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بشیر احمد چونچال

چونچال (۱۹۱۰ء۔۱۹۸۵ء) کا اصل نام بشیر احمد اور چونچالؔ تخلص کرتے تھے۔ چونچال سیالکوٹ میں پیدا ہوئے۔ (۵۳۴) ان کی زندگی عسرت اور عدم آسائش کا شکار رہی لیکن وہ اپنے وقت میں مشاعروں کے مقبول ترین شعرا میں شمار ہوتے تھے۔ ان کا ایک شعری مجموعہ ’’منقار‘‘ دوست پبلی کیشنز اسلام آباد نے ۲۰۰۰ء میں شائع کیا۔ جو طنز یہ ومزاحیہ شاعری پر مشتمل ہے۔ اس کتاب میں غزلیں ،نظمیں اور قطعات شامل ہیں۔ یہ مجموعہ ایک سو پچاس صفحات پر مشتمل ہے۔ اس کتاب کے آغاز میں کامران مسعود کا مضمون’’ابتدائیہ‘‘ اصغر سودائی کا مضمون ’’چونچال ایک منفرد شاعر ‘‘،انور مسعود کا مضمون’’سیالکوٹ کا واحد ظریف شاعر‘‘ اور ضمیر جعفری کا تبصرہ ’’کلام بولتا ہے ‘‘ شامل ہیں۔

’’منقار‘ کے علاوہ ان کا کلیات زیر ترتیب ہے ابھی تک ان کا مجموعی کلام دسیتاب نہیں ہو سکا۔

بشیر احمد چونچال عظیم مزاح نگار شعرا میں ایک امتیازی حیثیت رکھتے تھے۔ اس امر کے کہ وہ عصر حاضر کے مزاح نگاروں میں صفِ اول کے شاعر تھے انھیں وہ مقام و مرتبہ نہ مل سکا جو ان سے کم تر درجے کے شاعروں کو مل چکا ہے یا مل رہا ہے۔اصغر سودائی چونچالؔ کی عظمت کے حوالے سے رقم طرا ز ہیں:

اگر میں یہ کہوں کہ چونچالؔ اکبر الہ آبادی کے بعد دوسرا بڑا شاعر ہے ۔ جس نے فلاح قوم کا بیڑا اٹھایا اور ساری عمر اسی دشت کی سیاہی میں گزار دی تو ہر لحاظ سے یہ ایک ایسا دعویٰ ہو گا جس کی دلیل ان کا کلام ہے۔(۵۳۵)

اپنے مضمون’’سیالکوٹ کا واحد ظریف شاعر‘‘ میں انور مسعود چونچال سیالکوٹی کے حوالے سے لکھتے ہیں:

میں سمجھتا ہوں کہ سیالکوٹ کے واحد ظریف شاعر چونچال بھی عدیم المثال ہیں۔...

Mothers-in-law as Key Influencers: Study on a Radio Drama Intervention to improve Maternal and Child Health in Pakistan

Mothers-in-law play an integral role in promoting maternal and child health practices in rural Pakistan. This study discusses the design, implementation, and evaluation of a 25- episode radio drama featuring the mother-in-law as the primary influencer for maternal and child health practices. The radio drama was designed after an extensive pre-drama audience research comprising of 10 focus groups, and 14 in-depth interviews in Bagh and Mansehra. Post-drama evaluation comprised two focus groups in the target areas. The endline evaluation found that viewership of the drama improved communication between people of all age groups and social roles without offending their dignity, intelligence, and sense of tradition. Additionally, the findings showed that the audience demonstrated improvement in knowledge about danger signs for mother and child, as well as positive attitudes to seeking timely service from a trained healthcare provider. The study makes a contribution to existing health communication campaigns by introducing a culture-centric approach, through radio dramas, to influence mothers-inlaw and consequently impact maternal and child health practices.

The Beliefs and Practices of Secondary School Teachers About Teaching of Islamiat: A Case Study

Research suggests numerous views to account for exploration of Islamiat teachers' practices and beliefs. One view states that teachers' lived experiences, which they may get from home, Madarsas or schools, shape their beliefs and practices. This research sets out to gain insight into the beliefs and practices of secondary school teachers about teaching of Islamiat. A case study of one teacher from Private Schools in Karachi, Sindh and six students (students of research participant in Class viii were selected purposefully and randomly respectively). The teacher was viewed to be knowledgeable and experienced about Islamite teaching by virtue of her profession, the school was selected to represent a private school that was influenced by one of the religious community. Data were mainly collected by means of semi-structured interviews, informal discussions and classroom observations, which utilized in-depth, open-ended questions to yield teacher's past and present experiences, current beliefs and teaching practices. The findings revealed the following: the teacher (Kiran) appeared to believe that reason is the cornerstone for teaching Islam to students. Students should be taught, on the basis of reason otherwise their minds could be manipulated. However, she was had view that it is not possible for a teacher to have full command over the subject or be fully knowledgeable of about all the questions students have. However, the teacher can sincerely work hard to know much about Islam by reading different authors, particularly the Quran, without translation, as she tells that translation is influenced by personal bias.
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