"STORY OF FASHIONABLE MAN"

Man who walked up to chairing cross one evening in January. His hair was shining and he had thin moustaches. He was wearing a brown overcoat. He had polished shoes. He seemed to enjoy walking in the bitter Cold. Tonga wallas would race toward him. A taxi also drew near him but he politely refused them. He ran a few steps and printed. He ran a ball as if he were playing cricket near the lawn of stat queen. Some English children were playing with a big rubber ball. The children ran away and he sat on an empty cement bench. As the evening advanced people converges the mall road, where they amused themselves among the variety of hotels, restaurants and coffee bars. The young man seated on the cement bench, watching with interest the people passing on the pavement. After a few minutes he got up, crossed the mall road, and went to a cinema. There were three young Anglo Indian girls who were giggling over a seal of picture. In a few second they were gone. He started off again along the mall. He heard music in one of the restaurant. A large variety of people had collected out side. They seemed to be enjoying the music. A few minutes later he was now walking near the high court. He was young couple passing by This young couple fascinated him. Near the G.P.O they turned the McLeod Road. He had hardly reached half away. He was following when a truck full of bricks came from behind and crushing him down speeded off towards Mcl.eod road. He was taken to a near by hospital in a car, assistant surgeon Khan and two nurses Shahnaz and Gull were in casualty department. He was laid on a marble table his cloth were had been taken off. There was only an old cotton sweater underneath the over coat. Layer of dirt covered his body. He could not bath for at least two months. He was dead by now from his pocket a black comb, and handkerchief, a little diary in which names and addresses of a few people were noted a list of gramophone records and few handbills were found in his pocket.

 MOTHER .. MY MOTHER

The most beautify on the lips of mankind is the word "Mother" and the most beautiful call is

the call "My Mother". It is a word full of hopes love. A sweet and tender work coming from the

depth of hearts, the mother is every thing. She is our consolation in sorrow, our hope in misery and

our strength in weakness. She is the source of love, mercy, sympathy and forgiveness.

The word "Mother" is hidden in our hearts and it comes upon in hours of sorrow and happiness as perfume comes from the heart of rose and mingles with clear and cloudy air. He loses his mother losses a pure and the greatest soul who blesses and guards him constantly.

THE TRUE AIM OF EDUCATION

 THE TRUE AIM OF EDUCATION

Education does not mean the only picking out information But is a process for the overall development of an individual. Education should enable us to develop a sound health because sound mind lies in sound body. If body is not sound then mind also be not sound. Education should ensure the physical excellence of individual. For this the individual should be thought the principles of hygiene. He should be educated in this field of appropriate food. His food should be balanced clean and at specified times. If he does not know the importance balanced, diet and the principles of suitable food he will damage his health.

Education should also disclose on the individual the importance of cleanliness. If an individual does not know the importance of cleanliness, he will suffer from so many diseases. Physical exercise is must for keeping sound health

As education ensures the overall development of individual so it not only seeks physical excellence of individual but also sharpens his mental faculties. It informs him of the real causes and effects of events and thus removes the false belief superstitious and prejudices from his mind Education creates in us love of truth. Educated people try to reach to the bottom of the events and mvestigate the causes. Education gives us the ability to distinguish right from wrong and good from bed. Thus, it makes an individual realistic and gives him the power of self decision making.

GOLDEN WORDS

 "GOLDEN WORDS":

1:learn from your mistakes and do them again perfectly.

2:learn from yesterday live from today.

3:don't follow the crowd! Make the crowd follow you

4:take rist if you win you will be happy if you lose you? Will be wise.

5:laugh and the people laugh with you weep and you will weep alone.

6:if you are living in glasses house don't through stones on other cottage.

7:knowledge is the antidote of fear.

8:a kind words is better than criticism.

9:procrastination is the thief of time.

10:a man cannot be great without money but money cannot make man great.

11:a bank of memorize is the best bank of all.

12:happiness is note a state to arrive at but a manner of traveling.

13:knowledge is the best weapon to conquer the world.

14:true love never grows old.

15:kind words unlock the iron doors.

16:truth exists only lies are invented.

17:a useless life is an early death.

18:he who is afraid to ask is ashamed of learning.

