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51. Adh-Dhariyat/The Scatterers

51. Adh-Dhariyat/The Scatterers

I/We begin by the Blessed Name of Allah

The Immensely Merciful to all, The Infinitely Compassionate to everyone.

51:01
a. And the scatterers, scattering everywhere,

51:02
a. and the bearers with their burden,

51:03
a. and the runners with their gentle ease,

51:04
a. and the distributors by command!

51:05
a. Surely what you are promised is true indeed!

51:06
a. Surely the Time of Final Judgment is sure to come.

51:07
a. And the celestial realm with all its countless tracks!

51:08
a. Surely you are of differing opinions.

51:09
a. Whoever is deluded about it is really deluded.

51:10
a. So doomed be those who just speculate,

51:11
a. those who are oblivious of the realm of the Hereafter.

51:12
a. They mockingly ask:
b. ‘When will be the Time of Final Judgment?’

51:13
a. Tell them:
b. It will definitely come and be ‘The Time when they are going to be tried by the Fire.’

51:14
a. And they will be told:
b. ‘Taste your trial/punishment!
c. This is what you had been seeking to hurry.’

51:15
a. Surely the virtuous will be in the Paradise and flowing springs;

51:16
a. receiving what their Rabb - The Lord will have given them of the reward,
b. for they were definitely seekers of excellence in piety even before the coming of this Time.

51:17
a. For they will sleep only a little of the night...

Socio-Cultural Analysis of Moral Ethics Syllabi at Under-Graduate Level to Manage the Blasphemy Issue in Pakistan

In the context of blasphemy issue, the present study examines the socio-cultural elements in the Moral Ethics syllabi functional at the different universities of Pakistan. As per our hypothesis, ME syllabi lack some important socio-cultural elements responsible for handling hate crimes, especially the issue of blasphemy. For testing the proposed hypothesis, available ME syllabi were collected from the official websites of different universities. Collected ME syllabi were examined through the method of content analysis. After examining literature review, necessary socio-cultural factors (SCFs) were listed and the selected syllabi were evaluated through this list of SCFs. Our study findings endorse the primary hypothesis that majority of universities has adopted the foreign model of ME syllabi without adapting them according to indigenous social and cultural needs. Additionally, the most important SCFs; knowledge of blasphemy laws (KBL) and real-life dilemmas (RLD), are mostly absent in the existing ME syllabi.

Promoting Discussion in a Lower Secondary Science Classroom

With the advancing world, it is the need of the day to shift from the transmission mode of teaching towards conceptual understanding, where children can build their understanding by playing a central role. Discussion is one such process that can be used to help students construct their own understanding, and communication and thinking skills. Discussion can be incorporated in any of the teaching strategies. However, it is hardly practiced in the classroom. Recitation remains the predominant form of interactive talk. Therefore, the aim of this study was to promote discussion in the lower secondary class of a private school. The action research methodology based on Kemmis, Mc Taggart and Retallick's (2004) cyclic model was used. Different phases of the model are; identifying the general idea, reconnaissance, plan, act, observe, reflect, and then enter into the next cycle by re-planning. Data were collected through interview and classroom observation. Analysis was carried out in two steps; on-going analysis throughout the data collection and overall analysis at the completion of field work. Various teaching strategies (e.g. poster, Predict-Observe- Explain, discrepant event, etc.) and classroom organizations (e.g. whole class, group work, etc.) were used to promote discussion. Findings revealed that the use of various teaching strategies, especially POE and discrepant events encouraged the children to participate in discussion, Furthermore, children showed more interest when they were involved in discussion by linking science with daily life. A gradual shift in the level of difficulty of activities supported promoting discussion in the classroom' The study also highlighted facilitating factors (e.g daily life objects, proper planning, setting rules, etc) and challenges (e.g time, completion of syllabus, etc.) faced in promoting discussion. The study has implications for Science teachers as well as for teacher educators in their teaching of Science and in conducting professional training programmes respectively.
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