Over the past decades progress in the field of molecular genetics has had an immense contribution to the better understanding of hereditary diseases. Hereditary retinal disorders are a group of diseases that affect the normal function of retina leading to partial or complete loss of eye sight. Depending upon the type and severity of the disease, loss of vision may occur suddenly or gradually. Despite the age of onset and symptoms, eye diseases generally affect the overall quality of life in the affected individuals of all races, cultures and ethnicities and thus remained an active area of research in the past and will be explored in the future as well. The current study focused on the genetic analysis of eight consanguineous Pakistani families (A-H) with multiple members suffering from autosomal recessive RP or retinal dystrophies. These families were enrolled from different rural villages of Pakistan including Punjab, Khyber PakhtunKhwa and Sindh provinces. Clinical data of the affected members of the families were obtained and diagnosis of RP was made after ophthalmic assessment by local ophthalmologist. Physical evaluations ruled out presence of extraocular phenotypes. Blood samples were collected from available members of families and genomic DNA was isolated for use in genetic analysis. Initially all collected families were tested by STS based homozygosity mapping which result in the mapping of family B to chromosome 16. Remaining seven families were subjected to SNP based genome scan which revealed their mapping to different genomic regions. Further follow up of these seven families led to the identification of three novel muta-tions; (c.244- 2A>C) in C8ORF37 (Family C), (c.786delT) FAM161A (Family D) and (g.[152634_42094] delins A) LCA5 (Family F) genes. However mutation analysis of ZNF513, C2ORF71, FAM161A, VSNL1 genes in family A and CLN3 gene in family B did not identify any pathogenic variation. Two families (Family E and H) with multiple homozygous regions and a third family (i.e family A) underwent RD panel based next generation sequencing which only resulted in the identification of a known c.1600G>A in family E in TRPM1 gene. Although we identified two heterozygous variants (c.5653 A>G and c.14662 A>T) in USH2A gene in family A by RD panel sequencing but these variants did not segregate with the disease phenotype in this family. The splice site mutation (c.244 -2A>C) identified in family C was further analyzed with a minigene assay which confirmed the loss of splice acceptor site and the activation of Linkage Analysis of Pakistani Families with Autosomal Recessive Retinitis Pigmentosa xvi Abstract cryptic splice site in exon 3. Sanger sequencing of the cDNA also confirmed the activation of the cryptic splice site within exon 3 which result in the deletion of 22 nucleotides from the RNA. This 22 nucleotide deletion probably results in the frameshift and premature truncation of the protein. DNA walking was used to identify the large LCA5 deletion in family F. Sanger seuencing of PCR products obtained with DNA walking kit revealed a large homozygous deletion of 110540 bps (g.[152634_42094] delins A) in the LCA5 gene. This deletion is predicted to affect the binding site for the basal transcriptional apparatus therefore disrupts the transcriptional regulation and normal gene activation. Family G showed a recurrent mutation c.25G>A in the NMNAT1 gene. While RD panel NGS identified a recurrent missense mutation c.1208G>A, (p.Arg403Gln) in exon 11 of the CNGB3 in family H which did not segregate with the disease phenotype in the family. As this family has been clinically diagnosed with retinitis pigmentosa the CNGB3 variant does not segregate with the disease phenotype therefore negates the disease causative nature of the variant in this family. Families that did not link to any of the known genes/loci by conventional sequencing techniques may have the potential to link to novel genes involved in the pathogenesis of retinal dystrophies. Whole exome sequencing or whole genome sequencing may be implemented to determine the underlying genetic factors for families A, B and H. Linkage Analysis of Pakistani Families with Autosomal Recessive Retinitis Pigmentosa xvii Abstract This study resulted in one publication, · Ravesh and El Asrag et al., 2015. Novel C8orf37 mutations cause retinitis pigmentosa in consanguineous families of Pakistani origin Two manuscripts submitted and currently under review · Ansar and Ravesh et al., 2015. Detection of Novel Mutations Causing Autosomal Recessive Retinitis Pigmentosa in Pakistan · Ravesh et al., 2015. DNA walking reveals a large deletion of LCA5 in a consanguineous family from Pakistan Abstracts Presented in International Conferences · Ravesh Z, Weisschu N, Wissinger B, Ansar M. (2015): Molecular genetic analysis of Hereditary Retinal Dystrophies in Consanguineous Families from Pakistan. (Asia ARVO 2015, Feb 16 - 19, Yokohama, Japan). · Ravesh Z, Weisschu N, Reuter P, Bonin M, Ansar M, Wissinger B. (2015): Molecular genetic analysis of Autosomal Recessive Retinitis Pigmentosa & Leber congenital amaurosis in Pakistani Population (25th Annual Meeting of the German Society of Human genetics, ESSEN 2014).