19;as long as you live keep learning how to live.

20;Life is going like river water don't be wasted it.

21;Play the hard worker his wages before his sweat dries.

22; Make the most of your life before your death.

23; Make the most of your health before your sickness.

24; Wine is the key to all evils.

25; Silence is gold.

26; Slow & Steady wins the race.

27; Smiles open many doors.

28; Sometimes, less is more.

29;The honey is sweet but the bee has a sting. The tongue has no bones, yet it breaks bones. 

30;The road to a friend's house is never long.

31; Keep your friends close, your enemies even closer.

32; Kind words conquer.

33; Knowledge is power.

students vission of climate change

Students and youth are advocating for vision of climate change education:

 Despite progress in education systems’ response to the climate change challenge, many students and youth find formal education lacking, and call for more action-oriented and psychosocial learning and a stronger focus on justice issues. A survey of over 2,000 young respondents from 53 countries found that 95% were worried about the effects of climate change and environmental degradation, while 36% highlighted the importance of inclusive and accessible education of good quality as a priority for addressing climate change; but only one quarter of young women and just over one third of young men felt that their education had prepared them to address climate change. 

According to a survey of 16- to 25-year-olds in Canada, 60% believed that the formal education system should focus more on the social-emotional dimensions of climate change. Respondents indicated that they would also prefer more climate change content in classes, mental health support, reassurance, positive and hopeful messaging, and teaching about the urgency of climate risks.

caution climate change,,,,

Youth voices on climate action will be front and center at a high-level breakfast briefing hosted by the GEM Report and partners during this week’s High-Level Political Forum taking place at UN Headquarters in New York during which global progress towards SDG 13 is under review.  a young engineer from North Macedonia named as one of Forbes 30 under 30 on youth action and holding governments to account for their climate commitments will also be in attendance. 

Systematic reviews have concluded that the political dimensions of climate change are often missing in formal education. Climate change is primarily taught in science subjects. An analysis of 55 articles written between 2017 and 2020 highlighted that justice-driven climate change education was difficult to implement in formal education due to current structures, curriculum standardization and accountability mechanisms. Climate justice was often taught in non-formal settings, with student and teacher activists learning about justice dimensions from each other and acting as educators for their communities.

Although young activists and advocates in the Global North and the Global South had been undertaking actions for climate justice for years without recognition and media coverage, the Fridays for Future movement, spearheaded by Greta Thunberg in 2018, is often credited with expanding local and national youth engagement and awareness efforts of climate change to a global scale. Discussions with school strikers for climate action show that students are learning from their participation in the strikes, complementing their often insufficient climate change education in schools. In turn, they are also becoming climate change educators. Students are teaching themselves the knowledge that they need to engage with climate change issues outside of classrooms, such as dealing with regulations, negotiating with police, organizing a web presence and developing policy demands by improving their competencies in political engagement. They also teach their teachers how to reducing the school footprint. 

Youth activists have supported climate science as new ambassadors and communicators for scientific consensus and climate adaptation and mitigation. An analysis of 50 youth-led climate initiatives, of which 30 were initiated by youth, found that most were aiming to exert political pressure. The skills focus in these initiatives were advocacy and communications, literacy and leadership related to climate change. 

Students have also highlighted inadequacies in school textbooks. In Berlin, students analysed actions discussed in geography, chemistry and biology textbooks aimed at 11- to 18-year-olds in Australia, France, Germany, the United Kingdom and the United States. High-impact solutions (e.g. living car-free) received little or no mention while low-impact solutions (e.g. recycling) were discussed more extensively. Some of the proposed solutions had not been updated for 25 years, making textbook reform urgent. 

A lack of national and global efforts on climate change has been portrayed as a human rights violation. By the end of 2022, 2,180 climate change cases had been filed, of which 1,522 were in the United States. Litigation by youth has been a sign of increasing political involvement in climate action, although cases tend to be dismissed early. Analysis of 23 cases in 14 countries shows that where a first decision was rendered, only 3 cases were heard on their legal merits: in Colombia (on the government’s failure to reduce deforestation in the Amazon), Germany and Norway. In the US state of Montana, a court ruled in favour of young plaintiffs who alleged that the state violated their right to a clean and healthy environment by allowing fossil fuel development without considering its climate consequences. Youth litigation also has a transnational dimension, where young people from the Global South call out climate injustice for which the Global North is largely responsible. However, these international cases have been dismissed in most contexts. 

