عہد نبوی میں ذرائع کے اسالیب عصر حاضر کے نوجوانوں کے لیے مشعل راہ

Since from the beginning of humanity means of communication have always been an essential need for mankind. To convey the message and to find means to communicate and express one’s thought one needs a mean to transmit the information to others. That is called communication. With the passage of time and advancement communication means also took modern shape and became advance. Islam as a complete code of life, guides humanity in the all fields of sociology, economic, politics, including mass communication. Allah the Almighty sent messengers and Prophets for the guidance of people. So they served the humanity in different periods of time in different areas. Ḥaẓrat Muḥammad (ﷺ) the last prophet of Allah used these means of communication for the prevalence and preaching of Islam, and left behind a remarkable legacy in the field of mass communication for the guidance till dooms day. Where there have been great changes in other fields and professions of life in the advanced world of contemporary era there had become a revolutionary change in the field of media. News all over the world spread in seconds. Media which is the strongest tool to approach people, but sorry to say that it is detracted badly by prevailing wrong values, vulgarity, jealousy and selfishness. There is a dire need to change the direction of noble that so (صلى الله عليه وسلم) Muhammad Prophet of methodology the towards media values like piousness, self-sacrifices, brotherhood and cooperation should be developed in people and for this purpose youth can play a pivotal and effective role in the field of mass communication. Eyes are looking towards youth of contemporary era to step forward by following our Holy contemporary the how that attempt humble a is article This. (صلى الله عليه وسلم) Prophet youth can play its role by using means of communication by taking guidance from Prophetic Era to lead media towards right direction.

Implementation of an Integrated Curriculum

This study is based on the investigation of the process of implementation of an integrated curriculum. The fieldwork for the study was done in one of the private school Karachi, Pakistan. A total of seven participants and three classrooms for observations were included in this study. Interviews, observations and document analysis were the major tools for collecting data. As a result of the qualitative analysis of the data, the study has come up with some major findings. Some of the findings relate well with the literature and some tend to go in a different direction. In the present context of the school, the concept of integrated curriculum is not clear in the minds of the teachers. Teachers say they use activities and do practical work to teach our children but observation has shown it is difficult for them to do practical work. They are using teacher-directed method in the classroom. It is difficult for a single teacher to manage practical work. The activities are mostly paper-pencil work. Teaching through integrated curriculum is a difficult task in the Pakistani context, where teachers are transmitting knowledge to the children. Teachers need to be given the clear understanding of the task and its objectives; otherwise the implementation will not be successful. For successful implementation the whole staff in the school, especially the teachers, needs to be involved. Without their involvement it is difficult to de design/plan a curriculum, where children are given more opportunities to participate in the class rather than teachers doing everything. For an integrated curriculum teachers see at the needs and interest of the child and select the themes for their study. In the present practice, the curriculum manual has been given to the teachers to follow exactly as it is with activities as well, no teacher involvement has occurred. Teaching through an integrated curriculum requires teachers to play different roles such as a facilitator, a planner and a guide. But the present situation in the school shows the teacher to be a dictator. Classes are teacher-centered instead of being child-centered. Teacher's role needs to guide and help children whenever they are in need rather than simply giving instructions. There are some challenges as well that the school is facing. The major challenge is assessment in an integrated curriculum. The school is struggling as to how to do t assessment. They were doing daily assessments two years back when they