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باب نہم: قدرتی وسائل کےآداب واخلاق

طہارت و نظافت کا اصول

اسلام زندگی بسرکرنے کے ہر پہلو کے متعلق ہدایات و احکام کا جامع تصور دیتا ہے۔ اسلام میں پاک و صاف وسائل ِ حیات کے استعمال کی ترغیب دی گئی ہے۔ اسلام میں طہارت و نظافت کے معاملے میں انتہائی مثالی تعلیمات و ہدایات بیان کی گئی ہیں۔ اسلام آلودگی و گندگی سے نفرت اور صفائی و پاکیزگی سے محبت کا جذبہ پیدا کرتا ہے۔ اصول ِ طہارت پر عمل کرنا حکم الہی ہے۔ طہارت کے اصول کی پیروی سے انسان فکری پاکیزگی حاصل کرتا ہے۔ اگر کوئی انسان اپنے نفس کو پاکیزہ رکھنا چاہتا ہے تو اسے لا محالہ طہارت کے اصول پر عمل کو اپنی اولین خصلت بنا نا ہوگا۔ طہارت کے اہتمام سے انسانی قلب و رووح میں نورانیت پیدا ہو جاتی ہے۔ فقہ اسلامی کی ہر کتاب کا آغاز کتاب "کتاب الطھارۃ "کیا جاتا ہے۔ شاہ ولی اللہ ؒ نے حجتہ اللہ البالغہ میں طہارت و نظافت کے اصول پر تفصیلی اور فکر انگیز روشنی ڈالی ہے اور اصول ِ طہارت کو اساسیاتِ اخلاق کے اولین درجے پر فائز کیا ہے۔ اصول طہارت کی پیروی انسانی فطرت کا خاصہ ہے۔

علامہ راغب اصفہانی کے مطابق طہارت کی دواقسام ہیں:

" والطَّهَارَةُ ضربان: طَهَارَةُ جسمٍ، وطَهَارَةُ نفسٍ، وحمل عليهما عامّة الآيات"[1]

طہارت کی دو قسمیں ہیں: 1۔ جسمانی و ظاہری طہارت 2۔ قلبی و باطنی طہارت قرآنی آیات میں جہاں بھی طہارت کا ذکر کیا گیا ہے، وہاں یہ دونوں قسم کی طہارت و نظافت پر عمل کرنا مراد ہوتاہے۔ امام بخاری ؒ نے صیح بخاری کا آغاز نیت کے اخلاص یعنی قلبی پاکیزگی سے کیا ہے۔ یعنی دل کی صفائی کو جسم کی صفائی پر فوقیت و برتری حاصل ہے۔

قرآن...

Research on Learning Strategies in Arabic Language Education

The learning of Arabic language like any other foreign language contains four main aspects; reading, writing, speaking and understanding while listening.[i] This learning process can be enhanced if the most appropriate Learning Strategy is used. In this paper the most appropriate Learning Strategy of Arabic Language is suggested. The course outlines for Arabic language are thoroughly studied and several professors and experts of Arabic Language from Pakistan, Egypt, Saudi Arabia and Sudan are interviewed. The author, who himself has vast experience in teaching Arabic language, also had the opportunity to sit in the Arabic language classes to observe various strategies and methodologies adopted by different professors while teaching Arabic. In this paper the time spent on teaching Arabic to the students is also discussed. The appropriate size of the class room i.e, the number of students in Arabic language class also matters in improving the quality of Arabic among the students. The matter of teaching Arabic in Arabic only or in the native language of the students will also be touched in here. As the time has changed and the world is moving ahead on a fast pace, it seems necessary to apply the “Direct Method” while teaching Arabic or any foreign language.[ii] This paper will shed light on what is meant by “Direct Method”. The idea of making the student sit and memorize the dry rules of grammar has become obsolete. The idea of telling the student what part of the phrase is subject or predicate, or what is object and what is a noun or verb, may come later. The idea of memorizing the bulk of new vocabulary in the beginning can also be postponed. Hence a paradigm shift is needed here while talking about the Methodology of Teaching Arabic Language, under the heading of “Direct Method”.   [i]     Muhammad Abdul Khaliq, Professor of Arabic and co-author of 'al-Arabia baina Yadaik'. The author of this research paper had a personal interview with him on 21.03.2014, in the Institute of Arabic Language, King Saud University, Riyadh, Saudi Arabia. [ii]    This method is adopted roughly by some great scholars of Arabic language like Dr. V. Abdur Rahim who taught Arabic language for decades in the Islamic University of Madina, Kingdom of Saudi Arabia. The author was fortunate to meet with him many times and get benefitted from his experience. See for details: Abdurrahim, V. (1999), Arabic Course for English-Speaking Students, Leicester: UK Islamic Academy. See also: Abdullah, F. Ibrahim. (1999), Iqra Arabic Reader. Chicago: Iqra International Educational Foundation. Moreover see: Fawzan, Abdurrahman and others. (2004), Al-Arabia Baina Yadaik, Riyadh: Ministry of Education.

Study of Energy Dissipation Capacity of Rc Bridge Columns under Seismic Demand

Field studies were carried out to investigate various parameters of bridges found in northern part of Pakistan. After the large Kashmir earthquake of M w7.6 in 2005, detailed field investigations to study the seismic performance of bridges was also undertaken. A mathematical function to define the functionality of bridges was developed which is helpful for quantifying the seismic resilience of bridges. Criterion for minimum required functionality for different bridges and limit states were defined for extremely large rare earthquake and for moderate occasional earthquakes. From the field data, typical parameters of reinforced concrete bridges were established. A series of experimental studies were undertaken in the laboratory on four scaled models of a typical bridge that consists of pier having single column. The pier column was of low strength concrete with solid circular cross section. The objective of the study was to experimentally determine the energy dissipation capacity of low strength concrete piers. Two types of tests were done on the four bridge piers: quasi-static cyclic tests and free vibration tests before, during and after the quasi-static tests. From the experimental results on four scaled low strength bridge piers damping was seen to decrease with increase in damage, natural period of piers doubled near failure, energy degradation was seen to be more in low strength piers. Energy based strength degradation and pinching is predominant in low strength concrete piers along with large permanent deformations. Response modification (R) factors based on natural period of bridge are found to better represent the energy dissipation and are accordingly proposed. The values of R-factor calculated for low strength concrete piers are lower than AASHTO LRFD 2007 thus more conservative. The fragility curves plotted for the bridge columns indicate that for peak ground accelerations (PGA) of seismic Zone 3 and above of the seismic hazard map of Pakistan (for 475-years return period) pushes the bridge in to damage state that is allowed for large earthquakes only (with return period of 2,500 years). Mathematical function for the quantification of seismic resilience of bridges is proposed for the first time. It is demonstrated that using the general guidelines of AASHTO LRFD 2007 quantification of seismic resilience is possible.
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