مولانا فضل الحسن حسرتؔ موہانی
شاید جہاں سے حسرتِ دیوانہ چل بسا
ہاں ہاں جب بھی تو چشمِ جنون اشکبار ہے
بالآخر کئی مہینہ کی موت و حیات کی کشمکش کے بعد ہمارے قافلہ آزادی کا پہلا حدی خوان اور میرکاروان بھی کوچ کرگیا اور گلستانِ تغزل کا بلبلِ نغمہ سنج ہمیشہ کے لیے خاموش ہوگیا، یعنی گذشتہ ۱۳؍ مئی کو سیدالاحرار مولانا فضل الحسن حسرت موہانی نے اس دارِ فانی کو الوداع کہا کلُّ مَنْ عَلَیھْاَ فَانٍ ویبقی وجہ رَبِّکَ ذوالجلال وَالاکرام۔[الرحمن:۲۶۔۲۷]
مولانا حسرت کی ذات ستودہ صفات مجموعہ اضداد و کمالات تھی، وہ ملک و وطن کے جانباز مجاہد اور شاعرِ رنگین نوا بھی، انقلابی سوشلسٹ بھی تھے اور صاحبِ و جدوحال صوفی بھی، بوریہ نشینِ فقرومسکنت بھی اور مسندنشینِ غروتمکنت بھی انہوں نے اس زمانہ میں انگریزوں کی مخالفت کی صدا بلند کی ، جب اسکی پاداش دارورسن تھی، اس زمانہ میں آزادی کا صور پھونکا جب کانگریس بھی اس نام سے گھبراتی تھی اور بڑے بڑے محبِ وطن آزادی کے کھلونوں میں الجھے ہوئے تھے، اور اس زمانہ میں قوم و ملک کے لیے قید و بند کی مصیبتیں جھیلیں جب جیل سیاسی تفریح گاہ نہیں بلکہ حقیقۃً قید محن تھے، انہوں نے اس راہ میں جو قربانیاں کیں اور جتنے مصائب اٹھائے اسکی مثال اس زمانہ کے کسی لیڈر کی زندگی میں مشکل ہی سے مل سکتی ہے اور موجودہ مدعیانِ آزادی کو توآزادی کا شعور و احساس بھی نہیں تھا، بلکہ حق یہ ہے کہ گاندھی جی بھی ایک عرصے تک اس راہ میں ان سے بہت پیچھے رہے، حسرت کایہ دعوی اولیت بالکل صحیح ہے۔
تو نے کی حسرت عیاں تہذیبِ رسمِ عاشقی
اس سے پہلے اعتبارِ شانِ رسوائی نہ تھا
وہ اخلاص و صداقت حق گوئی و حق پرستی اور جرات و بے باکی کے جس درجہ پر تھے،...
Background: Foreign body aspiration (FBA) is a commonly observed, fatal but preventable condition in children. To reduce the incidence of FBA, it is essential to provide parents with knowledge and guidelines regarding the prevention and management of FBA. Objectives: To assess parental knowledge and parental role in the prevention and first aid management of foreign body aspiration in children. Methods: A descriptive cross-sectional study was carried out at Mayo Hospital, Lahore from January 2019 to September 2019. After IRB approval and informed consent, 151 parents were enrolled through convenient sampling. Data were recorded in a structured questionnaire and analyzed through SPSS version 26. Results: Breathlessness and vomiting were recognized as symptoms of FBA by 49.7% & 7.3% of parents respectively. Hand clutched to throat, color & voice change were recognized as signs by 6.6 %, 9.9 % &10.6 % of the parents. As a first aid measure, 66.2% of individuals knew about back slaps, while only 2% were aware of abdominal thrusts. Literate parents were well aware of the facts that children under the age of three should not consume seeds, hazelnuts, and hard nuts and the child should not laugh or talk while eating compared to illiterate parents (p<0.05) Conclusion: The majority of the parents are not well aware of signs, symptoms, preventive measures and first aid measurements regarding FBA.
Environmental Education (EE) is a cross-curriculum approach to learning, which helps individuals and groups in understanding the environment with the ultimate aim of developing caring and committed attitudes that will foster the desire and ability to act responsibly in the environment (Meadows, 1990). This educational project addressed the schools' needs to enhance professional development of two primary Social Studies teachers to infuse EE in their teaching. Project activities were designed on EE framework ABOUT, IN and FOR the environment (Palmer & Niel, 1994). The project was implemented in an English medium school of Karachi, Pakistan. The main activities of project for teachers' capacity-building were in the form of three workshops, four reinforcement sessions, a co-planning period, and teaching and a field visit. By participating in these activities, teachers were able to: a) enhance the pedagogical content knowledge about environmental education, b) develop the capacity to analyze the existing Social Studies textbook for identifying the context/orientation at which an environmental education dimension is presented and enriching it by infusing environmental education, c) prepare integrated lesson plans and teach them in the real classroom using effective teaching and learning strategies. The project also provided participants with ongoing opportunity to enact, reflect upon, and refine their practices, while exploring their knowledge and beliefs about EE. The project delivered substantially more than that was originally outlined, holding twice as many workshops and reinforcement sessions, as planned in the proposal. In addition, an effective deliverable in the form of a manual was developed. The project also provided an opportunity to the school to build its networking with WWF Pakistan. After implementing project, it was realized that to impart quality professional development in the area of EE in a school structure, resources such as time, finance, materials, and school administration support are needed. Besides these, teachers' self-motivation and involvement to integrate EE in their practices and willingness to improve practices is crucial. I conclude that designing and implementing infusion of environmental education projects can enhance professional development of teachers in the area of EE. Yet, in order to achieve the desired project goal, careful designing of activities, monitoring, and evaluation are crucial.