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انداز مرا حسنِ بیاں تک نہیں پہنچا

انداز مرا حسنِ بیاں تک نہیں پہنچا
جو رنگِ سخن خوب ہو واں تک نہیں پہنچا

پہنچے ہیں بہت لوگ ستاروں سے پرے بھی
کوئی بھی مرے دردِ نہاں تک نہیں پہنچا

مفلس یہ خبر سن کے ہی بس ڈوب گیا ہے
سیلاب ابھی اُس کے مکاں تک نہیں پہنچا

اعزاز ہے یہ حضرتِ شبیرؓ کو حاصل
سر ایسے کوئی نوکِ سناں تک نہیں پہنچا

جو زخم دیے تو نے مرے دل میں نہاں ہیں
یہ ذکر کبھی میری زباں تک نہیں پہنچا

فیضان ہے مجھ پر یہ مرے گنجِ شکرؒ کا
غم کوئی مرے دل، مری جاں تک نہیں پہنچا

محسوس میں کرتا ہوں محبت میں گرانی
یہ بار ابھی بارِ گراں تک نہیں پہنچا

سمجھا نہ کسی نے بھی مرے درد کو تائبؔ
کوئی بھی مری آہ و فغاں تک نہیں پہنچا

وكالت كی شرعی حیثیت

Islam emphasizes on the establishment of a just society and it is the foremost duty of every Muslim to strive for that. A society can experience peace as long as justice prevails therein; it faces problems only when injustice becomes order of the day. Justice or injustice is the byproduct of human behavior and interaction which at times lead to disputes and conflicts. Justice needs settlement of disputes and conflicts. For that matter it is necessary for judicial system to be in place. The present paper represents a humble attempt to explain and analyze judicial system as developed by the umntah

Study on the Attitude of University Teachers and Students Towards Global Issues Pertaining to Human Rights - Exploring Global Perspective Through Local Disposition

The study aims at exploring the notion of human rights through investigating the attitude of university teachers and students (prospective teachers) towards global issues pertaining to human rights in Pakistan. The overall strategy for the current study is based on survey research design. From a methodological standpoint, mixed method paradigm (survey method and case-study) is used to gain quantitative and qualitative responses. Through stratified random sampling, total sample n=600, i.e., 520 students (prospective teachers), currently pursuing degree in education (B.Ed/M.Ed), and 80 teachers, currently teaching prospective teachers at public or private university were selected from 12 universities and four affiliated colleges of Sindh, Pakistan. For qualitative data, n=20 respondents were selected through purposive sampling. The quantitative data was collected using Human Rights Attitude Scale (HRAS), adapted from Attitudes toward Human Rights Inventory, ATHRI (Narvaez, Thoma & Getz, 2006) and Human Rights Questionnaire (Veizades et al., 1995). The adapted scale was validated through content validity, while Cronbach’s Alpha was statistically applied to check internal consistency (calculated as .90). For qualitative data, in-depth knowledge was inquired through focused group interviews. For ethical considerations, institutions and participants were informed about the research study through explanatory letter and informed consent was signed voluntarily. Overall, 96 hypotheses were tested using statistical tests (t-test and chi-square), while qualitative data was analyzed using themes. The study yields that there is a significant difference in the attitude of university students and teachers towards global issues pertaining to human rights (computed value of t= 6.22). There is a significant difference in the attitude of university students and teachers towards social security (t= 6.02) and civilian constraints (t= 4.92), while there is no significant difference towards personal liberties (t= 1.09). Significant differences are drawn among teachers on the basis of travelling, social/political affiliation, human rights training and experience, while significant differences are drawn among students on the basis of working status, location, schooling and last qualification. For item-by-item analysis, sixty hypotheses were tested out of which, forty hypotheses were rejected. From qualitative data, it was derived that students and teachers face multiple issues pertaining to human rights, which result in scarcity of expressing ideas in solving global issues pertaining to human rights. The respondents are not satisfied with the current state of human rights in Pakistan. Respondents emphasized on the role of teacher, education and higher education institution as a concrete ladder to foster positive changes in society. All the respondents highlighted the importance of incorporating global dimension in teacher education (TE) curriculum, but at the same time identified the missing gaps. Based on the results, suggestions and recommendations are submitted as supplements at the end
Asian Research Index Whatsapp Chanel
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