تمھاری آنکھوں میں دلبری کے ہیں رنگ سارے فضا سے کہنا
تمھارے گالوں کے رنگ فطرت کے ہیں نظارے فضا سے کہنا
تمھارے گیسو ہیں دھوپ چھائوں کو رات کرتے، حیات کرتے
ہیں لب تمھارے کہ رات موسم کے فجر تارے ، فضا سے کہنا
تمھارے ہونے سے زندگی ہے تمھارے ہونے سے ہر خوشی ہے
تمھارے ہونے سے موسموں میں بھی ہیں نظارے، فضا سے کہنا
توُ اے پری وش! ہے خوشبو، بادل، دھنک سراپا، ہمہ گلستاں
تمھارے ہونے سے رنگ و بو میں ہیں حسن سارے، فضا سے کہنا
تو خوابِ ہستی کا ہے نظارہ، تو میرے ہونے کا استعارہ
ہے زندگانی ہماری جیسے ہوں دو کنارے فضا سے کہنا
میں پاس آکر بکھر بھی جائوں تو بڑھ کے مجھ کو سمیٹ لینا
یہ خواب پہلو امنگ کے ہیں مچلتے دھارے فضا سے کہنا
Accountability is essential for proper working of government and its institutes. If it the head and other members of government are not hold accountable then they can cross their limits and rights of people may not be preserved. Authoritative persons may take advantage of their position. Western political thinkers are of mix opinion, some of them think it necessary to be held accountable but a few deny this. Islam strictly prohibit the miss use of authority so accountability is its essential part. Since the reign of Holy Prophet (PBUH) as the head of first Islamic state, special focus has been put on accountability. People were appoint for this purpose. Caliphates put themselves in front of their masses to ask whatever their want to ask. They are only be obeyed until they order according to the Islamic law.
Differences in students' Mathematics achievement are accounted by many factors of which gender and school system are two contributing variables. This study aimed to explore the differences in grade 10 students' Mathematics achievement across gender and school systems (public and private) in Skardu, Gilgit-Baltistan. The study sample comprised 356 grade 10 students selected through stratified random sampling. Of these, 165 students were from public and the remaining191 students were enrolled in private schools. The sample represented boys (it = 187) and girls (n = 169). A cross-sectional survey was employed and data collected through a newly developed and validated Mathematics Achievement Test (MAT). Data were analysed using the non-parametric equivalence of the independent t-test. Results showed that students' overall score in MAT was 31.5%. Furthermore, students' performed slightly better in MCQs than CRQs. Of the four content domains in MAT, information handling was the easiest. Furthermore, students' performed better in the knowledge domain as compared to the application and reasoning domains but the difference was not significant. Gender comparison of MAT overall scores revealed girls' better performance than boys but the difference was not significant (p > 0.05). Likewise, gender comparison indicated no significant differences for students' scores in MCQs and CRQs, content domains and cognitive domains (p > 0.05 for all). Within school comparison exhibited no significant gender differences in the overall performance of both public and private schools. However, within public schools girls performed significantly better in numbers & operations, algebra (p < 0.01) and lower level of cognition i.e. knowledge (p < 0.05). Nevertheless, within private schools no significant gender difference was observed in any category of MAT. However, comparison of school systems revealed significantly better performance of private schools to public schools in all categories of MAT. This study provides insights into differences in students' Mathematics performance in relation to their gender and the schools attended. It provided information about students' knowledge in various content and cognitive domains of Mathematics for policy and practice. This study can be replicated nationally using MAT. A qualitative aspect can be added to explore the reasons for students' performances in Mathematics.