نیاز فتح پوری
نیازصاحب فتح پوری بھی اکاسی(۸۱) برس کی عمر میں کراچی میں انتقال کر گئے۔موصوف کی ساری عمر شعروادب کے چمن زارمیں گلگشت کرتے گزری، اگرچہ انھوں نے مورخ ،عالمِ دین، ماہرِ نفسیات ،ان میں سے ہرایک کاروپ دھارنا چاہا لیکن ان کوکامیابی نہیں ہوئی۔ البتہ وہ عربی اور انگریزی سے آشنا، فارسی میں پختہ استعداد اوراُردو زبان کے صاحبِ طرز انشا پرداز ادیب، نغز گو شاعر اوربلند پایہ نقاد تھے۔ اُن کاتعلق اُردو زبان وادب کی اُس نسل سے تھا جو اب آفتابِ لب بام ہے ۔یہ نسل اب ختم ہورہی ہے، لیکن اس نے اپنے فیضِ قلم وانشا سے ہزاروں چراغ روشن کردیے ہیں جوآج برِصغیر میں اُردو کے سرمایۂ ادبیات میں گراں قدر اضافہ کررہے ہیں۔کتنے نوجوان ہیں جو’’ نگار‘‘ اور ’’شہاب کی سر گزشت‘‘ وغیرہ جیسی موصوف کی کتابیں اورمقالات پڑھ پڑھ کر ادیب ہوگئے۔ اس لحاظ سے کوئی شبہ نہیں وہ اُردو کے معمار تھے اورتاریخِ ادب میں اُن کانام اورکام قدر اور عزت کی نگاہ سے دیکھا جائے گا ۔
[جولائی ۱۹۶۶ء]
Sources of Quranic Narrates of Syda Mariam (AS): A Critical Analysis of Orientalistic Approach Origin of the Qur’ᾱnic narrates towards Mariam Virgin (AS) has broadly been under debate in orientalist studies. Orientalist, in general, have had the opinion that Qur’ᾱnic stories of virgin Mariam were not the divine revelation; these are plagiarized and utilized from Christian apocryphal sources and literature like Arabic Gospel of infancy and Protoevangelium of James. This research paper’s questions were that according to Orientalist: is it true that the sources of Qur’ᾱnic Stories of Mariam (AS) are plagiarized from apocryphal Christian literature and Quran has done mistake about name of Mariam (AS)'s father and brother. This research is historical and textual. In conclusion, if anyone who has sincerely studied dating apocryphal literature and its dating should be able to see that his sincerity negates taking data for making Qur'ᾱnic narrates towards virgin Mariam (AS) from Christian apocryphal impacts upon Qur'ᾱnic narrate and also this paper shows that Christian developed their apocryphal literature after revelation of Quran.
This study presents findings of a small-scale action research carried out in one of the private schools of Gilgit-Baltistan. The study was conducted in a chemistry classroom with Grade 9 students and the class teacher. The research explored how practical work, in Grade 9 chemistry facilitates students' conceptual understanding of the selected concepts (States of Matter). The study was conducted over five weeks in two cycles. In the reconnaissance stage, two classes were observed, a pre-test, a focused group interview of six students and an interview of the teacher was taken. In cycles 1 and 2, the chemistry teacher and I planned and taught six lessons using this strategy. Data was collected through classroom observations, interviews and pre and post-test. The findings of the study revealed that students started getting familiarized with practical work; as a result there was a shift from a teacher directed class to a student led class. In the teacher directed class, the students did practical work according to the teachers' instructions. However, at the end of the 6th lessons, students developed the process skills i.e. investigated the topic, observed the process accurately, collected the data, and drew conclusions. The findings of the study also showed a considerable progression in terms of a shift from individual work to Collaborative work, resulting in confidence building and a shift from memorizing to engaging in practical science. Moreover, the significant difference (p < 0.001) in paired sample t-test showed a positive impact of the intervention on students learning. The study highlighted time, teacher and students' misconceptions, lack of laboratory resources, space, and students' lack of self-confidence as challenges in implementing practical work in the classroom. However, cognizant to its significance the study has implications for school in terms of students' better learning and effective teaching. Therefore, schools need to relook its method of teaching from theory to practices and teacher need to change their theoretical based teaching to practical based teaching.