مولانا صفی الرحمان مبارک پوری
بہ روز جمعہ یکم دسمبر ۲۰۰۶ء کو مرکزی جمعیۃ اہل حدیث ہند کے سابق امیر اور صاحب الرحیق المختوم مولانا صفی الرحمان مبارک پوری نے داعی اجل کو لبیک کہا، اناﷲ وانا الیہ راجعون۔
ضلع اعظم گڑھ میں مبارک پور پارچہ بافی کی صنعت کے لیے ایک مشہور قصبہ ہے جو علمی و تعلیمی حیثیت سے بھی ممتاز ہے اور یہ بعض بڑے علما و مصنفین کا مولد و مسکن بھی رہا ہے، مبارک پور سے متصل جانب شمال میں حسین آباد کی بستی میں مولانا صفی الرحمان صاحب ۱۹۴۲ء میں پیدا ہوئے۔
انہوں نے جامعہ فیض عام مؤ سے درس نظامی کی تحصیل کی اور اسی دوران الٰہ آباد بورڈ کے امتحانات مولوی اور عالم بھی پاس کئے، تعلیمی مرحلہ ختم کرنے کے بعد کئی مدارس میں تدریسی خدمات انجام دیں، ۱۹۷۱ء کی ہند و پاک کی جنگ کے زمانے میں وہ جامعتہ الرشاد سے وابستہ تھے، اس زمانے میں دارالمصنفین اکثر آتے اور کتب خانے سے استفادہ کرتے، مجھ سے اور مولوی ابوعلی عبدالباری صاحب مرحوم سے بہت بے تکلف ہوگئے تھے اور مختلف علمی ،دینی اور قومی و سیاسی مسائل پر گفتگو کرتے، اس سے ان کی ذہانت، قوت گویائی، اچھی صلاحیت اور مسائل حاضرہ سے باخبری کا انداز ہوتا، ہونہار بروا کے چکنے چکنے پات۔
مگر جامعۃ الرشاد سے ان کا تعلق بہت کم عرصے تک رہا اور بالآخر وہ اپنی اصلی جگہ پہنچ گئے یعنی جامعہ سلفیہ بنارس میں درس و تدریس کی خدمت انہیں تفویض کی گئی، یہاں ان کی مخفی صلاحیتیں جلاپانے لگیں، تقریر و خطابت کا ملکہ تو پہلے ہی سے ان میں نمایاں تھا، یہاں آکر قلم نے بھی گل کاریاں شروع کیں تو جامعہ کے ماہانہ رسالہ ’’محدث‘‘ کی ادارت کی ذمہ داری ان کو سپرد کی گئی جسے انہوں نے حسن...
ABSTRACT: Peanuts may be consumed in a variety of processed forms like roasted, raw and processed etc. And represent as a multimillion dollar crop worldwide with many potential dietary benefits as it contains high protein and health effective oils. Objective: The present investigation was planned to evaluate thephysio-chemical properties of peanut milk yogurt by the addition of different concentration of peanut milk (0 %, 10 %, 20 % and 30 %), skimmed milk liquid (60 %, 70 %, 80 %, and 90 %), skimmed milk powder (9 %) and sugar (1 %). Methods: The physico-chemical tests (pH, acidity, moisture, ash, fat, protein, syneresis, and viscosity) were examined after every 5 days of interval for a period of 15 days at 4 ºC. Results: The results of physico-chemical analysis revealed that pH, ash, fat, protein and viscosity decrease during storage period where as acidity, moisture and rate of syneresis increased during storage. Treatment T1 (10 % peanut milk) was comparatively best for manufacturing of peanut milk yogurt followed by T2 (20 % peanut milk + 70 % skimmed milk liquid + 9 % skimmed milk powder + 1 % sugar) while peanut milk yogurt from (30 % peanut milk + 60 % skimmed milk liquid + 9 % skimmed milk powder + 1 % sugar) had the lowest degree of firmness. Conclusions: It was noticed that correlation among fat, total solids and protein contents in peanut milk affect the extent of serum separation and pH of yogurt. The storage had significant effects on all physico-chemical parameters. Treatments had significant effect on all physico-chemical parameters
To provide the empirical evidence on usefulness of Problem Based Learning in a more controlled situation in Pre-service Teacher Education the present quasi-experimental research has examined the effects of Problem Based Learning (Independent variable) on 21st Century Learning and Innovation Skills which are also called 4C’s including Creativity, Critical Thinking, Collaboration and Communication (Dependent Variables) of prospective teachers. The lessons in the treatment group called Problem Based Learning (PBL) group were implemented according to the 7-steps of Problem Based Learning while the Non PBL method was followed in the control group called Non-PBL group in this study. A sample of two groups of female prospective teachers studying the course of Educational Research enrolled in Department of Education, International Islamic University Islamabad was taken for the study. One group (N=30) had been randomly assigned as control group and the other group (N=30) was assigned to be the experimental group. The experiment was conducted during Spring 2016 semester (i.e. February to June 2016). The self reported pre and post test were same and had items of sub-variables of 4c including critical thinking, creativity, collaboration and communication. The prospective teachers in experimental group described their experiences of learning the course through PBL. The pre-test and post-test data were analyzed by using mean scores and t-test through SPSS. The qualitative part of questionnaire was analyzed by coding the responses. No significant difference in mean scores of PBL and Non-PBL Groups were found on Pre-test on sub-scales of creativity, critical thinking, collaboration and communication. So it was confirmed that both the vi groups were equal before treatment. From the results of posttest, it was concluded that Non-PBL Method was not relatively an effective method for developing creativity, critical thinking, collaboration and communication of prospective teachers. It was established that Problem Based Learning was an effective method for developing creativity, critical thinking, collaboration and communication of prospective teachers. It may be determined that PBL is an effective method as compared to Non-PBL in developing creativity, collaboration and communication of prospective teachers. It may be determined that PBL is not very effective method as compared to Non-PBL in developing critical thinking of prospective teachers as evident from the scores of post test. Thus the prospective teachers gained good experiences with Problem Based Learning. They were satisfied with Problem Based Learning regarding development of different skills during the course. The teacher facilitated them during the course as is the actual role of teacher during Problem Based Learning. Difficulty in exploring material independently, then bringing it in the group, searching relevant material and non cooperation of some members were faced by prospective teachers during Problem Based Learning. The progression through Problem Based Learning takes some time and afterwards the learners become comfortable with this method. In the light of the conclusions, Problem Based Learning was recommended for teaching in pre-service teacher education for the course of Educational Research.