سیرت طیبہ صلی اللہ علیہ وآلہ وسلم کا عدلیاتی پہلو: ایک تحقیقی جائزہ A Research Review of the Prophetic Justiceﷺ

Islam is a religion of peace and it has provided a strong system of justice for the establishment of peace and order, the practical picture of which is available to the Muslim Ummah in the form of Sira-e-Taiba of the Holy Prophetﷺ. On which the seal of beauty has been recorded by Allah Himself. Therefore, the system of justice of Islam can be used only when the solution of all issues is sought from Sira-e-Taiba because Heﷺ has eliminated the distinction between rich and poor in the supremacy of law. The Holy Prophet ﷺ has set great and enlightening examples of justice for humanity, the pursuit of which leads to peace and tranquility of social life. In his Supreme Court, the Qur'an and Sunnah and consensus and analogy were of fundamental importance. In the Qur'an and Hadith, Sira-e-Taiba had the status of Shāri' and Legislator, while in consensus and speculation, Sira-e-Taiba has promoted thinking and counseling. The center and axis of Islamic law is your caste. He ﷺ has established justice, supremacy, and law in every field of worship, affairs, disputes, and crime. Therefore, in this article, the judicial aspect of His ﷺ Sira-e-Taiba has been explained in the light of the Qur'an and Hadith, the Sahabah and the followers, and the edicts of the Imams and jurists.

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.