مولانا ابوبکر اصلاحی
افسوس ہے کہ ۲؍ مئی کو جماعت اسلامی کے ایک ذمہ دار بزرگ اور اعظم گڑھ کے اطراف کے مشہور عالم مولانا ابوبکر اصلاحی صاحب نے داعی اجل کو لبیک کہا، مدرسۃ الاصلاح سے فراغت کے بعد انہوں نے ضلع بستی میں دینی تعلیم کی اشاعت اور درس و تدریس کی خدمت انجام دی، ۴۶ء میں مدرسۃ الاصلاح آئے۔ راقم نے صرف و نحو اور فقہ کی بعض کتابیں ان سے پڑھیں، وہ جماعت کے بڑے سرگرم رکن تھے، اس لیے مدرسہ سے سبکدوش ہوکر اس کے تنظیمی کاموں میں لگ گئے، ان کی اچھی کارگزاری کی بنا پر جب جامعۃ الفلاح قائم ہوا تو اس کی ترقی و استحکام کا کام انہیں سپرد کیا گیا اور وہ عرصہ تک اس کے نیک نام ناظم و صدر مدرس رہے۔ اب علالت و معذوری کی وجہ سے سرائمیر میں اپنے گھر ہی رہتے تھے۔
دارالمصنفین بھی تشریف لاتے تھے، مولانا شاہ معین الدین احمد ندوی سے تعلق خاطر تھا۔ مولانا ابوبکر صاحب کی وفات سے جماعت اسلامی اپنے ایک اچھے اور مخلص کارکن سے محروم ہوگئی، اﷲ تعالیٰ مغفرت فرمائے اور پس ماندگان کو صبر جمیل عطا کرے۔ آمین! (ضیاء الدین اصلاحی، مئی ۱۹۹۸ء)
Every year heads of different states make their speeches in the general debate of United Nations General Assembly (UNGA). They address national and international issues and suggest measures to resolve them with the help of international community and the United Nations. Muhammad Nawaz Sharif also made speeches in the UNGA. In 2013, he was newly elected prime minister and was enthusiastic to resolve issues with India. There was no internal political pressure on him at that time and the government in India was hostile towards Pakistan. But one year in power and embattled with domestic issues and international pressure, the prime minster approached the issues differently in his 2014 speech. The aim of this paper is to compare his two speeches and see what changes occurred in his stance towards India. The main focus of the analysis is: Who is the addressee of these speeches? How confident did Nawaz feel about the solution of the issues that he raised. The Corpus tool Wmatrix has been used to analyze the data. The results show significant differences in his two speeches with regard to his stance towards India.
The present study aimed to explore the certain transformational leadership skills used by the principals of high school to influence on teachers‟ performance at secondary level public schools in province Punjab, Pakistan. The study examined the influence of the transformational leadership skills namely idealized influence, inspirational motivation, intellectual stimulation, individual consideration and humor orientation on teachers‟ performance. The objectives of the study were to find out the level of the transformational leadership skills of the principals, how the five factors separately and jointly influence the performance of secondary school teachers in Punjab. A sample of 223 male and female principals of government secondary schools was taken for the study. Two self-developed questionnaires were used as research instruments to measure the five transformational leadership skills (e.g., idealized influence, inspirational motivation, intellectual stimulation, individual consideration, and humor orientation) of the principal and secondary school teachers‟ performance. Mean and standard deviation were used as descriptive statistical methods to organize and summarize the collected data, while independent-samples t-test, ANOVA, linear, multiple and stepwise regressions were used for the generalizibility of the findings from the sample to the target population. It was found that transformational leadership skills have significant effect on the performance of the teachers. Five transformational leadership skills were determined significant and effective for secondary school teachers. Moreover, principals‟ transformational leadership skill „inspirational motivation‟ is alone accounted for 34% of the variance in the teachers‟ performance. When individual consideration was included, the variance was increased by 18 percent as 52%. The inclusion of intellectual stimulation increased the variance to 58% and when humor orientation was added, 62% of the variance was explained. Adding idealized influence skill, the influencing magnitude was continuously increased to 65% of x the variance in teachers‟ performance and all of the five determinants taken together contributed 65% to the variance of the teachers‟ performance. Therefore, it is concluded that all of the five determinants of transformational leadership skills are very highly significant predictors of the teachers‟ performance. The overall leadership effectiveness regarding the FIVE transformational leadership skills is on moderate level. Principals‟ inspirational motivation skill was found to be dominant predictor of the teachers‟ performance followed by his idealized influence, individualized consideration, intellectual stimulation, and humor orientation. All of the five predictors well determined the teachers with significant predictive powers (R²). The joint contribution of all the five predictors taken together was 65 percent to the variance of teachers‟ performance. So, the principals were required to display these skills to influence their subordinates to get the work done well in time. It means there may be other predictors of the teachers‟ performance to be explored on the same lines. Moreover, the mean value of both male and female principals indicated that they were agreed that transformational leadership skills have positive effect on secondary school teachers‟ performance. The results show that urban principals are more effective than rural principals. The results indicate that principals of 51 to 60 years ages put positive influence on their staff‟s performance than other age groups. The results of the study show that principal having the experience of 21 to 30 years help to improve teachers‟ performance.