اُن ؐ کا ہے پیغام آفاقی اور مخاطب سب انسان
یہ پیغام سکوں ہے دل کا اور دماغ کا اطمینان
جس کا جی چاہے آ بیٹھے ، رُوح و چشم کی بھوک مٹے
اُنؐ کی سخاوت افلاکی ہے ساری زمین ہے دستر خوان
اللہ اللہ کیسے تھے اصحابؓ کہ جب بھی ملتے تھے
اک دُوجے سے پوچھتے رہتے کیسا آپ کا ہے ایمان
جنگ میں بوڑھے ، عورتیں ، بچے ، کھیت تلک محفوظ رہیں
اپنے ماننے والوں کو تھا پیارے نبیؐ کا یہ فرمان
دھیان مدینے کا جب ہو تو رُوح بھی بھیگنے لگتی ہے
اک سرشاری چھا جاتی ہے ، جیسے اُترا ہو نروان
ربّ چاہے تو پھر حاضر ہوں روضۂ اقدس پر ہم بھی
لب پہ سلام کے نغمے ہوں اور ہاتھ میں نعتوں کا دیوان
نامِ خدا پر ملک بنا تھا ، نامِ خدا پر قائم ہے
گنبدِ خضرا دیکھ رہا ہے خاص نظر سے پاکستان
Allah the elevated bestowed on prophet Muhammad SAW two basic sources of guidance for Muslim Ummah, The holy Quran and Hadith. Due to this significance of Hadith, Muslims have invented more than five hundred sciences related to Hadith. One of these sciences is Ilm Garb ul Hadith. Sheikh Moaamer bin muthana was the first scholar who has written a book on this topic. From then on Muslim scholars have researched a lot in this regard. Dozens of scholars spent their time and wealth on it. According to the author of Moaajm ul mua’ajam more than 90 books on the topic have been published but eight of them gained much publicity and famous hood among them. Abu Ubaida, Abu Adnan, Abu Ubaida Qasim bin Salam, Ibrahim bin Ishaq Al Harbi, Abu Ubaida Ahmed bin Muhammad Alhervi, Ibn Jauzi, Muhammad bin Atheer Aljazree, Zemakhsharee. The following article consists of a brief introduction of Ilm Gharib ul Hadith along with a brief history of research about it. Then the eight famous books on Gharib ul Hadith and there way of research are examined in brief along with examples. At last a comparative study of the work done by these eight scholars is given in order to explore the differences and similarities among them.
This study aimed to explore Grade 10 students' perspectives concerning the biology topics that they find the most difficult to learn, the reasons of experiencing difficulties in learning biology, and ways to overcome the difficulties. The study employed both quantitative and qualitative approaches. A survey tool difficulties and effectiveness in Learning Biology questionnaire (DELBQ) was adapted from the literature which has already been used in other context in a similar study (Cimer, 2012). 132 Grade 10 students participated in the cross-sectional survey including girls (n=86; 65%) and boys (n=46; 35%). The sample was recruited from 10 public schools of district Hunza. DELBQ was directly administered to all participants. The results showed that students have identified five concepts of biology - genetic engineering (37%), cell division (31%), Mendel principles and application (28%), defense and immunity (23%) and matter cycle (17%) - as the most difficult concepts to learn. The students proposed multiple reasons to learning hindrances which include: the nature of the topic, teachers' teaching method, students' learning techniques, students' attitudes towards the topics and deficiency of resources and time. Prominently, of five the themes 'the nature of the topic' was found to be the most repeatedly cited reason (99) for difficulty in learning biology. Students have not only identified these hindering factors of learning they have talked about viable suggestions to improve learning of the subject such as reducing the subject content; using visual aids in teaching ; teaching through experiments; students using various study techniques; making biology teaching interesting and effective; and, teaching biology by connecting the topics with daily life. Interestingly, a majority of responses (99) highlighted 'the nature of topic' as one of the primary reasons for making biology learning difficult; however, the suggestions to enhance learning were predominantly related to either 'students' own learning habits' (148) or 'teachers' teaching style' (127). The study provides an insight into 'students' voices' not only in identifying the 'difficult areas in Biology' but highlighting perspectives in explaining the 'reasons for difficulties in learning these concepts' and potential strategies to improve learning. The results could be useful for practitioners and policy-makers in enhancing curriculum and classroom practices to make this fundamentally important subject interesting for students. The tool adapted for the study is a valuable addition to the indigenous literature which can be used by the other researchers in the field to conduct large scale studies.