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مقاطعہ قریش

مقاطعہ قریش
رفتہ رفتہ مسلمانوں کی تعداد میں اضافہ ہوتا گیا چند نفوس قدسیہ حضرت عمر ؓ اور حضرت حمزہ ؓ جیسے جری ، نڈر، صائب الرائے اور پختہ عزم و عقیدہ کے مالک تھے ۔ یہ نامور اور شہرت یافتہ لوگ تھے یہ بنیادی حیثیت رکھتے تھے ۔ ہمالیہ پہاڑ کااپنی جگہ سے ٹل جانا ممکن تھا لیکن ان کا اپنے موقف سے ہٹ جانا نا ممکن تھا ۔ صحابہ کرام کو جس قدر تشدد کا نشانہ بنایا کفار کو منہ کی کھانا پڑی اور جتنی شدت سے نا روا ظلم اور بہیمانہ سلوک روا رکھا گیا وہ اسی قدر نا کام اور نا مراد ہوئے ۔ کفار کے عزیز و اقارب ایک ایک کر کے اسلام قبول کر رہے تھے ۔ کلمہ حق کی صدا بلند کرنے اور اسلام کو سینے سے لگانے میں جو کچھ مسلمانوں پر بیتی اس کے تصور سے انسان لرزہ بر اندام ہو جاتا ہے ۔صحابہ کرام کے بجز حضور ﷺ بھی قریش کی ایذاء رسانیوں سے محفوظ نہ تھے کفار کے تیار شدہ (ready made ) اور آموختہ بچے آپ ﷺ پر پتھر برساتے اور گالیاں بکتے ، کبھی مجنون و ساحر اور کبھی کاہن و شاعر کہہ کر تمسخر اڑاتے ، آپ ﷺ پر کوڑا کرکٹ پھینکا جاتا ، اونٹ کی اوجھڑی آپ ﷺ کی پشت پر حالت نماز میں ڈال دیتے بعض دشمن راہ میں کانٹے بیچھاتے حتی کہ طائف میں انسانیت سوز ظلم کیا آوارہ لڑکوں کو پیچھے لگایا وہ آوازیں کستے ، پتھر پھینکتے جس سے آپ ﷺ لہو لہان ہو گئے اور خون سے جوتے بھر گئے۔ کسی نے چادر گلے میں ڈال کر بل کس دئیے کہ آنکھیں باہر نکل آئیں ۔اسلام سے بر گشتہ کرنے کے لیے دنیا بھر کے جتن کیے ۔ جب ہر حربہ اور ظلم و ستم میں بجھا...

PRISON’S GOVERNANCE IN KHYBER PAKHTUNKHWA PAKISTAN: AN ASSESSMENT OF THE PRISONERS’ RIGHTS

Prison’s governance is gauged by safeguarding basic human rights in captivity and prisoners’ rights are detailed through rules, norms, and values. The present study assesses human rights paradigm enforced in Pakistan and evaluates the empirical situation in prisons in Khyber Pakhtunkhwa mirrored with the legal governance structure in vogue in the province. For assessment purpose primary data is collected through interviews from ex-prisoners, policemen on duty and some officials of prisons in the province. Documentary evidence is employed to ensure data accuracy before analysis. Secondary data has been utilized to form bases of recommendation in the light of empirics been evaluated. Khyber Pakhtunkhwa Prisons Rules 2018, Nelson Mandela Rules and United Nations Rules make the necessary legal paradigm to view the problems been faced by prisoners in the prisons. In the light of these legal instruments recommendations have been framed for betterment in the system of prisons’ governance.

Examining Grades As Valid Measures of Secondary School Students Competence in Mathematics

In teaching learning process, grades are used to communicate the degree of students‘ academic achievement but it is generally perceived that those grade that the students acquire after any assessment procedure do not represent their true achievement (Allen, 2005). According to Allen (p.219) those grades usually present multiple pieces of information about the student achievement instead of producing any single academic mark. Standard based curriculum provides the assessment agencies those set of academic marks called students learning outcomes for which those agencies can design their assessment tools. In Pakistan, standard based curriculum was adopted for secondary classes for the session 2012-13 onward and this study was conducted to explore those measures taken to implement that curriculum for the subject of mathematics by Boards of Intermediate & Secondary Education (BISE), Punjab, Pakistan. There are nine BISE in the Punjab and they function alike under the supervision of Punjab Boards Committee of Chairmen. Two Controller of Examination and five paper setters were interviewed to obtain the information about steps taken prepare standard based assessments. In standard based educational setup, a third party audit is considered mandatory to assess the alignment between curriculum and assessments. For this purpose, a web based application called Webb Alignment Tool was used for investigation of alignment between the secondary school curriculum for mathematics with assessment tools 2013 and 2014. As prescribed by Webb (2005) in manual of Web, five reviewers were selected for the study having knowledge of educational assessment and educational standards. The reviewers were M.Phil. Education and four of the five reviewers were secondary level mathematics teachers having master‘s degree in mathematics. The researcher worked as coordinator/reviewer as advised in the manual. Although alignment studies mostly meant to identify the alignment between standards and assessment (Case et al., 2004), yet in Pakistani context, textbooks are also an essential component of the teaching learning process so textbook contents vs. curriculum standards as well as textbook content vs. assessment alignment was also analyzed. For identifying the alignment between the curriculum standards and textbook of secondary level mathematics, a tool called CurriculumTextbook Alignment Framework (C-T Alignment Framework) was modified and used with the permission of author. This tool was developed in a study under the title ―Alignment between Science Curriculum and Textbooks at Secondary Level in Punjab‖ by Saeed (2013). Alignment between the textbooks and the assessment was made through document analysis for which the assessment tools 2013 and 2014 were compared with the contents of the textbooks. According to information collected from the Controllers of Examinations and the paper setters the` paper setting procedure is same for every subject and no major change is made in that procedure after the adoption of standard based curriculum for the session 2012 onward. No training was conducted on making of standard based assessments. It was identified that for 21 learning outcomes/skills of the secondary school curriculum, no corresponding benchmark is designed in the curriculum. It was also noted that 73% of learning outcomes/skills are of DOK level 1 and don‘t challenge students for mental processing. The curriculum is void of any learning outcome/skill of DOK level 4 and there are only six learning outcomes/skills of DOK level 3. Some of the mathematical concepts/task were found to be phrased both as benchmarks as well as the learning outcomes/skills. Moreover, same learning outcomes/skills were also found to be repeated within and across different grades. The secondary school mathematics curriculum doesn‘t ask for any learning experience/applied curriculum to be included. Textbooks were found to be designed in a monotonous format in which student are given guidance about procedure or algorithm of solving sums. Some of the textbook contents don‘t match with any learning outcomes/skills of secondary school mathematics curriculum by MoE (2006). It was found that the assessment tools were below the acceptable values for the criterion of Range of Knowledge Correspondence that also in directly affected the criterion of Balance of Representation. It was learnt that virtually every question item was selected from textbook contents. Through this study it was recommended that BISEs should regularly arrange teacher training on techniques of developing standard based assessments and attending such trainings should also be declared as a pre requisite for a paper setter. Anomalies in the curriculum should be removed and quality of prescribed learning outcomes/skills should be improved by adopting ―fewer, higher and deeper‖ (DarlingHammond et al., 2013, p2) approach. In the light of international practices, it is suggested to integrate the learning experience/applied curriculum with the list of learning outcomes/skills. Some of the textbook contents should be eliminated that didn‘t match with any learning outcomes/skills. Alignment studies should regularly be conducted. There should be an assessment framework and paper setters should be guided not to select any item of DOK level 2 and above from the textbook contents.
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