ڈاکٹرشہزاد احمد بطور محقق و نقاد
(الف)اُردو نعت پاکستان میں: ایک جائزہ
شعبۂ نعت کا ہر گوشہ رسول کریم صلی اللہ علیہ و آلہٖ وسلم سے محبت اور عقیدت کے اظہار کا ذریعہ ہے۔ ڈاکٹر شہزاد احمد نے نبی کریم صلی اللہ علیہ و آلہٖ وسلم سے محبت کے اظہار کے لیے اپنے تحقیقی مقالے (نعتیہ شاعری کا تحقیقی جائزہ پاکستان کے خصوصی حوالے سے )یعنی ’’اُردو نعت پاکستان میں‘‘ کو وسیلہ بنایا ہے۔ یہ موصوف کا پی ایچ ڈی کا مقالہ ہے جس پر جامعہ کراچی نے ڈاکٹر یٹ کی سند سے نوازا ہے۔ یہ مقالہ موضوعات کی اہمیت اور معلومات کے استناد کی بدولت اُردو نعت شناسی کا ایک اہم سنگ میل ہے۔ کوئی محقق اس مقالے سے صرف نظر کرکے نعت کی حالیہ روایت سے کماحقہ آشنا نہیں ہو سکتا۔ اس مقالے کی تکمیل ۲۰۱۲ء میں ہوئی۔ حافظ عبدالغفار حافظ نے اس کی جو تاریخ نکالی ہے، وہ ملاحظہ ہو:
کیجیے حافظ رقم تاریخ اجرائے سند
روشنی طبع ’’اُردو نعت پاکستان میں‘‘
۲۰۱۲ء
-iنعت گوئی کا تحقیقی و تجزیاتی مطالعہ
پہلا باب ’’نعت گوئی کا تحقیقی وتجزیاتی مطالعہ‘‘ نعت کی روایت پر مبنی ہے۔ اس میں عربی اورفارسی نعت کے ارتقا کے ساتھ اُردو نعت کے شعرا کا بھی بھرپور ذکرکیا ہے۔اس کے علاوہ اس باب کے مباحث میں ’’شاعری اور قرآن کریم ، خالق کائنات سب سے پہلا وصاف رسول صلی اللہ علیہ و آلہٖ وسلم، اولین نعت میں محققین کی ترجیحات ، اولیات نعت، مدینے کی بچیوں کا خیرمقدمی گیت، حضرت صفیہ بنت عبدالمطلب ، حضرت عاتکہ بنت عبدالمطلب ، حضرت خنسا ، شعرالجنی یا شعرا لمجہول، مبشرات کی اہمیت ،نعت کی افادیت، نعت کا مجموعۂ اوّل ام الکتاب قرآن مجید، قرآن پاک میں نعت، احادیث نبوی میں نعت، نعت کے لغوی واصطلاحی معانی، عہد نبوی میں نعت اورخلفائے راشدین کے...
After reading the whole books and find out the interpretation, there were various sayings, the meanings and interpretations of the verses of Quran. The reader does not have the capability to select correct and incorrect. He does not know what to do about the various interpretations. At first the people of Mecca knew the status of Revelation; they do not need to explain that revelation, because it was their native language while the Prophet (S.A.W) explains it in detail. After the earlier periods, it was necessary to adapt some rules to know the correct sayings, that rules were already include the Quran itself, in the Sunnah, in the Quranic Sciences, in the books of fundamentals of Jurisprudence, and in the books of Quranic Sciences. Later on, however, wrote the books as contemporary independent science as such as book of Husain Al Ḥarbī named (قواعد الترجيح عند المفسرين) and book written by Khalid Al Sabbath named (قواعد التفسير جمعاً ودراسةً). These rules of preference are most important as with the help of these rules, the books of interpretation can be clarified from incorrect sayings. These rules are various, including, related to Quranic text, Sunnah, the views of Companions, the evidence, or related to the linguistics of Arabs. The preference proves the strength of a saying or strengthens an aspect than others through rules of preference. One of the objectives of this research is that the rules of preference can distinguish between correct and incorrect interpretation. The researcher recommended attention to these rules of preference and to study it as a separate subject to get full benefit from the books of interpretation.
The purpose of this study was to compare and delennine the more effective approach by use of Infonnation and Communication Technology (lCT) on achievement and retention of secondary school students of mathematics in Pakistan. The three approaches used fOf this study were, the Computer Based Instruction (CBl). Computer Bascd Learning (CBL). and Teacher Centered (TC) approach. The research design was the posttesl-only control group design. Seventeen research questions were put in the study. Sample of the study were 63 students alld was heterogeneous to provide representation aeross ability level and gender. The achievement and retention instruments were in the IQnn of researcher''s made posHest and the delayed-postlest. The CRI and COL boys and girls studems (taught separately) were grouped as treatment groups whereas the TC boys and girls students were grouped as reference group. The same topic mathematics, "Concept of Matrices" was taught to all three groups. The CBI groups were taught through software - Educational Program of Gifted Youth (EPGY), developed by Stanford University, USA. These groups were also supported by lectures, drill, and practice and self-assessment opportunities. The CBL groups used the EPGY software and in addition they made use of all possible resources of information and communication technology; internet, c-mail, chaHing and on-line help. The TC groups were taught through traditional teaching techniques. Two-way analysis of Covariance (ANCQVA) procedure from SPSS program wa~ adapted for the analysis of data of the study. Significant levels of all research hypothesis tested in this study were at the 0.05 levels, There was no significant difference among score oflhe students taught mathematics through CBI, CBL and xiv approaches on achievement. The main effects of the groups and ability did no! meet the 0.05 level of significance. However, the main effects comparison of gender was slgnmcruliat 0.047. There was a significant difference among the group''s retention of the students taught mathematics through eBJ, eBL and approaches. The main effect of the ability did meet the 0.05 level of significance on delayed-postlest. The main effect comparison of groups was also significant at 0.023. However, the main effect for group reach statistical significance on delayed-post test. Post-hoc comparison using the Tukey HSD test indicated that the means score of delayed- posUcst for the CBL group was significantly different from the TC group, The CBI group did not differ significantly from either of the eBL or TC groups, It was found that the CBL group had significantly scored higher in achieving as well as in retaining the content of mathematics taught to them during the experiment. The below average students retained significantly more than the average and above average students. The girls students overall scored considerably higher than the boys in delayed-posttest. It was concluded that the use of CSL approach in leaching of mathematics at secondary level in Pakistan can be encouraged for beller achievement and retention of the subject which is one of the objective of teaching or mathematics at this stage,