وزیر دی عقل مندی
اک ملک دی گل اے جتھے اک نیک تے سمجھ دار بادشاہ دی حکومت سی۔ اوس دی رعایا اوہدے کولوں بہت خوش سی۔ بادشاہ حکومتی معاملیاں وچ اپنے وزیر نال مشاورت کردا سی۔ بادشاہ تے وزیر دا اک اک پتر سی۔ دونواں دا آپس وچ بہت پیار سی۔
بادشاہ نے اک دن سوچیا کہ وزیر دے مرن توں بعد اوہدا منڈا وزیر بنے گا۔ جو اپنے باپ توں زیادہ سمجھ دار اے۔ کتے ایہہ نہ ہووے کہ اوہ اوہدے کولوں حکومت ای کھو لوے۔ بادشاہ تے وزیر اکٹھے سن تے اوہناں دے پتر وی۔ بادشاہ نے اک چالاک عورت نوں دونواں منڈیاں وچکار پھٹ پاون دا آکھیا۔ جدوں عورت نے بادشاہ تے وزیر تے دونواں منڈیاں نوں اکٹھا ویکھیا تاں وزیر دے منڈے نوں آواز دتی۔ جدوں اوہ اوس چالاک عورت دے کول گیا تاں اوس اوہدے کن دے کول منہ کر کے منہ پھیر لیا۔
بادشاہ دے منڈے نے وزیر دے منڈے نوں پچھیا کہ اوس زنانی تینوں کیہ آکھیا اے؟ اوس آکھیا کہ کجھ نہیں۔ شہزادے نے آکھیا کہ اوس تیرے کن وچ کوئی گل کیتی اے؟ جو توں مینوں دسنا نہیں چاہندا۔ ایس گل توں اوہ اوہدے خلاف ہو جاندا اے تے اپنے باپ نوں آکھدا اے کہ مینوں وزیر دے پتر دا خون چاہی دا اے۔ بادشاہ وزیر دے پتر نوں قتل کرن دا حکم جاری کر دیندا اے۔
وزیر بڑا سیانا ہوندا اے۔ جدوں جلاد اوس نوں قتل کرن لئی لے جارہے ہوندے نیں تاں اوہ جلاد پیسے دے کے اپنے منڈے دے کپڑیاں اتے بکرے دا خون لوا کے کپڑے بادشاہ دے پتر کول گھل دیندا اے تے اپنے پتر نوں لکا لیندا اے۔ بادشاہ ایہہ ویکھ کے بہت خوش ہوندا اے۔
After the era of Prophet Muhammad (S.A.W), there were dissimilarities in interpretations of contradictive revelations by Muhammad (S.A.W) thereby questioning their authentication while being considered a basic source of extracting the Sharia acts. In this context, Imam Shāfʿī studies all the dissimilarities and contradictions and devised finest principles which performed very positive role in rationalizing the conflicting Ahadiths. He was first to discuss these matters in an innovative manner. It is therefore, essential for investigator to refer to Shāfʿīs principles to rationalize any Hadith lying under contradiction. Imam Shāfʿī stated that Hadith is not itself contradicting but its apparent meaning leads the investigator into misconception. Consequently, he has stated three methods to remove this conflict. First is the combination (جمع) which recommends working on both Ahadiths at the same time rather than leaving either of them. Second is the abrogation (تنسیخ) which requires extensive knowledge of Quran and History before inferring the final decision of Muhammad (S.A.W) and scholars widely recommend Imam Shāfiʿī in recognizing abrogated Ahadiths. Third is preference (ترجيح) which is based upon peripheral attributes.
The primary purpose of this study was to understand how teachers develop and work as agents of change. The particular aim was to understand the impact of SST program on teachers' classroom practices. An attempt has been made to explore how extensive in-service teacher development programs have an impact on teachers' classroom practices. The study documents the cases of two secondary teachers (who have attended the SST program) from two different contexts (government and private schools). The research draws on qualitative data from sources such as semi-structured interviews, classroom observations and document analysis. The teachers (SSTs), head teachers, fellow teachers, SSTs' students, the course coordinator, and the PDT who was involved in the SST program were interviewed. A number of lessons of both the teachers (SSTs) were observed. Although the study is based on the analysis of only two cases, it provides some insight into the process of teacher development. The SST program has a great impact on teachers' classroom practices. Positive changes were noted in SSTs' classroom practices. However, there is still need for further AKU-IED based support. Moreover, it is necessary to build a school culture and structure that is conducive for the sustainability of the innovation. The study suggests that a professionally trained teacher cannot bring change without a support system. The study also revealed that there was a lesser impact on government school teacher's classroom practices, as compared to the private school teacher, because of a number of factors. In brief, this study reveals that any professional development is not an isolated station in an individual's intellectual journey, but rather a gradual process. The study has also made some recommendations for the schools and for AKU- IED for the improvement of teacher education programs.