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ملا رموزی (احمد صدیق)

ملا رموزی
دوسراحادثہ ملا رموزی کی وفات کا ہے، ان کا اصل نام احمد صدیق تھا، مگر ادبی دنیا میں ملا رموزی کے نام سے مشہور تھے، بھوپال وطن تھا، اور مدرسہ الٰہیات کانپور میں تعلیم پائی تھی، مگر حصولِ تعلیم کے بعد خالص ادبی زندگی اختیار کی، وہ اردو میں ایک خاص مزاحیہ طرز کے موجد تھے، جس کانام انھوں نے گلابی اردو رکھا تھا، اور جو انہی کے ساتھ ختم ہوگیا، ایک زمانہ میں یہ طرز بہت مقبول تھا، مگر ادھر چند برسوں سے اس کا رنگ پھیکا پڑگیا تھا، اور مرحوم کے قلم میں وہ تازگی اور جولانی باقی نہیں رہ گئی تھی، وفات کے وقت پچاس سے کچھ اوپر عمر رہی ہوگی جو علمی دنیا کے لئے گویا شباب کی عمر ہے، مگر اتنی ہی عمر میں مرحوم نے شہرت و خمول کے سارے مدارج طے کرلیے تھے، اور بالآخر گذشتہ مہینہ زندگی کا آخری مرحلہ بھی طے ہوگیا، والبقاء ﷲ وحدہ۔ (شاہ معین الدین ندوی، فروری ۱۹۵۲ء)

How Islam and Democracy are Reconcilable?

The paper discusses in detail different ways how Islamand democracy can be reconciled and highlights the importance of democratic values for Muslim dominated societies, which is the need of modern times. It also discusses how Islam which stands for global peace and security and bound Muslims to be more responsible regarding the implementation of justice, peace and to stand for the fundamental humanitarian values which go in parallel with the concept of democratic principles. The paper also converses, the scenario in which the beautiful religion for entire humanity has been attempted to be hijacked by a radical mindset whichprevailed in every civilization ever existed.

The Nature of Teacher Leadership

The purpose of this study was to explore the nature of teacher leadership in Al-Ikram1 school in Karachi. This study was guided by qualitative research design. Data were collected in a private school in which teacher leadership existed. Face-to-face interviews were conducted, audio-taped, and transcribed. Observation and field notes were recorded and maintained in research notebook. Findings from this study showed that formal and informal teacher leadership existed at Al-Ikram school. Teachers defined the nature of teacher leadership in terms of skillfulness, expertise, confidence, and the ability to influence others. Teachers were empowered to direct their own learning, as they took initiative to form relationships with teacher leaders based on shared experiences, expertise, and availability. These relationships provided support for meaningful interactions to take place. Teacher-teacher leader interactions occured at the classroom level and school level. Classroom-based interactions include shared experiences, availability, curriculum support, instructional support, and collaboration. School-based interactions include shared decision-making. Based on the findings, several ideas are discussed. First, when teachers are encouraged to direct their own learning; they seek out teacher leader peers to improve their instruction. Second, when teachers interact with teacher leaders, they focus on instructional and student improvement. Third, when teachers and teacher leaders collaborate with each other, they experience a sense of collegiality. Fourth, when teachers receive support from their colleagues to take the lead; they feel trusted and valued. Implications for future research and for the principal and the teachers are discussed. Principals should consider creating an environment that cultivates and supports teacher leadership. Teachers can take responsibility for developing themselves as leaders.
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