یہ جو حیرت سے میں تصویر بنی بیٹھی ہوں
تیرے افکار کی جاگیر بنی بیٹھی ہوں
تو اگر مانگے ترے کاسے میں رکھ دوں خود کو
میں ترے خواب کی تعبیر بنی بیٹھی ہوں
اب تمھارے ہی تصور میں ہے جینا، مرنا
تجھ ارادوں کی میں تدبیر بنی بیٹھی ہوں
منتظر ہوں میں کسی قیس، کسی رانجھے کی
میں کہ لیلائے سخن ہیر بنی بیٹھی ہوں
مجھ کو کب دعویٰ ہے کب شعر کہا ہے میں نے
میں تو خوشبو ہوں فضاؔ گیر بنی بیٹھی ہوں
The question of economic facilities for non-Muslims in a Muslim country has been one of the most important questions in the Muslim and non-Muslim world. It has been highlighted by some economists and jurists about their economic facilities. This paper is intended to discuss the economic facilities for non-Muslims in a Muslim country in the light of Quran and Sunnah and the Islamic history. It is the topmost responsibility of the Islamic state/Muslim country to fulfill the basic needs of human life and to encourage voluntary services for the welfare of the poor, to promote equal opportunities in a Muslim country, to enforce social and economic justice in Islam, to provide social security and basic economic facilities, and to give a fair share of economic rights to all citizens. The Government should also provide employment (services), Jizyah and to impose tax on non-Muslims. It will be shown that in Muslim countries, all non-Muslims have equal economic opportunities and rights as other Islamic citizens and also the same status in terms of Islamic economy. This paper may also throw some light on the Islamic Philosophy of economy in the contemporary Muslim world and explore the constituents and effects of an Islamic/Muslim anti-economy policy. This paper will conclude by providing some suggestions on ways of solving contemporary non–Muslim economic problems in Muslim countries nowadays.
Background: Direct observation of residents in clinical encounters by faculty and assessment for learning has now become a key component of postgraduate training programs. DOPS, a workplace-based assessment form, was designed to provide formative assessment and feedback about a trainee’s procedural skills. Interactions between residents and faculty are central to this learning process and are influenced by multiple factors both at faculty and resident levels as well as contextual factors. The feedback may be used by the receiver to contemplate behaviour change. The receptivity of the resident to the feedback is a key determinant as to whether the process to permanent behaviour change (learning) will occur. Studies have shown discordance between intended feedback by faculty and that received by trainees. It has been noted that top-down approaches to improve receptiveness of feedback have little influence on students’ experience. Tips for trainees have been proposed to make best use of feedback which provide strategies to reflect, interact and respond to feedback from faculty. These tips are numerous to memorize and recall, overlapping in their composition and not specific for the Aga Khan University setting. This study sought to locally-develop the AKUH O.R Feedback tips, a resident driven action research tool based on the twelve tips, to improve receptivity of feedback from faculty at AKUHN. Objective: To develop a feedback guide that postgraduate residents can use to improve their receptivity of feedback received from faculty in the operating theatre after a directly observed procedural skill at Aga Khan University Hospital, Nairobi. Design: A Qualitative action research study. Method: Consented first-year residents from general surgery, anesthesiology, obstetrics and gynecology underwent direct observation in the operating room by faculty after which they received feedback. They then participated in focus group discussions lasting 90-120 minutes during which they expressed their feelings and perceptions towards their feedback, identified problems and proposed remedies. The discussions were audio recorded, transcribed verbatim, verified, anonymized and analyzed using NVIVO 10 software. Giorgi phenomenological qualitative method was used to develop themes. They were then introduced to the “twelve tips of making the best use of feedback” as compiled by Van der Leeuw and Slootweg during interactive workshop. They reflected on their experience, identified with and modified the tips to best suit the academic and workplace environment at Aga Khan University Hospital operating theatre. The AKUHN Feedback tips were formulated and their response to the guide was then analyzed. Results: The residents