The current study explores the conceptual understanding of secondary level students in mathematics. The participants were 1320 students of 10th grade and 180 students of 11th grade randomly selected from 33 public secondary and 17 higher secondary schools of Lahore. The article describes the performance of students on six grade 1-7 level questions related to numbers, number operations, and algebra. One question was knowledge level and rest five were analysis level questions. Four questions were related to Knowledge of primary level Content and Students that required participants to analyze the error or explanations related to the problem. The other two questions were related to middle school content knowledge. The questions were adapted from Hill et. al. (2004)s instrument of Study of Instructional Improvement (SII). The success rate of students was ranging from 52.8 to 63.8 % on six questions and from 22 to 73.5 % on 15 sub-questions.

Pakistan faced severe challenges of violent extremism and terrorism after US invasion of Afghanistan. The successive governments pursued both political and military means to bring an end to this problem but to no avail. The war against terrorism was highly unpopular among the people and it was the main cause of failure to combat terrorism. In 2013, the newly formed government led by Prime Minister Nawaz Sharif decided to give peace a chance after a decision of an All Parties Conference (APC). Consequently, the dialogue process, through the committee members nominated by the government and Tehreek-e-Taliban Pakistan (TTP), ensued that kindled the hope of peace and stability in the country. However, the process was crippled after a few months and government launched a military operation against TTP and other militant outfits in the country. The paper explores the factors that lead the government to start peace talks with TTP and analyzes the challenges that dialogue process faced and ultimately caused its failure. Finally, it highlights the benefits, particularly the national consensus to combat terrorism that dialogue process produced despite its failure to bring peace in the country.

Despite the ubiquitous use of digital games, there is lack of scholarship on the use of framing in the narrative of digital games. Like other media, the games inevitably frame the issues in their narrative. Digital games are multifaceted where gameplay dynamics and narrative elements coalesce and create an immersive experience for the player. Owing to this interactive nature, a holistic operational analytical model, combining Nygren et al. (2022) and Entman (2018) approach for frame analysis has been adapted. The study investigated the functions of framing at the level of words, phrases and sentences as well as analysed game mechanics, rules, aesthetics, story, and characterization for framing. The results revealed that through framing the narrative of the games gained a distinct perspective and exhibited explicit ideological standings. This paper highlights that digital games are a rich site of inquiry for rhetorical methods and communication processes inherent to this digital artifact.