تین مسلمان ادبی نوبل انعام یافتہ فکشن نگار : مصر کے نجیب محفوظ، ترکی کے اورہان پاموک، اورزنجبار( اب تنزانیہ ) کے عبدالرزاق گرنہ:::
1۔ نجیب محفوظ ایک قابل احترام مصری ناول نگار، ڈرامہ نویس، مسودہ نگار اور مصنف تھے جنہیں عربی ادب کے ہم عصر ادیبوں میں شمار کیا جاتا ہے۔ نجیب محفوظ 1988 میں ادب کا نوبل انعام حاصل کرنے والے پہلے عرب مصنف تھے۔ انہوں نے 18 سال کی کم عمری میں لکھنا شروع کیا تھا اور اپنی موت تک اس دلچسپی کو جاری رکھا۔ نجیب محفوظ نے اپنے ادبی کیرئیر کا آغاز مختصر کہانیوں اور جرائد سے کیا تاہم بعد میں انہوں نے ناول لکھنا شروع کیا جس سے انہیں بین الاقوامی سطح پر پہچان ملی۔ ان کی تخلیقات اصل میں عربی میں تھیں اور بعد میں انگریزی، فرانسیسی اور جرمن میں ترجمہ ہوئیں۔ نجیب محفوظ کے زیادہ تر کاموں میں قدیم دور میں مصر میں رائج بادشاہت کے نظام، نوآبادیاتی نظام اور موجودہ مصر کے بارے میں ان کے خیالات پیش کیے گئے۔ یہ بنیادی طور پر سیاسی قیدیوں اور خواتین سے متعلق معاشرتی مسائل سے نمٹتا تھا۔ اس کا دو ٹوک بیانیہ انداز مذہبی گروہوں کی طرف سے شدید غم و غصے کا باعث بنا اور اس کے بعد بعض کاموں پر پابندی لگا دی گئی۔ اپنی زندگی کے دوران، انہوں نے 350 سے زیادہ مختصر کہانیاں، 34 ناول، 5 ڈرامے اور چند مسودے شائع کیے۔
محفوظ کی پیدائش11 دسمبر 1911 میں پرانے قاہرہ میں ایک نچلے متوسط طبقے کے مسلم مصری خاندان میں ہوئی۔ ان کے کمپاؤنڈ کے پہلے حصے کا نام معروف ماہر امراض نسواں، نجیب پاشا محفوظ کی تعریف میں منتخب کیا گیا، جو اس کی مشکل پیدائش کی نگرانی کرتے تھے۔ محفوظ ساتواں اور سب سے چھوٹا بچہ تھا، چار بھائیوں اور دو بہنوں کے ساتھ، یہ...
The question of the status of Prophet Muhammad has been one of the most crucial and controversial issue of Muslims-Christian relations since the advent of Islam. In almost every Muslim-Christian encounter, the question of Christian acknowledgement of prophet-hood of Muhammad has been raised. Muslim ask, when we accept and regard Jesus as a prophet, why you (Christian) do not recipro-cate by giving the same status to prophet Muhammad. The present study is an attempt to analyze the points which Kenneth Cragg has raised, In response of the Muslims, who say, why the Christian don’t give such respect to Muhammad(SAW) as the Muslim give to Jesus. In this study I proved that Cragg’s answer is not only against the Holy Quran but also against The teachings of Gospel and the only reason for this disregard Is prejudicial and polemical.
This research is focused on the analysis of discretionary approaches of high school heads. Discretion is the exercise of judgment, power to do things or to decide when and how to implement for the improvement of individual performance as well as educational institutions efficiency and effectiveness. The study investigated the discretionary: managerial, instructional leadership, disciplinary, conflict mediating, and public dealing approaches of high school heads. The tools of the study were questionnaires, interviews, and observations. Sampling was made by using „Census sampling‟ and „Simple random sampling‟. The pilot study of the research instruments were carried out on content and construct validity. The reliability of the research tools was tested on „Factor analyses‟ and „Cronbach‟s alpha‟. In this study, the data were triangulated by explanatory sequential design of a „Mixed method approach‟ including quantitative and qualitative data. The quantitative data were collected from 192 heads and 265 working teachers and similarly the qualitative data were collected from 12 District Education Management Personnel and 29 heads of institutions. The quantitative data were analysed on frequency, percentage, mean, standard deviation, and one sample t-test. The qualitative data were analyzed on the suggested method of Mile and Huberman. The key findings of the study indicate that heads make decisions on the basis of observations, plan syllabus for the whole academic year, struggle to achieve long term and short term targets, inform staff about their responsibilities, provide feedback to the staff on the spot, take initiative for controlling the weak areas of discipline, provide guidance to the learners on self-discipline, resolve conflicts through mutual dealing and discussion but there are heads who are inefficient in supervising effective school management, improving instructional strategies, managing school control, carrying out interpersonal relationship with the parents and the community, working for the improvement of the staff and the learners‟ performance, caring for equality and justice with the staff, appreciating the staff efforts and their hard work, utilizing staff potential according to their talent, cooperating with the parents and the community and sharing with them in decision making. The study concludes that heads are efficient in making decisions, achieving desired targets, planning syllabus, providing feedback to the staff but they are found inefficient in organizing school management, improving instructional techniques, managing school discipline, caring for equality and motivation of the staff, making cooperation and interpersonal relationship with the parents and the community. It is recommended that heads may exercise their discretionary powers and approaches willfully: for the effective supervision of schools in order to improve the instructional strategies, managing school control, working for the staff and the learners‟ effective performance, caring for equality and justice with the staff and establishing interpersonal relationship with the parents and the community.