قرآن و حدیث کی روشنی میں تعمیر کردار و شخصیت اور نصاب اسلامیات: ایک تنقیدی مطالعہ

Islam gives the idea of collective life and tries for human development. The basic idea of the teaching of Islam is that the individual must be true and active worker of society. He must have moral values and principles clearly. In addition, he tries constantly that a Muslim should perform saying of Allah and human rights properly. In this way, Islam tries to work on the behavior, morality, and habits of people and tries his best to properly enhance the different aspects of personality.  For this, the life of Prophet Muhammad? Is a complete code of life. The good characteristics of Muslims are considered praiseworthy that are truth, brotherhood, justice, forgiveness, the oneness of Allah and keepings. In the same way, the things which are condemned by Islam are bride, misery, theft, backbiting, telling lies, blaming others, self-centeredness, close vision, dishonesty, garrulous, greediness, showiness manners, jealousy,  un-obligation, clashes, hatred and etc. The philosophy of character building and personality development in Islam is the Muslims should avoid all bad works and develops good qualities in him as discussed before so that a Muslim should be a very useful and pious citizen of society. And we all know that education especially we can say that Islamic Education is a tool of change. So education is worthless if it does not create change in the minds of people and society. It is useless if it does not build the moral character regarding the personality development of the students. Islam tells us all about the values which are fruitful for humanity and are beneficial to human beings. For this purpose, it is necessary that we should give awareness of Islamic values to the people through Islamic education. It is only possible if the textbooks are designed according to the Islamic concept and values as well as teachers and parents play their effective role in the development of the personality of their children. Pakistan is a Muslim country and has its own religious, moral, political and social values and being a Muslim through an effective Islamic educational system, we can transfer these values to our new generation. Our curriculum is playing key role in the personality development and character building of the students or not is the main question so that this article is being written. In this article keeping in view the aims and objectives of the curriculum of Islamic Studies and following the Quranic verses and Hadith, we will try to analyze whether it is building the personality or character of students or not. After that, the conclusion and recommendations will be given keeping in view the analysis.

Preparation of Polysaccharide-Protein Conjugates of Vi Negative Salmonella Typhi As Potential Candidates for Vaccines

Salmonella enterica serovar Typhi (S. Typhi) is the cause of typhoid fever in humans. Although typhoid fever has almost vanished from developed countries, it is still a major cause of morbidity and mortality in the developing world. Its global annual incidence has increased from 21 million cases to 26.9 million cases during the period 2000 to 2010. Typhoid fever is curable with high dose of several antimicrobials but the treatment is time consuming and expensive. Vaccines are the eventual source of prevention from typhoid fever. At present, licensed typhoid vaccines are based on Vi polysaccharides. These vaccines are not useful for children of less than 2 years of age and are ineffective against the infections caused by Vi negative S. Typhi strains. O-Specific polysaccharides (OSP) from lipopolysaccharides (LPS) are universally present in both Vi positive and Vi negative S. Typhi and their conjugation with a potential immunogenic protein can make them useful for children below 2 years of age and to elicit humoral as well as cellular immune response. Therefore, we planned to prepare polysaccharide-protein conjugates of Vi negative S. Typhi as potential vaccine candidates. Initially, we purified OSP from the extracted LPS of a local Vi negative S. Typhi isolate and checked its antigenicity against polyclonal mice antisera. To conjugate a carrier protein with the purified OSP, we used the recombinant exoprotein A of Pseudomonas aeruginosa (rEPA) and human serum albumin (HSA). For production of recombinant rEPA, full length rEPA gene was cloned in expression vector. Protein expression was optimized using different isopropyl-β-D- thiogalactoside (IPTG) concentrations, various temperatures and post-induction time. The expressed protein was purified on Ni-NTA chromatography column from soluble fraction as well as from inclusion bodies. His-tag was removed from rEPA using tobacco etch virus (TEV) protease. Polyacrylamide gel and Western blot procedures were performed to check the purity of the protein. We synthesized four glycoconjugate vaccine candidates of Vi negative S. Typhi OSP using sodium cyanoborohydride (reductive amination) and 1-cyano-4-dimethylaminopyridinium tetrafluoroborate (CDAP). Each of the conjugate was injected to mice on day 1, day 21 and day 42. The immune response (IgG) against prepared conjugates were determined using enzyme-linked immunosorbent assay (ELISA) and the results were interpreted by one way ANOVA using all conjugate groups vs. OSP control group. The conjugate 2 elicited significantly high (P = 0.0001) antibody titer, while the titers produced by conjugate 1 (P = 0.037), conjugate 3 (P = 0.302) and conjugate 4 (P = 0.416) were not significantly higher than that of the control group. We conclude that the conjugate 2 (OSP-rEPA) has the potential to be evaluated further and recommended for the clinical trials.