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تازے زخم جگر دے ہو گئے

نہیں اے سجن میرے پاس
ڈاہڈا ہویا جی اداس
ساڈا سجن بے پروا
دکھیاں دا نہیں کوئی احساس
دکھاں درداں توں نہیں ڈردے
آیا غم جنھاں نوں راس
اندر ہڈیاں دے دھوں دھکھیا
اتوں رہ گیا خالی ماس
اوتھے بہہ کے حقہ پیواں
جتھے چلے تیرا خراس
لے جا پیار حیاتی میری
تیرا وعدہ میرا پاس

Analytical Study on Bill Discounting with Reference to Shār’Iah

With the growing economic industry, the importance of bill discounting is not obscured any more. It is undoubtedly one of the most important tools of trade financing. Now it has become very easy for importers and exporters to sale any product to a complete stranger anywhere in the world and get the bill against it discounted before its maturity date. That is why this tool is in the practice of all conventional banks. But regarding to shār’iah rulings its prevailed practice in conventional banks is not shār’iah compliance as this transaction consists of debt sale and interest. But due to it’s vitally need, Jurists of Islamic shār’iah have stepped forward with its different alternatives based on Můrabaha, Wākalāh, Můshāārkāh and Bāy’ Sālām in currency. In this article we have covered the causes behind the shār’iah rulings of prevailed bill discounting in conventional banks and addressed the Bāy’ Sālām as an alternative in currencies and its executive model in Islamic banks. Furthermore I have discussed the different opinions of modern scholars regarding these issues.

Existing Level of Understanding of Concepts in the Subject of Chemistry Among Class Ix Students and Effects of Teaching Chemistry Through “Concept Formation Teaching Model” on Students’ Achievement

The study aimed at checking the existing level of understanding of concepts in the subject of Chemistry among Class IX students and to investigate the effectiveness of concept formation teaching model over traditional method on Class IX students’ achievement. It was an experimental study in which concept formation teaching model was compared with traditional method. A sample of 460 students (300 Boys and 160 girls) were selected from nine Government High Schools for Boys and Girls of Rawalpindi city for administering an achievement test to measure the existing level of understanding of concepts in the subject of Chemistry among Class IX students. For experiment, sample size was 290. One hundred and forty three students in experimental groups and one hundred and forty seven students in controlled groups were selected because the classes were taken “as is”. Pre-test-Post-test Nonequivalent-Groups Design was used. The students of experimental and controlled groups were taught concept formation teaching model and traditional method respectively for three months. Pre-test and post-test were administered to experimental and controlled groups at the beginning and end of the experiment. 31 lesson plans were made on the format of direct instruction from chapter No. 7 to 10 of Chemistry textbook for Class IX published by Punjab Textbook Board. To determine the effects of concept formation teaching model on achievement of Class IX students in the subject of Chemistry, the significance of difference between the mean achievement scores of experimental and controlled groups was tested at .05 level by applying t Test, Product-Moment Correlation and analyses of covariance. Data analysis reveals that existing level of understanding of concepts in the subject of Chemistry among Class IX students was not up to 50 percent. The students of experimental and controlled groups were equal in pre-test at the beginning of the experiment. The experimental groups outscored significantly the controlled groups on post-test showing the supremacy of concept formation teaching model on traditional method. Hence the ultimate results of the study indicated that concept formation teaching model was more effective as compared to vtraditional method. Furthermore, concept formation teaching model appeared to be favorable for both boys and girls for the understanding of Chemistry concepts.
Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

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