تکملہ فتح الملہم میں متون احادیث کی لغوی تحقیق و مباحث

The discipline of Hadith Studies is one of the richest and exclusive disciplines of knowledge as its branches extend to hundred. The religious scholars had written thousands monographs concerning Hadith interpretations and explana-tions. Many voluminous works appeared and exist and each of them is a commendable contribution to Hadith explanations. One of significant works on Hadith explanations is “Takmila Fath al-Mulhim” that is the result of scholastic efforts of many years by Mufti Muhammad Taqi Usmani. This explanation of Hadith Book Muslim was originated and finished till the “section of Marriage” by Allama Shabbir Ahmad Usmani but he could not extend to it to the last chapter due to his political engagements and later his demise closed the chapter. Molana Muhammad Taqi Usmani completed the remaining works in 18 years & 9 months. His method of interpretation is to decipher complicated, manifold and exotic words at first as the words plays key role in authentication and validity of any connotation. He provides detailed information regarding literal and lexical meaning of a word and then with proper justification and reasoning, he gives preference to someone. He also narrates variation and diversity of meaning attached to any word and proves his standpoint about meanings with allied arguments. This article analyses his method with examples and implications.

Evaluation of the Effectiveness of Teachers’ Professional Development Courses of the Higher Education Commission Hec under English Language Teaching Reforms Eltr Project

The study primarily represents the state of the teachers’ professional development in English Language Teaching (ELT) at higher levels in a country where overall higher education has been passing through a critical phase of development and reform since 2001. The study mainly evaluated the effectiveness of the short-term courses of the ELTR Project Phase-1 for teachers’ professional development. These courses were offered under the Faculty Development, Research and Publications, Testing and Evaluation and the CALL sub-committees. The study was mainly carried out with the help of a detailed questionnaire administered to the randomly selected 740 trainees, asking them about different aspects of the courses. The researcher recorded semi-structured interviews from twenty resource persons and five trainees each from CALL and EAP courses, during and after 6 months, to evaluate the overall effectiveness of these courses for teachers’ professional development. The researcher recorded semi-structured interviews from five heads of the English departments and from three HEC officials to further probe into the effectiveness of these courses. The researcher applied Chi -Square test and also observed and analyzed three available short courses on CALL, Research and Testing to cross-validate the findings obtained through the questionnaire and semi-structured interviews. Finally, the researcher analyzed sample documents like outlines of course modules and certain pertinent reports using Braun and Clarke’s (2006) six phase model to see the effectiveness of the teachers’ professional courses and concerned activities. The researcher found that teachers’ professional development courses were effective to some extent as the trained teachers could improve upon their teaching methods and increase and update their knowledge. However, the ELTR Project could have made these courses more successful through ensuring need-based and merit-based selection, appointment of resource persons on merit, provision of the same state-of-the-art facilities to the trainees at their workplaces as at the training settings, and finally by making the resource persons accountable by at least informing them (the trainees) that they would be followed up for internal or external evaluations. At the end, some recommendations have been made for improving the teachers’ professional development courses and for bringing in positive changes in terms of planning and implementation of future ELT Projects.