رتن ہندی کے دعوی صحابیت کا تحقیقی جائزہ

Ratan Hindi was born in the Indian side of the Punjab in the 6th AH. He claimed that he had met Prophet Muḥammad (PBUH) in Madinah; had accepted Islam in his presence; joined the wedding ceremony of Fatimah (RA) and had also took part in the battle of trench (Ghazwah-e-Khandaq). He also affirmed that his long age was due to the blessings of the Prophet (PBUH) who prayed for his long life. It is also said that he had witnessed the miracle of the splitting of moon in India. The present paper, after proper investigation conducted in the light of original sources, i.e. Ḥadith and its Sciences, books of Rijal and history of Islam prove his claim of Ṣahabiyyat to be false and baseless. It also presents definition of a Ṣahabi (Prophet’s Companion) along with conditions deemed by scholars of Ḥadith for such a position.

Secondary School Students Attitudes Towards Mathematics

This small-scale research study set out with two purposes. The first purpose of the study was to investigate the difference between public and private school students' attitudes towards mathematics at the secondary level in Quetta, Pakistan. Another aim of the study was to find out whether there is a difference between male and female students' attitudes towards mathematics. The population in this study consisted of (n = 387) students of ninth grade selected through stratified random sampling from twelve secondary schools. Data was collected through an adapted questionnaire 'Attitudes Toward Mathematics Inventory' (ATMI) (Tapia, 1996) that consisted of 40 statements arranged under four subscales (self-confidence, value, enjoyment, and motivation). Students were asked to indicate their degree of agreement with each statement in the ATMI, from 'strongly disagree' to 'strongly agree'. Data were analysed using the non-parametric equivalent of the independent t-test. The results of the study indicated that there were no significant differences between public and private school students' attitudes towards mathematics at the secondary level. Results at subscale level also revealed that no significant differences between the public and private systems were found except for the subscale 'value of mathematics'. Furthermore, the results of the study indicated that there were significant differences between male and female students, where male students reported to have a significantly high degree of positive attitude towards mathematics as compared to their female counterparts. Interestingly, results in each school type also revealed that male students claimed to have a more positive attitude towards mathematics than female students. The results of the study provide significant insights into male and female students' attitudes towards the discipline in both public and private secondary schools. Based on the results of the study, some recommendations have been put forward for policy and practice. Furthermore, the results of the study can be used as a baseline for further research.