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صلِ علیٰ۔۔۔صلِ علیٰ۔۔۔صلِ علیٰ
بہلول کافی دنوں سے حالتِ سفر میں تھا۔ میں بھی اُس کے ساتھ قدم سے قدم ملا کر چلنے کی کوشش میں گرمی کے تشدد اور صحرائی ہوائوں کے رقص سے بے حال تھا۔ جب سے بہلول کو پتہ چلا تھا ۔۔۔ کہ مجھے نثری نظم سے عشق ہے وہ تب سے مجھے گھنجلک باتیں نثری نظم کے انداز میں بڑی روانی اور آسانی سے سمجھانے لگا تھا۔ ایک دن جب ہم شام کے صحن میں لیٹے ہوئے ۔۔۔ صحرائی گرم ہوائوں میں آرام کرنے(رات بسر) کا سوچ رہے تھے۔ کہ نہ جانے کیسے ۔۔۔ اُس کی سوچوں میں نثری نظم اُتر آئی۔ وہ بولا۔۔۔نثری نظم خوب صورت اور دل آویز قدیم صنف ہے۔
یہ عہد الست سے موجودہ دور کے نشیب و فراز تک ، مزاجِ شفق کی دلیلوں کو فکری اساس کی وادیوں میں پروان چڑھانے میں لگی رہی ۔ یہ کٹھور اور سنگدل لمحوں کی طرف سے دی جانے والی اذیت سے نڈھال ضرور رہی، لیکن مری نہیں۔ اس کی وسعت...
Despite the smooth transition of power from the British colonists to the Sri Lankan Sinhalese in 1949, Sri Lanka inherited considerable challenges. After the culmination of the civil war, from 1983 to 2009, Sri Lanka confronted numerous obstacles in the reconstruction and rehabilitation of the country. Drawing from Birch’s model of national integration, this study attempts to examine the diverse political, economic, and social challenges facing Sri Lanka. The review shows that Sri Lanka needs critical nation building in the following areas: (i) Infrastructural development; (ii) Resettlements and rehabilitation of displaced populations; (iii) Ethnic and religious integration; (iv) Equality in political representation; (v) Educational and employment policies; (vi) Gender equality policies; and (vii) Mental health interventions for children and women. The role of international bodies, like the United Nations Human Rights Council, and neighboring countries is key to creating pressure for national integration and growth. There is fear that if national unity is not at the forefront of state and international policy for Sri Lanka, conflict and instability may arise again.
Time management is the art of arranging, organizing, scheduling, and budgeting one’s time for the purpose of generating more effective work and productivity. The basic philosophy behind this concept is the completion of tasks within an expected timeframe, while maintaining outcome quality through mechanisms such as planning, organizing, prioritizing or multitasking. This descriptive study investigated the time management practices used by secondary school heads in Khyber Pakhtunkhwa. The objectives of the study were to: (a) know the perceptions of Secondary school heads about time management practices and work management styles (b) find out the major problems faced by secondary school principals in managing their time effectively for performing their responsibilities efficiently in the existing time management literature (c) compare the perceptions of secondary school principals about (TMP) regarding gender, level, nature, and locality of school (d) To find out the relationship between the (TMP) used by secondary school Heads and teachers’ job satisfaction (e) investigate the relationship between the frequency of use of (TMP)and level of schools (secondary or Higher secondary), locality of schools (urban or rural), type of schools (Government or private), complexity of school, principals’ time management training, years of service experience, principals’ gender, principals’ work management styles, and their flexibility in using these work-management styles. It studied 372 secondary schools through the perceptions of 372 principals and 744 teachers regarding time management practices. The study focused on the six core categories of time management practices i.e. scheduling contacts, managing meetings, delegating tasks, managing paperwork, establishing priorities and handling interruptions. Self constructed questionnaires were used as a survey instruments for collection of data from the selected participants. Descriptive Statistics, Student test (t-test), Correlation and Regression were performed to analyze the data. The findings indicated that secondary school principals were strong in the area of managing paper work, delegation of tasks, establishing priorities and establishing priorities but weak in scheduling contacts and managing meetings, as a whole, was above average which showed that more need to be done and improved. Time management practices used by secondary school heads and its impact on teachers’ job satisfaction were dependent variables whereas demographic variables of heads were proxy to measure time management practices level of their use in schools. The study revealed that no significant differences were found regarding using of time management practices with respect to gender of principals and locality of school whereas significant differences were found regarding nature of school and level of school. Time management training, level of school, level of school and complexity of school has significant relationship with Time management practices whereas gender of principals, experience as a principal, locality of school, work management styles of principals and teachers’ job satisfaction has not significant relationship with TMP.All the time management practices used by secondary school heads were positively correlated to one another. The study revealed that nature of school, locality of school, level of school, complexity of school as significant predictors of principals’ time management practices. It also revealed lack of insufficient training in this area, multitasking approach, poor planning, handling interruptions, unnecessary paperwork and lack of teachers’ job satisfaction as top determinants to principals’ time management in schools. The study adds to academic knowledge, provides a solid foundation for future research in the area of time management assurance and offers recommendations for time management assurance in secondary schools.