کائنات کے نظام کا مطالعہ کرنے سے پتہ چلتا ہے کہ یہاں کسی چیز کے لئے کبھی ہمیشگی نہیں ہے، سب کی ایک عمر مقرر ہے وہ اپنی عمر مکمل کرنے کے بعد ختم ہوجاتی ہے، اس کائنات کو کمال درجہ حکمت سے بنایا گیا ہے جس کی ہر شئے میں ایک قانون کار فرما ہے۔ دنیا میں نیکی و بدی، ظلم و عدل اور تعمیر و تحریک کرنے کے بعد مٹی میں مل جانا یہ حقیت نہیں ہے بلکہ ہر اچھائی اور برائی کا بدلہ ضرور ملے گا۔
حافظ عمران ایوب لاہوری اپنی کتاب ’’آخرت کی کتاب‘‘ میں لکھتے ہیں کہ:
"آخرت ان تمام امور کا نام ہے جو مرنے کے بعد انسان کو پیش آئیں گے آخرت کے لیے کہا گیا ہے کہ یہ دنیا کے بعد آنے والی ہے آخرت پر ایمان پر قائم ان میں سے ایک اہم رکن ہے کہ جب تک آخرت کے متعلق اللہ تعالی کی بتلائی ہوئی ہر خبر پر دل ایسا مطمئن نہ ہو جائے کہ کسی قسم کا شک و شبہ باقی نہ رہے تب تک ایمان بالآخرت کا حصول ممکن نہیں اور ایسا اعتقاد رکھنے والا ہی حقیقی مومن ہے اس کے علاوہ آخرت پر ایمان کا یہ فائدہ ہے کہ اس سے رغبت، خوف اور اعمال صالحہ کی بجاآوری کے ذریعے رب العالمین کی خوشنودی حاصل کرنے کا جذبہ پیدا ہوتا ہے ہر جاندار نے موت کا ذائقہ چکھنا ہے اور جو بھی ذی روح اس دنیا میں آیا ہے اس نے بالآخر یہاں سے رخصت ہونا ہے کوئی بھی موت سے نہیں بچ سکتا چاہے وہ خود کو مضبوط قلعوں میں بند ہی کیوں نہ کرلے اس لئے موت کو ہمیشہ یاد رکھنا چاہیے نبی صلی اللہ علیہ وسلم نے نصیحت فرمائی ہے کہ موت کو کثرت سے...
"The Cosmic Palette: Exploring Colors in Art and Culture" delves into the profound role of colors in shaping the world of art and culture. This article takes readers on a vibrant journey through history, examining the significance of colors in different societies, their psychological impact, and the ways in which artists have harnessed them to convey emotions, ideas, and cultural narratives. From the symbolism of red to the serenity of blue, this exploration sheds light on the universal language of color that transcends boundaries and connects humanity in a kaleidoscope of experiences.
The significant objectives of this study were; to examine and calculate the total and average costs of each selected item, to calculate student’s opportunity costs, to analyse student’s satisfaction with programme, to analyse the cost effective measures taken by academicians for each of three programmes and to assess eleven years admissions and completion and to analyse main objectives of programmes. It was descriptive study based on analysis and comparison of B.Ed programme at Bangladesh Open University (BOU), B.Ed at Allama Iqbal Open University (AIOU) Pakistan, and degree level/SI teacher training programme at University Terbuka (UT) Indonesia. It used a simple non-linear input and output design of “economic approach” of cost effectiveness analysis. The instruments that were developed to collect data about costs and other relevant features of programme were questionnaires. There were two questionnaires. The first questionnaire was administered to the management of programme. The elements in first questionnaire were; 1-Enrolment, 2-completion, 3-costs of examinations, 4- costs of radio and television transmissions, 5-course presentation costs (tutorial and workshop), 6- costs of printed material, 7-departmental/ establishment costs, 8- cost of building meant for this programme in the main campus of university, 9- objectives of programme and analyses about achievement of objectives, 10-benrolment and completion since 1992 to 2002. viiiThe selected output variables for cost-effectiveness analysis were; (a) Completion rate (b) Student’s satisfaction with programme. (C) The most important objectives of each selected programme were analyzed separately. Independent variables for data analysis were university, gender, age, qualification at the time of admission, profession and who paid the opportunity cost of students. The dependent variables for data analysis were student’s satisfaction with programme and student’s opportunity cost. The purpose to add some queries about the preliminary information was to obtain some of background knowledge about programme. Unit cost per pupil was the criteria for cost effectiveness analysis. The cost function applied for data analysis was; Unit cost = Fixed cost + Variable costs / N The results showed that enrolment was the highest at AIOU during 11 years. The highest average costs of examination were; 93.36 (UT), costs of course presentation were 93.46 (UT), costs of printed material were 98.97 (BOU), and departmental costs were 78.76 (BOU). Radio and television department produced programmes for students of BOU. Average cost of broadcast media was .851 at UT. As far as unit cost per student is concerned it was the lowest at AIOU. The mean scores of total opportunity costs were 411 for UT, 227 for BOU and 458 for AIOU. Student’s satisfaction with programme was highest at UT and lowest at BOU. The result showed that unit cost was lowest at AIOU and programme was the most cost effective due to economy of scale. Income from fee of each programme and item wise costs should be maintained in documents so that the assessment and comparison of programme may be feasible for management and researchers. The cost of examination is high at UT as compared to the other two universities. It is better to work out to lower down the cost of examination at UT. Costs of broadcast media at AIOU are in the margin. AIOU may spend on transmissions for all students of B. Ed. The costs of print and Department at UT are the lowest. AIOU and BOU can benchmark for lower down costs of print and department.