شاہد ذکی
شاہد ذکی(۱۹۷۴ء پ) کا اصل نام شاہد محمود ہے۔ آپ سیالکوٹ کے گائوں گجرال میں پیدا ہوئے۔ آپ نے ایم۔اے انگلش مرے کالج سیالکوٹ سے کیا۔ آپ لیڈر شپ کالج سیالکوٹ میں بطور لیکچرار انگلش تدریسی فر ا ئض سر انجام دے رہے ہیں۔ پروین شاکر اور احمد فراز کو پڑھنے کے بعد شاعری کے شوق میں اضافہ ہوا لیکن اس شوق کو بام عروج تک پہنچانے میں شکیب جلالی کی شاعری نے اہم کردار ادا کیا۔(۱۱۰۹)
’’خوشبو کے تعاقب میں‘‘ شاہد ذکی کا پہلا شعری مجموعہ پنجاب ادبی مرکز گوجرانوالہ نے ۱۹۹۵ء میں شائع کیا۔ دوسرا شعری مجموعہ ’’خوابوں سے خالی آنکھیں‘‘ ہے۔ جسے الحمد پبلی کیشنز لاہور نے ۲۰۰۱ء میں شائع کیا۔ ’’خوابوں سے خوشبو آتی ہے‘‘ شاہد کا تیسرا شعری مجموعہ ہے جسے الحمد پبلی کیشنز نے ۱۹۹۹ء میں شائع کیا۔ شاہد ذکی کا چوتھا شعری مجموعہ ’’سفال میں آگ‘‘ ہم خیال پبلشرز فیصل آباد نے ۲۰۰۷ء میں شائع کیا۔ ان مطبوعہ شعری مجموعوں کے علاوہ شاہد کے پاس شعری سرمایہ مسودات کی صورت میں موجود ہے ۔ جن کا ابھی نام تجویز نہیں کیا گیا ہے۔ کچھ اشعار ملاحظہ ہوں:
میں ہجرائی ہوئی کو بخوں کی جب آواز سنتا ہوں
ترے غم میں میری دھڑکن بڑی بے تاب ہوتی ہے (۱۱۱۰)
دریا کنارے پہ کھڑا سوچ رہا ہوں
دل سوہنی کا تھا کتنا بڑا سوچ رہا ہوں(۱۱۱۱)
ناکام محبت کا سفر کیا ہے نہ پوچھو
اِک لاش ہے جو رہنے کو گھر ڈھونڈ رہی ہے(۱۱۱۲)
تم ذرا روٹھے تو رکنے لگیں سانسیں
سوچتا ہوں کہ بچھڑ جائو گے تو کیا ہوگا؟؟ (۱۱۱۳)
روشنی سرحدوں کے پار بھی پہنچاتا ہوں
ہم وطن اس لیے غدار سمجھتے ہیں مجھے (۱۱۱۴)
وہ جو اس پار ہیں ان کے لیے...
Although Imam Qusṭalānī, in compiling his book "Al-Mawāhib Al-Laduniyat Bil Minḥ Al-Muhammadiyah", has followed the footsteps of Qazi Ayaz’s book Al- Shifā. But many chapters and information are unique to them and he has expanded this book with his additions and made it a treasure trove of information. This book is a beautiful fusion of the traditions of Muhaddithin and Ahl-e-Siyyar. Because he was not only a muhaddith but also a biographer. Were his greatest service in the learning of Hadith is "Irshad Al-Sārī Sharh Saḥiḥ Bukhārī", there his most significant service in Sira is this book. He has used the traditions of both the narrators and the Biographers in compiling it. In this book, the locks of meanings are opened with the keys of Fatḥ Al-Bārī Li Ibn-e-Hajar ‘Asqalānī. In other words, he has benefited a lot from Fatḥ Al-Bārī Sharḥ Bukhari and has gained a lot of confidence. A large number of scholars have used this book, including Shiblī Nu‘mānī, who has made extensive use of it in his Sirat un-Nabiﷺ . Due to its popularity, many of its rates have been written.
The most detailed of these is the Zurqānī rate of Qusṭalānī. The great scholar like Imam Zarqani has commented in eleven volumes of this book, which is proof of its authenticity, noteworthy, and worth reading and treasure. Sheikh Nūruddin Ṭrabulsī gave Sharh and great people like Safiuddin Qasashi, Burhanuddin Ibrahim Maimoni, Shamsuddin Muhammad Shobri Misri and Nooruddin Ali Qari embellished this book with their footnotes. On the one hand, it teaches love and respect for the Holy Prophet ﷺ and on the other hand, it mentions the rights of the Holy Prophet ﷺ and the rewards for their payment. The writing style of the book is simple and smooth as well as eloquent and eloquent. The temptation is not so long that the length will be too long for the reader, nor is it so short that access to the concepts and demands will not be possible due to the brevity. The book has been read by the people and it has been adopted by biographers as an authentic and reliable source. Because of its importance and usefulness, an introductory and analytical study of this book will be presented in this article.
This thesis analyzed the effect of Lecture and Project Methods of Teaching in Rural and Urban Schools on students’ achievements in terms of Social Studies Curriculum Objectives. An Experiment conducted with 8th grade students, of session 2006-2007 studying Social Studies at two Rural and two Urban Government Girls High School, Lahore. Lesson plans of lecture and project methods for the experiment were developed by the researcher, covering five chapters from the Text Book of 8th grade Social Studies. The study was conducted employing Pretest-Posttest Control Group Design, using Matched Subjects of four selected schools of Rural and Urban on Intelligence Test scores and assigned randomly to the lecture and project groups in each selected school. Independent samples t-test was applied on the Intelligence Test scores of students taught through Lecture and Project Methods in Rural and Urban schools to examine significant difference at 0.05 level of significance. The students of the project group were taught by the researcher through Project Method for a period of 14 weeks in Rural and Urban Schools. The students of lecture group were studied from the trained teachers of selected schools through Lecture method. An Achievement Test was used as Pretest and Posttest, consisting 60 Multiple-Choice items measuring the Objectives of Knowledge and Comprehension of Cognitive Domain. Thirty four null hypotheses were tested to analyze data on Achievement Test at 0.05 level of significance. Independent samples t-test was applied on mean gain scores of the lecture and project groups in Rural and Urban Schools on Achievement Test. The results revealed that the project group performed better than lecture group on overall achievement. The students of Urban Schools taught through Project Method were better than the students of Rural Schools taught through project group. The students of project group were more effective as compared to the lecture group in Rural Schools. The results indicated that t-statistics were significant on some Items representing Knowledge and Comprehension. However, the findings of the study suggested that although the Project Method was as effective as the Lecture Method, but the overall students’ achievement of Project Method was better than Lecture Method.