The present research is planned to find out the relationship between social support, social isolation and loneliness among older adults. Factors like gender, age, residential status (i.e. rural and urban), marital status, family system, socio economic status, and education were also taken into consideration. The study was carried out in two Phases. First Phase was further comprised of two steps. In first step of Phase-I, two scales of the present study i.e. 6-Item (short) De Jong Gierveld Loneliness Scale (1985) and 6-item (short) scale developed by Hawthorne (2006) was used in order to assess social isolation. These scales were translated into Urdu language in order to derive more natural responses from the participants. Standardized back translation procedure was used for the translation of the measures. Moreover, the Urdu version of Social Support Scale developed by Malik (2002) was also used in current study. Second step of Phase-I was accounted for the assurance of psychometric soundness of the scales. A sample of 75 older adults, conveniently approached, was used to ensure the alpha reliabilities along with other descriptive analyses. Phase-II of the present study was planned for hypotheses testing. Purposive convenient sampling technique was used to draw the sample of 500 older adults from both urban and rural areas of the various districts of the Khyber Pakhtunkhwa province of Pakistan. An appropriate statistical analysis according to the new version of SPSS was used to draw conclusions. The age of the sample ranged from 60 to 90 years (M = 67.59, SD = 7.54). Alpha coefficients, for the all variable were computed, which ranged between. 60 for social loneliness to. 96 for social support total scale. This indicates that reliabilities are found to be satisfactory for various scales of the study. Linear regression analysis revealed that overall social support is significant negative predictor of social loneliness, emotional loneliness, overall loneliness, and social isolation. In order to examine the effect of the sub constructs of social support on outcome variables the multiple regression analysis was computed which demonstrated instrumental support and tangible aid as significant negative predictors of social isolation. Emotional support and social network support were found to be the significant predictors of social loneliness, emotional loneliness, overall loneliness, and social isolation, whereas esteem support negatively predicted social loneliness, emotional loneliness, and social isolation. Significant gender differences were found on social support and its sub constructs, whereas significant difference on all study variables were also observed for x residential status (i.e. urban or rural), age, and socio economic status. Marital status further demonstrated significant difference on emotional loneliness, overall loneliness, social isolation, and various constructs of social support. Limitations of the present study, suggestions for future empirical endeavors, and both practical as well as theoretical implications of current study have also been discussed.
مولانا مفتی حافظ محمد رضا انصاری فرنگی محلی افسوس ہے کہ مولانا مفتی محمد رضا انصاری فرنگی محلی کا ۵ فروری کو لکھنؤ میں انتقال ہوگیا، عمر تقریباً ۷۰ برس کی تھی، اناﷲ وانا الیہ راجعون۔ خانوادہ فرنگی محل گذشتہ تین سو برس سے ہندوستان میں علم و عمل کی شمع روشن کیے ہوئے ہے، اس خاندان میں علم کی دولت جس طرح محفوظ رہی اور نسلاً بعد نسل اس میں جس قدر اضافہ ہوتا گیا، ہندوستان میں چند خاندانوں کے علاوہ اس کی کوئی مثال نہیں ملتی، ملا قطب الدین شہید ان کے فرزند استاذ الہند ملا نظام الدین محمد بانی درس نظامیہ کے بعد ملا حیدر، ملا مبین، ملا حسن، مولانا عبدالعلی بحرالعلوم، مولانا عبدالحئی اور مولانا عبدالباری اسی خاندان کے سلسلہ الذہب کی روشن مثالیں ہیں، بقول علامہ شبلیؒ لکھنؤ کا فرنگی محل، علم و فن کا معدن بن گیا، آج جہاں علوم عربیہ کا نام و نشان باقی ہے، اسی خاندان کا پرتو فیض ہے، ہندوستان کے کسی گوشہ میں جو شخص تحصیل علم کا احرام باندھتا ہے اس کا رخ فرنگی محل کی طرف ہوتا ہے۔ ہمارے عہد میں مفتی محمد رضا انصاری مرحوم اپنے اسی نامور خاندان کی علمی و تہذیبی روایتوں کے وارث تھے، ان کے والد مولوی محمد سخاوت اﷲ، مدرسہ عالیہ نظامیہ میں ریاضی کے استاد تھے، بعد میں وہ حیدر آباد دکن میں محکمہ امور عامہ میں ملازم ہوئے،، ان کی عدم موجودگی میں مفتی صاحب مرحوم کی تعلیم و تربیت ان کے رشتہ کے چچا مفتی محمد عبدالقادرؒ کی زیر نگرانی ہوئی جو علم و عمل میں اپنے اسلاف کرام کا نمونہ تھے اور جن سے شاہ معین الدین ندوی مرحوم نے بھی مختصر المعانی کا درس لیا تھا۔ مفتی صاحب مرحوم کی بسم اﷲ مولانا عبدالباری فرنگی محلیؒ نے کرائی تھے، خاندانی روایت کے...
