ڈاکٹر محمد ایوب قادری
( شمس بدایونی )
ڈاکٹر محمد ایوب قادری سے میری دیرینہ ملاقات تھی، جب جب کراچی جانے کا موقع ملا، وہ بہت ہی عزیزانہ طور پر ملے، ہر ملاقات میں پہلے سے زیادہ اپنی بھلمنساہت، شرافتِ طبع، عجز اور انکسار کا ثبوت دیتے، بہت سی کتابوں کے مصنف ہوئے، جیسا کہ حسب ذیل مضمون سے ظاہر ہوگا، ان کے قلم میں بڑی برق وشی تھی، کسی کتاب کو لکھنا یا ترجمہ کرنا شروع کرتے تو بڑی کم مدت میں یہ کام ختم کردیتے، وہ جس بلند مرتبہ کے مصنف تھے، اپنے عجز و انکسار کی بدولت اس سے اپنے کو کم ہی ظاہر کرتے، وہ اپنی ہر کتاب دارالمصنفین ضرور بھیجتے اور اس کو یہ راقم شوق سے پڑھتا، جب انھوں نے کراچی کے قیام میں شاہنواز خاں کی تصنیف مآثر الامراء کی تین جلدوں کے ترجمے ہدیہ کیے، تو یہ تینوں جلدیں میری میز پر برابر رہیں، اور جب کبھی ان میں سے کسی اقتباس کو اصل فارسی سے ملایا، تو ان کو ہر طرح صحیح، سلیس اور فصیح پایا، اس سے ترجمہ کرنے میں ان کی مہارت اور قدرت کا معترف ہوا، جب وہ طبقات اکبری کا ترجمہ کررہے تھے تو ان سے یہ گفتگو آئی کہ اکبرنامہ کا ترجمہ ایک انگریز نے انگریزی میں کردیا ہے، لیکن یہ بڑی ندامت اور شرم کی بات ہے کہ اب تک اس کا اردو میں ترجمہ نہیں ہوسکا، گویہ بہت مشکل کام ہے، لیکن جب اس کا ترجمہ انگریزی میں ہوسکتا ہے، تو کوئی وجہ نہیں کہ اردو میں نہ ہوسکے، جناب ایوب قادری صاحب نے کہا کہ طبقات اکبری کے ترجمہ کے بعد انشاء اﷲ اکبرنامہ کی جلدوں کا ترجمہ کرکے لوگوں کی ندامت کو دور کردوں گا، اس سے مجھ کو بڑی خوشی ہوئی، گزشتہ نومبر میں میرے قیام کراچی ہی...
Islamic theory of possession is explicit. It is different from the contemporary feudal system. Islam does not believe in any tribe, nation and ancestry. Islam negates the concept of lordship and slavery. The history of Islam tells us that Muhammad (PBUH) awarded the property to the companion but it was a special gift and his purpose was not to rule. The purpose of feudal system is to land a certain class for political purpose. The Islamic concept of possession is different from feudal system. It is not correct to say that Islam allows the contemporary feudal system
The experimental study investigated the effect of science activities (‘Let’s Think!’) on the development of thinking skills of early school children in Pakistan. A total of 101 experimental and 130 control group children of grade 1 participated in the study. The sample comprised 4 experimental and 5 control groups was selected from 6 different schools. The mean age of children was 83 months (SD=11.4) at the time of pretest. Thirty science activities were conducted as intervention for a period of 1 year. The Schemata i.e., Seriation, Classification, Time Sequence, Spatial Perception, Causation, Theory of Mind and Concrete Modeling were addressed in the activities. For measuring the cognitive development of children, drawing and conservation tests were used as pre and posttest. The purpose of drawing test, that intended to measure the schema of spatial perception, was to see the effect of science activities on the schema addressed in the intervention program. The conservation test was used to examine the effect of science activities on the schema other than those addressed in the intervention program. Independent sample t-test was applied to see the difference between the mean gain scores of the experimental and the control group. Hedges’ g effect size was calculated on the gain scores to measure the magnitude of effect on the thinking skills of children. The results of the study showed that the gain scores of the experimental group on the drawing and the conservation tests were significantly higher than those of the control group. The effect of intervention on the drawing and the conservation tests was significant both in boys and girls. However, the values of the effect sizes on both of the tests were higher in the girls than the boys. When age-wise comparison was made, it was observed that the effect of intervention on the drawing test was significant at age 6 + , 7 + and 8 + years. In case of the conservation test, however, it was significant at the age 6 + and 7 + years. The value of the effect size on conservation test was the highest at the age 6 + , which dropped gradually in the age 7 + and 8 + years. Furthermore, the effect of intervention on the drawing and the conservation tests was significant in the girls at age 6 + and 7 + years, whereas for the boys, it was significant at the age 6 + only. Phases of rapid brain growth iiand plateau and the gender differences in these phases give an account of the differential effect of intervention on age and gender. The results of the study suggest that thinking skills intervention programs aiming at the development of general thinking ability of children should be introduced in schools at appropriate time.