ڈاکٹر سید عابد حسین
یہ سطریں لکھی جارہی تھیں کہ ڈاکٹر عابد حسین کے انتقال پر ملال کی خبر ملی، وہ جامعہ ملیہ کے جان نثار ڈاکٹر ذاکر حسین مرحوم کے رفیق قلبی، ایک بہت بڑے محب وطن، ایک قبل قدر فلسفی، اردو زبان کے مایہ ناز ادیب، ایک ماہر مترجم، ایک بلند پایہ مصنف، ایک محتاط اہل قلم، اسلام اور عصر جدید، پھر انگریزی رسالہ موڈرن اسلام کے صاحب دل اڈیٹر اور انسانی اخلاق کے بعض دلآویز اوصاف کے حامل کی حیثیت سے اپنے ہم وطنوں، معاصروں اور قدردانوں میں برابر یاد کئے جائیں گے دعا ہے کہ اﷲ تبارک و تعالیٰ ان کو کروٹ کروٹ جنت نعیم عطا فرمائیں۔ (صباح الدین عبدالرحمن، دسمبر ۱۹۷۸ء)
ڈاکٹر سید عابد حسین
ڈاکٹر سید عابد حسین مرحوم کی وفات کو کم و بیش ایک مہینہ ہوچکا ہے، مگر اب تک دل ان کی جدائی پر تیار نہیں ہے، ان کا مسکراتا ہوا چہرہ ہر وقت نگاہ کے سامنے رہتا ہے، ان کی شفقت و محبت اور عنایت و کرم فرمائی رہ رہ کر یاد آتی ہے، اور ان کی دل آویز گفتگو کی آواز کانوں میں گونجتی رہتی ہے، وہ میرے استاد بھی تھے، اور محسن و مربی بھی تقریباً ۴۸ برس یہ روابط اس طرح قائم رہے کہ نہ میری عقیدت میں کوئی فرق آیا نہ ان کی شفقت میں کوئی کمی محسوس ہوئی، ان کے نام سے واقفیت تو ندوہ کی طالب علمی ہی کے زمانہ میں ہوگئی تھی، رسالہ جامعہ میں ان کے مضامین بھی پڑھے تھے، اور ان کی کتاب تاریخ فلسفہ اسلام بھی اسی زمانہ میں نظر سے گزری تھی، یہ اگرچہ طبع زاد نہیں تھی، بلکہ مشہور مستشرق دی بوئر کی کتاب کا ترجمہ تھی مگر ڈاکٹر صاحب نے اس خوش اسلوبی کے ساتھ اسے اردو...
It is unique and high distinction of the Muslim Ummah that they have saved the teachings of Prophet Muhammad (PBUH). There have been high profile scholars who had dedicated their lives for the investigation of veracity and authenticity of Ḥadīths. They have been sifting the narrators of Ḥadīths through the myriad of resources to endorse or reject the authenticity of Ḥadīths. Amongst these eminent scholars, Imām Abū Ḥātim and Imām Abū Zur'ah, who made great contribution in the field of Elal Ḥadīth. Both criticized Aḥādīth some of which are quoted in Sahih Imām Bukhārī and Sahih Imām Muslim. Both books have always been taken as an authentic source for the veracity of Aḥādīth. However, they have pointed out a few such aspects which are vital for keeping the veracity and authenticity of Aḥādīth. This article is an attempt to study those Aḥādīth as quoted in the two above mentioned books and were criticized by Imām Abū Ḥātim and Abū Zur’ah in their book Elal Ḥadīths, by comprising with sayings of the concerned scholars. The most accurate aspect has been elaborated.
This study was conducted in order to observe the impact of microteaching training on the performance and teaching self-efficacy of prospective teachers in their teaching practice. The objectives of the study were: (1) to observe the performance of trainee teachers after acquiring selected microteaching skills in their teaching practice; (2) to observe the performance of trainee teachers after acquiring set induction skill in their teaching practice; (3) to observe the performance of trainee teachers after acquiringpresentation skill in their teaching practice; (4) to observe the performance of trainee teachers after acquiring questioning skill in their teaching practice; (5) to observe the performance of trainee teachers after acquiring students’ re-enforcement skill in their teaching practice; (6) to observe the performance of trainee teachers without acquiring selected microteaching skills in their teaching practice; (7) to compare the performance of trainee teachers after acquiring selected microteaching skills in their teaching practice; (8) to find out the personal teaching-efficacy of the trainee teachers after acquiring selected microteaching skills in their teaching practice; (9) to find out the personal teaching-efficacy of the trainee teachers after acquiring set induction skill in their teaching practice; (10) to find out the personal teaching-efficacy of the trainee teachers after acquiring presentation skill in their teaching practice; (11) to find out the personal teaching-efficacy of the trainee teachers after acquiring questioning skill in their teaching practice; (12) to find out the personal teaching-efficacy of the trainee teachers after acquiring students’ re-enforcement skill in their teaching practice; (13) to determine the personal teaching-efficacy of the trainee teachers without acquiring selected microteaching skills in their teaching practice; (14) and to compare the personal teaching-efficacy of the trainee teachers after acquiring selected microteaching skills in their teaching practice. Fifty-three female trainee teachers of Regional Institute for Teacher Education female Abbottabad constituted the population of this study. Through matched random sampling the subjects of the study were divided into control and experimental group. Fifty subjects, 25 each in both groups formed the sample of the study. The subjects were equated in their respective groups on the basis of their pre-test observation sheet scores in their teaching practice. Pre-test post-test equivalent group design was selected for the study. Research tools included observation sheet and personal teaching efficacy scale. Already developed and validated observation sheet by (Hussain, 2001) was adopted for the present research experiment. The calculated Cronbach’s alpha co-efficient value of the questionnaire is .82. Personal teaching efficacy scale was developed and moulded in light of the standardized teacher’s sense of efficacy scale (TSES). Calculated Cronbach’s alpha co-efficient value of the questionnaire at pre-test is .83. Trainee teachers of experimental group were administered microteaching training in set induction, presentation, students’ reinforcement and questioning skills for forty days. Post-test data analysis revealed that trainee teachers of experimental group showed better performance and higher teaching self-efficacy than prospective teachers of control group in the use of four selected microteaching skills.