تلوار سے برتر میر اقلم
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز اساتذہ کرام اور میرے ہم مکتب ساتھیو!آج مجھے جس موضوع پر اظہار خیال کرنے کی دعوت دی گئی ہے وہ ہے:’’تلوار سے برتر میرا قلم‘‘
جنابِ عالی!
تلوار کا اس دنیا مافیہا میں اپنا ایک فنکشن ہے ،تلوار سے میدان جنگ میں مجاہد کاوار دیدنی ہوتا ہے، تلوار کا حامل شخص مقابل کی آنکھ میں کھٹکھتاہے تلوار سے لیس اور اس اسلحہ سے مسلح شخص کی اڑان نرالی ہوتی ہے، تلوار کی واقعی ہی ایک تاریخی حیثیت ہے۔
صدرِ ذی وقار!
تلوارگھر میں ہو، گھر سے باہر ہو، تلوار نیام میں ہویا نیام سے باہر ہو،تلوار ایک ہتھیار ہے ،تلوار ایک اوزار ہے ،تلوار ایک اسلحہ ہے۔ تلوار سے منسوب ہرشخص قوی و توانا گردانا جاتا ہے، اس کی ظاہری طاقت متبیّن ہو جاتی ہے ، ظاہری نقاہت کے باوجود اس کاحامل شخص طاقتورسمجھا جا تا ہے۔
جنابِ صدر!
تلوار کی چمک اپنی جگہ لیکن جو کام قلم کر سکتا ہے و ہ تلوار نہیں کر سکتی، تلوار جسم کو گھائل کرتی ہے،قلم روح کو گھائل کرتا ہے، تلوار کا زخم مندمل ہو جاتا ہے لیکن قلم کازخم تا دیر مند مل نہیں ہوتا، تلوار کی کاٹ عارضی ہوتی ہے قلم کی کاٹ دیر پا ہوتی ہے۔
صدرِ ذی وقار!
قلم سے سخت دل کو نرم کیا جا سکتا ہے، قلم سے بسمل کے زخم پر مرہم رکھا جاسکتا ہے، قلم سے مرغ بسمل کی طرح تڑپتے ہوئے شخص کی مسیحائی کی جاسکتی ہے ،قلم سے جاہل کو صاحب علم بنایا جاسکتا ہے، قلم سے گنوار کوعلم و دانش کی مسند پر متمکن کیا جاسکتا ہے۔
جنابِ صدر!
قلم صحافی کے ہاتھ میں ہو تو معاشرے کے حسن میں...
e Qasama Doctrine of Islamic Criminal Law
The mashroom-growth like blind murder cases, have, now a days confused
and perplexed the law-enforcing agencies the reason is that such
murder-cases are taken in hand and tried to be dealt with the common criminal
procedures The criminal in such a case leaving no clue thereto succeed in
detracting the police. As a result the FIR is lodged against an anonymous
'accused' afterwards and the case is filed because of the non-availability of
required proof. Contrary to the above Islam introduces the procedure cf
Qasama _ which literally means administring an oath which in juristic
terminology applied to a way and process where some persons are held
responsible in a blind murder for an oath in words, that; By Allah! Neither they
have committed the murder nor they noticed the culprit. In case of refusal they
are adjudicated for Qisasand for the payent of Diyat in vice versa.
Historically Qasama procedure is traced back to pre-lslamic tribal-law
which were then, afterwards modified and re-enforced by the Prophet (SAW)
and his Khulafa. With the exception of some minor juristic controversies
regarding the structure and framework of Qasama procedure multitude of
muslim jurists hold it a valid way for the adjudication of a blind-murder. It is
with all regrets that-lslamic Ideological council ( HC) despite its introduction .
We are living in the era of science and technology and it has made the world a global village. Science and technology has become a prominent indicator of economic development and prosperity. Nations of the world are striving for the excellence in this field. Pakistan is a developing country and advancement in the field of science and technology is the only way that can embark upon an era of economic development and prosperity for the country. Advancement in science and technology requires revolutionary changes and improvements in teaching learning science at all levels. One of the desired changes is the use of hands-on activities in teaching and learning science. Students’ involvement in hands-on activities exposes them to vibrant connections from abstract concepts to material examples and from scientific principles to scientific applications, which contribute a lot to students’ better comprehension of the scientific knowledge and their ability to solve problems using their scientific knowledge. It has been found that hands-on activities provide enjoyment to children and develop greater enthusiasm for science in the classroom. Keeping in view the need and importance hands-on activities in science education, the present study was undertaken. This study was designed to investigate the impact of hands-on activities on 8th grade students’ motivation toward science learning and their achievement in science. The study was conducted on 342 students of two boys’ high schools and two girls’ high schools, all schools were from public sector. The sample of the study comprised of 145 male and 197 female of grade 8, of which 169(49%) were assigned as experimental group and instructed by hands-on activities, while the 173 (51%) were assigned as control group and instructed by the viii traditional method. For the study, students’ motivation toward science learning scale (SMTSL) was used to measure students’ motivation toward science learning and science achievement test developed and validated by the researcher, was used to collect the data regarding students achievement score in science. The data were analyzed by using Independent Sample t-test through SPSS. The results indicated that there was a significant difference between the means score on students’ motivation toward science learning and students’ science achievement in favour of the experimental group. Gender wise comparison showed that male students were higher on motivation toward science learning as a result of experiencing hands-on activities but the difference was small and insignificant. Moreover, the gender wise comparison on achievement score as a result of experiencing hands-on activities showed that hands-on activities are equally beneficial for both male and female students and no difference on science achievement was found therein. The results of this study are important in the context of developing countries that have limited resources to spend on science education. The study recommends that science curriculum should be more activity based and include more hands- on activities at this level and teachers should be trained effectively so that the students’ motivational level toward science learning and their achievement in science can be enhanced.