حضرت مولانا الیاس کاندھلوی
افسوس ہے کہ ۲۱؍ رجب ۱۳۶۳ھ کی صبح کو مولانا الیاس صاحب کاندھلوی مقیم بستی نظام الدین دہلی نے چند ماہ کی علالت کے بعد بستی نظام الدین دہلی میں انتقال فرمایا، وہ اس عہد میں ان نفوس قدسیہ کی مثال تھے جن کے دم قدم سے ہندوستان میں اسلام کا چراغ روشن ہوا، ان کا وجود اس دعوی کی کہ ہندوستان میں اسلام بادشاہوں کے تیغ و خنجر کے سایہ میں نہیں بلکہ بے نوا فقیروں کے فیوض و برکات کے زیرسایہ بڑھا اور پھلا پھولا ہے، سب سے تازہ دلیل ہے، اﷲ تعالیٰ حضرت مولانا رحمتہ اﷲ کی قبر پر اپنی رحمت کے پھول برسائے۔
پایہ تخت دہلی کے اردگرد ہزاروں میواتی جن کی تعداد کم و بیش پچاس لاکھ تک پہنچ جاتی ہے، سینکڑوں برس کے شاہانہ جاہ جلال اور رعب و ہیبت کے باوجود ایسے ہی نومسلم تھے جو اسلام کے بجائے بت پرستی سے زیادہ قریب تھے اور ۱۹۰۷ء سے لے کر پچھلے آریہ فتنہ تک ان کے ارتداد کا خطرہ ہمیشہ مسلمانوں کا دامن گیر رہتا تھا، حضرت مولانا نے نہایت خاموشی کے ساتھ صرف اپنے مخلصانہ سادہ طریق اور صحیح اصول دعوت کے ذریعہ پچیس برس کی ان تھک محنت میں ان کو ان خالص و مخلص مسلمانوں کی صورت میں بدل دیا، جن کے ظاہر و باطن پر خاندانی مسلمانوں کو بھی رشک آتا ہے، رحمہ اﷲ تعالیٰ۔
(سید سلیمان ندوی، اگست ۱۹۴۴ء)
حضرت مولانا الیاس کاندھلوی
اﷲ تعالیٰ نے اسلام کی حفاظت کا وعدہ فرمایا ہے، اور حضورانورﷺ نے مسلمانوں کو یہ خوشخبری سنائی ہے کہ قیامت تک امت محمدیہ میں سے ایک جماعت حق پر استوار اور قائم اور غالب قوت کے ساتھ دنیا میں موجود رہے گی انشاء اﷲ تعالیٰ۔ اسلام کی تاریخ کا ہر...
Introduction: Adaptive expertise is the ability of individuals to create innovative solutions when they come across novel problems or workplace challenges. Clinicians are often adept at handling routine clinical procedures but lack confidence and a proper strategy when previously un-encountered situations arise. Lots of research has been conducted on basic concepts and development of adaptive expertise however major chunk of literature belongs to non- medical fields. Little is studied about assessment of adaptive expertise in medical professionals and postgraduate residents. Objective: To measure adaptive expertise (AE) of radiology residents and to assess any association between the AE of postgraduate radiology residents (PGR) and their years of training. Methods: This multicenter correlational study involved 181 radiology residents from nine major teaching hospital of Lahore, Pakistan from May to October 2019. Katerina Bohle Carbonell Adaptive Expertise Inventory was used as a data collection tool. The questionnaire contained a total of eleven items encompassing two dimensions of AE: domain-specific and innovative skills. Total scores representing AE of PGRs were measured. AE scores and years of training were correlated using Spearman rho correlation. One-way ANOVA was conducted to further evaluate the association between AE and years of postgraduate training. Results: Out of 181 residents there were 78 (43.1%) males and 103 (56.9%) females. Most of them, 97 (53.6%) were enrolled in four years fellowship (FCPS) program and 62 (34.3%) were in the first year of their residency. Total AE scores of all radiology residents ranged from 33 to 54. AE scores and years of residency were positively correlated (rs= 0.4, p < 0.01). One-way ANOVA and Post hoc comparisons using Tukey HSD test further revealed significant pairwise differences between mean scores of residents’ groups (p = < 0.05) rejecting the null hypothesis. Conclusion: Overall, this study concludes that residents acquire adaptive expertise perpetually with progression in their training. KEYWORDS: Adaptive Expertise (AE), Radiology, Postgraduate Residents (PGRs)
