Qur’ānic Concept of Divine Mercy Projected through the Pairs of Divine Attributes: A Criterion for Social Amelioration

This paper intends to discuss Qur’ānic concept of Divine Mercy in the light of couples of Divine Attributes mentioned at the end of verses in order to study what standards have been given for the best human conduct and how we may extract guideline and principles for communal amelioration acquiring well-balanced social rhythm. Conversely, what are the conditions and prerequisites that are responsible to make a person deserving and worthy of Divine Mercy as advised by Qur’ānic verses from within the domain of selected pairs. This paper desires to estimate the hypothesis that Divine Mercy gives rise to the better understanding leading towards broad spectrum of the subject theme where social betterment is greatly concerned. Employing analytical method, we may be able to know multiple dimensions regarding human life and its rectification. This study concludes that from the universal message of Divine Mercy each pair demonstrates its unique communication, which may cause to find the details for social amelioration as well as practical evidences concerning the better social milieu, instead of just concentrating upon theories and revolving around the ideas in relation to the concept of mercy. This communication finds that how these pairs mutually addressed the humanity to educate them commendable conduct along with preventive measures, for praiseworthy living. It is recommended that this discourse will provide a data from Islamic weltanschauung concerning Divine Mercy projecting an exclusive comparative stance towards different thoughts and religions.

Exploring the Influence of Pdcns In-Service Programme Child Friendly School Project on Classroom Practices of Government Primary School Science Teachers in Gilgit-Baltistan

The purpose of the study was to explore the influences of PDCN's in-service training programme on the classroom practices of Science teachers. Its purpose was also to see the change teachers undergo in their attitudes and behaviour after passing through the in-service programme. Furthermore, the study also sought to understand the factors that either facilitate or hinder teachers from using their new learning in the classroom. Qualitative research method is used to conduct this study. The sample of the study consists of two government primary schools Science teachers' who attended the training, organized by the PDCN under a UNICEF-sponsored project the Child Friendly School Project (CFS, P). Purposive sampling was used to select the participants. The data were collected through multiple sources such as, interviews, classroom observations, focused group discussion, field notes and documented analysis. Two in-depth semi- structured interviews, lasting for 60-90 minutes were conducted with each participant and their responses were audio recorded. An interview guide was used which helped me to be focused on the research topic. Secondly, five lessons of each participant were also observed. The observation guide was used. Moreover, one focused group interview was also conducted with the students in order to know about the teaching practices of the teachers and the students' responses towards these practices. Some relevant documents were also analyzed. The findings showed that the in-service training programme (CFS, P) has positively influenced the teachers' perceptions about teaching and learning of Science. Change in perceptions has led to a positive change in their attitude towards teaching and learning process. To some extent the CFS, P has also positively influenced the teaching practices of the teachers. However, the degree of change or impact of the programme on the teachers' practices varies from teacher to teacher. There is visible change in the way one teacher organizes her teaching but there is a little change in the approach of other teacher. This variation could be attributed to individual teacher's orientation or level of commitment to change. The training programme also influenced the attitude of the teachers towards their students. They reported that after the training programme, they initiated to involve the students' in the teaching learning activities in the classroom. The findings also highlighted that the teachers face challenges in their efforts to implement their new learning. Some of these challenges are lack of parental involvement, lack of follow-up strategy, examination system, syllabus completion,