قیام امن میں حضرت عثمان کا کردار: تاریخی و تجزیاتی مطالعہ

Nowadays the entire world, particularly the Islamic countries, are suffering from a state of anxiety and insecurity due to terrorism. The terrorists are destroying peace of the world for the sake of their personal interests. They affiliate their terrorist activities with Islām, while Islām condemns not only terrorism, but also the violation of the country law. Islām is the religion of peace. Allāh, peace of title the with (صلى الله عليه وسلم) Muhammad Prophet His sent Almighty and granted him the name of religion as Islām. The Holy Prophet in harmony and peace of facade the build to life his all spent (صلى الله عليه وسلم) the society. His companions also exhibited human loving nature and. (صلى الله عليه وسلم) Prophet Holy the by them to provided roadmap the followed Ḥaḍrat Uthmān is one of those, who sacrificed themselves for the noble cause of peace. In this article, the remarkable efforts of Ḥaḍrat Uthmān for the maintainance of peace are highlighted. He was commited to peace even before Islām, and after accepting it, he played a vital role for the promotion and maintaince of peace. He the at (صلى الله عليه وسلم) prophet the of ambassador the as appointed was occasion of the Ḥudaybiyah Pact. Uthmān ruled a vast empire. Peace was a hallmark of his era. The evil plots against him surfaced only in the later years of his caliphate. These included objections regarding appointment and administration of the governers. He took every step to stop the disruption of peace, so much so, he did not allow the Muslims to fight for his defence, hence, sacrificed his life.

The Current Practices of School Development Planning in a Private School in Karachi

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.