پنجواں شکار
شکندر بارہویں جماعت دا طالب علم سی اک دیہاڑے جدوں اوہ کالج اپڑیا تے اوہنے ویکھیا پئی کالج دے نیڑے خالی میدان وچ خانہ بدوشاں دیاں پکھیاں لگیاں ہوئیاں نیں کالج لگن وچ اجے کجھ چررہندا سی پئی اوہ بے وس ہوکے پکھیاں ول ٹرپیا جدوں اوہ اک پکھی دے کول اپڑیا تے بت بن کے کھلوتا رہ گیا ایس پکھی وچ اک کڑی چھج بناون وچ لگی ہوئی سی اوہنے سدھے سادھے کپڑے پائے ہوئے سن اوہدیاں گلہاں نوں اک لٹ لگدی پئی سی۔ موٹیاں موٹیاں اکھاں، گول گپا جہیا چہرہ۔ اچن چیت اکو واری ایس کڑی نے شکند رول ویکھیا دونواں دیاں اکھاں چار ہوئیاں تے فیر اوس کڑی نے سر تھلے کرلیا خدا جانے کدوں تیکر شکند راوہدے دل ویکھدا رہیا جدوں کالج دا ویلا ہوگیا تے اوہ مجبور ہوکے کالج ول ٹرپیا پر اوہ چنگی طراں کالج وچہ پڑھ نہ سکیا ہر ویلے اوس کڑی دے خیالاں وچ ڈبیا رہیا۔
جدوں کالج توں ویہلا ہوئیا بے وس اوہدے قدم اوس پکھی ول اٹھ پئے جیہدے وچ اوہ مٹیار بیٹھی ہوئی سی۔ جدوں شکندر اوتھے اپڑیا تے اوہ وی پہلے توں اوہدی اڈیک وچ سی تے کہن لگی ’’تسیں آگے اوباؤ جی، میں تہاڈی ای اڈیک وچ بیٹھی سی‘‘ ایہہ گل سن کے شکندر حیران ہو گیا اوس کڑی نے دوجی وار فیر آکھیا۔
TechnoHeart is a digital way of monitoring heart rate using a Heart Rate Monitor device and an android phone. Moreover, this is made more special through its work-out training which is designed to help users set and achieve their target heart rate and monitor at what training intensity they are during a strenuous exercise. The training is made more interactive as the application has its real-time audio coaching. The need for this application comes from three sources; First, some athletes, non-athletes and even doctors are still using the traditional way of getting the heart rate; Second, training intensity is not monitored and target heart rate is not achieved; Third, most mobile developments do not tailor the need of users who undergo work-out training. With the following needs, objectives were set; First, to connect an HRM (Heart Rate Monitoring) device to an android mobile device and display individual’s heart rate in digital form through mobile; Second, to create a work-out training program using the Karvonen Formula; Third, to enable users know one’s target heart rate by using a Karvonen calculator; Fourth, to notify users in real time with every sudden change and the needed action in order to keep an effective training exercise. The project is to explore this and other similar concepts to develop a design that optimally satisfies all of these objectives. The project addresses all of these objectives while meeting the constraints given. The project was deployed in three different sets of users: The University of Mindanao Athletes, The elderly users aging from 50-80 years old and the other users aging from 12-49 years old. The researchers recommend the use of TechnoHeart for athletes and non-athletes who are aiming for an effective cardiovascular training. And for the next researchers, they can focus on the compatibility of the said application to other mobile platforms like iOS, Blackberry, Windows and etc. And also, they may upload application in the internet such as in social networking sites or any features that would make this project more usable.
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.