قرون وسطی میں مصر سے ملتان تک قرامطہ کے سیاسی و مذہبی اثرات

With the decline of strong Muslim Khilafate various sectarian based movements proved a serious danger for the Muslim world. Qramtah movement was most famous among them. During the latter period of Abbassid Khila-fate, Qaramtah appeared very strongly. They had a strong hold in different part of Islamic state. Bahrin was their strong head quarter and then they spread all around in state especially in rural areas. They defeated a large and powerful army of Khalifa with a small army severl time. Qramtah killed a millions of innocent Muslims. They captured Makkah and disgrced “Bait Ullah” and banned Hajj for almost 20 years. They propagated their philosophy and beliefs in all over the Muslim world by force. Qramtah also established a strong government in Multan after the departure of Muhammad bin Qasim. Jalam bin Shaban was a famous Qramtian ruler of Multan In 1004 A.D. When Mehmood Ghaznavi came in Multan at that time Abul Fatih Dawud Qramti was the ruler of Multan Mehmood arrested him and destroyed the power of Qramtah in Multan. Qramtah continued serious unrest in Islamic world for four centuries. This movement effected badly the Muslim world and they have become politically weak against their political rival Christianity.    

پاکستان میں اردو زبان کی تدریس کے مسائل و مباحث

Language is a means of communication. Language is the recognition of a nation and the custodian of the culture in a society. Among the various languages of Pakistan, Urdu enjoys a unique status as national language. It is not only a lingua franca but also a means of unifying the whole nation as well. Urdu is taught as a compulsory subject up to higher secondary level. Teaching of Urdu language has been a very chronicle problem since long. A general outcome shows that Urdu is taken for granted as an easier subject, so no extra measures and arrangements are made in its teaching. There was a dire need to review this problem in order to find out the remedial measures. This research is an effort to find a clue for the said purpose. The research study includes both pedagogical and linguistic aspects keeping in view the ground realities. The first chapter deals with a comprehensive introduction and teaching importance of Urdu language whereas the second chapter relates to the pedagogical concepts associated with its teaching. Third chapter deals with the skills covering listening, speaking, reading and writing problems faced by the learners residing in all the areas of this country. Fourth chapter follows the art of written mode, punctuation, annotation and pronunciation problems. Fifth chapter deals with teaching of prose, poetry, grammar and composition. An overall summary and analysis has been given in the last chapter. Besides this, it includes conclusions and recommendations for the improvement of existing situation and further research. I hope this research may prove a useful addition in the realm of teaching Urdu as a language.