الارھاب: اسبابه و علاجه السلام اساس الاسلام

Terrorism is such a dangerous disease that has destroyed peace of many nations of the world. Terrorism, in all its forms, is condemnable. The author of this paper tried to encompass all the important factors and causes, which generate and consolidate terrorism in its different forms. This paper presents various causes of the phenomenon of terrorism, which include the material causes, the psychological causes, the behavioral causes, the political causes, the social causes, the economic causes and the ideological causes. The last segment of this dissertation discusses the remedies of the problem of terrorism. The necessary measures and suggestions have been suggested by the author to control the monster of terrorism. These includes to promote a moderate religious approach through education and preaching; to remove the misconception of the west against Islām; to refine our education and teaching methods by including relevant psychology and morality; our youth needs to use their energy in the social welfare activities to save them from becoming a victim of extremists and terrorists for having no purpose of life and for being idle; the Muslim rulers need to get close to their masses and remove alienation; a confident, unanimous condemnation from the responsible circles of the society should be promulgated; the youth must not rebel against their rulers and must not indulge in the matters of excommunication.

Exploring the Efficiency of Concept Cartoons in Enhancing Grade Vii Students’ Conceptual Understanding in Selected Science Concepts

The importance of constructivist approach to teaching and learning science is growing significantly. Much of the efforts have been put to develop pedagogies that take into account constructivist views to improve students' learning outcomes. In this regard, concept cartoon is widely recognized as an innovative strategy rooted in constructivism; however, its efficacy in enhancing conceptual understanding in science needs to be investigated in the Pakistani science classrooms. Thus, this study focused on exploring the efficacy of concept cartoons in enhancing students' conceptual understanding in selected science concepts on Science Achievement Test for Heat (SAT-H). For this study, quasi-experimental design (pre-and post-test control group) was used as a research methodology. A total of 65 students from grade VII participated in the study including comparison group (n=35) and intervention group (n=30). The Science Achievement Test for Heat (SAT-H) was developed and validated which was administered to both groups as pre-test (before intervention) and post-test (after intervention). During intervention, intervention group (lG) was taught with concept cartoons and comparison group (CO) was taught with standard teaching practices. The two groups were compared on overall performance on SAT-H, performance on SAT-H content domains (i.e. heat and temperature, methods of heat transfer) and performance on SAT-H cognitive domains (i.e. knowledge, application and reasoning) in both pre-test and post-test. Results of the study revealed that on pre-test, both groups were evenly matched on their overall performance (p>0.05). Similarly, no differences were found between two groups in all content domains (p>0.05). However, among three cognitive domains, performance of the two groups was found to be different on two cognitive domains favoring 10 for application (p<0.05) and CO for knowledge (p<0.05). Conversely, on post-test, both groups showed improvement, however, IG performed considerably better than CG with significant difference (p