UNDERSTANDING CHILDREN RIGHTS

 

 

UNDERSTANDING CHILDREN RIGHTS,

OUR RESPONSOBILITIES AS ADULTS, &

CHILDREN RESPONSIBILITIES,

 

 

LEARNING ENVIRONMENTS

(POSITIVE AND NEGTIVE LEARNING ENVIRONMENTS)

& ITS IMPACT ON CHILDREN’S HOLISTIC DEVELOPMENT

 

 

Darvesh Karim, AKU-IED/PDCN Gilgit

May 2024

UNDERSTANDING CHILDREN RIGHTS, OUR RESPONSOBILITIES AS ADULTS, CHILDREN RESPONSIBILITIES,

LEARNING ENVIRONMENTS (POSITIVE AND NEGTIVE LEARNING ENVIRONMENTS) AND ITS IMPACT ON CHILDREN’S HOLISTIC DEVELOPMENT

Darvesh Karim, AKU-IED/PDCN Gilgit

CHILDREN RIGHTS, OUR RESPONSIBILITIES AND CHILDREN RESPONSIBILITIES

Children's rights are fundamental entitlements that ensure children are treated with dignity, respect, and equality. These rights are outlined in various international conventions, such as the United Nations Convention on the Rights of the Child (UNCRC). Alongside children's rights, there are corresponding responsibilities that adults and societies have towards children. Similarly, children also bear certain responsibilities alongside their rights.

