نسیم حجازی ۔۔۔۔تحریکِ پاکستان کا عملی کردار
عذرا پروین پی ایچ ڈی اسکالر
ناردرن یونیورسٹی، خیبرپختونخواہ
نسیم حجازی کا اصلی نام محمد شریف اور قلمی نام نسیم حجازی تھا ۔ نسیم حجازی ۱۹ مئی ۱۹۱۴ء کو پنجاب کے ایک گاؤں سوجان پور جو کہ قصبہ دھاڑیوال ضلع گورداس پور میں واقع ہے ، میں پیدا ہوئے۔ ۱۹۴۷ء میں تقسیمِ ہند کے بعد ہجرت کر کے پاکستان آ گئے اور مستقلاً یہیں رہائش اختیار کی ۔ زندگی کی ڈور ٹوٹنے تک آپ نے پاکستان سے اپنا ناتا نہیں توڑا۔بالآخر مارچ ۱۹۹۶ء کو اپنے خالقِ حقیقی سے جا ملے ۔ آپ کے آباؤاجداد حجاز سے ہندوستان میں وارد ہوئے اور اپنی رہائش کے لیے انھوں نے پنجاب کے ضلع گورداس پور کا انتخاب کیا ۔ نسیم حجازی کے والد کا نام چودھری جان محمد تھا جو کہ محکمہ انہار میں ملازم تھے ۔بچپن کے ابتدائی دور میں ہی آپ کی والدہ محترمہ داغِ مفارقت دے گئیں تو بارِ تربیت والد صاحب کے سر آن پڑا ۔ ابتدائی تعلیم سوجان پور ہی میں حاصل کرنے کے بعد ۱۹۳۸ء میں ماسٹرز کی ڈگری اسلامیہ کالج لاہور سے حاصل کی ۔ اسی دوران آپ نے چھوٹے موٹے موضوعات پر قلم آزمائی شروع کر دی ۔ افسانہ نگاری میں قدم رکھتے ہوئے نسیم حجازی نے اپنا پہلا افسانہ ‘‘شادر’’ تخلیق کیا ۔ اپنی ادبی زندگی کے ابتدائی دور میں وہ اپنے قلمی نام کی جگہ بھی اپنا اصلی نام ہی استعمال کرتے تھے لیکن بعد میں جب ان کے استادِ محرم نے انھیں مشورہ دیا کہ اپنے لیے الگ قلمی نام کا انتخاب کریں تو انھوں نے اپنے قلمی نام کے لیے حجازِ مقدس سےاپنی نسبت کوافضل جانا اوراپنے لیے نسیم حجازی کے قلمی نام کا انتخاب کیا...
This research aims to find out whether gender diversity, audit committees, institutional ownership, and employee pressure has a significant effect on the sustainability report. This research method is a quantitative research by taking samples using a purposive sampling technique based on predetermined characteristics of 20 companies listed in the LQ-45 index for 2019-2022. The type of data used is secondary data and the method of analysis used is panel data regression using Eviews. The results of the study show that the calculation of the hypothesis, namely gender diversity, has no significant effect on the sustainability report with a significant level of 0.5341> 0.05. The audit committee has no significant effect on the sustainability report with a significant level of 0.6224>0.05. Institutional ownership has no significant effect on the sustainability report with a significant level of 0.1466>0.05. Employee pressure has a positive and significant effect on the sustainability report with a significant level of 0.0105<0.05. For simultaneous testing, an F count of 3.812784 is obtained with a probability of 0.000022 <0.05, meaning that gender diversity, audit committee, institutional ownership, and employee pressure simultaneously influence the sustainability report.
The study aimed to explore the challenges students face in their transition from middle to high school and the effect of these challenges on them in a private high school in the context of Chitral. This school is situated in a rural area of Pakistan, where students from various middle schools get admission after passing their grade-eight exam. A case study design within qualitative research methodology was employed to explore the transitional challenges and their effects on students during their transition from middle to high school. Overall, the sample consisted of twelve students, ten parents, four teachers and three school principals. The data were gathered through observations of the school activities, interviews of principals and teachers, focused group discussion with parents and students and document analysis. The results of the study highlighted some of the academic and social challenges and their effects on students during their transition from middle to high school. The common academic challenges include high homework load, parental and teachers' expectations of high grades, high number of monthly tests, lack of subject specialist teachers, and lack of individualized attention by teachers. Social challenges faced by students were lack of English speaking culture in middle schools hampering relationship formation, lack of peers' support during transition, cultural norms and low sporting facilities hampering relationships, and cold attitude of middle school principals towards students. The study also found that transitional challenges had both positive and negative effects on students' social and academic performance. From the results of the study it also appeared that students do not receive adequate academic and social support in middle schools, which hinders their smooth transition to high school. The findings also revealed that intervention programmes in high school include strict rules, co-curricular activities and academic support such as extra classes and co-teaching practices, which does help to an extent, yet these intervention programmes were not sufficient to ameliorate the ailments of transitional challenges. According to the results of the study, parental support came in the form of their help in homework, provision of financial assistance and emotional guidance, having high expectations of their children, and volunteering. The study also found that students mostly use emotion focused coping strategies (procrastination, avoiding social relationships, divine support, and teachers help) as compared to problem focused coping strategies (proper scheduling, more time to studies, and organization). The study also concluded that long journeys due to distance hindered both academic