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نشور ؔواحدی

نشورؔ واحدی
ہندوستان میں فراق گورکھپوری کا ماتم ابھی ختم نہیں ہوا تھا کہ نشور واحدی بھی داغِ مفارقت دے گئے، ان کا کلام ان کی دلکش اور مترنم آواز میں اعظم گڑھ کے مشاعروں اور دارالمصنفین کی نجی مجلسوں میں ان سے برابر سننے میں آیا، متین، سنجیدہ اور پرانی تہذیب کے حامل تھے، بلیاوطن تھا، مگر زندگی حلیم کالج کانپور میں ایک استاد کی حیثیت سے گذاری، شروع میں تعلیم دائرہ رفیع الزمان الہ آباد کے بزرگ شاہ شفاء اﷲ سے پائی جن سے فلسفۂ اسلام، فلسفۂ خودی اور مولانا روم کے افکار کے بہت سے رموز و نکات کو اچھی طرح سمجھا ان کا خوش گوار اثر ان کی شاعری پر بھی پڑا، ان کے کلام کے کئی مجموعے آتش ونم، شورنشور، صہبائے ہند اور فروغ جام کے نام سے شائع ہوئے، اصغر، حسرت، فانی، جگر اور فراق گورکھپوری کی صف کے بعد جو شعراء کھڑے نظر آئے، ان میں نشور واحدی اپنے شاعرانہ کمال کی گل پیرہنی، مشاگلی اور شیریں بیانی، پھر فکر و فن کے رنگ و آہنگ کی جلوہ گری میں کسی سے کم نہیں نظر آئے، بلکہ بعض حیثیتوں سے اپنے معاصروں میں قدآور دکھائی دیئے۔
۱۹۴۰؁ء میں جناب شاہ معین الدین احمد ندوی (سابق ناظم دارالمصنفین) نے ان کے مجموعۂ کلام ’’صبہائے ہند‘‘ کے شروع میں ایک مختصر تبصرہ میں لکھا تھا کہ ان کی شاعری میں تغزل کی رنگینیاں بھی ہیں، قوم و وطن کے لئے پیامِ زندگی بھی، مذہب و ملت کا درس بھی، الفاظ کی سلاست بھی، بیان کی لطافت بھی، معتدل شوخی بھی، اور جوش و سرمستی کے نمونے بھی ہیں، اپنی ان شاعرانہ خوبیوں کو انھوں نے آخر وقت تک قائم رکھا، نثر میں ان کی ایک کتاب اسلام میں فلسفۂ خودی پر بھی ہے، دعا ہے کہ ان کا اسلامی جذبہ بارگاہ...

DOSE RESPONSE OF PLYOMETRIC TRAINING ON AGILITY IN CRICKET PLAYERS

Aims of Study: From last one decade, advancements in formats of cricket demand agility in the players so that they can play in better way without injury. The aim of this study was to determine which dose of plyometric training is effective to enhance agility in cricket players. Methodology: Randomized Controlled Trial was registered in US clinical Trial registry (NCT04350385). 40 cricket players were recruited in study, out of which n=20 players were placed in experimental group and n=20 players were in control group. Assessments were taken as baseline and after third week and on sixth week through Illinois Agility Run test, T test and Vertical jump test. Data analysis was done through SPSS version 23. Independent t test was used for between group analysis and paired t test for within group. Results: Group comparison through T-agility and Illinois test shows significant effect in experimental group (p>0.009). Post intervention Mean±SD of vertical jump test in experimental group was 31.90±2.55 with significant effect (p=0.001). Limitation and Future Implications: This study can be done on both genders. Players can improve their performance by working on plyometric training and agility. Originality: This was original work and never published before. Conclusion: It is concluded from this study that plyometric training is effective in improving agility of the cricket players. Players can improve their performance by working on plyometric training and agility.

Developing Understanding of a Writing Frame for Explanation in Science Writing

My study emerged from the backgrounds of the present teaching and learning practices in explanatory writing in Science subjects. It has been observed that in our current education system, science writing is used for assessment purpose, and is mostly viewed as recording and collecting of factual information. The students' motivation towards science writing is also very low, as it is a mechanical process of writing memorized facts. However, if science writing is further extended to be more interactive, involving student's critical thinking and reasoning skills, then it has potential for learning. The students will find writing tasks much more enjoyable and this will increase their overall learning of the science concepts. The student's attempt of writing for explanation should be supported with strategies, which facilitate students to construct their own explanations during writing. Writing frame is one such strategy and provides students a skeleton, with beginning sentences and connectives to support explanatory writing. Throughout my study, I aimed to provide students with explanations in the form of causal relationships and predictions during teaching and writing of science concepts. During this time, my own understanding of developing writing frames evolved tremendously, which is reflected in my research finding. My research findings showed that the writing process for explanation cannot take place in isolation. Writing for explanation requires a conceptual understanding of the content, innovative teaching strategies, thinking and reasoning skills, a rich learning environment, and the presence of a teacher as a facilitator. I also found that students' misconception regarding science concepts were also highlighted. Another important finding was that writing frames raised motivation towards explanatory writing in Science. However, there were a few factors which impeded my research study. First, my inadequate understanding of writing frame was an impeding. Second, the low proficiency in English language was a barrier for the students in expressing their understanding of science ideas. Finally, there were also some supporting factor which enabled me to do my research that is my own determination and persistence throughout the study and support from the language faculty. The findings from the study has various implications like writing in Science requires an interdisciplinary approach. Finally, recommendations have been drawn based on the findings of the study.
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