جاتے ہوئے جانِ جاں تصویر دکھا جانا
گر دل نہ ملے پھر بھی تم آنکھ ملا جانا
ہے چاند بہت نازاں تجھ حسن کے جادو پر
جب چاندنی رات آئے چھب اپنی دکھا جانا
خوشبو ہو کہ چندا ہو، گل ہو کہ عوارض ہوں
تم سے ہی سبھی نے ہے جینے کا مزا جانا
تم حسن معطر ہو، میں دیکھنے جب آئوں
مجھ کو تو مرے ہم دم، پروانہ بنا جانا
اس جہل کی شب میں اب تم پر بھی یہ لازم ہے
کچھ آس کی شمعیں تم شعروں سے جلا جانا
آئو نہ فضاؔ اب ہم یوں تھام لیں خواب اپنے
میں شب کو بلاتا ہوں چندا سی تم آ جانا
This paper encompassed the methods of contemporary historians in presenting the Prophet's biography: Shalabī and Shākir as a model. The purpose of this research was a comparative study of the methods of two different contemporary writers in the field of biography. The method used for the research was comparative. This fact was established that there are very few contemporary historians who contributed in writing of the Prophet's biography, but although these two important historians were diligent researchers with good works and successful writings, but much that they have benefited from history needs and objected even settled facts like some of the correct aḥādīth and some important events that took place in the in reference no is there as (صلى الله عليه وسلم) Muhammad Prophet Great the of biography the books to the sources relied on in the historical narratives, nor in the narration of the biography. There are many shortcomings in the two books which are in the most important Islamic arts, especially in the Encyclopedia of Dr. Shākir, and special research and books should be devoted to the answers to the silence of such shortcomings, and there is a strong need to compose valuable books in response to the shortcomings of such sporadic encyclopedias. Special books in such art must be devoted to the important Islamic arts, and do not include a variety of subjects on general history. (صلى الله عليه وسلم) biography Muhammad s'Prophet the of art the inc
The study aims at exploring the notion of human rights through investigating the attitude of university teachers and students (prospective teachers) towards global issues pertaining to human rights in Pakistan. The overall strategy for the current study is based on survey research design. From a methodological standpoint, mixed method paradigm (survey method and case-study) is used to gain quantitative and qualitative responses. Through stratified random sampling, total sample n=600, i.e., 520 students (prospective teachers), currently pursuing degree in education (B.Ed/M.Ed), and 80 teachers, currently teaching prospective teachers at public or private university were selected from 12 universities and four affiliated colleges of Sindh, Pakistan. For qualitative data, n=20 respondents were selected through purposive sampling. The quantitative data was collected using Human Rights Attitude Scale (HRAS), adapted from Attitudes toward Human Rights Inventory, ATHRI (Narvaez, Thoma & Getz, 2006) and Human Rights Questionnaire (Veizades et al., 1995). The adapted scale was validated through content validity, while Cronbach’s Alpha was statistically applied to check internal consistency (calculated as .90). For qualitative data, in-depth knowledge was inquired through focused group interviews. For ethical considerations, institutions and participants were informed about the research study through explanatory letter and informed consent was signed voluntarily. Overall, 96 hypotheses were tested using statistical tests (t-test and chi-square), while qualitative data was analyzed using themes. The study yields that there is a significant difference in the attitude of university students and teachers towards global issues pertaining to human rights (computed value of t= 6.22). There is a significant difference in the attitude of university students and teachers towards social security (t= 6.02) and civilian constraints (t= 4.92), while there is no significant difference towards personal liberties (t= 1.09). Significant differences are drawn among teachers on the basis of travelling, social/political affiliation, human rights training and experience, while significant differences are drawn among students on the basis of working status, location, schooling and last qualification. For item-by-item analysis, sixty hypotheses were tested out of which, forty hypotheses were rejected. From qualitative data, it was derived that students and teachers face multiple issues pertaining to human rights, which result in scarcity of expressing ideas in solving global issues pertaining to human rights. The respondents are not satisfied with the current state of human rights in Pakistan. Respondents emphasized on the role of teacher, education and higher education institution as a concrete ladder to foster positive changes in society. All the respondents highlighted the importance of incorporating global dimension in teacher education (TE) curriculum, but at the same time identified the missing gaps. Based on the results, suggestions and recommendations are submitted as supplements at the end