سید سجاد حیدریلدرم مرحوم
۱۲؍ اپریل ۱۹۴۳ء کی رات کو سید سجاد حیدر مرحوم نے جو ادب کی دنیا میں یلدرم کے نام سے مشہور تھے، قلب کے عارضہ سے دفعتہ وفات پائی، یہ علی گڑھ کالج کے پرانے تعلیم یافتوں میں اور اسی تعلق سے کالج کے ان چند طالب علموں میں تھے جنہوں نے مولانا شبلی مرحوم کے درس اور صحبت سے شعر و ادب کا ذوق حاصل کیا تھا، مرحوم مولانا کے درس کے اس قسم کے واقعات کو مزے لے لے کر بیان کیا کرتے تھے، ان کا اصل وطن نہٹور (یوپی) میں تھا، ۱۹۰۱ء میں بی، اے کی سند پاکر تعلیم سے فراغت پائی۔
ہماری زبان میں اس وقت ادب لطیف کا جو رواج ہے، اس کے پرانے لکھنے والوں میں سب سے پہلا نام سید حیدر مرحوم کا ہے اور چونکہ قادر مطلق کو ان سے یہ کام لینا تھا، اس لئے ان کی زندگی میں اس کا مناسب سامان بھی پیدا کردیا یعنی یہ کہ کالج کے زمانہ ہی میں ان کو ترکی پڑھنے کا خیال ہوا، علی گڑھ میں نواب محمد اسمٰعیل خان صاحب رئیس علی گڑھ کے والد بزرگوار ہجرت کرکے مکہ معظمہ چلے گئے تھے، وہیں نواب محمد اسمٰعیل خاں صاحب کی تعلیم و تربیت ہوئی، اس زمانہ میں ترکی وہاں کی سرکاری زبان تھی، اس لئے ان کو ترکی بھی پڑھائی گئی اور جب وہ ہندوستان آئے تو وہ ترکی ادب کے گویا نمائندہ ہوکر آئے، چنانچہ سرسید کے ’’تماشائے عبرت‘‘ میں وہ اسی ہیئت سے اسٹیج پر آئے ہیں اور معارف علی گڑھ میں جس کے وہ شریک ایڈیٹر تھے، وہی ترکی ادب کی اشاعت کا ذریعہ بنے۔
بہرحال سجاد حیدر مرحوم نے انہی سے ترکی زبان سیکھی اور اس کا یہ فائدہ ان کو پہنچا کہ سرکار انگریزی نے ان کو علی گڑھ...
Ṣaḥabah (R.T.A) especially Ahal-Bait have distinct position among Muslim Ummah. They have served Islamic religion in its initial period and preserved it for the generations to come. Haḍrat ‘Abdullah Ibn e ‘Abbas (RTA) was not only a Ṣaḥabi-e–Rasool (companion of the Prophet), but he was also a member of the family of Muḥammad (peace be on him). He remained in his company during his journeys and his stays in different places and got (training) from him. Muḥammad (peace be on him) made a special prayer for him i.e. “O Allah, give him understanding in religion and teach him the interpretation of the Qur’ān.” In this article the researcher aims to analyse and explain his services in the field of Islamic Sciences, Tafsir ul, Qur’ān specially the number and detail of Qiraat e Mutawatirah and Shaẓah narrated by him and their effects on the Science of Tafsir ul. Qur’ān.
The purpose of the study was to find out association between family social capital and academic achievement of the secondary school students. The study was confined to (632) public secondary schools (male and female, urban and rural) in Multan division. The sample of the study was 886 urban students (boys), 785 urban students (girls), 803 rural students (boys) and 337 rural students (girls).The total sample comprised of 2811 students of 9th class. After reviewing the related literature, a hypothetical framework was developed to measure the family social capital of secondary school students. A self-inventory of five point rating scale was developed for the students of 9th class. There were twenty-seven statements about students’ demography. The self-inventory was consisted of sixty statements. The self-inventory was divided into six components: education level of the family, family-child relationships, familial monitoring, family expectations, parenting style (attitude) and parent-school association. The validation of research instrument was checked by five research-experts in education. The reliability of research instrument was .89. The factor loading of components of family social capital was determined by using Component Factor Analysis (Exploratory Factor Analysis). Sampling Adequacy was measured by using KMO (Kaiser-Meyer-Olkin) of Sampling Adequacy that was .92(marvelous). Academic achievement of the students were determined from the marks of SSC Examinations year 2015. Data collected from the students were analyzed on SPSS-20.Crosstabulation, Chi-square and tests of significance were applied to determine the association between family social capital and academic achievement of secondary school students. Through this study, it was found that most of the components of family social capital e.g. education level of the family, family-child relationships, familial monitoring, parenting style and parent-school association and demographic variables e.g. monthly income of a family, property of a family, mobile phone (possessing by the students), doing work for earning after school time by the students, had association with students’ academic achievement. Only a few variables e.g. family size, family structure and family order had no association with students’ academic achievement. From this study, it was concluded that, family social capital was closely related to academic achievement of secondary school students. It means that, if the family social capital of a student was greater, he/she achieved good grades and vice versa. From this study, it was concluded that, if the education level of a family was higher, then their children got good grades. From this study, it was determined that if the parents establish close relationships with their children because these relationships develop the confidence in children. As a result, they will get good grades. From this study, it was concluded that, if the parents monitor all the activities of their children to determine their problems and try their best to solve these problems. Their children will achieve good grades. From this study, it was also concluded that if the parents make their attitude democratic in their home. This attitude will develop the personality of the children as a whole. They would study whole-heartedly and, as a result, they will get good marks. From this study, it was concluded that, mobile phone spoiled the children (boys and girls). So the parents should not give them mobile phone although they afford to purchase it for them. Parents should not let the children to work for earning after school time because this study showed that this work had bad effects on students’ results.