نواب اخترؔ یارجنگ
حیدرآباد میں اودھ کے ایک مشہور ممتاز مینائی خاندان کے فرد فرید نے بھی ہماری دنیائے فانی کو الوداع کہا، منشی امیر احمد صاحب امیر مینائی کے خلف الرشید نواب اختر یار جنگ بہادر جنہوں نے دکن میں امیر مرحوم کی وفات کے بعد سے دکن کو شاہ دکن کی نوازشوں سے اپنا وطن بنالیا تھا اور معتمد امور مذہبی کی حیثیت سے سینکڑوں مفید خدمات انجام دیں اور ہر نیک کام کی امداد میں سبقت کی اور اب چند سال سے پنشن پاکر عزت کی زندگی بسر کررہے تھے، اب وہ ہمیشہ کے لیے بزم حیات سے رخصت ہوگئے، اﷲ تعالیٰ ان کی نیک خدمات کا نیک صلہ عنایت فرمائے، وہ شاعر بھی تھے اور اختر تخلص کرتے تھے۔ (سید سلیمان ندوی،جولائی ۱۹۴۰ء)
Consensus of opinions of religious scholars of Muslim Ummah in any era is the legal instrument to validate admissibility or inadmissibility of something in Shariah. The consensus is categorized into different types on the basis of its dimensions, attributes and modes. Compound Consensus is the type of consensus that is the bunch of contradictory judgments of Muslim Scholars of the era of companions of the Prophet s.a.w. And their disciples by accepting it as Shariah source. There is difference of opinion among Muslim scholars to believe it as a valid source to authenticate Shariah injunctions and commandments. Especially the scholars are divided into two groups on the authenticity of compound consensus of the disciples of the companions of the Prophet s.a.w. The article deals with different discussions about compound consensus of in principle and of the disciples of the companions of the Prophet s.a.w, its significance and validity, and misperceptions about its validity. After discussion, it seems better to consider compound consensus as an acceptable argument. The article has been written in analytical mode.
The research study deals with the effect Social Studies Visiting Teachers (VT) programme on two VTs' classroom practices. Both were female and working in two private schools of Karachi. Moreover, headteachers, VTs' colleagues and the course tutors also participated in the study. The data was triangulated through interviews, classroom observations and document analysis. The major finding of study was that Social Studies VT programme made some impact on changing VTs' perceptions, attitude and classroom practices. Both VTs began to consider Social Studies as global and interesting subject and students as active learners. VTs also learnt how to develop skills related to tolerance, patience and confidence required to become effective teachers. Social Studies VT programme also substantially enhanced VTs' knowledge about instructional strategies, however, they seemed to have acquired partial understanding of some of the instructional strategies. Therefore, some strategies were hardly used in their classroom practices. Both VTs also shared some of the major concerns and challenges about innovations. Some facilitating and hindering factors such as fixed syllabus, examination system, rote learning, inadequate support from headteachers, and inadequate feedback from VT programme tutors etc. These factors could be put into three main categories i.e. programme, personal, and contextual. Both VTs also felt the need for the refresher and the follow-up programme to strengthen and reinforce their newly acquired knowledge and practices. The recommendation of the study will help IED to improve the VT programme that can contribute to develop teachers as reflective practitioners.