مفتی محمد شفیع ؒ
مفتی شفیعؒ کا آبائی وطن دیوبند ہے، جو ضلع سہارنپور یوپی میں برصغیر کا مشہور ترین قصبہ ہے یہیں آپ کی ولادت۱۳۱۴ھ میں ہوئی شمسی حساب سے یہ جنوری ۱۸۹۷ء تھا آپ کے والد محمد یسین بہت بڑے عالم دین تھے آپ کے دادا نے آپکا نام محمد مبین رکھا لیکن آپ کے والد بزرگوار محمد یسین نے ولادت کی اطلاع کا خط اپنے شیخ گنگوہیؒ کو لکھا تو انہوں نے جواب میں نام محمد شفیع تجویز کیا۔
تعلیم و تربیت
”قرآن کی تعلیم سے فراغت کے بعد دارالعلوم ہی میں خط و املاء کی مشق اور فارسی کی تمام مروجہ کتابوں کی تعلیم اپنے والد سے حاصل کی حساب اور فنون ریاضی اقلیدس وغیرہ اپنے چچا منشی منظور احمد ؒ سے پڑھے عربی نحو و صرف اور فقہ کی ابتدائی کتابیں بھی فصول اکبری،ہدایۃ النحو اورمنیۃ المصلی اپنے والد سے ہی پڑھیں اس طرح تعلیم قرآن کے بعد تقریباً پانچ سال فارسی، ریاضی وغیرہ کی پوری تعلیم اور عربی کی ابتدائی کتب میں صرف ہوئے۔“ [[1]]
۱۳۳۰ھ میں سولہ سال کی عمر میں اصول فقہ اور ادب کی کتابیں دارالعلوم کے درجہ عربی میں باقاعدہ داخلہ لے کر شروع کیں۔
شیخ الہند سے استفادہ اور اصلاحی تعلق
مفتی شفیع اپنے والد کے ساتھ بچپن سے ہی ان کو خدمت میں حاضر ہوا کرتے تھے۔
انور شاہ کشمیری سے استفادہ اور دورہ حدیث
۱۳۳۵ھ میں مفتی شفیع نے دورہ حدیث انور شاہ کشمیری ؒ کے سامنے کیا فلسفہ کی بعض کتابیں بھی انہی سے پڑھیں رد قادیانیت کا جو کام شاہ صاحب نے شروع کیا اس میں بھی بڑھ چڑھ کر حصہ لیا اور اسی موضوع پر کئی کتابیں ختم نبوت مسیح و موعود کی پہچان بھی تالیف...
This study examines the association of living areas (slum and non-slum) with the selected public health-related variables in the presence of socioeconomic variables among married women and also having a child. A total of 150 women aged 18 to 49 are selected of which 50 women from slums and 100 women are from non-slum areas of Multan by applying the cluster and random sampling techniques. The cross-tabulation method is used to find the results. The dependent variable is Body Mass Index (BMI) and it is analyzed with the socio-economic variables such as mass media index, household characteristics and education. The findings exhibit that the BMI of the women living in the slum areas is low due to a low level of education, lack of mass media access, bad household structures, and poor or ignorant area. The women of the slum area have fewer mass media access, poor status of household characteristics and less education as compared to the women living in the non-slum areas. BMI is significantly affected by area, women's education and household characteristics except for physical work, job status, mass media access and husband education. The findings of this study suggest that to provide health facilities or to reduce the gap in public health, education, mass media access and households characteristics might be considered while making any decision related to the slum and non-slum areas.
Everyone has a distinct style of thinking and learning. Because of individual differences, the cognitive learning style of every individual is different. Cognition explains an individual''s usual mode of perceiving, thinking, remembering, or solving problem. Cognitive learning style is typically explained as a personality aspect which influences values, social interaction, and attitude. Researches have revealed that cognitive learning styles and attitude are joint contributors to behavior. This study was designed to understand, identify and compare cognitive learning styles and science related attitude of undergraduate science students, to compare science related attitudes of science students with respect to cognitive learning styles, to find relationship of cognitive learning styles with science related attitude and academic achievement, to find relationship between science related attitude and academic achievement of undergraduate science students. The population of the study consisted of all undergraduate science students of basic sciences (physics, mathematics, and bio sciences), computer sciences, and engineering sciences (electrical and computer engineering) of public and private sector universities/Degree Awarding Institutes of Islamabad. For sample selection, stratified random sampling was used. The data was collected using demographic inventory, Hidden Figure Test (SHAPES) and convergent/divergent test. A self-developed science related attitude questionnaire was used to identify student’s science related attitude. The academic results of students were obtained from the respective universities/Degree awarding institutes. Descriptive and inferential statistics were used for data analysis. Frequency distribution, percentage, mean, and standard deviation were used for data analysis. The hypotheses were tested using Chi-Square and t-tests at 5 percent level of significance. Results were presented in tabular and graphical form. The findings revealed that Field-Dependent and convergent cognitive learning style have been found the most prevailing cognitive learning styles of science students at undergraduate level. Moreover the Field-Independent and divergent learners have more science related attitude and academic achievement than other learners. The findings also revealed that cognitive learning styles have positive relationship with science related attitude and academic achievement. It has been recommended that teachers must use varied teaching methods and provide academic and career guidance to the students so that they can be motivated to develop more positive science related attitude towards the study of science and may improve their academic achievement.