At the higher education level, climate activism also focuses on university policies and approaches. Fossil fuel divestment movements at universities and colleges are often led by students. In the United States, students and others have pushed 141 higher education institutions to divest their endowments from industries producing fossil fuels since 2012. Analysis of 220 Canadian universities and colleges found 38 active divestment campaigns, of which 31 were initiated by students, with 6 institutions then committing to varying degrees of divestment (Maina et al., 2020). There are also growing calls by scientists and researchers for universities to facilitat further academic advocacy and activism in climate and ecological emergencies, shifting the focus from primarily publications onto public actions, and providing space for academics to engage in such efforts. 

University students have advocated for climate inclusion within their curriculum, for instance in health and architecture education. Students from 2,817 medical schools in 112 countries reported that climate change is taught in less than 15% of medical schools worldwide. Students led climate action–related activities in another 12% of medical schools. Medical students founded the Planetary Health Report Card to inspire medical schools to engage with the subject. Since 2019, more than 60 medical schools in Canada, Ireland, Malaysia, the United Kingdom and the United States participated in the report card, catalysing the inclusion of integrated curricula in many of these institutions. Climate change has also received attention in architectural education. Over 4,000 architects in 18 countries declared a biodiversity and climate emergency, with over 2,500 architecture students and teachers signing a declaration calling for curriculum change in architectural education. A review of 71 studies on the integration of sustainability education into architecture highlights the need to shift from educator-centred teaching to student-centred learning methods with collaborative, reflective and deep learning strategies.

this is our responsibility to grow tree for our futhure childrens....

 GROWIG TENDENCY OF DRUG ABUSE & NARCOTICS USE IN STUDENTS

Introduction

This has been generally observed that the rate of drug abuse is increasing day by day with the passage of time especially in tribal areas or FATA as well as in settled areas of KPK. The use of snuff or tobacco eating was well familiar in the illiterate society of Pathans (Pukhtoon tribe of KPK), but now this trend has developed rapidly in the educated societies of this locality. According to the field survey more than 70% of male and about 20% female in rural areas regularly use snuff. In most cases snuff serve as prime factor or the initial stage towards the misuse of drugs and narcotics etc.

This is common observation that students of school and college level are first involved in using snuff or tobacco eating or smoking cigarettes. This may be due to the influence of peer group, poverty, media or school & society environment (teacher and parent’s role). After then these students moves to the use of hashish, marijuana, alcohols (including local made tarra, vatka spirit etc which are highly dangerous for health particularly for stomach, intestine and kidneys etc). This is pleasant that a very low percentage of these students move or involve themselves in using heroin, the most dangerous addictive synthetic drug which develops criminal tendencies in human being. But a tremendous increase is being noted in this regard in the recent years and unfortunately this may be increased to high level in the coming years due to the unstable political conditions of Afghanistan. Opium serves as a basic raw material in the production of heroin.

This has been observed that there is a growing tendency in the use of drugs and narcotics in the students of elementary as well as intermediate level in the region of KPK particularly in tribal belt and the settled areas adjacent. There are several factors which may be the cause of this increase.

Significance of the Study:

The researcher is interested to bring into light the growing tendency of drug abuse among school and college students. Due to unstable political conditions in Afghanistan and KPK, opium is cultivated on a large scale during the recent year which is clear from the drop in price of opium which was about 60000 rupees or more per 1200 grams and now in May & June 2007 this is as lower as from 4000 to 5000 rupees per 1200 grams in border areas of KPK and Afghanistan. This will surely increase the production of hereon in the coming years which will lower the price and hence its use will spread more rapidly if not properly treated. Similarly several textile mils and sugar mils as well as other chemical suppliers supplies the acids especially acetic n-hydride and other chemicals with more ease which are used in the production of this fatal drug.

Objectives of the Study:

The study will attempt to achieve the following objectives.

To find out the growing tendency of drugs abuse among school and college students.

