جواں جذبوں اور امکانات کا شاعر
ڈاکٹر رحمت علی شادؔ
جینے کے ڈھنگ تیری جدائی سکھا گئی
اور یاد تیری مجھ کو ہے شاعر بنا گئی
شہرِ فرید میں جنم لینے والے ڈاکٹر فہد ملک ایک خوش اخلاق،خوش لباس، خوش اطوار اور خوبرو نوجوان ہیں۔ جن کی پہچان کے دو بڑے حوالے ہیں۔ ایک یہ کہ وہ ایک فرض شناس میڈیکل ڈاکٹر ہیںاور دوسرا معتبر حوالہ یہ بھی ہے کہ وہ پاک پتن کے ابھرتے ہوئے ایک عمدہ لب و لہجے کے نووارد شاعر ہیں۔ شہرِ فرید کی ادبی روایت میں ایک خوش گوار اضافہ ثابت ہونے والے فہد ملک کے کلام میں فنی و فکری ہر دو طرح کی جھلکیاں بخوبی دیکھی جاسکتی ہیں۔
ڈاکٹر فہد ملک کی شاعری میں سادگی اور سلاست کا نصر نمایاں ہے۔ وہ کبھی لفاظی ،ثقیل اور بھاری بھرکم تراکیب کے چکر میں نہیں پڑتے ان کو جو بات کہنا ہوتی ہے بڑے سادہ اور موثر انداز میں کہہ دیتے ہیں۔ انھوں نے غزل کے ساتھ نظم بھی لکھی ہے جہاں انھوں نے نہ صرف خیال اور موضوع کو بہتر انداز میں بیان کیا ہے بل کہ عام فہم استعارات و تشبیہات ،اضافتیں، اشارے کنایے اور روایتی علامات بھی استعمال کی ہیں۔ ان کے خیالات منفرد اور لہجہ زود فہم ہے۔ وہ کوئی بھی خیال پیش کرتے ہیں تو اس کو الجھاتے نہیں۔بل کہ کھول کر بیان کر دیتے ہیں۔کسی بھی شاعر کے کلام میں سہلِ ممتنع کا استعمال ایک عمدہ خوبی سمجھا جاتا ہے۔ کیوں کہ بڑے بڑے موضوعات اور بڑی بڑی باتوں کو چند موزوں الفاظ میں بیان کر دینا کوئی آسان بات نہیں۔ چھوٹے چھوٹے مصرعوں میں ایک مکمل اور بھرپور مضمون کو بیان کرنا غیر معمولی بات ہے۔ فہد ملک کی شاعری میں بھی سہلِ ممتنع کی متعدد مثالیں موجود ہیں۔ سہلِ ممتنع کا انداز لیے...
Background: Hypertension is a growing medical and public health issue. The United States and European treatment guidelines have been issued to attain smooth control of hypertension in various categories of patients. It is a need of time to unveil safe combination therapies in various populations. Objectives: (i) To determine the efficacy of valsartan and hydrochlorothiazide versus valsartan and amlodipine (ii) To determine the safety and tolerability of both combinations. Materials & Methods: This experimental study was conducted at Shalamar Hospital Lahore. 126 patients with stage 2 hypertension were recruited from the medical outdoor of Shalamar Hospital Lahore after getting informed consent. In group A, 63 patients were given valsartan and hydrochlorothiazide. In group B, 63 patients were given valsartan and amlodipine. Blood pressure (BP) of both study groups was recorded on day zero, 2nd, 4th, and 8th weeks and the readings were entered on a Proforma. The efficacy of drug combinations was accessed in both groups by recording the change in mean systolic blood pressure (MSBP) and mean diastolic blood pressure (MDBP). The safety and tolerability of the drug combinations were assessed in terms of side effects and laboratory findings. Results: In group A, there was a 39±7mmzHg and 18±1mmHg decrease in MSBP and MDBP, respectively, from baseline BP. In group B, there was a 26.7±4mmHg and 14±2 mmHg decrease in MSBP and MDBP, respectively, from baseline BP. Both combinations were safe, and no significant difference in the efficacy of both combinations was observed after 8-week of treatment. Conclusion: Both combinations are effective for control of BP, but the valsartan and hydrochlorothiazide combination (group A) appears to have better tolerability and greater effect in decreasing BP as compared to the combination of valsartan and amlodipine (group B), although this difference is not statistically significant.
In the mid-1980s, teacher empowerment emerged as a strategy of school reform for teachers. This notion was a response towards the falling quality of education as a result of changes and demands in the educational field. However, the implementation of teacher empowerment has not been pronounced in the developed countries. This study associated teacher empowerment with teacher motivation, classroom autonomy, and increased teaching expertise. A small-scale case study was conducted in Karachi, Pakistan, to examine the role of the school head teacher in facilitating teacher empowerment in a government school context. A qualitative inquiry was used to seek information from one government secondary school head teacher and three teachers of the same school. This process was done through in-depth interviews, observations, document analysis, and informal conversations. The study found that the contextual realities together with human factors were critical in enhancing teacher empowerment in the school. In this case, the processes involved in enhancing teacher empowerment were constrained by the centralized education system that turned school head teacher an implementer of curriculum decisions made at the state and district level. The results were that the school head teacher remained a government representative in the school in which her leadership strategies were primarily used to control teachers. The prominent feature of the study was the head teachers understanding of educational change process that focus on teacher empowerment for school improvement. Several other factors were found to be critical in realizing teacher empowerment: an atmosphere of support and trust, teachers assuming leadership roles through administrator encouragement, diverse, active, and self directed learning experiences connected to teacher work context and expertise, integration of efforts to improve classroom teaching and learning. The study urges the educational policy to rethink school leadership structures, roles, together with skills and knowledge of school headteachers and teachers in realizing teacher empowerment in schools.