پروفیسرتلک چند محروم
افسوس ہے پروفیسر تلک چندمحروم بھی ستتر(۷۷) برس کی عمر میں گزشتہ مہینہ دہلی میں رہ گزاے عالمِ جاودانی ہوگئے۔ موصوف فارسی اور اردو دونوں زبانوں کے کہنہ مشق قادر الکلام اور بڑے پُر گوشاعر تھے، اُن کی فنی استعداد بھی بڑی پختہ اوراعلیٰ تھی۔انہیں غزل اور نظم دونوں پریکساں قدرت تھی، لیکن طبیعت کونظم سے زیادہ لگاؤ تھااور نظم بھی کسی ایک خاص صنف کی نہیں بلکہ ہر صنف اور ہر نوع کی۔رباعیات اورقطعات بھی کثرت سے لکھے ہیں۔نظم کے علاوہ نثر بھی شستہ ورواں اور چٹکیلی لکھتے تھے۔ پھر جتنے بڑے شاعر، ادیب اورمصنّف تھے اتنے ہی بڑے انسان بھی تھے،تقسیم کے وقت وطن سے بے وطن اور گھرسے بے گھر ہوئے اور کیسے کچھ مصائب برداشت کیے، لیکن کیامجال! انسانیت وشرافت کی پیشانی پرایک ہلکا سابل بھی پڑا ہو۔اُردو ادب کی تاریخ میں ہمیں یقین ہے پروفیسر محرومؔ کانام ہمیشہ یادگار رہے گا۔ [فروری ۱۹۶۶ء]
This article encompasses specifically the five verses of Sūrah Yāsīn with respect to rhetorical point of view. I tried my best to dig out mysteries of these verses rhetorically in addition to the sum of knowledge in the rhetorical Qur‘ānic studies. I have discussed the semantic aspects and elaborated these verses in the light of Qur‘ānic eloquence and also compared these verses with the verses of Sūrah Quran to derive the arguments of Qur‘ān 's miracles in the shades of rhetoric and eloquence. At the end of this article I concluded the exegesis of these verses with the best scientific consequences.
The purpose of my study was to understand the role of discussion in students' learning of mathematics. I conducted the study at a private school. The teachers reinforce mathematical concepts, which students follow by practicing and drilling. The study was conducted through action research, where I taught lessons by using whole class and small group discussions. I collected the data by audio recording the whole class and small group discussions. I analyzed the data by using the qualitative methods, such as coding the data on the bases of emerging patterns. I found that discussions in small groups provided an opportunity for the students to explain and communicate their ideas to other members and listen to their ideas. In the process of such explanations and communications, the students got an opportunity to formulate and clarify their thoughts. Discussion helped the students to develop their mathematical language skills through participating in group and whole class discussions. I also found that the teacher played a significant role in stimulating discussion in the classroom. For example, I promoted discussion through questions and probing. During the whole class discussions, the teacher's modeling helped the students to learn and use mathematical terms and symbols. Discussion helped the teacher to assess the students' learning through interactive discussions and respond appropriately on the spot.