8عبد اﷲ شوقؔ(۱۹۰۱۔۱۹۷۰ء) پسرور میں پیدا ہوئے۔ شوق ؔکا شعری کلام جدت سے خالی ہے۔ ان کے ہاں روایت پرستی کے حوالے سے کافی اشعار ملتے ہیں۔ نمونۂ کلام ملاحظہ ہو:
دیکھی کیا ہے جناب کی صورت
/دیکھ لی ہے گلاب کی صورت
1دن گزرتے ہیں سخت مشکل سے
-یعنی روزِ حساب کی صورت
7حسن میں چاند کی سی ٹھنڈک ہے
)عشق ہے آفتاب کی صورت
;دل بھی جل جل کے تیری فرقت میں
-ہو گیا ہے کباب کی صورت
7دیکھ کر ان کے روئے تاباں کو
/نہ رہی شوقؔ تاب کی صورت
(۳۴۹)
۳۴۹۔ رخشہ نسیم،’’سیالکوٹ میں اردو شاعری‘‘ ، ص:۶۴، ۶۵
The present paper is the study of the methodology which Shaykh Abu al-Ḥasan Muḥammad b. ʿAbd al-Hādī al-Sindī al-Kabīr (d.1139 AH) adopted in writing a concise commentary on most authentic book of Ḥadīth, Saḥīḥ al-Bukharī. His life and works have been studied and analyzed elsewhere. (See. Al-Azwa, Sheikh Zayed Islamic Centre, University of Punjab, June, 2012, pp. 327-44). This study delving in his Commentary brings to the fore the depth and breadth of his scholarship in various branches of Islamic sciences including usūl, fiqh and Arabic eloquence. It further shows how skillfully he applied his knowledge of these sciences in elaboration of the most authentic Ḥadīth work meticulously compiled by Muḥammad b. Ismaʿīl al-Bukharī (194-265 AH). The study concludes that his methodology in elaborating terminology of usūl, fiqh and Arabic eloquence is one of the best works of its kind. Hence, commentary may well be considered as one of the significant sources for the study of Saḥīḥ al-Bukharī.
An Analysis of Andragogically Designed Literacy Skills' Module Every semester a number of professionals take admission in English language programs at National University of Modern Languages. These professionals join language courses at different levels in which all language skills are focused besides pronunciation and grammar. However, after few weeks these professionals start complaining about the course design. Most of them do not want to be taught pedagogically. Thus in the context of these issues the researcher decided to analyze Literacy Skills module taught at Diploma level. The researcher conducted an experimental study in which experimental group of thirty students were taught an andragogically designed Literacy Skills’ module. The needs of the experimental group were analyzed with the help of a needs analysis proforma. On the basis of this needs analysis proforma, the objectives of the course were designed. The Literacy skills’ module was later designed in the light of these objectives and was taught and evaluated on the basis of the principles of theory of andragogy. A pre-test and post-test were conducted at the start and end of the course respectively to draw a comparison between the performance of the experimental and control groups. A student course evaluation questionnaire was also used at the end to get students’ feedback regarding the teaching methodology, teaching and learning environment, teaching resources, and feedback given by the teacher etc. The analysis showed that an andragogically designed, taught and evaluated Literacy Skills’ module enhanced motivation level and learning of adult professional learners.