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مقدّس پُھول سے شبنم شکستہ خار پر ٹپکی
تمنّا اُستواری کی دلِ مِسمار پر ٹپکی
عداوت کے کسی ریلے کی زد میں قہقہے آئے
کسی مُسکان کی چَھلکَن لبِ تَمّار پر ٹپکی
یہاں وہ برف کے چھوٹے بڑے ٹکڑے لگاتی تھی
پھر اِک دن رنگ کی اک چھینٹ اِس دیوار پر ٹپکی
پِھسل کر جا پڑی چھاگل کسی بے درد چوکھٹ پر
لہو کی بوند ایڑی سے نکل کے گار پر ٹپکی
اُسی کَپٹی کے پَلُّو سے لپٹ کے روگ روئے گی!!
نحوست تیری داسی کی ترے اَوتار پر ٹپکی
چہیتے چاند سے چمکی تری آنکھوں کی بے نُوری!!
تپش سوتیلے سُورج سے ہی اُس بیمار پر ٹپکی
Inequalities in Islamic State and Society: A Critical Review on the Thoughts of Bernard Lewis
Islam and the West are two competitor civilizations of 21st century. West is much fear by the rapid expansion of Islam. It is imagined that very soon Islam is going to become a major religion of the Europe. Now European think tanks are constantly working to present a negative picture of Islam. Bernard Lewis is trying his best to prove that Islam is not a suitable civilization and religion for the world. As there are different classes of citizens within Islamic State and society and all the citizens are not equal in Islamic teachings and practice like women, slaves and Non-Muslims. Whereas, his presented theories are quite different than real teachings and practice of Islam. All the citizens of Islamic State are equal before law but there is difference of responsibilities according to their abilities. This article is presenting a critical and real discussion about the social inequalities blamed by Bernard Lewis, existing in Islamic state and society.Exploring Students’ Learning Experiences Shaped by the Examinations Conducted by a National Private Examination Board in Pakistan
Assessment is the driving force that is responsible for shaping the learning experiences. This research study uses Aga Khan University Examination Board (AKU-EB) affiliated school that offers both secondary (SSC) and higher secondary school certificate (HSSC) program as a case study to explore the learning experiences shaped by the high-stake examination conducted by AKU-EB. To explore this, qualitative paradigm was used comprising of semi-structured interviews, classroom observation and document analysis method. The study highlights that if the assessment is representative of the entire syllabi and does not have repetitive element it helps counter the culture of selective studies and rote memorization, also this can create a journey of learning from knowledge acquisition to life-long learning process. Further to this, data revealed that high-stake examinations invokes anxiety amongst students due to the societal pressure as these examination results are considered as the basis of ones’ career as well as good grades are considered as a social status resulting in competitions amongst family and friends. The study helps in suggesting that learning experiences can further be enriched if the societal pressures are removed as well as the atmosphere during the conduct of examination does not have the factor of newness in it, in terms of setting-up of exam centers and the hiring of invigilators. The study also recommends that assessment can be made more authentic by involving the mechanism of on-going assessment or teacher assessment component as part of the summative examination results.Journals by Discipline
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