سیالکوٹ ایک تاریخی اور ادبی خطہ رہا ہے۔ اس کی تاریخ پانچ ہزار سال پر محیط ہے۔ سیالکوٹ تاریخی ، جغرافیائی ، ثقافتی،سماجی،تہذیبی،علمی اور ادبی لہاظ سے دوسرے عالمی ادبی شہروں سے کم نہیں۔سیالکوٹ کو اقبال و فیض کے مولد ہونے کا بھی لازوال فخر حاصل ہے۔ بقول گوپی چند نارنگ :
’’ بیسویں صدی کے اردو ادب کو سیالکوٹ کھا گیا نصف اوّل اقبال اور نصف دوم فیض‘‘۔
سیالکوٹ کی مٹی بڑی زرخیز اور مردم خیز ہے ۔ سر زمینِ سیالکوٹ نے علم و ادب اور فنونِ لطیفہ کے میدانوں میں گراں قدر خدمات سر انجام دی ہیں۔ داغ دہلوی اور اقبال کے کئی شاگرد سیالکوٹ کے رہنے والے تھے۔ اقبال و فیض کے علاوہ ارض اقبال میں متعدد مشاہیر پیدا ہوئے جن کے شعری و نثری سرمائے میں آ فاقی موضوعات ، اصناف اور اسالیب موجود ہیں۔ اس طرح خطہء سیالکوٹ کا تخلیقی ادب عالمی ادب کے ہم پلہ ہے۔ راقم الحروف نے اپنی تخلیق بعنوان’’ ارضِ اقبال ۔ آ فاقیت کے آ ئینے میں‘‘ سیالکوٹ سے منسلک مختلف شعرا و ادبا کی ادبی خدمات کا تحقیقی و تنقیدی جائزہ لیا ہے۔ یہ تحقیقی وتنقیدی جائزہ ادبی خدمات کے علاوہ ادبی رجحانات، ادبی اصناف، اسالیب اور اقبال شناسی کے حوالے سے بھی ہے۔
یہ تصنیف پندرہ مقالات پر مشتمل ہے ۔ جس میں حوالہ جات ، حواشی اور تعلیقات کا خاص خیال رکھا گیا ہے۔ یہ مقالات ہائر ایجوکیشن کمیشن اسلام آباد ،پاکستان کے منظور شدہ ریسرچ جرنلز میں شائع ہو چکے ہیں۔
ڈاکٹر نصیر احمد اسد
سیالکوٹ، پنجاب، پاکستان
The proposal of interest-free banking is very old because Islam restricted the interest base transaction at very beginning after the revelation of prohibition of Interest, noble Quran called it as Riba. This prohibition is of sever nature relatively, Allah says; O you who have believed, fear Allah and give up what remains [due to you] of interest, if you should be believers. And if you do not, then be informed of a war [against you] from Allah and His Messenger. The suggestion for the establishment of such financial institutions that run according to shariah has been put in queue for about centuries. To get rid from the dominancy of conventional banking system, forced the religious scholar to take initiative in this regard and started interest free banking. It was not easy to switch entirely from conventional banking system to Islamic one as for different technical issues, leads the existent banks to start dual banking system. Bank of Khyber is the first Bank of Khyber Pakhtunkhwa operating as dual banking, i.e. Conventional as well as Interest free banking. This study focuses on analysis of dual banking system of bank of KHYBER in order to know the extent of conformity with shariah standards along with highlighting the earlier efforts of it towards Islamization.
The purpose of the study was to understand the pedagogical beliefs of science teachers in professional nursing education. The study also sought to understand their personal, professional beliefs and how these beliefs influenced their practices. Demographic questionnaires, along with life history interviews and classroom observations were used as key methods for data collection; life-history is used as a methodological lens for in-depth exploration of participants’ lives.
Demographic data collected from 26 private, Pakistan Nursing Council (PNC) registered schools of nursing revealed that 71% of the science teachers were subject specialists with a masters’ degree in science, while the rest are doctors, engineers, pharmacists, and nurses.
Based on demographic findings three subject specialists, two female and one male were selected as participants. Three life- history interviews and three classroom observations were conducted for each participant. An analysis of interviews and classroom observation data revealed that the participants entered the professional teaching context with pedagogical beliefs that developed in two contexts, their own schooling and the out of school contexts. Both of these contexts influenced their pedagogical beliefs. All the participants were nurtured differently, went to different academic institutions, were exposed to different professional development opportunities, and worked in different contexts (academic and professional institutions). Their biographies revealed that these differences shaped their experiences, perceptions, and reasons according to the ways they lived their lives, and conceptualized and practiced teaching in professional schools.
The findings suggest a strong relationship between the science teachers’ experiences of teaching in professional nursing education and their developing pedagogies. The dynamic nature of their teaching and learning beliefs were affected by their personal, social, cultural, historical, and contextual influences. Participants’ understanding of the nature of science (NOS) was found to be one of the major influences in the pedagogical development and pedagogical beliefs. Cognitive dissonance was observed in their beliefs about the NOS and their reported and enacted teaching practices. The reported and the enacted beliefs of the participants imply that conceptually they are still holding a positivist view and hence positivist stance, but pedagogically they seemed inclined towards the constructivist views and positions.
It was interesting to find similarities between cases that were from different contexts, yet to find differences in their professional practices when they belonged to the same profession and had similar academic backgrounds.