مولانا عین القضاۃ
(عبدالسلام ندوی)
موجودہ زمانہ میں جبکہ علمی اور عملی دونوں حیثیتوں سے تصوف کی صورت بالکل مسخ ہوچکی ہے، اس سلسلے کے مشہور بزرگ مولانا عین القضاۃ صاحب کی وفات مسلمانوں کے لیے ایک سخت قومی مصیبت ہے۔
مولانائے مرحوم، مولانا عبدالحئی صاحب کے فرنگی محلی کے ارشد تلامذہ میں تھے، وہ تحصیل علم سے فارغ ہونے کے بعد انھی کے زمانہ میں مصروف درس و تدریس ہوگئے تھے اس زمانہ میں انھوں نے درس نظامیہ کی مشہور و متداول کتاب یبذی پر ایک نہایت مبسوط حاشیہ بھی لکھا تھا، جس میں مولانا عبدالحئی صاحب کے طرز تحریر کی وضاحت اور جامعیت پائی جاتی ہے لیکن اس کے بعد حلقہ ارادت میں شامل ہوکر علم و عمل کا بہترین نمونہ بن گئے اور تمام عمر نہایت زہد و توکل کے ساتھ بسر کردی۔
ان کی زندگی ہمارے فقراء و صوفیہ کے لئے اس حیثیت سے نہایت سبق آموز ہے کہ انھوں نے یہ زاہدانہ طرز معاشرت فقروفاقہ سے مجبور ہوکر نہیں اختیار کیا تھا، بلکہ کئی ہزار روپیہ ماہوار کے صرف سے ایک عظیم لشان مدرسہ قرآنیہ جاری کررکھا تھا، اور اس کے مصارف وہ خود اپنی جیب خاص سے بالکل نامعلوم طریقہ پر ادا فرماتے تھے، اس کے علاوہ سال میں ایک بار تمام شہر کو عام دعوت دیتے تھے، جس کا سلسلہ صبح سے شام تک قائم رہتا تھا۔
اب بعض لوگوں نے ان کی سوانح عمری لکھنے کا ارادہ کیا ہے، اور ہمیں توقع ہے کہ یہ کتاب جلد سے جلد شائع ہوکر ہمارے فقراء اور صوفیہ کے لئے موجب بصیرت ہوگی۔ ( فروری ۱۹۲۵ء)
Introduction: A total of 144 medical colleges are contributing to the country’s progress. Excessive usage of social media is a cause of not only the deterioration of physical and psychological health of medical students, but has also become a defining reason of procrastination and attaining less than ideal grades. Where most western institutes implement strict social media policies in medical schools, those in Pakistan are gravely lacking. Objective: The objective of this research implementation of social media in medical schools of Pakistan and then identify the need to develop such policies. Methods: We conducted qualitative research in which method of data collection was primarily focus group discussions (FGD) of a total of 40 participants from five different medical colleges of Pakistan. The participants included medical practitioners and medical students(n=20) who were further divided into four groups of five participants each. FGD was conducted online. Results: Content analysis revealed seven core themes as point of discussions to be highlighted. Almost all participants were grossly unaware of the importance of social media usage regulation and its implementation in medical schools. Conclusion: At the end of the FGD it was unanimously agreed upon that there must be a uniform and standard social media policy defined by the regulating bodies of medical schools. This research may further be conducted by including policymakers in the sample. KEYWORDS: Social media, policy, medical colleges.
I explored the impact of the 1997, English VT programme on English language teachers, in terms of how the programme affected their classroom practices. This study revealed the programme's indirect impact on other teachers through the VTs sharing of their learning experiences with their colleagues. I explored the familiarity of the VT's with language teaching approaches, and I concluded that both the teachers I worked with were generally familiar with four major language teaching approaches. Nighat was familiar with three approaches, but was not clear about the fourth. Shama could not explain the approaches by specific names, but she appeared to be practising these approaches in her classroom. In regard to the four language skills, the study revealed that Nighat was clearly familiar with the term integration, as she immediately used the term integration in talking about her teaching. Shama did not use the term integration, but her practice in the real situation in the classroom suggested that she knew how to teach language through integration. In regard to the component of teaching grammar communicatively, both Nighat and Shama were clearly familiar with the term and this was evident not only by their informal discourse about teaching grammar communicatively, but also by observation. The study also revealed that Nighat and Shama were capable of analysing as well as evaluating the syllabi and textbooks, and of enriching both of these, through the creation of their own worksheets and activity sheets. The teachers also derived benefit from the component of the teaching practice in the VT programme. Their classroom practices revealed that the teachers did benefit from the component of teaching practice and that they continued with the significant events of teaching practice such as, teaching the syllabus communicatively, providing positive feedback to their colleagues and teaching of vocabulary by associating them with ideas. The teachers also benefited from the coverage of assessment. Both Nighat and Shama seemed familiar with alternative assessment practices. Nighat however, could not implement these because of the constraints of board examinations, but she was able to assist her other colleagues in designing assessment sheets. Shama seemed to implement these alternative assessment practices. The study suggested that both the teachers were familiar with the term reflection and reflective teaching. They were also aware of the benefits of writing reflective Dissertation Abstracts MEd III Class of 1999 18 journals. The study also revealed that Nighat and Shama had shared