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دُور اُن سے دہر کی ساری بلائیں ہو گئیں
جن کی قسمت میں مدینے کی فضائیں ہو گئیں
ہم کو پہلے مل گئے رب کی عطا سے مصطفی ؐ
مصطفی ؐ کی ہم پہ پھر ساری عطائیں ہو گئیں
آمدِ محبوبِؐ ربِّ العالمیں کے فیض سے
فیض یابِ نعمتِ رب ساری مائیں ہو گئیں
عرش پر بھی بہرِ امت در گزر کی اِلتجا
فرش پر بھی ’’ربِّ ھب لی‘‘ کی دُعائیں ہو گئیں
سبطِ پیغمبر پہ جاں کچھ اس طرح قربان کی
حضرتِ عباسؓ پر قرباں وفائیں ہو گئیں
فاتحِ مکہ کا وہ اظہارِ امن و آشتی
محوِ حیرت امن کی سب فاختائیں ہو گئیں
آپؐ کا سجدئہ محشر کام آیا اُس گھڑی
پیشِ داور عاصیوں کی جب خطائیں ہو گیئں
گنگ لہجوں کی صدا آقاؐ عطا ہوں مدحتیں
مسکرا کے آپؐ نے فرمایا! ’’جائیں ہو گئیں‘‘
مَزرعِ ہستی پہ بارِش ہو گئی انوار کی
ظلمتیں مٹتی گئیں عرفاںؔ! ضیائیں ہو گئیں
Mannerism deals with inner-self and or how to achieve goals in life. It brings harmony in physical and spiritual attributes of a person. As Prophet Muhammad (PBUH) was an excellent example due to His apparent and spiritual moral values that is why The Holy Quran and Hadith direct the society and individual to follow Him. Islam is based on moral values and wishes for a society where people live at individual and community level is having its basis on moral values and spiritualism depicted by the divine teaching. Islamic system preaches good moral values and indicates ways to get saved from ill-mannered behavior. An individual with good moral values reflects good faith and blessings from Allah. Islam promoted a sense of responsibility and fear of the Day of Judgment with Love to Allah in such a way that all the life of an individual was converted to a prayer. This spirit affected all the aspects of individual and society life. This article guides us to understand those moral values.
The study aimed to explore teachers perceptions on possible influence of the SSC examination under a public examination board on teaching grades IX and X across school system (public and private) in Gilgit, district of Gilgit-Baltistan. The sample for the study encompasses (n = 132) teachers 50% equally from both the system of schools, recruited through stratified sampling procedure. The researcher employed a cross-sectional survey for the study and collected data using self developed, validated and piloted research questionnaire, which was self-administered in the research field and analyzed data using the non-parametric (Mann-Whitney) test. Overall results revealed that teachers from both the system of schools perceive the SSC examination influences teaching practices while teaching to grades IX and X. However, a significant difference (p < 0.05) was found in the perceptions of teachers from private school. They strongly agreed that the SSC examination mainly assesses selected content and encourages traditional teaching methods. On comparing teachers’ perceptions on the SSC examinations’ influence on classroom teaching presented a non-significant difference [Mann Whitney U = 2022.5; n.s] in perceptions of both the system of schools. The mean value was accounted (M = 3.20; SD = .62) for public and (M = 3.31; SD = .55) for private schools. However, a significant difference (p < 0.005) was observed when the results of the construct; the SSC examinations’ influence on students learning was analysed across the system of schools. Since the current assessment practices, examinations and paper-pencil tests are used as the only technique to assess students learning, my findings indicate the significance of assessment in shaping teaching and learning perspectives and practices. It also unpacks the current standardized examination system and whether it shapes teaching practices and students learning.