Search from the Journals, Articles, and Headings
Advanced Search (Beta)
Loading...
Loading...
Loading...
Loading...
Loading...
Loading...

ام المومنین سیدہ ماریہ قبطیہؓ

ام المومنین سیدہ ماریہ قبطیہؓ
سیدہ ماریہ قبطیہ بنت شمعون کو بطور ہدیہ شاہ مقوقس نے آپؐ کی خدمت میں بھیجا تھا۔(تبیان القرآن جلد ۱۲ ص ۱۰۳) پر ہے’’ دو بہنیں ماریہ اور سیرین ‘ ایک ہزار مثقال سونا، بیس ملائم کپڑے، خچر(دلدل) ایک درازگوش گدھایفغور یا عفیر تھا اور اس کے ساتھ ایک خصی شخص جس کا نام ثابور تھا اور ایک بوڑھا شخص جو ماریہ کا بھائی تھا ۔اس نے مدینہ پہنچ کر اسلام قبول کر لیا تھا۔مقوقس مصر کے ہر قل (قیصر روم) کا نائب تھا۔ مقوقس اس کا لقب تھا۔مسلمان مورخین نے اس کا نام جریج بن سینا القبطی بتایا ہے۔ مقوقس نے تحائف بھیجے جن میں دو قبطی النسل کی معزز خواتین، ایک خلعت، سواری کے لیے گھوڑا( افرازہ نامی) ایک سفید خچر( دلدل) اور ایک گدھا یفغور یا عفیر شامل تھے۔(دائرۃ معارف الاسلام ج۲۱ص ۴۵۵) لیکن صاحب مدارج النبوہ ( مدارج النبوہ جلد دوم ص ۲۸۳) لکھتے ہیںکہ ان تحائف میں ایک نیزہ ،بیس قد کا لباس اور ہزار مثقال سونا، مزید لکھتے ہیں کہ حاطب بن بلتعہ کو سو مثقال سونا اور پانچ کپڑے بطور انعام کے دئیے‘‘۔ آپﷺ نے حضرت ماریہ کو حرم نبوی میں داخل فرمایا۔ان سے جناب ابراھیم پیدا ہوئے۔ساتویں روز ان کا عقیقہ کیا گیا۔سر منڈھا کر بالوں کے برابر چاندی تول کر صدقہ کی۔ دو مینڈھے ذبح کیے۔جناب ابراھیم ۱۷ یا ۱۸ ماہ کی عمر میں ہجرت کے دسویں سال انتقال کر گئے۔آپﷺ نے فرمایا: بخدا !! ابراھیم ہم تمھاری موت سے نہایت غمگین ہیں،آنکھ رو رہی ہے اور دل غم زدہ ہے مگر ہم ایسی کوئی بات زبان سے نہ کہیں گے جس سے ہمارا رب راضی نہ ہو‘‘ ۔
رسمِ باطل کا خاتمہ: جس روز آپ کا انتقال ہو ا، اتفاق سے سورج کو گہن لگا۔عرب سمجھتے تھے کہ سورج گرہن...

اسلام میں عدل کی اہمیت

Islam is an institution of justice and moderation. It is a straight path and the Muslim fraternity is the nation which practices moderation and justice. The Islamic system is based on justice. If there are tears for the oppressed then there are swords for the oppressors. Allah do command you to render back your Trusts to those to whom they are due; and when ye judge between man and man, that ye judge with justice: verily how excellent is the teaching which He gives you! For Allah is He Who hears and sees all things." [Quran 4: 58] Allah says in the Qur'an: “Allah commands justice, the doing of good, and liberality to kith and kin, and He forbids all shameful deeds, and injustice and rebellion: He instructs you, that you may receive admonition.” (Surah An-Nahl: 90) Establishing justice is the law of Allah. It is part of the balance which Allah has created. In Surah Ar-Rahman, Allah describes how He has created a balance of justice, and why as we discussed earlier, There are times when people do wrong in this world and get away with it. Sometimes, criminals commit crimes, and no one brings them to account. There are times when wrongdoers commit their evil deeds in the darkness of night, and no one witnesses their crime, other than their Creator. As Allah Himself created the balance of justice as His law in this world, Allah will not allow any injustice to happen, without bringing that person to account. Those matters which are not resolved in this world, Allah will deal with them in the hereafter…on the Day of Judgment. Every one of us was created by Allah, and every one of us will return to Him for final judgment. Allah's creatures cannot exceed the limits and the unlawful rights which the Creator has set for them.

