حضرت سید افتخار الحسن شاہ زواری
جیہڑا آپ دے در تے آیا دکھ رہیا ناں بیماری
کھوبر پُل تے لمبی بھینی دین دا جھنڈا لایا
ایڈا فیض روحانی ونڈیا ہر اک نوں ورتایا
اوگن ہار غریباں اتے بہتا کرم کمایا
دل دا میل اتارن پل وچ بھاویں جنی وی اوگنہاری
ویکھن نوں اوہ بہتے سادے پر دل وچ دیوے بلدے
کرن نظارے رب دے پیارے جہڑے سنگت رلدے
بہتا شوق زیارت رکھدے راہواں آپ دیاں ملدے
اوگن ہار غریباںدی حالت آپ نے بہت سنواری
ملتان شہر توں فیض روحانی لمبی بھینی آیا
مخدوم و المشائخ زوار سائیں نے بہتا ہی کرم کمایا
موتی پئے بکھیرن سائیں جتھے وی قدم مبارک پایا
راہواں آپ دیاں تک تک سئیاں کردیاں رہن انتظاری
مخدوم والمشائخ زوار سائیں بیان جدوں فرماندے
انسان کیا پرندے وی ایتھے آکے ہن رک جاندے
سئیاں راہواں تک دیاں رہندیاں کدوں سرکار آندے
مکھ مخدوم دا تکن لئی خلقت راہواں تک تک ہاری
محفل پاک نظامی دے وچ جدوں جلوا افروز نیں ہوندے
محفل دے پروانے سارے عشق نبی وچ روندے
نیر وہاون تے کرلاون پئے ہنجواں ہار پروندے
قلبی عشق روحانی والی لگے دل تے ضرب وی کاری
بیم و رجا تے نظر جے پائیے ولیاں دے سَر کردے
سلطان سکندر مست قلندر آن سلامی بھردے
اوگن ہار غریباں اُتے کنیاں وانگوں ورہدے
جس تے نظر کرم دی پاندے کردے قلب وی جاری
عشق نبی دی شمع جلائی گھر گھر روشن ہویا
لبھی جس حقیقی حیرت اوناں رات نوں سویا
بن حیرت ایہہ زندگی گزری کر افسوس اوہ رویا
حیرت باہجوں زندگی ساری بن گئی ذلت خواری
سید شیر علی شاہ نے لمبی بھینی...
The function of the bank is differentiated into budgetary middle people, facilitator and supporters. Hence, the banks keep themselves as confided body to their trade and business partners. Assets hazard could emerge and to be seen out of such diverse tasks since they are entirely on stake in terms of accessibility. When assets are set out by the non-members supplementary actions are necessary to be taken by the Islamic banks in order to balance assets and liquidity with sharia standards. The purpose of this exploration is to find the liquidity risk associated to the dissolvability of finance based foundation in order to evaluate assets risk management via parallel evaluation between Islamic and other Pakistani banks. This paper inspects the significance of the magnitude of the bank, networking capital margin on equity, finical sufficiency plus return on Resources and Assets (RoA), along assets stake organization in conventional plus Islamic banks of the Pakistan. The investigation relays on auxiliary knowledge that is over the period of four years. For instance, during 2017-2018, the investigation explored positive, hence, less significant relationship of magnitude of the firm plus networking cash surge to net assets along with liquidity vulnerability in similar models. Moreover, financial competence share in other banks plus margin of assets in Islamic banks is found encouraging and prominent at ten percent 10% gradation equivalent.
There is a growing intensity of educational inequality, as the credentials one holds plays an increasingly powerful role in determining one's life chances. While the socioeconomic backgrounds of students are considered crucial, very often schools are complicit in advantaging the already advantaged ones. The present study explores the nature and extent of educational inequalities existent in elite and non-elite schools in the context of Gilgit-Baltistan through critical ethnography and exploring the teachers', students' and parents' perceptions about the life chances of their students. Two research sites, an elite one referred as Research Site A (RSA) and a non-elite one referred as Research Site B (RSB) schools, were selected through purposive sampling, were studied for a period of 10 months. Carspecken's (1996) five non-linear stages of critical ethnography, incorporating periods of prolonged non-participant and participant observations, semi-structured individual and group interviews, and document review guided the data collection process. The theoretical framework of the study was developed drawing on the works of Pierre Bourdieu and Basil Bernstein and it guided the data analysis process. The study revealed some major inequalities between RSA and RSB in three different but interlinked and interdependent domains: context, processes and life chances. The study found inequalities in the endowment and possession of different forms of capitals, which are then lived in the day to day school practices and their production, and reproduction are facilitated by the schooling processes. The curriculum exposes students to a body and level of knowledge which appropriates their specific class positions in the society. The pedagogical processes promote, reward and reinforce the disposition of the upper middle class and distance the dispositions of the students coming from poorer families. The assessment system serves the purpose of continual learning in the case of RSB and the purpose of selection and exclusion in the case of RSA. The unequal socio-economic conditions and schooling processes are perceived to contribute to the unequal educational, occupational, civic and social life chances. The students of RSB are perceived to be more likely to complete their schooling, enter prestigious colleges/universities and choose professional fields for their further education, whereas the chances of school completion, getting into decent colleges and entering into professional fields for the students of RSA are seen as comparatively low. The students of RSB are believed to have a comparatively secure future in terms of their jobs and employability, whereas the students of RSA are believed