تین مسلمان ادبی نوبل انعام یافتہ فکشن نگار : مصر کے نجیب محفوظ، ترکی کے اورہان پاموک، اورزنجبار( اب تنزانیہ ) کے عبدالرزاق گرنہ:::
1۔ نجیب محفوظ ایک قابل احترام مصری ناول نگار، ڈرامہ نویس، مسودہ نگار اور مصنف تھے جنہیں عربی ادب کے ہم عصر ادیبوں میں شمار کیا جاتا ہے۔ نجیب محفوظ 1988 میں ادب کا نوبل انعام حاصل کرنے والے پہلے عرب مصنف تھے۔ انہوں نے 18 سال کی کم عمری میں لکھنا شروع کیا تھا اور اپنی موت تک اس دلچسپی کو جاری رکھا۔ نجیب محفوظ نے اپنے ادبی کیرئیر کا آغاز مختصر کہانیوں اور جرائد سے کیا تاہم بعد میں انہوں نے ناول لکھنا شروع کیا جس سے انہیں بین الاقوامی سطح پر پہچان ملی۔ ان کی تخلیقات اصل میں عربی میں تھیں اور بعد میں انگریزی، فرانسیسی اور جرمن میں ترجمہ ہوئیں۔ نجیب محفوظ کے زیادہ تر کاموں میں قدیم دور میں مصر میں رائج بادشاہت کے نظام، نوآبادیاتی نظام اور موجودہ مصر کے بارے میں ان کے خیالات پیش کیے گئے۔ یہ بنیادی طور پر سیاسی قیدیوں اور خواتین سے متعلق معاشرتی مسائل سے نمٹتا تھا۔ اس کا دو ٹوک بیانیہ انداز مذہبی گروہوں کی طرف سے شدید غم و غصے کا باعث بنا اور اس کے بعد بعض کاموں پر پابندی لگا دی گئی۔ اپنی زندگی کے دوران، انہوں نے 350 سے زیادہ مختصر کہانیاں، 34 ناول، 5 ڈرامے اور چند مسودے شائع کیے۔
محفوظ کی پیدائش11 دسمبر 1911 میں پرانے قاہرہ میں ایک نچلے متوسط طبقے کے مسلم مصری خاندان میں ہوئی۔ ان کے کمپاؤنڈ کے پہلے حصے کا نام معروف ماہر امراض نسواں، نجیب پاشا محفوظ کی تعریف میں منتخب کیا گیا، جو اس کی مشکل پیدائش کی نگرانی کرتے تھے۔ محفوظ ساتواں اور سب سے چھوٹا بچہ تھا، چار بھائیوں اور دو بہنوں کے ساتھ، یہ...
The status of Ma'Iim-us-Sunan is very high in explanations of Sunan Abu Dawood because it is considered first an explanation of Sunan Abu Dawood. Imam Khattabi has adopted such a fine method in it that with the literal explanation of words and description of jurisprudential commandments, he has also collected in it sayings ofSalaf-us-Saalih, Arabian proverbs, different opinions of various scholars, grammatical rules and Jarh-o-ta'deel etc. To add, he, as a specially, Ahadith and quotations ofSahabah and scholars, has made provision to describe his chain of narrators. Due to this, the book has adopted the basic primary status of Hadith knowledge. And further, because of these chains of narrators, this book has adopted the form of reference source in matters of teachers' identification of Imam Khattabi. Due to all these qualities undoubtedly the way this book was a need of scholars and researchers of every era, in the same way, scholars can never be exempted from this today.
This study aimed to explore Grade 10 students' perspectives concerning the biology topics that they find the most difficult to learn, the reasons of experiencing difficulties in learning biology, and ways to overcome the difficulties. The study employed both quantitative and qualitative approaches. A survey tool difficulties and effectiveness in Learning Biology questionnaire (DELBQ) was adapted from the literature which has already been used in other context in a similar study (Cimer, 2012). 132 Grade 10 students participated in the cross-sectional survey including girls (n=86; 65%) and boys (n=46; 35%). The sample was recruited from 10 public schools of district Hunza. DELBQ was directly administered to all participants. The results showed that students have identified five concepts of biology - genetic engineering (37%), cell division (31%), Mendel principles and application (28%), defense and immunity (23%) and matter cycle (17%) - as the most difficult concepts to learn. The students proposed multiple reasons to learning hindrances which include: the nature of the topic, teachers' teaching method, students' learning techniques, students' attitudes towards the topics and deficiency of resources and time. Prominently, of five the themes 'the nature of the topic' was found to be the most repeatedly cited reason (99) for difficulty in learning biology. Students have not only identified these hindering factors of learning they have talked about viable suggestions to improve learning of the subject such as reducing the subject content; using visual aids in teaching ; teaching through experiments; students using various study techniques; making biology teaching interesting and effective; and, teaching biology by connecting the topics with daily life. Interestingly, a majority of responses (99) highlighted 'the nature of topic' as one of the primary reasons for making biology learning difficult; however, the suggestions to enhance learning were predominantly related to either 'students' own learning habits' (148) or 'teachers' teaching style' (127). The study provides an insight into 'students' voices' not only in identifying the 'difficult areas in Biology' but highlighting perspectives in explaining the 'reasons for difficulties in learning these concepts' and potential strategies to improve learning. The results could be useful for practitioners and policy-makers in enhancing curriculum and classroom practices to make this fundamentally important subject interesting for students. The tool adapted for the study is a valuable addition to the indigenous literature which can be used by the other researchers in the field to conduct large scale studies.