الارھاب: اسبابه و علاجه السلام اساس الاسلام

Terrorism is such a dangerous disease that has destroyed peace of many nations of the world. Terrorism, in all its forms, is condemnable. The author of this paper tried to encompass all the important factors and causes, which generate and consolidate terrorism in its different forms. This paper presents various causes of the phenomenon of terrorism, which include the material causes, the psychological causes, the behavioral causes, the political causes, the social causes, the economic causes and the ideological causes. The last segment of this dissertation discusses the remedies of the problem of terrorism. The necessary measures and suggestions have been suggested by the author to control the monster of terrorism. These includes to promote a moderate religious approach through education and preaching; to remove the misconception of the west against Islām; to refine our education and teaching methods by including relevant psychology and morality; our youth needs to use their energy in the social welfare activities to save them from becoming a victim of extremists and terrorists for having no purpose of life and for being idle; the Muslim rulers need to get close to their masses and remove alienation; a confident, unanimous condemnation from the responsible circles of the society should be promulgated; the youth must not rebel against their rulers and must not indulge in the matters of excommunication.

Exploring Differences in Grade 10 Students Mathematical Achievement in District Skardu, Gilgit-Baltistan: Comparison Across Gender and School Systems

Differences in students' Mathematics achievement are accounted by many factors of which gender and school system are two contributing variables. This study aimed to explore the differences in grade 10 students' Mathematics achievement across gender and school systems (public and private) in Skardu, Gilgit-Baltistan. The study sample comprised 356 grade 10 students selected through stratified random sampling. Of these, 165 students were from public and the remaining191 students were enrolled in private schools. The sample represented boys (it = 187) and girls (n = 169). A cross-sectional survey was employed and data collected through a newly developed and validated Mathematics Achievement Test (MAT). Data were analysed using the non-parametric equivalence of the independent t-test. Results showed that students' overall score in MAT was 31.5%. Furthermore, students' performed slightly better in MCQs than CRQs. Of the four content domains in MAT, information handling was the easiest. Furthermore, students' performed better in the knowledge domain as compared to the application and reasoning domains but the difference was not significant. Gender comparison of MAT overall scores revealed girls' better performance than boys but the difference was not significant (p > 0.05). Likewise, gender comparison indicated no significant differences for students' scores in MCQs and CRQs, content domains and cognitive domains (p > 0.05 for all). Within school comparison exhibited no significant gender differences in the overall performance of both public and private schools. However, within public schools girls performed significantly better in numbers & operations, algebra (p < 0.01) and lower level of cognition i.e. knowledge (p < 0.05). Nevertheless, within private schools no significant gender difference was observed in any category of MAT. However, comparison of school systems revealed significantly better performance of private schools to public schools in all categories of MAT. This study provides insights into differences in students' Mathematics performance in relation to their gender and the schools attended. It provided information about students' knowledge in various content and cognitive domains of Mathematics for policy and practice. This study can be replicated nationally using MAT. A qualitative aspect can be added to explore the reasons for students' performances in Mathematics.