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مولوی عبدالحق

بابائے اردو مولوی عبدالحق
بابائے اردو مولوی عبدالحق صاحب کی وفات دنیائے اردو کا سب سے بڑا حادثہ ہے، علمی و ادبی حیثیت سے اردو کے خدمت گذاروں کی کمی نہیں ہے، لیکن جس نے ہر پہلو سے اس کی خدمت کی اور اس کے لیے اپنی پوری زندگی وقف کردی اور اس کی راہ میں اپنا تن من دھن سب نثار کردیا، وہ تنہا مولوی عبدالحق کی ذات تھی، مولوی صاحب مرحوم سے پہلے اردو کی خدمت کا دائرہ محض اردو کی انفرادی علمی و ادبی تصانیف تک محدود تھا، اجتماعی کوشش اور تاریخی لسانی اور سیاسی حیثیت سے اس کی خدمت کی صرف بنیاد پڑی تھی، مولوی صاحب نے اس کا عظیم الشان قصر تعمیر کردیا، اور اردو کی خدمت کی ایک عام لگن پیدا کردی، ان کی خدمات اردو کی تاریخ میں ناقابل فراموش ہیں، اور جب تک اردو زبان باقی ہے ان کا نام بھی زندہ و پائندہ رہے گا۔
ان سے پہلے انجمن ترقی اردو کا کوئی وجود نہ تھا، مسلم ایجوکیشنل کانفرنس کا ایک شعبہ اردو کی خدمات بھی تھا، وہ بھی برائے نام اس کی کوئی عملی حیثیت نہ تھی، ۱۹۱۲؁ء میں جب مولوی صاحب اس شعبہ کے سکریٹری مقرر ہوئے تو اس ’’نام‘‘ کو اپنے ساتھ اورنگ آباد لے گئے اور اپنی ان تھک کوششوں سے چند دنوں میں اس کو ایک آل انڈیا ادارہ انجمن ترقی اردو بنا دیا، اس نے اردو زبان کی جو گوناگوں خدمات انجام دیں ہیں، ان سے ہر صاحب علم واقف ہے، حقیقت یہ ہے کہ اگر انجمن ترقی اردو نہ ہوتی تو اردو کو علمی زبان بننے میں بڑی دیر لگتی۔
مولوی صاحب کو اردو سے والہانہ عشق تھا، انہوں نے اس کو اپنا اوڑھنا بچھونا بنالیا تھا، ان کو سوتے جاگتے، اٹھتے بیٹھتے، اسی کی دھن رہتی تھی، اور ان...

خصائص الاسلام فی تامین الامن والسلام

This article focuses onthose special attributes of Islām, which distinguishes it from other religions with respect to peacekeeping, i. E., the rules and ethics, which inculcate peace and tranquility in the soul and mind of an individual and society. Islām is the pioneer of all the religions that emphasize upkeeping of peaceful relations between their followers and others without any discrimination. The connotations of the word Islām and the implications of its various synonyms, its ethical teachings, rules and laws_ all convey the message of peace. Therefore, a true believer is supposed to be the one, who is endowed with peace. To sustain harmony in the society, Islām prohibits mischief, tribulations, aggression and violation of human rights, such as freedom of religion and life. Likewise, Islām prohibits undue offences against any religion, defiling religious beliefs and the holy books, derogatory remarks against any sacred and reverend personage, and extortion, theft, robbery, usury, etc. The second discourse of this article deals with the Islamic salutations. The objectives of Sharī‘ah, in this regard, are to promote good will, alleviate alienation of addressees, invite non-believers to Islām and augment peaceful relations and coexistence with others. The last section of this discourse deals with the injunctions, related to the rules and ethics of warfare as instructed by Islām.

A Study to Investigate the Causes of English Speaking Anxiety Among the 8Th Grade Students of Elementary Schools in District Sialkot

English language enjoys its glory as an official language of Pakistan. It is used widely as a medium of instruction in educational organizations. The main focus of this investigation is to explore the causes of anxiety in speaking English as a second language at elementary level in district Sialkot. This investigation also aimed at determining the difference in speaking English as second language among eighth grade students at elementary level, if any across gender, school type and qualification. The design of the study was quantitative. Population of this study was comprised on all 110 publics (76 boys and 34 girls) and 20 private elementary schools of tehsil Sialkot. As far as sample of study is concerned 300 students of 8th grade was the sample of the study, out of which 150 students (75 girls and 75 boys) were from public and 150 students (75 boys and 75 girls) were from private elementary schools. Data were collected from 12 elementary schools (6 public elementary schools and 6 private elementary schools) of tehsil Sialkot, with the help of simple random sampling technique. Research tool used for data collection was ?Foreign Language Classroom Anxiety Scale? (FLCAS) questionnaire which was presented by Horwitz, Horwitz, & Cope?s (1986). This adopted instrument was consisted on 33 Likert type statements having 5 sub-scales. Mean and standard deviation was applied in the SPSS on the factors of FLCAS to find out the causes of anxiety in speaking English among the 8th grade students at elementary level in district Sialkot. Inferential statistics like t-test was applied in the SPSS to determine the difference of anxiety scores between gender (male/female) and school type (public/private) while ANOVA was done in SPSS to determine the anxiety scores of students taught by teachers having different academic background. The findings revealed that majority of the elementary students were having fear of speaking English in English language classroom and this factor is the main cause of anxiety among elementary students. Results revealed that negative relationship was found between school type and gender while having anxiety in speaking English among 8th grade students. Results also showed significant difference with regard to qualification of teachers. Considering the English language anxiety issues among 8th grade students of elementary schools in district Sialkot, it is recommended that in both public and private elementary schools, language teachers create a stress free, informal, friendly, and mastering environment. Little communicative activities like drama, role-play and motivation provoking techniques in a studying environment should be utilized. In public elementary schools, a language teacher should assign some task as homework for the preparation of next class so that students may prepare well and creates such an environment in language class in which all students participate in ongoing discussion without any hesitation. Private schools should not appoint less qualified and untrained teachers as they are also the main cause of creating anxiety in speaking English among students. Male and female 8th grade students of both sectors should constantly be prompted to practice English language speaking activities inside and outside the classroom without bothering little grammatical mistakes.
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