To compare drug abusing tendency between the students of settled area and tribal areas of Mohmand Agency & Khyber Agency.

To explore the causes of drug abuse in school and college students.

To analyze the contents of school and college curriculum in regard of drug abuse and its effect on human health.

To enumerate the common types of drugs & narcotics used by school and college students.

To suggest some remedial recommendation and suggestion for handling the problem under study.

This has been observed that there is a dramatic decrease in the use of drugs in the area where Taliban are in full control. Due to the fear of Taliban no one have the courage to cultivate produce, synthesis, smuggle or sell the prohibited material in Islam in most part of the tribal areas. But unfortunately there is some evidence or information that some of Taliban commanders are involved in drug trafficking. Similarly some of the Taliban received some amount from the factories producing drugs, and allow them to work. But beside all these this is a fact that when Taliban get control of the area all illegal activities decrease very rapidly. 

     

Hypothesis:

Easy availability of drugs and narcotics in the area under study.

Gape between parents and their children.

Presence of local teacher in schools.

Media role i.e. films, dramas and magazine etc.

Harsh attitude of parents and teachers with children.

Curriculum has no guidance about the abuse of drugs and its effect on human body (health).

Social environment of the locality may encourage drug abuse.

Peer group may play vital role.

Poverty may also be a prime factor.

Elder are involved i.e. they use drugs and narcotics.

Poor control of governmental institutions i.e. poor law and order situation in the area concerned.

The researcher wants to study the problem in detail especially focusing on the common routs i.e. supply, production, social and physiological affect of drugs use. The enquiry that will show, how students fell in becoming addict to drugs will also be broadly focused.

Method for Data Collection;

The study will use snowball method for inquiry. Questionnaire as well as unframed but carefully focused & plan interview will be used as main tool for collecting data. This should be kept in mind that the aim of researcher is to ask all the relevant question from the concerned persons but if the condition not allow, question as more as possible should be asked.

Similarly if the circumstance not allows the researcher then he may change the wording of the questions but with great care that the central idea remains the same.

Obstacles;

This was really a problem for the researcher to get familiar with the network of drug smugglers. One of the old student’s father informed the researcher to search acetic n-hydride from somewhere and then he will inform the smugglers about that. This was again a problem to search the totally prohibited chemical. But the researcher made it possible with the efforts of some friends. The researcher supplied the required chemical in sample form to different smuggler and Factory owner of heroin. In this way the researcher got familiar to the network.

Once again this was a problem for researcher to interview the drug addicted students, parents and teachers as the researcher himself do not use any sort of drug i.e. snuff or cigarette etc. but one of the first cousin and student of third year is badly involved in about all type of drug abuse. So due to his relation the researcher followed the snowball method. Similarly the visit of drug rehabilitation centers also becomes fruitful in finding the targeted persons.    

This was very strange that mostly chemical & drugs are transported by the help of concerned department persons i.e. anti-narcotic police and even some person of defense were also found involved in this.

  

Population:

Population of the study consists of all the students of Pakistan especially of KPK studying in school and colleges.

Sample:

The sample of the study will include villages of Khyber and Mohmand Agencies in tribal areas and districts Peshawar and Charsadda in settled area. At least 10 schools in each Agency and district will be purposely selected. So the total number of schools will be 40. in each school, 10 – 15 students will be selected through snowball method. The total sample will be 400 students. Besides school and college students data will also be collected from teachers, parents, smuggler, producers, cultivators, transporters & sellers. At least 5 – 10 persons in each category will be approached.  

  

Data Collection Procedure;

The researcher wants to conduct interview or use questionnaire or both from the students, parent and teacher of addicted students as much as possible. Similarly the smuggler i.e. producers, cultivators, transporters & seller will also be concerned to know their psyche and character. Addicted teacher of each level well also be considered. This is possible for the researcher to some extent due to living in that particular locality.  

The researcher will also frequently visit the rehabilitation centers and centre jail of Peshawar to get data of addicted students.

Organization of The Study

This study will comprise of five chapters. Chapter one will consist of brief introduction of the study covering the objectives, hypothesis and organization of the study.

In chapter two, review of the extensive literature showing studies on the issues relevant to drug abuse in students will be given.

