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قاری محمد یوسف

قاری محمد یوسف
قاری محمد یوسف صاحب ندوۃ المصنفین کے یوم تاسیسں سے۱۹۵۱ء تک ادارہ سے برابر وابستہ رہے لیکن ان کاتعلق دفتر سے تھا اس سے بھی بڑھ کر ہم لوگوں سے ان کابڑا تعلق یہ تھا کہ وہ خود دیوبند کے فارغ التحصیل اورمولانا قاری محمد اسحاق صاحب میرٹھی جو حضرت مفتی عزیز الرحمن صاحب(والد ماجدمولانا عتیق الرحمن عثمانی) کے خلیفۂ مجاز اورایک بلند پایہ صوفی اورعارف باﷲ تھے، ان کے صاحبزادے تھے۔ ۱۹۳۷ء سے پاکستان جانے تک قاری اورمترجم کی حیثیت سے آل انڈیا ریڈیو سے برابر وابستہ رہے اوربہت مقبول تھے۔ترک وطن کے بعد حیدرآباد سندھ میں ناظم تعلیمات اسلامی کی حیثیت سے برسوں کام کیا۔ دوتین سال سے بعض خانگی حوادث کے باعث خانہ نشین ہوگئے تھے۔انتقال کے وقت۷۲۔۷۳ برس کی عمرہوگی۔اللھم اغفرلہ وارحمہ ۔
[فروری۱۹۷۱ء]

العلوم الطبيعية في القرآن الكريم

Quran has deep relation with science. For Example Quran teaches us about the creation of the world, human being, all the living and nonliving things and its advantages and disadvantages. Quran also tells us about the different diseases and its cure. Now in the modern time the scientist are following the Quran for their scientific research. There are 13 hundred verses in Quran belongs to human thoughts. Just like this there are different explanation about the human’s health and food and these things are related to science. The Quran has presented knowledge about mountains, sea, water, air environment etc.

Developing Creative Thinking: A Cognitive Approach to the Teaching of English Literature

The study was conducted to investigate whether the application of cognitive teaching tools, strategies, and techniques through cognitive teaching model help develop creative thinking and other higher-order thinking skills of the students of literature at Master‟s level. The study comprised two phases: phase I was survey, while phase II was experimental. In phase I (survey) three questionnaires were prepared: one for the students, second for the teachers, and third for the chairpersons of English departments. The questionnaires were used to collect data about the existing literature teaching methods in Pakistani universities and colleges. The data collected were tabulated and analyzed on mean score and calculated to find out the central tendency of responses. In phase II of study (experimental), experiment was carried out for two months. The sample was 138 students of M.A. English at International Islamic University, Islamabad studying Romantic Poetry and Fiction II (Modern Fiction). 68 students of Romantic poetry were randomly divided into two groups: 34 in controlled group and 34 in experimental group. Similarly 68 students of Fiction II were randomly divided into two groups: 34 in controlled group and 34 in experimental group. Relevant pre-tests were conducted on all the four groups before the start of the experiment and post-tests at the end of the treatment period that was two months. The data collected through achievement tests were scored and analyzed by applying z test. Phase I of the study concluded that the existing literature teaching methods are traditional and do not develop students‟ creative thinking and other higher-order thinking skills. Phase II concluded that the application of cognitive teaching strategies and techniques through cognitive teaching model could help develop creative thinking and other higher-order thinking skills of the students of literature.
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