Search or add a thesis

Advanced Search (Beta)
Loading...
Loading...
Loading...
Loading...
Loading...
Loading...
Loading...

سفیر لیلیٰ

سفیر لیلیٰ
سفیر لیلیٰ بھی ناطق کا شعری مجموعہ ہے جس میں نظمیں اور غزلیں دونو ں شامل ہیں اور علی نام کی برکت بھی شامل ہے جہلم بک کارنر نے اسے شائعکیا ہے۔
علیؑ نام کا تلک لگایا علی ؑ نام کی مالا
علیؑ نام سے جوڑا میں نے من کا دھرم شالا
(12)
ناطق نے اپنی کتاب سفیر لیلیٰ میں ’’علی نام ‘‘سے ایک نظم شامل کی ہے اور وہ کہتے ہیں کہ یہ ان کی کتاب میں علی نام کی برکت کے طور پر ہے۔ علی نام کیلئے وہ عقیدت رکھتے ہیں اور یہی عقیدت ان کی اس کتاب میں پائی گئی۔وہ اس برکت کو اپنے لیے تحفہ سمجھتے ہیں اور اپنے تن من دھن کو علی نام کہ سپرد کرتے ہیں۔
فکشن
ناطق نے فکشن کا ہنر بھی آزمایا ہے البتہ ابتدا انھوں نے شاعری سے کی ہے۔فکشن میں ان کے دوافسانوی مجموعے دو ناول اور ایک سوانحی ناول شامل ہیں۔ان کو ادبی دنیا میں نثر کے حوالے سے بھی خاص مقام حاصل ہے۔ان کی فکشن کے حوالے سے درج ذیل کتابیں ہیں۔قائم دین(افسانے) شاہ محمد کا ٹانگہ(افسانے) نولکھی کوٹھی (ناول)کماری والا(ناول) فقیر بستی میں تھا(سوانحی ناول)۔

مشائخِ خانقاہ قادریہ

The founder of Khānqāh-e-Chohar Haripur (Qādriya Silsilah) was Khwāja Muhammad Abdul Rahman Chohārvi (1840-1924), who born in Chohar, a village in Haripur District (Pak). Khwāja Muhammad Mehmood ul Rehman (1907-1986) was the Khalīfa and successor of Khwāja Abdul Rehman Chohārwi. After the demise of his Sheikh, he remained benefiting people by connecting them to Allah and ingraining the love of Allah in their hearts. After his death the new Sheikh of Khānqāh-e- Qādriya Chohar was Khwāja Muhammad Ṭayyab ul Rehman (1935-1995). Khwāja Muhammad Ahmed Rehman is the Fourth Khalīfa after Khwāja Abdul Rahman Chohārvi. Khwāja Muhammad Ahmed Rehman is the son of Khwāja Ṭayyab Rahman. In 1995, he was appointed the successor of his father Khwāja Ṭayyab Rahman.

School-Home Partnership in the Context of a Private School Located in Karachi, Pakistan

This study explores how school-community partnership is developed as an improvement strategy in a private school located in Karachi, Pakistan, where most of the schools are operating without partnership with the communities. The study was qualitative in nature, in which interviews, observations and document analysis were used as different tools for data collection in order to get knowledge about different partnership practices. The practices were found to be the different modes of communication between the homes and school, involvement of the community in different curricular and co- curricular activities, exchange of resources between the homes and the school and various voluntary services by the parents. The study also identified the factors which enhance or hinder school home partnership and explored the perceptions of the school staff regarding their roles in building school-home partnership. The communication between the school and the homes was found to be the fundamental practice for improving the learning environment for the students both at home and at school. It is done through formal meetings, circulars, provision of reading materials, telephonic contacts and different awareness programs arranged at the school. Partnership with homes was also found in terms of involvement of parents in curricular and co-curricular activities, which include story-telling, project works, formal discussions, and classroom observation. Similarly, voluntary services by the parents and the resources which are exchanged between the school and the families were also closely examined in this study. The factors which enhance school-home partnership were found to be: the support and guidance provided by the principal, availability of the resources, location of the school and the learning environment of the school. Meanwhile, while the factors which hinder schoolhome partnership were language problem of some of the parents, hesitation of novice teachers in interacting with the parents and the presence of certain strict rules and regulations. The perception of the school staff and parents about the roles of the principal showed that s/he should be a role model for other staff, develop a collaborative environment within the school and encourage team work, so that parents can be motivated and involved in the education of their children.
Author