عشقی الہاشمی
عشقی الہاشمی(۱۹۰۹ء ۔۱۹۸۳ئ)کا اصل نام جعفر علی اور عشقیؔ تخلص کرتے تھے۔ عشقیؔ سیالکوٹ کے سادات نقوی خاندان میں ہوئے۔ آپ عربی فارسی میں خدا داد قابلیت رکھتے تھے اور علومِ شرقیہ کے بہترین اساتذہ میں شمار ہوتے تھے۔ عشقیؔ نے شاعری میں علی طالب الہٰ آباد ی اور لسان الہند مرزا ہادی عزیز لکھنوی سے فیض حاصل کیا۔ سیالکوٹ میں عشقیؔ کے بہت زیادہ شاگرد تھے۔ جنھوں نے اُردو شاعری میں اعلیٰ مقام حاصل کیا۔ اصغر سودائیؔ اور تابؔ اسلم جیسے کاملِ فن شعرا عشقیؔ کے تلمذ میں رہے۔(۴۴۱)
آپ نے مجلہ در’’نجف‘‘ میں بحیثیت مدیر معاون کام کیا۔ ’’شبابِ اردو‘‘ ،اور’’نوروز‘‘ کی ادارت بھی سنبھالی ۔اور امر تسر کے ہفت روزہ ’’مجلہ آرٹ‘‘ کے مدیر بھی رہے۔ (۴۴۲) ’’سر شک بہار‘‘ ،’’مطلع الانوار‘‘ ،’’سوزو ساز‘‘ ،’’سہا و سمن‘‘ اور ’’غزلستان‘‘ عشقیؔ کے چار شعری مجموعے ہیں۔’’العروض ‘‘تصنیف میں فنِ شاعری پر تنقید اور تبصرے شامل ہیں۔(۴۴۳)
عشقیؔ روایتی شاعر ہیں ان کے ہاں کوئی جدت نظر نہیں آتی۔ عشقی ؔ کے اسلوب پر دبستان دہلی اورلکھنو کے اثرات بھی دیکھے جا سکتے ہیں ۔ اُن کی غزلیات چھوٹی اور لمبی بحروں میں ہیں ۔شاعری میں قافیہ اور ردیف پر بہت زور دیتے ہیں ۔ان کی اکثر غزلیات کی طویل ردیفیں ہیں ایسا لگتا ہے جیسے وہ شاعری پر قافیہ اور ردیف کو فوقیت دیتے ہیں ۔ مذکورہ بالا خامیوں کے باوجود عشقیؔ کے ہاں آفاقی موضوعاتِ شاعری بھی موجود ہیں۔ اخلاقیات،رجائیت،قومیت،حقیقت پسندی،اصلاح ،عشقِ مجازی اور عشقِ حقیقی عشقیؔ کی شاعری کے اہم موضوعات ہیں۔ اس حوالے سے نمونہ کلام ملاحظہ ہو:
قوم پر جب زوال آتا ہے
نوجوان بے لگام ہوتے ہیں
جن کو جینے کا آ گیا طریق
ان کے اونچے مقام ہوتے ہیں
جو بشر احترام کرتے ہیں
No doubt, throughout the last fourteen centuries, has been so widely read nor has shaped more human mindes than the Quran. Actually the Quran has a tremendous effect on the believers who recite it in its original language. Its language, as it is felt, is overwhelmed by the the power of the Devine word: hence the majesty of its style, and its captivating rhetoric, w hich reflects the pow er of the Divine w here it is originated. This artical also shows the greatness of the arabic language and its rhetorical effect in the light of Holy Quran. It tells us about the use of metaphor in Arabic language and Quran. It puts light on the diferenccs among the scholars wether there is Majaz in Arabic language and Quran or not? For the proof of its used both in language and Quran after the long discussion of linguistics and interpreters it is proved that it is one of the method of of the language to create the beauty in the speach. At the end of the artical it is conculuded through the views of the eminent scholars that the Majaz is also a style of the Arabic language and its rhetoric.
Title: A Study of Emotional Intelligence and Social Behaviour of 11th Class Students Pages: 301 Researcher: Shaista Majid Advisor: Prof. Dr. Rehana Masrur University: Allama Iqbal Open University Subject Area: Secondary Teacher Education Year: 2012 Degree: Doctor of Philosophy in Education There has been an increasing awareness of improving quality of education in recent years, and efforts have been focused on motivating young college students towards more serious study attitudes. Strong mind and emotionally balanced personality may perform better than the frustrated one. The more serious and caring the attitude towards studies the better will be acceptable social behaviour of the young boys and girls at the colleges. Emotional intelligence plays an important role in making the youngsters better able to know themselves and their emotions as well as the feelings of others. Emotional skills are important for social and emotional adaptation that leads to success in all areas of life. The present study examines the relationship between emotional intelligence and social behaviour of 11th class students. It further explores the levels of emotional intelligence and types of social behaviour of academically high achievers and low achievers. The population of the study comprised all 11th class students studying in all Government Intermediate/Graduate/Postgraduate Colleges of the districts of Rawalpindi and Attock, as the study was delimited to the two districts; Rawalpindi and Attock, of the province Punjab in Pakistan. The population includes many strata; urban and rural, male and female, therefore Stratified Sampling Technique was applied for the selection of each stratum. The sample was selected by obtaining fifty percent of each stratum; i.e. rural and urban, male and female. The sample size comprised of 819 students. The Stratified Sampling Technique was used to select equal-sized samples (50 percent) from each subgroup (strata); i.e. male, female, urban, and rural. An emotional intelligence measure, The Emotional Quotient Inventory (EQ-i) developed by BarOn and Social Behaviour Inventory (SBI) developed by the researcher and the result of first year Part I Examination, 2007 were used as the research inventories for data collection. A pilot study was conducted on fifty students to ensure the validity and reliability of the research inventories. The Alpha Coefficient of Reliability 0.90 for SBI and 0.92 for EQI ensured the reliability of inventories for this research. Means, percentages of the frequencies, standard deviation and means of means were computed on SPSS 14. Pearson’s correlation was applied to see the relationship of types of social behaviour with levels of emotional intelligence of the 11th class students. The t- test of independent samples was applied to analyze the significant level of the variables. The results showed that both inventories have internal consistency of items. Significant relations were found between social behaviour with peer, group, curriculum, college and levels of EI. Emotional intelligence was highly correlated to social behaviour overall and was not significantly correlated to the academic achievement of students at the end of 1st year of college studies. The number of high achievers in academics was higher than that of the low achievers. The findings suggest that emphasis should be placed on the understanding of 1st year students’ EI. Training in managing and regulating emotions should be taken into account during college education to reduce the deviant behaviour of the youth. Presently in the curricula of colleges of Pakistan the development of EI is not emphasized. An emphasis on channelizing the youth’s energies towards more productive and useful aspects of their lives will help overcome the behaviour problems.