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قاضی عبدالودود

قاضی عبدالودود
(عبدالرحمن پرواز اصلاحی)
پروفیسر کلیم الدین احمد کے انتقال کے بعد اردو دنیا کو دوسرا بڑا صدمہ مشہور محقق قاضی عبدالودود کی وفات سے پہنچا، قاضی صاحب نے ۲۵؍ جنوری ۱۹۸۴؁ء کو پٹنہ میڈیکل کالج میں ۸۸ برس کی عمر میں رحلت فرمائی۔ وہ بھی ایک علمی و دینی خاندان کے چشم و چراغ تھے، میر زاہد پر حاشیہ لکھنے والے ملا غلام یحییٰ بہاری آپ کے اجداد میں تھے، ملا غلام یحییٰ کے بیٹے قاضی کمال الحق شعروسخن کا ذوق رکھتے تھے اور ناصرعلی کے پیرو تھے۔ ان کے پوتے قاضی اکرام الحق حضرت سید احمد شہیدؒ کے مریدوں میں تھے، ان کے بھائی واعظ الحق ان علماء میں سے تھے، جو شورش کے زمانہ میں نظربند کئے گئے، قاضی اسمٰعیل قاضی اکرام الحق کے بیٹے اور موزوں طبع شخص تھے جو اردو اور فارسی دونوں میں شاعری کرتے تھے، ان کے بیٹے قاضی عبدالحمید قاضی عبدالودود کے دادا تھے اور والد قاضی عبدالوحید عالم دین تھے، مگر ان میں تبدیلی آئی اور عقائد میں بریلوی ہوگئے، اس لئے انھوں نے اپنے عقائد و خیالات کی تبلیغ کے لئے ایک ماہانہ رسالہ ’’تحفہ‘‘ نکالا تھا، وہ شاعر بھی تھے اور وحید الہ آبادی کی صحبت پائی تھی، ان کا اردو کلام گلدستوں میں ملتا ہے، ان کی وفات ۱۳۲۶؁ھ میں ہوئی۔
قاضی عبدالودود ۱۸۹۶؁ء میں پٹنہ کے اندر پیدا ہوئے، ابتدائی تعلیم پرانے طریقہ پر پائی۔ انگریزی شروع کرنے سے پہلے قرآن مجید حفظ کیا، پھر عربی صرف و نحو اور منطق میں متوسطات تک کی کتابیں پڑھیں، اس کے بعد وہ پٹنہ کے محمڈن اسکول میں داخل ہوئے، اس اسکول میں سال ڈیڑھ سال رہنے کے بعد میجر سید حسن بلگرامی ٹیوٹوریل کالج علی گڑھ گئے، وہاں ان میں کتب بینی کا شوق بڑھا۔ بے شمار کتابوں اور رسالوں کو پڑھا۔ پھر پٹنہ...

السيرة النبوية في شعر المديح النبوي المعاصر

This article sheds light on the Prophetic biography in Arabic poetry of the Contemporary Prophetic Praise. The poets mentioned in this article have described different events in the life of the Holy Prophet (P.B.U.H). Some poets have focused his life, right from birth to death, while others have discussed different life events. Events like the night journey of Holy Prophet (Laila-tul-Mi’rāj) or hijrah of Holy Prophet (P.B.U.H) from Makkah to Madinah or ghazwāt (battle fought by the Holy Prophet) could be found. Similarly, some have defended Holy Prophet against false accusations on him.

Students’ Perceptions About the Symbols, Letters and Signs in Algebra and How Do These Affect Their Learning of Algebra: A Case Study in a Government Girls Secondary School, Karachi, Pakistan

Algebra uses symbols for generalizing Arithmetic. These symbols have different meanings and interpretations in different situations. Students have different perceptions about these symbols, letters and signs. Despite the vast research by researchers, namely Kuchemann (1981&1998,), Collis (1975), and Booth (1988 & 1984) on the students' difficulties in understanding letters in Algebra, the overall image that emerges from the literature is that students have misconceptions about the use of letters and signs in Algebra. Through my study, I have explored the perceptions of students about the use of symbols and signs in Algebra. Here, I have used the case study method within a qualitative research design. In order to get insights of students' perceptions of Algebra, I have interviewed students in groups and invited them to work on different tasks related to uncovering their perceptions of Algebra. My empirical done through this study has revealed that the students have many misconceptions in the use of symbols in Algebra, which have bearings on their learning of algebra. It appears that the problems encountered by the students appeared to have a connection with their lack of conceptual knowledge and might have been a result of teaching they experience in learning Algebra at the secondary schooling level. Some of the findings also suggest that teachers appeared to have difficulties with their own content knowledge. Here, one can also see that textbooks are also not presenting content in such an elaborate way that these could have provided sufficient room to students for developing their relational knowledge and conceptual understanding of Algebra. Furthermore, the interviews and observation of the classrooms highlighted that the students usually perceive letter and variables as a fixed numbers or value. Some of the students perceive letters as short forms and abbreviations of some objects. Students also have difficulties in interpreting and developing algebraic equations and expressions. Moreover, this study investigates students' difficulty in translating word problems in algebraic and symbolic form. They usually follow phrase-to-phrase strategy in translating word problem from English into Urdu. This process of translating the word problem from English in to their own language appears to have hindered the correct use of symbols in Algebra. Textbooks, mathematical pedagogy, students' prior experience of arithmetic and the students' and teachers' inadequency in algebraic thinking emerged from my study as some of the reasons of students' misconceptions and why they experienced difficulties in learning of Algebra. The findings have some
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