کھوکھلی محبت
میں تیری محبت کی عفت کو کیسے مان لوں
جو کئی قسم کی محبتوں کا مرکب ہے
دغا کی عفونت
لالچ کی رنگینیاں
جھوٹ کی نمائش
فریفتگی کے جھانسے
وعدوں کا فریب
اس عارضی رنگین مرکب کو کیا سمجھوں
چند روزہ سکوں۔۔؟
یا غلاظت کے ڈھیر پہ پڑا ہوا گلاب
Background and Aim: The objective of the research is to investigate the impact of lifestyle habits on subjective wellbeing in the presence of role of regulatory emotion self-efficacy as a mediator. Vital for wellbeing, longevity, productivity, relationships, and general quality of life in all areas is a healthy lifestyle.
Methodology: A cross-sectional study has been conducted for 271 Students had been selected as respondents. Smart Pls has been used for calculating the reliability, validity of questionnaire and as well as hypothesis testing.
Results: Food disorder, healthcare anxiety, regulatory emotional self-efficacy have direct and indirect significant impact on subjective well-being. But sleeping disorder has showed the direct and indirect insignificant impact on subjective well-being.
Limitation and Future Implications: Because of time constraints, a lack of comprehension of the research, and a healthy lifestyle people are not aware of health benefits, they had less knowledge about it and were hesitant about a discussion.
Originality: The role of regulatory emotion self-efficacy has not been used as a mediator during the relationship of lifestyle habits and subjective well-being.
Conclusion: Subjective well-being is defined as gratification and satisfaction with one’s life. Regular physical activity is important in order to enhance the self-efficacy and emotional well-being. Good nutrients and a balanced diet provide a person with enough energy to carry out the tasks of daily life effectively.
Teaching mathematics in Pakistan is done in a very traditional way and requires students to passively follow pre-ordained rules transmitted by the teacher. The consequence of this is that students are able to get good marks in examinations by memorizing certain rules. After the completion of each year's academic session, students memorize new things and often forget whatever they covered the previous year. In this study, I have attempted to introduce Relational Understanding' for the teaching of mathematics at the primary level in the government schools. The purpose of the study was to investigate what teachers can realistically do to develop their students relational understanding of mathematics. The study was based on the qualitative paradigm of research and designed as an action research, with data collection occurring in three stages. At the pre-intervention stage, semi-structured interviews, classroom observation and a test were conducted to examine the current situation of mathematics in the selected school. At the intervention stage, different ways of developing students' relational understanding were introduced. For example, group work was used so that every student could participate in discussions; I involved students in problem-solving activities to develop their thinking and reasoning power; I used concrete material for the clarification of abstract mathematics concepts. I strove to see how the new approach worked, what problems and challenges teachers and students face in the implementation of innovations and how the new approach affects teachers' teaching, and likewise, students' learning. In the post-intervention stage, students and teachers were interviewed to assess their perceptions about new pedagogy. One of the major findings of the study was that teaching of mathematics through the method of relational understanding can significantly improve the quality of teaching and learning in the mathematics classroom. Unfortunately, teachers' lack of awareness and inadequate knowledge hinders the implementation of relational understanding in the classroom. Recommendations are presented to remove the obstacles that are likely to cause some problems in the implementation of relational understanding.