لوڈشیڈنگ کا عذاب
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز سامعین اور میرے ہم مکتب شاہینو!
آج مجھے جس موضوع پر گفتگو کرنی ہے وہ ہے:’’لوڈشیڈنگ کا عذاب‘‘
صدرِذی وقار!
عذاب ، جزاوسزاء کا تصور ، انارکی ، پریشانی یہ ایسے الفاظ ہیں کہ جن کو پڑھ کر یا سن کر طبائع مکدّر ہو جاتی ہیں۔ مزاج میں تبدیلی آجاتی ہے، چڑ چڑاپن پیدا ہو جاتا ہے۔ طبیعت کا سکون غارت ہو جاتا ہے، آرام نام کی کوئی شے دکھائی نہیں دیتی، اطمینانِ قلبی مفقود ہو جاتا ہے، چہرۂ بشرپر پریشانی کے آثار نمایاں ہوجاتے ہیں۔
صد رِ محترم!
عذاب جس صورت میں بھی ہو کھانے کو آتا ہے، اس سے کو سوں دور بھاگنے کو جی چاہتا ہے، عذاب سے مراد دل کی بے سکونی ہے، بصارت کا چندھیا جانا ہے۔ قوت ِسماعت کی کمزوری ہے، قوت لامسہ کی نقاہت ہے، اس کا وجود انسانی وجود کے لیے نفع بخش نہ ہے۔
محترم صدر!
آئے دن مختلف عذابوں سے واسطہ پڑتا رہتا ہے۔ کبھی مہنگائی کے عذاب کا دیو جڑے کھولے انسان کو دبو چنے کے درپے ہوتا ہے، کبھی ڈینگی کا عذاب اپنے شکار پر گرفت مضبوط کرنے کے لیے مستعد ہوتا ہے اور ان سب عذاب ہائے زندگی سے بڑھ کر جو عذاب ہمارے سروں پر مسلط ہے وہ لوڈ شیدنگ کا عذاب ہے جس نے ہماری مسرت اور خوشی کوغم و اندوہ میں بدل دیا ہے۔
صدرِزی وقار!
لوڈشیڈنگ سے مراد بجلی کا غائب ہو جانا ہے، اس سے پاکستان کی معیشت وابستہ ہے اس کی کی زندگی کے تمام شعبوں کو متاثر کرتی ہے، اس کی کمی سے تمام صنعتیں بند ہو جاتی ہیں، اس کی کمی سے ٹیکسٹائل ملوں میں کام بند ہو جاتاہے، اس کی کمی سے فصلوں...
The Islamic laws prevent us from the evil deeds. As well as, according to Shariah, it is permissible and sometimes even compulsory to save the believers from the actions that may lead them towards the banned activities. Therefore, the ruling of prohibition from these types of activities is called Sadd-e-Zaree’a. This is the principle extracted from the Quran and Sunnah. As Almighty Allah forbade the believers to say ‘Ra’ina’ because this word was used by Jews knowingly in a wrong manner with evil intentions, whereas, Muslims presented their requests by this same word in the highest court of The Holy Prophet (peace and blessings be upon him) for seeking easiness and relaxation in their concerned matters. As in Quran: O People who Believe, do not say (to the Prophet Mohammed- peace and blessings be upon him), " Ra’ina (Be considerate towards us)" but say, " Unzurna (Look mercifully upon us)", and listen attentively in the first place. [Baqarah 2: 104]. (To disrespect the Holy Prophet – peace and blessings be upon him – is blasphemy.) Another example by Hadith, in this regard, it is also evidenced by the good character of The Holy Prophet (peace and blessings be upon him) that sometimes He stopped himself intentionally from the permissible activities lest the common masses may involve in undesired activities on the basis of The Holy Prophet’s act. Concisely, keen consideration is required on rational basis when explaining the Shariah rulings of any matter. Otherwise, the beauty andbenefits of the Shariah may be lost. Consequently, to prevent from the future turmoil is actually the spirit of Sadd-e-Zaree’ah. As this is the actually basic need and prerequisite of Shariah. It saves and prevents its believers form expected turmoil. Therefore, if the risk of turmoil would trigger with committing the permissible activity it must be abandoned due to the risk of turmoil.
Motivation is an inner force that activates and provides direction to our thought, feelings and actions. Two main characteristics of motivation are goal directed behavior and persistence. Motivated people persistently work for the goal till it is achieved. Intrinsic-motivation, self-efficacy and assessment anxiety, independence, career motivation and grade motivation are motivational elements that become visible to affect one’s regulated learning, presented by Glynn and Koballa (2006) Science motivation questionnaire (SMQ) administered its construct validation was investigated on students at the college level. The authors recommended that it may be tried out on students with science major in other cultured settings to examine its construct validity. The study, therefore, sought to explore its construct validity for science students at the college level along with their gender wise comparison on science motivation. The research questions were what evidence is there that motivation can be measured through the SMQ validity and reliability? Are there gender differences in motivation with science students? Are there differences in motivation with science learning experience? The objectives of the study were thus to investigate the construct validity of the science motivation questionnaire, to examine any motivational differences between male and female intermediate science students, to examine any differences between first and second year science students, and to put forward recommendations in the light of the findings of the study. The college students of intermediate classes in the province of Punjab constituted the population of the study. A sample of 600 1st and 2nd year science students served as the sample of the study which were selected through two stage cluster sampling. To measure the science motivation components, the 30-item Likert-type science motivation questionnaire developed by Glynn and Koballa (2006) was used in the study that claims to influence self-regulated learning. Principal Components Analysis, using varimax rotation, was used to find the fundamental structure of the SMQ. In addition, inter-item correlation was explored using Kendall’s Tau-b. Chi-Square ‘contingency test’ was applied to compare the two distributions of responses. EXCEL spread sheet was used for chi-square analysis because SPSS does not handle it well. The Scree plot did not indicate any factor structure; also inter-item correlations (Kendall’s Tau-b) suggested no factor structure. However, in gender comparison, the 30 items, there are statistical differences in 9 of them.