پروفیسر جگن ناتھ آزاد
ایک شریف اور باکمال انسان
۲۴؍ اگست ۲۰۰۴ء کو ملک کے مایہ ناز شاعر و ادیب، مشہور محقق و نقاد، اقبالیات کے ماہر اور اس کے پایہ شناس جناب جگن ناتھ آزاد اردو دنیا کو سوگوار اور مغموم چھوڑ کر چلے گئے، وہ اردو، اردو ثقافت، ملک کی گنگا جمنی تہذیب، فرقہ وارانہ ہم آہنگی، رواداری، وسیع المشربی اور بھائی چارگی کے علم بردار تھے، ان کی وفات پر کن کن چیزوں کا نوحہ و ماتم کیا جائے۔
جگن ناتھ آزاد صاحب ۱۵؍ دسمبر ۱۹۱۸ء کو مغربی پنجاب (پاکستان) کے شہر عیسیٰ خیل میں پیدا ہوئے جو ضلع میان والی کی ایک تحصیل تھا، ان کے والد پنڈت تلوک چند محروم پیشے کے اعتبار سے معلم تھے مگر خاندانی شرافت اور کمال کے ساتھ ایک صاحب ذوق اور بڑے قادر الکلام شاعر تھے، ان کا شمار اردو کے استاد شعرا میں ہوتا تھا، آزاد صاحب کو علم و ادب کا فطری ذوق تھا جس کو ان کے والد کی صحبت و تربیت نے بہت چمکا دیا تھا، ان کی ابتدائی تعلیم عیسیٰ خیل میں ہوئی، میانوالی سے میٹرک کا امتحان پاس کیا، ۱۹۳۵ء میں ڈی اے وی کالج راولپنڈی سے انٹرمیڈیٹ کیا اور ۱۹۳۷ء میں گارڈن کالج راولپنڈی سے بی اے کیا، ۱۹۴۴ء میں پنجاب یونیورسٹی لاہور سے فارسی میں ایم، اے کیا۔
وہ شروع ہی سے صحافت سے وابستہ رہے جب وہ انٹر کررہے تھے تو کالج میگزین کی ادارت ان کو سپرد کی گئی، اسی زمانے سے مضامین بھی لکھنے لگے تھے، نظم گوئی کی ابتدا اس سے بھی پہلے ہوچکی تھی، ان کا پہلا مقالہ ’’اقبال کی منظر نگاری‘‘ کے عنوان سے میاں بشیر احمد کے مشہور ادبی ماہنامہ ’’ہمایوں‘‘ لاہور میں چھپا، ۱۹۴۱ء میں ماہنامہ ’’ادبی دنیا‘‘ لاہور کی مجلس ادارت میں شامل ہوئے، ۱۹۴۶ء میں اردو روزنامہ...
Economic causes of social insecurity describes the risk of economic loss faced by workers and households as they encounter the unpredictable events of social life. This review suggests a nine-part framework for studying the distribution and trends in these economic risks. Empirical research in these areas reveals high levels of economic insecurity among low-income households and suggests an increase in economic insecurity with the growth in economic inequality in the Country. The solution of social insecurity because of Economic causes is also discussed in the light of Teachings of Holy Prophet.
Learner autonomy refers to a state where a learner seeks the understanding of the concepts more independently, takes charge of the learning and becomes more motivated and self-supportive towards the learning procedures. It has become a much discussed phenomena and has been given immense importance from the last few decades however it‟s still not practically implemented in the foreign language classrooms. The students in the foreign language classrooms are still much relying on their teachers and take less responsibility of their own learning. The present study is a quasi-experimental research design. The study at first explored the existing level of English as a foreign language learners with reference to autonomy practices, in the context of Punjab, Pakistan. The autonomy of the learners was examined through their use of foreign language learning strategies in the language classrooms. The study intended to design a learner-training program to develop autonomy among Pakistani foreign language learners. An eclectic approach was used in the research design, thus the learning-training program was designed on the basis of multiple theories of learner autonomy, with a compilation of foreign language learning strategies in each lesson. The major frameworks used for the research design were Oxford‟s framework (2011) Andrew‟s framework (2007), and Chamot‟s framework (2005), whereas the language learning strategies chosen for the learner-training program were cognitive, metacognitive and social-affective language learning strategies. The target population of the study was university level students of Lahore, Punjab (Pakistan), studying English as a compulsory subject and the sample was bachelor‟s level students of a public sector university of Lahore. The sample consisted of a nonintervention/control group and an intervention/experimental group each with 52 number of students. The learner- training program was implemented on the intervention group for 27 weeks. The quantitative data was collected through a pretest questionnaire, a post-test questionnaire and language learning diaries whereas the qualitative data was collected through the interviews of the participants. The findings of the research revealed that the learner-training program proved to be successful where the participants of the intervention group were using foreign language learning strategies in their language classrooms, were independently doing classroom tasks, and were very motivated to use autonomy practices in future as well. The research suggests that the use of language learning strategies can be introduced in the language classrooms to enhance autonomy among the foreign language learners. The learnertraining program can further be beneficial for the foreign language teachers as they can use the autonomous learning practices to make their language classrooms more engaging and interactive.