مولانا سید فخر الحسن الحسنی العمری
بڑے افسوس اور دکھ کی بات ہے کہ گذشتہ مہینے ہمارے نہایت فاضل دوست اور دارالعلوم دیوبند کے سابق صدر المدرسین مولانا سید فخر الحسن صاحب الحسنی العمری کم وبیش دوبرس کی شدید اور مسلسل علالت کے بعد راہی ملک بقا ہوگئے اورایوان علم وفضل میں اپنی جگہ خالی چھوڑ کرگئے۔ اناﷲ واناالیہ راجعون۔
مرحوم عمری ضلع مرادآباد کے سادات حسنی میں سے تھے۔ابتدائی تعلیم گھر پر پائی پھر دیوبند چلے آئے، یہاں سات آٹھ برس رہ کر نصاب میں جو علوم و فنون شامل ہیں ازاوّل تا آخر تمام علوم وفنون کی تمام کتابوں کادرس لیا۔ان میں دونوں باتیں تھیں، محنتی بھی اور ذہین وطباع بھی، اس لیے استعداد کے اعتبار سے طلباء میں ممتاز اوراساتذہ کے مقرب ومحبوب تھے۔ دارالعلوم کی روایات کے مطابق ہم جماعت طلباء کی ایک بڑی تعداد کوتکرار کراتے تھے۔ دورۂ حدیث حضرت مولانا سید حسین احمد مدنی ؒ کی خدمت میں دارالعلوم کے ساتھ حضرت کے تعلق کے پہلے برس ہی کیا۔ یہاں سے فارغ ہوکر مدرسۂ عالیہ مسجد فتح پوری دہلی میں مدرس ہوکرچلے گئے۔ راقم الحروف کامدرسۂ عالیہ سے جب تعلق ہواہے (۱۹۳۱ء) تویہ چند برس پہلے سے وہاں مدرس تھے، مدرسہ میں وہ حدیث و تفسیر، منطق وفلسفہ اورادب کی متوسط اوراونچی کتابوں کادرس دیتے تھے۔ پختہ اورٹھوس استعداد کے ساتھ تقریر اور افہام وتفہیم کا ملکہ خداداد تھا، خندہ جبینی اورشگفتہ مزاجی طبیعت اورفطرت تھی، طلباء کے ساتھ حسن واخلاق سے پیش آتے اوران کی ہرقسم کی مدد کرنے کے لیے ہروقت آمادہ رہتے تھے، نتیجہ یہ ہواکہ چند برسوں میں ہی ان کی شہرت کاطوطی مدارس عربیہ کے بام و در پر بولنے لگا اورعوام وخواص ان کانام عزت سے لینے لگے۔
دارالعلوم دیوبند کے اکابر اساتذہ کوجومعاملہ پیش آیا ہے وہ مرحوم کوبھی پیش آیا۔یعنی جب کسی مدرسہ...
This study aims to generate thorough and comprehensive review of the teacher’s perspective and hands-on experience in mainstreaming LSENs in a regular classroom, including teachers’ attitudes and perceptions, challenges encountered, and teaching approach in handling mainstreamed classrooms. A scoping review framework by Arksey and O’Malley’s (2005) systematically analyzed the data of the different articles conducted by various scholars. Through scrupulous and through selection of related studies, 10 articles were included in the review from 6 different countries across the globe. The articles included were conducted from 6 countries and various databases. The study highlighted that: 1) teachers have positive and negative attitudes towards mainstreaming, 2) teachers experienced various challenges in handling a mainstream classroom, and 3) learner-centered approach to learning is used in the classroom. Mainstreaming LSENs in a regular classroom has pros and cons among teachers, regular students, and the LSENs themselves. Hence, a daunting responsibility for the teachers. Nevertheless, it is imperative to support teachers by giving seminars and training, especially to those non-special education majors, to be fully equipped to handle mainstreamed classrooms.
Boron is one of the essential micronutrients for the plants. Availability of boron to the plant is affected by various boron forms and distribution. Understanding boron chemistry, knowledge of boron forms distribution and their relation to soil properties are indispensable. The contribution of various soil boron forms resulting in its availability, spatial variability and boron fertilization in the apple orchard has never been extensively examined in arid elevated plains of Baluchistan province. It was hypothesized that soil properties affect on soil boron forms distribution and yield and quality of apple. The objectives were to (i) establish the relationship between physico-chemical properties and soil B forms, (ii) evaluate the spatial variability of various boron forms in the surveyed area, (iii) assess the impact of boron fertilization on yield and quality of apple. Ninety georeferenced soil samples from apple orchards of surface and subsurface were collected from Pishin, Baluchistan. Seventy to eighty foliage samples from nonfruit bearing terminals of associated trees were collected. The soil was characterized for pH, CaCO3, organic matter, texture and extractable boron. Soil boron was fractionated into readily soluble, specifically adsorbed, oxide bound, organically bound and residual. A field experiment was carried out at three Bdeficient locations (Barshore, Hurmzae, Khanozae). Variable soil boron rates, i.e., 0, 10, 12, 14 and 16 g tree-1 with the basal recommended dose of N, P and K were applied. Extractable boron was positively influenced by soil organic matter and clay content. Readily soluble was positively correlated with clay and soil organic matter while specifically adsorbed showed positive influence with clay content. Oxide bound, organically bound and residual boron were related positively by clay and organic matter. Regression equation relating to boron forms with soil properties revealed that soil pH, CaCO3, organic matter and clay account the variability in soil boron forms. Spatial structure of sand, silt, clay, organic matter, pH, calcium carbonate and extractable boron were best described by the spherical model indicating medium spatial dependence while clay exhibited strongly spatial dependent on surface and subsurface soil respectively. Best fitted semivariogram model for boron forms (readily soluble, specifically adsorbed, oxide bound and residual B) was spherical with moderate spatial dependence on surface and subsurface soil while organically bound form revealed higher spatial dependence. Results of the field trial indicated that 14 g B tree-1 fertilization increased fruit yield (32.8 %), weight (9.6 %) size (7.7 %), total soluble solids (18.5 %), fruit firmness (9.6 %), fruit boron (16.6 %) and leaf boron content (32.6 %). Trees fertilized with16 g B tree-1 had the higher fruit number (19.4 %). Boron application resulted in a decrease of titratable acidity.