ہم سے وہ بدگماں نہ ہو جائیں
کوششیں رائیگاں نہ ہو جائیں
اپنے اشکوں کو کب تلک روکوں
خوف یہ ہے رواں نہ ہو جائیں
یاالٰہی! یہ راحتیں اتنی
باعثِ امتحاں نہ ہو جائیں
اپنی آنکھوں کو آپ سمجھائیں
دل کی باتیں عیاں نہ ہو جائیں
پاس میرے نہ بن سنور کے آ
خواہشیں پھر جواں نہ ہو جائیں
راحتوں نے چھڑا لیا دامن
غم بھی نا مہرباں نہ ہو جائیں
قربتوں میں یہ ڈر رہا تائبؔ
اُن سے پھر دوریاں نہ ہو جائیں
Muslims scholars in principle agree that non-combatants are protected and that they lose protection when they directly participate in hostilities. However, the issues of defining the scope of non-combatant and that of direct participation remain contentious which resultantly cause confusions about the protection of medical personnel. The present paper digs out principles of Islamic law relating to the protection of medical personnel during armed conflict and for this purpose focuses on a doctor who works for humanity and who provides medical assistance to all and gives priority on the basis of need only. It tries to find answers to questions such as: is the doctor muqatil (combatant)? Does the act of providing medical assistance to the enemy combatants make the doctor liable for direct participation in hostilities? Does Islamic law distinguish between the legal consequences of direct and indirect participation in hostilities? After exploring the rich Islamic legal literature on the protection of medical personnel during armed conflict, the paper also examines the legal consequences of abuse of the protected status.
The present study deals with the perception of autonomy support, self-concept and educational aspirations of adolescents. This study examined the relationship between parental autonomy support, teacher autonomy support, self-concept and educational aspirations of adolescents. Additionally, this study examined the moderating effect of personal and demographic variables on the relationship between parental autonomy support, teacher autonomy support, self-concept and educational aspirations. For this purpose the Perception of Parental Autonomy Support Scale, Learning Climate Questionnaire and Tennessee Self-Concept Scale were used to measure the constructs. The research was carried out in three phases. Phase-I dealt with translation of scales into Urdu. Phase-II was consisted of pilot testing (n= 220) and carried to determine the cross language validation and to establish the psychometric properties of all the three scales. Item total correlations and internal consistency was determined through alpha coefficients for all the three scales. Phase-III was main study conducted on the sample of 560 adolescents including boys (n=255) and girls (n=305) of age ranged from 13-18 years (M=16.37, S.D=1.39) from different government and private educational institutes. The findings revealed significant relationship of parental and teacher autonomy support with self-concept and educational aspirations of adolescents. The findings of multiple moderated regression and binary logistic regression revealed significant moderation of personal and demographic variables in relationship of parental autonomy support, teacher autonomy support with self-concept and educational aspirations of adolescents.