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آسانی و سکون ، فراوانی ٹال کر
آسانی و سکون ، فراوانی ٹال کر
رہتا ہوں خوش میں خود کو مشقت میں ڈال کر
آنسو جو میرے آپ کے دامن پہ گر پڑے
ان موتیوں کو رکھنا مری جاں سنبھال کر
غم یہ کہ ہم کو دنیا نے تقسیم کر دیا
تو دل کے ٹوٹنے کا نہ اتنا ملال کر
میں نے پھر اُن کو مانگ لیا تھا جواب میں
جب مہربان ہو کے وہ بولے سوال کر
آ جائوں گا میں بزم میں تیری مگر ہے شرط
میری نشست پہلو میں اپنے بحال کر
سچ ہے اگر یہ بات تو پھر حوصلے سے سن
چہرے کو سُرخ اور نہ آنکھوں کو لال کر
تائبؔ فراق و ہجر کی تلخی کو جھیل جا
اے باکمال ایسا بھی کوئی کمال کر
غیر مسلم اقلیتوں کے حقوق کا اسلامی فلسفہ: قرآنی تناظر میں تجزیاتی مطالعہ
Islamic Philosophy of the Rights of Non-Muslims Minorties: An Analysis in Qur’ᾱnic Perspective Islam is complete code of life for entire humankind. According to the Holy Quran all human beings have been created from a single person (Adam). By birth all are equal and have all fundamental rights irrespective of their religion. If a group is numerically inferior to the rest of the population of state in a non-dominant position, will not be considered minority according to Quran. Quran classify people into two different categories: believers and non-believers on the base of their belief instead of numerical value. Minorities enjoy all fundamental rights and freedoms in Islamic territory. This article demonstrates in the light of Quran that Islam does not discriminate between Muslims and non-Muslims in the matter of rights and will clarify the objection of western propaganda that Islam is rigid for non-believers. There are different types of Non-Muslims living in Islamic state as minority. According to Quran, concept of minority is unique, minority does not mean inferior in number. This paper will reveal the types of minorities and their specific rights along with their basic rights too. It has been concluded that Islam is only religion which offers basic human rights at the level of equality irrespective their religion.The Use of Ict in Social Studies Classroom: the Pakistani Context
The use of Information and Communication Technology (ICT) as a teaching tool in developing countries is still a new strategy for most of the teachers in this context. This study was conducted with an aim of finding out how teachers in developing countries use ICT as a teaching tool. The study will help teachers and teacher educators to better understand how the use of technology (ICT) in the classroom can help to enhance the teaching of social studies in schools. A case study approach was used to study one teacher of Social Studies who teaches lower-secondary school. The study investigated typical ICT resources used by the teacher in teaching the subject; how and in which ways the teacher used ICT in teaching Social Studies and the factors that influenced the teacher's decision about the selection of learning activities and resources. After the analysis of data, it was found that the teacher used ICT as a source of information for herself and her students. It was also found that teacher's use of ICT as a simulation tool was instrumental for enabling students to visualize abstract concepts and aid better understanding. The study also found that the teacher's use of ICT was primarily motivated by the capacity of ICT resources to motivate students during the learning process; thus, providing relevance of the ICT resources to the topic of study. It was evident that the teacher believes that the use of ICT in today's world has become a necessity rather than a choice. The study further indicated that teacher's beliefs about teaching and learning play an important role in the use and selection of ICT materials. It was evident that the teacher's exposure to new concepts about learning influence the teacher's use of ICT. It was, however, further found that much of the use of ICT by the teacher was dominated by the use of CDROMs and internet to achieve conceptual understanding. Less evidence suggested the achievement of higher order and critical- thinking skills.Journals by Discipline
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