خلیق حسین ممتازؔ (۱۹۳۷ء۔پ) اصل نام ہے اور ممتازؔ تخلص کرتے ہیں۔ آپ پٹھان کوٹ ضلع گورداسپور میں پیدا ہوئے۔ ان کے والد حکیم نیا زحسین نیاز اردو اور پنجابی کے اچھے شاعر تھے۔(۹۲۵)آپ کا شعری کلام’’ابلاغ‘‘ ،’’امروز‘‘،’’آدابِ عرض‘‘،’’تجوید نو‘‘ اور ’’ادبی ایڈیشن‘‘ جنگ میں چھپتا رہا۔ آپ کا شعری مجموعہ ’’اساس فکر‘‘ ۲۰۰۵ء میں طہٰ پبلی کیشنز لاہور سے شائع ہوا۔
یہ کتاب غزلیات پر مشتمل ہے۔ ’’صحیفہ مودت‘‘ ایک شعری مجموعہ زیر طبع ہے جو حمد،نعت ،منقبت اور سلام پر مشتمل ہے۔ اس کے علاوہ کچھ اور مسودے ہیں جن کے نام ابھی زیر غور ہیں۔خلیق حسین ممتاز ایک قادر الکلام استاد شاعر ہیں۔ سیالکوٹ کے کئی شعراان کی شاگردی اختیار کیے ہوئے ہیں۔ انھیں علم عروض پر مکمل دسترس حاصل ہے۔ممتاز شاعروں کے ایسے گروہ سے تعلق رکھتے ہیں جو کائنات کی ہتھیلی پر اُبھرے ہوئے خط جمال کو مزید گہرا اور تابناک بنانے میں مصروف ہیں۔ ان کے نزدیک شاعری زندگی کو حسن عطا کرتی ہے۔ ان کی شاعری انسان میں امید پیدا کرتی ہے اور مایوسیوں کے اندھیروں سے باہر نکالتی ہے۔رجائیت ان کی شاعری میں جگہ جگہ دیکھی جا سکتی ہے۔ ان کے اشعار ابہام سے پاک ہوتے ہیں مصروں میں روانی اور چاشنی محسوس ہوتی ہے۔ وہ روایت کے ساتھ جدیدیت کے قائل ہیں۔ روایت اور جدیدیت نے ان کی سوچ کو آفاقی بنا دیا ہے۔ ان کی شاعری میں زندگی کے سبھی رنگ موجود ہیں ۔موضوعاتی نظم ان کا حصہ ہے وہ ایک مکتب فکر کی حیثیت رکھتے ہیں۔ آپ کا کلام زیادہ تر مروجہ اور بنیادی شعری اصولوں اور پیمانوں کی میزان پر پورااترنے کے ساتھ سا تھ حقیقت کے قریب تر ہے۔ آپ کے لفظوں میں سچائی نظر آتی ہے۔
عشق و محبت ممتازؔ کی غزلیات کا...
This study estimates the leadership qualities of Benazir Bhutto, first female Prime Minister of Pakistan and the Islamic world. The life history of Benazir Bhutto also falls under the category of charismatic leadership as she displayed exceptional leadership qualities in the face of different personal and political challenges. Much has been written on the life, personality and political career of Benazir Bhutto but very few have made academic and in depth study of leadership qualities of Benazir Bhutto which were predominant and striking features of her political leadership during her second tenure as Prime Minister of Pakistan (1993-96). Therefore, this article navigates on diverse Socio-economic, Political and Geo-strategic challenges and responses of Benazir Bhutto as Prime Minister of Pakistan (1993-96). Further, it encapsulates her relationship with military, dwindling state of economy, revengeful role of opposition and various contradictions with President created a grave challenge not only for poor governance but also for the longevity of her premiership tenure. It was not smooth sailing for her as Prime Minister; however, it was a hard journey full of myriad challenges, inherited dwindling economy, overdeveloped state structure, strife torn society, volatile geo-political situation, regional disparities, vindictive politics of opposition and imbalance of power between Prime Minister and President required stupendous efforts from Benazir Bhutto as a Prime Minister. Further, this study presents a systematic and factual analysis of the socio-economic challenges and the arbitrary use of the Presidential power (58) (2B). Furthermore, theory of challenge and response has also been applied to have a better understanding of Benazir Bhutto’s leadership qualities and administrative abilities. It also throws light on the circumstances that led towards her ouster from premiership. Besides, this study attempts to find what were the diverse challenges faced by Benazir Bhutto as a Prime Minister (1993-96)? How did she respond to various challenges as Prime Minister?
My study emerged from the backgrounds of the present teaching and learning practices in explanatory writing in Science subjects. It has been observed that in our current education system, science writing is used for assessment purpose, and is mostly viewed as recording and collecting of factual information. The students' motivation towards science writing is also very low, as it is a mechanical process of writing memorized facts. However, if science writing is further extended to be more interactive, involving student's critical thinking and reasoning skills, then it has potential for learning. The students will find writing tasks much more enjoyable and this will increase their overall learning of the science concepts. The student's attempt of writing for explanation should be supported with strategies, which facilitate students to construct their own explanations during writing. Writing frame is one such strategy and provides students a skeleton, with beginning sentences and connectives to support explanatory writing. Throughout my study, I aimed to provide students with explanations in the form of causal relationships and predictions during teaching and writing of science concepts. During this time, my own understanding of developing writing frames evolved tremendously, which is reflected in my research finding. My research findings showed that the writing process for explanation cannot take place in isolation. Writing for explanation requires a conceptual understanding of the content, innovative teaching strategies, thinking and reasoning skills, a rich learning environment, and the presence of a teacher as a facilitator. I also found that students' misconception regarding science concepts were also highlighted. Another important finding was that writing frames raised motivation towards explanatory writing in Science. However, there were a few factors which impeded my research study. First, my inadequate understanding of writing frame was an impeding. Second, the low proficiency in English language was a barrier for the students in expressing their understanding of science ideas. Finally, there were also some supporting factor which enabled me to do my research that is my own determination and persistence throughout the study and support from the language faculty. The findings from the study has various implications like writing in Science requires an interdisciplinary approach. Finally, recommendations have been drawn based on the findings of the study.