روایتی بینکاری نظام کے ارتقائی مراحل کا تحقیقی جائزہ

The concept of keeping wealth in a safe place dates to centuries. Ancient civilizations had diverse means of storing wealth in the form of crops, cattle, precious metals etc. The evolution of modern banking practice began with the introduction of receipts which were exchanged against precious metals and coins deposited to goldsmiths for safe keeping. Whenever the need for payments and transactions arose the holder of the receipts used to utilize the receipts as guarantee. The society used to honor these receipts as they carried the same weight as other precious metals. Receipts were swapped in place of precious metals and thus for all practical purposes paper was introduced as currency in the society. With the advent of currency notes the system of traditional banking came into being. Since then the banking system has gone through continuous change. The present banking system is geared up to meet the present and the future requirements of modern age. In the contemporary world money is now being steadily replaced by banknotes, cheques, pay orders, bank draft, ATM cards, debit cards, credit cards, e-banking.

A Case Study of Innovation: Cabris Integration in the Geometry Classroom

This small-scale research is a case study of Cabri's (a geometrical software) diffusion as an innovation in the secondary mathematics classroom in the exploratory paradigm. Basically, this research explores the supporting and hindering factors when Cabri was adopted and implemented as an innovation in the mathematics classroom. The rationale of conducting this study is based purely on my teaching and learning experiences of geometry as conventional teacher and learner respectively. So this research is an attempt to transform my conventional practices into contemporary ones. Moreover, geometry in the secondary mathematics curriculum occupies large numbers of substantial concepts due to its rich variety. So, this research will broaden my understanding about teaching these concepts effectively through Cabri. In the conventional teaching and learning scenario of Geometry, the active exploration of Geometry is not an easy task for the teachers and learners. The main reasons for this are the inaccuracy of the figure, lack of visualization and syllabus completion and time constraint and lack of immediate conceptual feedback by teachers. This research focuses on how teachers can adopt and implement Cabri as a new innovation in the secondary geometry classroom. It also focuses on those ways, which can bring improvement in the teaching and learning of geometry in the context of developing countries like Pakistan. For this research, I worked with two female secondary mathematics teachers from my home institution. I initiated my research by interviewing the existing perceptions of my research participants about the adaptation and implementation of Cabri for the teaching and learning of geometry. It was discerned that the ways teachers teach strongly depend on their existing perception. I encouraged planning lessons with my teachers, implemented the lessons as co-teacher, observed and reflected on the teaching and learning practices of teacher and students for further improvement. The data in this research was collected through semi structured interviews, participant observations of teaching either in classroom or in computer lab, the researcher's descriptive memos and students' sample work and evaluation; this data was analyzed and discussed in thematic form. These study findings report in two major themes: How Cabri supports the students learning geometry and how can teachers adopt Cabri for the effective teaching and learning of geometry, and their sub themes have also been discussed. This research finding report that Cabri as catalyst motivated the students for the learning of geometry, engaged them in the active construction of new knowledge