دیہات میں قابل ڈاکٹروں کا فقدان
آج تک یہ المیہ ہی بنا ہوا ہے کہ شہروں میں زیادہ سہولتیں ہوتی ہیں اور دیہاتوں میں زندگی سہولتوںسے دور ہوتی ہے۔اسی بات کی وجہ سے لوگ شہروں کا رخ کرلیتے ہیںاور دیہاتوں میں پہلے سے بھی کم لوگ رہ جاتے ہیں۔جو افراد تعلیمی میدان کوفتح کرلیتے ہیںتو وہ دیہات میں رہنا پسند نہیںکرتے ،بوریا بستر سمیت شہروں کی طرف نکل پڑتے ہیں۔جیسے وہ پڑھائی ہی اس لیے کرتے ہیں کہ وہ شہروں کی طرف زندگی کو لے جاسکیں۔
ناطق نے بھی کہانی کے آغاز میں قاری کی توجہ اسی طرف مبذول کرائی ہے کہ دیہاتی زندگی بہت سادہ ہوتی ہے۔جہاں قابل ڈاکٹروں کا فقدان ہوتا ہے قابل ڈاکٹرز کا اس لیے کہ وہاں جو کوئی سیانا ہوتا ہے تو اسے علاج معالجے کیلئے مقرر کر لیا جاتاہے۔وہ اب چھوٹی موٹی بیماریوں بخار،زکام ،گلہ خراب جیسے امراض کا تو علاج کر سکتا ہے مگر بڑے مسائل کو حل کرنا اس کے لئے ناگزیر ہوتا ہے۔
دیہات میں خواتین اور ان کے نومولود بچوں کے حوالے سے بھی بہت سے مسائل کاسامنا رہتا ہے اور پورے علاقے میں زچگی سینٹر نہ ہونے کی وجہ سے اکثر انہیں جان سے بھی جانا پڑتا ہے۔ناول نگار نے بھی کہانی میں ایک سیانی عورت کا ذکر کیا ہے جو کہ دراصل خود کی پناہ کیلئے اس علاقے میں بسی اور پھر وہاں لوگوں کا علاج معالجہ کر کے گزارا شروع کردیااوراس علاج معالجے کا تجربہ اس عورت کو اس لیے تھا کہ اس کی ماں نرس تھی اور ماں کو دیکھ کر وہ کافی کچھ سیکھ چکی تھی۔
’’میری بیوی کا سارا علاج معالجہ اس نے کیا۔تمہیں تو ہماری مشکلوں کی خبر نہیں پر یہاں...
This paper presents the usage of Information Communication Technology (ICT) tools in Islamabad High Court (IHC) and determine the applications of ICT tools in the court. ICT plays vital role in the court processes. It has been adopted all over the world to enhance the performance of judiciary. The analyses are based on the primary collected data through survey questionnaire from judges, lawyers, clients, IT operators and administrative staff. The findings of the study revealed that ICT tools have been uses, particularly, basic IT tools such as computers etc. Are most commonly uses in the courts, however, it needs to use advance tools. Most of the respondents agreed that overall ICT tools have been adopted in the court. It is suggested for the IHC court to increase the judge’s ratio in the courts and bring judicial reforms in the system. The new findings and recommendations would be helpful for IHC.
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.