المبحث الثاني: عن المطر والإحساس
قصيدة (علی وقع المطر) ([1])لنازک الملائكة
أمطري، لا ترحمي طیفي في عمقِ الظلام
أمطري، صبّي علیّ السیل، یا روح الغمام
لا تُبالي([2]) أن تعیدیني علی الأرض حطام
وأحیلیني([3]) ، إذا شئت، جلیداً أو رُخام
أترکي ریح المساء الممطر الداجي([4]) تجنّ
ودعي الأطیار، تحت المطر القاسي، تئنّ
أغرقي الأشجار بالماءِ ولا یحزنکِ غصن
زمجري([5])، دويّ([6])، فلن أشکو، لن یأتیک لحن
أمطري فوقي، کماشئت، علی وجھي الحزین
لا تبالي جسدي الراعش، في کفّ الدجون([7])
أمطري، سیلي علی وجھي، أو غشيّ عیوني
بلّلي ما شئت کفيّ وشعري وجبیني
أغرقي، في ظلمۃ اللیل، القبور البالیہ([8])
وألطمي، ما شئتِ أبواب القُصور العالیہ
أمطري، في الجبل الناءي([9])، وفوق الھاویۃ([10])
أطفءي النیران، لا تُبقي لحيّ باقیہ
آہ ما أرھبکِ الآن، وقد ساد السکون
غیر صوتِ الرّیح، في الأعماق([11]) تدوي في جنون
لم تزل تھمي([12])، من الأمطار، في الأرض، عیون
لم یَزٖل، قلبي حزیناً، تحت أمواج الدُجون
أیّھا الأمطارُ، قد ناداکِ قلبي البشريُّ
ذلک المفرق في الأشواق، ذاک الشاعريّ
إغسلیہ، أم تری الحزنُ حماہ([13]) الأبديّ
أبداً ، مثلک یا أمطارُ، دفاقٌ نقيُّ
أبداً یسمعُ، تحت اللیل، وقعَ القطرات
ساھماً یحلم بالماضي وألغاز الممات
یسأل الأمطار: ما أنتِ؟ وما سرّ الحیاۃ؟
وأنا، فیم وجودي؟ فیم دمعي وشکاتي([14])؟
ما أنا؟ ما أنتِ یا أمطار؟ ما ذاک الخضمُّ(
We can divide human beings into two categories: Leaders and Followers. Leaders are a few, the rest of the overwhelming majority of the human beings are followers. They show an earnest tendency of following or obligingness towards their leaders. This capacity of the following is exploited and abused by the egoist and toxic leaders to bring destruction to their followers and the world. The author of the paper tries to explore and determine the motives of obligingness or complaisance of blind following. The author studies this phenomenon in the light of theories of the hierarchy of needs by Abraham Maslow, The Situational Factor by Philip Zimbardo, the Function of Labeling by Albert Bandura and Ego Depletion by Michael Cholbi. These theories have earned good acceptance from the experts. The theories are found helpful to understand the mentality of leaders and their followers as described by the Qur’ān. These theories are applied to some selected cases from the Qur’ān to reach a better understanding of the phenomenon. The Qur’ān at many places describes and discusses this human tendency. It presents dialogue between the leaders and their blind followers in the life hereafter, the person of Pharaoh, his maneuvering, his courtiers, the common people of Egypt, the followers of pagan chieftains and their opposition to the prophets give us ample description to know how blind following actually works under the influence of leadership. The author hopes that this study helps understand the mentality of the present day leaders and their blind or complaisant followers.
The purpose of this research was to explore the use of Information and Communication Technology (ICT) in teaching and learning of reading and writing skills to/by children with hearing impairment in an inclusive school in Karachi, Pakistan. In order to achieve this purpose, the research question that guided the course of the research was, 'what are the ways in which ICT might be used for teaching and learning of reading and writing skills to/by children with hearing impairment in an inclusive school in Karachi, Pakistan'. Embedded in the qualitative paradigm, action research was used to explore my research question. Action research is a flexible spiral process which allows action for change and improvement and research for understanding and knowledge to be achieved at the same time (Dick, 2002). The Kemmis, McTaggart and Retallick's (2004) model of action research was implemented in the study. However, only two cycles of action research could be completed. Classroom observations, semi-structured interviews, document analysis, reflective journal, video recording of classroom teaching, field notes were used as data collection methods. Four students (two with hearing impairment and two without hearing impairment) from a private inclusive school of Karachi, Pakistan, were selected as participants on the basis of a criteria. Moreover, the class teacher and assistant teacher acted as my critical friends. It was found that in order to address the learning needs of children with Special Education Needs (SEN), the use of multiple pedagogies and methodologies were helpful in keeping all the students engaged in the learning process. The use of ICT allowed the teacher to enrich the curriculum with relevant and interesting activities downloaded from the internet. However, the teacher's knowledge and skills of teaching children with hearing impairment posed several challenges. Thus, the professional development of teachers and their capabilities, in using ICT in an inclusive setting was found to be critical. It was found that children with SEN needed more input for improving their vocabulary. It was found that the overall low reading level of children with hearing impairment hinders them in participating in the reading activities and discussion processes even when multimedia were used. The written instructions, along with verbal instructions, projected through multimedia projector were found helpful to include children with hearing impairment in the classroom discourse. The features of power point presentation like hypertext, hypermedia and animations, use of digital stories and colourful pictures helped in gaining students' attention for