ان سب رگوں سے پھوٹتے جنوں کا مسئلہ
لاحق ہمیں ہے ہر گھڑی سکوں کا مسئلہ
اب لاؤ کوئی پیر میرا سینہ دم کرو
ٹلتا نہیں ہے ہجر کے فسوں کا مسئلہ
دن ہو بھلے سے عید کا ہمیں خوشی نہیں
اب لا دوا سا ہے دلِ زبوں کا مسئلہ
اپنے بھی اب تو خیر سے اپنے ہیںکب رہے
یوں بڑھ گیا ہے یہ سفید خوں کا مسئلہ
چھینا ہے تیری ضد نے مجھ سے اُس کو اے خدا
معلوم تھا جسے مرے ’’لوںلوں‘‘ کا مسئلہ
Our home Earth a beautiful place to live, Allah created earth for his lovable creature but human being is destroying the beautiful earth for his own comfort. And now we're experiencing the consequences, such as rising temperatures. The interaction of rising global temperatures over the nation's land and oceans is known as "Intercontinental weather evolution." Evolution in world’s weather is an outcome of worldwide increase in temperature, and it includes greater temperatures, moisture, precipitation, condensation, and weather systems – along with variations in the occurrence and severity of these variables. It also threatens life on this planet physically and emotional. Climate change destroying city Karachi too. In 2015 Karachi faced deadly heat wave any around 1200 died. Pakistan’s government take action to control global warming but it's not enough caused a city over 14.91 million (2017), it will need more attention and take action to control the situation of global warming. We can also control consequences of global warming by adopting and reducing few things from our Life otherwise our future will be dark as a black hole in space.
International calls for gender equality and equity in every sphere of life and particularly, in education reflect the state of inequality and disparities in the world. In education, structures, processes and outcomes are unequal. Leadership and management in education is one area that glaringly shows this inequality, Not only are women underrepresented but their ways of working are unacknowledged and also not valued. For effective education based on justice equity and faimess, there is need to include women and women's ways of working in the discourse of leadership. Using a narrative inquiry approach, this study explored the ways in which women experienced gender in becoming and being school leaders. The study finds that the women experience their fathers’ support and encouragement in a predominantly patriarchal society which facilitates their entry into leadership. Mothers also provide the feminine qualities which the participants draw upon as a basis oftheir leadership values and practices. Schools as gendered spaces also enable the women to excel in all areas of life. However, going into teaching is a gendered choice to which the families push the women. Teaching seemingly is a feminized space while leadership in teaching is a gendered space for men. Therefore the women do not think they can take up school leadership until they are pushed by men. This shows the importance of mentoring in order for women to go into leadership. Being women, leadership also gives them a status and respect in a society that they feel has low status for women. However, the women also experience a myriad of challenges due to their gender. They experience role conflict and guilt due to their dual gendered responsibilities. They also experience rejection, physical and verbal threats, sexual harassment and loneliness as the woman in leadership. Drawing on their personal histories and experiences, the women take up the values gained and use them in their leadership. Their practices which are empowering, caring and student - focused, are emancipatory in nature. Thus, through their being leaders and ways of working, these women challenge masculinist hegemonic leadership constructs of effective schools.