School environment plays a vital role in effective learning and development of positive behavior. The behavioral problems have been major concern for parents, administrators, social workers, educationists and teachers all over the world. The behavioral problems affect learning environment of educational institutions. Therefore, the study was conducted to explore negative social behaviors of secondary schools students. In addition, the opinions of teachers and parents of secondary schools were identified regarding students‘ negative social behviours. The study was descriptive in nature; therefore, the survey approach was adopted for this study. All the students of secondary schools, teachers and the parents of the students were the population of the study. The researcher selected two thousand eight hundred and eighty (2880) participants as a sample for this research. The sample of the study consisting of two hundred and eighty eight (288) respondents from each district including twenty (20) students, eleven teachers (11) and five (05) parents was selected through multistage sampling technique. A questionnaire was designed for the students of 9th and 10thclasses, their teachers and parents. The researcher collected data personally from the respondents. The collected data were analyzed with the help of Statistical Package for Social Sciences (SPSS) version 20.0 by calculating frequency, percentage, mean, standard deviation, and oneway ANOVA followed by Bonferini. The findings of the study reveal that most of the secondary school students are involved in cheating, street crime and one-wheeling. The results indicate that most of the teachers opine that students show aggressive behavious. The opinions of teachers, parents and students concluded that pressure groups play negative role in institutional development and teaching leaning process. Parents need to be aware of their duties towards children. Teachers and parents are recommended to keep eyes on students in order to monitor and supervise their activities. In this way, positive behavious can be promoted among students.
اک واری دی گل اے کہ اک جنگل وچ اک طوطا رہندا سی۔ طوطا بہت خوش سی کہ اوس نوں جنگل وچوں کھاون لئی وافر پھل مل جاندے نیں۔ اوہ ایہناں نوں کھاندا تے جنگل دی سیر کردا۔ اک دن اوہ امرود دے درخت اتے بیٹھا امرود کھا رہیا سی کہ اک گالڑ وی اوس درخت اتے چڑھ آندا اے۔ پہلاں اک دوجے دے یار بن جاندے نیں۔ طوطا گالڑ نوں امرود کھواوندا اے تے اپنے گھر آون دی دعوت دیندا اے۔ ایس توں بعد طوطا تے گالڑ اپنے اپنے گھر آ جاندے نیں۔
کئی دناں توں بعد اک دن ہلکے ہلکے بدل آئے ہوئے سن۔ ٹھنڈی ہوا چل رہی سی۔ گالڑ گھر وچ ویہلا سی۔ اوس دے من وچ خیال آیا کہ کیوں نہ اج طوطے دے گھر پھیرا پایا جاوے۔ ایس خیال دے آوندیاں ای اوہ تیار ہو کے طوطے دے گھر اپڑ جاندا اے۔ طوطا اوہنوں اپنے گھر ویکھ کے بہت خوش ہوندا اے تے جی آیاں نوں آکھدا اے۔ جنگل وچوں ہر طرح دے پھل اکٹھا کر کے اوہدی مہمان نوازی کر دا اے۔ گالڑ سب کجھ کھا کے طوطے کولوں گھر واپسی دی اجازت لیندا اے۔ واپسی تے گالڑ طوطے نوں اپنے گھر آون دی دعوت دیندا اے۔ جو طوطا قبول کر لیندا اے۔
کجھ دناں بعد طوطا گالڑ دے گھر جاون دا پروگرام بناندا اے۔ اوہ تیار ہو کے اوہدے گھر جاندا اے۔ اوہدا گھر اک سکی ٹاہلی اتے ہوندا اے۔ گالڑ طوطے نوں خوش آمدید آکھدا اے تے خوشی دا اظہار کردا اے۔ گالڑ کدی ٹاہلی دے اپر چڑھدا اے تے کدی تھلے اتر دا اے۔ طوطا اوہدا ایہہ عمل ویکھ کے ڈاڈا حیران ہوندا اے۔ جدوں بہت وقت لنگھ گیا تاں طوطے نے سوچیا کہ...
This is not hidden from anyone familiar with Islamic laws, that in Islam the punishment for every person who enters the realm of Islam voluntarily and then turns away from Islam and returns to disbelief, is capital punishment (death penalty). From the earliest days of Islam, all the Companions, Followers, and all Islamic Jurists have improved the same, but at the end of the nineteenth century, many people who hated Islam refused to accept the punishment imposed by Islam due to various doubts. They have also challenged its legitimacy. As a result, two types of views on apostasy emerged. Some other scholars, at the endof the twentieth century, came with a third view on the punishment of apostasy. They neither deny the punishment of apostasy in general nor do they believe in it as the majority of scholars do. Therefore, in this article, we will briefly discuss these three types of views and their arguments, so that truth and falsehood become clear and no doubt remains in this matter.
Behaviour management of students is an important aspect of school life and an integral component of the leadership practice of the school leaders. The behaviour of students reflects the school's norms, culture and priorities where the school leadership plays its vital role in formulating strategies aimed at institutionalizing the desired set of behaviours. Therefore, the purpose of this study was to explore the influence of school leadership on behaviour management of the students. It further aimed at investigating the views of the teachers and students about the school leadership's influence on behaviour management of the students. Precisely speaking it intended to investigate how and to what extent does school leadership influences students' behaviour management in a private secondary school of Karachi. Within a framework of a case study design, data was collected in two phases. In the first phase, the influence of school leadership on student behaviour management was explored through semi-structured interviews from the school leadership, observation and document analysis. Based on the themes generated in the first phase, a survey questionnaire was developed and administered to the entire teaching staff of the secondary section and to a group of randomly selected students, to understand their views about school leadership's influence on students' behaviour management. This study explored that school leadership influences students' behaviour through initiating and maintaining various policies and procedures. They enact certain support mechanisms both for students and teachers with regards to student behaviour management. The school leadership involves parents and maintains certain procedures of awards for encouraging positive behaviours and consequences for discouraging negative behaviours. They also considerably influence students' behaviour through their own personal practices. This study can prove beneficial to the participating school as well as to other school leaders in understanding how they can manage their students' behaviour. Furthermore, it may help them in knowing teachers' and students' perceptions on the effectiveness of these strategies. The findings of this study may provide useful insights for the teacher educators in planning and designing teacher and school leadership training programmes in the area of student behaviour management.