امنا عائشة ملكة العفاف رضي االله عنها

This research aims to explore various features of Syyidah some highlights paper This. Personage noble s'(ر الله عا) ishah‘A’ distinguished aspects of her biographical account, her extraordinary intelligence, eminent rank amongst other wives of the Prophet Muḥammad (r), excellence over women of the world and being mentioned in the Qur’ān for her praiseworthy character. The scholarly areas, in which, she outshone others in Islamic intellectual heritage, include the Quranic exegesis, Ḥadīth narratives, jurisprudence, scholastic reasoning: analysis of jurisprudential methodology and principles of deduction of rulings and opinions. She adopted multifarious modes in this regards including explicit, direct, generalized, inductive and analogous approaches in the Islamic intellectual scholarship. By acknowledged was (ر الله عا) ishah‘A of grandeur The the companions of the Prophet, her scholarly point of view in conciliation of the problems of the Qur'ān and Ḥadīth made her stand out amongst all. She was a keen researcher, peaceful preacher and the greatest scholar of Islām of all times. Her knowledge and command over religious and social matters made her one of the most reliable experts of the Qur'ān, Ḥadīth and Fiqh. Such was her stature as the archangel Jibrā’īl presented his salutation to her.

Implementing the International Baccalaureate Ib Middle Years Programme Myp in a Private School in Pakistan Rationale and Challenges

The study focused on the process of implementation of International Baccalaureate (IB) Middle Years Programme (MYP). The purpose of the study was to get an in-depth understanding of the factors which influenced the initiators to implement the IB MYP, and the challenges they faced in implementing the programme in the Pakistani context, through the principal and the IB coordinator's experiences and perceptions. The study was done through the qualitative case study research approach. The duration of the study was six weeks. The targeted population consisted of two participants (the Principal and the IB coordinator). Data was collected through semi-structured interview, observation, unstructured conversations with the teachers, document analysis and reflection. My analysis started from the first day of fieldwork in the form of reflection and analytical memos. The major limitation of the study was lack of research on IB especially IB MYP, thus, the findings have been compared mainly by the literature based on educational reform and school improvement. The study found that the process of implementation included the following elements; planning, creating awareness, moving through phases, and putting decisions and ideas into practice. The findings indicated that the principal's personal interest in the broad philosophy of IB MYP guided and influenced him to implement the programme in the Pakistani context. The main aim of implementing the IB MYP was to bring quality education in the context of Pakistan. The school faced several challenges such as; pedagogical challenges, challenges in curriculum and management practices, lack of community awareness and language policy in implementing the programme in the Pakistani context. During the process of implementation, the school resolved some of the challenges successfully. First of all, principal's leadership facilitated the implementation process. Besides this, the school followed different steps such as; arranged workshops and training programmes to empower the teachers. Moreover, school's climate of collaboration, team work, fear-free relationship among the administration, teachers and the students, and the supportive monitoring and evaluation process influenced the implementation of IB MYP in the school.