حفیظ صدیقی
حفیظ صدیقی(۱۹۳۴ئ۔پ) پسرور کے گائوں برہان پور میں پیدا ہوئے۔ ۱۹۶۳ء میں گورنمنٹ جناح اسلامیہ کالج سیالکوٹ میں آپ کی بطور لیکچرار اردو تقرری ہوئی۔ ۱۹۷۳ء میں ایم۔اے او کالج لاہور میں تبادلہ ہوا۔ اس کالج سے ۱۹۹۳ء میں حفیظ سرکاری ملازمت سے ریٹائر ہوئے (۸۰۸) حفیظ صدیقی کے تمام شعری مجموعے صدیقی پبلی کیشنز لاہور سے طبع ہوئے۔
پہلا شعری مجموعہ ’’لمحوں کی آگ‘‘ ۱۹۷۶ء میں شائع ہوا۔ دوسرا شعری مجموعہ’’پہلی رات کا چاند‘‘ ۱۹۷۸ء میں شائع ہوا۔ ’’درد کا رشتہ‘‘ ان کا تیسرا شعری مجموعہ ہے جو ۱۹۷۸ء میں شائع ہوا۔ چوتھا شعری مجموعہ ’’لا زوال‘‘ کے نام سے ۱۹۹۲ء میں شائع ہوا۔’’لا مثال‘‘ ان کا پانچواں شعری مجموعہ ہے جو ۱۹۹۵ء میں طبع ہوا۔ چھٹا شعری مجموعہ ’’آنگن کا جہنم‘‘ ۱۹۷۷ء میں شائع ہوا۔ ان شعری مجموعوں کے علاوہ حفیظ کا شعری کلام پاکستان کے مختلف جرائد و رسائل میں چھپتا رہا۔ جسے مرتب کرنے کی ضرورت ہے ۔’’بارش کے پہلے قطرے‘‘ ،’’تشنہ تشنہ‘‘ ،’’خواب دیکھتے گزری‘‘ ،’’سکھ کا سراب‘‘،’’میرے سر پہ ہاتھ رکھنا‘‘،’’وہ میرے اندر ہی بس رہا ہے‘‘،اور ’’ہر موج سمندر‘‘ ان کے غیر مطبوعہ شعری مجموعے ہیں۔جوان کے لواحقین کے پاس مسودات کی صورت میں موجود ہیں ۔حفیظ صدیقی نے جب شعر کہنا شروع کیا تو وہ قیام پاکستان کے بعد کا دور تھا۔ اس وقت ترقی پسند تحریک ایک نئے دور میں داخل ہو گئی تھی۔ حفیظ کا اس تحریک سے براہ راست کوئی تعلق نہیں تھا۔ تاہم ان کی ابتدائی غزلوں میں ترقی پسند تحریک کے اثرات نظر آتے ہیں۔ ان کے ابتدائی کلام میں استحصال زدہ طبقے کے درد کی آواز سنائی دیتی ہے۔ حفیظ کی غزل میں نہ صرف روایتی انداز ہے بلکہ ان کے ہاں جدت بھی ملتی ہے۔ دھیمے لہجے میں وطن اور اپنی مٹی سے محبت کے ساتھ ساتھ خارج و باطن...
استقصاء العوامل المؤثرة في الاعتقاد الإنساني من الناحية الفردية والاجتماعية: دراسة تحليلية في ضوء القرآن والسنة This research work was primarily designed to explore the factors that affect and change the human beliefs. The paper particularly addresses the issue from individual and social perspectives in relation to Holy Quran and authentic traditions of Holy Prophet PBUH. Qualitative research approach was employed for the collection and demonstration of data. The review of relevant literature concluded that there are many factors which seriously affected and changed the human beliefs. However, the most important and common factors are four: individual, social, religious, and economic. These factors play a significant role in changing Islamic beliefs of an individual. In this context, it was recommended that Islamic states in general, and Islamic scholars in particular should play their role to preserve Islamic beliefs in its original form. Furthermore, Muslim scholars should also design the strategy of purging beliefs from impurities and presenting them in systematic, logical and rational way along with their impact on the society
Agriculture is the backbone of Pakistan’s economy. It provides food, fiber and shelter to its growing population. However agricultural production is very low due to many reasons. This is mainly the responsibility of agricultural extension organizations to disseminate the advanced technologies among the farming community and motivate them for adoption at their fields. To achieve this objective, many extension strategies have so far been tried from time to time but none of them seems to be effective in serving the farmers through increasing farm productivity and improving their income. Therefore, the government of NWFP has introduced an extension approach known as Farmers Field Schools (FFS) in all the 24 districts of the province through Agriculture Department (Extension). The proposed study was designed to assess the strengths and weaknesses of the FFS as an alternative strategy to benefit the resource poor farmers from the existing agricultural technologies. The study was conducted in the central region of the province which comprises districts of Peshawar, Mardan, Swabi, Charsadda, Nowshera, Kohat and Hangu. The population for the study consisted of all the FFS farmers and concerned EFS in the study area. For this purpose all the seven districts were selected and from each district all the four FFS were taken. Then, a complete list of member farmers of each FFS was obtained from Agriculture Department (Extension). Ten farmer respondents were selected from each FFS. Thus making a total of 280 respondents. In addition, all the EFS working in the study area comprising Field Assistants (FAs), Agriculture Officers (AOs), District Officers Agriculture (DOAs) and Executive District Officers (EDOs) Agriculture were taken as EFS respondents that made a sample of 70 respondents. Analysis of the data reveal that amongst various extension activities conducted under FFS farmers perceived crop protection and production technologies were rated 1st and 2nd with mean values 3.17 and 3.13, respectively by farmer respondents while briefing sessions / special topics and crop production technology were rated 1st and 2nd with mean values 3.86 and 3.81, respectively by EFS respondents. Farmers’ participation in nursery raising techniques was ranked 1st with mean value 3.30 whereas according to EFS respondents EFS’ facilitation was seen in nursery raising techniques and sowing methods of crops which were placed as 1st and 2nd with mean values 4.16 & 4.06, respectively. Greatest linkages of FFS farmers were developed with forest department with mean value 3.08 as reported by farmer respondents whereas EFS respondents marked that highest linkages were developed between extension and farming community under FFS with mean value 4.16. The farmer respondents ranked the strengths of FFS as ‘improves knowledge of farmers’ , ‘helps farmers in learning by doing’ and ‘discourages the use of pesticides at 1st, 2nd and 3rd with mean values 3.60, 3.53 and 3.49, respectively. The weaknesses of FFS were ‘heavy financial burden on the implementation of FFS programme’, ‘time consuming process’, and ‘weekly routine to attend school is difficult’ and were ranked 1st, 2nd and 3rd with mean values 4.02, 3.69 and 3.67, respectively as reported by farmer respondents. The major strengths of FFS were ‘demand driven extension approach’, ‘discourages the use of pesticides’ and ‘helps farmers in learning by doing’ which were ranked 1st, 2nd and 3rd with mean values 4.09, 3.99 and 3.91, respectively as reported by EFS respondents. The weaknesses of FFS were ‘heavy financial burden on the implementation of FFS programmes’, ‘less use of mass media’, ‘weekly routine to attend school is difficult and ‘low level of participation on the part of farmers’ and were ranked 1st, 2nd (for each statement) and 3rd with mean values 4.40, 3.93 and 3.87, respectively as reported by the EFS respondents.