مطبوعہ پاکستانی مصاحف سے متعلق چند فنی مسائل کا جائزہ

Error-free printing of Qur’ānic Text is a collective duty of all Muslims. The fact remains that Muslims have performed this duty with devotion and rightly. They also arranged sittings to discuss "Rasm" and " Ḍabt"(رسم اور ضبط) to understand the crux of matter and provide an expression to the most authentic text. No Muslim can intentionally commit any kind of mistake in the text of Qur’ān. However, such possibilities of error cannot be denied due to negligence and inadvertency. The Ministry for Religious Affairs has made it obligatory for all the printing institutions of Qur’ānic text to follow the model of the Qur’ānic manuscript, produced by Anjman Ḥimāyat-e-Islām, yet many Qur’ānic manuscripts with errors are present in the market. Such manuscripts are not only present in some mosques, but also recited. It causes problems in recitation of those verses and might changing the meaning of them. This article points out such scriptures and errors, so it can be identified and to take steps for preventive measures for such errors in future. This article also suggests some policies and strategies for publishing of Qur’ān for avoiding misprints errors.

Exploring the Teachers Assessment Strategies of Social Skills of Lower Primary Students

Assessment is a process of collecting data for the purposes of making decisions about students' (Salvia &Ysseldyke, 2001) academic progress as well as social and physical development. Teachers adopt a variety of assessment strategies in order to make decisions about students' academic performance with social skill demonstration in the classroom. Social skills are the skills employed when interacting with other people at an interpersonal level (Hargie, Saunders & Dickson, 1994). Good social skills include things such as cooperating, compromising and respecting the personal space of others (Masty& Schwab 2006). Teachers' assessment strategies of social skills can help in facilitating a smooth learning environment and facilitate students' achievement in the class, and the same habit may continue throughout the life of the individual. The study explores the strategies that teachers use to assess students' social skills and why they use them in a lower primary section of a private English medium O'levels Islamic school in Karachi, Pakistan. The study employed a case study method to explore the phenomenon. My sampling criteria were purposive. I conducted my study in the school where I am presently employed as a teacher. I positioned myself as a researcher in the school in order to collect authentic and trustworthy data. The research participants were four teachers (two from grade one and two from grade two). The data were collected through semi-structured interviews, observations of teachers' assessment strategies, and document analysis of assessment policy document and report cards. The data suggests that teachers use a variety of formal and informal assessment strategies to assess students' social skills. However, they are either not aware or confused about the assessment strategies they use and the reasons behind their usage. It is here that the teachers need to get acquainted with the assessment knowledge which will help them to reflect on their present assessment practices and develop informed understanding for the reasons of assessment. This study can prove beneficial to the school and the teachers in developing this informed understanding about the assessment of social skills. Furthermore, it can help them in learning more about the formal and informal assessment strategies that the lower primary teachers of the school adopt for the assessment of social skills. The findings of this study may provide useful insights for the particular school and other schools that adopt the same as essment procedures in developing a framework based on the principles for the assessment