اسلام کا قانون سدذرائع اور اصلاح معاشرہ

Forming Islamic Society, a dutiful, lawful and culturly civilized society; religion of Islam presents many rules and laws. One those beautiful laws are Saddu Zara’i (prevention law from means, leading to prevented things in Islam). It helps stop unlawful activities by using legal means. If a cultural change drives Muslim away from the objectives of Islam, it will alter that person to Islamic law. In betterment of society andmorality and ethics of people, Saddu Zara’i has great influence. If this law of Sharia leads to something good without damaging the objectives of Sharia, it will be accepted. This article discusses concept, meaning and the study of Saddu Zara’i and its importance and influence in reforming social and ethical values of society. It is illustrated by example of various scholars of Islam. It also discusses the different opinions of Islamic Jurisprudential scholars on Saddu Zara’i. The authors of this paper, then, deliberate its use for its applications to solve the new problems being faced by the Muslims across the world related to ethics and reformation of society.

Exploring Differences in Grade 10 Students Mathematical Achievement in District Skardu, Gilgit-Baltistan: Comparison Across Gender and School Systems

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.