۵-اين
"يَقُوْلُ الْاِنْسَانُ يَوْمَىِٕذٍ اَيْنَ الْمَفَرُّ"[[1]]
"اُس وقت یہی انسان کہے گاکہاں بھاگ کر جاؤں؟"۔
The opponents of Islam and its prophet, Muhammad (p) including some of the orientalists, have always tried their best to distort the real image of Islam and malign the person of the holy Prophet. They have produced many baseless stories and notions about the teachings of Islam and the person and life of the holy Prophet. They accused the Prophet (p) of having compiled the Qur’an out of the teachings of Christianity, Judaism and the customs of pre-Muhammadan Arabs. They maintain that Muhammad (p) was caught by epilepsy and trances, out of which he pretended to having received the Quranic revelation. They mention the incident of ‘Shaq al-Sadr’ (splitting up of the bosom of the prophet in his childhood) and the shivering condition of the holy Prophet(p) while receiving the revelations as hallucination of epileptic fits. But the history, medical science, the logical reasoning and the impartial orientalists have absolutely rejected their biased allegations on the personality of the holy Prophet. They certified that Muhammad (p) had never suffered from any type of such ailment like epileptic fits, seizers, trances or the falling sickness. The author is this paper refutes the allegation of epilepsy to the prophet with the help of impartial studies of the orientalists and evidences from the medical science, thus, highlighted the superficiality of the investigations of some orientalists about Islam and Its Prophet.
Teaching reading in the early years is highly emphasised especially in an EFL context like Pakistan; however, its assessment is often neglected. The current study is based on the concept that assessment is an integral part of the teaching and learning process and it should facilitate the child’s learning. The purpose of this study is to explore classroom-based assessment strategies to assess the reading skills of young children. To serve the purpose of the study, a Collaborative Action Research approach was employed, in which the researcher worked in collaboration with the teacher to apply reading assessment strategies in the classroom. The study comprised three phases starting from the pre-intervention in which the existing assessment practices were explored, then the intervention phase where different strategies were applied and last was the post- intervention phase in which the teacher assessed the children independently. As a research participant, one English teacher who had at least three years of experience of teaching young children was selected along with four students of 6-7 years as a focused group. The findings of the study confirmed that the assessment strategies ‘observation and retelling stories’ have the potential to assess the reading skills of young children, especially their understanding of reading as a meaning-making process. It was also revealed that these assessment strategies allowed the teacher to monitor students’ progress as well as guide her own teaching practice. Moreover, classroom-based assessment was found to be promising in providing a teacher a rich picture of children’s reading development by gathering and interpreting the assessment information. However, a teacher’s own education of assessment and time pressure hindered the implementation of classroom-based assessment. It is recommended that classroom-based assessment must be included as a part of teacher development programmes so that students’ learning could be supported during the course of the teaching learning process through effective use of assessment.