چھتری زمیندار
وسط اپریل گذشتہ میں بمقام بردوان ایک چھتری زمیندار نے ۶ بجے شام کو وفات پائی، متوفی کا تعلق چونکہ سورج بنسی خاندان سے تھا، اس لئے نعش شب میں نہیں جلائی جاسکتی تھی، دوسرے روز صبح سویرے متوفی کے ایک عزیز نے نعش کا فوٹو لیا، لیکن جب فوٹو تیار ہوا تو اس میں پانچ شکلیں اور بھی نظر آئیں، جن میں سے ایک شکل مرحوم کی زوجہ متوفیہ اور ایک مرحوم کے بچہ کی پہچانی گئی، جس کا مدت ہوئے انتقال ہوچکا ہے، باقی تین شکلیں بہت دھندلی آئی ہیں، ان کی شناخت نہ ہوسکی، بنگال کے اخبارات اس روایت کے ذمہ دار ہیں، اور بنگال کے سائنٹفک حلقوں میں اس خبر نے ایک خاص تحریک پیدا کردی ہے۔ (مئی ۱۹۲۰ء)
The death penalty is one of the core issues which have been widely discussed around the world. As capital punishment has been the part of the Islamic legal system, the Quran and hadith explicitly established the penalties in various serious crimes. A majority of the world‟s nations has abolished the death penalties from their constitutions, but most of the Islamic countries firmly believe in this system. One root cause of it is that the Holy Quran and hadith provide the justification for capital punishment. Further, several Islamic countries where Islam has the status of the state religion, allow the application of the death penalty. This work has prompted us to expose that the Islamic penal code is well-established in the legal and political systems of Islamic countries and the impact of religious traditions have an indirect impact on the implication of the death sentence. Since the death penalty is even now broadly established in Muslim countries, there is also increasing support in several of these states to abolish of the death penalty. Some secular activists have distorted the Quranic verses dealing with the death penalty to support their instance. For different reasons, they claim that political governments may use the death penalty as cover to suppress their political rivals. Our findings reveal that secular propaganda against the Islamic penal system is based on wrong assumptions and a result of Islamophobia. This research article can provide a logical discussion on the issue of capital punishment, rooted in the true spirit of the Islamic punishment system.
Professional development of teachers takes many forms, all aiming at a long-lasting qualitative change in teachers' thinking and approaches to educating. Reflective teaching is one of the professional development strategies teachers can use to search for better ways of knowing and teaching mathematics. Reflective teaching involves reflecting on one's teaching and reflecting on the meaning teaching has for students. It can take place before or after the event of teaching. The study set out to understand reflective teaching practices in a private school in Pakistan. The objective was to ascertain if reflective teaching is practised in Pakistan, how and why. Furthermore, I wanted to examine and understand the forms of reflection and their effect on teachers' professional development. Two teachers of mathematics participated in this study, shared their experiences and perspectives of reflective teaching in their school. The study was conducted in the qualitative paradigm by using in-depth interviews, lesson observations and reflective discussions for data collection. From the data, five major themes about reflective teaching emerged. First, teachers' notion of reflective teaching seems to be influenced by their personal biography, their curriculum and knowledge base, the beliefs and the context in which they work. Second, teachers tend to consider reflective teaching as a strategy for improving their classroom teaching. Third, reflective teaching does not seem to occur in a vacuum; however, engaging teachers in reflective teaching requires the ongoing professional support from the school management. Fourth, reflective teaching tends to create an enabling environment that leads to develop students' better conceptual understanding of mathematics. Finally, the study reveals that teaching of mathematics does not seem to be related to teacher's formal qualifications. However, the nature of subject content knowledge that the teachers have, seems to be a decisive factor. In addition to these key findings, the study has also revealed some important contextual concerns, which seem to inhibit the teachers' use of reflective teaching strategy. Some recommendations and implications have been drawn from the study. These may assist in understanding reflective teaching as a strategy for improving classroom teaching and the issues on teacher professional development more effectively