اسلام میں سد ذرائع کی اہمیت

The Islamic laws prevent us from the evil deeds. As well as, according to Shariah, it is permissible and sometimes even compulsory to save the believers from the actions that may lead them towards the banned activities. Therefore, the ruling of prohibition from these types of activities is called Sadd-e-Zaree’a. This is the principle extracted from the Quran and Sunnah. As Almighty Allah forbade the believers to say ‘Ra’ina’ because this word was used by Jews knowingly in a wrong manner with evil intentions, whereas, Muslims presented their requests by this same word in the highest court of The Holy Prophet (peace and blessings be upon him) for seeking easiness and relaxation in their concerned matters. As in Quran: O People who Believe, do not say (to the Prophet Mohammed- peace and blessings be upon him), " Ra’ina (Be considerate towards us)" but say, " Unzurna (Look mercifully upon us)", and listen attentively in the first place. [Baqarah 2: 104]. (To disrespect the Holy Prophet – peace and blessings be upon him – is blasphemy.) Another example by Hadith, in this regard, it is also evidenced by the good character of The Holy Prophet (peace and blessings be upon him) that sometimes He stopped himself intentionally from the permissible activities lest the common masses may involve in undesired activities on the basis of The Holy Prophet’s act. Concisely, keen consideration is required on rational basis when explaining the Shariah rulings of any matter. Otherwise, the beauty andbenefits of the Shariah may be lost. Consequently, to prevent from the future turmoil is actually the spirit of Sadd-e-Zaree’ah. As this is the actually basic need and prerequisite of Shariah. It saves and prevents its believers form expected turmoil. Therefore, if the risk of turmoil would trigger with committing the permissible activity it must be abandoned due to the risk of turmoil.

Effect of Achivement Goal Orintation on Students Performance in the Subject of English at Secondary Level in Khyber Pakhtunkhwa

This study aimed to determine the effect of achievement goal orientation on student performance in the subject of English at secondary level. It was conducted in conventional classrooms in government High/Higher Secondary schools in district Peshawar. The sample consisted of 224 male and female teachers and 2240 boys and girl students. Items from the Patterns for Adaptive Learning Scale (PALS) developed and revised by Midgley, et.al, (2000) was used for the study. Students’ achievement was measured by using a multiple-choice test in the subject of English. Descriptive statistics, correlation, and regression analysis were applied to identify significant predictors of achievement and to study the effects of students’ achievement goal orientation on their performance. The analysis revealed that teacher perceived school goal structure for students as more performance oriented than mastery oriented with more stress on high performance goals. Similarly teachers’ approached to instruction with multiple goals. They were more performance oriented than mastery oriented with slightly high performance approach to instruction than high mastery approach. It was found that teachers’ performance approach to instruction was significantly but negatively correlated to students’ mastery as well as performanceapproach goal orientation. Students had a multiple goal orientation. Majority of students had mastery goal orientation, followed by performance-avoid and performance-approach goal orientation. They were slightly more mastery oriented in general but in high-low category, they had more high performance-avoidance goal orientation, followed by high performance-approach goal and then by high mastery goal orientation. It was concluded that boys and girls differed in their achievement goal orientation. Students perceived their teachers as having multiple goals with focus on mastery and performance goals. They also perceived their teachers as having slightly high performance-avoidance goals than high performance-approach or high mastery goals. Students’ perception of teachers’ goals was significantly correlated to students’ goal orientation. Students viewed their classrooms as slightly more performance-approach oriented than mastery oriented. Majority of rural girls perceived their classroom to have high mastery goal structure, while majority of urban girls perceived them to have high performance-approach goal structure. Greater number of boys perceived their classrooms as having high performance-avoid goal structure than girls. Majority of urban boys perceived their classrooms as having high performance-avoid goal structure. Students’ perception of classroom goal structure was significantly correlated with students’ goal orientation, Students perceived their parents as asserting multiple goals with slightly more performance orientation than mastery orientation. However the difference was minimal. Students’ perception of parent goal was significantly correlated with students’ goal orientation. Students having high mastery goal orientation performed higher on performance test than students having low mastery goal orientation. Similarly students having high performance-approach goal orientation scored higher than those having low performance-approach goals. Furthermore, students having high performanceavoid goal orientation had slightly higher performance test score than students having low performance-avoid goal orientation. The study concluded that students’ performance was significantly correlated with students’ goal orientation and students’ mastery goal orientation was a strong predictor of achievement. The study recommended that teachers may provide students with meaningful activities to increase motivation and should encourage them for learning. Teachers may give attention to students’ abilities and their perceptions of learning and performance to help them to develop proper orientations resulting in adaptive learning patterns.