سبعۃ اَحرف و قراءاتِ قرآنیہ ؛ایک تحقیقی جائزہ A Research Review of Sab‘a Aḥraf and Recitation of the holy Qur’an in different ways

“This Quran has been revealed in seven different ways; so, recite it in the way that is easier for you.” This hadith is Recurrent in meaning. The narrator Imam Abu Ubaid Qasim Bin Salam (R.A) has elucidated its recurrence. Imam Abn-e- Jouzi (R.A) has collected all its ways in a Journal. What is meant by “Seven Words” in this Hadith? It has been a controversial point among the ulemas and scholars. And no doubt, it has been regarded as the most difficult debate of Uloom-ul- Quran. There have been severe controversies in this regard, so far as Allama Ibn-e - Arabi has mentioned thirty-five sayings. Some of them are as following: Some think these are the ways of recitations of seven famous Qaries. Some think that it means all the ways of recitations. But “Seven” does not means the number 07, because in Arabic language, it is used to describe the plenty of something. Qazi Ayyaz from Earleir Ulemas had the same opinion, while in the later period; Shah Wali-Ullah also had the same views. Some think that it means seven dialects of Arab Tribes. Imam Abu Hatim Sajestani (R.A) determined the name of these languages. They are Quraish, Hazial, Teem, Al-Rubab, Azd, Rabbia, Hawazan, and Saad bin Abi-Bakar. Hafiz Abn-e- Jareer Tibri (R.A) agreed to this school of thought. The fourth famous saying is that of Imam Tehavi (R.A.) he says that although he Holy Quran has been revealed in the dialect of Quraish. But it was difficult for the people of other tribes, which came of different areas of Arab. That is why, in the beginning, they were permitted to recite the Holy Quran in their local languages, and the words or ways were determined by the holy prophet (P.B.U.H) himself. Later, it was prohibited. There remained only the one way of recitation in which the holy Quran was revealed. HAzrat Sufian bin Aiena (R.A), Abn-e-Wahab (R.A) and Hafiz Ibn-e- Abdul Bar (R.A) agreed to this opinion. Famous interpreter Allama Nizamul Din Nishapori (R.A) says that it means the following differences in the recitation. Differences between Singular and Plurals Differences between Muscular and Feminine Differences of the causes of Araabs          Differences of Morphology (Formation of Words) Differences of syntax (Sentence Structure)           Differences of the ways which changes words Differences of dialects Allama Abn-e- Qutaiba, (R.A), Imam Razi Qazi (R.A) and Abu Bakar(R.A) and Abn-e Aljuzri (R.A) also adopted this saying of Allama Nisahpuri.(R.A).

Comparative Efficacy of Different Maize Zea Mays L . Genotypes for Acquistion and Utilization of Iron and Zinc under Saline Conditions

This study was designed to examine the relationship of classroom learning environment and Teacher Interaction with secondary school students’ attitude towards the learning of English Language in context of Pakistan. Classroom environment is considered as one of the influential factor in enhancing learners’ achievement, attitude and learning process. The objectives of the study were to investigate secondary level students’ English language classroom learning environment, teachers’ interaction in English language classes and attitude towards learning of English language. Moreover, the relationship of classroom learning environment and teacher interaction with secondary level students’ attitude towards the learning of English on gender and locale was also established in the study. The study at hand was co relational and descriptive. For data collection survey method was used. Multistage stratified random sampling technique was used for sample selection of the study. Stratification was based on three geographic zones of Punjab: Northern, Central and Southern Punjab. One district from each zone was selected randomly. The sample of the study was 930 students from 03 districts of the Punjab. Three instruments were used, first for Classroom learning environment, second for discovering Teacher Interaction in English language classes and third for finding out students’ attitude towards learning of English language. Data for this study were analyzed by using statistical operations through SPSS. T-test was used to calculate the significant difference between means of different categories of respondents like rural & urban, male and female. To investigate the possible relationship among the variables, Pearson correlation was used. Results of the study showed that male and female respondents reflected significant differences on English language classroom learning environment, teacher interaction and attitude towards English. It further revealed that female respondents were more favorable on their classroom learning environment, get more teachers’ support and interaction than male in their English language classes and had more positive attitude towards the learning of English. Significant positive correlation was found among classroom learning environment, Teacher Interaction and attitude towards the learning of English. Findings suggest that positive attitude in a foreign language class can be developed by making learning environment more favorable in shape of better pupil-teacher relationships and teacher support, involvement, cooperation and equity. It may help in developing attitude towards Adoption of English language learning attitude and enjoyment of English lessons in the classroom.