احسان اﷲ ثاقب(۱۹۴۲ء۔۲۰۱۴ء) پسرور میں پیدا ہوئے۔ آپ معروف رومانوی شاعری فاخر ہریانوی کے بیٹے ہیں- اعلی تعلیم حاصل کرنے کے بعد محکمہ تعلیم میں ملازمت اختیار کی۔ (۹۸۲)آپ کا ایک شعری مجموعہ ’’شہرِ غزل‘‘ کے نام سے معراج پر نٹرز لاہورسے ۲۰۰۶ء میں شائع ہوا۔ اس کے علاوہ کچھ شعری مسودات ہیں جو شائع نہیں ہو سکے۔ احسان اﷲ ثاقب غزل گو شاعر ہیں۔ ان کا اردو ادب میں بڑا کارنامہ یہ ہے کہ انھوں نے اپنے شعری مجموعے ’’شہرِ غزل‘‘ میں بیس بحور کے چھیاسی اوزان میں بڑی خوبصورتی سے طبع آزمائی کی ہے۔ آج ارد وشاعری میں کوئی قدآور شاعر بھی اتنی تعداد میں بحور اور اوزان میں شعر نہیں کہہ سکا ہے۔ انھوں نے ایک نئی بحر کا بھی اضافہ کیا ہے۔ جسے انھوں نے ’’بحرِ مترنم‘‘ کانام دیا ہے۔ یہ بحر تمام عروضی تقاضوں کو پورا کرتی ہے۔
حوصلہ مندی ،بلند فکری ،اخلاقیات، پیارو محبت،سماجی شعور اور توحید احسان اﷲ ـثاقب کی شاعری کے اہم موضوعات ہیں۔ اس حوالے سے نمونہ کلام ملاحظہ ہو:
جسم کے روح سے رابطے ہیں بہت
;اس تعلق میں بھی فاصلے ہیں بہت
5عمر درکار ہے اس سفر کے لیے
7ہجر سے وصل تک مرحلے ہیں بہت
(۹۸۳)
9ہمیں چلنا ہے ترچھے زاویوں پر
;مگر رہنا ہے پھر بھی راستوں پر
(۹۸۴)
This study aims to find the values of social educational contained in the Qur'an. This research is a qualitative research in the form of library research. The focus of the verse is the object and source of primary data of this study, namely various commentaries that explain Surah at-Taubah verses 71-72. While secondary data sources of research is various literatut that are relevant to the subject matter of discussion. To answer the discussion of the research, the writer uses the method of interpretation maudhu'i (thematic). This study concludes that the values of humanistic social education contained in the letter at-Taubah verses 71-72 include attitudes of helping to help, an invitation to the good and preventing munkar, social solidarity, brotherhood. These values can be a spirit of social education in forming empathy, mutual care, protection, tolerance and high social solidarity. The four values of social education can be actualized in the context of the planting of social education in children through various things, among others, the cultivation of a noble mentality in children can be realized in the planting of brotherly values and help children. Furthermore, the cultivation of a spirit of attention to the rights of others and a commitment to social ethics can be realized through the inculcation of the value of social solidarity. Then, inculcation of critical and social supervision can be realized by instilling the value of amar makruf nahi munkar.
This mixed method study aimed to investigate information seeking anxiety among postgraduate students using a sequential explanatory research strategy and was conducted in two phases. In the first phase, the data were collected using a questionnaire containing Information Seeking Anxiety Scale (ISAS) and demographic variables from postgraduate students. The second phase involved qualitative data collection using an interview guide from purposively selected students in order to better understand the proposed research problem. The targeted population consisted of postgraduate students from University of the Punjab, Lahore, for both phases of the study. In the quantitative phase, Principal Component Analysis (PCA) yielded six dimensions to the ISAS, namely, (1) Resource Anxiety, (2) ICT Anxiety, (3) Library Anxiety, (4) Search Anxiety, (5) Mechanical Anxiety, and (6) Thematic Anxiety. These six dimensions, while similar to those of Erfanmanesh, Abrizah, and Karim’s (2012) study, differed from their initial results with regard to the statements loaded on each factor. The results indicated that the ‘Thematic Anxiety’ was the most prevalent dimension among these respondents, followed by ‘Resource Anxiety’, ‘Mechanical Anxiety’, ‘ICT Anxiety’, and ‘Search Anxiety’; whereas ‘Library Anxiety’ was the least prevalent dimension. The largest segment of the sample experienced more than low anxiety in information seeking with regard to overall ISAS and all its sub-dimensions. Moreover, the participants’ age, gender, faculty, program of study, study stage, computer iii proficiency, and publishing experience appeared to be correlatives to the information seeking anxiety. While in the qualitative phase, the participants were asked to describe such critical situations that made them anxious in the information seeking process. The recurrent themes, identified by analyzing the content of students’ narratives, confirmed some of the dimensions observed in the quantitative phase. The emergent themes include: (a) Procedural Anxiety, (b) Information Overload, (c) Resource Anxiety, (d) Deficient Library Services, (e) Perceived Information Competence, (f) ICT Anxiety, (g) Language Anxiety, and (h) Thematic Anxiety. These participants also exhibited certain avoidance behaviours such as search avoidance, task avoidance, and even research avoidance, along with an inferiority complex. The results provided useful insights into the factors that caused anxiety among postgraduate students while seeking needed information. These findings would assist in developing useful directions for information literacy programs and help academic librarians in designing information literacy curricula not only for the students of the University of the Punjab but also for other similar institutions of Pakistan as well as of South Asia. Furthermore, the findings would encourage other researchers to conduct more detailed enquiries at other universities in Pakistan as well as in other developing countries. This study would make a worthwhile contribution to the literature on academic related anxiety in general, and information seeking anxiety in particular.