ایمان باللہ یہ ہے کہ انسان بغیر کسی شک و شبہ کے اپنی ذات کو اللہ کے حوالے کردے اور مرنے کے بعد دوبارہ اٹھائے جانے کو تسلیم کرلے اور خدا کے سامنے اپنے ہر قول و فعل کا پنے آپ کو جوابدہ سمجھے، اسی طرح فرشتوں کی ہستی کو ان کی معصوم اور قدستی صفت مانتے ہوئے تسلیم کرے، ان کو امین اور معتمد مانے، ان کو اللہ کی ہدایت لانے والا تسلیم کرے، ایمان بالکتب میں اللہ تبارک و تعالیٰ کے اتارے ہوئے صحیفوں کو حق و باطل کی کسوٹی سمجھے اور ہدایت کا ذریعہ مانتے ہوئے زندگی میں اس کی رہنمائی پر پورا پورا اعتماد کرے۔ انبیاء کرام کو خدا کی طرف سے مامور اور واجب الاطاعت مانے، ان کے علم کو بے خطا سمجھتے ہوئے ان کے عمل کو اپنی زندگی کے لئے اسوہ قرار دے اور ان کی اتباع، اطاعت اور محبت کو لازم جانے، انہی چیزوں پر ایمان لانے ہماری زندگی مؤثر اور فعال حقیقت بنتی ہے۔ ایمان بالملائکہ، ایمان بالکتب، ایمان بالانبیاء یہ سب ایک دوسرے سے اتصال رکھنے کی کڑیاں ہیں، ان میں سے ایک کا بھی انکار کرنے والا مؤمن نہیں ہوسکتا۔
اسلام کی بنیاد عقیدہ توحید پر ہے جو کہ ارکان اسلام کا سب سے پہلا رکن ہے نوع انسانی کی دنیوی اور اخروی زندگی کی کامیابی کا انحصار کفر و شرک کی نفی اور توحید کے مکمل اثبات پر ہے اسی اہمیت کے پیشِ نظر اللہ عزوجل نے ہر دور میں اپنا قاصد ( رسول) بھیجا تاکہ وہ انسانوں کو توحید کا پیغام پہنچائے اور اللہ کو چھوڑ کر غیر اللہ کی عبادت سے منع فرمائے اسی لئے اللہ تبارک وتعالیٰ نے ارشاد فرمایا:
"وَلٰكِنَّ الْبِرَّ مَنْ اٰمَنَ بِاللہِ وَالْيَوْمِ الْاٰخِرِ وَالْمَلٰۗىِٕكَۃِ وَالْكِتٰبِ وَالنَّبِيّٖنَ"۔[[1]]
"بلکہ نیکی یہ ہے...
Abstract The aim of this research was to examine the impact of post-COVID stress on the anxiety and coping mechanisms of healthcare workers. A phenomenological approach was utilized to gain a deeper understanding of the personal experiences of the participants. The results of the study revealed the challenges faced by healthcare workers in the aftermath of the pandemic and the coping strategies they employed to manage stress. These findings provide valuable insights for healthcare organizations and policymakers in their efforts to support the mental well-being of healthcare workers. Keywords: Post-covid-19, anxiety, depression, infection, mental health, pandemics, frontline workers, qualitative study, covid aftermaths
The study explored the roles of a subject coordinator in improving teachers' classroom practices in a private secondary school in Karachi, Pakistan. It aimed to further explore the facilitating and hindering factors in the coordinator's role. In order to conduct the study, a qualitative design through a case study approach was undertaken. The purpose of the study was to explore the processes of a subject coordinator, on how she performs her responsibilities and activities. The study was conducted with one subject coordinator, Shakila (pseudonym) and two teachers: Nina (pseudonym) and Saima (pseudonym). The data were gathered through different data collection tools like interviews (unstructured and semi-structured), observations of Shakila's practices, for example, during her classroom teaching, the planning sessions and departmental meetings Conducted on Fridays, as well as document analysis, where teachers' lesson plans, reflective journals, students' homework note books, school timetable and TORS of the coordinator were analyzed. All the interviews with the participants were tape-recorded. The interviews were then transcribed, coded, and themes were accordingly discovered. The findings of the study revealed that Shakila plays a number of roles aimed at improving teachers' classroom practices. The roles were found to be doing classroom observations, giving constructive feedback, facilitating planning and departmental meetings, monitoring students' and teachers' progress, communicating with teachers, mentoring by helping teachers in the lesson planning, helping teachers to enhance their pedagogical content knowledge and helping them in classroom management. The study further illustrates that working as a subject coordinator is not always a smooth and easy task. Rather, it has both facilitating and hindering factors for a subject coordinator in performing his/her roles effectively. The study further unveiled the factors which facilitate or help subject coordinators. The facilitating factors were found to be the subject coordinator's own quest for knowledge, school structure, Friday's sessions, support of the Aga Khan University-Institute for Educational Development (AKU-IED), support of South Education Office, and the cooperation of teachers; whereas, the hindering factors were found to be workload on subject coordinator and challenges faced by the teachers.