سورة الكوثر بين الإعجاز البلاغي وتحديات الترجمة

Since the inception of Islam, the translation of Quran’s meanings into other languages has always been an incessant need of the non-Arab Muslims. Although there are contrast views of Muslim scholars about the translatability and untranslatability of Quran into other languages for its innate miraculous meanings, tremendous efforts have been made, throughout the history, to make Quran easy for general public. Urdu is one of those languages in which Quran has been translated since Islam has brightened horizon of the sub-Continent. This research deals with the shortest Surah of Quran that contains plethora of meanings and rhetorical secrets with least letters, words and sentences. The research paper comprises of: Eloquence of al-Kawthar hinting the hidden semantic meanings. The problems of translating this chapter keeping in view to encompass the meanings of semantic eloquence during its translation. The researcher has confined the study to four Urdu Translations:   Translation of Sheikh Abdul Qadir, Translation of Sheikh Ashraf Ali Thanwi, Translation of Sheikh Ahmed Raza Khan Barelvi Translation of Sheikh Abdul Majid Derya Abadi). The article deals with highlighting the difference between rhetorical miracles in the Qur’anic text and the shortcomings of its translations in an explanatory table and the research work comes to end with valuable results and suggestions.

Secondary School Mathematics Teachers Conceptions Regarding Assessment

Assessment is the process through which teachers collect, synthesize, and interpret information to aid in decision-making about students' learning and their own teaching. Teachers' conceptions regarding assessment are believed to influence their classroom practices. Hence, studying teachers' conceptions of assessment is important in a sense that it provides an indication of how teachers conceive assessment, how different forms of assessment are being used or misused and, most importantly, what could be done to enhance their conceptions of assessment thereby improving their classroom practices. This study aimed to explore the conceptions of mathematics teachers regarding assessment in secondary schools in tehsil Mastuj, district Chitral. The study also aimed at finding out the differences between private and public school mathematics teachers' conceptions. A cross-sectional survey design was used in this study. Participants of the study were mathematics teachers (N=110) from public and private schools selected through multi-stage sampling technique. Data were collected through a standardized questionnaire 'Teachers Conceptions of Assessment' (TCoA) that comprised 27 items with six options ranging from 'strongly disagree' to 'strongly agree'. The questionnaire was validated through content validity and a pilot study and its reliability was 0.72. The data were analyzed through Statistical Package for Social Science (SPSS). Findings of the study revealed that participant teachers showed a high level of agreement with three conceptions of assessment, that is, 'school accountability', 'improvement', and 'student accountability', whereas they showed a comparatively low level of agreement with the conception of 'irrelevance'. Moreover, a comparison of public and private school mathematics teachers showed no significant differences among their conceptions regarding 'school accountability', 'improvement', and 'student accountability'. However, there was a significant difference between the conceptions of the two schooling systems regarding the conception of 'irrelevance' where private school mathematics teachers scored significantly higher than their public school counterparts. Based on the findings, the study provides suggestions to professional development institutions to improve teachers' skills in students' assessment. It also provides suggestions on future research for interested researchers in the same field.