الشعر في ميزان القرآن الحكيم

The Holy Qur’ān is said to be a book neither in poetry nor in prose; yet it has a unique rhyme with a metrical system peculiar to it. The science of prosody and metrics, which is linked directly to poetry with its two characteristics of meter and rhyme, is based on the inductive study of the formal qualities of the Arabic poetry. The Holy Qur’ān, though not a book of poetry, is far away from the stylistics of prosaic speech in the sense since the terminal-end points of the ayaths (verses) of its each and every surah are rhythmic and follow a metrical system of its own, which phenomenon is significant from the view- point of the science of prosody and metrics. Given this, each and every Surah of Qur’ān has a distinct quality whereby it can be recognized and differentiated from every other surah. Both Islam and the Qur’ān have abstained from going to the extent of putting an end to poetic genius; rather they have encouraged it differentiating good poetry meant for the cause of spreading Islamic message from the bad one that stands against the message of Islam.  As regards the Qur’ān, its each and every Surah is dominated by multi-dimensional musical rhythms in synchrony with the total climate of its verses, which makes the listener spell-bound, and which plays an essential function so characteristic of the science of eloquent rhetoric.

Impact of Leaders Motivating Language on Employees Job Performance With Mediation of Job Satisfaction and a Ective Commitment

Leadership communication plays a pivotal role in the e ectiveness and e ciency of an organization. Successful organizations always remain concerned about every aspect of their leadership and the verbal communication being used by the leaders remains the top agenda of these organizations. This research study endeavours to investigate the model based on Sullivan''s (1988) Motivating Language Theory. This study investigates the relationship and impact that the three components, i.e.; 1) Direction-Giving Language,2) Empathetic Language, and 3) Meaning-Making Language use on job performance. It also analyse the mediating role of job satisfaction, and a ective commitment between the use of all three components of motivating language and job performance. A sample of all levels of teaching stafrom all public and private universities in Pakistan was drawn based on the non-probability convenient technique. A total 770 questionnaires were administered to the target respondents; in return, 633 questionnaires were received and then 577 complete questionnaires in every aspect were considered for data analysis. At the dyadic level, the teachers were asked to tap their perception regarding the use of all three components of motivating language by their Deans/HoDs and also to provide information regarding their own level of job satisfaction and a ective commitment. In response, to a six-item scale of job performance, the Deans/HoDs provided the perceived evaluation of the performance of their teaching stamembers. The Correlation Coe cient Test was applied to ascertain the relationship between the studied variables. The use of direction-giving and empathetic language by Deans/HoDs has a positive significant relationship with the teachers'' a ective commitment, but the less signi cant negative relationship was found with meaning-making language. Direction-giving and empathetic language used by the Deans/HoDs has a positive signi cant relationship with the teachers'' job satisfaction, but negative relationship with the use of meaning-making language. The results of CFA and SEM indicate that job satisfaction and a ective commitment mediate the relationship between the use of direction-giving language and x job performance and also between the use of empathetic language and job performance. However, job satisfaction and a ective commitment do not mediate the relationship between the use of meaning-making language and job performance. Thending generates more interest in enhancing communication patterns used in the context of the university environment that develop more job satisfaction and job performance of the faculty members. This also added to the literature of leadership communication in another cultural environment. The study recommends that additional testing to be carried out with the longitudinal approach in order to check its further generalization. This study also recommends more leadership-development programmes to be imparted for enhancing the dynamics of verbal communication used by institutional leaders. Key words: Motivating language, Direction-giving, Empathetic, Meaning- making, Job satisfaction, A ective commitment, Job performance.