Child Rights	Our responsibilities	Children Responsibilities
Right to Education: - Children have the right to education that develops their personality, talents, and abilities to their fullest potential.	Ensure Access to Education: - Adults and governments must ensure access to quality education for all children, regardless of their background or circumstances.	Attend School Regularly: - Children should attend school regularly to make the most of their educational opportunities.
Right to Health:    - Children have the right to access healthcare, nutritious food, clean water, and a safe environment to grow and develop.	Promote Awareness of Rights: - Adults should promote awareness of children's rights and advocate for their implementation in all settings.	Complete Assignments: - Children have a responsibility to complete their school assignments to the best of their abilities.
Right to Protection from Abuse and Neglect:    - Children have the right to be protected from all forms of physical or mental violence, injury, abuse, neglect, or maltreatment.	Create Safe Environments: - Adults must create safe and nurturing environments where children can grow, learn, and thrive without fear of harm or discrimination.	Respect Teachers and Classmates: - Children should respect their teachers and classmates, creating a positive learning environment for everyone.
Right to Play and Recreation:    - Children have the right to engage in play, leisure, and recreational activities that promote their social, physical, and cognitive development.	Listen and Respect Children's Voices: - Adults should listen to children's voices, respect their opinions and perspectives, and involve them in decisions that affect their lives.	Follow Rules and Guidelines: - Children should follow rules and guidelines set by adults in their families, schools, and communities to ensure safety and order.
Right to Expression and Participation:    - Children have the right to express their views freely and participate in decisions affecting their lives, according to their age and maturity.	Provide Support and Guidance: - Adults have a responsibility to provide emotional support, guidance, and encouragement to children as they navigate life's challenges and opportunities.	Participate Actively in Education: - Children have a responsibility to participate actively in their education, including attending classes, completing assignments, and engaging in learning activities.
Right to Family Life:   - Children have the right to live with their parents unless separation is necessary for their well-being. They also have the right to maintain contact with both parents if separated.	Advocate for Justice and Equality: - Adults should advocate for justice and equality for all children, especially those who are marginalized or disadvantaged.	Express Themselves Respectfully: - Children should express their thoughts, feelings, and ideas in a respectful and constructive manner, showing consideration for others.
Right to Identity:   - Children have the right to an identity, including a name, nationality, and family relations, as recognized by law.	Model Respectful Behavior:   - Adults must model respectful and responsible behavior towards children, demonstrating empathy, fairness, and kindness in their interactions.	Take Care of Their Well-being:   - Children should take care of their own well-being by practicing good hygiene, eating nutritious food, getting enough rest, and seeking help when needed.
Right to Non-Discrimination: - Children have the right to be treated equally, without discrimination based on race, color, sex, language, religion, disability, or any other status.	Protect Children from Harm: - Adults must take action to protect children from harm, including abuse, exploitation, and discrimination, and provide appropriate support and intervention when needed.	Stand Up Against Injustice: - Children have a responsibility to speak up against injustice, bullying, and discrimination, and to support those who are being mistreated.
Right to Safety: - Children have the right to be protected from all forms of physical or mental harm, injury, or abuse while in the care of parents, legal guardians, or any other person.	Uphold Children's Privacy: - Adults should respect children's privacy, ensure confidentiality when appropriate, and safeguard personal information from unauthorized access or exploitation.	Learn and Grow from Experiences: - Children should be curious, explore new opportunities, and learn from their experiences to grow and develop into responsible and compassionate individuals
Right to Rest and Leisure: - Children have the right to rest, leisure, and play, as well as the opportunity to participate in cultural and artistic activities.	Facilitate Participation in Decision-Making: - Adults should facilitate children's participation in decisions that affect them, considering their age and maturity.	Contribute to Household Chores and Responsibilities: - Children should contribute to household chores and responsibilities according to their abilities and age, helping to create a harmonious and supportive family environment.
Right to Food and Shelter: - Children have the right to an adequate standard of living, including access to nutritious food, clean water, and adequate housing.	Provide Opportunities for Learning and Growth: - Adults should provide opportunities for children to learn, explore, and develop their talents and interests in various domains.	Communicate Their Needs and Concerns: - Children should communicate their needs, concerns, and feelings to adults, seeking support and guidance when necessary.
Right to Cultural Identity: - Children have the right to practice their own culture, religion, and language, while respecting the rights of others.	Ensure Access to Healthcare and Nutrition: - Adults must ensure access to healthcare services, nutritious food, clean water, and sanitation facilities to promote children's health and well-being.	Engage in Positive Social Relationships: - Children should engage in positive social relationships with peers, family members, and adults, treating others with kindness, empathy, and respect.
Right to Restorative Justice: - Children who have infringed the law have the right to appropriate assistance and protection to facilitate their reintegration into society.	Promote Inclusive Education: - Adults should promote inclusive education that accommodates diverse learning needs and respects children's rights to education without discrimination.	Respect Cultural Diversity: - Children should respect cultural diversity and learn about different cultures, traditions, and perspectives, fostering empathy and understanding.
Right to Freedom of Thought: - Children have the right to freedom of thought, conscience, and religion, subject to appropriate parental guidance.	Create Opportunities for Play and Recreation: - Adults should create opportunities for children to engage in play, recreation, and leisure activities that support their physical, social, and emotional development.	Take Ownership of Their Learning: - Children should take responsibility for their own learning, setting goals, seeking help when needed, and persevering in the face of challenges.
Right to Special Care for Disability: - Children with disabilities have the right to special care, education, and opportunities to reach their full potential.	Support Families in Providing Nurturing Environments: - Adults should support families in providing nurturing and supportive environments that meet children's physical, emotional, and developmental needs.	Practice Good Hygiene and Self-care: - Children should practice good hygiene and self-care habits to maintain their health and well-being, including washing hands, brushing teeth, and getting enough sleep.
Right to Protection from Exploitation: - Children have the right to protection from economic exploitation and from performing any work that is likely to be hazardous or to interfere with their education, or to be harmful to their health or physical, mental, spiritual, moral, or social development.	Prevent Discrimination and Bullying: - Adults must take measures to prevent discrimination, bullying, and harassment based on race, gender, disability, or any other characteristic, and promote respect for diversity and inclusion.	Be Honest and Trustworthy: - Children should be honest and trustworthy in their interactions with others, respecting the importance of integrity and honesty.
Right to Access Information: - Children have the right to seek, receive, and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing, or in print, in the form of art, or through any other media of the child's choice.	Advocate for Policies and Laws that Protect Children's Rights: - Adults should advocate for policies and laws that protect and promote children's rights at local, national, and international levels.	Be Kind and Compassionate: - Children should show kindness and compassion towards others, helping those in need and promoting a culture of caring and empathy.
Right to a Clean Environment: - Children have the right to live in a clean and healthy environment that supports their well-being and development.	Provide Counseling and Mental Health Support: - Adults should provide access to counseling and mental health support services for children who may be experiencing emotional or psychological distress.	Respect Nature and the Environment:   - Children should respect nature and the environment, taking care of plants, animals, and natural resources for future generations.
Right to Love and Care: - Children have the right to love and care from their parents, legal guardians, or any other person responsible for their care.	Address Socio-Economic Disparities: - Adults should address socio-economic disparities that affect children's access to rights and opportunities, working to reduce poverty, inequality, and social exclusion.	Resolve Conflicts Peacefully: - Children should resolve conflicts and disagreements peacefully, using communication, negotiation, and problem-solving skills to find mutually acceptable solutions.
Right to Peace: - Children have the right to live in a peaceful environment, free from all forms of violence, abuse, neglect, or maltreatment.	Invest in Child Welfare Services: - Adults and governments should invest in child welfare services, including child protection, healthcare, education, and social support programs, to ensure the well-being and development of all children.	Seek Help When Needed: - Children should seek help from trusted adults when they are facing difficulties or challenges, recognizing the importance of asking for support when necessary.

