مسائل میراث حل کرنے کے قدیم اور جدید حسابی طریقوں کا تقابلی جائزہ

Inheritance is a key issue in the Islamic Knowledge base. Its importance has been clarified in Qur’an and Sunnah. The Holy Prophet Muhammad (ﷺ) has referred to it as half of the knowledge and has ordered of seeking inheritance and warned that this will be eliminated first from my Ummah, and also notified that this is volatile nature of knowledge which get lost after memorization if not fully cared and practiced. In the light of above mentioned Hadīths it is worth consideration to make knowledge of Inheritance practicable in everyday life. A reason could be that the arithmetic means used for the solution of Inheritance problems is complicated and time consuming. There it is important to introduce such easy and short arithmetic rules for the solution of Inheritance problem that are easily understandable by both the scholars as well as the common man. This will result in making Inheritance easy to handle and hence will become practicable. In a hadith it is stated that near the day of judgement there will be a conflict between two persons in an Inheritance issue and they will not find a scholar to resolve their problem. In this Article an Introduction and comparison of old and new easy arithmetic principles are made in scholarly manner to introduce new easy methods and draw the attention of the people to such a valuable knowledge and relieve the Phobia of the people regarding it.

Exploring the Contribution of Mentoring in Improving Teaching and Learning

Producing highly skilled, competent teachers in developing countries, such as Pakistan and Kyrgyzstan, requires an on-going teacher education, training and support. A number of research studies indicate that mentoring provides a highly useful service for teachers in their continuing education. As such, mentoring has been widely accepted as a process to support beginning teachers' professional development. However, little is known in developing countries about what mentoring is, and to what extent it brings improvement in teaching and learning. Therefore, in this particular case study was designed to explore the contribution of mentoring in facilitating the beginning teachers' teaching practice and the improvement that this can bring in the students' learning outcomes, in a developing country's context. The study is largely based on interview data provided by a mentor and two mentee teachers who were the participants of this study. During the study, the mentee teachers disclosed the factors, that they perceived to be the most influential in affecting their progress as teachers. In line with many research studies, this particular research confirms that the attitude and skills of a mentor are a critical factor in raising the confidence and self-esteem of beginning teachers. The findings of the study indicate that mentoring creates a model for extending the learning process and, thus, it evolves to serve a pivotal function for nurturing the beginning teachers' professional development, in their initial years of experience in the classroom. The study pays particular attention to the impact of the mentoring process on improving the students' learning, and suggests a number of strategies for further improving the students' learning outcomes. Based on the results of the research findings, the study confirms that improvement in beginning teachers' teaching practice produces substantial improvement in students' learning outcomes. In addition, some recommendations and implications have been drawn from the study, so as to contribute to the betterment of the mentoring process in Pakistani schools and also in schools in Kyrgyzstan.