اعتبار‘‘ میں عصری شعور اور اٹل سچائیاں
اس کائنات میں اللہ تعالیٰ کی تخلیق کردہ اشرف المخلوقات حضرت انسان روز ازل ہی سے کچھ ایسا کرنے کی دْھن میں مصروف عمل ہے کہ وہ لازوال اور غیر فانی بن جائے کہیں یہ خیرو شر کی قوتوں سے نبرد آزما ہے تو کہیں حق کی فتح و نصرت کیلئے کوشاں ہیں۔کہیں یہ ستاروں پر کمندیں ڈال رہا ہے تو کہیں نئے نئے سیاروں کی دریافت میں مگن ہے۔کہیں یہ اپنی نت نئی تخلیقی صلاحیتوں کے بل بوتے پر حیران کن جہتوں کو متعارف کروا کر اپنا لوہا منوا رہا ہے۔انہیں جہتوں میں جذبات و احساسات کے اظہار کو خوبصورت ذریعہ الفاظ میں کرنے کو شاعری کہا جاتا ہے۔شاعر اپنے روز مرہ کے مشاہدات کو اشعار کا جامہ پہنچاتا ہے وہ اپنے خیالات کی پختگی اور جذبوں کی روانی کو صفہا قرطاس پر بکھیرنے کی کوشش کرتا ہے۔جیسے ناہید فراموش صاحبہ اپنے مجموعہ کلام ’’اعتبار‘‘ میں کیا ہے۔
’’اعتبار‘‘ ناہید فراموش صاحبہ غزلیات اور نظموں کا پہلا مجموعہ کلام ہے۔اس مضمون میں شاعرہ کی غزلیات میں عصری شعور اور اٹل سچائیوں پر بحث کی جائیگی۔شاعر سماج کا سب سے حساس ترین فرد ہوتا ہے۔معاشرے میں ہونے والے واقعات کا براہ راست سب سے زیادہ اثر اس کی سوچ پر پڑتا ہے۔یہ اثرات اچھے ہیں یا برے ان الفاظ کی مالا میں پرو کر دوسرے افراد کو بتانے کی کوشش کرتا ہے۔دراصل شاعر اپنے اشعار کے ذریعے معاشرے میں بیداری پیدا کرنے کی کوشش کرتا ہے۔لوگوں کی سوچ تبدیل کرنے کی کوشش ہے۔ناہید صاحبہ نے بھی موجودہ دور کی سماجی، مذہبی،معاشی اور سیاسی صورت حال پر بہت بے باک طریقے سے اپنے خیالات کا اظہار کیا ہے۔
موجودہ دور کو نفسا نفسی کا دور کہا جاتا ہے۔ہر طرف خلوص میں...
Background: Chronic hepatitis C infection has created a huge burden of disease causing serious health effects. The combination therapy used to treat hepatitis C virus (HCV) infection includes Pegylated interferon and Ribavirin. As cholesterol biosynthesis plays a pivotal role in HCV replication, the use of various statins has been associated with higher sustained viral response Objective: To compare the efficacy of atorvastatin plus pegylated interferon and ribavirin versus pegylated interferon and ribavirin alone in patients of chronic hepatitis C with genotype-3a Methods: This Randomized controlled trial was conducted at outpatient department, Mayo Hospital Lahore for six months i.e. May to November 2017. After ethical approval, 60patients of ages 25 to 55 years of either gender with chronic hepatitis C with genotype 3a were included in the study. Informed consent was taken from all patients. Then patients were randomly allocated into two groups “A” and “B” using random number table. Patients in Group A received standard of care treatment for chronic hepatitis C i.e. Pegylated interferon and ribavirin while the patients in Group B also received tab atorvastatin along with the standard treatment. Patients were follow up for 4 week. Blood samples were collected and HCV RNA detection. All this information were entered in proformaResults: In standard therapy group, the mean age of patients was 39.50±8.39years. In atorvastatin plus standard therapy group, the mean age of patients was 34.30±6.78years. In standard therapy group, there were 25 (83.3%) males and 5 (16.7%) females. In atorvastatin plus standard therapy group, there were 16 (53.3%) males and 14 (46.7%) females. After 4 weeks, Rapid VirologicalResponse (RVR) was achieved in 4 (13.3%) patients in standard therapy group while in 14 (46.7%) in atorvastatin plus standard therapy group. The difference was significant (p<0.05) Conclusions: Atorvastatin in combination with Pegylated interferon and ribavirin have better efficacy as compared toPegylated interferon & ribavirin alone in chronic hepatitis C-3a.
The National policy of Pakistan 2009 provides the vision for education in Pakistan that is, quality education being a means for recognizing the individuals’ potential for societal development. This vision needs to be actualised in classroom learning and teaching. In a way, mathematics for social justice can provide an opportunity to individuals to implement this vision in the classroom teaching of mathematics. This study, therefore, explored the teaching and learning processes of mathematics for social justice of Grade 9 students in a school of Karachi, Pakistan. To understand the processes, an exploratory action research was conducted in the qualitative paradigm. In the study, semi-structured interviews conducted from the students and the mathematics teacher, classroom observations, the reflective diary, and the analysis of students’ work were used as data collection tools. The study has three action research cycles which in turn have eight lessons on the topic of ratio and proportions, with the integration of wastage of food at the consumption level. The study has found out that mathematics for social justice requires using critical dialogues, critical questioning and creation of critical problem-posing questions. These elements create a learning environment that improves the mathematical and social justice education scenario. First, the use of dialogue opens up a useful discussion to analyse the social issue critically. Second, questioning explores the use of mathematical concepts in understanding the social issue. Third, problem-solving questions themselves provide an opportunity to students to apply mathematical knowledge and skills and enable them to ponder on social issues and critically apply their knowledge to seek opportunities for social justice. This study can help teacher and educators to use the pedagogy of mathematics for social justice in their classroom and explore other areas of mathematics for social justice in the Pakistani context.