اسلامی تصور ریاست اور غیر اسلامی نظریہ ریاست کا تقابلی جائزہ

In an Islamic state, the leader is obliged by the Quran to run the affairs of the people using ‘Shura’ (consultation). He is elected based upon confidence to lead, not on his policies, because he is obliged to derive laws based upon the Quran and Sunnah، and has no option to not implement the clear laws cont-ained therein, even if not convenient for gov, which provides full protections for people’s rights at all times. In a (Western) secular Democracy, the leaders are not obliged to consult the people in running the affairs (nor fulfil their promises). They derive laws from what is convenient, and may (and do) take away people’s rights using that justification. In Islam, the leader remains in power until he becomes unjust or incompetent. In a (Western) secular Democracy, the leader remains in power despite being unjust or incompetent, and may get elected again if he can lie to the people to persuade them he is the lesser of two evils. An Islamic State is based upon sovereignty to the Creator, who doesn’t change his mind, it not prone to prejudice, bigotry or ignorance. A (Western) secular Democracy is based upon sovereignty of the Individual, who does change their mind, is prone to prejudice, bigotry and ignorance. This article explains deeply about Comparison of Islamic concept of state and non Islamic Idea of State.

Active Reading Strategy to Facilitate Students Understanding of Science Concepts in a Secondary Science Classroom of a Community Based School in Karachi, Pakistan

Reading is not the strategy which is associated with language subjects. It is equally important in the area of Science as other strategies like hands-on and inquiry. Consequently, the access to Science content in terms of understanding is only possible when a reader has ability to actively read the text. Reading plays a very important role in strengthening the understanding of science language and vocabulary, as lack of awareness of both could be a hindrance in developing and demonstrating a conceptual understanding. This research study was conducted to understand ways to implement an active reading strategy DART (directed reading activities related to text) on students' understanding of science concepts. This was an action research study, in which DART was applied in a secondary Science classroom of a community-based school in Karachi, Pakistan to understand ways to apply DART for reading in the Science classes. The reconnaissance was done to see the use of reading in Science classes and data revealed that the science teacher as well as students do not consider reading in Science as effective as compared to activity base or hands-on teaching methods, they have not experienced reading in science classrooms; however, it was observed that hands-on promoted students reproduction of knowledge rather than construction of knowledge. These findings set up the basis of implementing active reading strategy DARTs in the context. My experience of the implementation of active reading strategy DARTs in a secondary science classroom, of a community-based English Medium Boys School in Pakistan, indicates that it was helpful in developing reflective reading and it challenged students to reflect on the text in terms of finding out key ideas, locating information, categorization and sequencing of the text. This reading strategy involved students in meaningful learning, where they understood content by reading, re-reading, interacting and reflecting on the text, hence an experience of reflective reading. The engagement of students in active reading of content, which was different and new from the concepts taught in the class, maintained their interest in reading and in learning new science vocabulary and its use in their expressions. The experience of new activities also helped them to maintain their interest and kept them motivated in the task. The DART activities facilitated students learning in comprehension of the text, location of information through underlining, categorizing of the text, sequencing of information, and summarizing text. It enabled them to learn at higher cognitive levels