شاعرؔصدیقی کی نظم گوئی
نظم دراصل نثرکی متضاد ہے یعنی وہ کلام جس میں وزن ،بحر،ترنم اور نغمگی کا خیال رکھا جائے نظم کہلاتا ہے۔لغوی اعتبار سے نظم پرونا،ترتیب دینا وغیرہ کے معنوں میں آتا ہے اصطلاح میں نظم شاعری کی وہ صنف سخن ہے جس میںفکروخیال کے لحاظ سے تمام اشعار کسی ایک موضوع اور ایک خیال کے تحت فکری گہرائی اورشدید جذبے کے ساتھ لکھے جاتے ہیں نظم کے تمام مصرعے باہم مربوط ہوتے ہیں۔
اُردو شعری اصناف میں غزل کے بعد نظم کی اہمیت مسلمہ ہے۔اْردو میں نظم گوئی کی ابتدا قلی قطب شاہ کے زمانے سے ہوئی ہے۔قطب شاہی کے دور میں جن شعرا نے نظمیں کہی ہیں اُن میں جانمؔ،ابن نشاطیؔ،ملاوجہیؔ،رستمیؔ،غواصیؔ،نصرتیؔ ،ہاشمیؔ اور عبدلؔ جیسے اکابر شعرا کے نا م قابل ذکر ہیں۔بعد میں یعنی اٹھارویں صدی کی چوتھی دہائی میں نظم کے اس ارتقائی سفر میں نظیراکبر آبادی نے سب سے اہم رول اداکیا ہے۔نظیرؔنے نظم کو ایک عوامی صنف سخن کی حیثیت سے متعارف کرایا اور پہلی مرتبہ محاسن مناظر فطرت کے علاوہ دیگر عوامی سرگرمیوں کو جگہ دی۔
نظم کا سنہرا اور جدید دور۱۸۵۷ئکے بعد شروع ہوتا ہے۔اس دور میں نظم کے کینوس میں بہت وسعت پیدا ہوگئی اور نظم کو قومی اصلاح اور تربیت کا ایک مؤثر ذریعہ سمجھنے کی حیثیت سے خاص اہمیت دی گئی۔بالخصوص آزادؔاور حالیؔ کی کوششوں سے نظم نے ترقی کی ایک اور کروٹ لی۔جس میں بہت نئے خیالات اور موضوعات نے جگہ پائی۔اس زمانے کے ایک اوراہم شاعر اکبرالہ آبادی بھی ہے جس کا کلام اْس عہد کا آئینہ دار ہے۔اکبرؔنے اپنی نظموں میں مغربی تعلیم،تہذیب ومعاشرت کی پرزور مذمت کی ہے۔حالیؔ نے جدیدنظم کی جو بنیاد رکھی تھی اْس پر علامہ محمداقبال نے نظم کی ایک ایسی عمارت کھڑی کردی جس کے بنا پر اقبالؔ اْردو کے ایک معتبر نظم گو...
Mental disorders are common and contribute to the highest burden of disease across the globe. Depression and anxiety has become the most frequent disorder in these times. However, it is notconsidered a disease mostly and there are no proper policies and treatment all over the world but thedeveloping countries are affected the most. Mental health care services are lacking and inaccessible tomost of the patients worldwide. Apart from this fact, the stigma associated with this ailment is a majorhindrance in the way of treatment. Lack of human resource and their proper training is also lacking. Thereis a dire need to enhance research capacity to actually estimate the burden and magnitude of the problem, preparing a policy and above all, its implementation to bring a change in the treatment of mental healthproblems. Low and middle income countries are suffering the most due to these disorders and ironicallyit is not considered a disease thereMostly, the uneducated people attribute such mental health issues to supernatural phenomenonsuch as ghosts or magic etc. Additionally, for the treatment of these so-called “supernatural phenomenon”and to get rid of ghosts, they tend to go to “peers” or “baba” who are illiterate people, pretending to havecure for these patients. But infact, such malpractices and misconceptions among masses lead to adisastrous situation. It causes worsening of the condition of patient by not getting the proper medical andpsychiatric treatment, secondly, they are caught up by wrong people who extort huge amount of money. These are the challenges that developing countries are facing for the treatment of mental health issues. Evidence-based interventions and practice by trained personals in community and primary health carefacilities can improve the understanding and treatment of these ailments. Exercise, healthy life style, healthy dietary+ patterns and physical activities may also work wonders in these conditions.
