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جب بھی درپیش مصیبت کی گھڑی ہوتی ہے
جب بھی درپیش مصیبت کی گھڑی ہوتی ہے
آپؐ کی ذات مرے ساتھ کھڑی ہوتی ہے
جب خیالوں میں مضافاتِ مدینہ آئیں
چشم کے صحن میں اشکوں کی جھڑی ہوتی ہے
تیرہ بختوں سے کہو سر کو جھکا کر دیکھو
روشنی آپؐ کے قدموں میں پڑی ہوتی ہے
ذکرِ احمدؐ ہی سے تسکین ملی ہے اُس دم
جب کبھی ذات مری مجھ سے لڑی ہوتی ہے
درسِ اُمید ملا شہؐ سے کچھ ایسے کہ سدا
اک کرن سینۂ ظلمت میں گڑی ہوتی ہے
آپؐ کی شان تو بڑھتی ہے مسلسل عابدؔ
جب بھی دُشمن نے کوئی بات گھڑی ہوتی ہے
بر صغیر میں علم حدیث کی نشر و اشاعت اور محدثین کرام کی خدمات کا علمی جائزہ Analytical study of the propagation of Ḥadīth-learning and the services of Muḥaddithīn in the Subcontinent
Ḥadīth learning has a very high status in Islamic education after the Exegesis of the Holy Qurān (Tafsīr). Oddly enough, Non-Arab (‘Ajam) has a more important and key role than Arabs in the service of this knowledge. In this regard, the subcontinent is also being remained in the forefront. It started when Muhammad bin Qasim strengthened the Arab government in Sindh. Sheikh Abdul Haq Muhaddith Dehalvi is one of the prominent names in the teaching and writing of ḥadīth which travels gradually and reaches the family of Shah Waliullah, which is undoubtedly the pinnacle of ḥadīth knowledge in the subcontinent. The types of hadith that have been worked on, in connection with the service of ḥadīth, include the text of ḥadīth, commentaries, as well as summaries of ḥadīth and others. The entire Islamic world has benefited from all these teaching and writing services. The subcontinent, especially Pakistan, is gaining a central position in the Islamic world, which is the result of the propagation of Islam and understanding of the Qurān and Ḥadīth. In this regard, it is imperative to re-evaluate the services of the historians of this land. The said article will not only provide an introductory review of the Muḥaddith in the subcontinent and their authorship as well as a compilation but will also highlight the broadcasting and writing services of the hadith learning.Analysis of Foreign Language Teachers’ Professional Development: A Case Study of National University of Modern Languages
This case study was aimed at analyzing the current status of foreign language teachers’ professional development (FLTPD) at NUML, with focus on key areas of training & qualification, key teaching competencies, enabling competencies, and professionalism and measures taken by concerned authorities for their professional development (PD) in these areas. “European Profiling Grid” for language teachers’ PD was used as conceptual framework. This multiple instrumental case study was delimited to foreign language (FL) teachers working in 15 FL departments of NUML and each department was considered as a case. It was a mixed method descriptive research; both qualitative and quantitative approaches were used to collect and analyze data. Triangulation design was used; multiple perspectives were considered, involving FL teachers, their heads and university administration. Questionnaire, semi-structured interview and document analysis were used for data collection, which were designed keeping in view the conceptual framework. Data was collected during spring 2015, was analyzed for each of the 15 cases separately and later merged together for interpretation. This study analyzed the current situation of different factors that affect PD including working conditions, developmental stages of teachers and their organization. Findings of this study revealed that although opportunities are being provided but most of them are not specifically designed for FL teachers. More focused PD is needed to improve these areas, especially education & training, assessed teaching, methodology: knowledge & skills, and digital media need further development. Other problems faced by FL teachers include limited opportunities of higher education in Pakistan, lack of personal resources and organizational support for going to TL countries, unclear administrative policies, inadequate facilities for research, lack of time and human resources, lack of leadership, absence of qualified FL teacher educators, lack of collegial sharing and interaction, no access to latest material and technology, absence of motivation and incentives etc. This study provided statistics and recommendations for the introduction and development of an adequate and uniform process of PD according to the needs and levels of FL teachers and need of specific FLTPD through professional FL teacher educators was emphasized in the recommendations.Journals by Discipline
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