آہ مفتی اعظم ہند!
[ مفتی محمد کفایت اﷲ دہلوی]
واحسرتا!۳۱/دسمبر۱۹۵۲ء کو شب کے ساڑھے دس بجے یعنی ٹھیک اس وقت جبکہ ایک سال شمسی اپنی حیات ِدوازدہ ماہ کی مقررہ مدت پوری کرکے ہمیشہ کے لیے گوشۂ عدم میں آسودۂ سکون ہوجانے کی تیاری کررہاتھا علم وعمل کے آسمان کاایک آفتاب عالم تاب غروب ہوگیا۔یعنی حضرتنا الاستاذ مولانا الحاج المفتی محمد کفایت اﷲ دہلوی نے اسّی (۸۰) سال کی لگ بھگ عمر میں داعی اجل کو لبیک کہہ کرجان جان آفریں کے سپرد کی!انا ﷲ واناالیہ راجعون۔
حضرت مفتی صاحب کا وجود گرامی اپنی چند درچند علمی وعملی خوبیوں اور گوناگوں دماغی واخلاقی کمالات کے باعث صرف ہندوستان اورپاکستان کانہیں بلکہ پورے عالم اسلام کاایک متاع گرانمایہ اورسرمایہ بلند پایہ تھا کہ آج اس کے اُٹھ جانے پرجتنا بھی ماتم اوراُس پر جتنا بھی افسوس کیاجائے کم ہے۔حضرت مولانا خودجلیل القدر بزرگ اوربزرگوں کی یادگار تھے، انہیں دیکھ کر اوراُن کی صحبت میں دوچار لمحے گزار کرسلف صالحین کی یادتازہ ہوتی تھی۔قدرت نے اُن میں دل اور دماغ دونوں کی خوبیاں اوران کے فضائل وکمالات کچھ اس طرح بیک وقت جمع کردیے تھے کہ اُن کی ہستی’’اے تومجموعۂ خوبی بچہ نامت خوانم‘‘کا مصداق بن گئی تھی۔ وہ ایک طرف بہت بڑے عالم،مفسر،محدث اورفقہیہ تھے تو دوسری جانب علوم عربیہ کے جامع تھے اور ان میں بہت ٹھوس استعداد رکھتے تھے۔ پھر معاملات میں سوجھ بوجھ اورسیاسی ودنیوی امور ومسائل میں ان کی فرزانگی ودانشمندی کایہ عالم تھا کہ جس طرح علما کی بزم کے وہ صدرنشیں تھے اسی طرح ارباب سیاست وتدبیر کی محفل میں بھی اپنامقام خاص رکھتے تھے ’’جوبات کہتے تھے‘‘اورجو لفظ اُن کے قلم سے نکلتا تھاوہ اس قدرجچا تلااور نپانپایا ہوتا تھا کہ کسی بڑے سے بڑے نکتہ چیں کے لیے بھی اُس پر حرف گیری آسان نہ تھی۔ یوں تو اﷲ...
Due to male dominance in society as well as in households, the rights of females are ignored. Hence, there exists gender discrimination while giving food to family members which in turn results in poor health status for females. Therefore, it is important to explore the causes of this unequal distribution of food among family members Objective: To determine psychosocial factors causing gender discrimination regarding food distribution among families Methods: Data collected from fifty females aged 15-80 years, selected from the urban community using non-probability consecutive sampling, were used for analysis. Females with malnutrition, psychological disorders, with laparotomy and major surgery were excluded. Gender discrimination was assessed as males or male children were preferred for better and more food items like fresh food, meat, fruits, milk, dairy products and multivariate logistic regression analysis was done to see the impact selected factors on gender discrimination Results: The large family size (> 6 members) showed significantly higher odds of discrimination (OR=3.89; 95% CI= 1.03-15.26) than smaller families. The odds of food discrimination were 4 times more for the families, with males being earning hand (OR=4.57; 95% CI= 1.19-18.31). Similarly, there exist higher odds of gender discrimination in low-income families (OR=5.10; 95% CI= 1.18-23.87). While maternal education reduces the chances of food discrimination (OR=0.10; 95% CI= 0.02-0.42) Conclusions: Psychosocial factors such as large family size, low monthly income, males being earning hand and maternal education were found to be associated with gender discrimination regarding food distribution among family members.
Assessment enables teachers to assess students' learning and utilizes the information to improve students' learning and teachers' teaching practices (Harris, Irving, & Peterson, 2008). Therefore, teachers' conceptions of assessment have become critical aspects in any educational system because evidence exists that teachers' conceptions influence how they teach and what students learn. The study investigated the relationship between mathematics teachers' conceptions regarding assessment and their assessment practices in private schools of Karachi, Pakistan. Furthermore, this study explored the differences between primary and middle school mathematics teachers' conceptions about assessment and how such teachers' conceptions regarding assessment translated into their practice. A cross-sectional survey using the 'Teachers' Conceptions of Assessment' (TCoA) questionnaire was conducted on primary and middle level mathematics teachers (n=155) of schools which had an ongoing link with AKU-IED in sending their teachers for professional development courses. Data were analyzed using correlations and the non-parametric version of the independent t-test (i.e., Mann-Whitney). Results indicate that teachers' conceptions about assessment were positively correlated (r=.780) with their assessment practices which is statistically significant (p<.001). A further dimension to this study that evolved was its qualitative component which explored the contrasting conceptions of a group of participants regarding their assessment practices. Qualitative data were collected through unstructured observations and discussions with participant teachers. Participants with progressive views about assessment focused more towards improving teaching and learning. However, teachers who had limited conceptions towards assessment focused more on judging rather than improving students' learning. Overall results indicate that participant teachers agreed most with the improvement conception and accountability conception and disagreed with the irrelevance conception. Improvement, school, and student accountability conceptions were positively correlated. The irrelevance conception was inversely related to the improvement conception. Moreover, it was found that both primary and middle level mathematics teachers had positive conceptions towards assessment but no statistically significant differences were found between their conceptions of assessment. Thus, the study suggests that teachers with limited conceptions of assessment can be helped through professional development sessions and short educational measurement courses. The study provides opportunities for future researchers to conduct studies with larger, more representative samples for generalizability.