المبحث الرابع: دواوين نازك الملائكة بالترتيب
1۔ صدر لنازک أول دیوان ’’عاشقۃ اللیل‘‘ فی عام 1947م
2۔ الدیوان الثاني ’’شظایا ورماد‘‘ صدر لنازک في عام 1949م ۔
3۔ الدیوان الثالث: ’’قرارۃ الموجۃ‘‘ صدر الدیوان الثالث لنازک الملائکۃ عام 1957م ۔
4۔ الدیوان الرابع (شجرۃ القمر) في عام 1968م صدر ھذا الدیوان في 1968م ۔
5۔ الدیوان الخامس (مأساۃ الحیاۃ وأغنیۃ للإنسان) ۔
جمعت نازک الملائکۃ دواوینھا الخمسۃ، ’’عاشقۃ اللیل‘‘، شظایا ورماد‘‘ ، ’’قرارۃ الموجۃ‘‘، ’’شجرۃ القمر‘‘، مطولۃ شعریۃ ودیوان‘‘ مأساۃ الحیاۃ وأغنیۃ للإنسان‘‘ ۔ ضمن مجلدین صدرا بعنوان (دیوان نازک الملائکۃ) في بیروت وکان ذلک في عام 1971م۔
وآخر قصیدۃ تم نشرھا للشاعرۃ العظیمۃ ورائدۃ ’’الشعر الحر‘‘ ھي قصیدۃ ’’أنا وحدي‘‘ عند ما کانت مریضۃ ومقیمۃ في مصر۔ وبعد وفاۃ زوجھا عبدالھادي محبوبۃ أحسّت الشاعرۃ بأنھا بالفعل وحیدۃ، لیس ھناک من یشارکھا في أفراحھا ولا من یواسیھا في ھمومھا۔۔۔۔۔ توفت الشاعرۃ العظیمۃ وترکت دواوینھا ذکری علی مرّ السنین وداعاً أیتھا المرأۃ القویۃ والإنسانۃ الذکیۃ۔۔۔۔ وداعاً۔
الديوان الأول: "عاشقة الليل"
صدر لنازك الملائكة أول ديوان "عاشقة الليل" في عام 1947م قدمت الشاعرة المعروفة هذه الأبيات الرائعة للعراق والأمة العربية .فهذا جزء من القصيدة
أعبّرعمّا تحسّ حياتي
وارسم إحساس روحي الغريب
فأبكي إذاصدمتني السنين
بخنجرها الأبديّ الرهيب
وأضحك مماقضاه الزمان
على الهيكل الأدميّ العجيب
وأغضب حين يداس الشعور
ويسخرمن فوران اللهيب
وقصيدة وادي العبيد قصيدة رائعة من ديوان " عاشقة الليل " لنازك الملائكة وهي قصيدة حزينة تصف الشاعرة فيها أحاسيسها الحزينة ومشاعرها المليئة بالآلام والمآسي .
الديوان الثاني: "شظايا ورماد "
صدر نازك الملائكة ديوانها الثاني "شظاياورماد" في سنة 1949م .
وفي هذه الأبيات تأكدت ريادتها للشعر الحديث الحر، في مقدمة الديوان وضحت الشاعرة الأوزان الأساسية للشعر الحر، ثم وضحت أهمية الشاعرة بالنسبة إلى اللغة وتقول " أن شاعراً واحداً قد يصنع للغة مالا يصنعهُ ألف نحوي ولغوي مجتمعين . ذلك "أن الشاعر بإحساسه المرهف وسمعه...
Background and Aim: To evaluate the association of pectoralis minor muscle length and the shoulder range of motion with and without shoulder pain.
Methodology: A sample of 214 participants with and without shoulder pain were enrolled in an analytical cross sectional study at Institute of physical medicine and rehabilitation, Dow University of health sciences, Karachi. Questionnaire was provided to all participants after taking consent. Individuals were categorized into two equal groups i.e. one with and the other without pain). Shoulder active ranges were measured with universal goniometer and pectoralis minor length with measuring tape. Statistical Package of Social Sciences version 21 was used for data analysis. The descriptive variables were assessed for frequencies and percentages. Continuous variables were shown with mean and standard deviations and were correlated with bivariate correlation test. Considered significant was 0.05 p value.
Results: Females were 176(82.2%) and males were 38 (17.8%). Mean ± SD of age, weight, height, and BMI were 26.82 ±7.50, 58.45 ±12.11, 160.59 ± 12.43, and 22.18 ±3.78 respectively. The pain intensity negatively correlated with shoulder range of motions (rs = -0.307 to -0.775, p< 0.05) except medial rotation. Significant difference (p< 0.05) is found for length of pectoralis minor and range of motion between groups. There was also weak positive correlation between pectoralis minor index and shoulder lateral rotation (rs =0.215; p = 0.003).
Conclusion: The shoulder pain affects shoulder joint range of motion and pectoralis minor length. Decreased pectoralis minor muscle length accompanies limited shoulder range of motion except, medial rotation.
Present study hinges upon a very critical question that is whether approximate number system plays foundational role in symbolic math or not? More specifically in current research it has been tried to explore the causal relationship between non-symbolic and symbolic numerical cognition through a brief training paradigm. Research evidence of past decades has shed light on the relationship between non-symbolic and symbolic numerical cognition through neuroscience, neuropsychological, correlational and indirect research evidences. However there was no research evidence specifying the causal relationship between the two directly. To bridge this gap present study was carried out in an effort to disentangle this relationship through training study with first grade children who are at the very first step of connecting these two systems through class mathematics learning. This research study has been divided in two phases. Phase 1 of the study comprises of four experiments (i.e; experiment 1: N= 48; experiment 2, N=48; experiment 3, N=24; experiment 4, N= 24) conducted with American first grade children. Phase 2 of study comprises of two experiments conducted with Pakistani first grade children (experiment 1, N= 48; experiment 2, N =72). In both, phase1 and 2 children were trained with different training conditions (non-symbolic approximate addition, brightness comparison, line length addition and non-symbolic approximate comparison) and were post tested on symbolic addition (in experiment 1,3,4 of phase 1 and experiment 1 of phase 2), sentence completion task(experiment2 of phase1) and number line placement (experiment 2 of phase 2). Results across different experiments of both phases of study revealed that training with non-symbolic approximate addition and non-symbolic approximate comparison give the children advantage to perform better on symbolic math and number line placement task as compare to control conditions in terms of speed and accuracy. Research evidence indicates that non-symbolic numbers played foundational role in enhancing children performance on symbolic addition, number line placement and that this effect was specific to the domain of mathematics. xi Furthermore, training effect got replicated and extended with Pakistani sample belonging to a totally different cultural context. Results indicate that longitudinal training with nonsymbolic approximate numbers might be helpful to improve children symbolic math and might also be helpful for children with math learning difficulties.