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’’نگارشاتِ راشد‘‘ اور صاحب ِ کتاب

’’نگارشاتِ راشد‘‘ اور صاحبِ کتاب
حافظ محمد اکرم راشدؔ سے میرے دیرینہ اور دیر پا تعلقات ہیں ، یہ ایک علمی خاندان سے تعلق رکھتے ہیں۔ اِن کے بزرگوں کے دینِ اسلام کے میدان میں لگائے ہوئے شجر سایہ دار مسحور کن ماحول پیش کر رہے ہیں اور تشنگانِ علم کی پیاس بجھانے کے لیے دورانِ سفر طلباء کے راستے میں آنے والی جہالت اور کم علمی کی تپش اور دھوپ کو رفع کرنے میں مثالی کردار ادا کر رہے ہیں ۔ میں نے صرف کتاب اور صاحبِ کتاب کے بارے میں چند سطور ضبط تحریر میں لانے کے لیے اپنے قلم کو اذنِ خرام دینا ہے ۔موصوف قلم کے میدان کے شاہسوار ہیں ، ندائے حق کی ادارت ہو، منظور العارفین کی تدوین ہو ، یا منظورالعارفین ٹرسٹ کا قیام ہو، موصوف پیش پیش نظر آتے ہیں ،آپ ہمارے ادارے منظور العارفین ٹرسٹ کے ساتھ قلب و اذہان کی جملہ قویٰ کے ساتھ وابستہ رہے ہیں ۔ مُرور ایّام کے ساتھ پیرانہ سالی اور ضعف کا شکار ہو کر کچھ عرصہ سے گوشہ نشین ہیں تاہم تحریر سے عشق کی حد تک لگائو کی بنا پر کوئی نہ کوئی شاہ پارہ تخلیق کرتے رہتے ہیں ۔ آپ کالم نویس ہونے کے ساتھ ساتھ ایک عظیم خوش نویس بھی ہیں عارفوالااور اس کے مضافات میں خطاطی کے حوالے سے ان کا ایک نام ہے ۔ دنیوی اور دینی تعلیم کے امتزاج کے حامل ہیں اور اپنی ایک شناخت رکھتے ہیں ۔ سرکاری ادارہ میں رئیس مدرسہ کے فرائض سر انجام دے چکے ہیں ۔
مذہبی خدمات کے حوالے سے اِن کی خدمات مہر نیم روز کی طرح واضح ہیں ۔ مرکزی جامع مسجد -N بلاک عارفوالا کی امامت اور خطابت کے فرائض بحسن و خوبی سر انجام دے رہے ہیں۔صاحب ورع اور تقویٰ ہونا اِن کی...

عصر جاہلی کے چند مشہور عربی نثری فنون کا تعارفی مطالعہ

The formatted initiatives of history of Arabic literature are, as ancient as illiterate era. The age had plenty of almost all literary arts, although it were not in the managed shape like Islamic and mode eras. This age had both the literary arts i.e. poetry and prose. The first one was given full attention for hearing, singing and remembering, while the prose was about to be ignored in these aspects. Despite of done practice, some prosaic arts were orally noted and copied generation to generation. Later on, the arts were put down in their proper chapters with the development of the literature in omade and abase tenures. Some varieties of the prosaic arts are hereby introduced with explanation of its historical background, famous authorities, necessity and samples. This research contains on three sections with research study of three main arts; phrases, golden words and addresses. This research is made in descriptive manner in Urdu language. The purpose is, to make Urdu literates know the limitations of Arabic prosaic arts of illiterate era. Thus, it will be a new addition for Urdu literates and writers.

Integration of Science, Technology and Society Sts Approach in Teaching Chemistry at Higher Secondary Level

There has been a continuous debate in shifting emphasis of science education for attaining the goal of scientific literacy (Hodson, 2003). Over the past 30-40 years, science educators felt a need for having a more context-based approach of science education in order to make it relevant, significant, and interesting for students. Science-Technology-Society (STS) is one of those context-based approaches, getting high acceptance and popularity due to its nature and outcomes. Many scholars have argued for the inclusion of STS issues in science curriculum (Aikenhead, 1994b; Hodson, 2003; Wei & Thomas, 2005; Yager, 1995b). This study aimed to see the possibilities and challenges of STS integration in chemistry curriculum at the higher secondary level. To meet this need, an action research method was adopted to understand STS implementation in the context. During a seven- week study, two action cycles based on Dass's (2005) inquiry model were carried out with a class of grade XI pre-engineering students. Data were collected through observation, reflective journals, students' informal talk, focus group interviews and document analysis, students' reflections, textbook, and students' work sample. Through this study, I have tried to point out that innovation in classroom practices can be done with the existing science education through STS integration. The study partly supports the intention and reveals that my positive attitude and STS features like practical nature of tasks acted as catalysts for this integration, as these influenced the students' willingness to learn through this approach. However, the study also shows that the successful application of STS approach in chemistry classroom needs support in terms of teacher's skill, resource availability, assessment reform, and having a flexible chemistry curriculum. This study implies that STS is not a slogan but carries substantial meanings for science education. Significance of this study lays in its findings, which reflect the possibilities and acceptance of STS science approach in terms of teachers' and students' attitude, availability of resources, and management support. The study raises the need of changes in different areas including curriculum, assessment and teacher education programs, and also opens the door for future research in these areas within the context of STS approach.
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