1۔عوام میں مذہبی جوش و جذ بہ کی قلت
پاکستان میں ابھی ایسا ماحول نظر نہیں آ رہا جو دینی احکام پر عمل درآمد کے لیے سازگار ہو۔ دینی احکام و اسلامی قوانین کا نفاذ اور ان پر عملدرآمد ایک بہت بڑی ذمہ داری ہے ۔ اس ذمہ داری کو پورا کرنے کے لیے ہمت اور جذبہ کی ضرورت ہوتی ہے۔ عوام میں وہ جذبہ اور حوصلہ ابھی ناپید ہے۔ یہ جذبہ اور حوصلہ پیدا کرنا صرف مذہبی و اخلاقی اداروں کا کام نہیں اور نہ صرف حکومتوں کا کام ہے ، بلکہ یہ ہم سب کا ہے ۔ ہم میں سے کتنے لوگ ایسے ہیں جو اپنے ذاتی مفاد ات کی وجہ سے شریعت سے پہلو تہی کرنا شروع کردیتے ہیں ؟ ایسے لوگ کتنے ہیں جو سال ختم ہونے پر رمضان شریف کا مہینہ شروع ہونے سے پہلے بینکوں سے رقم اس لیے نکلوا لیتے ہیں، تاکہ ان کا مال زکوۃ کی ادائیگی کے نتیجے میں کم نہ ہوجائے؟ ۔ کتنے لوگ ہیں جنہیں اگر کہا جائے کہ اس دوا ئی میں آپ کی بیماری کا علاج موجود ہے، لیکن اس میں شراب یا کوئی اور حرام مواد پایا جاتا ہے ، تو وہ اس سے رک جائیں؟۔ کسی بھی فلاحی اور جمہوری معاشرے میں اسلام کے عملی نفاذ کی اصل طلب اور جوش و جذ بہ عوام کی طرف سے ہونا چاہیے ۔ جب تک وہ اس بارے میں گرم جوشی اور طلب کا مظاہرہ نہیں کریں گے، اس وقت تک حدود و قصاص قوانین کے نفاذ میں صحیح پیش رفت نہیں ہو سکتی ۔
This article encompasses specifically the five verses of Sūrah Yāsīn with respect to rhetorical point of view. I tried my best to dig out mysteries of these verses rhetorically in addition to the sum of knowledge in the rhetorical Qur‘ānic studies. I have discussed the semantic aspects and elaborated these verses in the light of Qur‘ānic eloquence and also compared these verses with the verses of Sūrah Quran to derive the arguments of Qur‘ān 's miracles in the shades of rhetoric and eloquence. At the end of this article I concluded the exegesis of these verses with the best scientific consequences.
The purposes of this mixed methods explanatory sequential study were: (1) to investigate effects of examination, conducted by the Punjab Examination Commission for grade VIII, on curriculum and instruction, (2) to identify pressures associated with result of the examination, (3) to explore teachers‟ trust in examination, and (4) to identify uses of result of the examination. Five hundred and twenty six elementary school teachers who taught to grade VIII were randomly selected from seven different districts of the Punjab to complete survey in quantitative part of the study. Survey instrument designed for this study contained 112 closed response Likert scale items. Semi-structured interviews were used to collect data for qualitative phase of the study. Maximum variation strategy of purposive sampling was used to select 28 elementary school teachers for qualitative part of the study. These teachers were chosen from larger sample took part in quantitative phase of the study. The purpose of the qualitative part was to further explore quantitative results. The meta inferences revealed that the examination has not only narrowed curriculum and instruction but learning of the students as well. Teachers were pressurized by school principal and district education authority for good result in the examination. Consequences associated with result of examination influenced teachers to use helping books, old exam papers and practice tests in their classes. Most of the teachers used instructional strategies which were teacher centered and focused on drill and practices of the content likely to appear in examination. Teachers were of the view that the examination was not improving education at elementary level because students attempted MCQs without understanding, no or very limited focus on untested subjects and even selective study within tested subjects. Teachers, irrespective of school location and type, shared that the examination was not credible, lacked fairness, invigilation and marking quality was poor and felt threat to their career because of the viii consequences associated with the result of the examination. It was further explored that teachers and school made very limited use of result of examination. Participants of the study were of the view that the examination was not high in stakes for students but it is for teachers. This study has multiple implications for bringing improvement by consulting teachers who are working in the field and confront with the unintended consequences of educational reforms