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در حقیقت اُس کو حاصل خُلد میں گھر ہو گیا
روضۂ اقدس کا جو خوش بخت زائر ہو گیا
دشت تیرؐے نقشِ پا کے لمس سے ہے باغ باغ
خار تیرؐے ہاتھ میں آ کر گلِ تر ہو گیا
ہر ادائے مصطفیؐ اسلام کی پہچان ہے
سیرتِ شمس الضحیٰؐ سے دیں منوُر ہو گیا
پڑ گئی جس پر شفاعت آفریں نگہِ کرم
داورِ محشر کا لطفِ خاص اُس پر ہو گیا
اُس طرف ہی عالمِ اسلام کا قبلہ ہوا
جس طرف سرکارؐ کا روئے منوّر ہو گیا
تلخیِ میدانِ محشر سے اماں مل جائے گی
میری قسمت میں اگر اِک جامِ کوثر ہو گیا
ربِ اکبر کی نظر میں سرخرو ہو جاؤں گا
میرا اِک بھی حرفِ مدحت معتبر گر ہو گیا
نورِِ قرآں ، روحِ ایماں ، سرِّ عرفانِؔ خدا
آپؐ کی آمد سے ہم پر سب اُجاگر ہو گیا
The formatted initiatives of history of Arabic literature are, as ancient as illiterate era. The age had plenty of almost all literary arts, although it were not in the managed shape like Islamic and mode eras. This age had both the literary arts i.e. poetry and prose. The first one was given full attention for hearing, singing and remembering, while the prose was about to be ignored in these aspects. Despite of done practice, some prosaic arts were orally noted and copied generation to generation. Later on, the arts were put down in their proper chapters with the development of the literature in omade and abase tenures. Some varieties of the prosaic arts are hereby introduced with explanation of its historical background, famous authorities, necessity and samples. This research contains on three sections with research study of three main arts; phrases, golden words and addresses. This research is made in descriptive manner in Urdu language. The purpose is, to make Urdu literates know the limitations of Arabic prosaic arts of illiterate era. Thus, it will be a new addition for Urdu literates and writers.
The purpose of the study was to explore the current practices of School Development Plan (SDP) in a private co-education English medium secondary school in Karachi, because I belong to a private school system myself, and this study will help me to see the common practices and enable me to apply the learning of this study in my own context. To achieve its purpose, the study investigated perceptions of different stakeholders, the process of planning, its implementations, challenges and the facilitating factors of planning and implementation. A qualitative research method was used for the in-depth study. The data were collected through semi-structured interviews, document analysis, informal talks and observations of classroom, meetings, staff-room, observations and informal gatherings and events that took place during the research period. The study found out that different stakeholders have different perceptions of planning. These perceptions depend on their position in hierarchy. People at higher level have a broader view of planning, whereas at a lower level, it becomes narrower. Also, the school is practicing three types of planning: verbal, single and retroactive planning. Retroactive planning is done at the top administration level and single planning is done at the principal's level; however, the teachers' and the coordinators' involvement in planning is seen in the planning of their assigned tasks. The process of planning is non-participatory. It is prepared by minimal involvement of other stakeholders. No explicit vision was seen but the implicit vision, which focuses on spiritual development of students. Two leadership styles were observed in the planning process the single plan at the principal level autocratic, because the plan is made by the principal and distributive' because the teachers and coordinators are involved in planning at the classroom level. Further, the lack of personal expertise for planning and implementation, lack of resources, hierarchal structure of school and workload are seen as hindrance for planning in school. School development planning plays an important role in the school improvement. SDP is a blueprint which is used as a roadmap for planning in the schools to organize and control the activities and resources and to ensure the effectiveness of its function.