The situation of provision of higher education to females and any potholes therein was judged in this research study. It aimed to know whether the females of KPK are being allowed equal participation in the field of the higher education, if not, what are factors that lead to this inequity? Whether gender discrimination in higher education is an independent phenomenon or does it affect other areas. What happens when the females enter the practical life after crossing all hurdles and graduate from the higher education institutes? What are the lost opportunities and missed benefits that result due to discriminatory attitudes towards female higher education?Using mixed method research, involving concurrent triangulation strategy, data was collected using multiple research instruments; questionnaire and departmental records for quantitative method and interviews, and researchers’ diaries for qualitative method. All the students and parents of students admitted in higher education institutes as well as all the faculty members of these institutes were used as population for the quantitative analysis. Following a step by step data collection process, the researcher collected quantitative information from the stakeholders using simple random sampling technique. 8 universities were randomly selected out of 21 HEC recognized public universities. 240 students, parents and faculty members were randomly selected form these 8 universities taking the data producing sample to 720. All the female graduates of higher education institutions who are on-the-job as well as stay-at-home housewives were taken as population for qualitative analysis. Purposive sampling procedure was adopted by the researcher in order to select the required sample from 8 districts where the randomly selected universities were located. 2 on the job ladies and 1 stay-at-home housewife were thus selected from each district. Taking the data producing sample to 24. The unique and conventional social setup of KPK points out toward home and socio-cultural environment as the two most decisive factors leading to gender discrimination and unfair treatment with the females in getting higher education. Poverty, low parental education, son- preference, and early marriages were the home related factors that result in the present gender discrimination in higher education. The stakeholders abstained from giving their views about the role of religious factors leading to gender discrimination. High level of difference was found in this ratio thus leading to discrimination within the institutions. The admission records showed very low female enrollments in many areas. Analysis of data showed strong negative correlation existing between the level of discrimination within the higher education institutes and the Human Development Index (HDI) of the area. Higher the level of discrimination at the institutes, lesser the HDI of the area and vice versa.Qualitative analysis of data of this study show discrimination in many fields related to higher education. Females graduating from higher education institutes and working at various institutes face many difficulties; finding the right job according to their qualifications, on-thejob difficulties like lesser wages, more work, lack of fringe benefits, sexual harassment, gender unfriendly work environment. It was found that majority of the on-the-job ladies observed purdah almost all of whom considered it to create a sense of confidence and security within them, done due to religious obligations and not due to any social pressure.Educated stay-at-home house wives complained of low confidence and self-esteem levels and lack of exposure and financial dependence leading to lower social status within the household most of whom were willing to compromise their position in favor of a job and financial independence. This study suggests prioritizing the efforts to solve the problem. All the effected parties need to join hands and look for solutions. A systematic plan of action needs to be developed in order to find solution to the menace of gender discrimination in higher education. Education is the cure of all the evils. The society needs a sound primary and secondary base for the females to have a strong foothold. Gender friendly education environment at the higher education institutes needs to be created. Employment policies with equal gender representation should be developed. The NGOs, local bodies representatives, education policy developers and implementers and most important of all the people of the community are required to come together and remove the hurdles in the way of female higher education so that they can play their much-desired role in the economic development of the country.
