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.

Effect of Primary School Teachers Perceived Motivation on Their Performance in Sindh

This mixed study examined the associations and effect of primary school teachers’ intrinsic and extrinsic motivation towards their performance assessed by respective head-teachers. The multi-stage random sampling involved 348 teacher-respondents and 40 head-teachers of District Hyderabad, Sindh. Both quantitative and qualitative data were collected through adapted questionnaires having 48 five-point Likert-scale items and three open-ended questions. Data were analyzed through SPSS package of 16.00 for descriptive and inferential statistical analyses at 0.05 confidence-intervals. Descriptive statistics revealed that teachers ranked their intrinsic motivation better (mean ranged1.62 to 2.18 for 11items) against extrinsic motivation (mean ranged from 2.50 to 3.97 for 14 items).Teachers’ 13 performance items did not catch supporting evidence i.e. means ranged from 1.93 to 3.97 (with 2.82 mean of means) which is disappointing one. Regarding multiple linear regression, intrinsic and extrinsic motivation significantly and moderately predicted respondents’ performance, R=.299a, r2=.290 (adjusted r2=.284), F(2, 245)=16.979, p<.001.They accounted for 29.9% variability in respondents’ performance showing better effect (unstandard beta=.306 or 30%) of extrinsic motivation t(345)=3.926, p=.000 against intrinsic one (unstandard beta=.200 or 20%)t(345)=3.926, p=.001.Regression analysis of demographical predictors reveal unsatisfactory picture despite being significant (p=.000a) with moderate level of correlation, R=.521a, r2=.272 (adjusted r2=.239), F(15, 332)=8.265, p<.001.Only two predictors i.e. xiv teaching experience and average education of family members got significant beta coefficients and p-values (p=<.05) while others (13) discarded. Difference regarding independent-samples t-test and one-way analysis of variance (ANOVA) reveal that females; widow/widower/divorced; teachers with no other source of income; and teachers with higher academic qualifications, professional qualifications, age, and monthly salary obtain statistically significant and better performance than their counterparts. Feasible suggestions collected through open-ended questions are incorporated in recommendations. Key words: intrinsic motivation, extrinsic motivation, primary school teachers’ performance,