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...
Signaficance of the Understanding of Intra-faith Similerties: Analytical Study in the Context of Pakistan Muslims are commanded to foster unity as breaking into sects is forbidden by Allah. Islam teaches about broadness of vision and the emergence of different denominations in Islam is because of this broadness. There are different school of thoughts that emerged due to the broader perspective of Shar’ῑah rulings like Hanfῑ, Shᾱfῑ, Mᾱlikῑ and Hanblῑ, J'afrῑ etc despite that there is an essential unity in beliefs and practices among the Muslims. They all worship Allah, follow the last Messenger, Muhammad (ﷺ) and the last revelation Qur’an. They face the same Qibla while praying, prostrate to Allah five times a day, and believe in finality of prophet hood. Qur'an and Ahᾱdῑth are a source of jurisprudence for all Muslims. The difference between Muslims is in understanding and interpreting the Scripture and Ᾱhᾱdῑth of Prophet Muhammad (ﷺ) in the matters related with implementation of certain religious, social, political, and other duties. Islam rejects sectarianism, intolerance and extremism. Keeping in mind all of the above-mentioned points, in the article an attempt has been made to analyze the major challenges facing the intra-faith unity in Pakistan. The first is ignorance. Second is the role of media and scholars. Third is curriculum and fourth is intolerance. In the beginning the introduction of different schools of thought is given, and then forbearance demonstrated from the life of ‘Salaf Sᾱlihῑn’ has been described to establish an atmosphere of harmony in the present time, especially in Pakistan. The importance and significance of foundations of harmony is explained in such a manner that every Muslim should understand that the differences between the Muslims are very small, as they are only minor disagreements. Other than that, they are united in beliefs and practices. Finally, in the end, recommendations have been proposed.
Knowledge management (KM) is a process of knowledge creation, validation, presentation, dissemination, and application. It is a set of procedures, infrastructures, technical and managerial tools, designed in the direction of creating, sharing, and leveraging knowledge within and outside of the organization. Educational institutions intentionally engaged in the process of acquiring, storing and disseminating knowledge through all the processes from administration to curriculum development and classroom interactions. The objectives of the study were to find out (1) faculty perceptions regarding knowledge management practices (2) the existing knowledge management practices (3) find out the benefits of knowledge management practices (4) the prevailing challenges in the effective use of knowledge management practices (5) implementation barriers in knowledge management practices and finally the development of Knowledge management framework for higher education of Pakistan. The sequential concurrent triangulation research design from mixed method was adopted. Furthermore, survey was conducted, and the study was descriptive in nature. The population of study was all approved PhDs research supervisors of all public and private sector universities in Pakistan. The researcher used multi-stage sampling techniques to select the sample for the quantitative portion of study. To select an appropriate and representative sample group of the study, the researcher selected 465 PhD approved supervisor out of 4636. Theoretical sampling was used for qualitative portion of research study to find out knowledge management practices in universities of Pakistan. A total of 15 PhD approved supervisors were interviewed for qualitative portion of the study. Standardized Research Questionnaire (SRQ) was adapted for data collection. Data was collected through Email, google form, post and personal visits to the targeted universities of Pakistan. The collected data was analyzed through descriptive analysis (Percentage) and inferential statistics (chi-square) by using SPSS 17 version. Grounded theory was used as a foundation for qualitative data analysis. Findings of the study revealed that there was low understanding about knowledge management in universities of Pakistan. Faculty of universities was aware about the benefits of Knowledge management practices, but no efforts were made by universities of Pakistan. Findings for barriers and challenges were standing in terms of perceptions, perspectives, information communication technologies, capturing tacit and explicit knowledge, non-availability of framework, coordination point, financial issues, and lack of leadership support for knowledge management practices in Pakistani universities. Furthermore, knowledge management as a tool was never used widely in universities of Pakistan. The findings uncovered the need of knowledge management practices to be placed in universities of Pakistan. This research study concludes that knowledge management practices has not been fully incorporated in the planned agenda of most universities and Higher Education commissions of Pakistan, no knowledge management plan, lack of proper infrastructure, no knowledge management framework, never accomplished Knowledge management audit, no research unit to looking market and no knowledge management projects with national or international level. The study recommends that universities and Higher vii Education Commission (HEC) of Pakistan to design strategies, plan, framework, and policy guidelines for knowledge management practices. Special budget, knowledge management unit, National and international level training, capturing of tacit and explicit knowledge facilities, leadership support, sophisticated technologies, appointment of knowledge management officers and primary coordination point may be provided for effective use of knowledge management practices in universities of Pakistan. Ministry of Federal Education and training of Pakistan may include knowledge management in National education policy for the development of education system of the country.