آتش کی شاعری کی نمایاں خصوصیات روانی اور موسیقیت: آتش کی شاعری میں ہمیں ایک خاص روانی اور موسیقیت نظر آتی ہے جو پڑھنے والے پر ایک خاص اثر چھوڑتی ہے۔ بندش الفاظ جڑنے میں نگوں سے کم نہیں شاعری بھی کام ہے آتش مرصع ساز اس شعر کی وجہ سے آتش کو محض مرصع ساز کہنا زیادتی ہوگی ان کے اشعار میں الفاظ کی خوبصورتی کے ساتھ ساتھ رنگین فکر بھی نظر آتی ہے۔ موضوعات کا تنوع: آتش کے کلام میں ہمیں مختلف موضوعات نظر آتے ہیں ان کے ہاں عشق و عاشقی کے موضوعات کے علاوہ تصوف کی جھلک بھی نظر آتی ہے زندگی کے مسائل بھی نمایاں نظر آتے ہیں لوگوں کے رویے بھی جو شخصیت پر اثرات پیدا کرتے ہیں اس کا اظہار بھی ان کی شاعری میں نظر آتا ہے اخلاق کا پہلو کہیں کہیں جھلکتا ہے۔ خارجیت اور داخلیت کا رنگ: آتش کے اکثر کلام پر خار جیت کا رنگ بہت گہرا ہے لیکن اس کے ساتھ ساتھ داخلیت کا بھی اثر نظر آتا ہے آتش کی خارجیت وہ خارجیت نہیں ہے جس کی وجہ سے دبستان لکھنو بد نام ہے آتش کی شاعری میں زندگی کے جذبات و احساسات بھی نظر آتے ہیں کچھ ایسے معاملات کا ذکر بھی کرتے ہیں جس کا تعلق خارجیت سے ہے بقول ڈاکٹر سید عبداللہ: " زندگی کے متعلق لکھنؤ کا نظریہ پر امید تھا مسرت و راحت لکھنؤ کے دو عزیز مقاصد تھے آتش نے بھی ان عزیز مقاصد کی ترجمانی کی ہے۔" دبستان لکھنو اور دبستان دہلی کا امتزاج: آتش کی شاعری میں دبستان دہلی کی روایت، جذبات اور داخلی خصوصیات نظر آتی ہیں لیکن اس کے ساتھ ساتھ ہمیں دبستان لکھنو کی چھاپ بھی نظر آتی ہے آتش ے ہاں کہیں کہیں خارجی تشبیہات اور استعارات ،قافیہ پیمائی کے اثرات...
This research focused on highlighting the purposes of Islam in achieving peace. This paper explains how Islam is the religion of peace and security for the worlds. Its provisions, legislations and purposes ensured all mankind the right to security and security of all kinds: Psychological security, financial security, social security and other types of security which ensure that humanity can live in peace. This is without any kind of these securities being subjected to any slight aggression, sabotage, deprivation or injustice, and if any of that happens then it would be a manifestation of violence and terrorism that is neither accepted nor recognized by Islam which is the religion of peace. The research has shown that Islam has preceded all international laws and norms with respect to the legalization of human rights in peace and war times alike and the sanctioning of those who violate them in this world and in the Hereafter. This is done with supporting evidence from the Quran, the Sunnah, the work of the leaders of Muslim Ummah throughout the Islamic centuries, and the testimonies of non-Muslims who have lived the mercy of Islam and come to know the observance of Islam of human rights. The aims of the research are: To demonstrate the legitimate purposes that Islam has brought to preserve human dignity and security. To show the precedence and superiority of Islamic law in the field of human rights care. To highlight the rich Islamic heritage of human values and civilization through the rules of humanitarian dealing in Islamic jurisprudence in war and peace, and the contributions of the purposes of the Sharia in the development of rules for the preservation of rights and freedoms.
Grammar teaching plays an important role in second/foreign language teaching, and according to Pollock and Waller (1999) Grammar is indeed the lifeline to literacy. It is the language which we need to understand in order to be able to use that language effectively (p.2) The focus of this study is to explore English language teachers' views and experiences in teaching English grammar at the lower secondary level in private English medium schools in Karachi. The study followed a quantitative paradigm. Data were collected through survey, and structured interviews were conducted using questionnaires. The sample included 23 English language teachers teaching English at the Lower Secondary level, that is, classes VI, VII, and VIII, in four secondary private English medium schools in Karachi. The study highlighted English teachers' views about the importance and role of grammar in English language teaching and learning, and the teachers' role in grammar teaching. Teachers in the study indicated that their preferred strategies for teaching grammar included use of a wide variety of activities, games and instructions that promote communicative learning of English grammar. The study indicated that there is still no single answer to what is the best way, or the single best strategy, to teach English grammar at this level. Findings point at interesting similarities in approaches used in grammar teaching in both Karachi (Pakistan) and in Osh (Kyrgyzstan). Some differences in grammar teaching strategies between Pakistan and Kyrgyzstan arise due to differences between the contexts, that is, ESL and EFL contexts. Grammar teaching is an important element of English language teaching in both the ESL and the EFL context, and teachers are trying out newer approaches, and are capable of evaluating teaching strategies and using strategies that are suitable to their context. My purpose for taking up this study was to find out teachers' views and practices in teaching English grammar in Pakistan. The study indicates that grammar-teaching strategies used for teaching in Pakistan (an ESL context) could be used with slight modifications in Kyrgyzstan (an EFL context) as well. Some recommendations for language educators in Pakistan and Kyrgyzstan are highlighted in the study, and the scope for further research in the area is also indicated.