اعجاز صدیقی
افسوس ہے ہمارے عزیز دوست اوربچپن کے ساتھی جناب اعجاز صدیقی کاپچھلے دنوں بمبئی میں اچانک انتقال ہوگیا۔اناﷲ واناالیہ راجعون۔
مرحوم مولانا سیماب اکبر آبادی کے فرزند ارجمند اوراُن کے خاص تربیت یافتہ تھے۔اردو کے بلندپایہ اورقادرالکلام شاعر توتھے ہی، بڑی بات یہ ہے کہ فن کے اصول وفروع اوراُس کے رموزونکات اورزبان کے قواعد اوراُس کے مصطلحات پر اُن کی نگاہ وسیع اوردقیق تھی، اس بناء پر وہ نقاد بھی بہت اچھے تھے۔نثر بھی شگفتہ لکھتے تھے۔تقسیم کے بعد آگرہ کے حالات ناقابل برداشت ہوئے اور وہاں رہنا دشوار ہوگیا توبمبئی منتقل ہوگئے۔یہاں اُن کوسخت پریشانیوں اوردشواریوں سے سابقہ پیش آیا لیکن انھوں نے بڑی ہمت اورجواں مردی سے ان سب کا مقابلہ کیا۔ ’’شاعر‘‘کو نہ صرف یہ کہ جاری رکھا، اُس کوبہتر سے بہتر بنانے کی کوششوں میں لگے رہے اورآخر کاربمبئی ایسے غدارشہر میں اپنا ایک خاص مرتبہ ومقام حاصل کرنے میں کامیاب ہوئے۔ اُن کو اردو سے عشق تھا، تقسیم کے نتیجہ میں اُس پر جو بپتا پڑی تھی، مرحوم عمر بھراُس کا ماتم کرتے اوراُس کی اصلاح کی جدوجہد کرتے رہے۔طبعاً بڑے خوش خلق،غیورو خوددار،باوضع اور نہایت محنتی اور جفاکش انسان تھے۔ اُن کی وفات سے اردو اپنی فوج کے ایک بہت بڑے مجاہد سے محروم ہوگئی۔ اﷲ تعالیٰ اُن کومغفرت وبخشش کی نعمتوں سے نوازے۔
[مارچ۱۹۷۸ء]
E-commerce is one way among many that people buy and sell things in retail. Some companies sell products online only, but for many, e-commerce is a distribution channel that’s part of a broader strategy that includes physical stores and other revenue streams. Either way, e-commerce allows startups, small businesses, and large companies to sell their products at scale and reach customers worldwide. The growing scenario of E-commerce shapes a new dynamism in Business and offers no time-bound, cost-efficient, and hassle-free buy and sell. Following changing approach, security management in e-commerce (cyber security) is now the focus. People in Bangladesh are mostly unaware of the risks of using computing and digital devices and online platforms. This article articulated the risk factors associated with the growing reliance on digital technologies and devices. Then, some policy guidelines are prescribed for the national level and individual level, including leading social campaigns, new chapters in the school curriculum, advancing technological aptitudes of law enforcers, strengthening security systems in e-commerce, embanking sites, bringing frauds to justice, initiating law to define cybercrimes, fortifying institutional management of cyber securities
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.