ڈاکٹر مصطفےٰ حسن علوی
افسوس ہے اسی مہینہ ڈاکٹر مصطفےٰ حسن صاحب علوی کاحادثہ وفات بھی پیش آگیا۔اس وقت ان کی عمر۸۶برس کے لگ بھگ تھی، ان کا اصل وطن کاکوری تھا۔ اردوزبان کے مشہور نعت گو جناب محسن کاکوروی کے خاندان سے تعلق رکھتے تھے، دارالعلوم دیوبند کے فارغ التحصیل تھے۔ حضرت شیخ الہندؒ سے حضرت شیخ کے درس بخاری کے آخری سال میں دورۂ حدیث کی تکمیل تھی اوراس کے بعد حضرت مولانا مفتی عزیز الرحمن ؒ نے دیوبند کی جامع مسجد میں ان کودستار فضیلت عطا فرمائی تھی، اس حیثیت سے وہ غالباً حضرت شیخ الہند کی بزم تلامذہ کے آخری چراغ تھے، اب تودیوبند سے فارغ التحصیل ہونے کے بعد اعلیٰ انگریزی تعلیم حاصل کرنے والے کثرت سے نظر آتے ہیں، لیکن غالباً مرحوم پہلے شخص تھے جنھوں نے دارالعلوم دیوبند سے باقاعدہ فارغ ہونے کے بعد انگریزی تعلیم شروع کی۔ لکھنؤ یونیورسٹی سے ایم۔اے کرکے پی ایچ۔ ڈی کی ڈگری حاصل کی، اس کے بعد وہ ایک عرصہ تک لکھنؤ کے شعبۂ علوم مشرقیہ سے منسلک رہے۔ آخر میں چندبرس شعبۂ عربی میں بھی کام کیا، عربی بولنے اور لکھنے کا بڑا شوق تھا۔شعرو شاعری کا ذوق موروثی تھا،لکھنؤکی زبان اور اس کے رنگ میں غزلیں لکھتے اور ترنم سے پڑھ کر ارباب ذوق سے داد لیتے تھے۔ تصنیف وتالیف کا بھی ذوق تھا۔ان کی آخری کتاب ’’قائدبدرواحد‘‘ تھی جس پر بہار اردو اکیڈیمی نے انعام دیا تھا۔علاوہ ازیں عرصہ ہواان کو صدر جمہوریہ کی طرف سے عربی کاایوارڈ بھی ملا تھا۔ دارالعلوم دیوبند سے بڑی محبت تھی، اس کی مجلس شوری کے ممبر عرصۂ دراز سے تھے اور پابندی سے اس کے جلسوں میں شرکت کرتے تھے مگرادھرچند برس سے بتقاضائے عمر ضعف ونقاہت کے باعث شوریٰ کے جلسوں میں شرکت کامعمول نہیں رہا تھا۔عجب اتفاق ہے مارچ۱۹۸۰ء میں جواجلاس صد سالہ...
Sharing water resources within country and amongst transborder countries often create conflict because of increasing demand of fresh water for their domestic, industrial and agricultural sectors due to growing population and increasing economic activities. As a result, every country is interested to build more water storages like dams and barrages to safeguard their water requirements in the lean periods or to protect their areas during flood period. Therefore, a transboundary conflict amongst riparian countries on water sharing is obvious facts which are resolved either through bilateral dialogue or by involving international arbitrators. Similarly, a conflict of water sharing within a country has also been serious issue particularly during drought and lean period resulting political conflicts and obstacles in construction of dams and reservoirs. Pakistan is country of 207 million populations, the sixth of the most populated country of the world has been facing transboundary water sharing conflict with India while within a country inter provinces mistrust over water distribution has created reservation over the construction of new water storages. Pakistan has two agreements which provide legal framework for water distribution and management. Indus Water Treaty is an international agreement signed in 1960 between India and Pakistan and other is national agreement amongst the provinces called Indus water accord signed in 1991 by province. Despite several reservations and hostile territorial conflicts between India and Pakistan the Indus water treaty has been successfully functioning in managing water distribution of Indus River and its eastern tributaries originate from Indian occupied Kashmir. Similarly, Indus water accord 1991 provides a mechanism to resolve water sharing conflicts amongst provinces.
This research was an attempt to find out the current practice of teachers' performance appraisal of a community-based school and its implications for management's role in implementing the appraised processes effectively. Appraisal is generally used for both accountability and professional development. This mostly depends on the school's objectives for carrying out the appraisal. It is noted that teachers get uncomfortable and feel threatened by the performance appraisal process. This could be for two main reasons: (a) when the objectives of appraisal exercises are not made clear to the teachers, they do not know what this would lead to; (b) teachers become threatened if they know that, the school will use the findings to decide about teachers annual increments and promotions. Literature, however, suggests that performance appraisal should be for teachers' professional development. The exercise should be a road map for teachers and finding should help teachers to grow professionally. I carried out an exploratory case study to find out the current practices of carrying out teachers' performance appraisal of a particular school; their perceptions about the teachers' performance appraisal and to know whether the findings of teachers' performance appraisal enabled the teachers to grow professionally. The findings of the study revealed that, the teachers associated the performance appraisal not with professional growth but with the amount of increment in salary, dismissal in case of poor performance and promotion or demotion. However, there are different perceptions about the utility of appraisal among the stakeholders. Some relate this to professional development, others categorize the teachers in A' and B' category and based on this categorizes give increments. It was evident that the purpose of the practice is not clear to teachers. Appraisers do not negotiate and inform the details on which teachers are appraised. There are no pre and post appraisal meetings to discuss teachers' progress and future needs. Also there is lack of clarity about the purpose and objectives of being appraisal In view of the findings and considering the importance of the performance appraisal exercise, this dissertation recommends that objectives of teachers' performance appraisal be shared with teachers; the system should be more transparent and proper procedure of appraisal should be followed to gain maximum benefit from it and give qualitative feedback to the teachers.