مختلف ادیان میں سزاؤں کا تصور اور اسلامی حدود پر غیر انسانی ہونے کے الزام کا تحقیقی جائزہ

Many people propagate about the Islamic Hudūd i.e. Punish against crimes stated in the Holy Quran. They are of the view that the Islamic Hudūd punishments are more severe, cruel a brutal. Although it a propaganda against Islam. This negative propaganda is an obstacle, hindrance in the way of enforcement of Hudūd. If the Islamic Hudūd are compared with the other Religions, punishments for different crimes, which have been mentioned in their books and Religious history, they are either similar or more sever and brutal than Islamic Hudūd, i.e. Punishment. It show that more sever & cruel punishments against crimes were present in heavenly and man-made Religious before Islam. The research under consideration is about the comparison and contrast between Islamic punishments and the punishments present the international or worldly Religions so that it may be cleared to the whole world that only Islam is a Religion in the world that no other Religion can compete regarding prevention of crimes. It will highlight the sublimity and loftiness of Islam and also make it clear the fact of hollow, attractive slogans of the present modern time.

Introducing Cooperative Learning in Social Studies Classrooms in the Government School

This study was conducted in one of the government secondary schools in Karachi. The purposes of this study were; a) to find out the existing teaching practice of social studies and its implications for learning in government secondary school; b) to explore the possibility of introducing cooperative learning as an alternate instructional approach in teaching social studies; and c) to understand the challenges which teachers face while introducing cooperative learning in social studies classrooms in government school. The study was divided into three parts. The first part dealt with an analysis of the existing practice of teaching of social studies. The second part focused on the introducing cooperative learning in the social studies classroom. The third part has related to identifying the potential constrains that affected the implementation of cooperative learning. An effort was also made to identify possibilities and constrains related to the implementation of cooperative learning in the government school. The findings of study suggest that the teachers found cooperative learning helpful in developing students' higher order thinking and social skills. The students were also able to work effectively in groups in order to share their ideas which served as a source of peer learning. This study further suggests that teachers need an adequate orientation in cooperative learning and strong school management support in order to introduce cooperative learning effectively in the government school.