المبحث السادس: بروين شاکر وفکرتها عن العشق
یوجد في أشعار بروین شاکر تجربۃ ذاتیۃ لحبھا وعشقھا، فقد کتبت بعض القصائد من تجربتھا الخاصۃ وحبھا القدیم ولکن کان لھا القدرۃ في أن تبقی السر سراً وکانت طریقۃ بیانھا مھذّبة لا تفشي أسرار حُبّھا۔
فقد کتبت بروین قادر آغا[1] عن بدایۃ حب الشاعرۃ وعشقھا الأول۔ قد أعجبت الشاعرۃ بشاب، وکان موظفًا حکوميًا فشارکتہ في أحلامھا وآمالھا، ولکن ذلک لم یکن رغبۃ الشاب فھو کان لا یُرید الزواج منھا لأنہ کان یختلف عنھا في النسب والحسب وکان یختلف عنھا في الفرقہ الدینیۃ، بأنہ کان من أھل السّنہ والشاعرۃ کانت من أھل الشیعۃ۔ فرفض ذلک الشاب الزواج، فکان ھذا أمرٌ صعبٌ للشاعرۃ لأنھا کانت تحب ذلک الشاب، ولکن بعد فترۃ أحسّ الشاب بالندم علی ما فعل مع الشاعرۃ فرجع لھا وأراد الزواج منھا، فأحست الشاعرۃ بالفرح ولکن والدیھا لم یرضوا بذلک الشاب والزواج منہ، فأحست الشاعرۃ بالحزن مرۃً أخری وتقطّع قلبھا من الألم والیأس، وعاشت أحزانھا معھا إلی أن تکوّن عندھا قابلیۃ علی إظھار مشاعرھا وأحزانھا۔ وکتبت الشاعرۃ الکثیر من أشعارھا توضح وحدتھا وألمھا۔
ثم جاء لھا خاطب آخر، فوافق والداھا علی زواجھا فتزوجت الشاعرۃ من نصیر علي وأنجبت منہ إبناً أسمّتہ (مراد) وعندما تزوجت الشاعرۃ أحست بالفرح ولذۃ العشق في أول أیام زواجھا، ولکن بعد مدۃ من الزمن حصلت خلافات بین بروین شاکر وزوجھا وحصل البعد بین الزوجین، فأحست الشاعرۃ بالیأس والحزن والوحدۃ وفراق الزوج فقامت الشاعرۃ بإظھار مشاعرھا وآلامھا وأحزانھا في قصائدھا بشكل صريح ۔
[1] بروین قادر آغا عمۃ الشاعرۃ تعیش في إسلام آباد، وھي أیضاً شاعرۃ رائعۃ۔
This study aims to find out: (1) students’ perceptions toward bilingual education in ICP (International Class Program) toward the use of two languages of instructions (English and Indonesian) by the lecturer in classroom. (2) to investigate its benefit for students in ICP chemistry education. The researcher adopted a descriptive qualitative research with a case study method. To gain the data, the researcher employed questionnaire with the students. The subjects in this study were 24 of students sixth semester belong to the International Class Program (ICP) chemistry education in State University of Makassar. The results of this study showed that there were the bilingual education helps the students to gain control their English skill. It showed that students’ positive perceptions toward the use of bilingual language as language instruction in the classroom by the lecturer. It is concluded that teaching chemistry in English facilitates the learners’ attempt in learning English.
Teachers' knowledge, beliefs and practices play a significant role in influencing how and why teachers teach. Thus, exploring teachers' knowledge, beliefs and practice of integrating ICT in different curriculum areas at the school level will help to understand the issues and areas for focused teacher development, to enable them to use technology to enhance teaching and learning in their classrooms. This study was done in a natural environment, that is, the school aiming at exploring the teachers' knowledge, beliefs and practices in integrating ICT in curriculum areas in a private secondary school in Karachi, Pakistan through a case study of four teachers. Methods of collecting data included classroom observations, stimulated recall interviews, informal conversations and analysis of documents. The use of stimulated recall interviews, that was not used by previous studies on teacher cognition, helped to make explicit teachers' tacit thinking underlying their observable actions. Data were analysed using QSR NUDI*IST, software for qualitative data analysis. Through classroom observations, followed by stimulated recall interviews, it was found that teachers' knowledge, beliefs and practices significantly influenced how they integrated ICT in the curriculum areas. Furthermore, it was revealed that there is a dialectical relationship amongst teachers' knowledge, beliefs and practices. However, in some cases, it was difficult to identify the relationship to any degree of certainty. Due to time limitations, the study could not trace how the teachers' knowledge, beliefs and practices changed over time. A longitudinal study is recommended to trace the changes in teachers' knowledge, beliefs and practices in regard to use of ICT over a longer period of time.