بھٹو کا خوف
اسٹیبلشمنٹ پر آج بھی بھٹو صاحب کا خوف طاری ہے ۔بھٹو اپنے انتخابی نشان تلوار کی طرح مخالفین کے اعصاب پر چھا یا ہوا ہے ۔مخالف بھٹو کی سوچ سے اس لیے بھی ڈرتے ہیں کہ یہ سوچ آج بھی زندہ ہے ۔لاکھوں لوگ بھٹو شہید کے مزار پر آتے ہیں اور ایک نئی طاقت لے کر واپس جاتے یہں ۔
Shariah is comprised of five main branches: adab (behavior, morals and manners), ibadah (ritual worship), i’tiqadat (beliefs), mu’amalat (transactions and contracts) and ‘uqubat (punishments). These branches combine to create a society based on justice, pluralism and equity for every member of that society. Furthermore, Shariah forbids to impose it on any unwilling person. Islam’s founder, Prophet Muhammad, demonstrated that Shariah may only be applied if people willingly apply it to themselves—never through forced government implementation. Muslim jurists argued that laws such as these clearly mandated by God, are stated in an unambiguous fashion in the text of the Qur'an in order to stress that the laws are in and of themselves ethical precepts that by their nature are not subject to contingency, context, or temporal variations. It is important to note that the specific rules that are considered part of the Divine shari'a are a special class of laws that are often described as Qur'anic laws, but they constitute a fairly small and narrow part of the overall system of Islamic law. In addition, although these specific laws are described as non-contingent and immutable, the application of some of these laws may be suspended in cases of dire necessity (darura). Thus, there is an explicit recognition that even as to the most specific and objective shari'a laws, human subjectivity will have to play a role, at a minimum, in the process of determining correct enforcement and implementation of the laws.
Time management is the art of arranging, organizing, scheduling, and budgeting one’s time for the purpose of generating more effective work and productivity. The basic philosophy behind this concept is the completion of tasks within an expected timeframe, while maintaining outcome quality through mechanisms such as planning, organizing, prioritizing or multitasking. This descriptive study investigated the time management practices used by secondary school heads in Khyber Pakhtunkhwa. The objectives of the study were to: (a) know the perceptions of Secondary school heads about time management practices and work management styles (b) find out the major problems faced by secondary school principals in managing their time effectively for performing their responsibilities efficiently in the existing time management literature (c) compare the perceptions of secondary school principals about (TMP) regarding gender, level, nature, and locality of school (d) To find out the relationship between the (TMP) used by secondary school Heads and teachers’ job satisfaction (e) investigate the relationship between the frequency of use of (TMP)and level of schools (secondary or Higher secondary), locality of schools (urban or rural), type of schools (Government or private), complexity of school, principals’ time management training, years of service experience, principals’ gender, principals’ work management styles, and their flexibility in using these work-management styles. It studied 372 secondary schools through the perceptions of 372 principals and 744 teachers regarding time management practices. The study focused on the six core categories of time management practices i.e. scheduling contacts, managing meetings, delegating tasks, managing paperwork, establishing priorities and handling interruptions. Self constructed questionnaires were used as a survey instruments for collection of data from the selected participants. Descriptive Statistics, Student test (t-test), Correlation and Regression were performed to analyze the data. The findings indicated that secondary school principals were strong in the area of managing paper work, delegation of tasks, establishing priorities and establishing priorities but weak in scheduling contacts and managing meetings, as a whole, was above average which showed that more need to be done and improved. Time management practices used by secondary school heads and its impact on teachers’ job satisfaction were dependent variables whereas demographic variables of heads were proxy to measure time management practices level of their use in schools. The study revealed that no significant differences were found regarding using of time management practices with respect to gender of principals and locality of school whereas significant differences were found regarding nature of school and level of school. Time management training, level of school, level of school and complexity of school has significant relationship with Time management practices whereas gender of principals, experience as a principal, locality of school, work management styles of principals and teachers’ job satisfaction has not significant relationship with TMP.All the time management practices used by secondary school heads were positively correlated to one another. The study revealed that nature of school, locality of school, level of school, complexity of school as significant predictors of principals’ time management practices. It also revealed lack of insufficient training in this area, multitasking approach, poor planning, handling interruptions, unnecessary paperwork and lack of teachers’ job satisfaction as top determinants to principals’ time management in schools. The study adds to academic knowledge, provides a solid foundation for future research in the area of time management assurance and offers recommendations for time management assurance in secondary schools.