جماعت احمدیہ کے مولوی عبد اللطیف بہاولپوری کی چار قرآنی سورتوں کی تفاسیر کا تحقیقی و تنقیدی جائزہ

This informative article is a vital as well as analytical analyze of the several Sūrʼas translated as well as defined by Mūlvi Abdul Latīf around the facets of the guidelines connected with Translation as well as Tafsīr set by Mirza Ghulām Ahmad Qādyāni founder of Jamʽat-e-Āḥmadiya. Who offered a brand new principle connected with Tafsīr to verify the inappropriate beliefs as well as his views that are total contrary to the principles set by authentic former Muslim scholars. Many Qādyāni Mufasrīn implemented those principles within their books connected with Tafsīr. Most notable ended up being Mūlvi Abdul Latīf Bahāwalpūri who had written this Translation as well as Tafsīr of 5 Sūrʼas i. ESūrʼa Banī ʼisraeel, Sūrʼa Kahaf, Sūrʼa Yāseen, Sūrʼa Qiyāmah and Sūrʼa Dahar. He implemented the guidelines set by Mirza Ghulām Ahmad Qādyāni. Throughout his work he created a number of alterations not only with Translation but with Tafsīr too. This article is an eye bird review of the principles of the Translation as well as Tafsīr connected with Holy Qurʼan set by authentic former scholars.

Exploring Secondary School Students Conceptual Understanding of Selected Concepts of Genetics

This study aimed to explore secondary school students' conceptual understanding of the selected concept of genetics including cell division, fertilization and reproduction and genetic relationship between cells within an individual. Another aim was to explore the difference in conceptual understanding of the children across government and private schools. A total of 370 children of grade nine were recruited through multistage cluster sampling approach from both government (n=182) and private (n=188) schools from district Ghanche and Skardu in Gilgit-Baltistan. Genetic Conception Assessment (GCA) tool adapted from a previous study was administered to explore children's conceptions about selected topics of genetics. The content validity of GCA was established through expert review. Internal consistency of the assessment tool was found to be satisfactory (0.78). Results demonstrated that children scored only 34% of the total score exhibiting a weak conceptual understanding in selected concepts of genetics. On average children performance for MCQs was comparatively better (50% of the total marks). However, children's achievement remained marginal (13% of the total marks) in CRQs which aimed to identify some of the prevailing misconceptions. Results followed almost the same pattern for the three concepts focused in GCA-cell division, fertilization and reproduction, and ceil focused in GCA. A comparison of GCA scores across school system showed that the children from private schools outperformed their government counterparts (p<0.001, r=0.58). Similarly, private school children maintained their better performance both in MCQs (p<0 001 r=0.46), CRQs (p<0.001, r=0.58) and across the sections of GCA. This study provides significant insight into an under-researched area. Keeping the results of the study in view, the role of quality instruction in developing conceptual understanding of students at secondary level could be emphasized. The adapted 16 item GCA questionnaire would make a valuable contribution in indigenous literature. Those who want to take the same line of inquiry can use this tool to conduct large scale studies.