خواجہ عبدالرؤف عشرت لکھنوی
خواجہ عبدالروف عشرت، لکھنؤ داروغہ حیدربخش کی مسجد کے نیچے کتابوں کی ایک چھوٹی سی دوکان پر بیٹھا کرتے تھے، مگر خدا جانے کیا بات ہے یہ چھوٹی سے معمولی حیثیت کی دوکان نصف صدی تک لکھنؤ کے اہل علم و ادب کا مرکز بنی رہی، اور میں نے بھی چالیس برس اس چھوٹی سی دکان کو اسی طرح علم و ادب کے قدرشناسوں کا مرکز دیکھا، اس وقت جب لکھنؤ کا چوک بجلی اور گیس کی روشنیوں سے جگمگارہا تھا یہی دکان تھی جس پر پرانا مٹی کا چراغ جلا کرتا تھا، اور دنیا کو وضعداری کی روشنی دکھاتا تھا، افسوس کہ زبان و ادب کا یہ ٹمٹماتا ہوا چراغ بھی بجھ گیا۔
خواجہ صاحب گو خود غیر معمولی شاعر نہ تھے، مگر لکھنؤ کے بڑے بڑے شاعروں کی صحبت اٹھائے تھے، بحرؔ مرحوم کے شاگرد تھے، نظم سے زیادہ نثر لکھتے تھے اور لکھنؤ کی راجدھانی اور لکھنؤ کے جانعالم کی کہانی ان کا خاص موضوع تھا، لکھنوء کی بول چال اور محاوروں اور روزمرہ کو بخوبی برتتے تھے، نیک مزاج، وضعدار اور قناعت پسند تھے، اﷲ تعالیٰ مغفرت فرمائے۔ (سید سلیمان ندوی،جولائی ۱۹۴۰ء)
Abstract: Heela (-f*) is an Arabic word used as a term in Islamic Jurisprudence. In English language it can be explained "evasiveness" which can be interrupted in to ways as a person may understand something else than the meaning ofspeaker without labelling the lie. It demands wisdom and minuteness to be usedfor achieving the objectives. It legitimately lawful evasiveness and sinful evasiveness all two dimensions fit. The valid evasiveness fulfill all the legal requirements. It has further three types. Infirst type although evasiveness may be invalid but the achieved purpose must be lawful and valid. For example, a woman, who hasfiledfor divorcedfrom her husband can present before jury the fake witness, in order to achieve her purpose. In second type an evasiveness may be used as mean of profit or hurdlefrom getting a loss. It has the relation ofcause and effect. While in third type it has an element ofambiguity, which may be used to avoid the loss by misleading or giving false statement. Sinful evasiveness is the one which is used to achieve an illegal target. It is further divided into three types. In first type the evasiveness and the required purpose both stand illegal. In second type the evasiveness may be lawful but the targeted objective is unlawful. While in third type the evasiveness and the purpose both may be valid but these are manipulated to achieve an illegal purpose and objective.
In the Pakistani context, teachers and students often find it difficult to teach and learn geometry, particularly proofs using deductive reasoning skills. Dynamic Geometry Software (DGS) is a widely recognised tool that mediates students’ reasoning skills. However, its efficacy in developing the reasoning skills has not yet been explored in the Pakistani school contexts. Before spending the time and resources in integrating the software in geometry instruction, it is necessary to investigate the effectiveness of DGS in the Pakistani context. This study, therefore, aimed at determining the effect of DGS (Geogebra) on reasoning skills of students of Grade 7 in one of the private schools in Karachi, Pakistan. The study used quasi-experimental pre-test and post-test design. Sample of 40 and 36 students comprised Experiment Group (EG) and Control Group (CG), respectively. In the pre-test CG performed significantly better than EG (U=468, z=-2.659, pr=0.31). However, in the post-test, score of EG (Mdn=6.50) was higher, as compared to score of CG (Mdn=6.00), although the difference was not significant which is represented by small sized effect (U =615.50, z=-1.098, p>0.05, r=0.125). Specifically, DGS-based instructions resulted in significant improvement at visualisation level as compared to the instructions without DGS. However, both instructions (with and without DGS) were equally helpful at the analysis and deduction level. Nevertheless, no improvement was reported at the informal deduction level. The findings of this study encourage the practitioners to use DGS for the development of students’ geometrical reasoning, especially while designing the instructions at visualisation level.