جرم وسزا کا اسلامی تصور: معاشرتی اثرات کا تجزیاتی مطالعہ

Islam provides a systematic system of crime and punishment through the Qur'an. The Qur'an first urges everyone to believe in Allah and the Last Day. And after that he commands piety. In the presence of which man's heart and mind remain free from sin. The Qur'an presents the concept of a society in which everyone meets his basic needs and desires in a legitimate way. And it does not have to resort to illegal and criminal means to meet these needs. When crime is not eliminated in these two ways, then the state orders the imposition of  sanctions. Islam is not limited to severe punishments. It calls for the establishment of a social system in which there is no room for crime. Even so, if a person commits a crime, the state punishes him as a warning. People can learn from these punishments and refrain from following the path of sin. The Qur'an also commands a group of Muslims to be present at the time of punishment.

Exploring Transfer of Teachers’ Learning from a Continuing Professional Education Mathematics to Their Teaching

The teacher role has been shifting from transmitter of knowledge into transformation of knowledge. National curriculum (2006) also emphasized on the active and innovative role of teacher to achieve the student learning outcomes. In this regard professional development of teachers plays a vital role for updating teachers' knowledge and developing teaching skills in order to cater the emerging needs of students. Many institutions are providing professional development sessions for their teachers' capacity building, among them AKU-IED is one of the significant Universities which provides better opportunities for teachers to update their knowledge and skills as standalone courses along with graduate and post graduate programmes. This study aims to explore how the teachers are applying the learning experiences added from a university (AKU-IED) based professional development (CPE) in Mathematics course into their teaching, and what type of challenges are faced by the teachers during the process of implementation of their learning. In order to facilitate the above mentioned questions the study employed Qualitative research methods. Ethnographic case study was used to get a deeper understanding of the day to day activities of the research participants including class room practices, range of teachers' professional relations with their fellow mathematic teachers and with those who had supervisory relation with them in two different private schools in Karachi. Data were collected through semi structured interviews, observations and formal and informal discussions. Observation is the main tool of data collection in ethnographic studies that is why researcher has done almost 10 observations of each participant classroom practices. The findings of the study revealed that after attending the CPE course, the participants' teachers have developed a deeper understanding of the mathematical concepts and they are applying the learned concepts in their teaching practices. Moreover, they have learned better understanding of pedagogical knowledge which has helped them to inform their teaching skills.. The findings also revealed that the practices of teachers are also influenced by teachers' prior experiences and competencies, school background and the context However, the heavy workload, time constraints and lack of resources are challenges which hinder teachers in applying the learning.