شوکازنوٹس کا طریقۂ کار: قرآنی احکامات کے تناظر میں جائزہ

Islam is a complete code of life. It is a legal system which fulfills the fundamental and natural rights of human beings. One of these rights is that no action will be taken against anybody if there is received any allegation against him until he is heard. The Islamic law provides the respondent a right to be informed through a show cause notice (SCN) for investigation of the situation whether the allegation against him is true or false. The contemporary laws also assert for security of human rights, but day to day happenings often put them to face many hurdles in its implementation in all such situations, which call further legislation and amendments. This article discusses the SCN procedure in Qur᾽anic perspective. The main purpose is to introduce the compliance and universality of the Islamic law and to make reader know that this law belief (in, on) human rights is to be enhanced for peace and prosperity of human society. There are a bundle of examples in Qur᾽an which clarifies the procedure of a SCN. We have taken just four stories amongst these verses. All of these stories have a complete SCN procedure; from beginning to the end. The procedure is dealt in a descriptive method, accompanied with the SCN procedure in contemporary law also. The conclusion is given at the end that the contemporary law in this aspect is according to the Qur᾽anic instructions.

Exploring Changes in Teachers Thinking During a Mathematics Vt Program

A multiple case study design was used to investigate the nature of changes in teachers' thinking about teaching and learning of mathematics during a mathematics VT (Visiting Teacher) program. The VT program is a two-month professional development program for teachers offered by the Institute for Educational Development. The fieldwork of the study was carried out during the entire period that the VT program was going on. The researcher was a participant observer in the program and used the observations, interviews, informal conversations and documents to gather data from four participants who served as the study sample. The study found that the VTs began with limited notions of the nature of mathematics, how mathematics should be taught and how children learn. During the program, there was evidence of significant changes in their thinking. For example, two of the VTs began to make links between areas of mathematics and began to develop a deeper understanding of the concepts. One VT's thinking changed markedly in relation to students' cognition and began to question how students learn. One of the VTs moved from a formalized perception of mathematics to an awareness of how mathematics is generated. Several themes emerged from a cross-case analysis. First, there was evidence of tacit learning, that is, changes in the teachers' thinking that the teachers did not recognize or acknowledge. Next, although teachers' thinking had changed, their epistemological constructs remained intractable, which may have led to a lack of awareness of changes in their thinking. Then, a factor that colored the perceptions of the VTs thinking was the challenges in their context. Lastly, all the four participants developed confidence, which may have an emancipatory nature. While the confidence developed in various forms, all acknowledged it to be a result of the environment in the program. The implications of the study are discussed in the end, together with recommendations and suggestions for further research.