جناب ایرج افشار کی رحلت
(رئیس احمد نعمانی)
پوسٹ بکس نمبر ۱۱۴،
علی گڑھ (ہند) ۲۰۲۰۰۱۔
برادر گرامی مراتب زید مناصبکم، السلام علیکم و رحمۃ اﷲ و برکاتہ!
۳؍ مارچ ۲۰۱۱ء کو ایران کے معروف اسکالر اور پبلشر جناب ایرج افشار دنیا سے رخصت ہوگئے، ایک مخلص کی اطلاع اور فرمائش پر یہ قطعۂ تاریخ لکھا ہے، امید ہے اس کو ’’معارف‘‘ میں جگہ دینے کی زحمت فرمائیں گے۔
جویائے خیر
رئیس احمد نعمانی
تاریخ در گذشت دکتر ایرج افشار
;دانشمند و پڑھشگر معروف ایران
یگانا مردِ دانا ایرج افشار
سخن گوی و سخن سنج و سخن یار
ادیبِ نامور، استادِ انشاء
چراغ بزمِ تحقیقات و جستار
رفیق رہروانِ راہ پارین
انیس ہمریانِ تازہ رفتار
کتاب و نامۂ اہلِ ادب را
ہمی بودہ امین و ہم نگہدار
مہارت داشت در تالیف و تدوین
علَم گردیدہ ہم در چاپ آثار
عزیز خاطر دانا و نادان
ستودہ از زبانِ خویش و اغیار
چو دل برداشتہ از کارِ دنیا
رمیدہ از ہجوم شہرو بازار
ہستہ رختِ جان و تن ز منزل
جہانیدہ بہ سوی گور رہوار
بجستم سالِ فوتش و ز دلِ من
صدا آمد: ’’دریغا ایرج افشار‘‘
۲۰۱۱ء
(۳ مارچ/۲۰۱۱ء)
( مئی ۲۰۱۱ء)
Islam lays much stress on the physical, spiritual and metal health of human beings. For the spiritual wellbeing of mankind Allah sent the Prophets and revealed divine books. The process of physical cure is called Tababat. Although it stands for the physical cure but is used as a spiritual cure as well. Five different methods of cure are found in the traditions of our Prophet (SAAW) and these have been discussed in this article. Whether a person should go for remedy of disease or not, both of these views are found in Ahadith, which is apparently a contradiction. In the following article an attempt has been made toreconcile these apparently different views. The views of Islamic Scholars have also been mentioned regarding this issue. Different methods of cure remained in use in different periods of time that have also been analyzed in this article. The prohibition and permission of the use of spiritual methods of cure such as Dumm, Ta’weez and magic have also been discussed and an attempt has also been made to find the reasons of two different existing extremes in Muslim nation regarding this matter.
Formative assessment is an ongoing assessment process, and feedback is an integral part of formative assessment. It is an effective tool, used to enhance students’ learning in a classroom context. Teachers have the leading role in the whole process. The focus of this study was to explore teachers’ perceptions, understanding, and practices of formative assessment and the role of feedback practice in enhancing student’s learning. This study was conducted in two public schools of district Hunza, Gilgit-Baltistan, Pakistan. The design of the study employed was case-study under the qualitative research approach. Two social study teachers of Grade 5 participated in the study.The data were collected through semi-structured interviews, classroom observations, document analysis, and focus group discussions of students. The overall findings of my study indicate that the teachers were aware of some theoretical assumptions about the feedback with regards to its importance in supporting their students’ learning. However, the feedback practices were more mechanical rather than reflective. The findings indicate that teachers’ understanding and practices about feedback remained very theoretical and mechanicals. It was not evident if the feedback support learning in the broader term as discussed in the literature. The main aim of the formative assessment was to check the students’ work and identify correct or incorrect text/work. Even mistakes were seen in terms of spellings and factual knowledge since the tasks were limited in nature. Thus, the study suggests that teachers should equip themselves with the content and pedagogical knowledge of formative assessment and feedback practice in a classroom context. For this purpose, special continuous professional development courses could be arranged for teachers, through education department from national, provincials, districts and local levels, in order to make the formative assessment and feedback process effective and meaningful both for teachers and students.