گمنام ہیرو
آئیں اپنے گمنام ہیروز کی قبریں تلاش کریں ۔اسی کی دہائی میں جب سندھ میں قوم پرستی کی تحریک نے زور پکڑا تو انہیں اپنے ایک گمنام ہیرو شہید جنرل ہوش محمد شیدی کی قبر تلاش کر نے کا خیال آ یا ہو شو شیدی کے نام سے مشہور اس ہیرو نے انگریزوں کے خلاف مزاحمت کرتے ہوئے سب سے پہلے(مر سوں مرسوں سندھ نہ ڈیسوں )کا نعرہ لگایا تھا ۔جب چیئر مین بلاول بھٹو زردار ی نے مر سوں مرسوں سندھ نہ ڈیسوں کا نعرہ لگا یا تو انہوں نے بھی شہید ہوش محمد شہید کے مزار پر حاضری دی اور سندھ حکومت کو مزار کی تعمیر کا حکم دیا ۔کمنٹس میں اس ہوش محمد شیدی کے مزار کی تصویر موجود ہے ۔پاکستان پیپلز پارٹی کی جاں گسل مزاحمتی تحریک میں کارکنوں نے بیش بہا قربا نیاں دیں۔ان میں سب سے پہلے ان ہیروز کانام آ تا ہے ۔جنہوں نے چیئر مین بھٹو شہید کی رہائی کی تحریک میں اپنی جا نوں کے نذرانے پیش کرتے ہوئے خود سوزیاں کیں اپنی جا نیں چیئر مین بھٹو شہید پر وار دیں ان میں ایک نام کشمیر سے تعلق رکھنے والے ملک عزیز شہید کا ہے جو پیشے کے اعتبار سے صحافی (پریس فوٹو گرافر )تھے ۔جنہوں نے راولپنڈی کے کمیٹی چوک پر چیئر مین بھٹو شہید کی رہائی کے لیے اکٹھے ہو نے والے ہزاروں کے مجمع میں اپنے آپ پر تیل چھڑک کر آگ لگا لی تھی اور قربان ہو گئے کیونکہ وہ اپنی زندگی میں اپنے محبوب چیئر مین بھٹو کو پھانسی چڑھتا ہو ا نہیں دیکھ سکتے تھے۔میں کچھ عرصہ پہلے خود سوزیاں کر نے والے پروانوں کے لیے پوسٹ کی تو ان کی نواسی سائرہ خورشید ایڈوکیٹ نے مجھ سے رابطہ کرتے ہو ئے بتا یاکہ ملک عزیز...
The main objective of this research paper is the study of possible Sharīʻaĥ non-compliance risks (SNCRs) of Ijāraĥ along with their risk management mechanism. As the activity of Sharīʻaĥ non-compliance is negligence or failure to comply with the Sharīʻaĥ rules and regulations as well as for some extent, the breach of the law of the land. Hence, Identification, Monitoring, Control and Mitigation of SNCRs need to be undertaken sensitively otherwise the spirit and objective of Islamic banks (IBIs) will be no more than different from Conventional banking system i.e. Interest based banking. Consequently, this new practice of Islamic banking will also be considered Sharīʻaĥ non-compliant. Because, failure in control and mitigation of Sharīʻaĥ non-compliance risks (SNCRs) may render the transaction into Null and Void (Bāṭil) or Voidable (Fāsid) as well as the return/rental would be considered impermissible (Ḥarām). Additionally, it may expose the status of IBIs at high risk regarding their reputation, profitability and confidence of their stakeholders which may lead the system towards collapse and downfall. Keeping in mind the need of the identification of SNCR along with estimated risk management/mitigation tools, this paper is developed to help the industry to develop their own Sharīʻaĥ non-compliance risk management system and to achieve the targeted outcomes i.e. Sound reputation of Islamic banking on the basis of Sharīʻaĥ principles, permissible proceeds/profits through genuine Sharīʻaĥ compliant activities and comprehensive knowledgeable material to understand distinctive and accurate Islamic banking system from Conventional. Targeting the abovementioned goals and aims, the answers of following questions are explored: What is SNCR? Is there any approved and authentic mechanism or SNCR management system in market to manage and mitigate them? Is the SNCR destructive for the profit and goodwill of IBIs? Principally, this research paper is an effort to uncover the SNCRs of Ijāraĥ Product along with the risk management mechanism keeping in sight the modern practices of Ijāraĥ Product.
This study examines how the English curriculum of Class 5 is enriched in a Junior primary section of a private school in Karachi Pakistan. The top - down approach requires teachers to follow the National Curriculum as it is, particularly, in Government schools. Most teachers in the Government context have not seen it physically. Hence, teaching in the perspective of those teachers may be to make students cram outdated factual information and remain within the boundaries of “textbook”, which is often mixed up with the curriculum. Little authority is given to teachers to take it further to enhance the learning of the students. On the other hand, few private schools have embarked upon the process of “curriculum enrichment”, because the existing National Curriculum appears to have failed to meet the varying needs and demands of students, and their voices are often unheard with respect to their interests. Moreover, societal and technological changes taking place locally and globally demand that our National Curriculum's scope becomes wider and in depth, bringing diversity and richness in it in order to be able to face the future challenges. Qualitative case study design, studying two classrooms, was used to construct the picture of the participants' understanding about the main research and subsidiary questions. Data were collected through the enriched English curriculum of Class 5 of the school where I conducted this research. The research participants' lesson observations, structured and unstructured interviews of the research participants, interviews of the Vice Principal, the Coordinator and the students, and attending the Coordination Meeting where teachers' and students' concerns and enrichment activities developed by the English teachers are discussed. Analysis of the data revealed that the school is enriching the English curriculum of Class 5 through various strategies, for example, material, organizational, pedagogical, paradigmatic, relational and students' ideas and experiences. The school Management fully supports English teachers in the curriculum enrichment. The teachers welcome students' contributions who have the potential to enhance the curriculum. On the other hand, the English teachers need to develop further understanding about the curriculum and its enhancement so that they could effectively achieve the objectives for curriculum enrichment. Moreover, critical inquiry, in terms of specific enrichment activities and supplementary books, is also needed. Based on these findings, the importance and the recommendations of the study in terms of the teachers' and my own practice, and literature on the perspectives of different stakeholders about curriculum