 

LEARNING ENVIRONMENT

A learning environment refers to the physical, social, emotional, and intellectual context in which learning takes place. It encompasses the various elements and factors that influence how individuals acquire knowledge, develop skills, and construct understanding. A positive learning environment is conducive to engagement, motivation, and meaningful learning experiences. Here are some key components of a learning environment:

 

1. Physical Space: The physical layout of the classroom or learning setting, including seating arrangements, lighting, temperature, and classroom resources, impacts the comfort and accessibility of learners.

2. Resources and Materials: Access to a variety of learning resources, such as textbooks, technology, manipulatives, and multimedia tools, supports diverse learning styles and preferences.

3. Curriculum and Instruction: The design and delivery of the curriculum, instructional methods, and teaching strategies influence the depth and breadth of learning experiences for students.

4. Classroom Culture: The norms, values, and expectations established within the learning community shape the social interactions, communication patterns, and behavior of students and teachers.

5. Relationships and Interactions: Positive relationships between teachers and students, as well as among peers, foster trust, collaboration, and a sense of belonging, which are essential for effective learning.

6. Supportive Learning Environment: A supportive environment that celebrates diversity, encourages risk-taking, and provides opportunities for reflection and feedback promotes resilience, growth mindset, and self-efficacy.

7. Assessment and Feedback: Ongoing assessment practices and constructive feedback help learners monitor their progress, identify areas for improvement, and set goals for continuous learning.

8. Cultural and Emotional Considerations: Recognizing and valuing cultural diversity, promoting inclusivity, and addressing social-emotional needs create a safe and welcoming environment for all learners.

9. Flexibility and Adaptability: Flexibility in teaching approaches, instructional delivery, and learning pathways accommodates individual differences, preferences, and learning needs.

10. Technology Integration: Thoughtful integration of technology tools and digital resources enhances learning opportunities, promotes digital literacy, and facilitates collaboration and communication.

 

A POSITIVE LEARNING ENVIRONMENT

A positive learning environment is one that fosters engagement, motivation, and meaningful learning experiences for all individuals involved, including students, teachers, and other stakeholders. It is characterized by a supportive and inclusive atmosphere where learners feel safe, respected, and valued. Here are some key characteristics of a positive learning environment:

1. Safety and Well-being: A positive learning environment prioritizes the physical and emotional safety of all individuals. It ensures that learners feel secure and comfortable, both physically and emotionally, allowing them to take risks, express themselves, and participate fully in learning activities.

2. Respect and Inclusivity: Mutual respect, empathy, and inclusivity are fundamental aspects of a positive learning environment. It celebrates diversity, recognizes the unique strengths and perspectives of everyone, and fosters a sense of belonging for all learners, regardless of background or identity.

3. Clear Expectations and Boundaries: Clear expectations, rules, and boundaries are established and communicated effectively within the learning community. This helps maintain order, promote accountability, and create a structured yet flexible environment conducive to learning.

4. Supportive Relationships: Positive relationships between teachers and students, as well as among peers, are cultivated and nurtured. These relationships are characterized by trust, open communication, and genuine care, fostering a sense of connection and collaboration within the learning community.

5. Engaging and Relevant Curriculum: The curriculum is designed to be engaging, relevant, and meaningful to learners' lives. It incorporates diverse perspectives, real-world applications, and opportunities for exploration and inquiry, sparking curiosity and deepening understanding.

