المبحث الثاني: سبب تسميتها بنازك الملائكة
اسم نازک اسم ترکي، ولدت شاعرۃ العراق الحزینۃ عقب الثورۃ التي قادتھا الثائرۃ السوریۃ (نازک العابد) ضد الإحتلال الفرنسي، فسماھا أبوھا بذلک الإسم، أیضاً رأیٰ جد الطفلۃ أن تسمیٰ نازک إکراماً للثائرۃ وتعظیماً لھا وھذہ الطفلۃ کانت جدیۃ منذ طفولتھا تکرہ المزاح والثرثرۃ، استفادت الشاعرۃ من ھذہ الجد یۃ في المستقبل فأصبحت شاعرۃ العراق الحزینۃ المعروفۃ ورائدۃ(الشعر الحر)۔
الملائکة المھذبون
یشرح الدکتور نزار[1] (شقیقھا) عن اسم العائلۃ (الملائکۃ) بأنّ أطلِقَ علیھم الملائکۃ لھدوئهم وانطوائهم الإیجابي علی الذات وأنھم بالأصل من عائلۃ جلبي(تلفظ شلبي) وھي عائلۃ کبیرۃ ومعروفۃ. وأخبر نزار بأن قد جاء شاعر عراقي علی زیارتنا ورأی ھدوء وسکینۃ العائلۃ، وکان یرانا ھادئین لا نسبب الضجیج للجیران فسمانا ملائکۃ ، فانتشر ھذا اللقب بالحي۔
وأیضاً تروي الکاتبۃ اللبنانیۃ ’’حیاۃ شرارۃ‘‘[2] بأنّ اسم الملائکۃ قد أطلق علی العائلۃ قبل قرنین من الزمن وذلک بسبب التھذیب المفرط لأبنائها، وأنّ أباھا صادق الملائکۃ أعطاھا اسم نازک تعظیماً بنازک العابد، إحدی المناضلات السوریات ضد الإحتلال الفرنسي في الربع الأول من القرن العشرین[3]۔
[1] نزار: شقیق نازك الملائکۃ سبق التعرف علیہ
[2] حیاۃ شرارۃ: الکاتبۃ اللبنانیۃ ولدت في عام 1935 لمدینۃ النجف۔ وأکملت دراستھا في بغداد، لھا ترجمات ومؤلفات، کتبت القصۃ والمقالۃ أیضاً، تزوجت من الدکتور محمد صالح سمیسم
[3] بزیغ، شوقي ’’نازك الملائکۃ وداعاً‘‘: ’’الشاعرۃ الثائرۃ تستکین للموت‘‘ مجلۃ العربي، ع 585 (أغسطس:2007) ص:90۔
The foreign exchange market plays an important role in the formation and development of financial markets. This market is of particular importance for emerging economies. To understand market trends (to understand and develop a strategy for its development), it is necessary to analyze historical data. It is also important to use different methods to carry out this analysis. Based on this, the paper analyzes the foreign exchange market in Ukraine for the period 2014-2018. For this analysis, the wavelet coherence methodology is used. This made it possible to assess the development of the foreign exchange market in Ukraine.
The ability to speak good English in Pakistan is considered a pivotal point around which the success of life moves. Teaching and learning English as a foreign language in the main stream schools of this country, however, revolves around reading and writing. In most classrooms listening and speaking skills are ignored. The reason for focusing on reading and writing is that only these two skills are assessed in examination. Recent research indicates the importance of speaking in this learning process. Oral language, both speaking and listening, is a life time activity; it enhances pupils' understanding of language in both oral and written forms and the way language can be used to communicate. This investigation is a case study focusing on the relationship of the classroom environment and students' speaking skill in an elementary classroom. Major finding indicates that a conducive environment created by the teacher helps students to enhance their speaking skills. For elementary students to be fluent in speaking the target language, the teacher needs to give them opportunities to talk about their own experiences. Physical environment is also important in learning a foreign language. A place is needed where students can have an opportunity to share their ideas closely. The class should be well lighted with moveable furniture to facilitate effective group work. This study found that small group' work is an effective strategy in creating a conducive environment for promoting students' speaking skills. Such a supportive non-threatening environment increases students' learning outcomes, which further brings about the desired change in the teacher's perception about the role of speaking in the learning process. The study also found that small group work is appropriate for students' speaking especially for shy and withdrawn students, where all the students can get a chance to talk about various topics. Teachers' role and responsibility in not limited to influencing the academic and intellectual performance of the students. Teachers can meet this responsibility by stimulating students thinking by encouraging discussions, dialogue, and role-play, and also by describing pictures and guiding students in evaluating the worth of ideas.