اسلام اور یہودیت میں تصور طلاق کا تقابلی جائزہ

A Comparative Review of Divorce in Islam and Judaism The theme of exchange among religions and similar investigation of religions has turned out to be significant in the current time. Many religious scholars have presented a comparative overview of the subject of many commandments and beliefs in religions, but the issue of divorce in Jews and Islam as a regular subject is almost never discussed. Although it is mentioned as an ancillary subject, such books were written on the topics of marriage and divorce in world religions. But question is, why is divorce comparative review important in Judaism and Islam? Because most of the believers in Islam and Judaism are based on their religious teachings and worried about the problem of rising numbers of divorces. According to the principles of comparative study the researchers have tried to do work on this topic in an objective manner. Finally, it has been concluded that the teachings of these two religions are in principle quite alike. While there is some disagreement on the side issues that open the door to mutual dialogue, it is possible that through comparative research on other topics between these two religions is conducted it will provide further avenues of dialogue and mutual understanding between two major revealed religious traditions.

Role of Teacher’S Constructive Feedback in Improving Grade 5 Students’ Writing Skills in a Public School in Karachi

This study explored the role of teacher constructive feedback in supporting students’ writing skills. The study was conducted in Grade5 in a public school in Karachi. The study employed action research under qualitative research design over the three weeks comprising of three cycles. The data was collected in three main phases: reconnaissance phase, intervention phase and post-intervention phase. The data collection tools were; classroom observations, pre and post-test, focus group discussions, students’ notebook analysis, and my own reflections on classroom teaching. The research was conducted in the entire class however, students’ data i.e. written and oral responses, come from six students, who were selected randomly. The findings earlier indicated that students were not familiar with the different strategies of feedback processes. They were used to get feedback on their drafts from their teacher in a very traditional manner. They were also assuming that the purpose of highlighted errors by a teacher was, to correct and memorize text so that they could produce an error-free draft and could pass their exam with good grades. It was also found that writing skill was the least important skill for them. Based on the findings of the reconnaissance stage, I taught six lessons in three cycles. The overall findings revealed that constructive feedback is the scaffolder, which enables students to strengthen their learning of writing skills. The progress in their understanding of writing through various constructive feedback strategies appeared gradually. For example, the graphic organizer worked as an energizer for the students, verbal and written questioning techniques provided them with the opportunity to think and respond in detail. Similarly, provision with the opportunity to the students for self-assessment and self-reflection was another factor to promote students learning through sharing their views with the teacher. Likewise, teacher descriptive feedback and employment of rubric helped students’ to address their language writing difficulties. It further indicated that both the feedback processes and process writing approach are interlinked and both allowed students to reflect, revisit and reproduce an improved draft. It also pointed out that the teacher timely and ongoing feedback has the potential to develop students’ writing skills, which required a quality time and effort from the teacher. The findings also informed that feedback is not an isolated activity, rather it is an interactive and two-way process where the teacher and student are engaged in the process. However, the traditional and routine way of teaching and assessment