Third chapter will give a detailed description of the sources of data, population, sampling and tabulation of data.

Chapter four will be based on tabulation, results derivation and comprehensive discussion on drug abuse in students.

 Chapter Five will consists of findings, conclusions of the whole study and final suggestions for improvement and further research

What is Carrier Guidance ?

 What is Carrier Guidance ?

Career guidance

Career guidance refers to services and activities intended to assist individuals, of any age and at any point throughout their lives, to make educational, training and occupational choices and to manage their careers. Such services may be found in schools, universities and colleges, in training institutions, in public employment services, in the workplace, in the voluntary or community sector and in the private sector. The activities may take place on an individual or group basis, and may be face-to-face or at a distance (including help lines and web-based services). They include career information provision (in print, ICT-based and other forms), assessment and self-assessment tools, counseling interviews, career education programmes (to help individuals develop their self awareness, opportunity awareness, and career management skills), taster programmes (to sample options before choosing them), work search programmes, and transition services.

CAREER EDUCATION AND GUIDANCE IN SCHOOLS
Policy Issues

In compulsory schooling

The foundations of career self-management skills (for example decision making, self-awareness, self confidence) are laid at an early age. However career education and guidance in the primary school are limited or non-existent, and little systematic provision is made to explore the world of work.

Young people need to make a smooth transition from primary school to the initial years of secondary education: the choices that they make at this point have major implications for later education and work options. Career guidance needs to be part of the process that helps them to make a smooth transition.

Career education is increasingly present in the curriculum at the lower secondary school level, either as a separate subject or included in another subject. However it is included in widely differing ways, and at times these seem designed to suit the organisational needs of the school rather than the career development needs of the student. Often career education has little connection to the wider school curriculum.

In lower secondary school personal career guidance frequently targets students at key decision making points (when they are choosing subjects; prior to the end of compulsory schooling; at the transition to upper secondary level or to work). However often those who are targeted for personal interviews are not selected on the basis of well-defined need (for example low vocational maturity; readiness for decision making).

In upper secondary schooling

It is often assumed that upper secondary students have made specific educational and career choices and that they do not need further support. This assumption is especially made for students in vocational education pathways. In many countries they receive significantly less career assistance than do students in general education pathways. This takes little account of the increasing flexibility that is included in upper secondary vocational education programmes or of the wide range of career options and jobs that can flow from broadly designed vocational education and training.

Within general education pathways career guidance staff often spend substantial time preparing students to choose and compete for tertiary education places. This can result in those not intending to enter tertiary education receiving little help. It can also lead to little account being taken of the occupational and labour market consequences of particular tertiary education choices.

Some issues that apply to all levels of schooling Those who provide career education and guidance in schools often lack specialised training.

CAREER EDUCATION AND GUIDANCE IN SCHOOLS

Those who provide career education and guidance in schools are often not career guidance specialists. They very often combine career guidance with other roles: teaching other school subjects; providing counselling and guidance for personal problems and study difficulties. The number of people employed to provide career education and guidance in schools is often not enough to meet student need and demand. Often services continue to be provided largely on an individual, face-to-face model. This reduces the capacity of the service to respond to the needs of all learners. Often career guidance staff do not have the resources that they need to do the job properly: a private space where students can be interviewed; a library of up-to-date career information; a computer; access to a telephone; secretarial assistance.

Many school career guidance services have tenuous links with the world of work:

Teaching staff know little about the labour market and what is involved in different types of jobs; Little contact exists with the public employment service; Students have very few or no opportunities to take part in work experience; Few employers are invited in to the school to talk to students; Parents have little involvement in the school’s careers programme; and Careers fairs in which groups of employers come to the one location to provide information to students do not take place. Career education and guidance are often considered to be the sole responsibility of the specialist career guidance staff, rather than the joint responsibility of all members of the teaching staff.

Few career guidance services have structured approaches aimed at helping students develop an entrepreneurial spirit and skills. They therefore tend to focus on guidance for paid employment, rather than for self-employment. School career guidance services are often not audited, and users have little opportunity to signal

satisfaction or otherwise with the services provided. No data is collected on student, teacher, parent or employer satisfaction with the service.