ہی شاعری کا شوق تھا۔ ان دنوں ظفر وال میں قریشی ثناء اﷲ اور شیر محمد شیر کے ادبی معر کے زوروں پر تھے۔ آپ نے شیر صاحب کے سامنے زانوئے تلمذتہہ کیا اور ابتدائی کلام پر اصلاح لینی شروع کی۔ لیکن یہ سلسلہ زیادہ دیر تک قائم نہ رہا اور آپ روزگار کی تلاش میں لاہور چلے گئے۔
گو میں رہا رہین ستم ہائے روزگار
لیکن ترے خیال سے غافل نہیں رہا
کے مصداق آپ نے لاہور میں داغ دہلوی کے شاگرد راج نرائن ارمان دہلوی سے اصلاح لینی شروع کر دی۔(۲۳۸)آتش کشمیری اپنی کتاب ’’سرزمینِ ظفر وال‘‘ میں میلا رام وفا کے بارے میں کہتے ہیں:
آپ نے لاہور میں داغ دہلوی کے شاگرد راج نرائن ارمان دہلوی سے اصلاح لی اور ان سے بہت استفادہ کیا۔ استاد کی ہمراہی میں بہت سے مشاعروں میں جانے کا موقع بھی ملا اور آپ کا کلام اردو رسائل میں چھپنا شروع ہو گیا۔ زیادہ عرصہ نہیں گزرا تھا کہ آپ مشہور شعراکے پہلو بہ پہلو چلنے لگے۔ آپ روزنامہ ’’ہندوستان‘‘ کے نائب مدیر اور روزنامہ ’’ویر بھارت‘‘ کے مدیرِ اعلی کے عہدے پر بھی فائز ہوئے۔ تقسیمِ ملک کے بعد آپ اس عزم سے دہلی تشریف لے گئے کہ ’’اے سر زمینِ ظفر وال‘‘ میں تیری تبلیغ کو زمین کے کناروں تک پہنچا دوں گا۔(۲۳۹)
دہلی میں آپ ’’تیج‘‘،’’پرتاپ‘‘ اور ’’پردیپ‘‘ کے ایڈیٹر بھی رہے۔ آپ کے شعری کلام کا مجموعہ بعنوان ’’سنگِ میل‘‘ چھپ چکا ہے جو پاکستان میں نایاب ہے۔ جموں یونیورسٹی میں آپ پر پی۔ایچ ڈی کا مقالہ لکھا جا چکا ہے۔ میلا رام نظم اور غزل کے شاعر کے ساتھ ساتھ ناول نگار اور صحافی بھی ہیں۔
ان کی شعری زبان...
Background of the Study: Sensory processing is the process in which all sensory stimuli integrate and enable person to respond according to the situation. There are number of sensory issues that either parents or teacher do not identify on early stages and various times it also cause behavioral issues or academic issues with in typical children too. The study aims to assess the sensory vulnerability of children with and without autism in the school environment and to identify the sensory issues.
Methodology: This was a cross-sectional study conducted in Karachi, Pakistan. Total 86 children recruited and divided into two groups included typical and atypical children. Using a standardized questionnaire-SPM (sensory processing measure) distributed in schools and completed by teachers.
Result: Autism affects both mainstream children and children with autism, with sensory process subscales showing significant differences p value (< .005) for t- test. Autism children have higher sensory process vulnerability, particularly in social participation and praxis variables, compared to mainstream children’s.
Conclusion: The study reveals that school initiates sensory stimuli, affecting children's vulnerability, even in special schools, despite providing structured environments for atypical children.
Thesis Title: English Language Teaching: Implementing Collaborative Language Learning Approach in Federal Colleges of Pakistan Most of the college students in Pakistan, irrespective of their gender cannot communicate effectively and confidently in English. Despite the fact that they are taught English as a second language from an early stage of their educational life, they never develop communicative command on English. This incompetency of learners is largely attributed to faulty language teaching system in Pakistan. Keeping in view the effectiveness of sociocultural language learning framework, this research set out to implement collaborative language learning environment in our colleges. The main objective was to analyze whether collaborative language learning will help the learners to improve their listening and speaking skills or not. It also aimed to find out that how successfully collaborative language learning can be implemented within our context as well as to highlight the hurdles which may impede its implementation. To achieve the said purpose, this experimental research was divided into three phases mainly: pre-test, experimental study and post-test. The pre-test assessed the learners’ existing competency level at the beginning of the study. Subsequently, the experimental study was applied following the sociocultural paradigm to assist the learners towards gaining communicative competency by working collaboratively. The post-test, held at the end of the experimental study period, helped to critically evaluate if the collaborative language learning approach had actually supported the learners to enhance their conversational or communicative efficiency in English. As revealed by the findings of the study, the experimental groups performed comparatively better than the controlled groups during the post-test. The participants of experimental study demonstrated better understanding of the ideas, messages and information offered in English, as far as listening skill was concerned. The study also discovered that the experimental performed better in speaking skill tasks registering significant enhancement in their oral proficiency. These findings are quite important as they ascertain the fact that collaborative language learning paradigm can effectively facilitate the learners to enhance their communicative skills a great deal, if implemented carefully and systematically within our context, without bringing about major changes within the existing infrastructure. However, the study suggests that the teachers should be trained, textbooks be revised adding speaking and listening skill focused tasks and assessment system should include communicative skills evaluation so that the teaching of English as a collaborative endeavour can be facilitated and implemented effectively.