انواع کتب حدیث: لفظی و معنوی موزونیت

The obeisance of Holy Prophet (S. A. W) is the path of forgiveness and essential component of faith. Therefore, the series of preservations of, (RA) Sahabah by continued is (صلى الله عليه وسلم) Prophet Holy of actions and sayings the followers of Ṣaḥābah and Scholars of the Ummah. For worldly and eternal saving, disciplined efforts were carried out in order to preserve this series. This methodology of preservation with extreme care and technique is exemplary. The process for collection of Hadith was initiated and shaped into books and volumes. It is due to the dignified status of Hadith that Allah created such individuals who preserved the sayings of Holy Prophet (ﷺ) with religious fervor, zeal, honesty and great care. In this article meaningful analysis has been given for such important terminologies which convey technically internal characteristics of the series of books and are a great source of literary beauty. In this connection, terminologies and their meanings represent reflection of each other. The basis of these terminologies is not only on estimated ideas but on the literary and intellectual facts. These are not only according to the time and age but also historical and geographical according to the need of hour and circumstances. From Muḥaddithīn’s point of view, these collections have certain benefits and purposes due to which they kept naming them. The brief, simple and understandable words of terminologies are common; however, their purpose is not common. It is distinguished and extra ordinary. The words used in terminologies are not special but purpose is not to express application. Their contextual meaning is taken under consideration instead of the literal one.

Creating a Collaborative School Development Plan

This paper describes the effort made to develop a collaborative school development plan and the results achieved there from. Four tasks have been designed and followed to achieve the required document. The effort towards the first task presented the school's strengths and weaknesses. In the same manner, the second task presented the areas where the school wanted to improve. Likewise, the third task provided room for the school stakeholders to work collaboratively, and as a result the school got a priority list and direction for a school development plan. The fourth task evaluated the process and concluded that for the first time a majority of the school stakeholders have become involved in collaborative participation, the school had listed and defined its priorities, and had acquired direction for a school development plan. Finally, some recommendations have been made for future research.