پرنس نجم الدین
پرنس نجم الدین کی وفات کا حادثہ اتنا الم ناک اورصدمہ انگیز ہے کہ ہمیں اس کے دوررس اثرات کے تصور ہی سے وحشت ہورہی ہے ان جیسا دردمند مسلمان، ان جیسا عالم وفاضل اورذہین شخص،ان جیسا سوشل ریفارمر،ان جیسا ماہر تعلیم اوران جیسا اعلیٰ دماغ منتظم ایک مدت سے مسلمانوں میں کوئی دوسرا نہیں تھا ،کہنے کو وہ بوہرہ فرقہ کے مسلمانوں کے روحانی پیشواؤں کے خاندان کے اہم ترین فرد تھے لیکن حقیقتاً ان کے فکر ونظر کی اڑان آفاقی تھی۔جہاں کہیں مسلمانوں کی صف میں کسی بدنظمی کے آثار ظاہر ہوتے،جہاں کہیں کسی مسلم تحریک کو مشکل درپیش ہوتی،جہاں کہیں کسی مسلم ادارہ کورہنمائی، تعاون اورمدد کی ضرورت ہوتی، ان کا دل دردمندی اوربے قراری کی شدت سے دھڑکنے لگتا اوروہ پوری توجہ اور فراخ دلی کے ساتھ اس کی طرف متوجہ ہوتے۔کتنے مسلم رہنماؤں نے ان کی دل سوزی اورہمدردی سے فیض اٹھایا،کتنے اداروں نے ان کی فیاضی اور سیر چشمی سے استحکام حاصل کیا،کتنی تحریکوں نے ان کے تعاون اورخاموش امداد سے قوت اور حوصلہ پایا۔کتنے صاحب علم وفن ان کی قدردانی اورسرپرستی سے سیراب اور فیض یاب ہوئے ان کی لامتناہی اورطویل داستان، اب ان ہی کے ساتھ خاموش ہوگئی۔
وہ مسلمانوں کی فلاحی تحریکوں کے روح رواں آدھی صدی سے زیادہ عرصے تک بنے رہے لیکن ان کی سمندروں جیسی گہرائی،ان کی فطرت کاخاموش جوہر، ان کی منکسرمزاجی نے کبھی بھی اپنے کوکھولنے اورواشگاف کرنے کے سطحی انداز کے قریب نہیں آنے دیا۔مسلمانوں کی ملّی سرگرمیوں کی سرزمین پران کا وجود سورج کی طرح تھا، جس کی کرنوں کا فیض خاص وعام کے امتیاز اورفرق کے بغیر ہرایک کے لیے دستیاب تھا۔
وہ بوہرہ فرقہ کی فلاحی اورجماعتی سرگرمیوں کاایک ایسا محور تھے کہ بلاشبہ اس کے معاشی،علمی، دینی اور سماجی امنگوں کے سارے سوتے ان...
The crime of theft if committed in unavoidable circumstances like extreme hunger or famine, Hadd punishment shall remain suspended. A crime of Zina if committed in a situation where the life of a woman is in danger because of hunger or thirst and she committed Zina to acquire food items or drinking water to save her life, she will be exonerated from the charges of Zina. In the light of Quranic injunctions, the punishment of a slave girl, if she committed Zina, is half as compare to independent women and the punishment for the wives of the Holy Prophet for committing the crime of fawahish or disobedience (Nushuz), is double as compare to other women. 4. Contrary to this principle, if a respectable person committed crimes under Tazir, he deserves lesser punishment or mere admonition in the light of tradition of the Holy Prophet: (Pardon the wrong done by the nobles of the society”.5. For awarding the punishment of Rajm, if the condition of Ihsan is fulfilled, he/she will be killed by stoning. According to Shiah Imamiah, Allama Rasheed Raza and others, when a person who is once married but due to divorce or separation, is living alone or miles away from his wife and not in a position to enjoy her company. If such person committed Zin┐, he or she will not be awarded the punishment of stoning.6. In the light of tradition, it is not allowed to award death punishment except the following three circumstances. Firstly, if a person, being a Mohsan, committed Zina, . Secondly, after accepting Islam, if a person converted to other religion. Thirdly, death punishment can be awarded in retaliation of murder committed
The purpose of my study was to implement mathematical tasks based on the learning theory Constructivism and to explore the difficulties of class five students, and my own difficulties as a teacher when using this learning theory. For this purpose, I designed tasks on the basis of my assessment of students' needs and their prior knowledge about the particular mathematical topic being taught. I myself taught class five and personally developed lessons based on constructivism. Therefore, my teaching and interviews allowed me to have a close association with my sample of four students and to get a deeper understanding of the students as well as my own difficulties. In order to gain in-depth information regarding students' difficulties in learning mathematical concepts, I interviewed the students using open-ended questions. The questions were designed on the basis of students' difficulties identified through my reflections and through discussions with my supervisor. The analysis of students' documents (homework and classwork) and interviews with the mathematics teacher, who observed my teaching, provided me with the necessary data required to answer my research questions. The major findings regarding the nature of the tasks which provided the best learning opportunities to the students included: use of concrete materials, problem solving/individual work, presentation of students' work, and a friendly atmosphere in the class. Students' difficulties included problems in representing their derived formulas in symbolic form, calculating the area of a rectangle and triangle was challenging for the students when measurements of length and breadth were two digit numbers, misinterpreting local language created difficulties in understanding mathematical concepts like length, breadth and height. The difficulties I felt as a teacher included selecting appropriate words for proper instructions according to the students level of understanding, maintaining discipline in a class of 40 students, using appropriate resources and so on. Conclusions made on the basis of my findings are as follows. Lack of students prior knowledge is a strong obstacle for students when they are involved in construction of further knowledge by themselves. A friendly but well disciplined class plays a key role in developing students' interest, curiosity and enthusiasm in learning. Unfavourable physical conditions hinder students' involvement in their construction of knowledge. Teacher's lack of skill in giving appropriate instructions and selection of resources becomes a strong obstacle in students construction of their own knowledge.