جو اُجلا تن نہیں تو کیا میں اُجلا من تو رکھتا ہوں
میں تشنہ لب ہوں آنکھوں میں مگر ساون تو رکھتا ہوں
اگرچہ تیرگی ہی تیرگی ہے چار سُو میرے
میں ایسی تیرگی میں بھی دلِ روشن تو رکھتا ہوں
مرے دامن میں رنج و غم کی ہے اشکوں کی دولت ہے
مجھے مت جانیے مفلس کہ ایسا دھن تو رکھتا ہوں
میں بستا شہر میںہوں پھر بھی صحرا سے مجھے نسبت
نہیں میں قیس تو کیا ہے میں پاگل پن تو رکھتا ہوں
میں اُن کو دل میں رکھتا ہوں جو تائبؔ دور رہتے ہیں
اگرچہ بے ہنر ہوں پھر بھی اتنا فن تو رکھتا ہوں
No society is safe from crimes hence with the passage of time, crimes amplify along with alteration in its nature. As the approaches of investigation and finding the crime develop, the ratio of crimes also increases and the casualties occur with new devices and techniques. On the other hand individual and collective endeavors are being made to stop it. The concerned authorities try to finish or decrease these crimes by formulating various new rules. The rules that the Creator and the real Owner of the whole world had bestowed upon us in the form of Islam, it includes the right and basic techniques to control the crimes. As the modern technology has facilitated us with many facilities, it has also facilitated us in finding a culprit or proofs against him that helps in the stoppage of crimes and finding the criminals. As this modern technology has brought a great reduction in the casualties and crimes, on the other hand we have also to face some legal and Islamic issues. One of these issues is the case of medical test for witness that whether the test of clinical laboratory can be accepted as witness
The purpose of this study was to investigate the effect of fluency enhancing and fluency hampering factors in English on the listening comprehension of the Pakistani learners. English is not taught as a language in most educational institutes in Pakistan. It is treated as a subject. Naturally, its phonological aspect is badly ignored. This, later, affects the competence and performance of the learners. Before starting the research, the researcher had claimed that where the fluency enhancing features of English helped its native speakers in accelerating their verbal speed, they affected the aural comprehension of the Pakistani learners of it. Similarly, the fluency hampering factors in English also affected their listening comprehension. Based on this claim, the researcher formulated the hypothesis: Language learners who are taught listening skills with the help of fluency enhancing and fluency hampering factors of English perform better in aural comprehension than those language learners who are not taught through these factors. Using a quasi- experimental design the researcher conducted the study on two groups -one control group and the other experimental group. The design had the following stages: Pre-test treatment Post-test. The pre-test was set to assess the existing aural abilities of the members of the groups. T-test was used to know the significance or insignificance of the data. It was followed by the treatment that spanned over two months. During this period the researcher treated the experimental group with the help of eight model lesson plans, all focusing on fluency enhancing or fluency hampering factors in English. After the treatment, the post-test was conducted and the data were analyzed by using the t-test again. The results of the pre-test and the post- test of the both groups were compared. It was found that the experimental group (n = 15) achieved significantly higher score [t (28) = 10.16, p > .001] than the control group (n = 15).It was concluded that the fluency enhancing and fluency hampering factors affected the listening comprehension of the Pakistani learners of English and that students could overcome this problem if they were treated properly despite the fact that there were a number of independent variables.