سابق گورنر میر اکبر علی خاں
اتر پردیش اور اڑیسہ کے سابق گورنر میر اکبر علی خاں کی وفات ملک و ملت کا اہم حادثہ ہے، وہ تحریک خلافت اور آزادی کی جدوجہد میں شریک رہے، اسی زمانے سے مولانا سید سلیمان ندوی سے ان کے تعلقات تھے، وہ علامہ شبلیؒ اور سید صاحبؒ کے قدرداں اور دارالمصنفین سے بڑا اخلاص رکھتے تھے، جب اتر پردیش کے گورنر ہوئے تو اسے میزبانی کا شرف بھی بخشا اور ایک بڑی رقم مرحمت کی جس سے ایک بڑا ہال تعمیر ہوا، مرحوم ہماری پرانی تہذیب و شرافت کا نمونہ اور سچے مسلمان تھے، صوم و صلوٰۃ کے پابند تھے، دارالمصنفین میں ان کی تشریف آوری جمعہ کے دن ہوئی تھی، یہیں کی مسجد میں جمعہ کی نماز ادا کی، جب وہ اڑیسہ کے گورنر تھے تو اس زمانے میں ایک دفعہ میں کلکتہ گیا، گورنر ہاؤس میں عصرانہ تھا، جس میں وہ بھی شریک تھے، میں ملا تو بڑی شفقت و محبت سے پیش آئے اور دارالمصنفین کا ذکر خیر فرماتے رہے، اﷲ تعالیٰ انہیں جنت الفردوس نصیب کرے اور پسماندگان کو صبر جمیل عطا کرے، آمین۔ (ضیاء الدین اصلاحی،جولائی ۱۹۹۴ء)
The comprehension of the message of the Holy Qur’ān is obligatory for the whole of humanity which is revealed in the Arabic language. Scholars all over the world, Muslims as well as non-Muslims have devoted their best efforts to translate the word of Allah Almighty in different languages of the world, although absolute translation is not possible. These translations from Arabic to other languages of the world result into pragmatic losses. Small wonder, these pragmatic losses cause problems in the process of understanding the actual message of the Holy Qur’ān enshrined in the source text. This study was conducted to analyze the pragmatic losses in the English translations of Sūrah Ikhlāṣ (chapter 112) through a comparative pragma-linguistic analysis. Three different translations have been selected for the study. A comparative and critical study of these translations has established the presence of certain pragmatic losses which are likely to bear upon the comprehension of the reader in more than one way. To the researchers, the presence of these losses calls for the greater sensitivity towards and understanding of the pragmatic aspects of interlingual translation, specifically for a text which in its primordial form was intended to be a Speech (Kalām). To retain the pragmatic value and meaning of the source text become all the more paramount when the text translated is sacred one with its own canonical conventions and discursive norms.
In this study, I explored the professional development of two teachers of English in two different contexts of Pakistan. In this fast paced world, to learn modern techniques for teaching and learning English, PD plays a significant role in enhancing pedagogical skills, content knowledge, and shaping the behavior of teachers. It is also important for enhancing the learning of teachers and achievements of students in schools which leads to transformation of schools. Thus, this study aimed to concentrate on exploring the PD of teachers of English in two different contexts (Hunza and Karachi) of Pakistan. To conduct this study, I used qualitative research with a case-study design. In addition, to get deeper insights into ELTs' learning experience I have analyzed the stories of two ELTs using auto/biographical approach. Furthermore, cross-case analysis is used to identify the emerging issues in both contexts (Hunza and Karachi) and identify the gap (similarities and differences) between PD trainings of ELTs in both contexts. The study was conducted with a teacher of English, in a private English medium school, Karachi and myself as a participant from Hunza. Semi-structured interview guide, reflective journal, ELTs' auto/biography and informal talks were used to generate data. To analyze data, some key themes emerged in relation to the process of achieving PD as ELTs and out of these themes stories were generated about the journey of teachers of English. In addition, the result from the two different cases revealed that both ELTs have unique ways of learning during the journey of PD. Applying the cross-case analysis revealed the resemblances and variances between the PD of the two teachers of English. The key findings that emerged from analyses of data were self-motivation, in-service learning (formal and informal opportunities) and support of family for professional development of teachers of English.