غزل ---فرحت شکور(پاکپتن)
مت پوچھ کہ ہم کیسی بلاؤں میں گھرے ہیں
بے یارو مدد گار تیرے چاہنے والے
جینے کا ہمیں حق ہے نہ مرنے کی اجازت
آنکھوں میں کوئی خواب نہ دل میں کوئی خواہش
سینچا ہے لہو دے کے سدا لالہ و گل کو
حسرت ، کبھی نفرت ، کبھی غربت ہمیں بخشی
افلاس و فلاکت کی چلی آندھیاں ہر سو
اے میرے خدا کیوں یہ میرے دیس کے باسی
سچ ، سوچ ، قدم اور قلم محدود ہیں اپنے
ہوتے ہی نہیں پست کبھی حوصلے میرے
لوٹے نہ میرے صاحب اس شہرِ فسوں جا کر
آیا نہ خیال ان کو میری صحرا گری کا
یکسر نہیں میرا ، تو رقیبوں کو مبارک
کیا پوچھتے ہو حالِ دلِ زار ہمارا
کس موڑ پہ لے آیا یہ عشق ہمیں فرحتؔ
خوابوں سے جو نکلے تو صداؤں میں گھرے ہیں
صحراؤں کی جاں سوز ہواؤں میں گھرے ہیں
ہم اہلِ وفا کیسی سزاؤں میں گھرے ہیں
ہم زیست کی بے رنگ خلاؤں میں گھرے ہیں
کیوں اہلِ چمن پھر بھی خزاؤں میں گھرے ہیں
ہم لوگ مقدر کی عطاؤں میں گھرے ہیں
کیوں اہلِ وطن اتنی وباؤں میں گھرے ہیں
ڈر خوف کی محبوس فضاؤں میں گھرے ہیں
ہم اہلِ سخن ایسے خداؤں میں گھرے ہیں
شاید کسی اپنے کی دُعاؤں میں گھرے ہیں
کسی دلرُبا کی دلکش اداؤں میں گھرے ہیں
کس زُلفِ گرہ گیر کی چھاؤں میں گھرے ہیں
ہم اہلِ طلب اب کہ اناؤں میں گھرے ہیں
اک یار بے وفا کی جفاؤں میں گھرے ہیں
دُکھ درد کی گھنگھور گھٹاؤں میں گھرے ہیں
In view of the geo-politics of the twenty first century where despite the concerted efforts of the international community to maintain peace on the globe, the still is confronted with the wars and its worst consequences. One of the reasons for such unhappy developments is that religion is most of the time considered as war-mongering. This may be somewhat true in case of certain cases; however, the case of Islam is totally different. The very word Islam stands for peace. It was revealed on Prophet Muhammad (SAW) who remained an icon of peace and mercy for the whole Mankind. This paper was an attempt to highlight some of the guiding injunctions of Islam together with the peace-related overtures of the Last Prophet of Allah. The problem under study was to explore, “The Holy Prophet (SAW) as an embodiment of Peace—an analysis of extracts from the text of The Holy Quran and Sunnah”. The objectives were: 1, to highlight some of the commandments of Islam regarding peace; and 2, to pinpoint some of the peace-promoting instances from the life of the Holy Prophet (SAW). The methodology adopted was to highlight some of the peace-promoting text of the Holy Quran coupled with instances from the life of the Holy Prophet (SAW). It was found that Islam stands as religion for peace. The last messenger of Allah was a complete embodiment of peace in His disposition and practice. Hence the very text of the Holy Quran as ell as the life of Prophet Muhammad (SAW) provide some very cherished ideals and norms for the establishment of a peaceful global community.
Teachers‟ self-efficacy in inclusive settings works as a strong agent to promote inclusive education. Purposely it is important to investigate the level of self-efficacy of regular school teachers who are expecting to work in inclusive classroom. Present study was a practical attempt to investigate the level of self-efficacy of regular classroom teachers for teaching in inclusive classrooms. Survey research design has been used in this study to measure self-efficacy of regular school teachers who were teaching at primary, elementary and secondary grade levels in all regular schools were taken as population of the study. For sampling, purposive sampling was done to select twelve districts out of thirty six (36) districts from Punjab Province on the basis of density of their population. As sample total 500 teachers who were teaching at primary, elementary and secondary grade levels were selected through simple random sampling procedure. Data was collected through a self-designed scale named “Teacher self-efficacy in inclusive settings (TSEIS)”. Through this scale regular classroom teachers‟ self- efficacy was measured on five level Likert scale raging; (1) I am very much confident, (2) I am confident, (3) No opinion (4) I am less confident, (5) I am not confident. Indicators for measuring self-efficacy of regular teachers were respectively as follow; (1) teachers‟ efficacy for need assessment for differentiated instructions (2) teachers‟ efficacy for adapting assessment tools (3) teacher‟s efficacy for managing classroom disruptive behaviors of diverse learners in inclusive settings (4) teachers‟ motivation for teaching diverse learners in inclusive settings (5) teacher‟s efficacy for collaborating with parents in inclusive settings (6) teacher‟s efficacy for teaching in collaboration with other professionals through team teaching techniques. Finally, completely filled tools were collected back from 446 teachers. The return response rate was 90% from the respondents. The reliability of the tool was 0.823. Through findings of present study the researcher found negative relationship between gender and self-efficacy components used in study tool. The principal analysis of 06 components yielded the value (0.424) of only adaptation in assessment which was less than 0.5 that showed the reinvestigation of remaining five components. Regression analysis of students‟ need assessment for differentiated instruction as reported by general education teachers found them untrained to assess the needs of diverse students. Through this study the researcher concluded that implementation of full inclusion would not be possible unless regular classroom teachers would ready to work. At the end it is recommended that school administration and the stakeholders may plan better school improvement initiatives while they get the reflection of each teacher‟s personal professional feedback in accordance to their professional development demands for future.