قرآن و حدیث کی روشنی میں تعمیر کردار و شخصیت اور نصاب اسلامیات: ایک تنقیدی مطالعہ

Islam gives the idea of collective life and tries for human development. The basic idea of the teaching of Islam is that the individual must be true and active worker of society. He must have moral values and principles clearly. In addition, he tries constantly that a Muslim should perform saying of Allah and human rights properly. In this way, Islam tries to work on the behavior, morality, and habits of people and tries his best to properly enhance the different aspects of personality.  For this, the life of Prophet Muhammad? Is a complete code of life. The good characteristics of Muslims are considered praiseworthy that are truth, brotherhood, justice, forgiveness, the oneness of Allah and keepings. In the same way, the things which are condemned by Islam are bride, misery, theft, backbiting, telling lies, blaming others, self-centeredness, close vision, dishonesty, garrulous, greediness, showiness manners, jealousy,  un-obligation, clashes, hatred and etc. The philosophy of character building and personality development in Islam is the Muslims should avoid all bad works and develops good qualities in him as discussed before so that a Muslim should be a very useful and pious citizen of society. And we all know that education especially we can say that Islamic Education is a tool of change. So education is worthless if it does not create change in the minds of people and society. It is useless if it does not build the moral character regarding the personality development of the students. Islam tells us all about the values which are fruitful for humanity and are beneficial to human beings. For this purpose, it is necessary that we should give awareness of Islamic values to the people through Islamic education. It is only possible if the textbooks are designed according to the Islamic concept and values as well as teachers and parents play their effective role in the development of the personality of their children. Pakistan is a Muslim country and has its own religious, moral, political and social values and being a Muslim through an effective Islamic educational system, we can transfer these values to our new generation. Our curriculum is playing key role in the personality development and character building of the students or not is the main question so that this article is being written. In this article keeping in view the aims and objectives of the curriculum of Islamic Studies and following the Quranic verses and Hadith, we will try to analyze whether it is building the personality or character of students or not. After that, the conclusion and recommendations will be given keeping in view the analysis.

Microbial Acc-Deaminase May Improve the Efficiency of Rhizobium Inoculation in Mung Bean under Salt Affected Conditions

High ethylene concentration under different environmental stresses such as salinity is one of the contributing factors for premature senescence of different plant parts. Plants under salinity stress produce increased levels of ethylene which inhibit the plant growth. Microbial 1-aminocyclopropane-1-carboxylic acid (ACC)-deaminase is the enzyme which is present in some strains of plant growth promoting rhizobacteria (PGPR). These PGPR alone and also in combination with rhizobial strains promote plant growth by lowering the endogenous level of ethylene along with some other mechanisms. A number of rhizobacterial and Rhizobium strains were isolated from rhizosphere and nodules of mung bean, respectively. The rhizobacterial strains were screened on the basis of ACC metabolism assay. The selected rhizobacterial strains containing ACC-deaminase activity and Rhizobium were assessed for their ability to tolerate salt stress by conducting osmoadaptation assay. These strains were further screened for their ability to promote growth of mung bean seedlings under salt-stressed axenic conditions in growth pouch/jar trials. Three most effective strains of PGPR (Mk1, Pseudomonas syrigae; Mk20, Pseudomonas fluorescens and Mk25, Pseudomonas fluorescens Biotype G), and Rhizobium phaseoli (M1, M6 and M9) were screened in co-inoculation for their growth promoting activity at original, 4 and 6 dS m-1 under axenic conditions. Strains from three most effective combinations were tested alone and in combinations in pot and field trials for their potential to improve growth, nodulation and yield of mung bean under salt- affected conditions. Results showed that salinity stress significantly reduced plant growth, some physiological parameters, nodulation and yield but inoculation with PGPR containing ACC-deaminase and rhizobia improved these, thus reducing the inhibitory effect of salinity. However, their combined application was more effective under salinity and the co-inoculation with PGPR strain Pseudomonas fluorescens and Rhizobium phaseoli was the most efficient for improving growth, nodulation, physiology and yield of mung bean. The effect of high ethylene concentrations on plant growth and performance of these strains for reducing this negative impact was also evaluated by conducting classical triple-response bioassay. Intensity of the classical triple response decreased due to inoculation with these strains as the root/shoot length of inoculated mung bean seedlings increased while stem diameter decreased which is typical indication of the dilution in classical triple response. Such bacteria could be very effective as co- inoculants to improve growth, physiology, nodulation and yield of mung bean under salt affected conditions. However, the degree to which these inoculants impart benefits to plant growth can vary with the conditions and PGPR strains. A PGPR strain with multiple traits could be more useful under diverse conditions compared to a strain containing single trait.