تلوک چند محرومؔ
مشہور استاد سخن تلوک چند مرحوم کی وفات ادبی دنیا کا افسوس ناک سانحہ ہے، وہ ہماری پرانی بزم ادب کی یادگار تھے، اردو شاعری کے اساتذہ میں ان کا نہایت ممتاز مقام تھا، فن شاعری پر ان کی نظر بڑی گہری اور وسیع تھی، اور ان کا کلام جدت و قدامت کے صالح عناصر کا سنگم تھا، ان کو ہر صنف شاعری پر یکساں قدرت حاصل تھی، ان میں پرانی تہذیب کی بہت سی خوبیاں اور وضع داریاں جمع تھیں، ان کا دل دوسرے مذاہب اور اس کے بزرگوں کے لئے بھی وسیع تھا، بارگاہ نبویؐ میں بھی ہدیۂ عقیدت پیش کرتے تھے، قوم و ملک نے بھی ان کے کمالات کی پوری قدر دانی کی اور ان کو ہر طرح کے اعزاز و اکرام سے نوازا، ان کی پوری زندگی علم و ادب کی خدمت میں گزری، اپنے بعد متعدد ادبی یادگاریں چھوڑ گئے، ان کی مادی یادگار مشہور شاعر جگن ناتھ آزاد ہیں، جنھوں نے اپنے محترم والد کی بہت سی خوبیاں حصہ میں پائی ہیں۔ (شاہ معین الدین ندوی، فروری ۱۹۶۶ء)
Islam is a complete code of life. It is a legal system which fulfills the fundamental and natural rights of human beings. One of these rights is that no action will be taken against anybody if there is received any allegation against him until he is heard. The Islamic law provides the respondent a right to be informed through a show cause notice (SCN) for investigation of the situation whether the allegation against him is true or false. The contemporary laws also assert for security of human rights, but day to day happenings often put them to face many hurdles in its implementation in all such situations, which call further legislation and amendments. This article discusses the SCN procedure in Qur᾽anic perspective. The main purpose is to introduce the compliance and universality of the Islamic law and to make reader know that this law belief (in, on) human rights is to be enhanced for peace and prosperity of human society. There are a bundle of examples in Qur᾽an which clarifies the procedure of a SCN. We have taken just four stories amongst these verses. All of these stories have a complete SCN procedure; from beginning to the end. The procedure is dealt in a descriptive method, accompanied with the SCN procedure in contemporary law also. The conclusion is given at the end that the contemporary law in this aspect is according to the Qur᾽anic instructions.
The principals and heads of schools are considered managers rather than academic leaders; they appear to be authoritarian bosses rather than facilitators or guides for their staff, particularly in developing countries (Oplatka, 2004). Literature, however, suggests that principals/heads could play a key role in improving teaching and learning at school (Lingard, 2003; Townsend, 1997); such leadership is termed as pedagogical leadership (Sergiovani, 1998), which emphasizes the development of learning communities by effective leaders (Mitchell, 2000). Research that has already been done on school leadership in Pakistan (Memon, 2000; Kanwar, 2000; Shafa, 2003; Khaki, 2005) reveals that principals or headteachers in Pakistan are mostly involved in managerial work. However, Kanwar (2000) and Khaki (2005) also share that heads are also found to be engaged in certain academic practices like visiting classrooms for observing the delivery of content and helping teachers academically. This observation hints towards the role of heads as academic leaders and demands further exploration of this notion. Against this backdrop, a research study was designed to explore the role of a private school leader in improving teachers' classroom pedagogical practices. The study was conducted in a private school in Karachi, which was selected on the basis of a set of criteria that sought an effective head of school. The study employed a qualitative inquiry approach and involved interviews with principal, teachers, and students. In addition, shadowing and observations of the principal and document analysis were used as additional sources of data in order to triangulate the findings. The data analysis and findings suggest that the links between the school leader and teachers' classroom pedagogical practices are quite complex, which can be categorized as of direct and indirect nature of pedagogical leadership in a private school. In direct relationship, the school leader acts as mentor, co-planner and guide; while in indirect relationship, the leader acts as facilitator, resource manager, and builder of a learning friendly environment. In addition to this, the principal uses different strategies like peer coaching, arranging professional development workshops inside and outside the school, and providing material resources to develop teachers professionally and students academically. Furthermore, findings also indicate that the relationship between the principal and different stakeholders also help him/her to act as a pedagogical leader. The study also shares some of the factors that challenge the principal to undertake school improvement.