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اردو افسانہ(قیام پاکستان سے پہلے)

اردو افسانہ(قیام پاکستان سے پہلے )
مختصر افسانے کا آغاز امریکہ میں ہوا مغرب میں جدید افسانے کا بانی ’’ایڈگرایلن پو ‘‘کو مانا جاتا ہے۔ اردو ادب میں افسانہ کی ابتداء بیسویں صدی کی پہلی دہائی میں ہوئی مگر اردو کے اولین افسانہ نگار کا تعین کرنا ایک مشکل اور اختلافی کام ہے۔ مختلف ناقدین اور محققین اردو کے اولین افسانہ نگاروں کے طور پر پریم چند ، سجاد حیدر یلدرم اور راشد الخیری کا نام لیتے ہیں۔محمد اشرف اردو کا پہلاافسانہ نگار پریم چند کو قرار دیتے ہیں جبکہ بعض محققین علامہ راشد الخیری کو اردو کا پہلا افسانہ نگار قرار دیتے ہیں۔اردو میں مختصر افسانے کا آغاز پریم چند کے ہا تھوں ہوا اور یہی اس کے میر کارواں کہلائے۔ ڈاکٹر فرمان فتح پوری کے مطابق اردو کے پہلے افسانہ نگار پریم چند نہیں بلکہ سجاد حیدر یلدرم تھے۔ان کے مطابق اردو کا پہلا افسانہ پریم چند کا’’ انمول رتن ‘‘ نہیں بلکہ یلدرم کا’’نشہ کی پہلی ترنگ ہے۔‘‘ جبکہ ڈاکٹر صغیر افراہیم اس نظریے کی تردید کر تے ہوئے کہتے ہیں:
’’سجاد حید ر یلدرم کے افسانے’’ مجھے میرے دوستوں سے بچاؤ‘‘ اور ’’نشہ کی پہلی ترنگ ‘‘ ان کے طبع زاد افسانے نہیں بلکہ ترکی اور انگریزی افسانوں کے تراجم ہیں۔‘‘(9)
اس میں کوئی شک نہیں کہ پریم چند اور سجاد حیدر یلدرم اردو افسانے کے دو اہم ستون ہیں۔ پریم چند نے افسانے میں حقیقت نگاری کو فروغ دیا۔ اردو افسانہ میں سب سے اہم روایت حقیقت نگاری کی ہے اوریہ روایت پریم چند اور ان کے معاصرین کے ہاں ہی ملتی ہے۔جب پریم چند کی حقیقت نگاری کو فروغ ملا تواس دور میں رومانوی تحریک کا بھی آغاز ہوا۔ رومانوی تحریک کے بانی سجاد حیدر یلدرم ہیں۔ یلدرم نے اردو افسانے میں رومانویت کو فروغ دیا۔اس کے علاوہ مجنوں گورکھ...

پاکستانی نوجوان’’ فکری انحراف، اسباب اور سدباب‘‘ اسوہ حسنہ کی روشنی میں

The Pakistani youth are engaged day and night in a struggle for attainment of education, technology, and status. But what is deplorable is that they have forgotten their cultural values, ethics, code of life, and religious identity in order to unite with external powers in becoming part of the drive for development and they have become ignorant of their fundamental responsibilities as a member of the Muslim Ummah. What are the priorities and issues facing Muslims on the local, national, and international levels? Especially in Europe and America the Muslim youth are standing at the crossroads. They are undergoing a religious, ideological, and moral decline. History is eye witness to how the Muslim youth made valuable sacrifices in all walks of life and persevered in making incredible achievements. Moreover, it is the three-fold ideological, cultural, and emotional invasion of the anti-Islamic forces which has been the cause of a weakening of faith in the Muslim Ummah in general and the young generation in particular, since ideology is of primary significance for any nation, religion, movement, or group. It is true that nations are formed and sustained on the basis of ideology. The moment the ideological base is weakened, decline and dissolution become the fate of nations. They are unaware of how it is our foremost national duty and an urgent need to develop scholars who would propagate the Islamic agenda. Contrastively, the anti-Islamic forces are engaged in engendering their representatives. Hence, in order to safeguard our youth from ideological and religious dissolution it is necessary that educational and cultural steps are taken in society in advance so that our youth are provided with a wholesome environment free of ideological dissolution. An outline of the article is given below: The importance and significance of the prime of youth, The ideological propensities of the youth, The causes of dissension in youth, The remedy of dissension, are discussed in detail in this article.

Exploring the Attitude of the Head and Deputy Head Teachers from the Governments Schools of Sindh and Balochistan Toward Using Computers in Education

Attitudes play a very significant role in acceptance of any idea or innovation. Prior research studies have established the significance of computers and the attitude of head teachers which can either be a hindering factor or a facilitator for computer integration in education. To explore the attitudes of the head teachers in the Pakistani context, this study was conceptualised. The major aim of the study was to determine the attitudes of head teachers from Sindh and Balochistan towards the use of computers in education, while the subsidiary aim was to explore the relationship between demographic characteristics of the participants and their attitude towards the use of computers in education. A survey questionnaire was adopted from Pelgrum and Plump (1993) to gather data. Through this tool, a sample of 185 head teachers was assessed for their computer attitudes with four factors; perceived educational impact, perceived social impact, training needs and self-confidence. The sample was drawn from the participants of the Educational Leadership and Management (ELM) course, offered as part of the Ed-Links project. The participants comprised a mix of rural and urban areas of Sindh and Balochistan. The results show that the participants' perceived attitude towards computers in education is positive. On individual sub-scales, participants' perceived social impact of computers and their self-confidence is found to be lower than the educational and training needs. Correlation analyses revealed significant associations between the head teachers' attitude towards computers in education and the use of computers and prior training. ln sub-scales model, prior training contributes to the training needs' model while use of computer, contributed to the self-confidence model. The study has highlighted the importance of providing computers to the head teachers in their offices and need for offering relevant training programmes for the head teachers and deputy heads from Sindh and Balochistan. A1so, further research is needed to understand the relationship between attitudes towards computers and its actual use in schools.
Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

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