ڈاکٹر عبدالحق
ادھر عرصہ سے کوئی مہینہ خالی نہیں جاتا جب سینہ ملت کو کوئی نہ کوئی تازہ داغ نہ اٹھانا پڑتا ہو۔ ابھی مولانا مدنی اور مولانا ابوالکلام کا غم تازہ تھا کہ افضل العلماء مولانا ڈاکٹر عبدالحق صاحب نے داعی اجل کو لبیک کہا، وہ مدراس کے تھے، اس لیے شمالی ہند کے خواص کے علاوہ عام لوگ کم ان سے واقف تھے، وہ اپنے اوصاف و کمالات کے اعتبار سے بہت بڑی شخصیت رکھتے تھے اور آج مسلمانوں میں جیسے مرد مومن کی ضرورت ہے اس کا نمونہ تھے، ان میں علم و عمل کے سارے کمالات جمع تھے، دینی علوم کے بھی باضابطہ عالم تھے اور علوم جدیدہ کے بھی فاضل تھے، انھوں نے عربی کی تکمیل کے بعد انگریزی پڑھی اور آکسفورڈ سے ڈاکٹریٹ کی ڈگری حاصل کی، اس علم و فضل کے ساتھ بڑے دیندار اور عملی انسان تھے، انتظامی قابلیت بھی ان میں اعلیٰ درجہ کی تھی، مدراس کے مسلمانوں کی انھوں نے بڑی خدمت کی، تنہا اپنی کوشش سے مسلمانوں کے کئی ڈگری کالج قائم کیے اور وہ بجاطور پر مدراس کے سرسید کہلاتے تھے، مختلف اوقات میں بڑے بڑے تعلیمی عہدوں پر ممتاز رہے۔
اب سے چند سال پیشتر مسلم یونیورسٹی کے پرو وائس چانسلر بھی رہے تھے، اور اپنی قابلیت، دینداری اور حسن انتظام سے یونیورسٹی کی فضا بدل دی تھی، مگر اس سیکولر دور میں پھر مسلم یونیورسٹی جیسے مسلم ادارہ میں اس کی گنجائش کہاں، اس لیے تھوڑے ہی دنوں کے بعد مدراس پبلک سروس کمیشن کے ممبر بنادیئے گئے، اس وقت اس کے چیرمین تھے، مگر ان کی قابلیت اور تعلیمی تجربات کی بناء پر ممبر کی حیثیت سے یونیورسٹی کی مختلف تعلیمی اور انتظامی کمیٹیوں سے برابر ان کا تعلق قائم رہا اور وہ اس سے عملی دلچسپی لیتے رہے، حقیقۃً وہ...
Studies regarding the prevalence of CLABSIs in Pakistan are limited. However, it is known that healthcare-associated infections are a concern in many low- and middle-income countries, including Pakistan. The present study is aimed to identify the relative risk of developing CLABSIs in the hospital care setups of Pakistan. The risk of biases in included studies was assessed using Cochrane tool parameters. Analysis of results revealed a relative risk of getting CLABSIs is 1.78 (p<0.001) among patients admitted in the hospitals for greater than 72 hours. This shows that the chances of getting infected at the central line site were more than 50% among patients admitted to ICUs in Pakistan. It has been concluded that the relative risk of CLABSIs in the integrated healthcare system of Pakistan is high. DOI: https: //doi. Org/10.59564/amrj/01.01/003
Teaching – learning is an inclusive process involving many factors like motivation, intelligence, memory, interest, creativity etc. Some of the recently focused such factors are learning styles and emotional intelligence. Learning style refers to an individual’s preferred mode of acquiring knowledge. Similarly, emotional intelligence denotes a person’s capacity to asses, use and manage personal and others’ emotions. Both of these constructs are vital to learning and achievement. Individuals are different with respect to their learning styles and levels of emotional intelligence. Preferring a specific mode of learning reveals emotions of liking for it. Apparently, these constructs seem to be related as both involve emotions and cognition. This study attempted to highlight the distribution of learning styles and emotional intelligence of the university students along with determining the existence, nature and degree of relationship between them. The theoretical framework was taken from the FelderSilverman Model of Learning Styles (1988) and Davis, Stankov and Roberts’ (1998) conception of emotional intelligence. The objectives of this enquiry were: (1) To identify different learning styles of university students on gender bases, (2) To compare learning styles across disciplines, (3) To determine the levels of emotional intelligence of university students on gender bases, (4) To compare emotional intelligence across disciplines and (5) To find the relationship between learning styles and emotional intelligence. It was a descriptive-correlational enquiry which involved collection of quantitative data through a survey. The population of the study was consist of students of all five faculties of Abdul Wali Khan University Mardan. The cluster sampling technique was used to collect data from the final year students of the 15 selected departments under five faculties. The data were assembled through two standardized tools. The Index of Learning Styles (ILS, Felder & Spurlin, n.d.) was used to ascertain learning styles while Wong and Law Emotional Intelligence Scale (WLEIS, Wong & Law, 2002) was exercised to establish the levels of emotional intelligence. Prior to administering, these tools were passed through validity and reliability in the local context through pilot testing. Afterwards, these tools were dispensed to the sampled learners. The collected data were analyzed by means of percentage, mean, t-test, ANOVA, Tukey test and correlation. The findings revealed that visual, sensing and active styles of learning were highly preferred. In terms of emotional intelligence, majority of the students excelled on ‘self-emotion appraisal’ and fall behind on ‘regulation of emotion.’ In addition, female students subjugated all components of emotional intelligence. Moreover, significant differences of learning styles and emotional intelligence were indicated across gender and disciplines. The ttest findings revealed that female students were significantly superior (t (826) = - 2.135, р = .033 < .05) to male students on visual – verbal facet. Likewise, on emotional intelligence, female students were also meaningfully superior to male students on ‘self-emotion appraisal’ (t (826) = -2.475, р = 0.014 < 0.05) and ‘overall emotional intelligence’ (t (826) = -2.058, р = 0.04 < 0.05). In terms of relationship, the findings implied lower levels of correlations in general. Generally, the active – reflective and visual – verbal aspects of learning styles indicated low positive while sensing – intuitive aspect implied low negative association with the various facets of emotional intelligence. In terms of recommendations, the study suggested the improvement of curricula keeping in view the learning styles and emotional intelligence of the students. Also, the weak area of emotional intelligence, particularly ‘regulation of emotion’ has been addressed for improvement. In addition, new venues for research were also suggested. This study has wide implications for teachers, curriculum designers, students, educational psychologists and researchers.