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اردو تفسیری ادب کا تذکرہ

 تفسیر القرآن مسلمانوں کا عظیم کارنامہ ہے۔قرآن  مجیدکے ہر پہلو کو انسانیت کے سامنے اجاگر کرنے کے لیے  ہر زبان میں متعدد  قرآنی تفاسیر تحریر کی گئیں۔اردو زبان میں تفسیر ی ادب عظیم سرمایہ ہے۔تفسیر القرآن نے اردو ادب کے ارتقا میں تعمیری اور مثبت کردار ادا کیا۔ قرآن پاک کی پہلی اردوتفسیر  مراداللہ انصاری  کی  تفسیر مرادیہ ہے۔ ڈاکٹر جمیل جالبی اپنی کتاب "تاریخ اردو ادب " کے صفحہ نمبر 104 پر لکھتے ہیں کہ تفسیر مرادیہ پہلی  مفصل اردو  تفسیر ہے۔اس تفسیر کا اسلوب  علمی و ادبی  نہیں بلکہ  مبلغانہ ہے۔شاہ عبدالقادر ؒ اور حکیم محمد شریف ؒکےتشریحی و توضیحی  تراجم اردو تفسیری ادب کی روایت میں  بنیادی حیثیت رکھتے ہیں۔ان کی پیروی میں اردو زبان میں  قرآنی   تراجم و تفاسیر کی تعداد ایک ہزار تک پہنچ چکی ہےاور یہ سلسلہ ابھی تک جاری وساری ہے۔اور  اہل علم  نئی نئی ضروریات کے پیش  نظر اردو زبان میں قرآن  کریم کے نئے نئے انداز میں ترجمہ و تفسیر پیش کر رہے ہیں۔ہرترجمہ  و تفسیر میں ایک نیا  انداز  اور اسلوبِ بیان پایا جاتا ہے۔ اردو تفسیری ادب مفسرین کرام کا  لائق ستائش  کارنامہ ہے جو نہ صرف علمی و فکری اور نفسیاتی رکاوٹوں کا ازالہ کرتا ہےجو قرآن فہمی کی راہ کو مسدود کرتی ہیں بلکہ یہ عظیم ادبی سرمایہ قاری کو قرآنی تعلیمات سے شناسا  بھی کرتاہے۔

بیسویں صدی عیسوی میں  علم تفسیر کے باب میں متعدد نئے تفسیر ی  رجحانات سامنے آئے۔ سرسید احمد  خاں  کی  طرح  مرعوبانہ  فکر کی جھلک پرویز اور خلیفہ عبدالحکیم کے ہاںملاحظہ کی جاسکتی ہے ۔سید امیر علی کی تفسیر "مواہب الرحمٰن" کا اسلوب انتہائی دقیق ہے۔مولانا ثناءاللہ امرتسریؒ کی "تفسیر ثنائی   "میں مناظرانہ اسلوب پایا جاتا ہے۔عبدالماجد دریا آبادیؒ کی  "تفسیر ماجدی "میں عصری رجحانات کے ساتھ ساتھ  ادبی اسلو ب  بیان بھی نظر آتا...

NAC Transcription Factors Role in Various Biotic and Abiotic Stresses

NAC transcription factors are considered as main family of transcriptional regulators in plants. NAC gene family members play significant contribution in regulating transcriptional reprogramming in plants related to plant stress response. These proteins possess highly conserved DNA binding domains and play a diverse functions in several plants. NAC gene is related to several stress factors including biotic and abiotic factors. NAC transcription factors controls several interrelated processes and their protein products can function as negative or positive regulators in many cellular processes. These regulatory functions are also controlled by NAC proteins such as auto and cross regulation. These regulatory proteins are regarded as a central regulator for the interaction of phytohormones in various stress signaling pathways. This review highlights the role of NAC transcription factors in modulating gene expression and their role in various biotic and abiotic stress tolerance in plants.

What Have the Teachers Learned? the Impact of Social Studies Vt Program on Selected Government School Teachers

This exploratory study presents the impact of Social studies visiting teacher (VT) program at IED on government school teachers' learning (views, attitude) and their practices in order to identify some key features of individual professional development efforts. The fieldwork for the study was done in four government schools in Karachi Pakistan with four Social Studies VTs (female) who have done VT course in 1996. The study focused on trying to understand what the teachers were taught in the VT program, what they learned and how it influenced their practices. The data for study was collected from VT, head, VT's colleague, course instructor and DEO through observation, interviews, discussions, documents and some activities (ideal lesson plan & teaching, situations). The major findings of the study were that Social Studies VT program has had some influence on VTs' attitude towards Social Studies and students which has become more positive. VTs have begun to consider Social Studies as more important, useful and an interesting subject, and students as a main key in teaching learning process. The program has had some impact on teachers' person. They have become more confident, polite, and tolerant and it has removed their fear of English language. This program has impacted on VTs' knowledge about skills and strategies that could be useful in teaching Social Studies or any subject. They specifically mentioned questioning skills, thinking skills, social skills and map skills, co-operative learning, peer coaching, lesson planning, and assessment. They have some partial understanding and misconceptions. VTs seems to have had very little influence on their practice. The nature of the VT program's impact on teachers has been explained in the study with reference to three factors: program factors, school factors and individual's factors. These factors act as filters between what the VTs are taught, what they learned and the extent to which they integrate their learning with their practice. The conclusion of the study is that teachers learned from VT program, but these factors determined what they would do? The implication of the study with recommendations are presented at the end of the paper.
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