وہ غیروں سے پیمان کرنے لگا ہے
سرا سر ہی نقصان کرنے لگا ہے
تمھاری توجہ، تمھارا تبسم
مرے غم کا درمان کرنے لگا ہے
تغافل ، جفائیں ، ستم کاریاں
بہت مجھ پہ احسان کرنے لگا ہے
مقام تشکر ہے وہ اب تو مجھ پر
دل و جان قربان کرنے لگا ہے
نظر لگ نہ جائے کہ تائبؔ کی خاطر
وہ راحت کے سامان کرنے لگا ہے
The opponents of Islam and its prophet, Muhammad (p) including some of the orientalists, have always tried their best to distort the real image of Islam and malign the person of the holy Prophet. They have produced many baseless stories and notions about the teachings of Islam and the person and life of the holy Prophet. They accused the Prophet (p) of having compiled the Qur’an out of the teachings of Christianity, Judaism and the customs of pre-Muhammadan Arabs. They maintain that Muhammad (p) was caught by epilepsy and trances, out of which he pretended to having received the Quranic revelation. They mention the incident of ‘Shaq al-Sadr’ (splitting up of the bosom of the prophet in his childhood) and the shivering condition of the holy Prophet(p) while receiving the revelations as hallucination of epileptic fits. But the history, medical science, the logical reasoning and the impartial orientalists have absolutely rejected their biased allegations on the personality of the holy Prophet. They certified that Muhammad (p) had never suffered from any type of such ailment like epileptic fits, seizers, trances or the falling sickness. The author is this paper refutes the allegation of epilepsy to the prophet with the help of impartial studies of the orientalists and evidences from the medical science, thus, highlighted the superficiality of the investigations of some orientalists about Islam and Its Prophet.
The purpose of the study was to explore the influences of PDCN's in-service training programme on the classroom practices of Science teachers. Its purpose was also to see the change teachers undergo in their attitudes and behaviour after passing through the in-service programme. Furthermore, the study also sought to understand the factors that either facilitate or hinder teachers from using their new learning in the classroom. Qualitative research method is used to conduct this study. The sample of the study consists of two government primary schools Science teachers' who attended the training, organized by the PDCN under a UNICEF-sponsored project the Child Friendly School Project (CFS, P). Purposive sampling was used to select the participants. The data were collected through multiple sources such as, interviews, classroom observations, focused group discussion, field notes and documented analysis. Two in-depth semi- structured interviews, lasting for 60-90 minutes were conducted with each participant and their responses were audio recorded. An interview guide was used which helped me to be focused on the research topic. Secondly, five lessons of each participant were also observed. The observation guide was used. Moreover, one focused group interview was also conducted with the students in order to know about the teaching practices of the teachers and the students' responses towards these practices. Some relevant documents were also analyzed. The findings showed that the in-service training programme (CFS, P) has positively influenced the teachers' perceptions about teaching and learning of Science. Change in perceptions has led to a positive change in their attitude towards teaching and learning process. To some extent the CFS, P has also positively influenced the teaching practices of the teachers. However, the degree of change or impact of the programme on the teachers' practices varies from teacher to teacher. There is visible change in the way one teacher organizes her teaching but there is a little change in the approach of other teacher. This variation could be attributed to individual teacher's orientation or level of commitment to change. The training programme also influenced the attitude of the teachers towards their students. They reported that after the training programme, they initiated to involve the students' in the teaching learning activities in the classroom. The findings also highlighted that the teachers face challenges in their efforts to implement their new learning. Some of these challenges are lack of parental involvement, lack of follow-up strategy, examination system, syllabus completion,