مولانا محمد مبارک علی
مولانا محمد مبارک علی صاحب جن کی عمرچھیاسی برس کے قریب ہوگی حضرت شیخ الہند کے شاگردِ خاص اورآپ سے بیعت بھی تھے اورحضرت کی اسارتِ مالٹا کے بعد حضرت الاستاذ مولانا مفتی عزیز الرحمن صاحب ؒ سے تجدیدِ بیعت کرلی تھی اور حضرت مفتی صاحب کے خدام خاص میں شامل ہوکر حضرت موصوف ہی سے طریقہ نقشبندی میں اجازت بیعت و ارشاد حاصل کی۔ایک عرصہ تک ٹونک میں صدر مفتی رہے اورریشمی خطوط کی تحریک سے بھی تعلق خاص رہا۔ غالباً ۱۹۱۹ء میں مدراس (پرناہٹ) تشریف لے گئے تھے اورپھر بریلی کے قدیم مدرسہ مصباح العلوم میں صدارت درس کی خدمت انجام دی۔اب کم وبیش اڑتیس سال سے دارالعلوم دیوبند میں نائب مہتم کے عہدہ پرفائز تھے۔اہتمام و انتظام میں دسترس کے علاوہ کبھی کبھی حدیث کی کسی کتاب کادرس بھی دیتے تھے۔ تقویٰ وطہارت اوراخلاق وشمائل کے لحاظ سے سلف صالحین کانمونہ اورمثال تھے۔ صدحیف!دنیا اب ایسے حضرات سے خالی ہوتی جارہی ہے۔تغمد ھمااﷲ بمغفرتہ ورحمتہ ۔ [ستمبر۱۹۶۸ء]
In Islamic point of view, the family is an institution that starts from the legal bond of marriage. The marriage is a contract that confirms the mutual rights of husband and wife. Including the other rights, one is the provision of maintenance to wife. The wife having leaving her family and making a life time compromise to live with her husband reserves the right to be exempted from all kind of financial obligations. In Islamic family system, the husband is responsible both in legal and moral angles, to support his wife and provide the maintenance according to his financial status. Likewise, the wife has the right to demand the provision of maintenance from her husband. In time of none Provision, she can take this right through court. The wife reserves this right only if she is willing to live with her husband and does not disobey her husband’s reasonable orders. If it is so, then the stand for provision of maintenance shall be treated as invalid. In this paper, the matter of maintenance provision and its related problems have been discussed in contrast with the Pakistan family Laws which will provide a profound knowledge to the readers.
The importance of constructivist approach to teaching and learning science is growing significantly. Much of the efforts have been put to develop pedagogies that take into account constructivist views to improve students' learning outcomes. In this regard, concept cartoon is widely recognized as an innovative strategy rooted in constructivism; however, its efficacy in enhancing conceptual understanding in science needs to be investigated in the Pakistani science classrooms. Thus, this study focused on exploring the efficacy of concept cartoons in enhancing students' conceptual understanding in selected science concepts on Science Achievement Test for Heat (SAT-H). For this study, quasi-experimental design (pre-and post-test control group) was used as a research methodology. A total of 65 students from grade VII participated in the study including comparison group (n=35) and intervention group (n=30). The Science Achievement Test for Heat (SAT-H) was developed and validated which was administered to both groups as pre-test (before intervention) and post-test (after intervention). During intervention, intervention group (lG) was taught with concept cartoons and comparison group (CO) was taught with standard teaching practices. The two groups were compared on overall performance on SAT-H, performance on SAT-H content domains (i.e. heat and temperature, methods of heat transfer) and performance on SAT-H cognitive domains (i.e. knowledge, application and reasoning) in both pre-test and post-test. Results of the study revealed that on pre-test, both groups were evenly matched on their overall performance (p>0.05). Similarly, no differences were found between two groups in all content domains (p>0.05). However, among three cognitive domains, performance of the two groups was found to be different on two cognitive domains favoring 10 for application (p<0.05) and CO for knowledge (p<0.05). Conversely, on post-test, both groups showed improvement, however, IG performed considerably better than CG with significant difference (p