The number and intensity of crimes in our society is increasing at such a rate that many small non serious crimes are considered normal. Our minds -individually and collectively- are occupied by two types of thought process at each point in time. First, every one of us thinks and plans (legally or illegally) about how to get rich. The second thought that occupies our minds is how to safeguard ourselves and our belongings from being targeted by the criminals. The current research endeavor is an effort to understand the increasing trends of both of our concerns that have deep rooted connections with our personal, social and economic life. The study of crime in economics is not new. The principles of economics have been utilized to understand crime even before Adam Smith, but it was Becker (1968) who popularized the economist’s tool-kit for explaining crime. The economist’s tool-kit that developed after Becker considers the cost-benefit calculus of individuals contemplating to commit a criminal act as the most important element that can be manipulated -through the criminal justice system- to control crime and criminality in the society. The economists’ tool-kit however, by focusing on the criminal justice system variables, ignores other important influences such as individual differences, social structures and the structure of opportunities and setbacks faced by the individuals. While being within the scope of economics, this study argues that besides the criminal justice system variables, individual differences, social influences and the structure of opportunities and setbacks all are relevant factors for understanding crime and criminality. The theoretical arguments developed in this study are empirically tested by using three different and purposively collected data sets from Khyber Pakhtunkhwa, Pakistan. The first data set is collected from university level students (n = 457) and is utilized for understanding crimes such as academic dishonesty, campus crimes and other relevant crimes. The second data set is collected from ex-prisoners (n = 325) of the Khyber Pakhtunkhwa jails and is utilized for evaluating crimes such as violent crimes, property crimes and other crimes prevailing in this sub-sample. The third and final data set consists of university employees (n = 405) where relevant information on whitecollar crimes, academic dishonesty and other related crimes are collected. The three data sets are analyzed using principle component and regression analysis most suited to the estimation of a count dependent variable. Besides Poisson and Negative Binomial regression models, the study also estimate and report results of ordinary least square regressions which serves iv to check robustness of the results. The results obtained from regression analyses are generally supportive of the theoretical implications of the model.More precisely, the results obtained from the regression analysis of the students’ sample reveals that personal morality, human and social capital are important predictors of academic dishonesty and other campus related crimes. Deterrence variables (both social and legal) are however found to have no influence on the crimes considered for the students’ sample. In contrast to the students’ sample, results of the ex-inmate’s sample reveal that human and social capital and deterrence variables all are important predictors of crimes committed by this sub group, but personal morality has no influence. Similarly, in the university employees’ sample, it is found that legal sanctions, morality, human capital and social capital are important predictors of illegal behavior.Results obtained from empirical analysis of the three sub-samples reveals that different crimes are sensitive to different sets of variables. Hence a one-size-fits-all approach for controlling crime in the country is not an appropriate policy. Rather controlling diverse crimes requires - besides a generic approach based on the criminal justice system - that policy needs to be tailored in accordance with the characteristics of crimes and the criminals.
غزل شاعری دا اک اجیہا کھیترا اے جس دے ہر شعر وچ دوجے توں وکھرا سر نانواں بیان کیتا سکدا اے ۔ایسے گن پاروں ایس صنف نے صدیاں پرانیاں صنفاںنو ں پچھا نہہ کر دتا اے ،تے ہر پاسے ایسے دی پردھانگی وکھائی دیندی اے ۔بہت ساریاں کویاں ایس صنف راہیںنویکلے وچار پر گٹ کر کے کیول ایس صنف نوں امیرای نہیں کیتا سگوں اپنے آپ نوں کوتا وچ امر وی کر لیا اے ۔
سمکالی کویاں دے غزل مہاڑ بارے جدوں کھوج کرئیے تاں دھیان آپو سلطان کھاروی ول جاندا اے ۔کیوں جے ایس بہوں گُنی کوی نے کوتا کھتیر دے نال نال اک وڈا ناں غزل کھتیر وچ وی کمایا اے ۔اوہناں حیاتی نال تعلق رکھن والے ہر پکھ نوں اپنیاں غزلاں دا وشاد بنا یا اے ۔کجھ دا اویروا انج اے ۔
کسے کوی دی علمیت دا گویڑا اوس دی کوتا وچ بیان ہوئی اتہاس نگاری توں لایا جا سکدا اے ۔کیوں جے عام کوی گھٹ ای اتہاس نوں غزلاں وچ بیان کر دے نیں ۔فیر ایہہ کم ڈاڈھا اوکھا وی اے ۔کیوں جے اتہاسک گھٹناواں نوں اوہناں دے پچھو کڑ وچ بیان اوہ کوی ای کر سکدا اے جس نوں اتہاس دی بھرنویں جانکاری ہووے تے نال اوہ شاعری دے فن اتے تگڑی پکڑ وی رکھدا ہووے ۔کھاروی ہوری ایس پکھ توں بہوں بھاگ شالی ہن کہ اوہ کیول اتہاس دی بھر پور جانکاری ای نہیں رکھدے سگوں ایہناں واقعات نوں شعراں وچ بیان کرن دی جاچ وی رکھدے نیں ۔اوہناں اسلامی اتہاس ،جگت اتہاس ، پنجاب اتہاس تے ایس دھرتی دیاں پریم کتھاواں نوں وی شعراں وچ بیان کیتا اے ۔کجھ مثالاں انج نیں ۔
اسلامی اتہاس وچ حضرت ابراہیم ؑ نوں اگ وچ سٹن والے واقعہ نو ںشاعری وچ رج...
