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یار پرانے چھڈ کے ٹریوں۔۔۔
یار پرانے چھڈ کے ٹریوں نویاں من پسنداں نال
ہتھیں دتیاں ہوئیاں گنڈھاں، بہہ کے کھولیں دنداں نال
ہک پل کول کھلوتیاں میرے، جے کر جگ نے ویکھ لیا
پھیر یقین کسے نہیں کرنا، قسماں تے سوگنداں نال
قدم قدم تے ہے پئی چمدی، منزل پیر مسافر دے
چار دیہاڑے بہہ کے جس نے کڈھے دانش منداں نال
تن من دھن قربان کرایا، دین بچایا نانے دا
شاہ حسینؑ، شہید ہوئے نے، خویشاں تے فرزنداں نال
حضرت امام ابو حنیفہ کے علمی اسفار
Born to a Muslim family in Kufa, Abu Hanifah (RH) is known to have travelled to the Hejaz region of Arabia in his youth, where he studied under the most renowned teachers of Makkah and Medina. Due to his wisdom and knowledge, he is also considered a renowned Islamic scholar. A question arises that why he has a distinguished name in Islamic history. Firstly, he travelled a lot for the sake of knowledge. He started to travel since 94 A.H but from 104 A.H, he had a consistent travelling to quench his thirst for knowledge. Secondly, he did hi level best to spread this knowledge to others. Even he had devoted his complete life for the sake of it. Amongst Imam Abu Hanifah's teachers was Hammad ibn Sulayman, he joined his circle at the age of 22, having already become a well-known debater and studied with this great teacher until the latter's death, where upon he took over his ‘’majlis’’ (circle) at the age of forty. Many well-known scholars admire and praise Imam Abu Hanifah’s services like Imam as-Shafi (RH) is recorded to have stated: "All men of fiqh are Abu Hanifah's children, " ".I would not have acquired anything of knowledge had it not been for my teacher”.Understanding the Sustainability and Institutionalization of Change Initiatives for School Improvement
The sustainability and institutionalization of change initiatives for school improvement dependent on a number of inter-related factors and many of which are cultivated through leadership. The focus of this study was to understand how school leadership sustains and institutionalizes change initiatives for school improvement. The study design was qualitative in nature. Two schools from each public and private educational system were selected, to understand the continuation of the innovations from two diverse outlooks and contexts. The focused, sustained change initiatives in this study were the initiation of the English medium section and school-based teacher professional development in the case study schools, respectively. The headteacher, professional development teacher, and two senior subject teachers from each school were the direct source of data collection for this study. Data were generated through multiple methods such as interview, observation, and document analysis. The findings of the study reported that despite working in a limited framework and resources, school leadership play crucial role as robust contributor in fostering educational changes and school improvement. It was also found that the close association and ongoing interaction of both the school leadership with the stakeholders stimulated and created a culture of collegial relationship in the schools. The involvement of stakeholders in decision-making, shared leadership, and provision of ongoing professional development opportunities created a sense of ownership, commitment, and determination among the staff members. As a result, they put their efforts collaboratively for the sustainability of the change initiatives and school improvement.Journals by Discipline
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