سیرتِ صحابہ کرام کی روایات کے اصول و ضوابط : معاصر آراء کا تجزیاتی مطالعہ

Researchers, Scholars and historians have rendered invaluable services on important topics such as the biography of the Prophet ( P.B.U.H) and the Biography of Sahaabah. But unfortunately some writers have included in their writings some traditions and baseless historical references about the holy congregation of the Companions which are not worthy of the holy congregation and do not meet the rules and regulations of the traditions of these biographies and histories ۔ Leading historians of the present day have done unparalleled work on the Seerah of the Companions in the case of the writings and compilations of the Seerah and history. Has done research work on relations with But in the beginning (in the case) as well as in the context, the principles of Seerah  and history have been discussed in detail and we have tried to bring out all the principles that are standard, accepted, in the Seerah and the character of the Companions and the disputes of the Companions. I am going to pave the way for balance and moderationIn The following Lines, a special study or the principles of biography and history described by contemporary historians such as Maulana Shibli Nomani ( 1913) Maulana Saeed Ahmed Akbarabadi ( 1985) and Maulana Nafe (2014) is presented. In this regard, efforts will be made to clarify how the path of moderation can be taken in this regard, how the honor of Ahel Bayt and Sahabah can be  maintained and how such traditions  can be avoided as a result. There was no mention of Ahle –e- Bayt or Zat –e- Sahaba or there was no element of division.

Developing Collaborative Practice

This report contains pertinent information related to an educational development project conducted in one of the schools in Karachi. The project was designed and developed on the basis of need assessment. The need assessment was carried out in three phases (pre-assessment, assessment, and post-assessment). In the last phase of the need assessment, the identified need of the school was analyzed and prioritized in the light of the level of needs (system resource, service provider, and service receiver). The culture of isolation was understood as the root cause of various issues faced by the school. Therefore, the purpose of this project was to develop collaborative and professional practices among the school teachers. To achieve this purpose, six workshops and classroom practices were conducted. In the first workshop, the project focused on building participants' conceptual understanding of collaboration and collegiality. As a result, the participants broadened their perception about the concept. Also, their understanding regarding the topic was enhanced and developed. Furthermore, the project participants developed a couple of implementation strategies for conducting team-teaching and peer-coaching. Moreover, the school teachers conducted three team-teaching and peer-coaching sessions during the project implementation, as a practice of collaborative strategies. Most importantly, these strategies (team-teaching, peer-coaching, and participatory planning) were the main focus of the project for addressing the identified need of the school. To measure the achievement in all activities, a monitoring and evaluation framework was constantly used. This framework contained certain instruments like; interview, questionnaires, field notes, reflective journal, and observation.