تخضع الإجارة لضوابط محددة تسمى الشروط، وهذه الشروط تنقسم إلى أربعة أقسام، شرط يكون مقتضى للعقد، وهو صحيح بالاتفاق، وشرط فيه مصلحة، سواء كانت مصلحة لأحد المتعاقدين أو للعقد، وشرط وصف في المبيع أو الثمن، وهو صحيح أيضاً، وشرط منفعة وهو من المختلف فيه، لذا فإن شروط العقود معظمها تكون جائزة. واعتمد الباحث على المنهج التحليلي، فتناول اللفظ الخاص بمحل الدراسة وعرفه لغة واصطلاحا، مستدلا عليه من مراجعه الأصلية، ثم عرَّج على أقوال الفقهاء لتعزيز ما ترجح منها، وذلك بعد أن بيَّنه بالتحليل والتوثيق. توصلت الدراسة إلى مجموعة من النتائج، أهمها: هنالك ضوابط لحالات العقود الجائزة، منها ما يتعلق بالأحكام ومنها ما يتعلق بالمعنى ومنها ما يتعلق بالشكل ومنها ما يتعلق بالزمان، كما سيتبين لنا في مواطن البحث. وأوصى الباحث بمجموعة من التوصيات أهمها ضرورة أن يلتزم المتعاقدون في معاملاتهم بالضوابط الشرعية لكل عقد وعدم الإعراض عن تلك الضوابط؛ لأن في ذلك مفسدة في أمورهم الدينية والدنيوية، واضطراب في أحوالهم ومعاشاتهم.
The skill of speaking has been one of the most neglected areas in English language teaching (ELT) and this is true for its assessment as well which has always been a tedious and compromising task. The consequence of this negligence not only propels a negative backwash effect on teaching speaking skills but also adversely affects students' career chances particularly when they seek jobs or admission for further studies. The principal purpose of this study was to exhibit the ways to help an ELT teacher in assessing speaking skills (SS) by introducing an analytical marking rubric. Moreover, the study intended to embed summative and formative assessments using constructive feedback to improve students' SS in an EFL context. A qualitative paradigm under a participatory action research (PAR) endeavour was employed to conduct this study with an ELT teacher and Grade eight students in the context of Gilgit-Baltistan for a period of five weeks. The data were collected through semi-structured interviews, observations and, discussion. The findings at the pre-intervention stage revealed that there was a dearth of assessing SS - both in formative and summative ways. In the mock tests, the assessment of SS was rarely practiced. Summative exams, however, comprised a few marks, but constituted arbitrary marking, that is, without any marking rubrics. In the intervention stage, it was observed that the teacher's perception and practice were enhanced through introducing direct and semi-direct modes of assessing SS and by developing marking rubrics. The post-intervention stage yielded a comprehensive understanding of the teacher's practices in terms of assessing SS. This study recommends that an ELT teacher should focus on assessing SS summatively and formatively using marking rubrics. The examination department needs to ensure that all the language skills are given due importance in the end-term exams. Besides, the inclusion of assessment procedures in the English curriculum is deemed to be an important consideration to help guide teachers in assessing SS more effectively.