6. Active Learning Opportunities: A positive learning environment promotes active learning experiences that encourage learners to construct knowledge, solve problems, and apply critical thinking skills. It incorporates hands-on activities, collaborative projects, and experiential learning opportunities that foster creativity, curiosity, and perseverance.

7. Feedback and Reflection: Ongoing feedback and reflection are integral parts of the learning process. Learners receive constructive feedback on their progress and achievements, enabling them to reflect on their learning, set goals for improvement, and take ownership of their academic growth.

8. Flexibility and Differentiation: The learning environment is flexible and responsive to the diverse needs, interests, and learning styles of individual learners. Differentiated instruction, personalized learning approaches, and adaptive strategies are employed to support each learner's unique strengths and challenges.

9. Positive Reinforcement and Celebration: Positive reinforcement and recognition of achievements are used to motivate and inspire learners. Celebrating successes, milestones, and efforts reinforces a growth mindset, resilience, and a sense of accomplishment among learners.

10. Continuous Improvement: A positive learning environment is characterized by a culture of continuous improvement and reflection. Teachers, students, and other stakeholders collaborate to identify areas for growth, implement innovative practices, and adapt to changing needs and circumstances.

 

A NEGATIVE LEARNING ENVIRONMENT

A negative learning environment is one that impedes learning, hinders engagement, and contributes to feelings of discomfort, stress, or inadequacy among learners. It is characterized by various factors that create barriers to learning and detract from the overall educational experience. Here are some key characteristics of a negative learning environment:

1. Lack of Safety and Security: A negative learning environment may lack physical or emotional safety, leading to feelings of insecurity or fear among learners. This could result from bullying, harassment, violence, or inadequate safety measures within the learning environment.

2. Disrespect and Hostility: Mutual respect and positive relationships may be lacking, leading to disrespectful behavior, conflict, or hostility among students, teachers, or other members of the learning community. This could create a toxic atmosphere that undermines trust and collaboration.

3. Unclear Expectations and Inconsistencies: Unclear expectations, ambiguous rules, or inconsistent enforcement of policies can create confusion, frustration, and a sense of unfairness among learners. This lack of clarity may lead to disengagement or resistance to participation in learning activities.

4. Negative Peer Dynamics: Negative peer dynamics, such as cliques, exclusion, or social hierarchies, can create a hostile or unwelcoming environment for certain individuals. This may result in social isolation, low self-esteem, or feelings of alienation among students.

5. Dullness and Lack of Engagement: Monotonous or uninspiring teaching methods, outdated materials, or irrelevant curriculum content can contribute to boredom and disengagement among learners. This may lead to apathy, absenteeism, or disruptive behavior in the classroom.

6. Stress and Pressure: Excessive academic pressure, unrealistic expectations, or high stakes testing environments can create stress and anxiety among students, impacting their well-being and hindering their ability to focus and learn effectively.

7. Limited Opportunities for Participation and Expression: A negative learning environment may restrict opportunities for student participation, creativity, or expression of diverse perspectives. This can lead to feelings of voicelessness, disempowerment, or marginalization among learners.

8. Negative Feedback and Criticism: Harsh or overly critical feedback, punitive disciplinary measures, or public humiliation can undermine students' confidence and motivation to learn. Negative reinforcement may lead to feelings of inadequacy, self-doubt, or resentment towards learning.

9. Lack of Support and Resources: Inadequate support services, limited access to resources, or insufficient accommodations for diverse learning needs can create barriers to success for certain students. This may exacerbate disparities in achievement and contribute to feelings of frustration or helplessness.

10. Absence of Reflection and Growth: A negative learning environment may lack opportunities for reflection, growth, or improvement. The focus may be solely on performance outcomes rather than on fostering a culture of continuous learning, resilience, and self-improvement.

 

LEARNING ENVIRONMENT AND ITS IMPACT ON CHILDREN’S HOLISTIC DEVELOPMENT 

The learning environment plays a crucial role in children's holistic development, encompassing their physical, emotional, social, and cognitive growth. Here's how the learning environment influences each aspect:

1.    Physical Development:

Safe and Stimulating Spaces: A well-designed learning environment provides opportunities for physical activity, exploration, and sensory experiences, supporting children's gross and fine motor skills development.

