وصال مبارک
آنحضرتؐ کی تاریخ وفات میں اختلاف پایا جاتا ہے البتہ جن امور پر علماء کا اتفاق ہے ۔ وہ یہ ہیں۔ اول سال وفات ۱۱ ھ ہے۔ دوم مہینہ ربیع الاول کا تھا۔ سوم یکم سے ۱۲ ربیع الاول تک کوئی تاریخ تھی۔ چہارم دو شنبہ کا دن تھا۔ اس سلسلہ میں مولانا شبلی ( سیرت النبی۔ج۲۔ ص۔۱۱۲ ) حاشیہ لکھتے ہیں کہ ارباب سیّر کے ہاں تین روایتیں ہیں یکم ربیع الاول‘ دوم اور ۱۲ ربیع الاول۔ ان تینوں روایتوں میں باہم ترجیح دینے کے اصول روایت و درایت دونوں سے کام لینا ہے اور روایت دوم ربیع الاول کی‘ ہشام بن محمد سائب کلبی اور ابو مخنف کے واسطے سے مروی ہے۔ اس روایت کو اکثر قدیم مورخوں ( مثلاََ یعقوبی و مسعودی وغیرہ) نے قبول کیا ہے لیکن محدثین کے نزدیک یہ دونوں مشہور دروغ گو اور غیر معتبر ہیں۔ یہ روایت واقدی سے بھی ابن سعد و طبری نے نقل کی ہے( جزء وفات) لیکن واقدی کی مشہور ترین روایت جس کو اس نے متعدد اشخاص سے نقل کیا ہے وہ ۱۲ ربیع الاول کی ہے۔ البتہ بیہقی نے دلائل میں مسند صحیح سلیمان التیمی سے دوم ربیع الاول کی روایت نقل کی ہے( نور النبراس ابن سید الناس‘ وفات) لیکن یکم ربیع الاول کی روایت ثقہ ترین ارباب سیر موسیٰ بن عقبہ سے اور مشہور محدث امام لیث مصری سے مروی ہے۔ امام سہیلی نے روض الانف میں اسی روایت کو اقرب الی الحق لکھا ہے اور سب سے پہلے امام مذکور ہی نے روایتاََ اس نکتہ کو دریافت کیا کہ ۱۲ ربیع الاول کی روایت قطعاََ ناقابل تسلیم ہے کیوں کہ وہ باتیں یقینی طور پر ثابت ہیں‘ روز وفات دو شنبہ کا دن تھا۔ اس سے تقریباََ تین مہینے پہلے ذوالحجہ ۱۰ ھ روز جمعہ سے ۱۲...
Parental factors impact students’ self-concept and academic performance during the pandemic. Thus, this study determined the students’ self-concept and academic performance and the parental factors related to it. The research design was descriptive-correlational, and 500 nonrandom college students in West Philippines participated in the study. Researcher-made instruments were used, which were subjected to reliability and validity evaluation. Data were collected online from June 2021 to July 2022 and were analyzed using descriptive (frequency counts and percentage) and inferential statistics (Spearman correlation). Results revealed a positive self-concept and satisfactory academic performance among the students. Besides, parental factors such as educational attainment and school/classroom involvement are significantly related to self-concept and academic performance. Further, self-concept is significantly associated with academic performance. This shows that some parental factors are vital in developing the student’s self-beliefs and supporting their studies and academic endeavors amid the COVID-19 pandemic. Future studies may consider more factors related to academic achievement and self-concept. Other researchers may find the mediation or moderation effect of self-concept between parental factors and students’ scholastic achievement.
KEYWORDS: academic performance, COVID-19 pandemic, distance learning, higher education, parental factors, self-concept
English Literacy Learned Through The Sign Language by The Hearing Impaired in Pakistan Every community around the globe is comprised of a considerable number of hearing impaired people. In order to make their life meaningful and productive, they have the right to acquire several skills as well as education. In the context of education whether for deaf or the other people of community, learning of the English language has become indispensible skill. The present study was aimed to carry out a research on teaching techniques and instructional approaches involved in the learning of English literacy skills by deaf in Pakistan. The outcome of the teaching practices was mirrored in the performance of students evaluated using various research instruments. Theoretical framework was emergent literacy theory: a most widely practiced in the West at present showing considerable improvement in English literacy skills of the hearing impaired. For the purpose of thisstudy four renowned institutes were chosen: Sir Syed Academy Rawalpindi, National Special Education Centre for Hearing Impaired Children, H- 9 Islamabad, Nasheman College for Handicapped, Wah Cantt, and DEWA Centre of Excellence (The Deaf Education and Welfare Association Trust) Islamabad. The level of the students was intermediate. The research tools included observation sheets, Reading and Writing test for students, and a questionnaire for the teachers and were based on the principles, instructional approach and teaching strategies of emergent literacy theory. The data collected through observation sheets and questionnaire there further validated having interactive session with the teachers and the students at four institutes. The data collected, results of students, and responses of teachers to questionnaire were analyzed in the light of emergent literacy theory that is the spring board of the present research. Syllabuses of the institutes were collected and attached too. The results and the data were presented in simple tabular form for easy reference. After taking the average percentages of teachers’ responses to questionnaire the data was shown in graphs. The time spent at each institute was 25 days. The major finding of the study after the analysis was that there was a marked difference in the teaching techniques, instructional approach and performance of students in the test at DEWA Centre and other three institutes. Students of DEWA Centre scored better than the other institutes giving credence to the emergent literacy theory. Therefore a detailed comparison was made at the end of chapter four to highlight the differences. Eventually it was found that DEWA Centre has partially applied the theory of emergent literacy. With reference to such findings recommendations were given in the last chapter finally.