مولانا حامد علی خاں مرحوم
رام پور کسی زمانہ میں دارالعلوم اوردارالعلماء تھا۔یہاں کی گلی گلی کے اندر اونچے سے اونچے علماء موجود تھے۔طلباء کی بھی انتہائی کثرت تھی۔ہزاروں کی تعداد میں یہاں طلباء موجود رہتے تھے جس میں افغانی،پنجابی،بنگالی،آسامی،برما اوررنگون تک کے رہنے والے یہاں آتے تھے۔خود مقامی آدمیوں کوبھی انتہائی ذوق تھا کہ وہ عربی اورفارسی پڑھیں اوراس میں کمال حاصل کریں۔
یہاں پرفارسی کے باکمال حضرات میں سے مولوی عبدالرزاق خاں طالبؔ(متوفی۱۹۱۶ء)مولوی حسین شاہ خاں نامیؔ(م۱۸۹۴ء)بڑے بڑے قابل فارسی داں ہوئے۔عربی داں حضرات میں یہاں پرکچھ تومقامی علماء ہوئے اور کچھ بیرونی علماء نے یہاں آکر سکونت اختیار کرلی۔بیرونی علماء میں سے مولانا عبدالعلی بحرالعلوم(م۱۱۲۵ھ)تین سال تک رام پور میں رہے۔ملا محمد حسن لکھنوی عرصۂ دراز تک یہاں پررہے، یہیں شادی کی اور یہیں۱۷۸۴ء/۱۱۹۹ھ میں انتقال فرمایا۔ مولوی فضل حق صاحب خیرآبادی (م۱۸۶۱ء)مولوی عبدالحق خیر آبادی (م۱۸۹۹ء) بھی یہاں مقیم رہے۔عبدالحق خیرآبادی کے صاحبزادے مولوی اسد الحق صاحب نے بھی یہیں پر۱۳۱۸ھ/۱۹۰۰ء میں انتقال فرمایا۔
مقامی علماء میں سے مولانا فضل حق رامپوری بڑے جلیل القدر علامہ ہوئے۔ برما سے لے کر بخارا تک ان کا چرچا تھا۔انھوں نے بڑی گراں قدر تصانیف چھوڑی ہیں کہ جن کے پڑھنے والے اور پڑھانے والے بھی اب دنیا میں موجود نہیں رہے۔مولانا موصوف میرے استاذ تھے اور عرصۂ دراز تک مدرسہ عالیہ کے پرنسپل رہے۔ ۱۹۴۰ء میں وصال ہوگیا۔ مولانا منور علی صاحب (م۱۹۳۳ء) یہاں کے مشہور محدث تھے۔ان کے استاذ الاستاذ میاں محمد شاہ صاحب (۱۹۲۰ء)اوران کے استاذ میاں حسن شاہ صاحب(م۱۳۱۲ھ)محدثین کرام میں سے تھے۔مولوی اکبر علی خاں صاحب(م۱۳۰۲ھ)بھی یہاں کے مشہورومعروف محدث تھے، مولانا عبدالعلی خاں ریاضی داں (م۱۳۰۳ھ) اور مولوی عبدالعلی صاحب منطقی(م۱۲۷۸ھ)بھی یہاں کے مشہور عالم ہوئے۔ الغرض یہ حضرات وہ تھے کہ جن میں سے بعض کو میں نے خود بھی دیکھا تھا۔ میرے طالب علمی کے زمانہ میں مولوی...
The Trope (المجاز) is one of the vital chapters in the Eloquence of Arabic Language and its Rhetoric. It has two kinds; the Linguistic Trope/figuration and the Mental Trope/ figuration. In this article I concentrated on Mental Trope and all of its concerned motives in detail with examples of Quranic Verses and Prophetic Hadiths and Arabic Poetry. I have also discussed the view point of Abd Al-Qahir Al-Jurjani and Al-Khatib- Al-Quziani about Mental Trope/ figuration and its Rhetoric mysteries. I also shed light on academic ambivalences and differences in their view points. Furthermore, I have discussed the motives of Mental Trope in the negative mode and elaborated mental/rational circumstances in the negative mode in the light of views of Abd Al-Qahir Al-Jurjani and Saad ul din Al- Taftazani. At the end of this article I have mentioned Mental Trope’s presumptions and concluded the article with best positive sequences.
