افراد معاشرہ کی کردار سازی کا عمل: سیرت طیبہ کی روشنی میں

The real purpose of Holy Prophets to come in this world is just only to preach the Allah's messages.  The Allah deliver orders thought revelation which are the significant.  The prophet are the practical shape of that there are lot of stories in the Holy Quran to exemplify  that role model. The ancients of his life and his actual life is not for the entertainment but in fact it is the role model that meant reciter or reader of Holy Quran should take an inspiration form that action, he must construct himself through this Allah has declared the life of Hazrat Muhammad (P B U H) is Uswa-e-Husana. It means the life of Hazrat Muhammad (PBUH) represent the good symbol of his character his sit and down his eat and drink and all good manners thought's this we can constant our character Hazrat Muhammad (PBUH) life is full of kindness compassion mercy gratitude thankfulness abundance courage fearlessness self-reflection and unwavering belief in his mission. Hazrat Muhammad (PBUH)  is the great educator of mankind. He had enlighted the whole world with the teaching and light of Islam.

Exploring a Private Educational Organisations Response to Education in Emergencies Eies in the Context of Gilgit-Baltistan in Pakistan

This study explores a private educational organisation’s response to Education in Emergencies (EiEs) in and aftermath of a natural disaster in the context of Gilgit-Baltistan in Northern Pakistan. The main focus of the study was to explore the organisational strategies, facilitating factors and challenges faced in the response process. Exploratory case study method in the qualitative research paradigm was employed to study the organizational response and data was mainly collected through semi-structured interviews with samples from the organisational management, head teachers and community representatives in education. The primary findings of the study indicate that the organisation used a variety of strategies to respond to EiEs such as setting up recreational centre for students, establishing camp schools, arranging awareness sessions for parents, especially for women on emergency situations and having close coordination with the community and emergency response organisations. Furthermore, the organisation’s response efforts were facilitated by coordination from government and non-governmental emergency aid and response agencies, the organisation’s own structure and its earlier role in the region as a key education provider, the community's organised setup and its positive approach towards education and a culture of volunteerism. However, the results also indicate that the organization faced some challenges in the response process, such as, lack of trained staff to deal with EiEs, arranging alternatives for schooling, lack of enabling environment for children in the IDP camps, non- availability of most needed resources such as tents for schools, issues of quality education in the camp schools, tuition fee of the affected students and harsh weather conditions. The study concludes that the organisation attempted to comprehensively respond to EiEs. However, it is not possible for a single organisation to properly respond to schooling of children because of the diverse needs of an emergency situation. Hence, a serious and conscious effort is required to develop a coordinated and practical response to EiEs in coordination with government and non-governmental emergency response organisations and the community.