اسلامی حکومت میں غیر مسلم اقلیتوں کے حقوق کا جائزہ: معاہدات نبوی کی روشنی میں

Human Rights and Rights of Miorites areattractive slogans in the  global canvas. In the history of human beings many religions, their leaders, empires, and institutions claimed that they provided many human rights to the citizens of their countries, but the truth is that they failed to provide a complete code of rights to their minorities. In this regard the Treaties of the Holy Prophet Muhammad (Peace Be Upon Him) are a road line for all the Human beings, giving the fundamental rights, specially to non- MuslimMinoritess in the first Muslim state of Madinah. It has been highlighted in the Medina pact, contract with the Christian, people of Najran, letter of protection (Amman Nammah) for the people of Yamman, Maqna, Honain, Khaibar, Eilah, Ummay Hani, contract with Majoos, providing and sending them “ Letter of protection” to the people of Hajjar(Bihrin). There are many sayings in the books of Siah sittah and others giving the rights to the non-Muslim Minorities. This Paper ends by giving main principles of human right and providing some suggestions to solving the non-Muslims issues in mslim state in the light of treaties of the Holy Prophet ( Peace Be Upon Him).

Exploring Efficacy of Geogebra in Development of Geometrical Reasoning Skills of Students of Grade 7

In the Pakistani context, teachers and students often find it difficult to teach and learn geometry, particularly proofs using deductive reasoning skills. Dynamic Geometry Software (DGS) is a widely recognised tool that mediates students’ reasoning skills. However, its efficacy in developing the reasoning skills has not yet been explored in the Pakistani school contexts. Before spending the time and resources in integrating the software in geometry instruction, it is necessary to investigate the effectiveness of DGS in the Pakistani context. This study, therefore, aimed at determining the effect of DGS (Geogebra) on reasoning skills of students of Grade 7 in one of the private schools in Karachi, Pakistan. The study used quasi-experimental pre-test and post-test design. Sample of 40 and 36 students comprised Experiment Group (EG) and Control Group (CG), respectively. In the pre-test CG performed significantly better than EG (U=468, z=-2.659, pr=0.31). However, in the post-test, score of EG (Mdn=6.50) was higher, as compared to score of CG (Mdn=6.00), although the difference was not significant which is represented by small sized effect (U =615.50, z=-1.098, p>0.05, r=0.125). Specifically, DGS-based instructions resulted in significant improvement at visualisation level as compared to the instructions without DGS. However, both instructions (with and without DGS) were equally helpful at the analysis and deduction level. Nevertheless, no improvement was reported at the informal deduction level. The findings of this study encourage the practitioners to use DGS for the development of students’ geometrical reasoning, especially while designing the instructions at visualisation level.