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ڈاکٹر ذاکر حسین

ڈاکٹر ذاکر حسین
افسوس ہے ڈاکٹر ذاکر حسین بھی ہم سے جدا ہوگئے۔وہ ہماری قومی تعلیم کے معمارِ اوّلین، اس ملک میں سیکولرزم کی آبرو اورجمہوریت کاوقار تھے۔ان کی وفات سے ہماری قومی زندگی میں جوخلا پیدا ہواہے اس کی تلافی عرصے تک نہ ہو سکے گی۔کم وبیش بہتّر(۷۲) سال کی عمر پائی۔ ۳؍مئی کی صبح کواچھے خاصے تندرست اُٹھے۔حسبِ معمول فجر کی نماز اداکی، اس سے فارغ ہوکر کچھ مطالعہ کیا، اخبارات پڑھے، پھر ہلکا پھلکا ناشتہ کیا۔یہ سب کرتے کراتے گیارہ بجے کاعمل ہوچکا تھا اوروہ روزانہ معمول کے مطابق طبّی امتحان کے لیے تیار ہورہے تھے کہ اچانک دل کا دورہ پڑا ۔ایک سے ایک قابل ڈاکٹر موجود تھے ہی فوراً اپنی جیسی ساری تدبیریں کرڈالیں لیکن وقتِ مدعو آپہنچا تھا۔اس کے سامنے کچھ پیش نہ چلی اور روح قفسِ عنصری سے پرواز کرگئی۔انا ﷲ واناالیہ راجعون۔
مرحوم کی قومی زندگی کے دو دَورہیں،ایک جامعہ کے ساتھ وابستگی سے لے کرتقسیم تک، اور دوسرا اس کے بعد سے وفات تک۔پہلے دورمیں جوایک ربع صدی پر پھیلا ہواہے مرحوم کاکردار ایک ہیرو،نہایت حوصلہ مند جرنیل اورعظیم الشان رہنما کاکردار رہاہے۔انھوں نے جرمنی سے معاشیات میں ڈاکٹریٹ کی ڈگری لی تھی۔اس کے علاوہ تعلیم بھی ان کاخاص مضمون رہاتھا۔انگریزی اوراُردو دونوں زبانوں میں تقریر وتحریر کاملکہ اورسلیقہ خداداد تھا۔ غرض کہ علمی اور فنی حیثیت سے ان کے پاس وہ سب کچھ تھا جس کے باعث وہ شہرت ، عشرت اورراحت کی زندگی بڑی آسانی سے بسر کرسکتے تھے، لیکن انھوں نے محنت ومشقت اورعسرت کی زندگی اختیار کی۔ابھی جرمنی میں تھے کہ انھیں معلوم ہواکہ مولانا محمدعلی مرحوم وغیرہ نے جوجامعہ ۱۹۲۰ء میں قائم کی تھی۔وہ مالی پریشانیوں کی صیدزبوں ہے اور اس کو بند کردینے کے منصوبے ہورہے ہیں۔ڈاکٹر صاحب اپنی تعلیم ختم کرچکے تھے، انھیں اس کا علم ہوا توفوراً کہلا بھیجا...

آنحضرت کے اجتہادی فیصلوں کی بنیاد اور ضرورت

The changes and evolutions in human experience can resolve the problems. Islam doesn't have narrow view regarding human life, rather removes obstacles in its way to development. Ijtihad has played a vital role to bring compatibility between society and Islamic law, its expansion, development, and changing needs of society. This principle has provided solution to various political, social economic and cultural problems during the period of the Prophet Muhammad (SAW). The Prophet Muhammad (SAW) himself, many times, practiced Ijtihad regarding matters raised in newly established Islamic state and the Ummah. Many of the decisions were ratified and revised by Him as well. These decisions were according to the need of time either, political, social, economic or moral. These decisions prove the importance of ijtihad as a principle of movement and also the legislative and explanatory status for the future.

Teaching Writing in Esl Classrooms: Study of Two Advanced Diploma in Education: English Language Teaching Graduates Practices

Teaching writing in an ESL/ EFL class remains a challenge for language teachers. Literature from the developed countries documents a number of new approaches that are used successfully in teaching writing. However, research studies conducted in Pakistan have not addressed this area extensively and thus there appears to be a gap. An exploratory case study was designed in order to understand the changes in practices of those teachers of English language who have been through a training programme to teach writing. The study focused on the practices and perception of two Advance Diploma in Education English language Teaching (ADE: ELT) graduates who were teaching writing in private schools in Karachi, Pakistan. Data were gathered through interview, document analysis, and classroom observation. The findings suggest that there appears to be a lot of interest in using writing as a process approach. However, the two teachers used both the process and the product approaches, depending on the nature of the task and the level of support needed by the students. Pre-writing activities are used extensively to encourage development of ideas for writing; however, a greater understanding of its purpose of use is needed. Feedback is detailed and given at various stages of the writing process. Focus of the feedback is not only on grammatical accuracy but also on improvement of ideas, their presentation, and coherence. Findings also show that one of the key factors that facilitated the implementation of new strategies for teaching writing was teachers' confidence in their own knowledge and skills gained from the ADE: ELT programme. Other important facilitating factors included: supportive school leadership, peer support in the school, reflective practice and the teachers' commitment to change. The factors that hinder the implementation of teaching writing as a process include time constraint, the pressure to complete school syllabus, examination and teachers' beliefs. These findings suggest that if teacher education programmes for language teachers provide sufficient time and opportunities for trainee teachers to practice the newly learnt skills, it would give them confidence to implement it in their schools. Also, as is evident from this study, a number of external factors affect the implementation of the new approaches. Teachers should also be prepared to address these issues in order to effectively implement their learning.
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