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میرا شہر

میراشہر
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز اسا تذہ کرام اور میرے ہم مکتب ساتھیو!
آج مجھے جس موضوع پرلب کشائی کرنی ہے وہ ہے:’’میراشہر‘‘
جناب ِصدر!
میرا شہر، میرا گھر ، میر اسکول، میرا ملک ایسے الفاظ ہیں جس سے محبت پیار آشکار ہوتا ہے، جس سے اپنائیت کا احساس ہوتا ہے، جس سے بیگانی کا قلع قمع ہوتا ہے، میرا شہر ، میرا گھر، میر اسکول، میرا ملک کہنے سے نسبت واضح ہورہی ہے۔
صدرِمحترم!
میرا شہر میرا وطن ہے، میری سرزمین ہے، میری سوہنی دھرتی ہے، میرا علاقہ ہے، اور اپنی سرزمین ہر محب ِوطن کو پسند اور محبوب ہوتی ہے۔ اسی لیے تو نبی کریمؐنے ہجرتِ مد ینہ کے موقع پر مکہ کی طرف رخِ انور کر کے ارشاد فرمایا کہ مکہ تومیرا شہر ہے اور تجھ سے مجھے محبت ہے لیکن یہ لوگ مجھے یہاں رہنے نہیں دیتے اسی طرح آپؐ نے مدینہ منورہ کے لیے ارشاد فر مایا کہ اللہ تعالیٰ اس شہر کو با برکت بنادے، اس سے یہ بات روزِ روشن کی طرح واضح ہورہی ہے کہ اپنے شہراور وطن سے پیار کرنا حضور اکرمؐ کی سنت بھی ہے۔
صدرِ ذی وقار!
جہاں تک میرے شہرکا تعلق ہے کہ یہ بڑا پر رونق شہر ہے، مجھے اس سے بہت مانوسیت ہے، میں اس سے دل کی گہرائیوں سے عشق کرتا ہوں، اس میں عظیم مساجد ہیں جن سے دن میں پانچ مرتبہ اذان ہوتی ہے، مؤذن کی مسحور کن آواز کانوں میں رس گھولتی ہے ، میرے شہر میں تعلیمی درسگاہیں ہیں جوطلباء کو زیورِ تعلیم سے مزیّن و مرصعّ کر رہی ہیں ، یہاں دینی درسگاہیں بھی ہیں جو قرآنِ پاک کی تعلیم سے تشنگانِ علم کی پیاس بجھارہی ہیں۔
صدرِمحترم!
میرا...

فقہ اسلامی اور منو دھرم شاستر كا تقابلی مطالعہ

Fiqh Islami or Islamic Jurisprudence is Muslim sacred law based on primary Islamic sources i. E. Quran and Sunnali and which provides code ofconduct to Muslims in all spheres of life. Manu Dharam Shastra or laws of Manu is one of the standard books of Hindu religious law. This article aims at comparative study of 'lawsuit in Hinduism and Islam' in light ofFiqh Islamic and Manu Dharam Shastra.

The Key Stakeholders Perceptions of Punishment and Their Effects on Classroom Culture

This study is about the key stakeholders' perceptions of punishment and their effect on classroom culture intended to answer among other questions, the notion and rationale for using or not using punishment in the class. It was further proposed to look into how teachers can confer with other stakeholders of the school, including students, through their perceptions about punishment to understand the effects of punishment and explore the possible alternatives to it. The study was conducted in a community owned school in Karachi, where six students of class eight and their four teachers were involved as participants. In addition to these, one principal and three vice principals of the three sections of the school were also taken as participants. To shuffle the cards well, six parents and one board member of the school were also interviewed. The study revealed that, in the technical sense of what punishment would mean, it is not fair to deny completely the use of punishment in schools as a technique to adjust students' misbehavior. The terms misbehavior', discipline' and punishment' have been a common language in schools and that they can be explained together as if one influences the other. Some stakeholders looked into punishment as those actions involving physical situations only and they were not able to assess precisely psychological punishment. Nevertheless their perceptions indicated that there are some vivid examples showing that teachers can organize classes without tension of punishment, and though punishment may work, it should not be suggested to be used. In addition, although most teachers from the sample admitted how they remained skeptical about the use of punishment in the classroom, yet they could not do without it as punishment remained part of the hidden curriculum. At some point, some stakeholders suggested the word punishment' to be replaced, although meaning continuing practice. Some administrators also expressed their concern about the negative effects of punishment in schools. However, they accepted the continuance of some practices, and felt that particular modes of punishment might help in behavior management. Students on the other hand expressed their feelings that, as social beings who also wanted to belong, they needed encouragement, cooperation and firm control in a democratic alliance of parents, teachers and themselves. Students demanded for more democratic classrooms. Students should be able to face the reality of life from their time in school, as they will also be liable to go wrong in
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