عشقی الہاشمی(۱۹۰۹ء ۔۱۹۸۳ء)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۔(۴۵۶)
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۔ (۴۵۷) ’’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۔(۴۵۸)
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
1جن کو جینے کا...
The Holy Quran is seen as the ultimate source of guidance and knowledge in Islam. It defines inheritance as automatic transfer of possession by which estate person transfers to the heirs as succession. In the Quran Surat Al Nisa explains about inheritane in just a manner that is due to each individual, male female. This Surah of the Quran has clearly specifies that women should no longer be treated as cattle and commodities, but as individuals, they have the legal right to inherit. The Quran mentions plainly the women right of inheritance in Surat Al Nisa : “ Allah Charge you concerning (i provision for) your children : to the male equivalent of the portion of two females, and if there be women more than two, then theirs is two-third of inheritance, and there be one(only) then the half. Islam gives the women right of inheritance, but the practical situation is different in society and country laws of inheritance. Women are often deprived of this fundamental right especially when it comes inheritance of immoveable assets i.e land. There are numerous reasons to deprive women from inheritance, for example cultural practices such as considering dowry as an alternate to inheritance etc. But the major cause is lack of knowledge and awareness regarding Shariah Law and state legislature due to rampant literacy and dominant role of customs and culture. This research article is an attempt to describe Islamic Law of inheritance along with the extensive study to analyze the practical social and legal status in Pakistani society, and awareness among the women of Pakistan.
An Analysis of Andragogically Designed Literacy Skills' Module Every semester a number of professionals take admission in English language programs at National University of Modern Languages. These professionals join language courses at different levels in which all language skills are focused besides pronunciation and grammar. However, after few weeks these professionals start complaining about the course design. Most of them do not want to be taught pedagogically. Thus in the context of these issues the researcher decided to analyze Literacy Skills module taught at Diploma level. The researcher conducted an experimental study in which experimental group of thirty students were taught an andragogically designed Literacy Skills’ module. The needs of the experimental group were analyzed with the help of a needs analysis proforma. On the basis of this needs analysis proforma, the objectives of the course were designed. The Literacy skills’ module was later designed in the light of these objectives and was taught and evaluated on the basis of the principles of theory of andragogy. A pre-test and post-test were conducted at the start and end of the course respectively to draw a comparison between the performance of the experimental and control groups. A student course evaluation questionnaire was also used at the end to get students’ feedback regarding the teaching methodology, teaching and learning environment, teaching resources, and feedback given by the teacher etc. The analysis showed that an andragogically designed, taught and evaluated Literacy Skills’ module enhanced motivation level and learning of adult professional learners.