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سرالزڈ برڈ

سر الزڈ برڈ

            سرالزڈ برڈ، جو ایک خاص دوا، ’’بروس کسٹدرڈ پوڈر‘‘ کے کارخانہ کے مالک تھے، چند ماہ ہوئے، انہوں نے وفات پائی، تو معلوم ہوا، انہوں نے محض اشتہارات کے بل پر جو دولت کمائی، اس کی آمدنی سے ۶۵۳۶۵۶ پونڈ کی قیمت کی مستقل جائداد چھوڑ گئے ہیں! چند اور مشہور مشترین کی دولت کے اعداد ذیل سے، مغرب میں اشتہار کی قوت زرخیزی کا اندازہ ہوگا۔

            لارڈ برٹن (تاجر شراب) ۰۰۰،۰۰۰،۷ پونڈ

            سرفریڈرک وِلس (تاجر تمباکو) ۱۱۴،۹۱۸،۲ =

            مسٹر پیٹرر انیسن (مالک کارخانۂ خیاطی) ۶۶۱،۱۱۹،۱ =

            مسٹر ولیم دہائیلی (مالک بساط خانہ) ۸۲۵،۴۵۲،۱ =

            سرہزی ٹیٹ (تاجر شکر) ۵۶۵،۲۶۳،۱ =

            مسٹر جی فلفرڈ (مالک دواخانہ) ۰۰۰،۳۱۱،۱ =

            مسٹر لینڈلی میپل (مالک کارخانہ فرنیچر) ۲۹۲،۱۵۸،۲ =

            مسٹر چارلس لی (چٹنی فروش) ۱۳۷،۰۷۰،۱ =

            مسٹر سی، پوٹ (دوا فروش) ۴۲۳،۲۹۴،۴ =

            مسٹر اینو (مالک کارخانہ نمک ہاضم) ۶۰۷،۶۱۱،۱ =

            مسٹر ہینز (چٹنی و اچار فروش) ۰۰۰،۲۲،۱۱ = (ڈبلی میل)

(جون ۱۹۲۲ء)

 

Assessing and Evaluating Ḥadith its Value, Significance, Authority and Authenticity in Islamic Thought

Qur’an and Ḥadith as fundamental and primary sources of Shariah stand as hall mark of Islam. Ḥadith called traditions as the second fundamental source of Islam embodies sayings, actions and expressions of Prophet Muhammad (SAW) explicit or implicit. Mainly there have been two trends of rejecting the status of Ḥadith. One is rejecting the authority of Ḥadith and other rejects the authenticity of Ḥadith especially “Khabar-al-wahid” or solitary tradition. Other group does not completely reject the authority of Ḥadith rather text of Ḥadith especially in case of weak traditions. This paper discuss the opinion of rejecters of Ḥadith and contribution of Muslim scholars along with their arguments from Qur’an and Sunnah of Prophet Muhammad (SAW) to highlight the importance and significance of authority and authenticity of Ḥadith in all disciplines of Islamic thought.

An Exploratory Study of the Concept of Teaching Moments in a Pakistani Mathematics Classroom

This study set out to explore the concept of teaching moments in a Pakistani mathematics classroom, using the definition of the concept given by Mason et al. (1989) in a draft article ;the Study of Teaching-Moments as the guiding operational definition. A qualitative approach was adopted for the study since it involved capturing the teachers' thinking and feelings when making interactive decisions. These aspects could best be studied by allowing the participating teachers to relate their thinking and feelings. The study found that teaching moments existed in the classrooms in which I conducted my study. They were characterised by the teachers' perceptions of classroom events. The teachers' perceptions of the classroom events guided their reactions. Furthermore, this study has shown that student- related events predominated in bringing about teaching moments. It has also shown that there were several categories of teaching moments; namely, blip, extended, fork and ineffective. In some cases opportunities were identified by the researcher which were not transformed into teaching moments by the teachers. These have been labeled ‘’potential teaching moments.’’ This report concludes by highlighting the pedagogical potential of teaching moments which can be tapped only if teachers are sensitised to notice opportunities and accurately react to the noticed opportunities by studying mathematics as a connected body of knowledge and as a human activity. It therefore recommends a ‘’realistic approach’’ of mathematics teaching for prospective mathematics teachers.
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