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قد رت اﷲ شہاب

قدرت اﷲ شہاب
جناب محمد طفیل کی وفات کے کچھ ہی روز بعد جناب قدرت اﷲ شہاب کی رحلت کی خبر ملی، وہ برطانوی حکومت کے زمانہ کے آئی۔سی۔ایس تھے، ۱۹۴۷؁ء کے بعد پاکستان کے بڑے بڑے عہدوں پر مامور رہے، وہ جب پاکستان کے گورنر جنرل جناب غلام محمد صاحب کے سکریٹری تھے، تو پہلی بار ۱۹۵۵؁ء میں ان سے دارالمصنفین کے دفتری کام کے سلسلہ میں ملا، ایک روز گورنر جنرل ہاؤس میں دوپہر کا کھانا ہوا تو وہ بھی شریک ہوئے لیکن خاموش بیٹھے رہے، ان سے کھانا شروع کرنے کے لیے کہا گیا تو بولے آج شعبان کی پندرہویں تاریخ ہے، وہ نفل روزے سے ہیں، ان کی اس مذہبیت کا اثر دستر خوان کے تمام شرکاء پر رہا۔
۱۹۵۵؁ء سے پاکستان کا سفر برابر کرتا رہا، ان سے برابر ملاقاتیں ہوتی رہیں، دارلمصنفین کی مطبوعات کا جب باضابطہ حق طباعت و اشاعت حکومت پاکستان کو دیا جارہا تھا تو انھوں نے اس کی دفتری کاروائی کرنے میں بڑی سہولتیں پہنچائیں جس کے لیے دارلمصنفین ان کا بڑا ممنون ہوا، ان میں سرکاری افسر کی رعونت بالکل نہ تھی، ہر موقع پر بڑے متین، سنجیدہ اور بااخلاق نظر آئے، بولتے بہت کم تھے مگر سنتے سب کی تھے، اور حتیٰ الامکان مدد کیا کرتے تھے، ان کو انگریزی اور اردو لکھنے میں بڑی مہارت تھی، اردو ادب کا بڑا عمدہ مذاق رکھتے تھے لیکن اس کا اظہار اپنی گفتگوؤں میں نہ ہونے دیتے، ادبی حلقوں میں اپنی اردو تحریروں کے لیے مقبول تھے، دعا ہے کہ اﷲ تبارک و تعالیٰ ان کی نیکیوں، لوگوں کے ساتھ کرم گستریوں اور روز مرہ زندگی میں ان کی خوبیوں کی بدولت ان کو اپنی آغوش عفو و کرم میں لے کروہی جگہ عطا فرمائیں جو نیک بندوں کو اس کی بارگاہ میں ملا کرتی ہے، آمین۔...

Education Curriculum of Learning In Children

To develop in children a broad range of skills, including the problem solving, interpersonal and communication skills that are essential for successful living in a rapidly changing society.  The curriculum encourages student initiative by providing children with materials, equipment, and time to pursue activities they choose.  At the same time, it provides teachers with a framework for guiding children’s independent activities toward sequenced learning goals. There are seven specific types of learning styles. Visual learners prefer to learn mathematics through pictures, diagrams etc.  A well-balanced intelligent child is able to develop all the types of learning styles. The students have to understand and accept their type of learning style earlier so that learning becomes easier and less stressful in the future. But it is important to train and practice the other types of learning styles so that the children can utilize them as effectively as possible. The teacher plays a key role in instructional activities by selecting appropriate, developmentally sequenced material and by encouraging children to adopt an active problem-solving approach to learning. This teacher-student interaction teachers helping students achieve developmentally sequenced goals while also encouraging them to set many of their own goals uniquely distinguishes the High/Scope Curriculum from direct-instruction and child-centered curricula (high/Scope Educational Research Foundation, 1989).  Teachers keep notes about significant behaviors, changes, statements, and things that help them better understand a child’s way of thinking and learning.  Teachers use two mechanisms to help them collect data: the key experiences note form and a portfolio.  The High/Scope Child Observation Record is also used to assess children’s development.  According to Ronald Barnett, learning may or may not take place when a subject is taught.  While discussing this point he has presented two contrasting images of quality.  They are institutional performance and student experience, student learning or student achievement.  The teacher in his opinion is central to higher education.  Teaching may be able to improve the quality of student’s learning but the teacher should remind himself that it may also impair the quality of student’s learning.  This is partly because student’s learning strategies vary under two polarities, one between deep and surface understanding and the other between holistic and atomistic understanding of their learning experiences.  He goes on to add that for a student, learning has three distinct aspects: learning style, motivation and curriculum demands.  Therefore teachers have to pursue, beyond teaching strategies to enable their students to attain certain specific skills.

Integration of Computers With Teaching of Science at the Lower Secondary Level

The use of computers has been increasing worldwide for teaching of Science in secondary schools. Also in Pakistan, computers are now available in most of the private schools and their use is steadily increasing for teaching and learning. Government also intends to equip public secondary schools with computer labs. Various research studies suggest that appropriate and effective use of computers enhances and adds value to students' learning in Science education. However, the existing use of computers in schools in Pakistan appears not to be up to the level of its potential effectiveness, consequently having limited impact on students' learning. Teachers are central to the successful use of computer resources in science teaching, as the ways of using computers depends on how well teachers understand its use. Therefore, exploring their perceptions and practices of integrating computers with teaching of Science would help them in understanding the existing situation of computers uses in schools, so that decisions about the future can be made. This qualitative study was conducted in a private school in Karachi, Pakistan. Data from field notes, interviews, and document analysis were used to explore perceptions and practices of two Science teachers; one technology coordinator and one librarian. There were a total of nine observations of teaching practices, four interviews, one with each participant, and one focus group interview of five students. Findings include perceptions, practices, and challenges. Teachers perceive: (a) integration as any use of computers; (b) integration is resource-hungry; (c) computers increase students' motivation and enhance their learning; (d) finding a reliable web resources is a challenge; (e) teachers' self confidence and clarity of vision are important for effective integration. Teachers' practices involve: (a) use of computers as a source of knowledge and as a tool for presentations; (b) teacher-centered instructional strategies; (c) teaching science to enhance students' ICT skills; (d) use of group work to manage large classes; and (e) a rigid focus on textbook topic. Challenges include: (a) lack of access to resources; (b) lack of sufficient technical and pedagogical support; and (c) time tabling, class duration, and managing large classes. Teachers' professional development, sufficient technical and pedagogical support, and appropriate infrastructures are important elements for an effective integration of computers with teaching of Science. However, examining students' learning outcomes was not under the scope of study.
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