In the present research work, the effect of thought and stylistic study of Modern Poem on Urdu Ghazal is discussed in detail. Urdu Ghazal and modern poem reflects the human feelings and truth of the present. Therefore for this research work, the mutual relationship of Modern Poem on Urdu Ghazal, thinking, technical and stylistics study is taken as a topic for research. It is tried to find the changes and factors producing changes, what is the creative process of both and what is the individual value of each and what is the individuality though the study of thinking effect of Modern Poem on Urdu Ghazal. For this purpose the present research work is divided into five chapters. First chapter is about the introduction of the topic in detail. In this chapter with the basic discussion on Urdu Ghazal and Poem the differences between Ghazal and Poem and Molana Aaltaf Hussain Haale to the present shape is analyzed beautifully. The second chapter is about the formal effects of modern poem on Urdu Ghazal. In this chapter the formal process of Modern Poem and the appearance of nw formal changes under the effect of Modern Poem in Urdu Ghazal is also analyzed. The effect of Modern Poem on Urdu Ghazal is also important that because of it in Urdu Ghazal, Anti Ghazal, Azad Ghazal, Zain Ghazal, Ghazal like Geet, Tedy Ghazal, Mukalmati Ghazal, Mokalmati Azad Ghazal and Ghazal-e- Musalsal is discussed in this chapter in detail. The third chapter of this research work is about the analysis of formal effect of Modern Poem on Urdu Ghazal, formal process and the constituent of formal relation of poem and Ghazal, imagination, language and expression, symbolism, punctuation, changes in language and expression, changes in expression and immediate reaction is possible only by the effect of Modern Poem. Chapter four is about the discussion of thinking effect of Modern Poem on Urdu Ghazal. Therefore in this chapter thinking combination of Ghazal and Poem, creation process between Urdu Ghazal and Modern Poem and the thinking effect of Modern Poem on the Urdu Ghazal is discussed in detail in this chapter. The last and final chapter is the overall analysis of the topic and suggestion are listed here for further research work on the base of present research work.
حامد نعمانی مرحوم مولانا شبلی نعمانی ؒ کی ایک ہی جسمانی یادگار باقی رہ گئی تھی وہ بھی مٹ گئی، یعنی ان کے اکلوتے صاحبزادہ حامد نعمانی صاحب نے ۶۲؍ برس کی عمر میں ۲؍ ربیع الاول ۱۳۶۱ھ مطابق ۲۰؍ مارچ ۱۹۴۲ء کی شب کو جونپور میں دفعتہ وفات پائی، وہ کئی برس سے مرض قلب میں گرفتار تھے، علاجوں کے سہارے سے چلتے پھرتے تھے، مگر اندر سے کھوکھلے ہوچکے تھے، ۱۹؍ مارچ کو وہ ایک ضرورت سے جونپور گئے تھے، شام کو پہنچے، اپنا کام کیا، رات کو ۳ بجے کے قریب درد دل کا دورہ ہوا،ان کے میزبان دوست ان کے کراہنے کی آواز سن کر ان کے پاس آئے، مرحوم نے کہا کہ مجھے ذرا سہارا دے کر بٹھا دو، انہوں نے اپنے سینے کے سہارے سے بٹھا دیا، اسی کے ساتھ مرحوم نے ان کو السلام علیکم کہا، اور آخری سانس لے کر نامعلوم سفر کی منزل پر روانہ ہوگئے، انا ﷲ و انا الیہ راجعون، ۲۰ کی صبح کو لاش کار سے اعظم گڑھ آئی، اور شبلی منزل میں باپ کے پہلو میں بیٹے کو ہمیشہ کے لیے سلا دیا گیا۔ مرحوم بڑے توانا و تندرست، قوی ہیکل، بلند و بالا، اور علی گڑھ کالج کے مشہور کھلاڑیوں میں تھے، گھوڑے کی سواری اور پولو میں بھی ممتاز تھے، تحصیلداری کے عہدہ پر فائز ہوکر پنشن پائی پھر ریاست منجھولی میں منیجر ہوئے، مگر صحت کی خرابی کے سبب سے مستعفی ہوگئے، پابند صوم و صلوٰۃ، نیک دل اور بہت رحیم المزاج تھے، اپنی ذاتی زندگی میں گو وہ بہت قانع اور منتظم تھے مگر اس طرح سے جو بچتا تھا، اس کو ہمیشہ فیاضی کے ساتھ نیک کاموں میں لگادیا کرتے تھے، ۱۹۲۷ء میں حج بھی کیا تھا ، زکوۃ کا پورا حساب رکھتے تھے، اﷲ تعالیٰ ان پر رحمت...
There is no doubt that Sheikh Ali-al Tantāwi is one of the most prominent ،famous and best writers and preachers of Islam in the modern era. He is one of the pioneers of Islamic literature, he is also a talented writer and a good social reformer. He has left great heritage of Islamic sciences and literature for us. In this article we have tried to emerge the different aspects of his life and services in the field of society reforms، literature، preaching and journalism.
No one can deny the importance of reading skills especially for the students. There is a strong link between students’ performance and the pedagogical strategies of EL Teachers. Research claims that different pedagogical strategies used by teachers help students in developing their reading skills. This study aimed to identify and compare the pedagogical strategies used by ELTs of both public and private schools at Middle level (VI- VIII) for developing students’ ‘reading skills’ in Skardu City. For this purpose, a cross-sectional survey design (descriptive) was employed to collect data from all middle level schools (n=69 out of 72) of Skardu City. The sample of 100 teachers from both public (n=50) and private schools (n=50) teachers were observed through Observation Scale for Reading Lesson (OSRL) where a maximum of three teachers from each school participated. The results show that more than 50% of the ELTs use some pedagogical strategies for developing reading skills. Specifically, three strategies were used by more than 80% of the teachers. The results illustrate that most of the teachers mainly focus on oral fluency, explanation of the text, model and feedback during classroom tasks besides few comprehension and assessment strategies for developing reading skills. While majority of the teachers do not use some important strategies of comprehension, prediction, inferring the vocabulary from the text, silent reading and connection of reading with written strategies. This study further reveals that participant teachers of both public and private schools use more or less similar pedagogical strategies with some variation for developing the reading skills. However, private school teachers have shown better performance as compared to their public counterparts particularly in using six strategies where significant differences were also found.
To sum up this study highlighted that there is a dearth of using relevant pedagogical strategies to achieve the standards, benchmarks and SLOs of NCEL (2006). It is strongly recommended that purposeful training programmes with proper follow up should be organized for altering the beliefs and polishing teachers’ professional competency for developing reading skills of the students.