ایٹمی پروگرام کا اصل خالق کون
چئیر مین بھٹو شہید کی پھانسی کی اصل وجہ کیا تھی اور ضیاء الحق کو ایٹمی پروگرام کا کریڈٹ ؟
کبھی یہ سوچنا تم نے کیا کیا لوگو
یہ تم نے کس کو سرِ دار کھو دیا لوگو
یہ نظم اٹک سے تعلق رکھنے والے سابق سینیٹر شاعر دانشور احمد وحید اختر مرحوم کی ہے ۔
تو ہراساں نہ ہوا ظلم کے ایوانوں سے
تو نے جنگ لڑی وقت کے فرعونوں سے
سے قائد عوام اے قائدِ عوام
Media has wide spectrum in modern world such that it is known as fourth pillar of state. Media has made convenient and has provided numerous facilities. Apart from this media also has shortcoming. Media has wide application in modern world and it is used for different purposes but it has influenced the field of business significantly. In field of business there are various methods to advertise their products and goods but the role of media cannot be neglected nowadays. The owners of industries and factories find it the most suitable ways of enhancing the sale of their products and goods. Therefore advertising has become the most profitable and productive source of income because every company spend a huge amount in order to advertise their products. The Islam has allowed the human being to widen their business through fair means but it is necessary to analyze the Islamic and moral perspective of advertisement so that Muslims may know about the limitation of issue and under its constraints they can be benefited. In this article we will elaborate the Islamic significance and limitations of advertising.
The object aim of this experimental study was to investigate the effect of dynamic geometry software (GeoGebra) on Grade-12 students’ mathematical thinking and mathematical achievement in analytic geometry. In the widespread of mathematical thinking aspects, six aspects: Generalization, Analytical thinking, Logical thinking, Abstract thinking, Problem solving and Representation thinking were included, while, mathematical achievement was simply procedural knowledge. A true experimental design (post-test equivalent group design) was used. And the four major objectives of this study were selected as: (i) to develop the mathematical thinking model of six aspects for analytic geometry; (ii) the criterion-test (post-test) under the constraint of this model; (iii) to find out the effect of GeoGebra aided instructions on grade-12 students’ mathematical thinking and mathematical achievement in the subject of analytic geometry; and (iv) to explore the effectiveness of GeoGebra aided instructions on high and low achievers students. Before experiment, the post-test was piloted; the item analysis along with reliability of the whole post-test was found. For experiment, about twenty-two lessons of GeoGebra, relevant to analytic geometry were designed in a well-constructed way. In comparison to the control group, the experimental group was taught through GeoGebra in the well-equipped computer lab. While, to assess the students’ responses, the criterion referenced test (posttest) was used. After experiment, the data were collected from the post-test and were analyzed through SPSS. The t-test, ANOVA and MANOVA tests were used to find out the significant difference between the various groups of experimental and control groups. xviii The main study findings showed that there were statistically significant differences between the mathematical thinking and mathematical achievement scores of the two groups. In the result, the experimental group developed significantly better in both mathematical thinking and mathematical achievement except in mathematical achievement for high achievers. In multiple comparison, in five aspects of mathematical thinking: Generalization, Analytical thinking, Logical thinking, Abstract thinking and Representation thinking out of six, the experimental group students performed significantly better. The only aspect problem solving, the mean score of the experimental group improved but with no statistical significance.