Healthy Practices: Access to nutritious meals, clean water, and proper sanitation facilities promotes physical health, ensuring children have the energy and vitality needed for learning and growth.

2. Emotional Development:

Secure and Nurturing Atmosphere: A supportive and caring environment fosters a sense of security, trust, and emotional well-being, allowing children to develop positive self-esteem and resilience.

Emotional Regulation Skills: Opportunities for expressing emotions, receiving validation, and learning coping strategies help children develop emotional intelligence and regulate their feelings effectively.

 

3. Social Development:

Peer Interaction: Interacting with peers in a diverse and inclusive environment promotes social skills such as cooperation, empathy, and communication, preparing children for successful relationships and collaboration in the future.

Role Models and Mentors: Positive relationships with teachers, caregivers, and older peers serve as role models, providing guidance, support, and opportunities for social learning and emotional bonding.

4. Cognitive Development:

Stimulating Materials and Activities: Access to age-appropriate toys, books, tools, and technology encourages curiosity, exploration, and problem-solving skills, fostering cognitive development and creativity.

Flexible Learning Spaces: Varied learning environments, including quiet corners, outdoor areas, and interactive zones, accommodate diverse learning styles and preferences, enhancing children's engagement and motivation to learn.

5. Language and Literacy Development:

Print-Rich Environment: Exposure to print materials, labels, and language-rich interactions supports language acquisition, vocabulary development, and literacy skills, laying the foundation for reading and writing proficiency.

Storytelling and Communication Opportunities: Opportunities for storytelling, dramatic play, and discussions promote language fluency, comprehension, and expression, fostering communication skills and socio-emotional development.

6. Cultural and Identity Development:

Culturally Responsive Practices: Embracing diversity, multicultural resources, and inclusive curricula validate children's cultural identities and experiences, fostering a sense of belonging and respect for others.

Celebration of Diversity: Celebrating cultural festivals, traditions, and languages promotes cultural awareness, empathy, and understanding, nurturing children's appreciation for diversity and global citizenship.

7. Critical Thinking and Problem-Solving:

Exploration and Inquiry-Based Learning: Opportunities for hands-on exploration, experimentation, and open-ended inquiry develop critical thinking skills, curiosity, and a growth mindset, empowering children to question, analyse, and solve problems creatively.

Scaffolding and Guided Discovery: Supportive guidance from educators, including questioning techniques, prompts, and feedback, scaffolds children's learning experiences, helping them make connections, draw conclusions, and construct meaning independently.

THE KNEE JOINT PAIN IN GILGIT-BALTISTAN - AN URGENT CALL TO ACTION

 THE KNEE JOINT PAIN IN GILGIT-BALTISTAN - AN URGENT CALL TO ACTION

Darvesh Karim

 Attending a recent social gathering in Gilgit-Baltistan provided a disturbing insight into the health challenges faced by the local population, particularly among those aged 50 and above. A notable portion of people, predominantly male but including females as well, were visibly contending with knee joint pain. This observation raised significant questions regarding the root causes of this prevalent issue and the measures required to alleviate the suffering of affected individuals. Moreover, it prompts a critical examination of the response from healthcare institutions and local government bodies, urging them to take proactive steps.

 The prevalence of knee joint pain within the aging demographic of Gilgit-Baltistan is deeply concerning. While it's acknowledged that joint discomfort is a natural consequence of aging, the extent of this problem demands a thorough investigation. The substantial number of individuals grappling with this weakening condition not only compromises their quality of life but also drain healthcare resources. It's plausible to speculate that the silence from hospitals and relevant departments may be influenced by the financial gains garnered from treating this ailment, underscoring the need for transparency and accountability in addressing healthcare challenges.

 Exploring the underlying causes of this widespread affliction unveils a myriad of potential factors. The rugged terrain and harsh climate of the region could contribute to increased joint wear and tear, while lifestyle elements such as dietary habits and physical inactivity may exacerbate the issue. There's a compelling need for collaboration among healthcare professionals, policymakers, and community leaders to conduct a comprehensive analysis and unearth the precise determinants of knee joint pain in Gilgit-Baltistan. Additionally, stringent measures may need to be implemented, including potential regulations on food supplies that could exacerbate this health concern.

