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فرمانِ کبریا ہے اُنؐ پر درود پڑھنا
اے مومنو! نبیؐ پر اکثر درود پڑھنا
قندیلِ دل میں شمعِ اُلفت کرے فروزاں
حبِّ رسولؐ کا ہے مظہر درود پڑھنا
شمس الضحیٰؐ کے پیارو! بدرالدجیٰؐ پہ تارو!
دن بھر درود پڑھنا! شب بھر درود پڑھنا!
شانِ نبیؐ خدا نے خود ہی بلند کی ہے
اپنے سکونِ دل کی خاطر درود پڑھنا
لاریب مغفرت کا بن جائے گا وسیلہ
محفل میں سب کا مل کر اُنؐ پر درود پڑھنا
جب بھی دعا کی خاطر دستِ دعا اُٹھاؤ
اوّل درود پڑھنا ، آخر درود پڑھنا
ثابت حدیث سے ہے کوئی بھی حد نہیں ہے
عرفانؔ! تم کبھی نہ گن کر درود پڑھنا
This paper attempts to analyze the Status of Humanity in religion. “Humanity" has a high status in religion because ALLAH created each and every thing for "Human". Man is called "Amir of Universe" or "Aide of ALLAH. ALLAH says in the Holy Quran, that each and every thing in this world is created for Man because Human has a high value (Surat An-Naml, verse, 2). In this world Human has nobility because nothing in this world has the ability to beat Human in beauty contest (Surat At Tin)
Teacher Performance Appraisal has been considered an assessment tool among majority of teachers in Pakistan (Ali, 1998; Jaffer, 2007; Khalid, 2007). This study aimed to identify the required changes that could make appraisal as a tool for Teachers' Professional Development. The study was conducted in Star School (pseudonym), a secondary school in Karachi, Pakistan. The research was qualitative in nature using phenomenological approach. The seven research participants were selected through purposive sampling. Data was collected during an eight week-period through semi-structured interviews, focused group discussion and document analysis. Interviews were audio recorded and transcribed, documents such as policy and procedures were also analysed. The findings reveal that appraisal supports towards the knowledge and skill enhancement of the teachers if the appraisal scheme and tools are understood by the teachers. The two purposes of appraisal; summative and formative may not be easy to disconnect in Star School (a secondary school) but the focus of appraisal can be shifted from accountability to developmental appraisal through incorporating self-evaluation of teachers as part of existing appraisal scheme in order to develop teacher-ownership into the appraisal process. This sense of ownership offers an effective basis for stimulating change and development. However, this process also necessitated initiatives for developing expertise in appraisers and a practice-shift to connect appraisal practices with teacher professional growth. This study also recommends inclusion of self-appraisal for teachers in existing appraisal process. This study holds significance for various audiences directly or indirectly in the organisation I work for. The study could help in strengthening the appraisal scheme and it could also enable Head teachers in further in improving appraisal scheme. For the other researchers at AKU-IED, this study could give a kick-start on exploration of TPA as a professional development tool for teachers in Pakistan.