Cognitive information processing and selective attentional biases are often documented by using modified Emotional Stroop paradigm which plays an important role in the etiology and maintenance of child abuse (Larsen, Mercer & Balota, 2006). The present study was designed to explore the interplay of emotional behavioral problems, emotional intelligence and Stroop interference in abused children. The current dissertation was organized as follows: Study I dealt with translation and Validation of Buss and Perry Questionnaire (Buss & Perry, 1992) and Child Abuse Screening Tool (ISPCAN, 2013), validation of the Child Abuse Scale-Revised (Malik & Saeed, 2013), and modification of the emotional Stroop task and Study II encompassed the main study. The main study used quasi experimental design followed by mixed factorial model with groups as between subject and Stroop conditions within subject factor. Purposive sampling technique was employed to draw the sample of 100 (50 boys and 50 girls) abused children with age of 9 to 14 years from Child Protection and Welfare Bureau and SAHIL. The 100 non-abused children (control) were drawn from three public schools of Lahore i.e Central Model High School, Muslim Model High School and Govt. Girls High School Ravi Road. The Modified Emotional Stroop Task (EST), Buss and Perry Aggression Questionnaire, Child Behavior Checklist (CBCL; Achenbach & Rescorla, 2000) and Bar On Emotional Quotient Inventory (EQ-i: yv; Bar On & Parker, 2000) were used as main measures of the study to determine the difference between cognitive interference, emotional behavioral problems and emotional intelligence between abused and non-abused group of children. It was hypothesized that the Stroop interference for sexual trauma related words will be more in sexually abused children than physically abused children and control group. Similarly, it was also hypothesized that emotional intelligence will mediate between level of child abuse and performance on Stroop task in children. These variables are significantly correlated with each other therefore, hierarchical Regression was conducted to see the EQ as a mediator between child abuse and performance on Stroop Task. The results revealed significant mediation and thus supported the hypotheses of the study. Furthermore, it was hypothesized abused children will show more emotional behavioral problems and high aggression and low score on emotional intelligence than non abused children. The results of factorial analyses of variance indicated the differences in the Stroop bias scores among abused children with delayed responses on emotional violent and sexual words. The results of MANOVA indicated gender and group differences on the four conditions of Stroop task, the girls showed more reaction time on emotional violent, emotional nonviolent and neutral words whereas, boys showed latencies on sexual words. Similarly, the physically abused boys were more aggressive than sexually abused boys and physically abused girls were more aggressive than sexually abused girls. It was evident from the results that sexually abused children have more behavioral problems than the physically abused but their emotional intelligence is better than the physically abused children. The thesis concludes with a discussion of the overall findings with special consideration to cultural perspective, the limitations of the research using this paradigm, the implications of the findings, and suggestions for future research.
پرو فیسر عبدالحق کی اقبال شناسی کے پہلوؤں کو آسانی سے دیکھا جاسکتا ہے۔ آپ نے اقبال کے ماخذ بیان کیے۔اقبال کے معاصرین پر روشنی ڈالی، اقبال اور غالب کے ذہنی رشتوں پر قلم اٹھایا۔ اقبال اور فیض کے فکری رویوں کو اجاگر کیا ۔ شارحین ِاقبال نے جو رویہ اختیار کیا اس پر روشنی ڈالی۔ آیۂ نور اور اقبال کے فلسفے پر روشنی ڈالی۔ ایسے ہی اور بھی بہت سے مضامین ہیں جو پروفیسر عبدالحق کی تصانیف میں موجود ہیں اور اس باب میں انہیں زیرِبحث لایا گیا ہے۔ اپ کے اس حصہ میں چند نثری پہلوؤں پر گفتگو کی گئی ہے۔ فکرِ اقبال میں یہ موضوعات بہت طویل ہیں اور اقبال شناس ان موضوعات پر دفتر کے دفتر بھی قلم بند کر چکے ہیں۔ یہاں صرف پروفیسر عبد الحق کے مضامین سے ان کے نظریات اخذ کیے گئے ہیں جو ان موضوعات سے تعلق رکھتے ہیں۔ اختصار کے پہلو کو مد نظر رکھا گیا ہے۔ اگر ان موضوعات کو طوالت دی جاتی تو تحقیق کا رخ بدل جاتا اور تحقیق میں یہ بات اہم ہوتی ہے کہ محقق موضوع کی حدود میں رہے۔ دائرہ اختیار میں رہنے سے سچائی بھی سامنے آتی ہے۔ اس حصہ میں قومیت ، وطنیت اور مرد مومن کے حوالہ سے گفتگو موجود ہے۔ اس کے علاوہ ”دیگر نکات “کے عنوان سے بھی کچھ گفتگو ہے۔ اس میں دراصل دو مضامین شبلی اورمعاصرین سے لیے گئے ہیں۔
Shariah is comprised of five main branches: adab (behavior, morals and manners), ibadah (ritual worship), i’tiqadat (beliefs), mu’amalat (transactions and contracts) and ‘uqubat (punishments). These branches combine to create a society based on justice, pluralism and equity for every member of that society. Furthermore, Shariah forbids to impose it on any unwilling person. Islam’s founder, Prophet Muhammad, demonstrated that Shariah may only be applied if people willingly apply it to themselves—never through forced government implementation. Muslim jurists argued that laws such as these clearly mandated by God, are stated in an unambiguous fashion in the text of the Qur'an in order to stress that the laws are in and of themselves ethical precepts that by their nature are not subject to contingency, context, or temporal variations. It is important to note that the specific rules that are considered part of the Divine shari'a are a special class of laws that are often described as Qur'anic laws, but they constitute a fairly small and narrow part of the overall system of Islamic law. In addition, although these specific laws are described as non-contingent and immutable, the application of some of these laws may be suspended in cases of dire necessity (darura). Thus, there is an explicit recognition that even as to the most specific and objective shari'a laws, human subjectivity will have to play a role, at a minimum, in the process of determining correct enforcement and implementation of the laws.
Word problems form an integral part of the mathematics curricula. Children often face difficulties in solving word problems especially in the context where English is used as second language such as Pakistan. In such a context, it is generally argued that the medium of instruction and linguistic limitations constrain teachers' classroom practices. Therefore, the relationship between mathematics and the language of teaching and learning is considered to be complicated; at times students grapple with the language and are unable to comprehend word problems. This study aims to explore the views and understanding of a grade eight mathematics teacher on the role of language in teaching and learning word problems in a private school in Karachi. To gain insights and initiate change, this study employed the action research model (Kemmis, MCTaggart & Rettalic, 2004) comprising two cycles. The findings of the study reveal that the teacher employed a transformational approach and seemed constrained to use problem-solving strategies. Nevertheless, the study showed that students' learning was hampered because of the way teaching was structured and carried out. Findings also revealed that students' understanding of word problems can be promoted by reconceptualising the teaching processes from product to process, by involving students in mathematical discourse and allowing learners to code switch. However, some issues explored in the study are completion of syllabus, usage of Urdu and exam-oriented teaching and learning. Based on findings it is suggested to revisit teaching and learning processes and equip teachers with different strategic approaches to facilitate students in understanding word problems. Moreover, it is recommended that change be gradually initiated in classrooms. The study, which examined a teacher's teaching strategies and its influence on students' learning, can contribute towards teacher education programmes through redesigning training, assisting teachers and teacher educators to recognise and address the interference of language in understanding word problems.