بھٹو کے عظیم کارنامے
عوام کے دلوں میں ہمیشہ زندہ رہنے والا قائد عوام شہیدذوالفقار علی بھٹو کے کیے گئے تاریخی اور عظیم کارنامے ۔
ایٹم بم دیا ۔دستور دیا ۔سٹیل مل دی ۔گوادر پورٹ دیا ۔
ٹیکسلا آرمز فیکرٹری دینے 90ہزار جنگی قیدی آزاد کروائے ۔
جمہوریت کا نعرہ دیا ۔شناختی کارڈ گرین پاسپورٹ دیا ۔
بیرون ملک روزگار دیا ۔فیصل مسجد بنوائی ۔
پی۔ٹی ۔وی دیا ۔
یوٹیلٹی سٹور دیے ۔
محنت کش 15گھنٹے کے بجائے 8گھنٹے دھاڑ دی ۔
مزارعین کو حقوق دیے ۔
بے گھروں کو چھت دی ۔
تمام شہریوں کو ووٹ کا حق دیا ۔
عوام کو شعور دیا ۔
سامراج کو بارہا شکست دی ۔
مسئلہ کشمیر کو سلامتی کونسل میں اٹھایا ۔
اداروں کو مضبوط کیا ۔
ختم نبوت کو اسمبلی سے متفقہ منظور کرا کر دستور میں شامل کیا ۔
پاکستان کو ایک مضبوط ایٹمی طاقت بنایا ۔
اسلامی نظریاتی کونسل کو بنایا ۔
اسلامی جمہوریہ پاکستان کا آئینی نام تجویز کیا ۔
جمعہ کی سرکاری چھٹی دی ۔
اسلامی سربراہی کونسل کی میزبانی کی ۔
اسلامی سربراہی کونسل کے تا حیات چیئرمین بنے ۔
اسلامی ممالک کو عالمی سامراج کے ناپاک عزائم سے با خبر کیا ۔
اسلامی بلا ک ،اسلامی اتحادی فوج اور اسلامی سلامتی کونسل نیٹو کا فارمولا دیا۔
عالم اسلام کو ایک پلیٹ فارم پر جمع کیا۔
امریکہ سے برابری کی سطح پر تعلقات رکھے ۔
پاک چین دوستی کی بنیادد رکھی ۔
روس سے تجارتی معاہدے کیے ۔
مڈل ایسٹ سے دو طرفہ تجارت کو فروغ دیا ۔
مختصر عرصے میں لاتعداد کٹھن اور مشکل ترین کارنامے سر انجام دیے ۔
جیے بھٹو ۔بھٹو...
Syed Hassan of Ghaznain was an ancient Persian poet from 1078. We knew very little about his life and poetry until Dr. Ghulam Mustafa Khan (1912-2005), a renowned scholar did his extensive Ph.D. Thesis on him from Nagpur University in 1946. During his research, he visited several libraries of the subcontinent as well as brought together Hassan's poetry collection from London and Paris. Hassan Ghaznavi was a court poet of Bahram Shah Ghaznavi and also spent some time which Sultan Sanjar of Khorasan. The references of his life and beautiful poetry are mentioned in this article.
The study was conductedto observe and document the population’s perceptions of causes of crime in educated youth, it was also determined the degree of relationship of “crime” with “various social and educational variables”. The purpose was to collect empirical data inductively from the phenomena and to provide stakeholders pragmatic evidences of the situation in order to take necessary steps for improvement as well as valid reasons for legislation to stop crime acquired from society. The population of this research was students of universities in Sindh, lawyers who were working in Sindh province and police officers of rank Inspector, Sub-Inspector and Assistant Sub-Inspector in the areas of Sindh province. The overall population for students divided into two clusters; cluster of public and cluster of private universities. The total number of public and private universities are 20; 10 numbers of universities are from public sector while remaining 10 are from private sectors. These all20 universities have different field of specialization e.g. medical, business administration, and engineering, agriculture and general categories. The population of lawyers and police officers were taken from districts in Karachi (5 districts), Hyderabad, Khairpur and Jomshoro. Researcher selected Lawyers and police officers of rank Inspector, Sub-Inspector, Assistant Sub-Inspector randomly from the population. Four Questionnaires were designed to collect data from ; elderly citizens, students, lawyers and police officers at five points likert scale. Data collected through self-administered questionnaire. The researcher met elderly citizens and visited these universities for collecting data from students personally, and met with lawyers and police officers. Although this procedure was considered time consuming, but it gave up high rate of responses to the researcher. As this study found out the grass-root, level causes and effects of crime on educated youth in Sindh as well asPakistan are; poor education; unemployment; defficint policeing sytem and judiciary. Thus, findings are useful to law enforcement agencies, justices of courts, education practitioner and researchers to understand psychology of the crimes in local context.