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ڈاکٹر قاسم علی منصوری
ڈاکٹر قاسم علی منصوری
مسلم یونیورسٹی کے شعبۂ کیمیا کے نوجوان لائق صدر ڈاکٹر قاسم علی منصوری ایم، اے۔ ایم، ایس، سی (کینٹب) پی، ایچ، ڈی، (گوٹنجن) جو ہماری قوم میں اس فن کے مستند ماہر اور یورپ کی درسگاہوں کی متعدد سندوں کے مالک تھے، ۱۰؍مارچ ۱۹۳۰ء کی صبح کو کسی بیماری میں دل کی حرکت بند ہوجانے سے وفات پاگئے، مرحوم کے دل کا یہ عارضہ کیمیائی تجربہ گاہ کے بعض خاص قسم کی گیس کے اثر سے شروع ہوا تھا، جس سے وہ بالآخر نجات نہ پاسکے، اس طرح ہم ان کو شہید علم کا درجہ دے سکتے ہیں، مرحوم کی اس غیر متوقع وفات سے ہمارے ملک کے حلقۂ علم و فن کو بڑا صدمہ پہنچا، خدا مغفرت فرمائے۔
(سید سلیمان ندوی، اپریل ۱۹۳۰ء)
علم الرسم قواعد اور شرعی حیثیت
Literally, Rasm means “symbol” While the term “rasm” refers to the knowledge by which the writer is protected from the errors of writing. The use of the word “rasm” in the sense of writing began around the fifth century (AH) and later the word was used exclusively for the “Rasm-e-Usmani”. Although the Holy Qur'an was written entirely in the Prophet's time, it was based on various things, then in the era ofAbu Bakar(RA)it was also given abook form, but this “Rasm” was named after the “Rasm-e-Usmani” because it was job of Usman (RA)to purify the Holy Qur'an from the rare recitations (Shaz Qira`at) and commentary sayings of the Companions and to compile it in a manner in which all the recitations could be recited continuously and then to prepare its Mushafs and send them to different Islamic countries. The “Rasm” on which he prepared the Mushafs was different from the common script due to some features and these features are called the six rules and they are; Hazf, Zyadat, Al-Hamz, Badal, Wasl-o-Fasal and Ma-fihi-Qira`ataan. There is a difference of opinion as to whether the “Rasm-e-Mushaf” is detention or non-detention, however, the preferred opinion is that of the detainees. Similarly, whether it is necessary for the Muslim Ummah to adhere to this “Rasm” or not, the position of the majority of scholars is that adherence to the “Rasm-e-Usmani” is necessary for all Muslims.Introducing Cooperative Learning in Social Studies Classrooms in the Government School
This study was conducted in one of the government secondary schools in Karachi. The purposes of this study were; a) to find out the existing teaching practice of social studies and its implications for learning in government secondary school; b) to explore the possibility of introducing cooperative learning as an alternate instructional approach in teaching social studies; and c) to understand the challenges which teachers face while introducing cooperative learning in social studies classrooms in government school. The study was divided into three parts. The first part dealt with an analysis of the existing practice of teaching of social studies. The second part focused on the introducing cooperative learning in the social studies classroom. The third part has related to identifying the potential constrains that affected the implementation of cooperative learning. An effort was also made to identify possibilities and constrains related to the implementation of cooperative learning in the government school. The findings of study suggest that the teachers found cooperative learning helpful in developing students' higher order thinking and social skills. The students were also able to work effectively in groups in order to share their ideas which served as a source of peer learning. This study further suggests that teachers need an adequate orientation in cooperative learning and strong school management support in order to introduce cooperative learning effectively in the government school.Journals by Discipline
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