پہلی اشاعت پر کامیابی
ناطق کی پہلی دس نظمیں 2009ء میں چہار ماہی رسالہ دنیا زاد میںشائع ہوئی۔ایک منفرد لکھاری اور ایک نیا اچھوتا انداز تحریر ہونے کی وجہ سے ادبی دنیا میں پہلی ہی اشاعت پر کامیابی ملی،پہلی بار ہی جب یہ نظمیں رسالہ میں چھپی تومنفرد لکھاری کے طور پر پہچان کا باعث بنی ان کے پہلے مجموعے میں یہ دس نظمیں شامل ہیں۔ان کی اس شاعت کے بعد 2009ء میں "آج"نامی رسالہ میں ان کے پانچ افسانے چھپے۔ناطق کو جب ان کی پہلی اشاعت پر ہی کامیابی کاسامنا رہا تو اردو ادب کے بڑے بڑے لکھاریوں نے ان کو اس کام پہ مبارکباد دی۔
Mufti Muhammad Shafi's tafseer is an important and educational extract in the Quranic field. Tafseer Muarif ul Quran has its own relevance and rank amongst others. This tafseer concentrates on current fiqhi issues and gives their solutions with strong signs It is also discussed social issues of the society. This article examines the fiqhi style and qualities of Mufti shafi "especially the study of Surah Noor" which are prominent factors of the Tafseer. This Tafseer has converted difficult terms and words into easy ways and elaborated Quranic verses with Hadith and old translations.
Teaching and learning mathematics is still considered a difficult task. It is believed that mathematics is based on universal and absolute foundations and the learning of mathematics should involve rules, facts and principles. Moreover, a one-way teaching strategy is being used in the mathematics classroom. Innovative teaching strategies such as, cooperative learning, activity-based learning and investigation are not used often in the mathematics classroom. Similarly, teacher-student interactions highly influence the teaching and learning process but these have not been given much importance while teaching and learning mathematics. Very few studies have been done in the Western countries in this regard but no such study has been conducted in the context of Pakistan. Thus, this study focused on teacher perceptions of teacher-student interactions in the mathematics classroom using inquiry-based teaching. The purpose of the study was to explore the perceptions of lower-secondary level teachers about student-teacher interactions in an inquiry-based mathematics classroom in Karachi, Pakistan. Two teachers - one from a public and the other from a private school - were selected for the study. The differences and similarities of both teachers' perceptions about teacher-student interactions and their teaching and learning practices in the real classroom situation were identified using a comparative case study method. Audio-taped semi-structured interviews, non-participant observations, checklists, pre and post-lesson conferences and held notes were used to collect the data. In addition, the students' manner of interaction with the teacher in the classroom during teaching and learning mathematics was closely examined. The data was analyzed as two separate case studies, which presented detailed biographical data about the two teachers, their theoretical frameworks and actual practices, with interpretations and analysis. The synthesis of this study uncovers a number of issues emerging from the analysis of the findings. For instance, the teachers’ attitudes towards teaching and learning mathematics, the impact of professional development opportunities and the nature of self-reflection might play a key role in reshaping the teachers' perceptions which may interest other mathematics teachers, teacher educators, teacher education programmes and research in education in general.