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مولاناقاضی محمد زاہد الحسینی

مولانا قاضی محمد زاہد الحسینی
(حافظ نثار احمد الحسینی)
یہ خبر افسوس کے ساتھ سنی گئی ہے کہ ۶؍ محرم الحرام ۱۴۱۸؁ھ مطابق ۱۴؍ مئی ۱۹۹۷؁ء کو ممتاز عالم دین و مصنف مولانا قاضی محمد زاہد الحسینی رحلت فرماگئے۔
قاضی صاحب کا خاندان علوم دینیہ کی خدمت میں مشہور ہے۔ اس خاندان کے مورث اعلیٰ حضرت باز گل مرحوم حضرت سید گیسو درازؒ کی اولاد سے تھے اور حضرت سید احمد شہیدؒ کے قافلۂ جہاد میں شامل تھے۔ بالاکوٹ کے سقوط کے بعد ہزارہ سے نقل مکانی کر کے پنجاب کے مشہور علمی خطہ علاقہ چھچھ کے موضع شمس آباد تشریف لے آئے۔ قاضی صاحبؒ کے داد قاضی نادر دینؒ اپنے وقت میں پنجابی کے مشہور شاعر اور مصلح دین تھے۔ ان کے والد مولانا مفتی قاضی غلام جیلانی مرحوم مناظر اور صاحب قلم عالمِ دین تھے۔ تقریباً پچاس اصلاحی کتابیں لکھیں۔ سلسلۂ نقشبندیہ میں خانقاہ موسیٰ زئی شریفؒ کے سجادہ نشین حضرت مولانا سراج الدینؒ سے مجاز طریقت تھے۔ متنبی قادیان مرزا قادیانی کا مقابلہ تحریر و تقریر اور مناظرہ سے کیا۔ ’’تیغ غلام جیلانی برگردن قادیانی‘‘ آپ کی مشہور تصنیف ہے۔ ۱۹۲۸؁ء میں اپنے آبائی گاؤں شمس آباد میں انتقال کیا اور وہیں مدفون ہوئے۔
مولانا قاضی محمد زاہد الحسینی ۶؍ ربیع الاول ۱۳۳۱؁ھ مطابق یکم فروری ۱۹۱۳؁ء بروز ہفتہ پیدا ہوئے۔ قرآن پاک اور ابتدائی عربی فارسی تعلیم گھر ہی میں حاصل کی ۱۹۲۸؁ء میں شمس آباد سے مڈل پاس کیا۔ ۱۹۲۸؁ء میں آپ منیۃ المصلی اور ہدایت النحو وغیرہ ابتدائی کتابیں پڑھ رہے تھے کہ والد گرامی کا سایہ سر سے اٹھ گیا لیکن داغ یتیمی آپ کے شوق اور حصولِ علم کی ہمت کو کم نہ کرسکا۔ علاقہ چھچھ میں اس وقت شیخ الہند مولانا محمود الحسن اور مولانا عبدالحئی لکھنوی کے تلاندہ موجود تھے ان سے تحصیل علم کرنے کے بعد...

Radical Feminism and its Major Socio-Religious Impact a Critical Analysis from Islamic Perspective

Women’s rights and freedom is one of the most debated subjects and the flash point of contemporary world. Women maintain a significant place in the society catered to them not only by the modern world but also by religion. Yet, the clash between Islamic and western civilization is that they have defined different set of duties for them. Islam considers women an important participatory member of the society by assigning them inclusive role, specifying certain fields of work to them, given the vulnerability they might fall victim to. Contrarily, Western world allows women to opt any profession of their choice regardless of tangible threats they may encounter. Apparently, the modern approach seems more attractive and favorable, but actually this is not plausible from Islamic point of view. Intermingling, co-gathering and sexual attraction of male and female are creating serious difficulties and problems for both genders, especially for women. Women are currently running many movements for their security, rights and liberties under the umbrella of “Feminism”. Due to excess of freedom and lack of responsibility, a radical movement came into existence which was named as ‘Radical Feminism’. This feminist movement is affecting the unique status of women in the whole world, especially in the west. This study seeks to explore radical feminism and its major impact on socio-religious norms in addition to its critical analysis from an Islamic perspective. Analytical research methodology will be adopted in this study with qualitative cum quantitative approach. This study reveals that the radical feminism has some notorious impacts on ethical, social and religious norms of the society, with especial reference to Muslims. Thus, it is a dire need of time to encounter these impact and consequences in the light of legal and moral approaches.

A Comparative Study of the Effect of Use of Information and Communication Technology in Varied Teaching Approaches on Achievement and Retention of Students of Mathematics

The purpose of this study was to compare and delennine the more effective approach by use of Infonnation and Communication Technology (lCT) on achievement and retention of secondary school students of mathematics in Pakistan. The three approaches used fOf this study were, the Computer Based Instruction (CBl). Computer Bascd Learning (CBL). and Teacher Centered (TC) approach. The research design was the posttesl-only control group design. Seventeen research questions were put in the study. Sample of the study were 63 students alld was heterogeneous to provide representation aeross ability level and gender. The achievement and retention instruments were in the IQnn of researcher''s made posHest and the delayed-postlest. The CRI and COL boys and girls studems (taught separately) were grouped as treatment groups whereas the TC boys and girls students were grouped as reference group. The same topic mathematics, "Concept of Matrices" was taught to all three groups. The CBI groups were taught through software - Educational Program of Gifted Youth (EPGY), developed by Stanford University, USA. These groups were also supported by lectures, drill, and practice and self-assessment opportunities. The CBL groups used the EPGY software and in addition they made use of all possible resources of information and communication technology; internet, c-mail, chaHing and on-line help. The TC groups were taught through traditional teaching techniques. Two-way analysis of Covariance (ANCQVA) procedure from SPSS program wa~ adapted for the analysis of data of the study. Significant levels of all research hypothesis tested in this study were at the 0.05 levels, There was no significant difference among score oflhe students taught mathematics through CBI, CBL and xiv approaches on achievement. The main effects of the groups and ability did no! meet the 0.05 level of significance. However, the main effects comparison of gender was slgnmcruliat 0.047. There was a significant difference among the group''s retention of the students taught mathematics through eBJ, eBL and approaches. The main effect of the ability did meet the 0.05 level of significance on delayed-postlest. The main effect comparison of groups was also significant at 0.023. However, the main effect for group reach statistical significance on delayed-post test. Post-hoc comparison using the Tukey HSD test indicated that the means score of delayed- posUcst for the CBL group was significantly different from the TC group, The CBI group did not differ significantly from either of the eBL or TC groups, It was found that the CBL group had significantly scored higher in achieving as well as in retaining the content of mathematics taught to them during the experiment. The below average students retained significantly more than the average and above average students. The girls students overall scored considerably higher than the boys in delayed-posttest. It was concluded that the use of CSL approach in leaching of mathematics at secondary level in Pakistan can be encouraged for beller achievement and retention of the subject which is one of the objective of teaching or mathematics at this stage,
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