عبادت کے معنی ’’اطاعت، خشوع و خضوع اور بندگی‘‘ کے ہیں۔ عبد جو کہ غلام اور بندے کو کہا جاتا ہے عبادت کوئی ثانوی چیز نہیں ہے جو زندگی میں کہیں ضمناً آجاتی ہو۔
عقائد کے بعد سب سے زیادہ اہمیت تمام مذاہب میں عبادت کو دی گئی ہے ۔درحقیقت یہ دونوں ایک دوسرے کے ایسے لازم و ملزوم ہیں کہ ایک کو دوسرے سے جدا نہیں کیا جا سکتا ہے ۔ عقیدہ درخت ہے تو عبادت اس کا پھل ہے۔اور درخت اپنے پھل سے پہچانا جاتا ہے ۔اسلام کی خصوصیت یہ ہے کہ دین کے مختلف شعبوں کی طرح اس نے عبادت کے مفہوم اور اس کے طُرق کے متعلق بھی ایک ایسا واضح اور جامع ہدایت نامہ پیش کیا جو ہر اعتبار سے بے مثال ہے۔ چنانچہ اگر دنیا کے کل بانیانِ مذاہب اور داعیوں کے تعلیم و عمل کا مطالعہ اس پہلو سے کیا جائے کہ عبادت کے معنی پر کوئی تسلی بخش روشنی پڑ سکے ۔ اور اس کے بہترین طریقوں کا علم حاصل ہو سکے تو حضور سرور کائنات صلی اللہ علیہ وسلم کی ذات ہی وہ واحد ذات ہے جو واضح حقیقت کی طرف راہ نمائی کر سکے ۔اسلامی عبادات کا اولین طرہ امتیاز یہ ہے کہ اللہ وحدہ کی اور اللہ وحدہ کے لیے ہوتی ہے، جس میں کسی دوسرے کو کسی بھی اعتبار سے شریک نہیں کیا جاسکتا ہے ۔اس میں نہ تو پیغمبر کا کوئی حصہ ہے، نہ ان کے گھر والوں کا اور نہ فرشتوں کا اور نہ ولیوں اور شہیدوں کا ،اسلام کا یہ فیصلہ اٹل ہے کہ خدا کے علاوہ زمین پر اور نہ آسمانوں میں کوئی شے یا کوئی ہستی ایسی ہے جو لائقِ پرستش ہو، جس کے سامنے انسان اپنی گردن جھکاسکے اور جس کی بارگاہ میں اپنی روح اور...
Background: Foreign body aspiration (FBA) is a commonly observed, fatal but preventable condition in children. To reduce the incidence of FBA, it is essential to provide parents with knowledge and guidelines regarding the prevention and management of FBA. Objectives: To assess parental knowledge and parental role in the prevention and first aid management of foreign body aspiration in children. Methods: A descriptive cross-sectional study was carried out at Mayo Hospital, Lahore from January 2019 to September 2019. After IRB approval and informed consent, 151 parents were enrolled through convenient sampling. Data were recorded in a structured questionnaire and analyzed through SPSS version 26. Results: Breathlessness and vomiting were recognized as symptoms of FBA by 49.7% & 7.3% of parents respectively. Hand clutched to throat, color & voice change were recognized as signs by 6.6 %, 9.9 % &10.6 % of the parents. As a first aid measure, 66.2% of individuals knew about back slaps, while only 2% were aware of abdominal thrusts. Literate parents were well aware of the facts that children under the age of three should not consume seeds, hazelnuts, and hard nuts and the child should not laugh or talk while eating compared to illiterate parents (p<0.05) Conclusion: The majority of the parents are not well aware of signs, symptoms, preventive measures and first aid measurements regarding FBA.
The focus of this study was to explore the role of a headteacher in creating a collaborative learning culture in a government secondary school in Karachi, Pakistan. In the context of Pakistan, particularly in public sector schools, headteachers play their role as an administrator, which develops a kind of distance between the headteacher and the other stakeholders in the schools. Such kind of distance develops isolation not only between the teacher and the headteacher but also among teachers as well. Most of the time, they work individually and do not share their learning. Research in Pakistan confirms that this is because of the lack of awareness about their role. This small scale explorative case study under the qualitative research paradigm has been employed to understand the role of a headteacher in promoting a collaborative culture in a secondary school in Karachi, Pakistan. Multiple sources of data collection such as semi-structured interviews, formal and informal observation, field notes, and document analysis, were employed to triangulate the data. The findings of the study revealed that headteachers play a key role in developing a collaborative learning culture in schools. He/she develops such an environment where the stakeholders are involved in decision making process. This leads to building trust, and valuing each other’s' ideas. In this particular study, the headteacher acts as an educational leader due to her awareness about her role and responsibilities, and was able to initiate the collaborative culture in her school. Her participatory leadership style allowed her to involve the stakeholders particularly teachers in decision - making, and she was able to build good relationship and trust by valuing stakeholders' ideas. The headteacher played multiple roles such as a change agent, a learner, a facilitator, and as a professional development teacher (PDT) in order to create a collaborative learning culture in the school. Developing an enabling learning environment in her school was not an easy task for her. However, through dedication, commitment, and good relationship with the stakeholders, she was able to achieve the success to some extent. The most impeding factors in promoting collaborative environment were: teachers' beliefs, an exam-oriented curriculum, teachers' annual confidential report practices, political interference, and teachers' part-time jobs. The study concludes that if there is will' and skill', there is always a way towards success.