جامعہ الازہر میں اردو شناسی
مصر میں ہمارا آخری پڑائو جامعہ الازہر تھا ۔میرے خیال میں مصر کی تاریخ جامعہ الازہر کے بغیر نامکمل ہے ۔دس لاکھ بشمول پچاس ہزار غیر ملکی طالب علموں کی علمی آبیاری کر نے والے اس ادارے کو دیکھنا اور وہاں کے اساتذہ اور طلبہ سے مصاحبہ اور مکالمہ کرنا مسافر کی بڑ ی آرزو تھی۔ پوری مسلم امہ میں شاید یہ واحد بڑی درسگاہ ہے جہاں لگ بھگ سات درجن شعبہ جات میں دینی اور دنیوی علوم کی تدریس ہوتی ہے ۔میں نے دکتور محمود سے پوچھا کہ کون سے بڑے علو م ہیںجو یہاں پڑھائے جاتے ہیں ۔انھوں نے برجستہ کہا سارے علوم ۔انھوں نے پھر وضاحت کی کہ دینی علوم تو ہیں سارے اس کے علاوہ ہندسہ،طب ،معاشیات ،بنکاری ، تجارت ، تاریخ ، تصوف،ادب،ارضیات،عمرانیات،تہذیب اور سائنس غرض بہت سارے علوم ہیں ۔ دکتور محمود نے علم و فنون کا طویل پہاڑ ا ایک سانس میں سنا دیا ۔میں نے ان سے پوچھا کہ اس طویل فہرست میں آپ نے اس شعبے کا نام نہیں لیا جہاں جانا میری خواہش ہے ۔ ہنس کر کہنے لگے ’’اردو‘‘جی بالکل جامعہ ا لازہر ہی نہیں بلکہ مصر کی چھے سات جامعات میں شعبہ اردو ہے ۔
ہم جامعہ کے صدر دروازے سے داخل ہوئے جس پر جلی حروف میں ’’جامعہ الازہر فرع البنات ‘‘لکھا تھا گیٹ پر ضروری سیکورٹی کلیرنس کے بعد ہمیں شعبہ اردو کی طرف جانے کی اجازت دے دی گئی ۔ہم شعبہ اردو کی طرف جا ہی رہے تھے کہ ایک طالبہ دوڑتی ہوئے ہمارے پاس آئی اور عربی آمیز اردو لہجے میں مخاطب ہوئی کہ ’’آپ لوگ پاکستان سے آئے ہیں ؟‘‘دکتور ابراہیم اپنے دفتر میں آپ کا انتظار کر رہے ہیں ۔‘‘ہم ان کے ساتھ ہو لیے اور صدر شعبہ...
Rights of Holy Prophet Muḥammad (P.B.U.H) have been studied from various perspectives. This paper reviewing the extant research on the subject; identifies the duties of government officials from the referred side. It concludes that Prophet Muḥammad (P.B.U.H) is the most benefactor and humanitarian to mankind in the word. In this context only those Govt. Officials can be considered true in their claim of love for Prophet Muḥammad (P.B.U.H) who adhere to his teachings, concerning ability of one’s position, piety, liability, morality and uprightness and those who refrain from being footloose and profligate, and free themselves from the hunger of wealth and status, censoriously evaluate their deeds, keep an eye on the life hereafter and accountability. Moreover, those who hold justice and avoid dishonesty and bias are true according to the teachings of Islam. Without such qualities and characteristics claim of love is just deceit and forgery.
This study examined how journalists can survive in the newsrooms in Kenya in the digital age. The study was guided by four research questions: (1) What are the emergent newsroom roles in the digital age? (2) What retooling and reskilling do media workers need to survive in the digital age? (3) How do journalists acquire the new skills? (4) What role has digital disruption played in the reorganisation of newsrooms? The study used two theoretical frameworks: The theory of disruptive innovations and de-professionalisation lens. The researcher conducted face to face in-depth interviews with eight journalists from four media houses namely: British Broadcasting Corporation (Nairobi office), Nation Media Group, Standard Group Ltd and Royal Media Services as well as two key informants. All the respondents were purposively selected. The study found out that digital disruption has created new roles in the Kenyan newsrooms which have been taken up by both journalists and non-journalists and that the disruption has necessitated reskilling and retooling of journalists and those who fail to adapt are eventually forced out of the newsrooms. The study also found out that most journalists are learning new skills on their own with media houses and media schools playing a peripheral role. This despite the fact that, as the study found out, the roles of ensuring journalists acquire new skills rest with individual journalists, media houses and Journalism Schools. Finally, the study found out that disruption has happened before in Kenyan media but digital disruption is different. While media houses have adapted well to past disruptions, this time around, digital disruption has not only forced some media houses to close down due to dwindling fortunes but has ended newsroom careers of many journalists. The study concluded that while most journalists are playing their part in responding to digital disruption, media houses and journalism schools are lagging behind. If this trend continues, it will keep hurting journalism more. The study recommends that media houses organise regular formal training for their journalists. Journalism schools should also update their training manuals to ensure their graduate transition seamlessly into the newsrooms. Media executives and administrators of journalism schools should also communicate regularly to ensure each side understands the needs of the other.