مظاهر الرحمة في شخصية الرسول

Those who abused the Prophet r, and accused him of violence, slander and falsely, had never listened to the call of the mind. They should never ignore the one of the most important verses of the holy book revealed from the Creator, Allah Almighty, that Prophet Muhammad r has been sent to the mankind purely for offering mercy. How can they neglect the fact that the Prophet r himself said if he was a leader without mercy, people around him did not accompany him. When we study the life of Prophet r, we observe that all factions of the society, whether they are slaves or independent, Muslims or non- Muslims, men or women, beloved friends or worst enemies; they were behaved not only with extreme justice, but with utmost mercy. So we find that it was a mercy in everything, in education, in advocacy and in legislation, in war and peace, in the family and society, and in all walks of life, etc. In this article, aspect of mercy in the personality of holy Prophet Muhammad r has been discussed in detail. Opinions of the Orientalists are also presented in the article. Aspect of mercy was not only an ingredient of the personality of Prophet r, but He r also made mercy a part of his followers’ personalities. So history witnesses that there was an elongated reign of peace in the world, whenever Muslim Rulers were in power.

Implementing International Baccalaureate Diploma Programme in a Private School in Kenya

The International Baccalaureate Diploma Programme (IBDP) is a two-year programme offered to students between the ages of 16 years and 19 years, who are in their final years of school. The students have to do six subjects-three at the high level and three at the standard level. There are three cores: Creativity, action and service (CAS), Theory of Knowledge (TOK) and an extended essay, which contribute to the uniqueness of the programme. Although the programme originated in the developed countries, there is a growing awareness regarding the programme in the developing countries. This study sets out to explore how the process of implementing the IBDP is being carried out in a private school in Kenya. The study adopted a qualitative case study design with the IBDP as the case. In order to understand the case, there was interaction with various categories of people: administrators, the IB coordinator, teachers, and students. The data was collected over a period of six weeks through observation, interviews, document analysis, and informal discussions. All the interviews were audio-recorded. Observations were recorded in a field notebook, and a reflective journal was maintained where memos and reflections were written. The study revealed that strategic planning is extremely important in implementing a new programme. It was also found that the programme is quite demanding, and the teachers and the students should be given tremendous support. The students and the teachers feel that the programme is a good preparation for higher education. However, they pointed out that they were working under pressure due to the demands of the programme. They have adopted ways of coping with the challenges. There is a good monitoring and evaluation mechanism to help in the implementation. Professional development has emerged to be very crucial in the implementation of the IBDP. However, the timetable remains a hindrance to such professional development methods; as the help of a critical friend, clinical supervision, and the guidance of mentors. The school has taken some measures to ensure institutionalization and sustainability of the programme. In order to enhance the process of implementing the IBDP in the school, the study has come up with some recommendations such as the timetable overhaul to enhance professional development, and participatory monitoring and evaluation where all the stakeholders could be involved in different ways. Suggestions for further research in the area of the IBDP have also been given.