مرزا نیاز احمد بیگ
افسوس ہے کہ ۷؍ فروری کو دارالمصنفین کے ایک قدیم رکن مرزا نیاز احمد بیگ بھی رحلت فرماگئے، وہ اعظم گڑھ کے ممتاز اور کامیاب وکیل اور شہر کے عمائد میں تھے، مولانا شبلیؒ اور ان سے نسبت رکھنے والے تمام اداروں سے ان کو بڑا تعلق تھا، شبلیؒ نیشنل پوسٹ گریجویٹ کالج کی مجلس انتظامیہ کے برسوں رکن اور نائب صدر رہے، اب ان کی تمام تر توجہ دارالمصنفین کی طرف مرکوز ہوگئی تھی جس کی مجلس انتظامیہ کے وہ آخر دم تک رکن رہے، دارالمصنفین کے نازک اور بحرانی دور میں ان کے مفید قانونی مشوروں سے اس کو بڑا فائدہ پہنچا، اب وہ اپنے ایک سچے بہی خیرخواہ اور مخلص ہمدرد سے محروم ہوگیا، وہ صوم و صلوٰۃ کے ہمیشہ سے پابند رہے، حج بیت اﷲ سے بھی مشرف ہوئے، آخر عمر میں ان کی دینداری زیادہ بڑھ گئی تھی، علماء و صلحاء سے بھی تعلق رکھتے تھے، حضرت مولانا سید ابوالحسن علی ندوی سے خاص عقیدت تھی، اﷲ تعالےٰ ان کی بشری لغزشوں سے درگذر فرمائے۔ اور انھیں اپنے جوار رحمت میں جگہ دے۔
(ضیاء الدین اصلاحی، فروری ۱۹۸۸ء)
Lexical investigation of words/selected passages of Quran is among many ways of exegesis of Quran. Such work is compiled on the basis of an extensive analysis of the text of the Quran and consideration of lexical examination of Quranic words. Specialized works on aspects of Quranic vocabulary has been in the tradition of Islamic scholarship right from the beginning and there are a number of works that help in the etymological & philological understanding of difficult words of Quran. The classic text by al-Raghib al-Isfahani named, Mufradat, is the best example of books that treat difficult words in the Quran. In this article, we have presented information regarding the works of scholars of Indian sub-Continent on the subject of Mufradat al-Quran (Selected passages of Quran). We have found that South Asian Scholars have written books abundantly in the field of Mufradaat and Luhgaat al Qur’an, in Arabic, English, Persian, Sindhi & Urdu languages. This study covers in detail an overview of the acclaimed works of subcontinent scholars which mainly split into precise and concise written books on the topic of Mufradat al Qur’an. Forty-eight books have been introduced in below pages. Our work is 1st step towards complete indexing of such works of Sub-continent scholars for easy access of scholars and researchers who want to do some research in this area.
This study aimed to explore Grade 10 students' perspectives concerning the biology topics that they find the most difficult to learn, the reasons of experiencing difficulties in learning biology, and ways to overcome the difficulties. The study employed both quantitative and qualitative approaches. A survey tool difficulties and effectiveness in Learning Biology questionnaire (DELBQ) was adapted from the literature which has already been used in other context in a similar study (Cimer, 2012). 132 Grade 10 students participated in the cross-sectional survey including girls (n=86; 65%) and boys (n=46; 35%). The sample was recruited from 10 public schools of district Hunza. DELBQ was directly administered to all participants. The results showed that students have identified five concepts of biology - genetic engineering (37%), cell division (31%), Mendel principles and application (28%), defense and immunity (23%) and matter cycle (17%) - as the most difficult concepts to learn. The students proposed multiple reasons to learning hindrances which include: the nature of the topic, teachers' teaching method, students' learning techniques, students' attitudes towards the topics and deficiency of resources and time. Prominently, of five the themes 'the nature of the topic' was found to be the most repeatedly cited reason (99) for difficulty in learning biology. Students have not only identified these hindering factors of learning they have talked about viable suggestions to improve learning of the subject such as reducing the subject content; using visual aids in teaching ; teaching through experiments; students using various study techniques; making biology teaching interesting and effective; and, teaching biology by connecting the topics with daily life. Interestingly, a majority of responses (99) highlighted 'the nature of topic' as one of the primary reasons for making biology learning difficult; however, the suggestions to enhance learning were predominantly related to either 'students' own learning habits' (148) or 'teachers' teaching style' (127). The study provides an insight into 'students' voices' not only in identifying the 'difficult areas in Biology' but highlighting perspectives in explaining the 'reasons for difficulties in learning these concepts' and potential strategies to improve learning. The results could be useful for practitioners and policy-makers in enhancing curriculum and classroom practices to make this fundamentally important subject interesting for students. The tool adapted for the study is a valuable addition to the indigenous literature which can be used by the other researchers in the field to conduct large scale studies.