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مولانا حفظ الرحمن سیوہاروی

کل من علیھا فان
آہ!کیونکر کہیے! جس کا کھٹکا شروع سے لگا ہوا تھا آخروہی ہو کر رہا۔ آٹھ، نو مہینے کی اس درمیانی مدت میں رہ کر وہ کونسا اعلیٰ سے اعلیٰ علاج تھا جس میں کوئی دقیقہ اٹھا کے رکھا گیا نہ ہو۔سیکڑوں ختم بخاری شریف کے ہوئے۔ہزاروں لاکھوں، اﷲ کے نیک بندوں نے دعائے شبانہ کی ۔ اکابر و بزرگان ملت نے غلاف کعبہ پکڑ کرمنتیں مانیں۔ مگر جو مشیت کافیصلہ تھا وہ ہوکر رہا اور۲/اگست کوآخری شب میں ملت اسلامیہ کے ترکش کاخدنگ آخریں،علم وفضل کے خزانہ کاگوہر شب چراغ، درج شرف ومجد کا در تابندہ،اخلاق وفضائل کاپیکر،ملک اورقوم کی دساور کا متاع گرانما یہ اس عالم ناسوت کوخیرآباد کہہ کر ہمیشہ کے لیے جداہوگیااور اور دنیا کوایک ماتم سرابنا گیا۔اناﷲ واناالیہ راجعون۔عربی کے مشہور شعر میں قیس کی جگہ’’حفظ‘‘رکھ دیجیے تومعلوم ہوگا کہ یہ شعر عرصہ پہلے کسی نے اسی موقع کے لیے کہا تھا:
وماکان حفظ ھلکہ ھلک واحد
ولکنہ بنیان قوم تھدما
مولانا حفظ الرحمن یوں ہونے کو توکیا نہیں تھے۔علوم وفنون اسلامیہ کے بلندپایہ عالم،متصوف،مصنف،ولولہ انگیز خطیب اورمقرر،جنگ آزادی کے سپہ سالار اور ہیرو، مخلص اوربے لوث خادم ملک وملت سبھی کچھ تھے۔ مگر ملک کی آزادی کے بعد اُنھوں نے جو رول ادا کیاہے اُس کی تاریخ اس قدر شاندار ہے کہ اس میں کوئی ایک شخص بھی اُن کاحریف وسہیم نہیں ہوسکتا۔بے لوث اورجانبازانہ خدمت کی وجہ سے اُن کے قومی کارناموں کاریکارڈ اس درجہ بے داغ تھا کہ اُن کابڑے سے بڑا مخالف بھی اس پرحرف گیری نہیں کرسکتا تھا۔اس کے علاوہ صاف دماغی اورمعاملہ فہمی کایہ عالم تھا کہ اعلیٰ سے اعلیٰ تعلیم یافتہ حضرات اور بلندپایہ ارباب سیاست کے مجمع میں بیٹھتے تھے اوراُن سے اپنی بات منواکر اُٹھتے تھے۔ پھر حق گوئی اورجرأت کی یہ شان کہ جس چیز کوحق سمجھا اسے برملا...

قانون ٹارٹ كا فقہ اسلامى كى روشنى میں جائزہ

Tort law is an umbrella term for  laws  which cover issues of civil wrongs like defamation, trespassing and the other actions involving  violation of law. In case a person has undergone a physical, legal or any economic harm then he can file a suit under the tort law. Torts are civil wrongs recognized by law as grounds for a lawsuit. It is also generally known that tort in Islamic fiqh as “Jinayet”. This paper attempts to analys  by Islamic law in thel light of the  relevant verses for the Qur’an followed by the rules stated in traditions from the Prophet (Peace by on him). Jinayat the part of Shari’a that applies to homicide or physical  injury is called jinayat and is based on the pre-Islamic rules of Arab blood feud, as modified by Prophet (Peace be on him). The punishment is either retaliation or blood money (diyat). Retaliation occurs only upon  the request of the victim, if alive, or his nearest kin if the victim is dead, and is to be inflicted by victim or kin. In the case of homicide retaliation means death, in the case of injury it means imposing an identical injury. Where retaliation is one of the options, the victim or his closest kinsman may demand blood money instead, or negotiate an out of court settlement. Jinayat, like modern tort law, is based on private action; there is no official responsible for initiating the case.

Effect of Achivement Goal Orintation on Students Performance in the Subject of English at Secondary Level in Khyber Pakhtunkhwa

This study aimed to determine the effect of achievement goal orientation on student performance in the subject of English at secondary level. It was conducted in conventional classrooms in government High/Higher Secondary schools in district Peshawar. The sample consisted of 224 male and female teachers and 2240 boys and girl students. Items from the Patterns for Adaptive Learning Scale (PALS) developed and revised by Midgley, et.al, (2000) was used for the study. Students’ achievement was measured by using a multiple-choice test in the subject of English. Descriptive statistics, correlation, and regression analysis were applied to identify significant predictors of achievement and to study the effects of students’ achievement goal orientation on their performance. The analysis revealed that teacher perceived school goal structure for students as more performance oriented than mastery oriented with more stress on high performance goals. Similarly teachers’ approached to instruction with multiple goals. They were more performance oriented than mastery oriented with slightly high performance approach to instruction than high mastery approach. It was found that teachers’ performance approach to instruction was significantly but negatively correlated to students’ mastery as well as performanceapproach goal orientation. Students had a multiple goal orientation. Majority of students had mastery goal orientation, followed by performance-avoid and performance-approach goal orientation. They were slightly more mastery oriented in general but in high-low category, they had more high performance-avoidance goal orientation, followed by high performance-approach goal and then by high mastery goal orientation. It was concluded that boys and girls differed in their achievement goal orientation. Students perceived their teachers as having multiple goals with focus on mastery and performance goals. They also perceived their teachers as having slightly high performance-avoidance goals than high performance-approach or high mastery goals. Students’ perception of teachers’ goals was significantly correlated to students’ goal orientation. Students viewed their classrooms as slightly more performance-approach oriented than mastery oriented. Majority of rural girls perceived their classroom to have high mastery goal structure, while majority of urban girls perceived them to have high performance-approach goal structure. Greater number of boys perceived their classrooms as having high performance-avoid goal structure than girls. Majority of urban boys perceived their classrooms as having high performance-avoid goal structure. Students’ perception of classroom goal structure was significantly correlated with students’ goal orientation, Students perceived their parents as asserting multiple goals with slightly more performance orientation than mastery orientation. However the difference was minimal. Students’ perception of parent goal was significantly correlated with students’ goal orientation. Students having high mastery goal orientation performed higher on performance test than students having low mastery goal orientation. Similarly students having high performance-approach goal orientation scored higher than those having low performance-approach goals. Furthermore, students having high performanceavoid goal orientation had slightly higher performance test score than students having low performance-avoid goal orientation. The study concluded that students’ performance was significantly correlated with students’ goal orientation and students’ mastery goal orientation was a strong predictor of achievement. The study recommended that teachers may provide students with meaningful activities to increase motivation and should encourage them for learning. Teachers may give attention to students’ abilities and their perceptions of learning and performance to help them to develop proper orientations resulting in adaptive learning patterns.
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