نبی کریم ﷺ کا مہنج اصلاحی مکی دور کے تناظر میں

Before the prophecy of Prophet (S. A. W) the overall state of Arabs was so spoilt that even it was impossible for pedagogue and rectifier to show them the right path because it was not merely the matter of rectification of faith or preaching of right path neither to make them get rid of false beliefs nor to ameliorate the society. For the fulfilment of such type of rectification the preachers and guides are always there in the society and the reparation continues or carries on. The real muddle was to eliminate the arrogance and detrimental idolism which was so incessant generation to generation in the long run that the preaching and teaching of Prophet and the endeavor of guides were ineffective for them. It was the need of time to establish such type of shelter in which people of world could refuge in it. The remedy of this issue to bring into existence such type of human who was entirely different from the primitive human being. So Holy prophet (S. A. W) came as reformist. There are many golden aspects of prophet’s (S. A. W) reformation in a society, Makk฀ life is also one of them. It is not only changed and revolutionized the whole of the human history but also changed political, social and moral scenario of world. Methodology which our Holy prophet adopted it was the first Methodology that respected and valued human wisdom along with being on right path. In this article the same view point has been discussed. The following are the main points: 1. Preacher’s conformity in words and deeds. 2. Clear mandate to set the target. 3. Perseverance to achieve the set goal. 4. The best policy for the betterment of society. 5. The key points for the leadership.

Comparative Efficacy of Different Maize Zea Mays L . Genotypes for Acquistion and Utilization of Iron and Zinc under Saline Conditions

This study was designed to examine the relationship of classroom learning environment and Teacher Interaction with secondary school students’ attitude towards the learning of English Language in context of Pakistan. Classroom environment is considered as one of the influential factor in enhancing learners’ achievement, attitude and learning process. The objectives of the study were to investigate secondary level students’ English language classroom learning environment, teachers’ interaction in English language classes and attitude towards learning of English language. Moreover, the relationship of classroom learning environment and teacher interaction with secondary level students’ attitude towards the learning of English on gender and locale was also established in the study. The study at hand was co relational and descriptive. For data collection survey method was used. Multistage stratified random sampling technique was used for sample selection of the study. Stratification was based on three geographic zones of Punjab: Northern, Central and Southern Punjab. One district from each zone was selected randomly. The sample of the study was 930 students from 03 districts of the Punjab. Three instruments were used, first for Classroom learning environment, second for discovering Teacher Interaction in English language classes and third for finding out students’ attitude towards learning of English language. Data for this study were analyzed by using statistical operations through SPSS. T-test was used to calculate the significant difference between means of different categories of respondents like rural & urban, male and female. To investigate the possible relationship among the variables, Pearson correlation was used. Results of the study showed that male and female respondents reflected significant differences on English language classroom learning environment, teacher interaction and attitude towards English. It further revealed that female respondents were more favorable on their classroom learning environment, get more teachers’ support and interaction than male in their English language classes and had more positive attitude towards the learning of English. Significant positive correlation was found among classroom learning environment, Teacher Interaction and attitude towards the learning of English. Findings suggest that positive attitude in a foreign language class can be developed by making learning environment more favorable in shape of better pupil-teacher relationships and teacher support, involvement, cooperation and equity. It may help in developing attitude towards Adoption of English language learning attitude and enjoyment of English lessons in the classroom.