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نہ کوئی یار تے نہ کوئی یاری

نہ کوئی یار تے نہ کوئی یاری
ایہو پنڈ دکھاں دی بھاری
شرم حیا عورت دا زیور
سب توں چنگی پردہ داری
سکھاں دے سب ساتھی ہوندے
مہکے پھلاں نال کیاری
دکھیاں دا کوئی ساتھ نہیں دیندا
نہ کر اینویں گریہ زاری
ہجر فراق جدائی اندر
دکھیاں ساری عمر گزاری
عشق دے اندر وس نہیں چلدا
تیغ ہجر دی سب توں کاری
لکھ کروڑ درود نبیؐ تے
ہر پل ہر دم شکر گزاری
بھانویں حنیف غماں وچ رُجھا
کدی نہ تیری یاد وساری

سند (مالک عن نافع عن ابن عمر)، محدثین اور مستشرقین کا نقطہ نظر

Abstract By preserving and narrating hadīth, a chain of narrators was started to maintain its authenticity. When the experts of hadīth realized that some unreliable transmitters might try to fabricate Hadīth, this work started more systematically. Even the chain gradually attained such importance that every Muhaddīth was concerned much about it. In the second century of  Hijra, when the teaching and learning of hadīth became the standard of honor and great respect, some people devoted their lives to this work. They travelled to many countries of world and obtained the knowledge of Hadīth from prominent scholars of their time. Experts of Asmā-ul-Rijāl awarded them the certificate of holding the highest position of trust and credibility. The chains having such trustworthy transmitters are considered to be of higher rank than others. Among such traditions there is also one "Mālik-an-Nāfi'-an-Ibn-e-Umar". Due to the reliability of its narrators, Imām Bukhāri and many other Muhaddithīn considered it as "golden chain". When some of the Orientalists started raising objections to the Prophetic Hadīth, they criticized the narrators of the Hadīth as well. Especially the narrators who were declared trustworthy and reliable by Muslim scholars. For this, they especially criticized Abu Hūraira from among the companions and Imām Zuhri among the Successors. The chain of hadīth, (Mālik an-Nāfi' an-Ibn e Umar) “golden chain” was also seriously criticized by Joseph Schacht and Juynboll etc. In this article, a comparative study of the viewpoints of the Muhaddithīn and the Orientalists regarding the chain “Mālik an-Nāfi' an-Ibn eUmar” is presented.

Exploring the Motivation of Female Science Students Towards Learning Science at the Secondary Level 10Th Class

The aim of this research study was to measure the motivation of girls towards learning Science at the secondary school level. The data were collected from ten girls' schools, drawn from three towns of Karachi, Pakistan, through multi-stage random sampling in a cross-sectional survey. A 35-item questionnaire measuring six aspects of motivation toward learning science, that is, self-efficacy, active learning strategies, Science learning value, performance goal, achievement goal, and learning environment stimulation, was administered directly with 289 students over a period of three weeks, in February 2008. The data were analyzed to see the overall motivation of girls in Science and compare the motivational difference in three subjects; Physics, Chemistry and Biology, by using SPSS through descriptive statistics. My research questions were: 1. What motivates female students enrolled in 10th classes towards learning Science? 2. Is there any difference in the motivation of girls towards learning in Physics, Chemistry and Biology? Through descriptive statistics, that is, comparing mean and standard deviations, the results indicate that on average, the girls have high motivation towards learning science, and furthermore, their intrinsic motivation is higher as compare to their extrinsic motivation. The results also show that their intrinsic motivation is negatively influenced by their self-efficacy and learning environment stimulation. In addition, the comparison of the motivation of girls in Physics, Chemistry and Biology reveals that there is not a significant difference in the motivation of girls towards the three subjects. However, mean scores of girls in the three subjects indicated a slight difference; that is, motivation in biology (M= 3.9) is slightly higher than Chemistry (M=3.8) and Physics (M= 3.7). The results also indicated that the female science students have lower self-efficacy in Physics (M= 3.4), as compared to Chemistry (M=3.8) and Biology (M=3.9). Based on the findings of this study, the researcher recommends encouraging female Science students to enhance their self-efficacy towards learning Science, which has a strong impact on their motivation to learn Science. It is also recommended for the researcher to conduct further studies on Science students at different class levels in order to explore their motivational difference at each stage.
Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

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