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آسی ضیائی رامپوری

آسی ضیائی رامپوری(۱۹۲۰ء) کا اصل نام ضیاء اﷲ خان ہے۔ آپ رامپور میں پیدا ہوئے۔ قیام پاکستان کے بعد بھارت سے ہجرت کر کے سیالکوٹ میں رہائش پذیر ہوئے۔ آپ نے علی گڑھ یونیورسٹی سے ایم۔ اے اردو اور ایل ایل بی کی اسناد حاصل کیں۔ ۱۹۴۸ء میں تعلیم سے فراغت کے بعد مرے کالج سیالکوٹ میں لیکچرار تعینات ہوئے۔ آپ ۱۹۷۷ء تک مرے کالج میں تدریسی فرائض سر انجام دیتے رہے ۔ آپ کی غزلیں ،نظمیں ،اور نعتیں’’ مرے کالج میگزین‘‘ ماہنامہ’’ ساقی‘‘ کے علاوہ سہ روزہ’’ کوثر ‘‘،’’ایشیا‘‘،ماہنامہ’’ سیارہ‘‘ ،’’چراغِ راہ‘‘،’’سلسبیل‘‘،کراچی اور مختلف روز ناموں (’’نوائے وقت‘‘ ،’’جنگ‘‘ لاہور) میں شائع ہوئیں۔(۷۳۱) دو شعری مجموعے ’’گلدستہ نعت‘‘ اور’’ رگ اندیشہ‘‘ شائع ہو چکے ہیں ۔ان کا بہت سا شعری کلام مختلف رسائل و جرائد میں بکھرا پڑا ہے۔

آسی ضیائی نے نعت اور نظم کے ساتھ ساتھ غزل بھی لکھی ہے۔ بلکہ ان کے شعری کلام میں غزل کی تعداد زیادہ ہے۔ ان کی شاعری پورے فنی لوازمات سے آراستہ و پیراستہ ہے۔ آپ کی شاعری پر حالی اور اقبال کے اثرات کو دیکھا جا سکتا ہے۔ آپ قومی و ملی شاعر ہیں۔آپ نے اپنی شاعری سے قوم و ملت کی اصلاح کاکام بھی لیا ہے۔ اﷲ اور رسولؐ کی اطاعت ،دعوت عمل،انسانی محبت آسی ضیائی کی شاعری کے اہم موضوعات ہیں:

نہ عاقبت اے واعظو ، تباہ کرو

 

خدا سے خوفزدہ خود کو بھی تو گاہ کرو

 

بنا لیا ہے جو اپنے کو تم نے بندہ نفس

 

کبھی تو نفس کو بھی بندہ الہ کرو

 

تمہارا دل ہے کہ نفرتوں کا بت خانہ

 

بدل کے اس کو محبت کی خانقاہ کرو

 

اٹھو کہ دعوت خیر العمل کی آمد ہے

 

ضمیر و...

علم قراءات اور دیگر دینی علوم کا باہمی تعلق

It is clear from the fact that Allah has revealed the Quran in seven letters. And there are many things hidden in it. These are important to make Quranic readiness easier for people who read, and translate translation of Quranic words, in the contemporary interpretation of the meaning of Wafa'am and Ahmah Mussel, to smooth the path of extravagance and ease for the Umrah period. There are many such sciences that stand on the basis of different types of trees. These verses are explaining the meaningful meaning of Quranic interpretation in the Qur'aan, based on the verses of the Qur'aan, a faqha is a knowledge of a profession in the verses of the Quran, that is, in fact, the interpretation of Salaf is mentioned in the verses, On the basis of them, the Koran receives discrimination and Ejaz, which is mentioned in Koran in case of Kaafir's challenge. وَإنْ کُنْتُمْ فِیْ رَیْبٍ مِّمَّا نَزَّلْنَا عَلٰی عَبْدِنَا فَأتُوْا بِسُوْرَۃٍ مِّنْ مِّثْلِہِ وَادْعُوْا شُھَدَاء کُمْ مِّنْ دُوْنِ اﷲِ إنْ کُنْتُمْ صٰدِقِیْنَ فَاِنْ لَّمْ تَفْعَلُوْا ولن تفعلوا۔ "And if you suspect that this book which we ascend to our servant, it is not ours, so make one Surah like it, call our new ones, except for Allah Take the help you want, if you are truthful then do this work, but you did not do this and could never believe. " In relation to knowledge, other scholars and scholars (interpretation, jurisprudence, problems, beliefs, knowledge, knowledge and virtue of Muslim tradition) will be cleared.

A Study of Inter-Relationship Among Teaching Strategies, Learning Styles and Students Academic Achievement at Secondary School Level.

A Study of Inter-Relationship Among Teaching Strategies, Learning Styles and Students Academic Achievement at Secondary School Level. The purpose of this study was to investigate inter-relationship among teaching strategies, learning styles and student’s academic achievements at secondary level. Study was co relational and descriptive in nature. Three teaching methods i.e. lecture teaching method, problem solving teaching method and discussion teaching methods were took into account. It was aimed to find out relationship between teaching strategies and learning styles and to investigate relationship between teaching strategies and student academic achievement at secondary level. VAK learning style model was used. Independent t-test, sample t-test and ANOVA were applied to analyze data. All teachers and students from public and private schools in district Karak, Khyber Pakhtunkhwa were selected as population of the study. 100 teachers and 400 students were selected as sample of the study from 10 public sector and 10 private sector schools. Research indicated that 70% teachers favored lecture method as the most frequently used method. Discussion method was the most effective teaching method at secondary school level. Auditory learning style was the most preferred learning style of students at secondary school level. This study declared that there was significant relationship between different teaching strategies and students academic achievements. Research also showed significant relationship between different learning styles and students academic achievements. Teachers of public sector and private sectors schools have same opinions about most common method. However there is significant difference between public sector schools teacher and private sector schools regarding most effective method. Teachers of public sector schools considered discussion teaching strategy as most effective while private sector school teachers considered problem solving teaching strategy as most effective. It was found that student who gave more time to study at home achieved better result than other student. It was also concluded that teaching strategies and learning styles have insignificant relationship because there was mismatch of teaching styles and learning styles of students.
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