قرآنی اور غیر قرآنی زندگی کا تقابل اور جائزہ

Allah has blessed the human beings with countless blessings, among these; the two most important are life and Quran. To be thankful for these blessings is compulsory, however, it is to be mentioned with regret that we are unaware of this obligation. Life that is not passed in accordance with the defined pattern and stipulations of Quran is a non Quranic pattern of life. Today Muslims have lost dignity by putting aside the Quranic teachings. What is Quranic pattern of life? To know it one has to dive into the sea of Quran and then need to find pearls and shells by pondering and considering on we can unveil the secrets of the universe. Non Quranic pattern of life is not the guarantee of success, rather it is a disgrace in both the worlds. If life is to set on Quranic pattern then one understand Quran well. To deny useless deeds, false beliefs and civilization of human beings are the objectives of Quranic study. ALLAH also wants the same from Believers. Quran is the mentor of all worldly knowledge. All other disciplines are derived from it and all are dependent on the Quran. Therefore it is necessary to have a purposed life and to come out of purposeless life. Once the pattern is according to Quran, all the disappointments and worries of life would end gradually. Life in the light of ALLAH’s orders is a guaranteed peaceful, blessed and eternal successful. What actions come under Quranic pattern of life and which life goes out of its vicinity, this would be discussed in detail in this article.

Role of Heads of Teaching Departments in the Promotion of Communication at Postgraduate Level

Communication plays a very important role in the management of an educational institution. It is the soul of an organization. An institution cannot be run without proper communication. The purpose of the study was to investigate the role of heads of teaching departments in the promotion of communication at postgraduate level. The population of the study consisted of all heads and teachers in universities and postgraduate colleges in Khyber Pakhtunkhwa, Pakistan. For this purpose, eight universities and eight postgraduate colleges were randomly selected by the researcher as a sample. The sample consisted of 441 (148 heads and 293 teachers) respondents. A questionnaire consisted of 27 items was utilized for data collection. Mean, t-test, and One-Way ANOVA were used for data analysis. The role of heads of teaching departments was positive in all aspects of communication. Type of institute of the heads did not differentiate the two groups of heads in their opinions about their role in the promotion of communication. Insignificant difference was found between the views of heads of natural and social sciences departments about their role in the promotion of communication. A significant difference was found between heads and teachers’ views regarding the role of heads in the promotion of communication. Insignificant difference was observed between the views of universities and postgraduate colleges’ teachers, teachers from natural and social sciences departments, and between male and female teachers about the role of heads in the promotion of communication. Insignificant difference was found among the views of heads by age, qualification, experience as a chairperson, and total length of service in the present department regarding their role in the promotion of communication. Teachers were not differentiated by qualification, designation, age and experience in their views. It viis concluded that heads of teaching departments play positive role in the promotion of communication at postgraduate level. Demographic characteristics of the heads, i-e, age, qualification, total length of service in the present department, experience as a chairperson, type of institute and nature of department do not affect their role in the promotion of communication. This is also evident from the views of teachers that heads promote communication in their respective institutions. To make heads more effective in the process of communication, a course of communication skills may be arranged for newly inducted as well as for those heads who are already working as heads of teaching departments. For this purpose communication training institute may be established in every university. For the development of language proficiency of the heads and teachers, a language laboratory may be established in every institution of higher education.