The purpose of the research would be two-fold: 1). to find out the use of experiential learning in Marketing, Human Resources Management and Finance courses of five leading business schools in Karachi, 2). to measure the effectiveness of using experiential teaching methodology in teaching HR, finance and marketing courses in the business schools of Karachi. Following hypotheses were formulated: H1. There would be a gender difference in effectiveness of experiential learning, H2. There would be age differences in effectiveness of experiential learning, H3. Experiential learning in Finance course is more effective than in HRM and Marketing, H4. There would be difference in use of experiential learning between universities, H5. Experiential learning enhances different skills in students. A quantitative survey research design was employed to answer the research questions of the study. The study was conducted in two phases. In phase one, Indigenous Use of Experiential Learning Scale (UELS) was developed in compliance with the Guidelines of International Testing Commission (International Testing Commission, 2013), and Experiential Learning Scale (ELS; Driscoll, 2011) was adapted from the survey used in a study titled, “Graduates’ perspectives regarding the impact of the integration of experiential learning in academic program” by Bridget Anastasia Driscoll at Iowa State University in 2011 (Driscoll, 2011). In Phase Two, the data was collected using Indigenous Use of Experiential Learning Scale (UELS) and adapted Experiential Learning Scale (ELS; Driscoll, 2011) in order to test hypotheses. According to the results of hypothesis one no gender difference was found in the variable of experiential leaning (t=-1.110, df =84, p >.05). Second hypothesis results depict that experiential learning differed among the age of students, (F (2,384) = 9.567, p < .01).Third hypothesis findings shows that experiential learning differed among the courses, (df (2,384) =10,340, p < .01). Fourth hypothesis outcome suggests that the use of experiential learning differed, (df (4,82) =15.565, p < .01) among business schools. The x results of fifth hypothesis demonstrate that overall fourteen skills with Eigen values greater than 0.5. i.e. 1. formulation of ideas (.820), 2. independent thinking (.758), 3. analytical thinking (.686), 4. Problem solving (.712), 5. effective communication (.746), 6. writing skills (.686), 7. technical skills (.631), 9. research skill (.627), 10. responsibility (.623), 11. integration of knowledge from multiple disciplines (.606), 12. self-confidence (.594), 13. organization (.540), 14. listening skills (.515), and 15.time management (.504). From the research that has been undertaken, it is possible to conclude that there was no significant relationship between the gender of students and the impact of experiential learning and males and females equally developed their skills as a result of experiential learning. It was further found out that experiential learning differed significantly from 18 to 20 years than in 21 to 23 years, and 24 years and above age. However, these results are not conclusive and the factors contributing to such differences in learning need to be investigated on. In addition, the study demonstrated that experiential learning in Finance was more effective than in HRM and Marketing which could be attributed to students motivation and interest associated with the use of experiential learning. Furthermore, it is possible to conclude that experiential learning is used in all five business schools that were part of the study. The findings indicate that experiential learning, though comparatively a new concept in business education in Pakistan has found its way to business education. Last but not the least, all students who were taught using experiential learning improved their skills as a result of their experience. The skills comprised formulation of ideas, independent and analytical thinking, effective communication, writing, and technical skills, sense of responsibility, integration of knowledge from multiple disciplines, self-confidence, organization , and time management . Hence the study clearly shows that experiential learning leads to skill development which is the most needed trait in business graduates when it comes to employability.