ماہیا
ماہیا سر زمین پنجاب کا عوامی گیت ہے۔ماہیا کا لفظ ماہی سے نکلا ہے لیکن یہ اردو والا ماہی نہیں ہے(1) ویسے ماہیا میں محب اپنے محبوب کی جدائی میں ماہی بے آب کی طرح بھی ترپتا دکھائی دیتا ہے۔پنجابی میں بھینس یا مہیس کو کہتے ہیں۔بھینس چرانے والوں کو اسی نسبت سے ماہی کہا جا تا ہے۔ان چرواہوں کو بھینسوں پر نظر رکھنے کے سوا کوئی کام نہیں ہوتا تھا۔اس لئے دیہاتی ماحول کے مطابق انہوں نے کسی مشغلے کے ذریعے وقت گزاری کا وقت نکلا۔بانسری بجانے اور گیت گانے کا مشغلہ ایسا تھا کہ بیک وقت چرواہے کا فرض بھی ادا کیا جا سکتا تھا اور اپنے دل کو بھی بہلایا جا سکتا تھا۔بانسری اور اچھی آواز کے جادو نے بھی بعض چرواہوں کو اپنے اپنے دیہاتوں میں مقبولیت عطا کی ہوگی لیکن جب محبت کے قصوں میں رانجھے اور مہینوال کو اپنے اپنے محبوب تک رسائی حاصل کر نے کے لیے چرواہ بننا پڑا تو پھر ان کرداروں کی رومانوی کشش نے لفظ ماہی کو چرواہے کی سطح سے اٹھا کر نہ صرف ہیر اور سوہنی کا محبوب بنا دیا بلکہ ہر محبت کرنے والی مٹیار کا محبوب ماہی قرار پایا۔اسی ماہی کے ساتھ اپنے پیار کے اظہار کے لئے ماہیا عوامی گیت بن کے سامنے آیا۔
ماہیے میں پنجاب کے عوام کے جذبات ،احساسات اور خواہشات کا خوبصورت اور براہِ راست اظہار ملتا ہے۔عوام نے اپنی امنگوں ،آرزوں اور دعاوں کو شاعری کے ذریعے سینہ بہ سینہ آگے بڑھایا اور زندہ رکھا۔اسی لیے یہ عوامی گیت اپنی ظاہری صورت میں انفرادی ہونے کے باوجود اپنی سوسائٹی کی ترجمانی کرتا ہے۔ماہیا فکرو خیال سے ہی نہیں ہوتا لیکن گہرے فلسفیانہ خیالات کے برعکس سیدھے عوام کے دل میں اتر جانے والا انداز ہی اس کے مزاج کا...
Plagiarism is a serious offense that defies the ethics of scholarship and research. Research students need to pay substantive attention to the dynamics and contours of plagiarism in their creative, ethical, and academic endeavors. Scholarship avenues such as online tutorials and work assignments are important sources of instructions for plagiarism-avoidance among students. The current study explores the frequency of consultation of scholarship avenues and the usage of plagiarism-avoidance techniques among research students in social sciences. The study also recommends a scale to investigate plagiarism-avoidance techniques. Furthermore, it also examines the level of the study in predicting the usage of plagiarism-avoidance. Using the online survey technique, 108 research students from Pakistan were sampled. The questionnaire was uploaded on several student-based research groups of social media, including; Facebook, and Yahoo groups. Bivariate linear regression analysis was used for hypothesis testing. Findings revealed that scholarship avenues lead to greater usage of plagiarism-avoidance techniques among research students (R2 =0.065). Supervisors, class-fellows, colleagues, and faculty of the department are prominent human scholarship avenues. Similarly, articles and books from the web, books from the library, the anti-plagiarism policy of the Higher Education Commission (HEC), and lectures delivered in the classroom were leading informational scholarship avenues. Stage of the study and consultation of the scholarship avenues were predictors of usage of plagiarism-avoidance techniques. It is recommended that (i) plagiarism-avoidance is promoted through prevention rather than detection, and that (ii) scholarship avenues (e.g. Delivering lectures, institutional policy, and interaction with relevant websites) are used for enhancing awareness about intellectual dishonesty.
English language is a symbolic capital and an asset in linguistic market. Its contribution in the determination of professional career is considerable. At national level, it can divide or unite a nation. At global level, it has become lingua franca for most of the political, economic, social interactions and working language of international organizations. In Pakistan, it enjoys wide recognition and is a principal means of communication and business. It is also viewed as the language of opportunities. The government takes necessary measures to facilitate its learning in educational institutions yet madrassas lag behind in its implementation contrary to the needs of the professional job market. The purpose of this study was to investigate the teaching situation in madrassas; to probe English language attitudes of madrassa students and teachers; and to look into the possibilities of related reforms in the curriculum. Based on 42 qualitative in-depth interviews conducted in six purposively selected madrassas in the three districts of Khyber Pakhtunkhwa, the findings revealed positive attitudes and willingness to accept the language as part of the curriculum. It was also revealed that the language was not active part of the curriculum owing to the lack of financial resources for provision of books and trained teachers. The study further revealed that the government did not give proper attention to curricular reforms in madrassas. Along with discriminatory attitude of the government, the dominance of conservative anti-western religious elite and the narrow worldview of madrassa authorities alongside poverty and ignorance also contributed to the situation. As part of policy measures, the findings revealed the need for confidence building measures to bridge the gulf between the state’s authorities and religious scholars; attention to the academic requirements of madrassa students; funding for meeting their immediate needs; executive measures to identify, isolate and then target the selected few religious institutions that spread sectarianism and hatred. Further, the government needed to appreciate the socio-educational role of madrassas, to treat them at par with other educational institutions and to enter into a dialogue with reputed scholars at national level for mainstreaming religious education through English language reforms that would provide a fair chance to the graduates in the job market and thus would be a good step forward in bringing madrassas into the mainstream education system.