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اسیر

اسیر
آسماں پر چاند ستارے اور سورج بھی
چاندنی راتوں میں خوشبو کے مفسر کی!
ایلاف الست و ہست کی!
شام و سحر کی زنجیر سے بندھے۔۔۔موسموں کے ساتھ فسانے سناتے رہتے ہیں
آسمان سے پرے۔۔۔!
جن گلیوں میں سوسن و نسترن کی حکایتیں گونجتی ہیں
وہیں کہیں درِ طلسم پر کئی عنوان تڑپتے رہتے ہیں
جدائی کی لمبی روایتوں میں!
سبز شاخوں پر نازل ہوتے سرخ گلابوں کی حکایتوں میں!
جن کی آنکھوں سے خون بہہ رہا ہو۔۔۔!
جس کے ماتھے پر عین ، شین ،قاف لکھا ہو!
انہی قافلوں کے جناب قیس۔۔۔!
صحرا سے ساحلوں تک علمدار بن کے آتے ہیں
مسافتوں کے مارے۔۔۔شبنمی زمانے یہی داستاں سناتے ہیں
محبتوں کے اسیر۔۔۔چاہتوں کے سفیر کو بہت رولاتے ہیں

دشت غزالہ کے رازوں میں۔۔۔!
چاندنی راتوں میں پتھروں پر لہو نچوڑا جاتا ہے
تکمیل جنوں کے طاق میں روغن چشم سے چراغ روشن کیا جاتا ہے
عشق پرانا ہوتا نہیں۔۔۔دل کا صحیفہ رد ہوتا نہیں
سبز موسم میں نفرتوں کا وظیفہ ہوتا نہیں
عشق زادوں کی یہ داستان۔۔۔!
دشت و بیاباں سناتے رہتے ہیں
آرزو کا یہ باب۔۔۔!
مقدس کتاب سے پڑھ کر دیوانے سناتے رہتے ہیں
محبتوں کے اسیر۔۔۔چاہتوں کے سفیر کو بہت رولاتے رہتے ہیں

 

A Low-Cost Socio-Culturally Situated Mental Health Intervention for the Well-Being of Pakistani Young Women: A Reflective Narrative

The paper sets out to briefly discuss mental health challenges faced by Pakistani young women, and brings out an innovative solution through a multidisciplinary approach, i.e, socio-culturally situated low-cost digital intervention. The paper begins with an overview of mental health issues. It then sheds light on the scope of open education and innovation in Pakistan. Finally, through a reflective narrative approach, I have explored my personal journey of becoming a networked practitioner, and how an open educational website emerged to intersect the needs of Pakistani young women. Data is gathered from 137 reflective diary entries and analyzed through narrative analysis approach. Digital literacy and open networking practices have shaped my digital identity and allowed me to embrace open scholarship. Networking and collaboration have helped me filtering Open Educational Resources (OERs). Further, collaborative activities encouraged participants to become the co-producers of resource development. Overall, an adaptation of low-cost technology has potentially helped participants to reflect and embrace their personal identities.

Understanding How the Inquiry Strategy Works in a Physics Classroom at Secondary Level in a Pakistani Private School Context

This study reports an action research conducted in a private school in Karachi. The purpose of the research study was to understand the implementation of the inquiry strategy in a physics classroom at secondary level. The research was guided by the main question 'How can I implement inquiry teaching strategies in a physics classroom at secondary level in a private school in Karachi?' For this purpose Wenning's (2005) 'hypothetical inquiry strategy' was adapted. To understand the inquiry process, Kemmis and McTaggart's spiral model of action research is employed. I used the qualitative approach to collect the data. The main tools for data collection included personal reflections, semi-structured interviews, observations and document analysis as well as informal talks with a critical friend. In this study, I played a dual role; as a researcher as well as a classroom teacher. During the study the main role of the physics teacher was as a nonparticipant observer, who helped me to monitor some of the groups at different stages during inquiry teaching. There were thirty students (in class IX) who participated in this study as learners. Their major role was to learn physics concepts through inquiry strategy, where they performed and observed hands-on activities, developed hypothesis, created and conducted experiments to give empirical evidence to their hypothesis and defended it by presenting their findings to the classmates. The study was conducted by implementing three action cycles (a total of nine lessons) where each learning cycle consisted of three lessons. The main finding of the study reveals that teaching physics through inquiry strategy in a Pakistani secondary school context was challenging but possible. Besides some facilitating factors, there were challenges and constraints ranging from content specific issues such as teaching and learning abstract ideas in physics to problems and challenges of general classroom management and the motivation of students towards inquiry. On the basis of the findings, the study suggests some implications for different stakeholders including myself, followed by recommendations for further study.
Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

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