ایڈیٹر برہان کو صدمہ
قارئین برہان کو یہ معلوم کرکے افسوس ہوگاکہ ۱۰؍جولائی کومولانا سعیداحمد اکبرآبادی مدیر برہان کاجواں سال بیٹا ’’عمر سعید‘‘ عمر۴۰ سال مختصر علالت کے بعد انتقال کرگیا۔ اِنَّالِلّٰہِ وَاِنَّااِلَیْہِ راجعون۔
مولانا کو مفتی صاحب ؒ کی وفات کاصدمۂ جانکاہ ابھی تازہ ہی تھا کہ ناگاہ ایک یہ حادثہ بھی پیش آگیا۔مولانا کواس قدرسخت صدمہ ہے کہ انھوں نے لکھنا پڑھنا سب ترک کردیا ہے اور ان پرایک عالم گمشدگی طاری ہے۔ قارئین سے درخواست ہے کہ وہ مرحوم کے لیے دعائے مغفرت کریں اورمولانا کے لیے بھی دعا فرمائیں کہ اﷲ تعالیٰ انھیں صبر جمیل کی توفیق عطا فرمائے ۔
[عمید الرحمن عثمانی(منیجر)، اگست ۱۹۸۴ء]
No society is safe from crimes hence with the passage of time, crimes amplify along with alteration in its nature. As the approaches of investigation and finding the crime develop, the ratio of crimes also increases and the casualties occur with new devices and techniques. On the other hand individual and collective endeavors are being made to stop it. The concerned authorities try to finish or decrease these crimes by formulating various new rules. The rules that the Creator and the real Owner of the whole world had bestowed upon us in the form of Islam, it includes the right and basic techniques to control the crimes. As the modern technology has facilitated us with many facilities, it has also facilitated us in finding a culprit or proofs against him that helps in the stoppage of crimes and finding the criminals. As this modern technology has brought a great reduction in the casualties and crimes, on the other hand we have also to face some legal and Islamic issues. One of these issues is the case of medical test for witness that whether the test of clinical laboratory can be accepted as witness
Assessment is an indispensable component in any learning institution, be it formal or informal. Without assessment it is hard to know the strengths and weaknesses of both teachers and students in teaching and learning. The ultimate aim of any institution of learning is progress and it cannot be attained unless there is assessment. However, not all forms of assessment can bring about progress. Improvement in the teaching-learning process for the benefit of both teachers and students is always at the centre of formative assessment (Black &Wiliam, 1998). I designed this study to develop an in-depth understanding into the use of formative assessment strategies in the teaching of mathematics. This study took place in a private primary school in Karachi, Pakistan. It was conducted in classes four and five. I used a qualitative design of research, in which classroom lesson observations, post observation conferences, interviews and review of documents served as tools of data collection. Research participants were mainly teachers and students. I also got supplementary information from the head teacher to have a holistic picture of the whole study with regard to assessment practices in the school. The findings revealed that there were a number formative assessment strategies used in the teaching of mathematics at the time of the study. The assessment strategies that were being used at the time of data collection were: questioning, marking and feedback, review of the previous work, and end-of topic tests. It was also found that there were facilitating and constraining factors that affected the use of formative assessment. I conclude with recommendations for the school administrators and teachers of the school in which the study was conducted. I also propose further studies in the same area of research community, with special focus in developing countries to see how effectively formative assessment can be applied.