Relationship Between Causal Attribution Beliefs of Students About Success and Failure and Their Self Esteem

The purpose of this study was to assess the relationship between causal attribution beliefs of students and their self-esteem. The sample of the study comprised of 3614 students including 1868 male and 1746 female students studying in the 10th grade from 72 public sector schools across 6 districts (selected on the geographical basis) of Punjab. The data were collected by using two research instruments. A 5-point rating scale, Causal Attribution Beliefs Scale (CABS) was used to measure causal attributions beliefs of students. Eight attributes were included in the instrument i.e. ability, effort, strategy, interest, luck, task difficulty, parent‟s influence and teacher‟s influence. Another instrument, a 5-point rating scale, Rosenberg Self- Esteem Scale (RSES) was used to measure self-esteem of the students. According to the nature of the data and to address the research questions, different statistical techniques i.e. inferential statistics like Independent Sample t- Tests, MANOVA, Pearson Product-Moment Correlations were applied. The results of the study revealed that students endorsed all given causes (ability, effort, strategy, interest, luck, task difficulty, parent‟s influence and teacher‟s influence) as a potential cause of both success and failure. Identical patterns of success were observed in mathematics and English. Both girls and boys ranked teacher‟s influence, effort and parent‟s influence as their prime causes of success in mathematics. Both male students and female students believe teacher‟s influence, effort, parent influence and ability as the primary causes of their success in English. However, there were significant differences in failure attribution patterns. Male students consider lack of effort, lack of interest and wrong use of strategy as the main causes of their failure in mathematics. Whereas, female students considered lack of effort, wrong use of strategy and task difficulty as major causes of their failure in mathematics. In the same way, male students‟ main causes of failure in English were ranked as lack of interest, lack of effort and wrong use of strategy. While female students ranked failure causes in English as lack of effort, task difficulty and wrong use of strategy. Majority of the students showed high self-esteem levels. Only 14 % of the male students and 10 % of the female students exhibited low self-esteem level. Gender difference was found in self-esteem. Girls showed higher self-esteem level than boys. Similarly, urban students showed higher self-esteem level than rural students and science students showed higher self-esteem level than arts students. Relationship between causal attribution beliefs of students and self-esteem was found at secondary level. A small, negative but significant correlation was found in failure attributions and self-esteem level of the students. The relationship between failure attributions in mathematics and self-esteem was found in three attributions i.e. ability, luck and parent‟s influence: whereas the relationship between failure attributions in English and self-esteem was found in five attributions i.e. ability, strategy, luck, parent‟s influence and teacher‟s influence. A small but positive correlation was found between success attributions and self-esteem level of the students. As far as success attributions in mathematics and self-esteem were concerned, four attributions i.e. ability, effort, interest and parent‟s influence were positively correlated. Similarly, relationship between success attributions in English and self-esteem was found in six attributions i.e. ability, effort, strategy, interest, parent‟s influence and teacher‟s influence. Attributional patterns are changeable and can be taught to the students. The teachers should encourage their students to the attributions of controllable causes, so that changed self-perception brings academic improvement. The teacher‟s feedback is very important in changing students‟ attributional beliefs. They must be trained in approaching their students, motivating them intrinsically and provision of suitable oral / written feedback to them so that in result students‟ desire to learn, to discover, to comprehend, to develop etc, can be flourished.
Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

Join our Whatsapp Channel to get regular updates.