منشی عبدالعزیز صاحب انصاری
دارالمصنفین کے خیر خواہوں اور خدمت گزاروں کو یہ خبر سن کر بڑا رنج و غم اور سخت ملال ہوا کہ اس کی مجلس انتظامیہ کے ایک معزز، سرگرم، مخلص اور قدیم رکن جناب منشی عبدالعزیز صاحب انصاری یکم دسمبر کو بمبئی میں وفات پاگئے، اِناﷲِ وَ اِنا اِلَیہ رَاجِعُون، یہاں سے ان کا تعلق حضرت مولانا سید سلیمان ندویؒ کے دور میں قائم ہوا، جو بعد میں محکم سے محکم تر ہوتا گیا، وہ بمبئی میں رہتے تھے، لیکن ان کا وطن اعظم گڑھ ہی تھا، اس لیے دارالمصنفین سے ان کا بڑا گہرا قلبی اور جذباتی تعلق تھا۔ اکثر کہا کرتے تھے کہ اس نے ہماری عزت و شہرت میں چار چاند لگادیا ہے، اس سرزمین پر وہ لوگ چلتے پھرتے دکھائی دیتے ہیں جنھوں نے اس کو علم و فن کا لالہ زار بنادیا ہے، وہ اس کی مجلس انتظامیہ کے جلسوں میں نہایت پابندی سے تشریف لاتے، ان کے قیمتی مشوروں سے دارالمصنفین کو بڑا فائدہ پہنچتا، مشکل وقتوں میں اس کے لیے سینہ سپر رہتے، دارالمصنفین کو مالی اعانت کی ضرورت ہوتی تو اس کے کارکنوں کو بمبئی ملاتے اور اپنے یہاں دعوتوں پر اصحاب ثروت کو مدعو کرکے اس کی امداد کرنے پر آمادہ کرتے، شبلی کالج سے بھی خاص تعلق رکھتے اور اس کی ترقی سے بڑی دلچسپی لیتے، تقریباً چالیس برس سے اس کی مجلس انتظامیہ کے صدر تھے، ان کا انتخاب ہمیشہ بلامقابلہ ہوتا تھا۔
ان کی رسمی تعلیم زیادہ نہ تھی، لیکن بڑے علم دوست اور اردو فارسی کا اچھا ذوق رکھتے تھے، وہ بمبئی میں ٹرانسپورٹ کا کاروبار کرتے تھے، جہاں ایک سے بڑھ کر ایک تاجر تھے مگر جو عزت، نیک نامی اور قدر و منزلت انھوں نے حاصل کی وہ کم کسی کو نصیب ہوئی، وہ مہمانوں کے لیے ہر...
Like other major religions of the world, sectarian division took place in Islam too. The major cause of this sectarian division was political in its nature rather than religious. Immediately after the demise of the Holy Prophet (SAW), believers were divided over the question of succession to the Prophet (SAW) which later on culminated in the shape of two sectarian factions i.e. Sunni and Shi‘ah. The present paper will give a complete account of the genesis of Islamic sects including the events that directly intensified shi’ism in Islam.
This research was conducted in a private school to explore the processes and issues related to teachers' implementation of student-centered teaching approach in mathematics classrooms. Within the qualitative paradigm, I used the case study approach to explore the perceptions of my research participants about the student-centered teaching. It is commonly observed that most of our schools are using teacher-centered approaches. As a result, students' conceptual understanding is weak. It is an observation that such kinds of approaches are not successful in our context, because it is an observation that most of the students fail in mathematics. Therefore, the students perceive mathematics to be the most difficult subject. This problem is important, because as long as a reform in teaching approaches is not introduced, mathematics learning remains ineffective in schools. Thus, my aim was to search for such approaches which could be effective for student learning. Moreover, the purpose of this research was to improve my pedagogy and introduce an alternative approach in my own school, where mathematics is taught through teacher-centered approach. I selected the student-centered teaching approach (SCTA) for this purpose, so that I could study the process through which this approach affects students' learning of mathematics. It came to my knowledge that some private schools of Karachi, Pakistan, are using the Student-Centered Teaching Approach (SCTA). I decided to conduct my research in a private secondary school to see how SCTA was being implemented in the mathematics classroom. I conducted a qualitative research there and my method was an exploratory case study. I chose two mathematics teachers. One was teaching class IV and the other was teaching class VI. I observed six teaching sessions of each of them, along with conducting post-observation discussions and three interviews. The findings revealed that teachers were aware of studentcentered teaching and the strategies of its implementation. It was found that the teachers were implementing SCTA to some extent, because they used problem-solving and asking questions as the strategies for implementation of SCTA. It also was found out that they had a limited understanding of using these strategies. The research participants did less than what they were claiming. Thus, the study recommends that if the teachers are provided with concrete training opportunities, their teaching practices regarding SCTA will improve significantly.