امت محمدیہ ﷺ میں علمائے کرام کا کردار وہی ہے، جو سابقہ امتوں میں انبیائےکرام علیہم السلام کا رہا ہے، اسی بنیاد پر علماء کو انبیاء کے علوم اور منبر کا وارث قرار دیا گیا ہے۔انبیاء کرام علیہم السلام کی بعثت کے بنیادی اور اہم مقاصد میں سے ایک مقصد یہ تھا کہ عالم انسانیت سے ظلم و تشدد کو دور کیا جائے۔ عدل و انصاف کا بول بالا ہو، جس کے نتیجہ میں انسانی معاشرہ، امن و توازن کا مظہر بن سکے۔ یہی حضرت آدم ؑ کی آرزو بھی تھی، جو ﴿وَاِذْ جَعَلْنَا الْبَیْتَ مَثَابَةً لِّلنَّاسِ وَاَمْنًا﴾ 414کی صورت میں پوری ہوئی۔ معاشی فراوانی اور معاشرتی امن حضرت ابراہیم علیہ السلام کی دعا میں شامل تھا۔ رزق کی فراوانی اور امن و امان کا حصول قرآنی تعلیمات کے مطابق خیر و بھلائی کے پھیلاوٴ اور برائی کے خاتمہ اور انسداد کے ذریعہ ممکن ہے، جسےامر بالمعروف اور نہی عن المنکرکہا جاتا ہے ، یہ فریضہ یوں تو اپنے اپنے دائرہ کار میں امت کے ہر فرد پر عائد ہوتاہے اور اسی ذمہ داری کے سپرد ہونے کی بناء پر، امت محمد یہ”خیر امت“ کہلاتی ہے ۔ اس حوالے سے قرآن مجید یوں فرماتا ہے ﴿کُنْتُمْ خَیْرَ اُمَّةٍ اُخْرِجَتْ لِلنَّاسِ… الآیة﴾415 " تم بہترین امت ہو جس کو نکالا گیا ہے لوگو ں کے لیے۔۔۔" تاہم اس امت کے علماء از روئے حدیث، انبیاء کرام علیہم السلام کے وارث ہیں، اس لیے ان کے فرائض منصبی میں انبیاء کرام علیہم السلام کے کردار کی تبلیغ اور خیر امت کی صحیح اور بر وقت راہنمائی شامل ہے، جسے علماءئےکرام الحمد لله اپنے اپنے دائرہ میں بجا لا رہے ہیں، مگر موجودہ قومی اور بین الاقوامی صورت حال کا شدید تقاضا ہے کہ علماء اصلاح معاشرہ کی انفرادی کو ششوں کے ساتھ ساتھ اجتماعی طور پر بھی اپنے...
Like other major religions of the world, sectarian division took place in Islam too. The major cause of this sectarian division was political in its nature rather than religious. Immediately after the demise of the Holy Prophet (SAW), believers were divided over the question of succession to the Prophet (SAW) which later on culminated in the shape of two sectarian factions i.e. Sunni and Shi‘ah. The present paper will give a complete account of the genesis of Islamic sects including the events that directly intensified shi’ism in Islam.
A Historical Study of educational and training system designed by Prophet Muhammad [SAW] at Al-Suffah [The first
residential seminary of Islam] relates to the analysis of factors that have lead and still contain the ingredients for
building a strong system of education as it has been considered the core value of human life. Religion and education are
interrelated. The preaching of religion depends upon the education and training. Our Holy Prophet [SAW] was an ideal
educationist not only of his times but for the future generations as well.
The Thesis deals with the main five chapters:
First Chapter: It contains complete definition of education and training, different views about it, importance of
education in the light of prophetic model and itsvisible aspects. Educational and Training policy and its objectives in
the times of Prophet Muhammad [SAW].
Second Chapter: It explains the meaning of word "Suffah" in detail, construction of Masjid-e-Nabawi and establishment
of Suffah. Available facilities and educational characteristics of Suffah have also been explained along with the names
and total strength of Ashab-e-Suffah along with their cardinal virtues, financial status, get up and living style.
Third Chapter: It comprises of detailed picture of Curriculum of Suffah University showing Compulsory and Elective
courses. The time-table, rules and regulations implemented there along with special advices from the Prophet
Muhammad [SAW]. A wide range of Extra-Curricular activities covering different games, educational travels and -war
strategies. It also introduces the teachers, teaching Assistants and Class Representatives. Class room environment,
teacher-student relationship and a vast variety of teaching techniques used by the Prophet Muhammad [SAW] is the
core topic of this chapter. In other words this is a detailed sketch of prospectus of Suffah University.
Fourth Chapter: As Prophet Muhammed [SAW] presented new aims and methods of education. He transformed
behavior of thousands of people specially the students at Suffah within few years through educating them. It
demonstrates the educational and practical services rendered by .the students of Suffah University in the field of Quran-
e-Kareem, Hadees-e-Mubarikah, Fiqh, Jurisprudence, compilation of Hadees books, establishment of Islamic
educational Institutions in different Islamic states, Services in the Holy wars and offering their lives for Allah [SWT].
Along with this it also explains other multiple services rendered by students of Suffah in various fields for the cause of
Islam.
Fifth Chapter: It describes the journey of Islamic EducationalSystem from SuffahSeminary up topresent era. Practical
approach towards the education and training system of present era is stated.It includes unique tipsextracted from the
Prophetic educational and training systemfocusing on rights and responsibilities of Management, Principal, Teachers
and Students. At the end step-wise Model of Ideal educational system is stated.