Entrepreneurship is an energetic process for the creation of a new business or venture. Today, it has the central role in developed and developing economies which are facing big challenges such as globalization, population explosion, poor social development, economic competition and downturns. This research investigates an individual’s attitudes and intentions towards entrepreneurship. With the support of the theory of planned behavior (TPB), a theoretical framework has been developed. This study proposes descriptive methodology in which cross-sectional data is collected from the students of public sector universities of Pakistan and Thailand. By applying a survey questionnaire, 700 bachelor and master degree students have been handed over questionnaires through personal visits, emails, post mail, and Survey Monkey in Pakistan and Thailand respectively. The response rate was 60.28% and 59.85% respectively. After cleaning the data, 385 samples from Pakistan and 392 from Thailand were used for final usage. By applying the statistical package for social sciences (SPSS) version 21.0 for windows, overall reliability of survey questionnaire was 0.803 and 0.750 respectively. Statistical results obtained through Pearson’s correlation and multiple regression analysis show that attitude towards behavior and subjective norms have positive and significant relationship with entrepreneurship intention in both the countries. However, perceived behavioral control has positive and significant relationship with entrepreneurship intentions in Thailand and not significant relationship in Pakistan. Further, analysis shows that need for achievement, self-esteem, personal control and innovation capability has positive and significant relationship with entrepreneurship attitude in Pakistan and Thailand except self-esteem in Thailand. By applying mean score, data shows that attitude towards behavior, subjective norms, perceived behavioral control, need for achievement, selfesteem, personal control and innovation capability are not stronger in Pakistan than in Thailand. However, a subjective norm is stronger in Pakistani individuals than Thais. This study may contribute to entrepreneurship literature and the TPB theory. Furthermore, this research may support policy makers and government agents to reduce the burden of unemployment in a country. Finally, this study concludes with the limitations and future research avenues.
اردو کے نامور محققین(پروفیسر حافظ محمود خان شیرانی) پروفیسر حافظ محمود شیرانی ادب کے مورخ اور محقق ہونے کے علاوہ عتیقیات کے بھی منفرد ماہر تھے۔ علم سکہ شناسی، کتبہ شناسی، مہر شناسی، تصویر شناسی، قدیم کاغذ، روشنائی، آرائش، نقش ونگار اور علم خط میں مہارت کی وجہ سے تصنیفات کے تاریخی مغالطوں کو کامیابی سے دور کرنے میں ید طولی رکھتے تھے۔پروفیسر شیرانی کی تین حیثیتیں نمایاں تھیں؛استاد،مورخ اور محقق حافظ محمود خان شیرانی کی پیدائش 5 اکتوبر 1880ء کو ہوئی جبکہ آپ کی وفات 14 فروری 1947ء کو ہوئی۔وہ معروف رومانوی شاعر اختر شیرانی کے والد تھے۔۔ انہوں نے اسلامیہ کالج لاہور اور اورینٹل کالج لاہور میں اردو کی تدریس کی۔ ان کے وفات کے بعد شائع ہونے والے مقالے مقالاتِ حافظ محمود شیرانی میں ان کے فرزند لکھتے ہیں کہ بعض اوقات علامہ اقبال بھی ان سے بعض اصلاحات کے متعلق دریافت کیا کرتے تھے۔ ان کی وفات ٹونک میں ہی ہوئی ان کے خاندان والے تقسیم ہند کے بعد پاکستان چلے آئے۔آپ زیادہ تر انگلستان میں رہے اور مشہور ناشر لیوزک کے ہاں نوادر و عتیقیات کے مبصر کے طور پر کام کرتے رہے۔اسی زمانے میں انہوں نے عتیقیات کی نباضی سیکھی اور وہ نظر حاصل کی جو کسی اعلی فن شناس کو عطا ہوتی ہے۔ ان کا علمی کام زیادہ تر تحقیق زبان اور تحقیق واقعات سے متعلق ہے۔ انہیں سب سے زیادہ شہرت دو موضوعات کی بنا پر حاصل ہوئی؛ اول تنقید شعرالعجم سے، دوم پنجاب میں اردو کی وجہ سے۔تنقید شعرالعجم میں درحقیقت ساری فارسی شاعری کی ایک بے قاعدہ تاریخ آگئی ہے۔ حافظ شیرانی نیگہرے مطالعے سے 'شاہ نامہ فردوسی' اور 'محمود غزنوی' کے بارے میں صدیوں سے پائی جانے والی غلط فہمیوں کو دور کیا۔حافظ شیرانی نے خارجی شواہد کے علاوہ داخلی شہادت کے طریقے سے دیوان حسن،...
COVID 19 is a recent and global pandemic. Preventive medicine is not very popular in Pakistan. With the limited resources, an average Pakistani would spend on a medical treatment rather than on a preventive drug. In Pakistan, booster shots are recently made available only to those who can pay for the cost of the vaccine. A Utilitarian approach has been adopted at various levels since the pandemic emerged by health care organizations and the government. The purpose was to maximize the benefits and minimize the risk of harm. It is the need of the hour to think about health equity and justice in a pluralistic way and refrain from initiating booster shots for elite of a resource-poor country. This pandemic will never end if a maximum number of people are not vaccinated in each country. This is only possible if there is an equitable distribution of vaccines.
Science has fundamental importance in the world and it is recognised that the progress in science has led to all scientific developments. However, the development of science requires rich science learning that requires both boys and girls active engagement in science learning. However, in rural Pakistan, there are less learning opportunities for girls due to broader socio-economic conditions and school practices. Also in most rural contexts of Pakistan, students experience passive reading and copying of answers from textbook and rote memorization with an emphasis on scoring of good marks in examinations. These impersonal and transmission mode of science teaching leads towards girls’ disengagement in the learning process. Hence, this action research study was designed to; a) explore the current science teaching practices and b) to explore how engaging pedagogies could be implemented and the supporting and hindering factors in the implementation these in primary science classrooms. Data collection in this study occurred in three stages; i) pre-intervention, ii) intervention and iii) post intervention stage through semi-structured interviews, classroom observations and reflective diary. The key findings of the study reveals that engaging pedagogies like questioning, role pay, communicative puppet, including cognitive, physical and emotional tasks could lead girls towards engagement. The findings also indicates that girls are dis-engaged and passive in classroom due to i) Structured mode of teaching; ii) No focus on student learning and iii) presence of younger siblings. Girls’ engagement requires changes in pedagogies and context factors, such as seating arrangements, teachers’ appearance, and siblings’ engagement. The recommendations are that science teacher education programmes should focus on students’ engagements and learning and not only teaching strategies. Teacher education should focus on context of teaching and learning and on understanding and addressing the factors that hinder students’ engagement in science classroom.