Methicillin resistant Staphylococcus aureus (MRSA) infections are a worldwide problem and prevalence of MRSA is increasing with a phenomenal rate. MRSA has developed resistance against a number of commonly used antibiotics. A number of diseases are caused by MRSA including fatal diseases like septicemia, endocarditis and staphylococcal pneumonia. In recent years, morbidity and mortality due to MRSA infections has increased. To aid in diagnosis, various methods have been used to identify and classify Staphylococcus aureus. A diverse range of molecular methods has been applied to reach accurate diagnosis in order to contain and control the MRSA U infections successfully. Phenotyping methods such as antibiogram lack accuracy and discriminatory power. Various genotyping methods including, length polymorphism fragment restriction plasmid analysis, multi locus enzyme electrophoresis (MLEE) analysis, (RFLP), pulse field gel electrophoresis (PFGE), variable number tandem repeat (VNTR) analysis, restriction modification (RM) test and multi locus sequence typing (MLST) has been used in various epidemiological studies to investigate outbreaks and pattern of spread of MRSA infections. Present work focuses on molecular typing of MRSA from three countries, Pakistan, India and Kuwait. VNTR- based staphylococcal interspersed repeat units (SIRU) typing along with PFGE, RM typing and MLST was used to analyze MRSA from these three countries. A total of 114 MRSA isolates from Kuwait (n=81), Pakistan (n=22) and India (n=11) were included in the study. MRSA isolates from Pakistan and India showed clonal complex CC8 and CC30 while MRSA isolates from Kuwait belonged to CC1, CC5, CC8, CC22, CC30 and CC45. CC8 was the predominant clonal complex found in these three countries. MLST of these MRSA isolates revealed that sequence type (ST) 239, ST30, and ST113 were found in Pakistani and Indian MRSA. ST239, ST80, ST36, ST22 and ST 133 were found in MRSA from Kuwait. ST239 was the predominant ST in these three countries. SIRU typing resolved 81 MRSA isolates from Kuwait into 49 discrete profiles, 41 SIRU profiles were unique in these MRSA isolates.
Former Egyptian Muḥaddithīn of the each centuries have played a well-regarded, venerated and esteemed role in services of Ḥadīth and its sciences. Their outstanding contribution in this regard has been appreciated in each century of Islamic history. Those Muḥaddithīn have left valuable work on Ḥadīth and its sciences in their popular and basic sources of Ḥadīth for coming generations. Muḥaddithīn of 20th century were not less than the former in their involvement in the field of Hadith. Their dynamic and marvelous efforts are needed to be unveiled for scholars and students of Ḥadīth. Al-shaykh Abdur Raḥmān al Banna Al sāʻātī is known as one of the prominent Egyptian Muḥaddithīn in 20th century. He made extraordinary efforts in the field of Ḥadīth and its sciences through compiling and writing various remarkable books in this regard. His marvelous work in Alfatḥ Al-Rabbānī li Tartīb Musnad Al-Imām Aḥmad bin Hanbal Al-Shaybānī on Musnad Imām Aḥmad bin Hanbal in its rearranging, categorizing and organizing its Ḥadīth is deserved to be cherished and focused on due to its significance and importance in the field of Ḥadīth. He is the first Muḥaddith who presented the Aḥādīth of Musnad in seven outstanding chapters to facilitate the researchers in their accessing to the main theme of the Musnad. In this paper the life sketch of Al-Shayk Abdur Raḥmān, his scholarly contribution in the field of Ḥadīth and his methodology in his renowned book alfatḥ al-Rabbānī has been discussed and highlighted its valuable aspects.
Much has been said and written about reflective practice, and in particular reflective dialogue but this has largely been limited to the West. Reflective dialogue is still very much an unexplored area in teacher education in Pakistan. This study, therefore, set out to explore what effects, if any, reflective dialogue has on teachers in a private school in Karachi. The study engaged four teachers from both primary and secondary schools in the process of reflective dialogue. It then looked at the teachers' responses to the process of reflective dialogue and its corresponding effect on them. Data on the uptake of reflective dialogue by these teachers and its effect on them was collected through observations, interviews, dialogue journals and oral reflective sessions. Findings from the study indicate that reflective dialogue is an alternative teacher professional development strategy. In addition, the study reveals that certain personal and professional characteristics are prerequisites for teachers to engage in reflection. These are open-mindedness, wholeheartedness, responsibility, a willingness to take risks, and accessibility to alternate ways of teaching. Furthermore, the study shows that teacher improvement is dependent on both the acquisition of pedagogical skills and the ability to reflect. The study illustrates that reflective dialogue does not only improve classroom practice, but also has an impact on the teacher's person. The study also highlights the significance of the role played by those who help teachers to become reflective (reflective coaches). It identifies what kind of functions the reflective coach would be expected to play in a context like the one that was under study. Recommendations for further inquiry in reflective dialogue as well as, by which reflective dialogue can become a reality in our schools, have also been suggested.