پروفیسر ضیاء احمد بدایونی
افسوس ہے گزشتہ مہینہ ہماری پرانی بزم علم وادب کی ایک اورشمع بجھ گئی۔ پروفیسر ضیاء احمد صاحب بدایونی، بدایوں کے ایک نامور خانوادۂ شعروادب کے فرزند ارجمند تھے۔قدیم دستور کے مطابق عربی فارسی کی تعلیم ایک مدرسہ میں پائی پھرانگریزی تعلیم کی طرف متوجہ ہوئے توایم۔اے تک پہنچے، فارسی میں جس کا امتحان الٰہ آباد یونیورسٹی سے فرسٹ ڈویژن میں پاس کیا۔۱۹۲۶ء میں بسلسلۂ ملازمت علی گڑھ مسلم یونیورسٹی سے وابستہ ہوئے اورشعبۂ فارسی کے صدر اورپروفیسر کی حیثیت سے۱۹۵۹ء میں ریٹائرڈ ہوئے۔
موصوف کی استعداد بڑی پختہ اورنظر بہت وسیع تھی۔عربی،فارسی اوراردو شعروادب پر تحقیقی اور مبصرانہ نگاہ رکھتے تھے۔ لغت ان کا خاص فن تھا چنانچہ ریٹائرمنٹ کے بعد چند برس علی گڑھ میں اورچند برس دہلی میں لغت پرجوکام اردو شعبوں کے ماتحت ہورہاہے اس سے وابستہ رہے۔ تصنیف وتالیف کاذوق فطری تھا چنانچہ تاریخ و ادب پرمتعدد تصنیفات یادگار چھوڑی ہیں جن میں دیوان مومن مع ایک طویل مقدمہ کے اورشرح قصائد مومن خاصہ کی چیزیں ہیں۔ مذہبیات سے بڑی دلچسپی تھی، اس سلسلہ میں بھی ان کی دوتین کتابیں ہیں۔ اخلاق و عادات کے لحاظ سے بھی بڑی خوبیوں کے بزرگ تھے، نہایت خوددار، ملنسار اورمتواضع تھے۔ طلباء پربے حد شفقت کرتے اور ان کی خدمت کے لیے ہروقت مستعد رہتے تھے۔ کم سخن تھے مگرجب بولتے تھے توتقریر مربوط اور پُرمغز کرتے تھے۔ عمر۷۷برس کے لگ بھگ تھی۔ ادھر کچھ عرصہ سے علی گڑھ میں جس کو انھوں نے اپنا وطن بنالیا تھا مقیم تھے۔وہیں۸/جولائی کوشب میں انتقال ہوا۔ اﷲ تعالیٰ غریق رحمت کرے، اب اس وضع کے لوگ کہاں ملیں گے۔
[اگست۱۹۷۳ء]
It is an undoubted fact that terrorism has nothing to do with Islam. All teachings of the Prophet (blessings and peace be upon him) are contrary to any kind of extremism, radicalization and terrorism. Although the Prophet (blessings and peace be upon him) and his Companions faced injustice, persecution and terrorism directly by the disbelievers of Mecca and were forced to leave their homeland, yet, they always treated very peacefully and never demonstrated any kind of extremism. When the Prophet (blessings and peace be upon him) established the first state of Islam in Medina, it faced many atrocities and conspiracies by its enemies, but Muslims never chose the path of injustice and terrorism even against its worst enemies. Muslims always preferred peace treaties and covenants with everyone, so that people can live peacefully. The life of the Prophet (blessings and peace be upon him) is a practical model of moderation, integration and harmony. In this article, we will shed light on the religious view of international terrorism in the light of the Prophet’s biography. Starting with the detailed definition of terrorism, we will discuss this word from a political perspective also. Then we will move towards the international scenario and would point out that how some countries are committing the phenomenon of terrorism to achieve their goals. In the end, we will give some examples from the Prophet’s biography to address the phenomenon of terrorism, extremism, and to establish the atmosphere of tolerance and harmony. We will also discuss that how Islamic state faced international terrorism by Meccans and some tribes, and how Muslims countered it in a peaceful way. Then we will discuss that terrorism has nothing to do with Islam, nor with the teachings of the Prophet Muhammad (blessings and peace be upon him). Those who use the name of Islam to spread extremism and terrorism, have nothing to do with Islam. Islam does not allow anyone to commit any kind of terrorism. Some Qur’anic rulings will also be presented to highlight the promotion of virtue and the prevention of vice, and the political and democratic struggle against injustice and oppression
This study entitled “A Comparative Study of Effects of Activity Based Teaching and Traditional Method Teaching in Mathematics at Elementary Level.” The objectives of the study were: i)To compare the students’ achievement taught through activity based method and the traditional teaching method in Mathematics subject ii) To check the retention power of students taught through activity based teaching iii) To identify the participation of students in activity based teaching iv) To find out the effectiveness of activity based teaching in Mathematics at elementary level v) To explain the potential role of activities in teaching Mathematics at elementary level vi) To enable the students to appreciate use of different terminologies of Geometry in their daily life and to suggest recommendations for conducting future research on the subject. The population of the study was consisted of all students of seventh class of Government Girls High School Bhedian Pattoki District Kasur. For selection of sample a pre-test was administered to all (76) students of class seventh in Govt. Girls High School Bhedian Pattoki District Kasur except ten students. Thirty students were assigned to experimental and thirty to control group on the basis of pre-test results comparing equal marks. In order to achieve the objectives of the study pre-test, post-test from the seventh class Mathematics Book prescribed by Punjab Text Book Board was developed to do the intervention and for data collection. Research tools (Pre-test, Post-test) were discussed with the teachers of Mathematics and were modified in the light of their opinion. The modified version was tried out on 10 students who were not included in the sample for pilot study and were further re-amended in term of difficulty level on the basis of pilot study. The Researcher personally taught both the groups (control and experimental). Independent sample t-test was applied to accept or reject a statement. Statistical analysis and interpretation of the test scores of experimental and control groups showed that activity-based teaching has a positive impact on the performance of the learners. It was found that students take more interest in the lesson if activities are used. There was a significant difference between the performance of experimental and control group after teaching Mathematics with activity-based teaching. The study concludes that with the help of activities teaching learning process can be facilitated and becomes more effective. Activities have proved to be of great importance in teaching learning process. Information provided through such teaching is concise and quick. Complex ideas can be understood with ease with the help of activity-based teaching. Activity based teaching stimulates a high degree of interest in the learners. They make the message clear.