مولانا فضل اﷲ مرحوم
معارف ابھی زیر ترتیب ہی تھا کہ مولانا فضل اﷲ صاحب رحمانی کے انتقال کی اطلاع ملی، مرحوم اپنے علم و فضل تقویٰ و طہارت، اور شرافت و حسن اخلاق میں سلف صالحین کا نمونہ تھے، راقم الحروف کو ان کی خدمت ایک عرصہ سے نیاز حاصل تھا، جب علی گڑھ جانا ہوتا تو ان کے یہاں ضرور حاضری دیتا، اور وہ بھی پیرانہ سالی اور ضعف جسمانی کے باوجود بازدید کے لیے تشریف لاتے اور دیر تک دینی و علمی گفتگو فرماتے میرا قیام سرسید نگر میں اپنے لڑکے ڈاکٹر محمد سالم قدوائی کے مکان بیت الفرح میں ہوتا ہے اور مولانا امیر نشان میں اپنی صاحبزادی روقہ بیگم کے یہاں رہتے تھے، امیر نشان سے سرسید نگر کا فاصلہ اچھا خاصا ہے، میں نے کئی بار عرض بھی کیا کہ آپ اتنی تکلیف گوارا نہ کیا کریں، میں جب تک علی گڑھ میں رہوں گا خود ہی حاضر ہوتا رہوں گا مگر انھوں نے اخلاق کریمانہ کی بنا پر میری اس درخواست کو کبھی قبول نہیں کیا، ایسی خورد نوازی کی مثالیں بہت کم ملتی ہیں، میں ان سے عمر میں بھی بہت چھوٹا تھا، اور علم و فضل میں تو ان سے کوئی نسبت ہی نہ تھی، میں ذرہ بے مقدار اور وہ آفتاب علم و کمال، یہ محض ان کی بزرگانہ شفقت تھی، اور اس تعلق خاطر کا اظہار تھا، جو انھیں ندوہ کے خادموں کے ساتھ تھا، دو ندوۃ العلماء کے بانی اور ناظم اول مولانا محمد علی مونگیری کے پوتے تھے، والد کا نام مولانا احمد علی تھا، وہ علم و فضل، صلاح و تقویٰ، محاسنِ اخلاق اور عقل و ذہانت میں بہت ممتاز تھے، ان کی نو عمری کے زمانہ میں ایک طرف مستشریوں کا بڑا زور تھا جو آئے دن اسلام کے خلاف کتابیں لکھتے...
Islam is a complete system of life to raise all aspects of human life and the guiding thought and action which offers a system according to the changing conditions of human actions that affect. Up until then, it will not be possible to regulate the texts should not be considered deeply profound to contemplate the Holy Quran "jurisprudence" word is used. Islamic Finance in respect of any individual earning a living is not completely confined (like communism) or full independent (like capitalism), but the income in the struggle meant that the economy was bound by the rules the life of the individual and the protection of irregular economic Charities (Rifāhy) also adhere with religious and moral exaltation, is always in the pursuit of individual economic will be tow rule: First, they get the "halal" is. Secondly, the ways they acquire "Tayyab".
This study aimed at fostering academic resilience among non-resilient at-risk students through implementing an intervention program developed for this purpose. The internal and external protective factors influencing academic resilience were identified through literature. The independent variable of the study was the protective mechanism manipulated through an activity based resilience fostering module comprised of protective factors-creativity, internal locus of control, self-concept, self-esteem, self-efficacy, autonomy, sense of purpose in life, optimism, a good sense of humor, teacher student relationship. The academic resilience of the student was the dependent variable. The experimental design was used for the study. At risk of failure students were identified on the basis of specific macro and micro risk indicators like low socio economic status, academic issues, homelessness, health issues and negative life events, while the resilience of the students was measured on Resilience Assessment Scale (RAS). The researcher adapted Resiliency Attitude and Skill Profile (RASP) by Hurtes and Conor-Davidson Resilience Scale to develop a scale titled as Resilience Assessment Scale (RAS) to measure the overall resilience of at risk students. It was found that out of 255 students of the selected public secondary school, 45% were at risk. Moreover, it was found that majority of the students were at risk due to their academic issues followed by those having health issues and having some negative life events in their lives. Out of 115 at risk students, 51 students were identified as resilient, while 64 students were non-resilient. These sixty four non-resilient at-risk students were taken as a sample of the study and were divided randomly into experimental and control groups. The researcher played as a resilience teacher to boost up the resiliency skills of students. The treatment continued for 3- months. After the completion of the experiment, the pre-test and post-test resilience scores were analyzed using simple descriptive statistical techniques such as means and percentages. Hypotheses were tested using t test. The results of the experiment revealed that the intervention was significantly effective in enhancing the students’ academic resilience. The three months intervention training on resilience showed good results. Better results can be gained if the duration of the intervention programme is enhanced. So it is recommended to implement such resiliency training programme for utmost time period in order to develop the resilience of low profiled students such as non-resilient at-risk students.