No doubt, that Allah’s book, the Holy Quran came for gathering the hearts, joining the ranks, strengthening the love and affection, kindness and justice, coordination between family and society, to build the strong coordinated society and orphan especially about the loss of their rights and depriving of their properties or engulf them wrongly. This paper discusses the care of the Quran with the orphans in all the dimensions of their rights and the situation of Qura’nic training/education for them, so that they can become strong parts for the society. Most of the coming verses discusses/narrates about them. Stating the meaning from them for all the justices that the Quran preceded all those demanding the justice for orphans rather it gave them with complete explanations. No explanations disturb anything about it knowledgeable, that the verses of the Quran presented 22 verses in which word of the orphan mentioned with the people 8 times and with the dual once and with the plural 14 times and he who explore these verses finds them divided into three types and the 1st type presents the mentioning of kindness/ charity, and testament/will for them in our Shariah and in the previous Shariahs, and the 2nd type mentions their social rights, so this paper studies all the dimensions of orphans’ life in the light of Qura’nic method with detail, so I liked to divide my this research paper into preface, 3 chapters and ending whereas preface includes the definition of orphan, and 1st chapter states the kindness/charity to the orphan and testament for them in the light of our Shariah and including the definition of orphan, and 2nd chapter presents their social rights as the 3rd takes care of their financial rights. In the ending comes with the important recommendations and suggestions.
The field of educational leadership has been a globally and nationally popular focus of research and discussions for past many years. In the same vein, a significant number of studies by the global and national scholars have explored different dimensions of leadership in education (Bana & Khaki, 2014; Bush & Middlewood, 2005; Khaki, Bana, Tajik, & Safdar, 2012; Khan, 2011; Nash, 2012; Panah, 2008; Simkins et al., 2003; Sultan, 2005). A review of these studies suggests an emphasis on the leadership practices of a leader and a very few studies have actually explored how a leader learns leadership and portrays various leadership practices, specifically in the context of Gilgit-Baltistan. To this end, the present study has examined the experiences of two school principals which seemed to have contributed to their journey of becoming leaders. In particular, this qualitative life history research explores experiences of one male and one female principals' journey of becoming a leader in two not-for-profit private higher secondary schools of Gilgit-Baltistan. The study revealed that the quality of educational institutions they attended, provision of leadership roles at home; on-the-job informal and formal mentoring opportunities, and ability to reflect on everyday personal and professional experiences greatly contributed towards preparedness of these leaders to assume leadership roles. These three factors made their transition into leadership roles smoother, easier and quicker. On the other hand, lack of mentoring opportunities, lack of quality education and discouraging home environment made their transition into leadership challenging. The study has shown the leaders in such situations learn through their own wisdom and reflection on previous practices. The life histories of both principals show the groundedness of leadership in the socio-cultural context. The male principal with early induction into teaching (paid job as a provider) had an extensive experience of teaching and leading schools. Similarly, the female principal had very protected environment with quality education throughout her schooling and university education. Though they experienced life differently, their learning and practices of building collegial and caring relationships and promoting shared sense of organizational policies seemed to be similar. Therefore, the study suggests that personal and professional life experiences (gendered), which shape leadership practices of a leader need to be seriously considered in the educational leadership discourse. Such consideration will allow much needed and relevant support to the female and male principals. Recognition and support to the efforts of female leaders, in particular, will encourage more women