خیر العمل
سنہری کرنوں میں!
سبز فرش پر چمکتے شبنمی قطروں میں۔۔۔!
کشش قا ف جیسی سرگوشیاں کرتی ہواؤں میں!
بہار کے قافلے کی ساربانی کرتے ہوئے!
اک مسافر زیتون و صنوبر کے گیت گائے جا رہا تھا
حر فِ سحر میں آب بقاکی لذتوںکو۔۔۔!
خوشبو کی شدتوں میں۔۔۔شبنم کے زائچوں کو سمو کر!
اک مسافر پیپل اور کھجور کی سبز شاخیں لیے!
سبز موسم کے عابدوں،صندلی معبدوں کا طواف کیے جار رہا تھا
قدیم سنبلہ کے پہلو میں!
ناہید، زہرہ۔۔۔درگا دل فریبی سے اتر رہی تھی
گاتھا، اوستا کی مٹی میں
صحرا کی ریت ملاتے ہوئے!
وینس آب حیات میں گوندہ رہی تھی
بہار کی خوب صورت راہوں پر خمار میں ڈوبی ناقہ!
محملوں کی روایتوں کا مفہوم بدلتے ہوئے چل رہی تھی
کوئی عصر یونان کی بستیوں میں!
جبرائیل کے لہجے میں ستاروں کی زباں بول رہا تھا
اک مسافر پاتال کی گرھیں کھولتے ہوئے!
خیرالعمل کی آیتیں سنائے جا رہا تھا
سبز موسم کے عابدوں ، صندلی معبدوں کا طواف کیے جا رہا تھا
جہاں لبنیٰ کی گود میں!
میں سر رکھے تڑپ رہا تھا۔۔۔ایڑیاں رگڑ رہا تھا
وہیں ماریہ، زلفہ اور صودابہ کے چشم روغن سے۔۔۔!
اک زعفرانی خیمے کے روبرو چراغ روشن ہو رہا تھا
جہاں کشش قاف کی تعبیر۔۔۔!
ایلاف وفا کے مجدد۔۔۔!
صحرا میں بہار کی اسیری کا قصہ لکھتے ہوئے چھوڑ گئے تھے
وہیں اِک ایوان دل میں!
مسافر حسن کے تعاقب میں!
لذت لمس کو لوح کنعان سے منکشف کیے جا رہا تھا
سبز موسم کی خانقاہوں، صندلی معبدوں کا طواف کیے جا رہا تھا۔۔۔
ستاروں کے زائچے میں !
ارباب جنوں کی تاثیر گردش کر رہی تھی
تاریک کمرے میں رتجگوں کی داستاں!
درد کی بندگی میں متاع بسمل کے ساتھ۔۔۔!
پھول میں خوشبو۔۔۔آنکھ میں آنسو کا...
Parental stress is as experience of parents not only because of child-care, but also due to their community and environmental conditions, duties and everyday life. Research focused on investigation of stress among parents related to their children at early-childhood education and to explore the relationship between child’s behavior, parents’ expectations, family relationship, socio-economic status, social support, parental satisfaction and child’s responsibilities. All the parents of the students studying ECE at private schools in the areas of Rawalpindi constituted as the population of this research study. The target population consisted of all the parents of students from 10 randomly selected private schools of Rawalpindi. During scheduled parent-teachers meeting, the parents’ voluntary participation was demanded. Based upon their consent 145 parents of children from 10 private schools at Rawalpindi were available for the sample of study through purposive sampling. A self-developed questionnaire containing items related to seven aspects of parental stress was developed on five-point Likert scale. The data were analyzed with the help of descriptive mean, SD, and Pearson r. The current study shows that highest levels of stress among parents of these children. The economic disadvantage is also a leading cause for parental stress and minor social support tended to report extra parental stress. The results of the study highlighted the understanding of parents’ stress in ECE.
The teaching of mathematics, even in the selective private schools in Pakistan, is done in a traditional fashion. This kind of teaching helps students follow pre-ordained rules, transmitted by the teacher, without understanding the rationales for them. The consequence is that students develop proficiency in procedural skills but lack reasoning and thinking capacity in mathematics. This study was designed to investigate how a small sample of upper primary school students could be helped to develop a relational understanding of some basic number concepts. Using an action-research approach these students were engaged in a set of mathematical activities which allowed the researcher to trace their thinking. Data collection in this study occurred in three stages. At the Pre-Intervention stage semi-structured interviews and classroom observations were conducted to ascertain how students learned and were taught mathematics in their school context. During the Intervention stage the researcher set students various mathematical activities to help trace their mathematical thinking and learning. At the Post-Intervention stage students discussed in small groups both, the helping and the constraining factors in developing their relational understanding in mathematics. The findings that emerged were that multiple representations, the appropriate use of mathematical language and students' efforts to justify their claims helped them learn to reason mathematically. However, the teacher's own inadequacies in mathematical concepts and the limitations of words and pictures in representing abstract mathematical ideas sometimes constrained what the students could learn.