القاضي عياض: حياته وآرائه في علم الحديث

ABSTRACT: Qazi Ayaz was one of the great scholars in the Knowledge of Hadith. He enjoys a unique status in his memory, narration and understanding of Hadith. He has vast knowledge of chains of Hadith, its transmitters, and their biographies. For acquiring this high position he always travelled to get the Hadith from its well-known experts, and used utmost care in getting the authentic chains of transmitters, so much so that he is considered an authority among the great scholars ofHadith. The methodology of Ayaz in the science of the transmission of Hadith is based upon research, accuracy and authentication ofthe text. He considers the science of transmission and narration. The origin and essence in authenticating the Hadith. He was strict in the criticism of the text of Hadith and emphasized on the narration of the Prophet’s words instead of allowing the narration of the meanings, unlike the other scholars of Hadith. Hence he held some special views, due to his long experience in Hadith. Some of his views are about: The comparison with the original hearing. The appropriate age while transmitting Hadith toothers. The omitting ofrepeated words in Hadith. The usage of the marks of dialect in the text ofHadith. The permission in narration ofthose Hadith about which he himselfdoes not have permission

Towards Conducting Effective Clinical Conferences in a Diploma Nursing Programme in Pakistan

The focus of this study was to explore how to conduct effective clinical conferences with Diploma nursing students at The Aga Khan University School of Nursing (AKUSON) a private nursing school in Pakistan. To accomplish this goal I worked with two nursing faculty of year two and year three along with their clinical group consisting of eleven students each. In this situation I worked as a catalyst being a resource person and facilitator, using action research in my attempt to make clinical conferences more effective. Even though students course work comprises of both theory and practice my project focused on the improvement of the process of clinical conferences as it is related to the clinical component of students' learning. Since all existing research on clinical conferences is based in western countries, I have used Wink (1995) and Matheney (1969) as a framework to guide this study and look at their applicability to the Pakistani context. Teachers mostly used students presentation as a strategy to conduct clinical conferences, in the pre-intervention stage of the study. Four out of five teachers asked students to present, although 64% of students admitted that they did not like presentations as a strategy for learning (N=22). During these conferences one or two students presented to the clinical group of 10-12 students. Initially less time was given to discuss nursing, whereas, in the intervention stage the conferences were entirely nursing based. In the intervention stage post-conferences were held using teaching strategies such as guided imagery, role-play, case-studies, debate, nursing rounds, and cooperative learning. Presentation style of conducting post-conferences was modified, whereby students participated, shared experiences, learnt from and between each other. These prototype conferences were rated as highly effective' both by students and teachers. In the post-intervention stage 73% of students (N=22) rated the conferences as ‘good' and ‘excellent'. The students' perception of an effective clinical conference at the post-intervention stage was that it should consists of two way communication involving many strategies to build on clinical practice where everyone participates. During the intervention stage students worked in small groups, the teacher as part of the group, sharing ideas, information and experiences with each other. Time was utilized effectively and the conferences were enjoyable. In this way the teacher helped and encouraged the students in the learning process.