Islam and Forced Conversion: A Misunderstood Concept

Religion and marriage are two vital components of an individual’s life. Major world religions have guided human beings not only in theology but also in the matter related to marriage. Islam recognizes the need of its adherents for having matrimonial relationship with the women of the people of scripture in a pluralistic society. It has permitted its males followers for getting married with Christian females and vice versa is not permitted. In history, Muslims have been practicing such interfaith marriages and some of Muslim rulers also availed this relaxation. This paper discusses the marriages of Muslim rulers with Christian ladies enumerating various married couples. Among such rulers are included Umayyads caliphs, Spainish amirs, Ottoman sultans, Mughal emperor and some contemporary rulers. The effects of these interfaith marriages have also been analyzed.

Exploring Pdts Roles in Transforming Their Schools into Learning Organizations

This study explored the roles of professional development teachers (PDTs) in transforming their schools into learning organizations (LOs) in Karachi, Pakistan. In particular, it explored two PDTs' roles in transforming their schools into LOs and their perceptions about their roles while they were working in an education office and were simultaneously involved with three other schools from the same system. Therefore, the study explored the other stakeholders' (head teachers' and learning area coordinators' [LACs']) perceptions about the roles and activities of PDTs in their respective schools. The data was generated through qualitative research methods, including: semistructured interviews, non-participant observations, pre-, and post-observation discussions, group-interviews, informal discussions and analysis of relevant documents. The findings reveal the multiple and changing roles of PDTs as program designers and reviewers, facilitators, resource providers, learning agents, teacher developers and organization developers in the system. Evidence gained from the findings illustrates the empowerment, collaboration, networking within and outside the schools and change adaptation as the most important areas, which lead the system to the journey of LO. The findings highlight harmonies of perceptions among stakeholders about professional development programs, importance of having good relationships, openness and collaboration culture in the system. PDTs perceived feedback gained from different stakeholders and teamwork as facilitating factors to their activities, while they perceived teachers' and LACs' turnover and teachers' beliefs as impeding factors. Whereas, on one hand, the heads and LACs perceived teachers' capacity building and professional development as one of the most effective areas, on which PDTs focus on. However, on the other hand, they perceived involvement of PDTs in other schools and their not receiving expected support from PDTs as a challenge in the schools.