کاغان وادی دیاں ویکھن یوگ تھاواں
بالا کوٹ :
بہت ای پر سکون تے خوبصورت تھاں بالا کوٹ سمندر توں 3226فٹ اچی تھاں اے ۔مانسہرہ توں ایس دا فاصلہ براستہ بڑاسی 50کلو میٹر تے براستہ جا بہ 40کلو میٹر اے ۔بالا کوٹ دے ارتھ اچے قلعے دے نیں ۔اے شہر اک اچے ٹبے اتے واقعہ اے ۔ایس لئی ایس نوں با لا کوٹ آ کھیا جا ندا نے ۔ایس شہر دے مشرق ولے بھنگیاں ناں دا پہاڑی سلسلہ موجود اے ۔مغرب ول مٹی کوٹ دے پہاڑ شمال ول سلسلہ کوہ دی دی اچی چوٹی ’’موسیٰ دا مصلیٰ ‘‘تے جنوب وچ گڑھی حبیب اﷲ توں بعد تحصیل ابیٹ آ باد موجود اے ۔کنہار دریا شمال توں جنوب ول کھپ پا ندا ،چھگ اڑاندا وگدا اے ۔ایس دے کنڈے اتے ہرے بھرے کھیت سیلانیاں دی کھچ دا کارن اے ۔ایس دے کنڈے سیلانیاں دے پرپھڑ لیندے نیں ۔ایس تھاں دا واتا ورن (آب و ہوا )بہت سوہنا اے جو مینہ پین سمے ہور سوہنا ہو جا ندا اے ۔
ایس شہر نوں کا غان وادی دا بوھا(GATE WAY)وی آکھیا جا ندا اے ۔کاغان وادی دو پلاں راہیں ایس شہر نال ملی ہو ئی اے ۔ اک معلق پل (لٹکداپل )جس نوں 1895ء وچ بنا یا گیا تے دوجا اوہ پل جس اپروں ٹریفک لنگھ کے وادی وچ داخل ہو ندی اے ۔ایس پل نوں 1995ء بنا یا گیا تے ایس نوں اوس ویلے دے صدر فیلٖڈ مارشل محمد ایوب خان نے چالو کیتا ۔
1992ء دے طوفانی سیلاب نے بالاکوٹ تے آل دوالے بہت نقصان کیتا ۔جس پاروں ایس دی قدرتی خوبصورتی وی متاثر ہوئی ۔ سڑکاں خراب ہو گئیاں ،پر پاک فوج دے جواناں نے ایہناں...
Education is a very important aspect of human life. Muslims were strongly believed on Religious Education. It was considered mandatory for spiritually life here in this world and here after. This article “Research Study of Religious Education Trends in the Prophet (PBUH) Era” introduces the concept of “education” with its definition from Oxford Dictionary and by Muslims philosophers. The “Education System” is also defined with its main components and its objectives in the light of sayings by various Muslim intellectuals. Then, the education system in the Prophet (PBUH) Era is discussed in detail. The role of Prophet (PBUH) and his companions and their effects are also discussed. It also studies the main objectives of Religious Education, its curriculum, the role of Mosque and the relation between teacher and student. Lastly, the current education system of Pakistan is analyzed critically and a few suggestions are given to make it a better one.
The purpose of the study was to examine the direct effects of psychological empowerment on psychological capital, employees’ job attitudes and behaviors and the direct effects of psychological capital and employees’ job attitudes and behaviors. This study further examined the mediating role of psychological capital between psychological empowerment and employees’ job attitudes and behaviors. In addition, the study also examined the moderating role of Core-self-evaluation on the relationship between psychological empowerment and psychological capital, whereas psychological contract types (relational and transactional contract) were moderators between psychological capital and employees’ attitudes and behaviors. Longitudinal research design was used in the current study and data were collected from employees working in different telecom sector organization. The data on psychological capital, psychological empowerment and psychological contract types (relational and transactional contract) were collected at time 1, after approximately two months data on CSE, employees’ attitudes and behaviors were collected at time 2 and whereas supervisory based employees performance data was also collected at time 2. The total sample size for analysis was 411. The findings revealed that psychological empowerment had a positive effect on psychological capital, employees’ attitudes, employees’ behavior and employees’ performance. However, psychological capital were also found to be positively related to employees attitudes, employees behaviors and employees performance. In addition, psychological capital mediated the relationship between psychological empowerment and employees satisfaction, employees commitment, employees turnover intension, counterwork productive behaviors, organization citizenship behavior and in-role performance. The result further shows that core-self-evaluation moderated the relationship between psychological empowerment and psychological capital. The results revealed that psychological contract types (Relational Contract and Transactional Contract) moderated the relationship between psychological capital and turnover intension, counterproductive work behavior and commitment of employees, whereas their as non-significant relationship of interactive effect psychological contract types (Relational Contract and Transactional Contract) and psychological capital was found with OCB, employees’ satisfaction and in-role performance. Future direction and implication of the study are also discussed. Key Words: Psychological Empowerment, Psychological Capital, Psychological Contract, Core-Self Evaluation, Job Attitudes and Behaviors