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ڈاکٹر ضیاء الدین ڈیسائی

ڈاکٹر ضیاء الدین ڈیسائی مرحوم
(ڈاکٹر محمد الیاس الاعظمیٰ)
۲۴؍ مارچ ۲۰۰۲؁ء کو آثارِ قدیمہ و علمِ کتبات کے ماہر اور مرکزی حکومت کے ادارے برائے کتبہ شناسی ناگ پور کے سابق ڈائریکٹر ڈاکٹر ضیا الدین ڈیسائی نے ۷۷ سال کی عمر میں احمد آباد میں داعیِ اجل کو لبیک کہا، اناﷲ وانا الیہ راجعون۔
وہ کئی ماہ سے علیل اور احمد آباد کے ایک اسپتال میں داخل تھے، ان کی وفات کی اطلاع اس لیے تاخیر سے ملی کہ ان دنوں احمد آباد بلکہ گجرات میں آگ اور خون کی ہولی کھیلی جاری تھی جس میں ہزاروں انسان زندہ جلادئے گئے اور لاکھوں بے خانماں اور برباد ہو کر اپنے ہی وطن میں بے وطن ہوکر رہ گئے۔ خود ڈیسائی صاحب مرحوم کے صاحبزادے کی دوا کی دکان بھی شرپسندوں نے جلادی تھی، چنانچہ اس ہولناک قتل عام کی وجہ سے اور خبریں دب گئیں اور ڈاکٹر ضیاء الدین ڈیسائی کے حادثہ انتقال کی خبر بھی نہ لگ سکی اور وہ کرفیو کے دوران سپرد خاک کردئے گئے۔
ڈاکٹر ضیاء الدین ڈیسائی مرحوم احمد آباد کے رہنے والے تھے۔ ۱۸؍ مئی ۱۹۲۵؁ء میں پیدا ہوئے۔ ان کی تعلیم بمبئی میں ہوئی تحصیلِ علم کے بعد وہ درس و تدریس سے وابستہ ہوگئے کچھ دنوں تک اسمٰعیل یوسف کالج بمبئی اور دھرمندر سنگھ کالج راج کوٹ سے بطور لکچرر وابستہ رہے۔ ۱۹۵۳؁ء میں آرکیالوجیکل سوسائٹی آف انڈیا ناگ پور کے اسسٹنٹ سپرنٹنڈنٹ برائے کتبات مقرر ہوئے پھر سپرنٹنڈنٹ ہوئے اور آخر میں ترقی کر کے ڈائریکٹر برائے کتبات کے عہدہ پر فائز ہوئے اور اسی عہدہ سے ۱۹۸۰؁ء میں سبکدوش بھی ہوئے۔
ڈاکٹر ضیاء الدین ڈیسائی مرحوم ملک کے ممتاز عالم و محقق تھے۔ تاریخ و آثار اور کتبات ان کا خاص موضوع تھا، ہندوستان کے عہد و سطیٰ کی تاریخ پر گہری نظر رکھتے تھے۔...

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.

Impact of Psychosocial Factors on Academic Achievement of University Students in Punjab, Pakistan.

Mental illness is an important but, until recently, neglected agenda in global health. Various types of psychological disorders have always been observed in any society but adolescents are more vulnerable towards these problems than any other age group. In the proportion of young people, students seem to be at high risk of psychiatric diseases. The reason behind this involves the perception that psychological problems are significantly dependent on the individuals’ social circumstances. Hence, students not only experience stressful situations in a society but also in their academic environment. The present study was conducted in Pakistan and the main purpose of this research was to explore the impact of psychosocial factors on academic achievement (AA) of university students in Punjab province. Descriptive studies can use quantitative methodologies therefore; survey type of research was employed for the collection of data. All the public sectors universities of Punjab along with undergraduate students were the population of the present study. Sample of 3000 participants (five hundred male and female undergraduate students) from six public sector universities of Punjab province was taken by using multistage sampling technique. A valid and reliable questionnaire with five subscales namely: Undergraduate Stress Survey (USS), Undergraduate Anxiety Survey (UAS), Undergraduate Depression Survey (UDS), Undergraduate social support survey (USSS), Undergraduate life satisfaction survey (ULSS) was developed for the students in order to record their perceptions about psychosocial factors that influence their AA. National language of Pakistan is Urdu hence; for making the instrument more understandable to the respondents’ researcher used Urdu translation versions of the scale along with English statements and revised in the light of expert opinions. Collected date was analyzed by using SPSS 19th version. xvi Exploratory Factor Analysis (EFA) endorsed the organization of research scale. The data obtained were tabulated, analyzed and interpreted regarding objectives of the study by applying statistical techniques of frequency, percentage, independent sample ttest, ANOVA, regression and Pearson correlation coefficients. On the basis of analysis, findings of the present study showed that prevalence of stress, anxiety and depression among undergraduate students were high at the rate of 59.1%, 62.6%, and 46.0% respectively. Higher levels of psychological diseases not only affect students’ ability to perform well but also all aspects of their health. Results also showed that undergraduate students overall experienced severe levels of stress and moderate levels of anxiety and depression. For the perception of social support, it was concluded that undergraduates had moderate level of social support while more than half of the total sample reported low level of life satisfaction. It was recommended that university administration; educationists and health practitioners should immediately plan and implement such effective counseling services that help students in reducing and preventing the severity of psychological disorders in university life.
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