Components of Valid Interrogation Techniques under Islamic Law

Valid interrogation of the accused is an art or skill in today’s modern world. The law and techniques of interrogation varies in the developed and developing world. Similarly, the Islamic law is not silent about the techniques of valid interrogation. There are specific rules and procedures for the interrogation of an accused either a criminal, an enemy, a spy or a war prisoner. This paper gives a detailed analysis about the principles and procedures of a valid interrogation process in Islam and its computability with the International Human Rights standards of interrogations. The paper argue that understanding the psychic-analytical niceties of interrogation helps an investigator to reach the truth. The paper finds that Islamic law gives full protection and safeguard to the rights of persons under custody and restrict the authorities to follow free and fair interrogation for ensuring justice. In this regard Islam presents a balanced view of the rights of the persons under custody and the executives exercise of legitimate force for interrogation. Islam strongly forbids torture and other inhuman ways of interrogation.

A Study of Relationship of Self Concept and Achievement of Students at Higher Education Level

The aim of the present study was to ascertain the relationship of self-concept and achievement of students at higher education level. In the study, higher education level means university level. To find out the relationship of both variables; self-concept and achievement of students, their selfconcept level and academic achievement level were found. Students’ self-concept level was found through a self-concept scale and their achievement level through an achievement test. The interrelationship between dimensions of self-concept and achievement was also found. The study was delimited to the public sector universities of province of Punjab and Federal level in Pakistan; and students of M.A. Education. In this way, total seven universities and 389 students were selected as sample of the study. For this study, an adapted version of Self-Description Questionnaire III developed by Marsh (1992) was used. Self-concept scale for the present study was a five point scale based on 45 items related to academic, physical, social, moral self-concept, problem solving and self-esteem. All these dimensions were merged into factors for inter-item correlation for analysis. There were both positive and negative statements in scale also. Reliability of the scale was found through Cronbach’s Alpha and its Alpha coefficient was found 0.78. To find out the achievement level of students and then correlating it with self-concept level of students, a self-developed achievement test was used. This test was based on 50 Multiple Choice Questions. The items of the achievement test were based on five core courses of M.A. Education. These courses were taught in all the sampled universities of present study. All questions were set keeping in view the opinions of those teachers who had expertise and specializations in these five courses of study. Both the instruments were got validated in the light of opinions of experts and through pilot study, conducted on students. Certain changes were also made in both instruments on the base of pre-testing. For the analysis of data, Pearson’s Product Moment Correlation Coefficient was used because the nature of the study was correlative and researcher wanted to find out the relationship between both variables. Other statistical techniques included Percentage, Mean, Standard Deviation, t-test and z-test; z-test was used for the comparison of scores of self-concept scale and achievement test and t-test was used to test the level of significance. To reach certain conclusions data were presented in tabular and graphical form. It was found through the study that overall 91% students had positive and higher level of selfconcept while 90% students had higher level of achievement. Mean score of responses of students in all 45 statements of scale were also higher and positive in most of the cases. All factors in inter-item correlation were found positively correlated with one another; however maximum correlation was found between social self-concept and self-esteem. Correlation of selfconcept and achievement of students showed weak but significant relationship between both variables. Correlation of factors of self-concept and achievement was also found to be negligibly correlated with each other. Correlation of subjects with self-concept was also significant, however, only one subject i.e Curriculum was insignificantly correlated with self-concept. It was concluded after analysis that for a bright future of students, it is necessary to improve selfconcept and academic achievement simultaneously; no variable can be ignored. Both variables complement each other, both influence each other. Self-concept is a non-observable construct but it shows and explains itself in the form of behaviour, attitude, interest and also in academic achievement.