 Furthermore, enhancing awareness and education regarding knee joint health among the general populace is paramount. Many individuals may lack knowledge about preventive measures that could mitigate the risk of developing knee joint pain. Encouraging lifestyle modifications such as weight management, dietary adjustments, regular exercise, and proper body mechanics can significantly contribute to maintaining joint health. This necessitates the involvement of healthcare institutions and medical professionals in disseminating information and conducting educational initiatives aimed at empowering individuals to prioritize their joint well-being.

 In addressing the knee joint pain epidemic, a holistic approach is indispensable. Merely treating symptoms is insufficient; instead, efforts must be directed towards identifying and addressing the underlying determinants of this pervasive issue. This may entail conducting comprehensive research studies to discern the epidemiology of knee joint pain and implementing community-based interventions to promote joint health and wellness. Collaboration among stakeholders is imperative to ensure a coordinated and effective response.

 In conclusion, the prevalence of knee joint pain among the older population in Gilgit-Baltistan demands urgent attention and concerted action. It's imperative for relevant authorities, healthcare institutions, and community leaders to prioritize this issue and implement proactive measures. By fostering awareness, promoting preventive measures, and prioritizing the management of knee-related ailments, we can mitigate the suffering of affected individuals and enhance the overall health and well-being of the community.

 

A Multifaceted Celebration at Government Girls High School, Tolti, Khurmung, Baltistan

 Unity in Education: A Multifaceted Celebration

at Government Girls High School, Tolti, Khurmung, Baltistan

Darvesh Karim, AKU-IED/PDCN

In the records of school events, there has often been a familiar pattern: model exhibitions, parents' days, and traditional cuisine expos each given their moment in the spotlight, but always in separate settings, with only selected classes and teachers involved. However, my experience at a recent event shattered this convention, offering a truly extraordinary amalgamation of these activities into one seamlessly integrated affair. This groundbreaking initiative united not only students and teachers but also parents, School Management Committee (SMC) members, representatives from non-governmental organizations (NGOs), the Government Education Department, and local media channels.

The event in discussion was an exhibition masterminded by Mr. Shabbir Hussain Kacho, the visionary headteacher, and his dedicated team at Government Girls High School, Tolti Khurmung. Remarkably, this school is concurrently engaged in the School Improvement Program (SIP) spearheaded by Aga Khan University and the Aga Khan Foundation, infusing the event with an additional layer of purpose and significance. The exhibition itself embraced an inclusive approach, showcasing subjects ranging from Social Studies to English, Maths, Science, and Islamiat, complemented by confident presentations and program moderations delivered by students spanning classes 6th through 10th.

Beyond its educational significance, the event also served as the school's annual day function, attracting the attendance of key figures from the Education Department, the DDO, feeder schools, parents, SMC members, as well as every member of the teaching staff and students. What set this event apart was its resourceful organization, utilizing low-cost or no-cost materials to underscore the school's commitment to efficiency and sustainability. Under expert moderation, students delivered presentations of exceptional quality, a testament to their unwavering dedication and growing skills.

A particularly captivating aspect of the event was the cooking showcase presented by the Home Economics department, featuring a varied array of local, national, and international dishes. This cookery journey not only tantalized the taste buds but also celebrated cultural diversity and gastronomic artistry, embodying the spirit of unity and inclusivity that permeated the entire event.

Considering its exceptional achievements, I extend heartfelt congratulations to Mr. Shabbir Hussain Kacho, the exemplary teachers, diligent students, dedicated SMC members, and supportive parents of Tolti Girls High School, Khurmung. Their collaborative efforts have not only elevated the school's profile but also set a shining example of what can be achieved through unity, innovation, and unwavering commitment to excellence!