The focus of this study was on the comparison of mathematics curricula of General Certificate of Education (GCE) Ordinary Level (O-Level) and Secondary School Certificate (SSC). The purpose of this comparison was to trace out the factors responsible for the shortcomings in instructional objectives, contents, approaches, methods of teaching and pattern of assessment in the local (SSC) system of education. The study was specifically focused on: (1) to compare and analyze the aims and objectives of teaching mathematics at SSC and GCE (O- Level); (2) to compare the contents of textbooks and question papers of SSC and GCE mathematics courses; (3) to critically compare the effectiveness of approaches and teaching methods applied in both systems; (4) to compare and analyze the assessment patterns in both systems.The population of the study was comprised of teachers, students, prescribed text books of mathematics taught at SSC and GCE (O- Level) and question papers of the examination boards of both systems. The overall size of the sample was of 300 teachers, 200 students and 20 subject experts. The sample included 180 teachers, 120 students and 10 subject experts from the SSC system whereas 120 teachers, 80 students and 10 subject experts from GCE system. An interview protocol and questionnaires were designed and administered. A content analysis was made to compare the contents of textbooks and question papers of the last 20 years (1994-2013) of Board of Secondary Education Karachi (BSEK) and Cambridge International Examinations (CIE). The quantitative data were analyzed using t-test. It was concluded that the implementation of mathematics curriculum is relatively more effectivein GCE (O-Level) than in SSC curriculum although no significant difference has been found in the methods of teaching in both systems. The key factors traced out as major contributors in this difference of effectiveness were: GCE teachers were found clear and well-informed about the expected aims and objectives of their curriculum while SSC teachers were not clear because they did not have access to the expected aims and objectives of their curriculum; GCE textbooks were found aligned withthe expected aims and objectives of its curriculum while contents in SSC textbooks were not found in support of some very important expected outcomes of curriculum such as logical thinking and systematic reasoning; the approach of GCE teachers regarding organization of the contents for teaching was found to some extent concentric (spiral) while SSC teachers were found adopting a topical approach; the focus of GCE system was found on depth in knowledge through rigorous practice while the focus of SSC system was found on memorization of factual and procedural knowledge through practice; GCE system was found using formative assessment (assessment for learning) more systematically than SSC system where focus was on summative assessment (assessment of learning), during internal school assessments; GCE system was more focused on application of knowledge versus dispensation of knowledge however SSC system was focused more on constant dispensation of knowledge than its application. The foundation of difference between the two systems was found in their methods of assessment. The question papers of GCE mathematics were based on the overall expectations of the curriculum whereas SSC papers coveredthe expectation of factual and procedural knowledge only. GCE papers consisted of application based questions with no question exactly the same as the ones in the textbooks whereas SSC papers were comprised of exactly same as the textbook questions; GCE papers have been found with no sectioning on the basis of topics whereas SSC papers were sectioned on the basis of different topics;no pattern of repetition has been found in GCE papers whereas in SSC papers, a clear pattern of repetition was found; it was found thatwhole syllabus is required to be done inorder to attempt the GCE paper completely,whereas the SSC paper could be completed even after skipping many topics from the syllabus. No discontinuation of mathematics has been found at school level in GCE system whereas in SSC system,a suspension of mathematics teaching for one complete year (during grade IX) has been observed. In the light of these conclusions, concrete recommendations were made.