آہ مرحوم صدر جمہوریہ فخر الدین علی احمد
ملیشیا میں مرحوم فخر الدین علی احمد صاحب کے بیمار ہونے کی اطلاع اخبارات میں پڑھی توان سے جو تعلق خاطر تھااس کے باعث تشویش پیداہوئی اور خصوصاً اس لیے کہ وہ دل کے مریض تھے، لیکن۱۱/فروری کی صبح کو انگریزی اخبارات میں مرحوم کے بخیریت ہندوستان واپس پہنچ جانے کی خبر کے ساتھ ان کا وہ فوٹو بھی دیکھا جس میں وہ ہشاش و بشاش اورمسکراتے ہوئے وزیراعظم اور کابینہ کے بعض وزراء کے ساتھ پالم پرہوائی جہاز سے اترکر کھڑے ہیں تودل کو اطمینان ہوااوراﷲ کاشکراداکیا، یہ آٹھ ساڑھے آٹھ بجے کی بات ہے۔ اس کے بعد سوا نوبجے حسب معمول انسٹیٹیوٹ آیا، سب سے پہلے انسٹیٹیوٹ کے ڈائریکٹر کرنل تاج الدین صاحب سے ملاقات ہوئی توعلیک سلیک کے بعد انھوں نے گلوگیر آواز میں کہا:’’سخت افسوس ہے کہ صدر کاانتقال ہوگیا۔‘‘یہ سننا تھا کہ جیسے بجلی گرپڑی اورجی دھک سے ہوکررہ گیا، میں اوروہ فوراً ٹیلی فون پرآئے اورآخر جس خبر پریقین کرنے کے لیے دل ہرگز آمادہ نہیں تھا اُس پریقین کرناپڑا اورعالم یہ ہواکہ:
تم کیاگئے کہ ہم پہ قیامت گذر گئی
آخر مرحوم کا ماتم گھر گھر بپاہوا، ان پر سینکڑوں مضامین لکھے گئے دنیاکی سب سے بڑی جمہوریت کے صدر کی حیثیت سے بڑی بڑی حکومتوں کے نمائندوں نے اُن کی وفات پراظہار غم کیا اوران کی تدفین میں شرکت کی، ہزاروں قرآن مجید پڑھ کر ان کی روح کوایصال ثواب کیا گیا، سرکاری طورپر جو رسوم ضروری تھیں وہ اداکی گئیں۔ ان کی زندگی سراپا عمل اورجدوجہد تھی، وہ ایک عظیم انسان کی طرح زندہ رہے اوراپنے ملک کے عظیم ترین انسان کی حیثیت میں جو ایک شخص کے لیے عزت ووجاہت دینوی کاآخری نقطۂ عروج و ترقی ہے، دنیا سے عالم عقبی کی طرف چل بسے۔ سدارہے نام اﷲ کا!اناﷲ...
According to Hadith literature, the Quran is revealed in seven Ahruf, the plural of harf. Ahruf are distinct from Qira'at. This is a very momentous and lengthy topic, indeed, one of the most complicated discussions on the sciences of the Qur’an. It is very difficult to discuss it in full details in this work but the important things about it are being presented in this article. The first problem we face with this Hadith is what is meant by the Revelation of Qur’an on Seven “Ahruf”? We find a great deal of difference of opinion on this subject. Up to thirty five different views have been quoted by Ibn al-‘Arabi and others. Some of the popular views are quoted in this article. The context of these narrations indicates clearly that the word ‘seven’ does not denote an unspecified large number but it denotes the specific numerical value ‘seven’. Hence, in the light of these narrations this view (that seven means more than that) does not hold good and the majority of scholars reject it. In the vast collections of Hadiths, we do not find any mention of difference in the Qur’an other than that accounted for in “ahruf”. How then may we explain differences in reading and “ahruf”? I have not been able to find a satisfactory answer to this confusion with the advocates of this theory.
English Literacy Learned Through The Sign Language by The Hearing Impaired in Pakistan Every community around the globe is comprised of a considerable number of hearing impaired people. In order to make their life meaningful and productive, they have the right to acquire several skills as well as education. In the context of education whether for deaf or the other people of community, learning of the English language has become indispensible skill. The present study was aimed to carry out a research on teaching techniques and instructional approaches involved in the learning of English literacy skills by deaf in Pakistan. The outcome of the teaching practices was mirrored in the performance of students evaluated using various research instruments. Theoretical framework was emergent literacy theory: a most widely practiced in the West at present showing considerable improvement in English literacy skills of the hearing impaired. For the purpose of thisstudy four renowned institutes were chosen: Sir Syed Academy Rawalpindi, National Special Education Centre for Hearing Impaired Children, H- 9 Islamabad, Nasheman College for Handicapped, Wah Cantt, and DEWA Centre of Excellence (The Deaf Education and Welfare Association Trust) Islamabad. The level of the students was intermediate. The research tools included observation sheets, Reading and Writing test for students, and a questionnaire for the teachers and were based on the principles, instructional approach and teaching strategies of emergent literacy theory. The data collected through observation sheets and questionnaire there further validated having interactive session with the teachers and the students at four institutes. The data collected, results of students, and responses of teachers to questionnaire were analyzed in the light of emergent literacy theory that is the spring board of the present research. Syllabuses of the institutes were collected and attached too. The results and the data were presented in simple tabular form for easy reference. After taking the average percentages of teachers’ responses to questionnaire the data was shown in graphs. The time spent at each institute was 25 days. The major finding of the study after the analysis was that there was a marked difference in the teaching techniques, instructional approach and performance of students in the test at DEWA Centre and other three institutes. Students of DEWA Centre scored better than the other institutes giving credence to the emergent literacy theory. Therefore a detailed comparison was made at the end of chapter four to highlight the differences. Eventually it was found that DEWA Centre has partially applied the theory of emergent literacy. With reference to such findings recommendations were given in the last chapter finally.