بابو٭
بابو!کس دیس چلا گیا تو
تیرے بعد اداس ہے بام کُو
نجانے کن پردوں کے پیچھے جا چھپا
کن ان دیکھی دیواروں کے پار اتر گیا
میری صدائیں ٹکڑا کر واپس پلٹ آتی ہیں
مگر تو نہیں آتا
کبھی دیوار سے جھانک تو سہی
تیرے بنا ہر پل ،ہر گھڑی
سرو و سمن اور کلی
چاند اور چاندنی سب اداس ہیں
lam is a Moderate ShariahAll its orders are free from
exaggeration. Islam gives relaxation in the man's
natural instincts and desires and checks to cross such
limits which are based on the Principles of Prohibition.
That is why, the one hand[ man is stopped strictly to
do any wrong act while on the other side it was
necessary to provide the others suitable and fair ways
for catharsis.
Moreover, it is the requirement of the man's mental and
Shariah need. That there should be a legitimate contact
between man's and woman's relationship-it is
called"Nikah" in the light of the Holy Qura ’n and the
Hadis.In terms of Nikah it must complete authority to
men and women for their likings and disliking and the
guardians are strictly forbidden to use enforcement and
an the other side motivate both male and female that
they should take their guardians in confidence while
taking any step in this context
The focus of this study was to explore the English language teachers' perceptions about the infusion of environmental issues into the teaching of English as a second language in lower secondary classrooms in Pakistan. The study was conducted in three private English medium schools in Karachi. A mixed methods approach utilizing both qualitative and quantitative methods was applied to investigate English teachers' perceptions about the infusion process. The methodology comprised of two different phases, namely Phase I and Phase II, respectively. Phase I was an exploratory phase, which involved one participant teacher teaching English in the lower secondary section. In this phase, qualitative data were mainly collected through interviews, classroom observations and document analysis. Based on the issues identified in Phase I, the Phase II of the study was conducted so as to expand the understanding by collecting data from a larger sample. Data in this phase were collected through a survey questionnaire from 23 lower secondary English language teachers from two schools. The major findings of the study indicated that environmental issues were infused into English teaching but most teachers perceived a lack of time due to their heavy workload to be a significant barrier to the infusion process. The findings also showed that English teachers have some basic understanding of environmental education but do not have a firm grasp of the whole discipline area. It was also found that despite the inclusion of environmental issues in the English textbooks the schools were using, the teachers put more emphasis on factual information, appreciation, and awareness, but did not insist on developing students' skills so as to make them take the necessary action to resolve environmental issues facing their communities. Of equal importance, the findings also indicated that teachers considered the clear environmental education policy and administrative support in schools as opportunities that would encourage them to incorporate more environmental themes into their teaching of English. With regard to the underlying teachers' perceptions about the infusion of environmental issues into their teaching of English, recommendations are made about how to help English teachers incorporate environmental issues into the teaching of English in a more effective way.