پنڈت برجموہن دتاتریہ کیفی
ادھر کئی مہینوں سے علم و ادب کے اکابر کی موت کا ایسا سلسلہ قائم ہے کہ کوئی مہینہ ناغہ نہیں جاتا جس میں کسی نہ کسی صاحبِ علم کا ماتم نہ کرنا پڑتا ہو، ان میں سب سے بڑا حادثہ پنڈت برجموہن و تاتریہ کیفی کی وفات کا ہے، اگرچہ ان کی عمر نوے سال سے زیادہ ہوچکی تھی، مگر وہ ہماری مشترک تہذیب کی بڑی اہم یادگار تھے، اور انکی موت سے اس کا ایک بڑا ستون گرگیا، ان کی ذات میں اس تہذیب کی تمام خوبیاں اور وضعداریاں جمع تھیں، اردو زبان سے ان کو عشق تھا،اور اس کے وہ بڑے ماہر ومحقق تھے، اور اس کی باریکیوں پر ان کی بڑی گہری نظر تھی، جس پر ان کی نثر و نظم کی تصانیف شاہد ہیں، اس لیے ان کی موت ایک بڑا ادبی و تہذیبی حادثہ ہے۔
وہ نصف صدی سے زیادہ اپنے قلم و زبان سے اردو کی خدمت کرتے رہے، اور سر دو گرم کسی دور میں بھی ان کا قدم پیچھے نہ ہٹا، حتی کہ اس دور میں بھی جبکہ فرقہ پرستی نے اردو کی حمایت کو ایک قومی جرم بنادیا ہے، اور ہندووں میں جو لوگ اردو کو اپنی مادری زبان سمجھتے ہیں اور دل سے اس کے حامی ہیں، وہ بھی بہت کم اس کے اظہار کی جرأت کرسکتے ہیں، اردو کی وفاداری پر جو لوگ قائم رہ گئے ہیں، ان میں پنڈت کیفی سب سے نمایاں تھے، وہ برابر اس کے لیے سینہ سپر رہے، اور جب تک ان میں لکھنے پڑھنے اور چلنے پھرنے کی سکت باقی رہی وکالت کرتے رہے، انجمن ترقی اردو ہند کے نائب صدر تھے مگر ادھر چند سال سے ضعف پیری نے بالکل معذور کردیا تھا، ان کی پوری زندگی علمی ادبی مشاغل میں گذری اور اردو...
This study examines the economic conditions of Jews in Fatimid Egypt from the 10th to 12th centuries CE. Through an analysis of primary sources, the study provides a nuanced understanding of the economic and social factors that affected the Jewish community during this period. The study argues that while Jews in Fatimid Egypt enjoyed certain economic privileges such as their involvement in international trade networks and their exemption from some taxes, they also faced some social and political restrictions, including forced conversion and discriminatory laws in the era of some Fatimid rulers. Despite these challenges, the Jewish community in Fatimid Egypt demonstrated resilience and adaptability, developing a range of economic strategies to maintain their livelihoods and build social networks. These strategies included investment in trade and finance, engagement with the wider Muslim society, and the development of communal institutions. The study highlights the complexity of Jewish economic life in medieval Egypt, challenging simplistic assumptions about the economic conditions of minority groups in pre-modern societies.
This study was undertaken to explore the attitude of university teachers regarding brainbased learning and its effect on achievement motivation of students at university level. This study was intended to; explore the teachers’ attitude towards brain based learning at university level; determine the achievement motivation of students at university level; investigate the effect of brain based learning on achievement motivation of students at university level; find out the differences in demographic factors regarding teachers’ attitude towards brain based learning and achievement motivation of students at university level. This study was descriptive in nature. Multilevel mixed method sampling techniques was used. 311 teachers and 622 students were selected as a sample from both public and private universities of Islamabad. Data were collected through two questionnaires. Brain based learning questionnaire was developed by Shelly Klinek (2009) and questionnaire regarding achievement motivation was developed by Mclnerney (1997). Data were analyzed through mean, percentages, Regression, t-test and ANOVA by using SPSS. Findings of this study indicated that teachers not generally practice positive attitude towards brain based learning and students generally showed high degree of achievement motivation at university level. Teachers’ attitude towards BBL and achievement motivation of students were positively correlated with each-others. There were significant mean differences in gender, age, teaching experiences and universities of teachers while no significant mean differences were found in public and private sectors, disciplines and academic qualification of teachers regarding brain based learning at university level. Similarly, there were no significant mean differences in gender and academic qualification of students while significant mean differences were found in public and private sectors, disciplines and universities of students regarding achievement motivation at university level. Therefore, it is recommended that higher authorities may design different seminars or workshops on brain based learning and its correlation with achievement motivation of students that may help to new teachers about brain compatible classroom.