وہ جو روٹھیں گے تو ہر بار منانا ہو گا
پیار کرنا ہے تو یہ بوجھ اُٹھانا ہو گا
ہے یقیں مجھ کو نہ آئیں گے شبِ وعدہ وہ
پھر نیا اُن کا کوئی اور بہانہ ہو گا
کیوں بناتے ہو محلات ذرا سوچو تو
ایک دن تم کو انھیں چھوڑ کے جانا ہو گا
ہم چلیں گے تو کوئی ساتھ نہ دے گا اپنا
وہ چلیں گے تو رفاقت کو زمانہ ہو گا
گو کہ مشکل ہے زمانے سے بچانا تائبؔ
پھر بھی دامن تو بہر طور بچانا ہو گا
Āisha bint Abdu Al-Rahmān (1913-1998), better known by her pen nickname ‘Bint Ash-Shātī’, was one of the 20th-century Egyptian exegetes (mufassirīn) of the Qur'ān who implemented the methodological approach to the interpretation of the Qur'ān introduced by her teacher, mentor and husband Amīn alKhawlī, an eminent Egyptian scholar of the Qur'ān who contributed to the Qur'ānic sciences from several important aspects. Bint Ash-Shātī continued the legacy of her teacher and published a number of works related to the discipline of the Qur'ānic sciences such as al-Tafsīr al-Bayānī li al-Qur'ān alKarīm and al-I’jāz al- Bayānī li al- Qur'ān wa Masā’īl Ibn alAzraq. She made an attempt to examine all the previous Qur'ānic exegeses. Though Bint Ash-Shātī benefited from the classical tafsīr literature in her writings, she made several critiques on the classical tafsīr literature. Because of her scholarly approach, she became a famous Qur'ānic scholar in her life and even she was awarded the King Faisal Award, the most prestigious award in the Muslim world, in 1993 for her intellectual contributions. This paper attempts to analyze the methodological approach adopted by Bint Ash-Shātī in her works on Qur'ānic studies.
Hypermedia systems give freedom of navigation to the users but majority of them give same view to all of them. In this regard, adaptive hypermedia provides solution to this problem through personalisation. E-learning can also be made effective by adapting the needs and background of learners. PAHMS (pedagogical adaptive hypermedia based educational system for mathematics at secondary level) provides adaptive presentation of content and adaptive navigation by adapting the preferences and educational background of learners. It also provides the facility of adaptive peer’s searching. In this way, it reduces the cognitive overload of learners and prevent them being lost in hyperspace of the system. This thesis describes the development of PAHMS. This system provides pedagogy of mathematics following curriculum designed by Ministry of Education, Pakistan to both in-service and student teachers. Pedagogy comprises of application of famous teaching methods in different branches of mathematics with examples. It also describes complete procedures along with merits and demerits of these methods. E-learning objects including instructional, collaborative and assessment objects for the pedagogy have been developed as well. Effectiveness of PAHMS has been ascertained through survey research conducted from the teachers of mathematics at secondary level. Majority of them gave positive response about the system.