بدرالدین طیب جی
یہ خبر نہایت رنج و غم سے سنی جائے گی کہ ۲۸؍ دسمبر کو بدرالدین فیض حسن طیب جی نے نئی دہلی کی اپنی رہائش گاہ میں داعی اجل کو لبیک کہا، ان کا تعلق بمبئی کے ایک متمول خاندان اور سلیمانی بوہرہ جماعت سے تھا، یہ خاندان گجرات کے ساحلی علاقے کامبے سے منتقل ہوکر انیسویں صدی کے اوائل میں بمبئی میں آباد ہوا، بدرالدین طیب جی (۱۹۰۶ء۔ ۱۸۴۴ء) نے اس خاندان کی عظمت و وقار میں بڑا اضافہ کیا، وہ بمبئی ہائی کورٹ کے جج بمبئی لیجلسٹیو کونسل کے ممبر، انجمن اسلام بمبئی ایسوسی ایشن اور انڈین نیشنل کانگریس کے بانیوں میں تھے، ۱۸۸۷ء میں انڈین نیشنل کانگریس کا تیسرا اجلاس مدراس میں ہوا تو انہوں نے اس کی صدارت کی، غرض وہ اپنی اصلاحی، تعلیمی، سیاسی اور قومی خدمات کی بناء پر ملک کے ہر فرقہ و مذہب میں مشہور و مقبول تھے۔
بدرالدین فیض حسن طیب جی انہی نامور دادا کے نامور پوتے تھے، ان کی ولادت ۱۹۰۷ء میں ہوئی، سینٹ زیوینر کالج بمبئی کے بعد وہ حصول علم کے لئے آکسفورڈ گئے ۱۹۳۲ء میں انڈین سول سروس میں شامل ہوئے اور مختلف عہدوں پر فائر رہنے کے بعد ۱۹۶۷ء میں سرکاری ملازمت سے سبکدوش ہوئے، وہ ایک کامیاب اور نیک نام آئی۔سی۔ایس افسر تھے۔ وزارت خارجہ اور کامن ویلتھ کے سکریٹری اور انڈونیشیا، بیلجیم، جرمنی، ایران اور جاپان وغیرہ میں ہندوستان کے سفیر بھی رہے۔
۱۹۶۲ء میں وہ علی گڑھ مسلم یونیورسٹی کے وائس چانسلر مقرر ہوئے۔ یہ بڑا نازک اور سخت بحران کا دور تھا مگر طیب جی نے تین برس تک یہ عظیم اور بھاری ذمہ داری بڑے تدبر اور ہوش مندی سے انجام دی، وہ بڑے معاملہ فہم، اصول و ضابطہ کے پابند تھے، اپنی سخت گیری، نظم و ضبط کی پابندی اور یونیورسٹی میں...
Islam where considers the superiority of law, provision of justice and equity, building and purification of civilization and emphasis on the welfare of society, there ensures the first priority to humanity, peace and prosperity in the external relations. Islamic state keeps relations on the basis of equality with the world and non-Muslim citizens living within the state. On this belief and ideology Islam invites the world to set together. Islam on these principles of Islamic ideology and belief sets the foundation of collectiveness. On this principle the whole philosophy of life and living system are embraced, and the same Islamic law is the foundation of nations, on this behalf the Islamic state organized the relation with other states. In this way Islamic state on these principles keep relations with other states and within the state relations between Muslim and non-Muslim citizens on the basis of brotherhoods, equality, mercy and the principles of dignity of human being. Along with peace Islam set the principles of war which comprise ethical and prison limitations, duties and ethics amongst warrior, difference between the rights of fighters and non-fighters, treatment with pact holders and prisoners, and specified the way of better treatment with the defeated nations. He thought the manners of war to bloody man who consider everything right during the war. Islam lays great stress on equality, social justice, brotherhood and peace not only in state but across the boarders too. In this article a deep study is done to explain the relations of an Islamic state with other states. Islamic foreign policy emphasizes on the principles of equality among all the human beings and all the races and nations. Islam builds international relation on humanitarian basis.
The purpose of this study was to compare and delennine the more effective approach by use of Infonnation and Communication Technology (lCT) on achievement and retention of secondary school students of mathematics in Pakistan. The three approaches used fOf this study were, the Computer Based Instruction (CBl). Computer Bascd Learning (CBL). and Teacher Centered (TC) approach. The research design was the posttesl-only control group design. Seventeen research questions were put in the study. Sample of the study were 63 students alld was heterogeneous to provide representation aeross ability level and gender. The achievement and retention instruments were in the IQnn of researcher''s made posHest and the delayed-postlest. The CRI and COL boys and girls studems (taught separately) were grouped as treatment groups whereas the TC boys and girls students were grouped as reference group. The same topic mathematics, "Concept of Matrices" was taught to all three groups. The CBI groups were taught through software - Educational Program of Gifted Youth (EPGY), developed by Stanford University, USA. These groups were also supported by lectures, drill, and practice and self-assessment opportunities. The CBL groups used the EPGY software and in addition they made use of all possible resources of information and communication technology; internet, c-mail, chaHing and on-line help. The TC groups were taught through traditional teaching techniques. Two-way analysis of Covariance (ANCQVA) procedure from SPSS program wa~ adapted for the analysis of data of the study. Significant levels of all research hypothesis tested in this study were at the 0.05 levels, There was no significant difference among score oflhe students taught mathematics through CBI, CBL and xiv approaches on achievement. The main effects of the groups and ability did no! meet the 0.05 level of significance. However, the main effects comparison of gender was slgnmcruliat 0.047. There was a significant difference among the group''s retention of the students taught mathematics through eBJ, eBL and approaches. The main effect of the ability did meet the 0.05 level of significance on delayed-postlest. The main effect comparison of groups was also significant at 0.023. However, the main effect for group reach statistical significance on delayed-post test. Post-hoc comparison using the Tukey HSD test indicated that the means score of delayed- posUcst for the CBL group was significantly different from the TC group, The CBI group did not differ significantly from either of the eBL or TC groups, It was found that the CBL group had significantly scored higher in achieving as well as in retaining the content of mathematics taught to them during the experiment. The below average students retained significantly more than the average and above average students. The girls students overall scored considerably higher than the boys in delayed-posttest. It was concluded that the use of CSL approach in leaching of mathematics at secondary level in Pakistan can be encouraged for beller achievement and retention of the subject which is one of the objective of teaching or mathematics at this stage,