THE END

 

 

مصنوعی ذہانت کا عروج: انسانی ملازمتوں کے لیے خطرہ یا موقع؟

مصنوعی ذہانت کا عروج: انسانی ملازمتوں کے لیے خطرہ یا موقع؟

درویش کریم

مصنوعی ذہانت اور مشین لرننگ کی تیز رفتار ترقی نے  مصنوعی ذہانت سے مزین چیٹ بوٹس کی تخلیق کی ہے، جو بظاہر انسانوں کی طرح انسانوں کے ساتھ بات چیت کرنے کے قابل ہے۔ نتیجے کے طور پر، ملازمتوں  پر مصنوعی ذہانت   کے ممکنہ اثرات اور غلبہ کے بارے میں تشویش بڑھ رہی ہے،  خاص طور پر کہ آیا چیٹ بوٹس  کسٹمر سروس  جیسے انڈسٹری میں انسانی ملازمتوں کی جگہ لے لیں گے۔

ایک طرف، چیٹ بوٹس کے انسانی کسٹمر سروس کے نمائندوں کے مقابلے میں کئی فوائد ہیں۔ وہ7/ 24 دستیاب ہیں، ایک ہی وقت میں متعدد گاہک کی پوچھ گچھ کو سنبھال سکتے ہیں، اور فوری اور درست جوابات فراہم کر سکتے ہیں۔ مزید برآں، چیٹ بوٹس کو کاموں کی ایک وسیع رینج کو ہینڈل کرنے کے لیے پروگرام کیا جا سکتا ہے اور ان کو ڈیٹا کی وسیع مقدار تک رسائی حاصل ہے، جس سے وہ پیچیدہ پوچھ گچھ کو سنبھالنے کے لیے بہتر طریقے سے لیس ہو سکتے ہیں۔

تاہم، چیٹ بوٹس کی بھی  کچھ حدود ہیں جو انہیں کسٹمر سروس کے کچھ کاموں کے لیے غیر موزوں بناتی ہیں۔ مثال کے طور پر، وہ سیاق و سباق اور جذباتی اشارے کو سمجھنے  سے فلحال قاصر ہیں،  جس کی وجہ سے ان کے لیے شکایات جیسے حساس مسائل کو مؤثر طریقے سے ہینڈل کرنا مشکل ہو جاتا ہے۔ ان میں انسانی رابطے کی بھی کمی ہے جس کی گاہک اکثر تعریف  اور توقع کرتے ہیں، کیونکہ مصنوعی ذہانت کے رابطے  سرد لہجوں کے ساتھ اور غیر جذباتی ہو سکتے ہیں۔

مزید برآں، اگرچہ چیٹ بوٹس کچھ کسٹمر سروس کی ملازمتوں کی ضرورت کو کم کر سکتے ہیں،  لیکن وہ  تربیت، ڈیٹا کا تجزیہ اور ڈیزائنگ  جیسے  شعبوں میں ملازمت کے  نئے مواقع بھی پیدا کر رہی ہے۔  اس کے علاوہ، چیٹ بوٹس کے انسانی کسٹمر سروس کے نمائندوں کو مکمل طور پر تبدیل کرنے کا امکان نہیں ہے، کیونکہ بعض حالات میں انسانی نگرانی اور مداخلت کی ضرورت اب بھی ہوگی۔

آخر میں، اگرچہ مصنوعی ذہانت   اور جیٹ بوٹس کا عروج کچھ کسٹمر سروس کی ملازمتوں کے لیے خطرہ تو ہے، پر یہ یاد رکھنا ضروری ہے  کہ ٹیکنالوجی نے ہمیشہ ملازمت کے بازار میں خلل ڈالا ہے اور  ساتھ ساتھ نئے مواقع  بھی پیدا کیے ہیں۔ یہ افراد اور مجموعی طور پر معاشرے پر منحصر ہے کہ وہ  مصنوعی ذہانت کی ترقی کو خطرہ  کے طور پر دیکھنے   اور ان تبدیلیوں کا مقابلہ کرنے کے بجائے  ان کو اپنانے  اور قبول کرتے جانا چاہیے۔ کیونکہ انہیں انسانی صلاحیتوں کو بڑھانے، نئی اور  زیادہ بھر پور ملازمتیں پیدا کرنے کے ایک موقع کے طور پر دیکھا جانا چاہیے۔

 

HOW TO INCREASE YOUTUBE CHANNEL VIEWS

HOW TO INCREASE YOUTUBE CHANNEL VIEWS

Darvesh Karim

To increase views on your YouTube channel, consider the following tips:

·       Create high-quality, engaging content that aligns with your target audience's interests.

·       Optimize your videos for search by using keywords in your titles, descriptions, and tags.

·       Encourage audience engagement through comments, likes, and shares. Respond to comments and create a community around your content.

