45. Al-Jathiyah/The Kneeling Down
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
45:01
a. Ha. Mim.
45:02
a. The sending down of this Book - The Divine Qur’an - is from Allah,
b. The Almighty, The All-Wise.
45:03
a. Indeed, there are Wonders of Allah’s Creative Power throughout the celestial realm and the terrestrial world for all who are willing to believe.
45:04
a. And as they exist in your own creation and in the creation of a variety of other living creatures,
b. that HE scatters throughout the terrestrial world are Wonders for a people who are firm in
belief.
45:05
a. And so too in the alternation of the nighttime and the daytime,
b. and in the means of livelihood which Allah sends down from the sky clouds then HE enlivens the land after it had been made lifeless by prolonged exposures to drought,
c. and in the changing of direction, velocity, and temperature of the winds,
d. in all these are Wonders of Allah’s Creative Power for a people who understand.
45:06
a. These are the Messages of Allah,
b. that WE recite/convey to you in all truth.
c. So then in what other kind of a discourse will they ever believe if not in Allah and HIS Messages?
45:07
a. Woe to every impulsive liar and the sinful……
45:08
a. …. who hears Allah’s Messages in The Qur’an being recited to him,
b. and yet he persists in disbelief arrogantly as if he had never heard them.
c. So give him the good...
Translation is a separate genre and should be treated as one with its specie set of issues, nuances and problem. The Islamic scholars face a peculiar set of problems as their root-medium is Arabic and it is from Arabic to the other languages--- that conversion words a translators' main job are hard to find. The following article is an effort to highlight the set of problems and issues faced by Muslim non-Arab translators while dealing with the medium of Arabic language.
A Comparative Study of Teacher Education Program in Pakistan and Turkey at Secondary Teacher training is a lynchpin of teaching learning process. Curriculum of teacher training programme
plays a vital role in its success. The study was undertaken to compare Secondary School teachers’
education programmes in Pakistan and Turkey. The study pinpointed the points of congruence and
incongruence in teacher education programmes of both the countries. The study was carried out to
achieve set objectives and research questions.Major objectives of the study were to highlight the
procedure which is being used to monitor and evaluate the model lessons; to investigate the similarities
and differences in teacher education programmes of both the countries, teaching practice facilities,
curriculum, comparison of teaching methodology, teaching faculties of Pakistan and Turkey, foreign
professional training, duration of teacher training course, monitoring and evaluation, assigning of
projects, comparison of education facilities available in both the countries and to suggest possible plan
for teacher education based on best practices of both the countries.
Research questions were framed to achieve the objectives of the study. 25 teacher trainers (13 Turkish
and 12 Pakistani) and 200 prospective teachers (100 Turkish and 100 Pakistani) were taken as sample
for the study. Two survey questionnaires were developed: one questionnaire for teacher trainers and
one for prospective teachers from Pakistan and Turkey. Survey Questionnaires were used as an
instrument for data collection and data was analyzed by using percentage and mean score. Majority of
Turkish teacher educators received foreign professional training while majority of Pakistani teacher
educators did not receive any foreign professional training. Teacher educators of both the countries
had attended seminars, workshops and conferences. Teacher educators as well as prospective teachers
of both the countries had consensus that supervision and evaluation of model lessons should be done
by a panel of examiners rather than head of institution or an individual teacher. Turkish teacher
educators were satisfied with the number of teaching staff, working conditions, funds for research ,
internet facilities and gadgets whereas Pakistani teacher educators and prospective teachers were
dissatisfied with the number of teaching staff, working conditions, funds for research, internet facilities
and gadgets. Turkish prospective teachers and teacher trainers mostly used demonstration method
whereas most of Pakistani teacher educators used lecture method. The researcher also recommended
that duration of B.Ed. should be increased to two years instead of one year.
On the basis of findings, major conclusions were drawn. The researcher gave his findings and
recommendations to attain maximum benefit of teacher training programmes in Pakistan and Turkey.