دُکھّاں دی پنڈ ہوئی تیار
کھول کے ویکھیں اس نوں یار
جیہڑے ہار عشق وچ جاندے
بن دے اوہ پھلاں دے ہار
کر مزدوری داج بناوے
ہر دم پیو نوں ایہو کار
گھر دا کھانا پج دا مینوں
سکی روٹی نال اچار
ہاہ غریب دکھی دی یارو
ہوندی فرشوں عرشوں پار
نویں پاکستان دا نعرہ
ویکھو تیل تے تیل دی دھار
دل دا گھر نہیں وسن دیندا
سپ حرص دا پہلے مار
بھکھ، بیماری غربت اندر
پچھی نہ سجناں نے سار
ویکھ غریب بچے تے بیوہ
کیتا سیٹھاں بند ادھار
Peace initiatives during the regime of the Prophet attain to how understand to studied be to needs (صلى الله عليه وسلم) Muhammad and maintain peace in a diverse society. The measures for peace, taken by the Prophet (ﷺ) can be divided into two types: The Internal Steps and The External Steps. One of the fundamental objectives of his prophetic annunciation was ‘purification and refinement’, which was the core of his internal measures for peace. These measures produced moral values such as love and harmony, reconciliation and sacrifice among them. These personality traits were then translated into the establishment of equitable justice system and reciprocally, a just system leads to shape behaviors contributing to peace and harmony. For steps external the on focused also (صلى الله عليه وسلم) Prophet The peace. These external measures include the treaty of al-Madīnah, the agreement with the Christian delegation of Najrān, the treat of Ḥudaybiyah and the announcement of the amnesty at the conquest of Mekkah. Thus, the study of the Prophet’s (ﷺ) life unfolds that if we want global peace, we have to follow the principles, practiced. (صلى الله عليه وسلم) Prophet the by down laid and
A large number of children regularly experience educational interruption because of natural disasters. Donning and rehabilitation agencies only impart first hand educational needs as a tactical planning. However, there is an imperative need of continuous educational access to all children, and the need for resource and curricular policies to deal with frequent disruption, as well as a call for the inclusion of an emergency education practically in traditional educational policy which seems to be impractical. This study tries to unpack this notion with respect to the perceptions of IDP children and the normal school children of class seven about schooling in emergency. To understand the perceptions and hopes of the children of both the categories in comparison, qualitative research design was used with four case studies; two cases from IDP children and two from regular school children. They were voluntarily enrolled for the study. Data was collected by probing them with the help of semi-structured interviews as a data collection tool along with non-participant observation. This study has explored the perceptions of IDP children and regular school children to know their feelings about school and their future hopes in comparison with the regular students of that school where the relief camp was established. My research participants were class seven children who are actually preparing to enter into a transition phase of going to secondary level classes and they seem to have a strong understanding of their future plans and aspiration to share. The findings of the study revealed that there was a strong agreement with regard to imparting emergency education during these flood emergency days. Although the urgency was shown with some differences by both the categories, yet one thing was inevitably strong and common; the implementation of emergency education as promised in the National Education Policy 2009. There must be strategic planning to address this issue and achieve the promises made at the policy and planning level.