اماں ملی نہ، ترستے رہے اماں کے لیے
تو زہر پی لیا تسکینِ جسم و جاں کے لیے
ہے میرے سر کو فقط تیرے نقشِ پا کی طلب
مری جبیں ہے ترے سنگِ آستاں کے لیے
خدا کرے کہ یہ ان آندھیوں سے بچ جائے
کہ تنکا تنکا جو رکھا ہے آشیاں کے لیے
نگاہِ بد سے بچے حسن کا وہ صدقہ دے
یہ مشورہ ہے مرا میرے مہرباں کے لیے
وہ ایک ایک مسافر نگاہ میں رکھے
بہت ضروری ہے یہ میرِ کارواں کے لیے
غم حیات کا سورج ہے سر پہ تو کیا غم
کسی کی یاد ہی کافی ہے سائباں کے لیے
چمن کو چھوڑ کے جانے لگے ہیں تائبؔ جی
قسم خدا کی یہ مژدہ ہے باغباں کے لیے
The article titled: the rights of foetus in Islamic law, aims at explaining the rights of foetus without discussing different theories of the scholars in this regards. It also defines the foetus and gives literal and technical meanings besides different stages of foetus mentioned in the Holy Quran and the Hadith. The article explains the rights granted to foetus in the lights of serah before birth and these rights are a binding on the concerned people and violation of foetus’ s rights is prohibited and it is a cognizable offence. The article also discusses the attitude of west regarding foetus rights as the western society is totally ignorant about the rights of foetus and their legislation in this regard is contrary and several western laws are causing the violation of foetus’s rights. Thus, the champions of human’s rights are blind to the rights of foetus which is foundation and beginning of human life and first step for the human race. It is that has given these rights to mankind for the first time and informed human being about their rights through the first human’s rights charter given at the time of the Noble Prophet {blessing of Allah and peace be upon him}. This charter is known as the charter of Madina between the Muslims and the Jews. The article concludes: mankind cannot be protected unless the sperm of man is protected and foetus is protected in the womb of the mother from abortion because these are the future of humanity.
The most common method of teaching genetics in Pakistani schools is through lecturing. This kind of teaching does not help students to gain in-depth understanding of the subject matter as a result students understand the subject matter at ‘knowledge’ level but not at ‘understanding’ and ‘application’ levels. The purpose of this action research was to improve students’ conceptual understanding of genetics by teaching it through inquiry method. Three cycles of action-research were carried out to teach five lessons over a six-week period. Each cycle consisted of two teaching lessons except the last one which consisted of one teaching lesson. A summative assessment was conducted at the end of the teaching to assess students’ learning in genetics. Data was collected at three stages of the study which included: pre-intervention, during intervention, and post intervention. In the pre-intervention (reconnaissance) stage, data was collected by using semi-structured interviews and classroom observations to explore the existing teaching learning process. During the intervention stage, the data was collected through observations and photography of teaching and aids used. In the post-intervention stage, data was collected by using the semi-structured interviews, both formal and informal talks with the research participants, and summative assessment of students. The findings from the study indicated that structured-inquiry based teaching helped students to conceptualize the genetic concepts at ‘knowledge’ level. However, they learn few genetic concepts at ‘understanding’ level. Summative test also shows that they did not demonstrate learning at the ‘application’ level. Initially, students showed difficulty in conducting and conceptualizing the inquiry activities but gradually they showed less difficulty when they become more acquainted with inquiry learning.