وہ مجھ سے بے زار بڑا ہے
دل ہے کہ اُس سے خوش رہتا ہے
ساتھ نہیں ہے دُور کھڑا ہے
ننگے پائوں کانچ چُبھا ہے
میرا قصور تو بس اتنا ہے
میں نے تجھ سے پیار کیا ہے
دل کیا جانے بھولا بھالا
رشتوں میں جو زہر گُھلا ہے
اَفلاطون کہے شاعر پر
حُسن کی دیوی کا پہرا ہے
میں شاعر وہ حُسن کی دیوی
اَفلاطون بھی سچ کہتا ہے
پیار اگر یَک طَرفہ ہو تو
پَل پَل کا جینا مَرنا ہے
سنا ہے مدہوشی میں شب بھر
اُس نے میرا نام لیا ہے
وہ تجھ کو کیوں یاد کرے گا
صادقؔ وہ مصروف بڑا ہے
Theoretically, it is supposed that women’s working status and household wealth independently contribute towards the children’s dietary status. The working women of the inferior socio-economic class are generally engaged in the informal sector or low paid work. It may be argued that such kinds of service cannot contribute to the nutritious prestige in children. To solve this puzzle whether woman's working status in all socio-economic setups is contributing to children’s nutritional status or not? This is the main focus of the research. A sample data of 1169 households from PDHS (2012-13) are used to explore the influencing factors of child malnutrition. The study employed the binary logistic regression which observes the likelihood of malnutrition in the children. Malnutrition is measured through CIAF. The interaction terms of the woman’s working status and five quintiles of wealth index have been created. The results disclose that working women belonging to the household of the first two quintiles of the wealth index and the fourth quintile of the wealth index are not contributing to the nutritious prestige of the children. Furthermore, in the third quintiles, the working status of women contributes to the nutritional prestige of children. It may be inferred that the socioeconomic status of the household is important for the nutritional welfare of the children, not the woman's employment. However, it may be concluded that women’s employment should be of the level that can support the socio-economic status of the household.
The present study deals with the perception of autonomy support, self-concept and educational aspirations of adolescents. This study examined the relationship between parental autonomy support, teacher autonomy support, self-concept and educational aspirations of adolescents. Additionally, this study examined the moderating effect of personal and demographic variables on the relationship between parental autonomy support, teacher autonomy support, self-concept and educational aspirations. For this purpose the Perception of Parental Autonomy Support Scale, Learning Climate Questionnaire and Tennessee Self-Concept Scale were used to measure the constructs. The research was carried out in three phases. Phase-I dealt with translation of scales into Urdu. Phase-II was consisted of pilot testing (n= 220) and carried to determine the cross language validation and to establish the psychometric properties of all the three scales. Item total correlations and internal consistency was determined through alpha coefficients for all the three scales. Phase-III was main study conducted on the sample of 560 adolescents including boys (n=255) and girls (n=305) of age ranged from 13-18 years (M=16.37, S.D=1.39) from different government and private educational institutes. The findings revealed significant relationship of parental and teacher autonomy support with self-concept and educational aspirations of adolescents. The findings of multiple moderated regression and binary logistic regression revealed significant moderation of personal and demographic variables in relationship of parental autonomy support, teacher autonomy support with self-concept and educational aspirations of adolescents.