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حیات اﷲ انصاری

حیات اﷲ انصاری
افسوس ہے کہ ۱۸؍ فروری کو جناب حیات اﷲ انصاری کا انتقال ہوگیا، وہ مشہور صحافی ادیب، افسانہ نگار اور اردو تحریک کے رہنما تھے، ۱۹۱۱؁ء میں ان کی ولادت لکھنؤ میں ہوئی، فرنگی محل کے مشہور علمی و دینی خانوادے سے ان کا تعلق تھا، یہیں کے مدرسہ نظامیہ میں فارسی و عربی پڑھی اور درسیات کی تکمیل کی، اپنے والد مولانا وحیداﷲ کے انتقال کے بعد لکھنؤ یونیورسٹی سے فاضل ادب کیا۔ انٹرنس پاس کرکے علی گڑھ مسلم یونیورسٹی میں داخل ہوئے اور بی۔اے کیا۔
۳۷ء میں کانگریس کا ہفت روزہ اخبار ’’ہندوستان‘‘ ان کی ادبی و صحافتی سرگرمیوں کی جولان گاہ بنا۔ اب تو اس کا نام بھی کم ہی لوگ جانتے ہیں لیکن اس وقت کے اکثر ممتاز ادیبوں اور شاعروں کی نگارشات اس میں چھپتی تھیں، یہ ۱۹۴۲؁ء کے ہنگامی دور میں بند ہوگیا اور ۱۹۴۵؁ء میں ’’قومی آواز‘‘ جاری ہوا تو اس کی ادارت حیات اﷲ صاحب نے اس طرح سنبھالی کہ وہ اور قومی آواز لازم ملزوم سمجھے جانے لگے، وہ اس کے بانی مدیر تھے، انہوں نے اس کا معیار و وقار بہت بلند کیا اور اس کے لیے بڑی قربانیاں دیں، اس کے ذریعہ انہوں نے اردو اور مسلمانوں کی مذہبی و ثقافتی خدمت انجام دی اور ہندو مسلم فرقہ پرستی کے خلاف لڑائی بھی لڑی۔ قومی آواز کی بدولت بہت سے لوگ اچھے صحافی بن گئے، ۳۰ برس بعد ۷۵؁ء میں وہ ریٹائر ہوئے، ان کے بعد بھی یہ اخبار نکلتا رہا، مگر اب ساقی تو موجود ہیں لیکن آں قدح بشکست قومی آواز سے الگ ہونے کے بعد بھی ان کو صحافت کا چسکا لگا رہا، کچھ عرصہ تک دہلی سے ہفتہ روزہ ’’سب ساتھ‘‘ نکالا۔
اردو شروع ہی سے ان کی دلچسپی اور سرگرمی کا محور رہی، وہ زندگی بھر اس...

Fiscal Decentralization and Gender Parity in Developing Asia

The traditional fiscal decentralization theorem claims that decentralized government can provide the goods and services at local level more efficiently. However, empirically it is still to explore that how fiscal decentralization affects gender parity. This study empirically investigates the impact of fiscal decentralization on gender parity in developing economies of Asia, Armenia, Azerbaijan, Indonesia, Iran, Kazakhstan, Kyrgyz, Mongolia, Myanmar, Thailand and Turkey. The study used dynamic penal da ta technique namely system GMM over the period of 2006-2020. The multidimensionality of fiscal decentralization is captured through three measures of fiscal decentralization i.e. Expenditure decentralization, revenue decentralization and composite decentralization. Further, it also examines the complementarity between fiscal decentralization and control of corruption to increase the gender parity. The results of the analysis show that expenditure decentralization is increasing the gender parity in developing economies of Asia. Additionally, control of corruption is a necessary reform to get the desired fruits of fiscal decentralization. Countries must focus on corruption aspect of local governments in implementing the expenditure, revenue and composite decentralization.

Comparative Effectiveness of Expository Strategy and Problem Solving Approach of Teaching Mathematics at Secondary Level

A sound education in mathematics is important for any modern knowledge based economy. Mathematics is now important in many areas where it has not previously played much of role, for example, in biology, social sciences etc. If the proper mathematical foundations are not laid during the formative years of childhood and adolescence, it becomes increasingly difficult to address this weakness in later life. The attempts to confront these shortcomings during retraining in later life are generally wasteful and only partly successful. The present study was designed to investigate the comparative effectiveness of problem-solving approach on the academic achievement of secondary school students in mathematics. The major objectives of the study were: (1) To determine whether the problem solving approach is more effective than expository strategy of teaching on academic achievement of students in mathematics. (2) To determine whether the problem solving approach is more effective than expository strategy of teaching on attitude of students in mathematics. (3) To examine the effect of problem-solving approach on the academic achievement of low achievers. (4) To measure the effect of problem-solving approach on the academic achievement of high achievers. (5) To find out the effect of problem-solving approach on the retention of students in mathematics. To achieve the objectives of study, following null hypotheses were tested: (1) There is no significant difference between the pre-test mean achievement scores of experimental and control group. (2) There is no significant difference between the pre-test mean achievement scores of low achievers of experimental group and control group. (3) There is no significant difference between the Pre-test mean achievement scores of high achievers of experimental and control group. (4) There is no significant difference between pre-test mean attitude scores of experimental group and control group. (5) There is no significant difference between the post-test mean achievement scores of experimental group and control group. (6) There is no significant difference between post-test mean achievement scores of low achievers of experimental group and control group. (7) There is no significant difference between post-test mean achievement scores of high achievers of experimental group and control group. (8) There is no significant difference between post-test mean attitude scores of experimental group and control group. (9) There is no significant difference between mean achievement scores of experimental group and control group and control group on retention test. (10) There is no significant difference between mean achievement scores of high achievers of experimental group and control group on retention test. (11) There is no significant difference between mean achievement scores of low achievers of Experimental group and control group on retention test. Secondary school students studying mathematics constituted the population of study. The student of 10th class of Govt. Pakistan Girls Higher School, Rawalpindi (Pakistan) was selected as a sample of the study. The pre-test post-test equivalent- group design was used for the study. The sample size consisted of forty eight students who were divided into experimental group and control group, each consisting of 24 students by equating them on their previous knowledge in mathematics, as determined through a pre-test. A treatment of planned problem-solving approach was provided to the experimental group while the control group was taught by expository strategy for a period of six weeks.
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