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قندیلِ محبت کے دیئے نعت کے الفاظ
چمکے ہیں دل و جاں میں مرے نعت کے الفاظ
آیاتِ مقدُس میں ملے نعت کے الفاظ
قرآن کے الفاظ بنے نعت کے الفاظ
دل اہلِ قلم کا ہوا سرشار خوشی سے
قرطاس پہ جس وقت لکھے نعت کے الفاظ
گل ہائے عقیدت کی ہے مہکار سرِ بزم
پھولوں کی طرح لب پہ کھلے نعت کے الفاظ
اس مشقِ سخن کی ہے جزا کوثر و تسننیم
میزان پہ خود بول پڑے نعت کے الفاظ
اعمال کے دفتر کی مجھے خوب خبر تھی
بخشش کا وسیلہ ہی بنے نعت کے الفاظ
الفاظ کی پرواز کوئی جامی سے پوچھے
خود جا نہ سکے اُڑ کے گئے نعت کے الفاظ
بوصیریٔ بیمار شفا یاب ہوئے تھے
جب جانِ مسیحاؐ نے سُنے نعت کے الفاظ
اللہ کی رحمت نے کیا صاحبِ دیوان
عرفانؔ کی خواہش تھی کہے نعت کے الفاظ
Islam is a religion of peace and values the sanctity of life and blood. It clearly prohibits unlawful killing. However, it is also a fact that observing this rule is very difficult during an armed conflict but still Islam has laid down clear injunctions about this. It has divided the belligerent groups into combatants and non-combatants and the rights of each one has been mentioned. In this article the later has been discussed. In this regard verses from the Holy Qura’n, Traditions of the Prophet (PBUH) and views of the jurists have been quoted. All of them guarantee sanctity of life of non-combatants. At the end, relevant articles of the International Humanitarian Law (IHL) have also been quoted, which are in consonance with the teachings of Islam.
Science Education has been emphasized as a major contributor to the industrial and technological development, for the last many decades, in Pakistan. A lot of effort has been made to build and equip laboratories with the hope that the materials provided here would be helpful in constructing students' scientific knowledge. On the one hand, due to the economic conditions of the country we have not been able to provide enough laboratory buildings and materials to the schools. On the other hand, the teachers have not been able to employ strategies to make the practical and theoretical work coherent. Practicals are performed after unconnectedly attending lectures in the classroom. The students are unable to find connection between the two by themselves. Therefore, practical work remain just for fun and a way to escape from the lectures in the classroom. The teachers' consider finishing the syllabus as their foremost professional obligation, which puts undue pressure on merely teaching the content in the science classroom. The teachers teach only the content and assume that the students will catch the language of science by themselves. When they are unable to do so it is declared that they are not bright enough or they do not work hard. The trend results in alienating students from the discipline. Even though some students achieve good marks, they are not able to develop the kind of understanding that is required in think and act like scientists. The data from this study illustrate how scientific language can be used to help students in constructing scientific knowledge. The study helps in understanding science as a dynamic process connected to a cultural and social context. Looking at science in this perspective of its tentativeness gives room for scientific language through which theories are refuted, challenged, critiqued and evaluated in the classroom. The study looks at different strategies the teachers employ in teaching science in the classroom and based on these findings suggest some strategies to science teachers to reconceptulize science education in the country. The point worth noting here is that we follow English as a medium of instruction without actually realizing, how much it contributes to the development of students' scientific understanding. The purpose behind this study was to have as intrinsic understanding of the role of scientific language in constructing students' scientific knowledge. Although the focus of the study was not to give recommendations for AKU-IED and PDC for