حضرت امام ابو حنیفہ کے علمی اسفار

Born to a Muslim family in Kufa, Abu Hanifah (RH) is known to have travelled to the Hejaz region of Arabia in his youth, where he studied under the most renowned teachers of Makkah and Medina. Due to his wisdom and knowledge, he is also considered a renowned Islamic scholar. A question arises that why he has a distinguished name in Islamic history. Firstly, he travelled a lot for the sake of knowledge. He started to travel since 94 A.H but from 104 A.H, he had a consistent travelling to quench his thirst for knowledge. Secondly, he did hi level best to spread this knowledge to others. Even he had devoted his complete life for the sake of it. Amongst Imam Abu Hanifah's teachers was Hammad ibn Sulayman, he joined his circle at the age of 22, having already become a well-known debater and studied with this great teacher until the latter's death, where upon he took over his ‘’majlis’’ (circle) at the age of forty. Many well-known scholars admire and praise Imam Abu Hanifah’s services like Imam as-Shafi (RH) is recorded to have stated: "All men of fiqh are Abu Hanifah's children, " ".I would not have acquired anything of knowledge had it not been for my teacher”.

Parental Perception, Child Temperament, Cognitive Appraisal and Anger Expression in Children With Emotional Behavioral Problems

The present research investigated anger expression in children with emotional behavioural problems and its relationship with parental perception, child temperament, and cognitive appraisal in Pakistani cultural context. The research was initiated with the hypotheses that authoritarian, permissive and uninvolved, parental perception would positively relate whereas authoritative parental perception would negatively relate with anger expression in children. Parental Perception, child temperament and cognitive appraisal would likely to predict anger expression in children. Role of child temperament as moderator and cognitive appraisal as mediator was also studied. The present research was carried out in two studies. In Study I an indigenous anger expression scale was developed, validated and standardized. Principal component analysis with varimax rotation and kaiser normalization generated four factors that were labeled as externalized anger, feeling of rejection, hostility and violence, and internalized anger. Moreover four measures including State Trait Anger Expression Inventory-2 for Children and Adolescents (Brunner & Spilberger 2009), Parental Perception Questionnaire (Pasquali et al, 2012), School Aged Temperament Inventory (McClowry, 1995) and Child Appraisal Questionnaire (Hood, Power, & Hill, 2009) were translated into Urdu following the standardized forward-backward translation procedures. In Study II, cross sectional research design was followed and a sample of 450 children including 225 children with emotional-behavioural problems and 225 emotionally healthy children were drawn from three hospitals and four schools in Lahore city. The age range of children was 9 through 13 (M=11.35, SD=1.36). Results indicated that authoritarian parental perception positively related and predicted while authoritative, permissive and uninvolved parental perception negatively related and predicted anger expression in children with xx emotional behavioural problems and emotionally healthy children. Likewise uninvolved parental perception positively related and predicted internalized anger expression. Child temperament significantly moderated and cognitive appraisal (significance, predictability and self- blame) significantly mediated the relationship in between parental perception and anger expression in children. Children with emotional behavioural problems were obtained higher scores on externalized anger expression and hostility and violence subscale. Gender differences were also observed but only for internalized anger expression i.e girls obtained higher scores. The findings and their implications were discussed on the part of parents, educators, researchers and clinicians.