·       Promote your channel and videos on other social media platforms, your website, and email list.

·       Collaborate with other YouTubers and cross-promote each other's content.

·       Use eye-catching thumbnails and titles that clearly convey what your videos are about.

·       Optimize your channel for discoverability by creating a clear profile, description, and custom links.

·       Continuously analyze and refine your content strategy based on what's resonating with your audience.

·       Make use of YouTube's paid promotion options, such as advertising and sponsorships.

Remember, growing a successful YouTube channel takes time, effort, and consistency.

SENITATION SYSTEM AT SULTANABAD GILGIT

 

SENITATION SYSTEM AT SULTANABAD GILGIT

IS THE NEED OF THE TIME

Darvesh Karim

 

Provision of sanitary systems in Sultanabad, Gilgit is vital for the health and well-being of the people. Sanitation refers to the infrastructure and activities that prevent human contact with trash and promote hygiene. A lack of sufficient sanitation may lead to a range of health difficulties, including the development of illnesses such as diarrhoea, cholera, and typhoid fever.

One of the key benefits of having a working sanitation system is that it can assist to minimise the spread of illness. When garbage is properly collected and disposed of, it decreases the likelihood of human contact with germs that might cause sickness. This is especially crucial in heavily populated regions like Sultanabad, where the danger of disease transmission is increased.

Another benefit of having a working sanitation system is that it can enhance overall living conditions. When trash is correctly collected and disposed of, it minimises the quantity of rubbish and sewage in the streets, which may enhance the beauty of the neighbourhood and make it a more pleasant place to live. It also decreases the risk of floods and water contamination, which can cause damage to houses and property.

Additionally, a working sanitation system might also offer economic benefits. When individuals are healthier, they are more productive, which can contribute to economic growth. Furthermore, the provision of sanitary infrastructure can produce jobs for the local population.

In summary, the development of sanitation systems in Sultanabad, Gilgit is crucial for boosting public health, improving living circumstances, and supporting economic growth. It is crucial for the local government and community to prioritise the construction and maintenance of such systems to ensure the well-being of its citizens.

Transforming Sultanabad into a Model Village (Gilgit-Baltistan)

 

Transforming Sultanabad into a Model Village:

A Community-Driven Development Proposal

Darvesh Karim

Background:

Sultanabad is a small village located in Gilgit, Pakistan. The village is facing a number of issues such as poor infrastructure, lack of basic facilities, and low socio-economic status of the residents. However, with the right approach and resources, Sultanabad has the potential to become a model village that serves as a shining example for other rural communities in the region.

Objectives:

To improve the infrastructure and basic facilities in Sultanabad, including the construction of new roads, water supply systems, and sanitation facilities.

To increase the socio-economic status of the residents of Sultanabad through the promotion of small businesses and income-generating activities.

To create a community-driven development model that empowers the residents of Sultanabad to take ownership of their village's development and to sustain the progress made over time.

Methodology:

Conduct a comprehensive community assessment to identify the specific needs and priorities of the residents of Sultanabad.

Establish a Village Development Committee (VDC) that will be responsible for the planning and implementation of the development projects in the village. The VDC will be composed of elected representatives from the community, government officials, and representatives from non-governmental organizations (NGOs).

Implement infrastructure and basic facilities projects, such as the construction of new roads, water supply systems, and sanitation facilities, in coordination with the VDC and the relevant government departments.

Promote small businesses and income-generating activities in the village through training and capacity building programs, and by providing access to microfinance and other financial resources.

Regularly evaluate the progress of the development projects and make adjustments as necessary to ensure that they are meeting the needs of the community.

Expected Outcomes:

Improved infrastructure and basic facilities in Sultanabad, leading to a better quality of life for the residents.

Increased socio-economic status of the residents through the promotion of small businesses and income-generating activities.

Empowered and engaged community that takes ownership of their village's development and is able to sustain the progress made over time.

This proposal aims to transform Sultanabad into a model village that serves as an example for other rural communities in the region. It is based on a community-driven development approach that prioritizes the needs and priorities of the residents, and empowers them to take ownership of their village's development. Through a combination of infrastructure and basic facilities projects, small business promotion, and community engagement, Sultanabad has the potential to become a shining example of rural development in the region.