Abstract Each year Pakistan suffers monetary set-back and loss of precious lives due to climate change and related catastrophes. Global Climate Risk Report (2021) declared Pakistan to be amongst the top 10 countries to be most affected by climate change and the very next year the country got hit by mega floods. Citizen’s awareness about issues faced by a nation help towards resolution of those issues. Right to a healthy environment and right to information regarding issues of society are considered fundamental. Awareness regarding climate change is the right of every Pakistani so they realize the magnitude of this problem. Green awareness has the potential to make an impression on citizens and help tackle issues related to climate change. Awareness can reach citizens through several ways, including online media which enjoys vast penetration in Pakistan. According to Pakistan Telecommunication Authority (2023) 54% of Pakistani population have broadband connections and 53% have mobile broadband connectivity which provides an opportunity to impart awareness. Green awareness through online media has positive impacts on environmental beliefs and behavior of citizens. Data coming from 1420 university students of Punjab revealed various associations tested with Pearson Chi-Square. Results indicated association between online media usage of citizens and green awareness. Additionally, awareness carried a positive association with pro-environment beliefs of respondents. Positive association was also found between green awareness and pro-environment behavior of respondents. Keywords: citizen participation, climate change, basic human rights, awareness through online media, pro-environment beliefs, environment-friendly behavior, pro-environment online engagement.
Inspired and motivated by our conviction that “Shakespeare is a gift of Heaven to all of Mankind, for every creed, in every age" (Lings, 1998, 12), this research aims at studying William Shakespeare’s Macbeth from a Qur’anic perspective instead of a biblical one, as has usually been done so far. The study utilizes Islamic pedagogy to examine Macbeth, a European masterpiece, hypothesizing that Islam offers a uniquely different view of the world from that of the European one. For its textual analysis, the study relies on verses translated from the Noble Qur’an as well as Hadiths (the prophet’s traditions) from Sunnah, in addition to the text of Macbeth. The axiomatic question that is raised here is whether or not we have the right to categorize Shakespeare's Macbeth into “sacred art”. The study answers positively to this question since the thematic framework of the play revolves around “the essence of religion” (Lings, 1998, 12). The study attempts to analyze and compare the fall of man in Shakespeare’s Macbeth to that in the story of man’s creation from Qur’anic perspective according to five axes. The first axis is about the temptation of the evil power in both stories, Adam’s creation in Quran and Shakespeare’s Macbeth. The second axis examines the role of Hawaa (Eve) and Lady Macbeth as temptresses. The third axis is about the feeling of remorse for the evil actions that they take and the punishment of God. The fourth axis presents a study of the nature of some encounters between humanity and evil forces. The fifth axis presents a brief study of the types of human soul (Nafs) from Quranic perspective to diagnose the role of the soul in determining the characteristics of each personality. Yet, the study concludes that Shakespeare presents Macbeth with a narrow perspective to represent only the inherent weakness of humanity in the face of evil forces, ignoring his charitable nature to encounter evil forces, and his fall is cursed eternally because of his insistence on evil; while Adam (peace be upon him) represents humanity in all of his conditions, and his fall is not eternal because of his remorse and repentance.
Unfortunately, many of our students graduate from secondary schools with no English at a satisfying level, except a few simple phrases with lowering of self-esteem and confidence. These problems come from teachers' little awareness that the aim of teaching English as a foreign language is shifted from grammatical teaching to communicative teaching, and this shift requires the use of modern methods of teaching involving the drama techniques to achieve this aim. The current theoretical research aims at highlighting the role of the drama techniques approach in teaching English integrating it with their traditional approaches of teaching.This study hypothesizes that teaching English through drama techniques approach can help teachers achieve better results, vitalize the classroom, motivate both teachers and students, and have more fun. The significance of this study is to inform the present and the future teachers of the secondary schools the benefits of the integration of drama techniques with other methods in the classroom.The current study is divided into five sections. Section one presents an introduction to the drama, its definition and how its techniques have been used in the field of education. Section two presents the literature review about the using of drama techniques in teaching English. Section three presents a brief study of the general concept of the Communicative Approach and its activities. Section four concentrates on the definition of drama techniques approach, its techniques and importance in teaching English. This section also presents some advices to teachers in introducing drama techniques, preparing for a play, and the actual performance. Section five presents a conclusion that using drama techniques in the classroom improve students' speech, communication and presentation skills, build their confidence, develop their critical thinking, engage them in a creative problem-solving and decision, develop their physical and emotional skills and encourage teamwork and co-operation. Finally, this research ends with a list of references in addition to Arabic and Kurdish synopsis.
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