جان ون سنک کا انتقال
لیڈن کے مشہور مستشرق ڈاکٹر ایرنٹ جان ون سنک کا گزشتہ ستمبر میں انتقال ہوگیا، یوروپین مستشرقین میں ڈاکٹر موصوف کے علم و فضل کا پایہ نہایت بلند تھا، وہ ۱۸۸۲ء میں پیدا ہوئے، ۱۹۱۲ء میں لیڈن یونیورسٹی میں عربی کے لکچرر مقرر ہوئے، اور پھر ۱۹۲۷ء میں اس کے شعبہ عربی کی صدارت تفویض ہوئی، وہ انسائیکلوپیڈیا آف اسلام کے چیف اڈیٹر بھی تھے۔
ان کو شروع میں سامی زبان سے بڑی دلچسپی تھی، چنانچہ انھوں نے سامی علاماتی تخیل پر بہت سے مضامین لکھے، اس کے بعد وہ سریانی زبان کی طرف مائل ہوئے اور اس زبان کے صوفیانہ لٹریچر کا گہرا مطالعہ کیا اور برہیرس کی Book of Dove اور Mystical Treatises of Isaac of Ninerer کا ترجمہ کیا، پھر سریانی زبان کے صوفیانہ لٹریچر کے نئی معلومات کے نام سے ایک کتاب بھی لکھی۔
مگر وہ اسلامیات کے ایک مستند عالم کی حیثیت سے زیادہ مشہور تھے، فن حدیث پر انھوں نے مندرجہ ذیل کتابیں لکھیں:
(1) Mohammeden de joden te Medina.
(2) Handbook of early Muhamaden tradition.
(3) Concordonce et Indices de la tradition Masulmane.
(4) The Muslim Creed.
انسائیکلوپیڈیا آف اسلام میں مختلف موضوع پر ان کے مضامین بکثرت ہیں۔
(صباح الدین عبدالرحمن، مارچ ۱۹۴۰ء)
The phenomenon of unemployment is one of the problems, which affects the development of individuals and society. Total unemployment or underemployment may be permanent or temporary. Its negative and damaging effects lay an everlasting result especially in times of economic recession. The importance of this study is to explore the role of individual, and methods of solution in the light of Sunnah. Hadith and Sunnah clearly mark the virtues of work and its value and positive impact on the community. Thus we see the greatness of our religion in this concern for human beings and preserving their dignity, and to find ways to ensure decent life, where there is neither no vacuum, nor unemployment.
In the last two decades mentoring has become increasingly popular as a teacher education strategy in the west for reducing teacher isolation in the classroom and promoting collaboration between teachers, this contributing to their overall professional development. The PDTs in the M.Ed. program are expected to work with teachers in the capacity of mentors after their return to their respective schools. The mentor and the mentoring concept, however, is a relatively new one in the context of Pakistani schools, thus the purpose of my study was to understand the PDTs' perceptions of how they experienced the possibilities and challenges of mentoring in their schools as teacher educators in the AKU-IED's cooperating schools. My study employed qualitative research methodology, with interviews being the primary source of data collection, together with secondary sources, such as document analysis and unstructured conversations. The principal findings from the study revealed that the main role of the PDTs was; teacher supervision and the mentor's role was more of a secondary nature, which was in the process of being understood and defined by the PDTs and the schools. The study further indicated that the personal qualities of the PDTs and the support received, together with the challenges encountered by them, consisting of role ambiguity, role conflict and role overload, determined the extent to which mentoring was used as a teacher education strategy by the PDTs in their schools. In view of these findings, the study recommended measures to develop a common understanding of the role of the PDTs between the AKU-IED and its cooperating schools, based on the needs and capabilities of these schools.