تم کو جو ہمیں ملنے کی فرصت نہیں ملتی
لگتا ہے کہ اب ہم سے طبیعت نہیں ملتی
بے چین جو رہتا ہوں تو صد شکر ہے یارو!
درویش کو دنیا میں تو راحت نہیں ملتی
اور ملنا کسی کا بھی ہے دشوار ہی تب تک
جب تک کہ ضرورت سے ضرورت نہیں ملتی
تب تک نہ غمِ ہجر کا کچھ ہو گا مداوا
جب تک کہ ہمیں آپ کی قربت نہیں ملتی
تائب جی تمنائوں کو پڑتا ہے مٹانا
یوں بار گہِ عشق میں عزت نہیں ملتی
The system of accountability is essential for the stability and development of any state. The department of accountability helps the Govt to evaluate the performance of its officer in order to block the way of corruption, dishonesty, and misuse of powers. Holy Prophet (ﷺ) introduced a new department for accountability and said that his pledge is the best time for accountability and named his era khayr-ul-quroon. These departments are legislators, judiciary, and administration. The institutions of accountability are summoned today as the Accountability Bureau. The aim of these institutions was to do work for the welfare of mankind and save humanity from the oppression of human beings. At an early age, these institutions were nominated as Dewan al-Ahtsab, Dewan- al-Mazloum. In Khilafat Rashida, many institutions were built on these concepts, and the Muslim ruler who came after them gave a complete system of Accountability. Later on, the names of these institutions were changed, but the aims of these institutions remained the same. This article explains the establishment of different types of accountability institutions in the era of the Holy Prophetﷺ and His companions and their function.
Everyone has a distinct style of thinking and learning. Because of individual differences, the cognitive
learning style of every individual is different. Cognition explains an individual's usual mode of
perceiving, thinking, remembering, or solving problem. Cognitive learning style is typically explained
as a personality aspect which influences values, social interaction, and attitude. Researches have
revealed that cognitive learning styles and attitude are joint contributors to behavior.
This study was designed to understand, identify and compare cognitive learning styles and science
related attitude of undergraduate science students, to compare science related attitudes of science
students with respect to cognitive learning styles, to find relationship of cognitive learning styles with
science related attitude and academic achievement, to find relationship between science related
attitude and academic achievement of undergraduate science students. The population of the study
consisted of all undergraduate science students of basic sciences (physics, mathematics, and bio
sciences), computer sciences, and engineering sciences (electrical and computer engineering) of public
and private sector universities/Degree Awarding Institutes of Islamabad. For sample selection,
stratified random sampling was used. The data was collected using demographic inventory, Hidden
Figure Test (SHAPES) and convergent/divergent test. A self-developed science related attitude
questionnaire was used to identify student's science related attitude. The academic results of students
were obtained from the respective universities/Degree awarding institutes. Descriptive and inferential
statistics were used for data analysis. Frequency distribution, percentage, mean, and standard deviation
were used for data analysis. The hypotheses were tested using Chi-Square and t-tests at 5 percent level
of significance. Results were presented in tabular and graphical form.
The findings revealed that Field-Dependent and convergent cognitive learning style have been found
the most prevailing cognitive learning styles of science students at undergraduate level. Moreover the
Field-Independent and divergent learners have more science related attitude and academic
achievement than other learners. The findings also revealed that cognitive learning styles have positive
relationship with science related attitude and academic achievement. It has been recommended that
teachers must use varied teaching methods and provide academic and career guidance to the students
so that they can be motivated to develop more positive science related attitude towards the study of
science and may improve their academic achievement.