غیر مسلموں کے حقوق  اور انسانی جان کی حرمت : عہدِ نبویﷺ و خلفائے راشدین کی روشنی میں

غیر مسلموں کے حقوق  اور انسانی جان کی حرمت : عہدِنبویﷺو خلفائےراشدین کی روشنی میں Islam guarantees the protection of life, property, honour, and dignity of all the members of society, regardless of their religion, colour, race or ethnicity. Sanctity of human life is the fundamental issue and Islam emphasized on it the most. Holy Quran declared the murder of a single person as the killing of all humanity. Islam always secured the rights of non-Muslims. Protecting the lives, dignity and property of non-Muslim living in an Islamic state is a duty of a Muslims in general and the Islamic State in particular. The manner in which the rights of non-Muslims were protected in the era of the Prophet (S.A.W) and the era of the Rightly Guided Caliphs is unprecedented. The Prophet (S.A.W) gave this protection constitutional and legal status through his teachings and practice. Our Holy Prophet Muhammad (S.A.W) declared that “The one who killed any Dhmmī would not get the fragrance of Paradise though its fragrance can be sensed at a distance of forty years journey”. In the era of the righteous caliphs, the rights of non-Muslims were also safeguarded. This article is a description of the rights of non-Muslims with reference to the sanctity of human life in Islam. It also throws light on the unique teachings of Islam regarding the fundamental rights of minorities in the period of the Prophet and the Rightly Guided Caliphs. A descriptive and analytical research methodology will be used in this research to obtain results and recommendations. The expected results and recommendations of the study will guide the Muslims and non-Muslims to harmonize the social set up around the globe.

Exploring Teachers and Students’ Experiences About the Use of Information and Communication Technologies Icts in Teaching and Learning Science

In today's developing world, use of Information Communication and Technology (ICT) resources is believed to be useful for promoting conceptual learning in science in general and abstract concepts in particular. In this sense, it is important to understand the use of ICT resources in teaching and learning science from teachers' and students' perspectives. Therefore, this study was carried out in order to explore science teachers' and their students' experiences about the use of ICTs in their teaching and learning of science. The research was conducted in a secondary private boys' school in the District Chitral of Khyber Phaktunkhwa, Pakistan. A qualitative case study method was used to investigate the problem. For the data collection, semi- structured interviews with two science teachers and focus group discussions with the students of Grade 9 were carried out. Classroom observation and document analysis were also used as data collection tools for the study. The key findings of the study indicate that teachers are using ICTs with various purposes in mind. These include: to facilitate in-depth learning of abstract concepts in science, to enhance teachers' content knowledge and pedagogical knowledge, and to use social media in teaching and learning of science and for administrative planning of academic work. In addition, the study points out students' experiences of using ICT in learning of science. It includes: ICTs as tools for enhancing knowledge, developing interest in science and helping students in becoming independent learners. However, teachers and students experience some challenges in using ICTs, which include lack of ICT skills and knowledge, misuse of internet (i.e. surfing offended websites and using only for chatting purposes) and accessibilities to ICT resources. But despite such challenges, teachers are committed and motivated to use ICTs in their teaching and learning of science. The study has diverse implications. The study helps the science teachers and students of the participating school to reflect on their roles and current practices regarding the application of technology in science teaching. Additionally, it gives me the understanding of the usabilities and effectiveness of ICTs in teaching and learning process which would, indeed be helpful in my professional life. This may challenge the educators and the school leadership to work harder to keep themselves abreast of the use of ICTs, ideally, triggering action at the management and government level to do more to integrate ICTs with teaching and learning processes and practices.