Intelligence is an all encompassing ability of human personality with myriad implications on the overall success of life outcomes including academic achievements, professional success, quality of life and social wellbeing. The concept of right person for the right job is the real essence of ability testing and human resource induction as the evaluation of true potentials can help placement of individuals according to their intellectual functioning to improve their chances of success in life. A critical challenge, in assessment of intelligence has been the level of educational background, language proficiency and age specification. Thus, in order to develop a culture fair and culture free test, nonverbal intelligence testing has been acclaimed a psychometrically viable method in the field of intelligence testing and measurement. The present study was therefore, designed to develop a group nonverbal intelligence test for Pakistani youth with age ranges 15 to 24 years and labeled as Group Nonverbal Intelligence Test for Youth (GNVITY). Guided by the theoretical model of fluid intelligence given by Cattell in 1965, the Group Nonverbal Intelligence Test for Pakistani Youth comprised of five subtests: Matrices, Odd one out, Similarities, Series and Analogies, each subscale comprising of geometric and figurative materials; shapes, patterns, symbols and designs. In order to develop a standardized psychometrically sound group nonverbal intelligence test for the measurement of nonverbal intelligence test, four studies were planned following the methodological framework of Hinkin, Tracy, and Enz (1997) for construction of a scale. Study 1 was conducted to generate the items for GNVITY; ascertaining the difficulty level, discrimination power, and to determine the time limit for the administration of the test. In first phase, ability areas, test format and test draft was finalized. Initially 200 items were generated and 150 items were shortlisted in the light of expert opinion, qualitative and content analysis. In second phase, item analysis was carried out to estimate the difficulty level, discrimination power and distracter analysis and thus 54 items were discarded. In third phase, items with difficulty level below 0.30 and above 0.70, discrimination values lower than 0.30 and item to total correlation value less than 0.30 were discarded. This exercise resulted in the final selection of 80 items. In fourth phase, estimation of time limit was carried out and decided to be 30 minutes. xi Study 2 was conducted to find the factorial validity and reliability analysis. The principal axis factoring yielded a single factor loading for five subscales with estimated values; .764, .692, .747, .795, and .735 for Matrices, Odd one outs, Similarities, Series and Analogies suggested uni dimensionality of test. Item total correlation and matrix of correlation showed significant high positive results at p < .001. The reliability studies showed that the three reliability indices: Cronbatch alpha (.92), split half reliability (.90) and test retest reliability (.92) are highly significant at p < .001 indicating that the proposed group nonverbal intelligence test is highly reliable and consistent measure of nonverbal intelligence for the youth. Study 3 was conducted to establish the validity of group nonverbal intelligence test for youth by administering the test on 400 secondary school level students at Inter Services Selection Board (ISSB). The convergent validity was established by correlating the Group Nonverbal Intelligence Test for Youth (GNVITY) scores with Raven Standard Progressive Matrices (RSPM), Verbal Intelligence Test (VIT) and Nonverbal Intelligence Test (NVIT) being used for intelligence testing and screening of candidates for armed services. Results yielded highly positive correlation coefficients all significant at p < .001. The discrimination validity of the test was established by correlating the GNVITY scores with Individual Obstacles (IOs), a measure of physical agility and endurance used at ISSB. As anticipated, no significant results were found between the two measures. The significant high positive correlation between the students test scores and marks in their intermediate and equivalent level examinations give evidence of criterion validity. The F values for three age and grades showed highly significant results at p < .001 supported the hypothesis that there are significant differences in three groups. Study 4 was conducted to establish the norms and grading system. The test was administered on 2000 college level students all over the Pakistan. The mean score of the test was 42.82 and standard deviation was 10.341. Three types of within group norms Percentile, Standard Sores and Deviation IQ were derived and grading system was devised for interpretation of results on comparative grounds. xii Overall the findings show that test is a good measure of nonverbal intelligence for Pakistani youth. Test has good potentials for human resource induction, educational and clinical institutions for estimation of cognitive functioning of Pakistani youth. The GNVITY is relatively free from the confounding of education, language and acculturation, has group administer ability advantage and provides standardized norms for grading and interpretation of results.