فقیر بستی میں تھا
ناطق نے ایم فل اردو منہاج یونیورسٹی لاہور سے کیا اور ان کا مقالہ محمد حسین آزاد پر تھا۔ اسی مقالہ کو انہوں نے دوبارہ تھوڑا تبدیل کرکے ایک نئے نام سے شائع کروایا یعنی فقیر بستی میں تھا یہ ایک سوانحی ناول ہے جسے انہوں نے اپنی تخلیقی مہارت کے ذریعے ایک نیا روپ دیا۔ ’’فقیر بستی میں تھا‘‘عکس پبلی کیشنز لاہور نے 2019ء میں چھاپا۔ناطق نے نہایت خوبصورتی سے اس کتاب کو 45 حصوں میں تقسیم کیا ہے اور اپنے ہر ایک عنوان میں آزادزندگی کا پہلو بیان کیا گیا ہے۔کتاب کا انتساب آغا سلمان باقر کے نام لکھاہے۔کتاب نہایت مہارت سے لکھی گئی ہے پڑھتے ہوئے محسوس ہوتا ہے کہ لکھنے کیلئے کہاں کہاں کی خاک چھانی گئی ہوگی۔انہوں نے آزاد کی شخصیت کے تمام پہلوؤں پر روشنی ڈالی ہے ۔ایسا محسوس ہوتا ہے کہ ناطق کی طرح قاری بھی کتاب پڑھ کر آزاد کا عاشق بن جائے گا۔اس ضمن میں شہناز نقوی لکھتی ہیں :
’’مجھے یوں محسوس ہوا جیسے میں کوئی seasonsدیکھ رہی ہوں ، عمدہ طرز بیان کو پڑھنے والا بھی مولانا آزاد کے ساتھ ساتھ خود کو محسوس کرنے لگتا ہے۔کتاب کا اسلوب اتنا پرکشش ہے کہ قاری کو کہیں بھی بوجھل پن محسوس نہیں ہوتا ورنہ تحقیقی کتب پڑھناذرا مشکل مرحلہ ہوتا ہے۔‘‘(15)
انہوں نے آزادکی زندگی کو اس طرح لکھا کہ قاری بھی آزاد کا دیوانہ ہوجائے ناطق نے خود بھی آزاد کی کتاب جب آب حیات پڑھی تھی تو بار بار اس کتاب کو تقریباً چالیس مرتبہ پڑھا،اسی لیے ایم فل اردو میں اس عنوان پہ مقالہ تحریر کرنے کا فیصلہ کیا۔
There is no doubt that poverty is one of the major phenomenon which destroys the entity of the human society and it is also one of the obstacles that prevents the ability and talent of humans to create and innovate in a suitable environment, it also causes the ignorance, mental and social tension, and it also desists human being to strengthen his family ties and make well settled position in the society, it affects adversely the life and mind of humans and forced him to commit crimes and violations in the society. We see that this phenomenon has affected the life of pre-Islamic poet and compelled him on raiding and robbery, so in this article we have tried to highlight the impact of poverty on the life of pre-Islamic poet.
This study aimed at fostering academic resilience among non-resilient at-risk students through implementing an intervention program developed for this purpose. The internal and external protective factors influencing academic resilience were identified through literature. The independent variable of the study was the protective mechanism manipulated through an activity based resilience fostering module comprised of protective factors-creativity, internal locus of control, self-concept, self-esteem, self-efficacy, autonomy, sense of purpose in life, optimism, a good sense of humor, teacher student relationship. The academic resilience of the student was the dependent variable. The experimental design was used for the study. At risk of failure students were identified on the basis of specific macro and micro risk indicators like low socio economic status, academic issues, homelessness, health issues and negative life events, while the resilience of the students was measured on Resilience Assessment Scale (RAS). The researcher adapted Resiliency Attitude and Skill Profile (RASP) by Hurtes and Conor-Davidson Resilience Scale to develop a scale titled as Resilience Assessment Scale (RAS) to measure the overall resilience of at risk students. It was found that out of 255 students of the selected public secondary school, 45% were at risk. Moreover, it was found that majority of the students were at risk due to their academic issues followed by those having health issues and having some negative life events in their lives. Out of 115 at risk students, 51 students were identified as resilient, while 64 students were non-resilient. These sixty four non-resilient at-risk students were taken as a sample of the study and were divided randomly into experimental and control groups. The researcher played as a resilience teacher to boost up the resiliency skills of students. The treatment continued for 3- months. After the completion of the experiment, the pre-test and post-test resilience scores were analyzed using simple descriptive statistical techniques such as means and percentages. Hypotheses were tested using t test. The results of the experiment revealed that the intervention was significantly effective in enhancing the students’ academic resilience. The three months intervention training on resilience showed good results. Better results can be gained if the duration of the intervention programme is enhanced. So it is recommended to implement such resiliency training programme for utmost time period in order to develop the resilience of low profiled students such as non-resilient at-risk students.