حلالہ اور مروجہ حلالہ سنٹرز: ایک تجزیاتی مطالعہ

Almighty Allah made marriage a source of affection and love among the human beings. He also ordered to uphold this relation as much as possible. If, on one way or the other the relationship of a couple becomes so unpleasant that their family life becomes impossible to move any more further. In this case the Islamic “Sharia’h” recommends opening of the ways for their respectable separation in the shapes of “Divorce” and “Khula’a” (divorce obtained on wife’s initiative, s). Though Islamic sharia’h has declared “Divorce” as legal act, yet marriage being a great sacred relation which is desired to be retained intact to the maximum, it has been named as the most unpleasant among the permissible acts in Islam. Some human beings very abruptly break the same relation (Nikah) without proper consideration. Some of these persons later on repent on what they have done. Allah Almighty  therefore, very affectionately has allowed men after uttering two times the words, ‘Divorcee (Talaq) at different times to reconcile with their wives. But if he disrespecting this great relation stress-passes the final time and utters the word “Divorce” (Talaq) for the third time in his life so the religion has fixed certain punishment for his this very irresponsible act as a punishment that though, both spouses may agree to continue their married life, Islam does not allow them to do so, prior to undergoing the process of re-marrying  the woman with another person to fulfill the condition of her reunion with her first husband. This process is called “Halala”  In the article under reference side by side with presenting the literal meaning and idiomatic definitions of Halala, its Shari status has also been elaborated. Efforts  have been intensified to recollect the different views of all jurists  regarding this practice and examine the same analytically. In addition to that with the help of irrefutable proofs, the adverse effects of the so called “Halala, s centers” have been proved to warn the people to stay away from them.

Science Teachers Pedagogical Beliefs and Teaching Practices in Private Nursing Schools of Karachi

The purpose of the study was to understand the pedagogical beliefs of science teachers in professional nursing education. The study also sought to understand their personal, professional beliefs and how these beliefs influenced their practices. Demographic questionnaires, along with life history interviews and classroom observations were used as key methods for data collection; life-history is used as a methodological lens for in-depth exploration of participants’ lives. Demographic data collected from 26 private, Pakistan Nursing Council (PNC) registered schools of nursing revealed that 71% of the science teachers were subject specialists with a masters’ degree in science, while the rest are doctors, engineers, pharmacists, and nurses. Based on demographic findings three subject specialists, two female and one male were selected as participants. Three life- history interviews and three classroom observations were conducted for each participant. An analysis of interviews and classroom observation data revealed that the participants entered the professional teaching context with pedagogical beliefs that developed in two contexts, their own schooling and the out of school contexts. Both of these contexts influenced their pedagogical beliefs. All the participants were nurtured differently, went to different academic institutions, were exposed to different professional development opportunities, and worked in different contexts (academic and professional institutions). Their biographies revealed that these differences shaped their experiences, perceptions, and reasons according to the ways they lived their lives, and conceptualized and practiced teaching in professional schools. The findings suggest a strong relationship between the science teachers’ experiences of teaching in professional nursing education and their developing pedagogies. The dynamic nature of their teaching and learning beliefs were affected by their personal, social, cultural, historical, and contextual influences. Participants’ understanding of the nature of science (NOS) was found to be one of the major influences in the pedagogical development and pedagogical beliefs. Cognitive dissonance was observed in their beliefs about the NOS and their reported and enacted teaching practices. The reported and the enacted beliefs of the participants imply that conceptually they are still holding a positivist view and hence positivist stance, but pedagogically they seemed inclined towards the constructivist views and positions. It was interesting to find similarities between cases that were from different contexts, yet to find differences in their professional practices when they belonged to the same profession and had similar academic backgrounds.