کالج کی یادیں
کالج کی یادیں آتی ہیں
یہ رہ رہ کر تڑپاتی ہیں
جب کالج جایا کرتے تھے
ساجن ، بیلی مل جاتے تھے
اک دوجے کو چھیڑا کرتے
لڑتے جھگڑا بھی کرتے تھے
موجیں تھیں مستی کرتے تھے
پڑھتے تو مزہ بھی آتا تھا
پھر باتوں میں لگ جاتے تھے
اپنی دنیا میں رہتے تھے
نہ کسی کی پروا کرتے تھے
سب کیفے جایا کرتے تھے
سب مل کر کھایا کرتے تھے
اک پاکٹ سے بل جاتا تھا
پیزا ، برگر اور بریانی
ہم سب کا چسکا ہوتا تھا
پھر نکڑ والے ہوٹل سے
چائے بھی جا کر پیتے تھے
اکثر ایسا بھی ہوتا تھا
ہم چھوڑ کلاسیں دیتے تھے
پورا کالج گھوما کرتے
چپہ چپہ چھانا کرتے
بازار کہاں کے ہیں جو ہم
نہ سبھی مل کر گھومے ہوں گے
کتنے لیکچر چھوڑے ہم نے
کتنے سگنل توڑے ہم نے
سب یاد مجھے اب آتا ہے
نہ کبھی ہم نے جو سوچا تھا
وہ وہ اب میں نے سوچا ہے
دفتر سے اب فرصت ہی نہیں
میں اکثر سوچا کرتا ہوں
دفتر میں جب تھک جاتا ہوں
وہ باتیں ذہن میں لاتا ہوں
وہ یادیں ذہن میں لاتا ہوں
پھر تازہ دم ہو جاتا ہوں
لیکن اتنا کافی تو نہیں
سب یار کہاں سے لائوں میں
ڈھونڈوں میں اُن کو کہاں جا کر
وہ دن یاد بہت آتے ہیں
اور رہ رہ کر تڑپاتے ہیں
Background and Aims: The COVID-19 outbreak is the biggest global crisis in generations having severe and far-reaching repercussions for the health system, creating high prevalence of severe posttraumatic stress symptoms for physical therapists, highlighting the need for psychological help. Therefore, this study aimed to investigate how resilience functions as a mediator in the relationship between anxiety and personality among Karachi based physiotherapists.
Methodology: A cross-sectional study was conducted among physiotherapists of Karachi using a convenience sampling technique from August to December 2021. The data was collected using a 10-Item Personality Inventory, Brief Resilience Scale, and Hamilton Anxiety Rating Scale questionnaire.
Results: Among 70 participants, the emotional stability trait (7.6±1.4) had higher mean values on the TIPI. On the HAM-A scale, 81.4% physiotherapists had moderate to severe anxiety followed by 15.7% mild to moderate anxiety whereas 92.9% were shown to have normal resilience. Despite all correlations being negligible, only the association between agreeableness and resilience was non-significantly higher (r=0.83).
Conclusion: It was concluded that there was no association between the anxiety state and resilience among physiotherapists, although there was a non-significantly higher relationship between agreeableness and openness to experiences personality traits. A high prevalence of moderate to severe anxiety was noted while using a standard resilience strategy.
The aim of this research was to investigate the role of psychological capital Teachers’ Job Commitment and students’ academic Achievements: A Case Study of University of Peshawar with special reference to higher education institute i.e. University of Peshawar Khyber Pakhtunkhwa (KP), province of Pakistan. The objectives of the study were to explore the psychological capital of teachers, the effect of psychological capital on teacher’s job commitment and to ascertain the effect of psychological capital on students’ achievements at tertiary level. The research study was conducted at University of Peshawar. The following null hypotheses were tested: 1) Psychological Capital has no significant effect on teachers’ job commitment. 2) Psychological Capital has no significant effect on students’ academic achievements.3) Teachers job commitment has no a significant effect on students’ academic achievements.4) There is no a significant difference of psychological capital and teachers’ job commitment (M, F) on students’ academic achievements. The research study was descriptive and co-relational/causal in nature as it aimed to describe the respondents attributes e.g. (age, gender etc) and establish relationship with the other factors such as psychological capital, teachers job commitment and student academic performance. The population of this research study was the entire teaching faculty (male and female) of the University of Peshawar. The total population of the study was 637 teachers of the University of Peshawar. The researcher utilizes survey method of data collection as it constructed and administered questionnaire to collect the data from respondents i.e. lecturers, assistant professors, associate professors and professors of University. The sample of the study consisted of 245 teaching faculty. For data gathering, the probability sampling technique i.e. stratified random sampling with proportionate allocation method was used. The data was tabulated, analyzed and interpreted by using an inferential statistical tool (Regression and T-test). To meet the objective number (i) to (v), the researcher used the Hierarchal Linear Regression Model. For measuring objective number (vi), the researcher used independent sample T-test. The result of correlation amid psychological capital, teacher’s job commitment and students’ academic achievement shows that there exists significant positive relationship between variables. Hierarchal Linear Regression analysis was conducted to examine the hypothesized relationship among the variables. The findings of the study exhibit that 1) the absence of psychological capital amid teachers is directly proportional to student’s poor academic grades, 2) those teacher’s in which psychological capital doesn’t exist their students not get higher marks in their assignment, mid-term and final term examinations, 3) those teacher’s in which job commitment doesn’t exist their students not get higher marks in their assignments, mid-term and final-term examination as compared to those teacher’s in which psychological capital exist, 4) The teacher’s job commitment was found a significant predictor of student better academic achievement, 5) the students of more committed teacher with higher psychological capital will get good grades and higher marks in their assignment, mid-term and final-term marks, 6) the committed teacher will give good lectures to their students with great synergy and impact. This in return, leads to the better student learning, enhance student knowledge and social skills. The study recommends that the management of University of Peshawar should make special attention for the enhancement of teacher’s psychological capital and their commitment in the job via training interventions.